Chapter 4
Designing Training That Transforms Knowledge into Performance
Effective training design strategically applies learning concepts to create programs that facilitate lasting behavioral change and measurable performance improvements. Learning objectives serve as the foundation for any successful training program by specifying the precise desired performance outcomes. These objectives fulfill multiple critical purposes: ensuring absolute clarity between designer and customer about expectations, clearly communicating purpose and relevance to learners, keeping design tightly focused on core requirements, striking the right balance between learner independence and structured guidance, creating direct connections between content and assessment methods, informing the selection of appropriate learning activities, providing learners with crystal-clear expectations, and establishing concrete criteria for evaluating training effectiveness.
Well-crafted learning objectives should strictly follow SMART criteria: Specific (using precise, observable action words like "calculate," "demonstrate," or "implement"), Measurable (incorporating quantifiable or clearly verifiable outcomes), Attainable (appropriately challenging while remaining within reach), Relevant (directly tied to organizational needs and performance gaps), and Timely (bounded by clear timeframes). An effective formula for writing objectives answers four key questions: "Who will do what, by when, and how well?" For example, rather than "understand customer service," a SMART objective would state "Front-line staff will resolve 90% of customer complaints within 24 hours according to company protocol by Q3."
Visual elements are crucial training supports that significantly enhance both initial learning acquisition and long-term retention. While developing high-quality visuals requires considerable investment, research demonstrates substantial returns: participants typically grasp information 40% faster, demonstrate 30% better understanding, and retain information up to 6 times longer compared to text-only instruction. Evidence-based best practices for visual design include: using relevant imagery particularly when introducing new concepts (such as process diagrams for workflows), maintaining visual simplicity while including appropriate detail levels (avoiding unnecessary decorative elements), supporting complex visuals with concise audio narration (dual-coding theory), and eliminating seductive but distracting visual elements that don't support learning objectives.
Practice activity design should carefully consider three fundamental elements: type (emphasizing realistic application scenarios over simple content repetition), amount (increasing practice time for high-stakes tasks or complex work, reducing it when job aids suffice), and spacing (distributing practice throughout training rather than concentrated blocks). For example, customer service training might include role-playing difficult conversations spread across multiple sessions rather than packed into one intensive day. Every practice activity must include timely, specific feedback focused on performance improvement.
Research in cognitive science reveals that analyzing incorrect information produces 15-20% better long-term learning outcomes than simply reviewing correct information. In a landmark study at UCLA, learners who identified and analyzed mistakes scored consistently higher (12%) on follow-up assessments six days later compared to those who only studied correct examples. This "To Err Is Human; To Explain and Correct Is Divine" approach demonstrates that actively engaging with and learning from mistakes creates more durable, transferable knowledge.
Successful training design must also incorporate dedicated time for "invisible learning" through structured reflection, facilitated discussion, relationship building, and strategic breaks. Both Edgar Schein and John Dewey emphasize that reflection is essential to adult learning-we don't learn solely from experience but from thoughtfully analyzing and integrating that experience. Recent research published in Psychological Science reveals that up to 40% of significant scientific breakthroughs occurred during periods of mind-wandering, highlighting the importance of incorporating deliberate reflection time in training design.
Chapter 5
Beyond the Classroom: The 70-20-10 Framework for Comprehensive Learning
Learning happens constantly outside formal settings, and understanding this reality is crucial for effective professional development. The 70-20-10 framework, originating from research at the Center for Creative Leadership in the 1980s, has become a cornerstone model that guides modern talent development. This model demonstrates that 70% of learning happens through hands-on job experience (like managing projects, handling crises, or taking on new responsibilities), 20% through developmental interactions (mentoring, coaching, peer feedback), and 10% through formal learning such as workshops, classes, or structured reading programs.
