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HOW TO TRANSFER LEARNING

and give your training lasting impact 

How do you ensure that your training leads to
valued, significant and transferable change?


This is an intensive trainer-training programme
with Roger Greenaway, Reviewing Skills Training

By taking part in this stimulating and practical 2 day workshop you will learn how to improve the chances that the full benefits of experience-based training are transferred to the 'real' world.

As a participant you will gain ...

  • an understanding of key issues in the transfer of learning.
  • the know-how to make learning experiences more transferable.
  • an expanded toolkit of reviewing techniques that assist the transfer of learning
  • first-hand experience of 'transfer planning'

This programme provides a unique opportunity for you to explore the use of dynamic reviewing techniques that will enhance the impact and results of your training. You will learn under the guidance of Dr. Roger Greenaway who has a wide experience internationally of providing trainer-training in this field.

This workshop will extend your toolkit for maximising learning and for promoting the transfer of learning.

Dates? venue? costs? This event has been run many times.
If you would like this event to happen at or near your place of work
please get in touch.

Programme Roger Greenaway Resources

How to Transfer Learning: Outline Programme

The details of this programme may be adapted to suit participants' needs and interests, but the overall structure will remain as outlined below.

This workshop is well supported by recent theories about the transfer of learning, but the priority is a practical one - to develop and extend your reviewing toolkit. It is about how to add to the impact of experience-based learning - so that both the experiences and the learning will live on after the event. You will discover what you can do throughout training events to ensure that they have a longer-term impact.

Topics include:

  • how to help learners develop strong links between their course experiences and their everyday world.
  • how to organise reviews towards the end of a training course when there is 'too much' to review.
  • how to integrate appraisal, feedback, learning plans, action plans and evaluation into your programme.
  • how to review a lot in a short time
  • how to help learners test their plans
  • how to evaluate the training you provide
  • how to review your own experiences of facilitating reviews.
  • how to develop strategies for your own continuing professional development in reviewing skills.
==== HOW TO TRANSFER LEARNING: DAY 1 ====

TRANSFER, TRANSLATE OR TRANSFORM
* Who does what to assist the transfer of learning?
* Key issues about transfer
* Doing nothing about transfer
* What you can do before, during and after training events to
promote the transfer of learning

THINKING LINKING
* Warm-ups and skills development
* Mind opening exercises
* Association games
* Physical games
* Creative thinking exercises
* Systematic comparisons
* Pattern making
* Parallel worlds
* Developing learning skills

TRANSFER WITHIN A TRAINING EVENT
* Linking by design vs. linking by review
* 'Do-Review-Apply' within a course.
'* Do-Review-Apply' within an activity.
* Reviewing how transfer is happening
* Re-reviewing to find new associations

TRANSFER BEYOND A TRAINING EVENT
* When and how to focus on the future
* Reviewing how transfer is happening
* Models of transfer: bridging the gap with your favourite
vehicle for change.
* Transfer plan = action plan + learning plan
* Writing 'smart' objectives with muscle!
* Rehearsing 'what if' scenarios

==== HOW TO TRANSFER LEARNING: DAY 2 ====

MAKING TRANSFER INEVITABLE
* Growth, capacity and potential
* Storing success
* Working with stories and metaphors
* Working at different levels

MAKING LEARNING READY TO USE
* hooks - internal and external
* talking with different people about the course

CUSTOMISING LEARNING TRANSFER
* travelling alone
* creating and using support
* action plans or learning plans?
* preferred learning style

BEYOND THE TRANSFER OF LEARNING
* translating and transforming
* what do you do with unfinished learning?
* evaluation measures and supports transfer

More information: please contact Roger Greenaway


New Strategies and Techniques for enhancing the transfer of learning

Future transfer programmes will be redesigned to include these strategies ...

A partnership view of transfer - in which potentially significant others are included as supporters of lone learners. (Ideas adapted from Broad and Newstrom’s Training for Transfer matrix.)


A process view of transfer - in which the likely sequence of successful transfer is analysed with an eye for weak links in the causal chain. Strategies for preventing and overcoming these weak links - design strategies, learner strategies and partnership strategies. (Inspired by Marguerite Foxon’s process view of transfer.)