While not all studies show an exact 70-20-10 split, the pattern is remarkably consistent across industries and cultures. Professor Allen Tough's groundbreaking 1970s research found "about 70 percent of all learning projects are planned by the learner himself," highlighting the natural tendency toward self-directed learning. Labor statistics studies from various countries, corporate culture research across Fortune 500 companies, and global leadership surveys consistently demonstrate similar distributions between experiential, social, and formal learning. For instance, a study of successful executives showed they attributed 72% of their most impactful learning experiences to on-the-job challenges.
Michael Lombardo, one of the original researchers, emphasized that 70-20-10 was never intended as a rigid formula but as a practical guide to help people think holistically about development. The framework highlights three essential ingredients to learning: challenging tasks that create demand-pull motivation (such as stretch assignments or innovation projects), assistance from others providing feedback (including mentors, coaches, and peers), and fresh content from formal courses that provides theoretical foundations and best practices. The model is most powerful when all elements work together synergistically, creating a comprehensive learning ecosystem.
To effectively connect formal sessions with the other 90% of learning, trainers have four key opportunities for intervention: preparation before sessions (meeting with managers to align expectations, collecting encouraging messages from leaders, setting clear learning objectives); engagement during sessions (providing specific feedback after practice exercises, using thorough debriefing questions that link to workplace application); focused closing (helping participants identify and strategize around potential workplace barriers, creating sustainable learning communities); and application after sessions (scheduling regular follow-up activities, implementing peer practice groups, establishing accountability partnerships).
The fundamental challenge lies in shifting focus from classroom-centric training to workplace-based learning, reframing training approaches to match how employees actually learn and perform in real-world situations. This transition requires sharing learning responsibility with supervisors and embedding learning opportunities directly into daily work processes. The 70-20-10 framework helps learning professionals redefine their accountability and relevancy, moving beyond traditional training roles to become facilitators of comprehensive learning experiences. The other 90 percent represents the reality of how people truly learn, and enhancing these informal learning opportunities becomes our primary responsibility as learning professionals.
Chapter 6
Technology and Training: Enhancing Learning Through Digital Tools
Technology is fundamentally transforming learning through an array of digital tools including smartphones, virtual reality, augmented reality, and networked objects. In talent development, wearable technology is increasingly supporting learners through real-time feedback and performance tracking, while enhanced employee experience platforms create personalized learning journeys. Virtual reality applications have evolved from novelty to mainstream, with companies like Walmart using VR for management training and Boeing implementing it for aircraft maintenance instruction. Despite initial concerns about multitasking during webinars and online sessions, comprehensive research shows that online classes match or exceed the effectiveness of traditional classroom courses. MIT's landmark study demonstrated this equivalence across all student preparation levels, with particularly encouraging results showing that even the least prepared students achieved comparable learning outcomes.
Online training delivers five substantial benefits that are reshaping corporate learning: First, it saves significant time through microlearning chunks (typically 5-15 minutes) and eliminated travel time, allowing employees to learn efficiently. Second, it provides unprecedented convenience through 24/7 desk-based delivery, enabling global teams to access training across time zones. Third, sophisticated algorithms and adaptive learning technologies allow precise content tailoring beyond traditional "one-size-fits-all" approaches, creating personalized learning paths. Fourth, organizations save considerable money by reducing travel costs, facility expenses, and printed materials. Fifth, digital platforms dramatically expand reach to dispersed learners while enabling diverse facilitators to contribute expertise from anywhere.
The contemporary learning landscape is shifting decisively toward informal and social learning models. Organizations are transitioning from traditional push-based learning departments to pull-based systems where employees access knowledge on demand. The focus is moving from knowledge-centric training to experiential learning through simulations and real-world applications. Formal classroom sessions are giving way to informal on-the-job social interactions and peer learning networks. Rather than simply closing performance gaps, emphasis is now on developing learning agility and problem-solving capabilities.
Fundamental learning design principles remain crucial regardless of technological platform. Virtual training success requires the same careful attention to engagement, interaction, and assessment as traditional classrooms. When applying adult learning principles to e-learning, four key elements must be addressed: sharing clear purpose by explaining content relevance and importance; maintaining learner self-concept through building on existing knowledge bases; acknowledging experience by incorporating opportunities for expertise sharing; and ensuring content relevance through immediate practical applications.
Performance support has evolved into a sophisticated system providing just-in-time resources at the moment of need, seamlessly integrated into workflow. This extends beyond basic computer tools to encompass comprehensive information resources, virtual assistance, instructional support, and productivity tools. Effective performance support systems are characterized by immediate relevance, intuitive convenience, and user-friendly interfaces, supporting employees across various scenarios: learning new skills, refreshing forgotten procedures, troubleshooting problems, or adapting to organizational changes.
Social media platforms have dramatically expanded training possibilities beyond conventional methods. Innovative trainers leverage Twitter for microlearning delivery, YouTube for video-based instruction, Facebook for collaborative learning communities, wikis for knowledge sharing, blogs for reflection and discussion, and Instagram for visual learning. Twitter's format enables concise training delivery through focused messages and rich media attachments. QR codes have emerged as powerful tools providing instant, mobile-friendly access to training content through simple smartphone scanning, enabling learning at the point of need.
Chapter 7
The Art of Delivery: Creating Environments Where Learning Thrives
Preparation is the foundation of successful training delivery. Like an iceberg, participants only see the polished 10 percent above water-error-free slides, professional materials, welcoming environment-while 90 percent of preparation work remains hidden. Effective trainers follow the "6 Ps": Proper preparation and practice prevent poor performance.
Creating a positive learning environment based on trust and respect is essential. Thorough preparation allows trainers to focus on participants rather than logistics. Key aspects include making the environment safe (greeting participants, sharing objectives early, using names), comfortable (arriving early, ensuring good lighting and organization), and reliable (building trust through small groups, body language, personal sharing, and valuing opinions).
Training is about helping learners realize their full potential. Effective trainers facilitate processes that encourage learning and create conducive environments. Creating the right environment begins with applying adult learning theory principles. For each of Knowles's principles, practical delivery techniques help trainers create an environment where adult learners feel valued and engaged.
To enhance learning, we can't just push content; we must use strategies that leverage the brain's natural learning capabilities. Stories, pictures, and metaphors significantly increase retention. Active involvement through activities, talking, and writing enhances learning by encouraging focus on the content. Our brains process information in small chunks-research shows two to four pieces at a time is optimal, not seven as previously believed.
First impressions are crucial. The opening 10 minutes establish the foundation for the entire training relationship. Effective openings grab interest, clarify participant needs, establish ground rules, set expectations, and facilitate introductions. Your opening should indicate the session's pace and tone-whether interactive, creative, cerebral, or calm.
Questions are vital tools for ensuring learning and creating interaction. Create an environment where questions are welcomed by explicitly inviting them, pausing at natural points, watching for puzzled expressions, and providing opportunities for private inquiries. Show genuine appreciation when participants ask questions to reinforce this behavior.
Design your closing as carefully as your opening. Help participants remember key points, provide encouragement for next steps, and leave them with something thought-provoking-whether a call to action, quote, challenge, or reference to the introduction. Ensure participants leave with competence, confidence, and commitment.
Chapter 8
Ensuring Training Transfer: From Learning to Workplace Application
Transfer of learning represents the ultimate goal of training-improving workplace performance rather than simply conducting training sessions. While controversy exists about exact transfer rates, with estimates ranging from 10% to 50%, research consistently confirms two critical points: well-designed training works, and thoughtful design and implementation significantly impact effectiveness. A comprehensive approach addressing what happens before, during, and after training is essential for successful learning transfer, creating what experts call the "transfer ecosystem."
Pre-training preparation requires three key components: thorough training needs analysis, preparing the learning climate, and critically, preparing supervisors and leaders. When supervisors receive training first, they become effective mentors and coaches who can model desired behaviors and support implementation. If pre-training supervisors isn't feasible, brief them extensively on program objectives, content, and application strategies. This briefing should include specific guidance on how to reinforce learning through coaching conversations, performance feedback, and creating practice opportunities.