A learning styles approach to transfer, using two distinct strategies:

  • Ensuring that each learner at each stage can adopt a multi-style approach to transfer
  • Ensuring that each learner at each stage can play to their strengths/preferences.
An analytical approach to transfer in which learning designers are clear about where the learning is on the near<-->far scale (transfer-translate-transform) and adopt appropriate strategies.

A creative approach to transfer which becomes increasingly important towards the far end of the transfer spectrum - as job roles become less routine and more flexible, and where continuing learning is essential for continuing transfer. (Inspired by Robert Haskell's review of research about the transfer of learning)


A future options approach to transfer which steps outside the norm of planning for transfer and considers the potential value of also approaching the future with learning plans, predictions, considering possibilities, describing choices, making decisions, practising, testing, rehearsing, imagining and even dreaming.


A rich learning approach to transfer - meaning that the original learning is in the richest possible learning environment - not just reading or writing but being as active and creative and sociable as possible during the initial learning. 


... and (where relevant) these extra techniques

Future Walking - walking through the helping and hindering forces the learner expects to encounter when attempting transfer.

Back to the Future - focusing on past and present experiences and resources that will help the learner on their journey towards their transfer goal

Poems vs. Plans - a way of considering Prof Haskell's finding in his review of transfer research that creativity and innovation are the key to transfer.

Dream Drawing - a way of visualising successful transfer and seeing success.

Making learning sticky - a series of questions that make the 'seed' and 'ground' of learning more favourable (sticky) for transfer. This complements strategies for making learning stick, but is especially useful near the far transfer end.

Metaphor Map - this is a map of the psychological territory that a learner may encounter when attempting transfer. The map includes places associated with successful transfer and places associated with transfer troubles. The two basic options are a personalised map or a map related to the topic.

Resources about the transfer of learning

Free transfer article:
Send this ready-made email to roger@reviewing.co.uk
to receive a free copy of How Transfer Happens.

'How Transfer Happens' is about:

  • The limits of transfer thinking
  • The diversity of transfer in practice
  • The outdoors - a special case for transfer?
  • What the research says about transfer
  • Poems versus plans
  • Tools for transfer during a training course
  • A transfer exercise
Reference: Greenaway, R. (2002) "How Transfer Happens" in: Organisation Development: Topical Papers No. 5, February 2002, 39-55, Brathay, Ambleside.

You may obtain back copies of Brathay's Organisation Development: Topical Papers from Helen Matthews at Brathay, Brathay Hall, Ambleside, Cumbria LA22 OHP tel: 015394 33041 fax: 015394 39701 email: brathay@brathay.org.uk


Both as preparation and follow-up for this event you are recommended to browse Roger's 'Online Guide to Active Reviewing' at: http://reviewing.co.uk

More about Roger Greenaway

About Roger Greenaway

Roger Greenaway is the author of Playback and other books and articles about reviewing. Roger provided his first trainer-training courses in reviewing at Brathay in the early eighties. He was awarded a doctorate in 1995 for a study entitled 'Powerful Learning Experiences in Management Learning and Development'. Roger now provides reviewing skills training and consultancy in the UK and abroad.

''... went down so well with the staff that we asked Roger to run a second training event for us''
Randall Williams
Bowles Training Services, UK

''Your techniques are still working wonders for us on the job with what occasionally seem to be miraculous results. Thank you still.'' [3 months on]
Caroline Sillman
Corporate Adventure Associates, SA

''... our clients benefited long term because the transfer of learning from our programmes was greatly enhanced''
Andy Brown
Executive Director of ThinkWOW, China

More testimonials and client list

More ...

'Reviewing Skills and Tools for Trainers' is another 2 day trainer-training programme which is designed to complement the learning transfer programme described above. Or you can attend it as a stand alone programme.

See details of 'Reviewing Skills and Tools for Trainers'

More about Roger's background, ideas and experience

More Trainer-Training Events by Roger Greenaway

Log Heights (where these workshops were first hosted) has since evolved into
Azesta
- same castle, same Shirley, more twist
still training trainers

Down Your Way

If you would like either of these events to come to you (instead of you going to them) please contact Roger Greenaway at roger@reviewing.co.uk to discover how this can become a reality - whether you are one person, a training department, or a group or network of colleagues - and wherever you live in the world.

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