During training, establish the right mindset by clearly connecting learning objectives to workplace challenges and follow sound instructional principles based on adult learning theory. Allow sufficient practice time for skill mastery rather than rushing through content - research suggests a minimum of 4-6 deliberate practice sessions for basic skill acquisition. Create realistic practice scenarios that closely mirror workplace situations, including common obstacles and challenges learners will face. Share detailed success stories from previous training implementations to build confidence and demonstrate value, including specific examples of how others overcame implementation barriers.
The training conclusion serves as a critical bridge to workplace application. Rather than rushing through evaluations, use this time to establish robust ongoing support mechanisms. Have participants identify accountability partners, create detailed action plans with specific milestones, and commit to implementing particular skills within their first week back at work. Provide comprehensive job aids, quick reference guides, and establish continuing learning groups through wikis, social media, or dedicated collaboration platforms.
Post-training follow-up significantly increases implementation success, with studies showing up to 4x higher transfer rates when systematic follow-up is present. Send participants relevant resources, challenging scenario-based quizzes, or reflection questions to maintain engagement. Organize monthly review sessions, book clubs, or targeted webinars to continue the learning journey. The responsibility for follow-up should be shared between trainers, managers, and participants themselves, with clear roles and expectations for each.
A trainer's role extends beyond delivering content and building competence. For learners to implement new skills, they must develop both confidence and commitment. Confidence grows through structured practice, specific feedback, role-playing with increasing complexity, and facilitated small group work. Commitment develops when participants complete detailed action plans, resolve challenging case studies, make public commitments in front of peers, or openly discuss implementation concerns and solutions.
Research by Rob Brinkerhoff and others shows that "expectation" is the strongest predictor of learning transfer success-when learners expect consistent accountability for using what they learned, they're significantly more likely to transfer skills to the workplace. This accountability typically comes from immediate supervisors through regular check-ins and performance discussions. Supervisors can be trained to have effective developmental discussions and coach employees using frameworks like GROW or FUEL, which significantly enhances learning transfer and sustains behavior change over time.
Chapter 9
The Future of Training: Adapting to a VUCA World
The future of training lies not in what we know now, but in adapting to the VUCA world-volatile, uncertain, complex, and ambiguous. While formal learning won't disappear, trainers must shift from designing programs to creating experiences that are accessible when and where learners need them. The term "training" itself is becoming obsolete, with "talent development" better reflecting our evolving role.
By 2020, over 40% of American workers (60 million people) will be independent workers. Additionally, by 2018, 3 million workers will be supervised by non-human bosses, and 45% of the fastest-growing companies will have fewer employees than smart machines. The training landscape must adapt to these fundamental shifts in how work happens.
Rather than accessing information through apps or websites, learners may soon receive information flows directly through wearable technology. Virtual reality creates computer-generated simulations of real environments where users can practice skills, like flight simulators. Augmented reality layers computer enhancements onto existing reality to make learning more interactive.
With 40% of U.S. employees projected to be consultants, temporary employees, or contractors by 2020, team dynamics will fundamentally change. Teams will increasingly consist of short-term employees on short-term assignments, raising questions about what team skills will be required and whether these skills will be "transportable." Traditional team building may become obsolete.
Mindfulness has emerged as a solution to our always-on world. Aetna estimates its mindfulness program saves about $2,000 per employee annually in healthcare costs while gaining approximately $3,000 per employee in productivity. Agility and resiliency are increasingly recognized as essential leadership qualities for the future.
The training profession will develop new roles, some potentially short-lived. These might include talent systems optimizer, experience designer, innovation implementer, corporate coach, engagement planner, opportunity optimist, corporate curator, analytics engineer, or MOOC Master.
Training will shift from programs to experiences, with greater emphasis on helping employees learn how to learn and take responsibility for their development. Trainers must master cognitive science essentials like chunking, spacing, and testing to ensure faster learning and longer retention. According to "Learners of the Future," only 38% of learning functions are prepared for 2020-raising the question of whether your function is ready for the challenges ahead.
