Turning Learning into Action: A Proven Methodology for Effective Transfer of Learning

Human resources development
£29.99
US $39.95
KoganPage
London
Philadelphia
New Delhi
www.koganpage.com
ISBN: 978-0-7494-7222-1
TURNING
LEARNING INTO
ACTION
TURNINGLEARNINGINTOACTION
A proven methodology for effective
transfer of learning
EMMA WEBER
EMMAWEBER
“Effectively describes what needs to happen in the post-instructional period to
ensure business results. This thoughtful and readable book is highly recommended.”
Andrew Jefferson and Roy Pollock, co-authors of The Six Disciplines of
Breakthrough Learning
“The Turning Learning into Action methodology has made a concrete difference to
our training results over the last eight years. A must to read and implement!”
James Harper, previously Training Manager, BMW Group Australia,
now Training Manager, BMW Group Japan
“Emma’s dedication to learning outcomes has made a real contribution to the
success of our entrepreneurs since 2009.”
Tracey Webster, CEO, Branson Centre of Entrepreneurship,
Johannesburg, South Africa
“LIW has used the Turning Learning into Action methodology with global clients for
the last four years. It has become a crucial part of our approach to delivering
measurable business impact for our clients – I highly recommend it!”
Pia Lee, CEO, LIW
Standard training approaches are shockingly unsuccessful: less than 20 per cent of
learning is transferred back into the workplace and used to deliver positive business results.
This book presents Turning Learning into Action®
(TLA), a new, step-by-step methodology
that provides a proven solution to this problem. TLA recognizes that successful learning is
not just about good content and well-executed programmes but also about finding ways to
facilitate genuine behavioural change and accountability back in the workplace. New
knowledge doesn’t deliver results without new behaviours. This book provides the necessary
tools to enable trainers, buyers of training and learning and development professionals to
do just this. It acknowledges the important role of using a good instructional design
process, but takes learning a step further. TLA focuses on the fact that to generate
significant behavioural change, consistent, systematic follow-up after the training event
is critical.
Turning Learning into Action will show you how to take the impact of the training you
deliver or buy to the next level, so that you really get the business results you want.
Emma Weber is the Founder and Director of Lever Learning and the
creator of Turning Learning into Action®
. Emma has successfully used the
TLA methodology presented in this book for 10 years and has conducted
over 10,000 transfer of learning conversations. Users of the new TLA
methodology include BMW, Apple, Electrolux, Subaru, Jaguar Land Rover,
Colgate, Cisco, Nokia, Sensis, Oracle and Renault.
Kogan
Page
“A significant contribution to the transfer of
learning to the job, with a practical approach of
how real business results can be delivered.”
Jack and Patti Phillips,
founders of the ROI Institute

contents
About the author ix
Acknowledgements x
introduction 1
ParT one
The Learning Transfer chaLLenge 5
1 The evolution of training 7
Before the training 9
During the training 11
After the training 12
Instructional design checklist 13
70/20/10 is not the answer either 16
The missing link 18
Summary of key points 23
2 learning’s missing link – why it has been
missing for so long 26
No ownership 27
Wrong objectives 30
Obsession with content 34
Obsession with evaluation 37
Focus on learning not on change 43
3 learning’s missing link: the solutions so far 56
‘Our managers conduct training follow-up’ 57
‘We facilitate training follow-up discussion groups’ 63
‘We run half-day training refresher/follow-up sessions’ 65
‘We have executive coaching’ 66
1
2
3

contentsvi
‘We use action learning’ 66
‘We use blended learning solutions’ 68
‘We create a social media community’ 69
‘Participants must present their learning back to their
workgroup’ 69
‘We ensure everyone is properly prepared for the
learning’ 70
The dangers of a faulty premise 71
Time for the real solution 73
ParT TWo
The Learning Transfer soLuTion 77
4 Turning learning into Action®
79
TLA as a lever for change 82
The power of reflection 83
Knowles and TLA 87
Coaching versus enhanced coaching 88
The learning transfer road map 92
5 Preparation – setting expectations 99
Setting the scene for learning transfer 101
6 Preparation – creating the TlA plan 109
Target 110
Success 111
Calibration 112
Why 114
Next steps 116
4
5
6

contents vii
7 Action – the ACTiON Conversation model and
how to use it 121
Structure – start 123
Flexibility – middle 129
Structure – end 132
8 Action – the ‘must have’ skills for successful
TlA delivery 138
Asking power questions 138
Being listening 141
Using intuition effectively 144
9 Action – helping others to ‘get in the gap’ 153
Solution 1: OARBED 156
Solution 2: off the fence 162
Solution 3: the management consultant process 165
10 Action – managing the TlA conversations 173
‘Yes, I’ve done it and I’m excited to share what
happened’ 176
‘No, I didn’t do it (vague no) – but it wasn’t my fault’ 177
‘Yes, I did it but the dog ate it!’ 179
11 evaluation – how to measure and report
success 185
Impact Dashboard 189
7
8
9
10
11

contentsviii
ParT Three
making Learning Transfer haPPen
and The benefiTs bY sTakehoLder 199
12 How to roll out TlA successfully 201
Who rolls out TLA 202
When TLA needs to support training 210
How to roll out TLA effectively 213
13 The beneﬁts of TlA by stakeholder 218
CEO 218
L&D professionals 220
Commissioning head 222
Participant 223
Manager of participant 223
Trainer or facilitator of the training 225
TLA specialist 226
Conclusion 231
Appendix 1: Turning Learning into Action®
learning
agreement 235
Appendix 2: Sample TLA plan 237
Appendix 3: Sample conversation to illustrate the ﬂexible
TION part of the ACTION model 238
References 244
Index 245
12
13

About the author
Emma Weber is the founder of Lever
Learning and developer of the Turning
Learning into Action®
methodology.
Born in England, now carrying an
Australian passport, in 2002 Emma left
a successful corporate career in London
to start her own business in Australia,
following her passion for coaching and
learning.
Emma’s firm belief, and the platform on
which she has built her successful global
business, is that the key aim of learning
in the workplace is to create tangible
business benefits. She established Lever
Learning to help organizations and their employees convert learning to effective
action back on the job.
Under her guidance Lever Learning now delivers Turning Learning into Action®
programmes throughout 16 countries and in 11 languages.
A recognized authority on the transfer of learning, Emma has been a guest
speaker on learning effectiveness at conferences in Australia, New Zealand and
the USA.
Fostering entrepreneurship is Emma’s other keen interest and for the last three
years she has co-facilitated training at the Branson Centre of Entrepreneurship
in Johannesburg,SouthAfrica.She is also an active supporter of Club Kidpreneur,
a foundation that helps children unlock their passion and potential for business.
In her spare time Emma salsas, sings and enjoys the beautiful Sydney coastline.
In 2013 she cycled 800km (500 miles) across regional Thailand, raising funds
for Hands Across the Water, Australia’s fastest growing charity.
Contact Emma on emma@leverlearning.com
• Follow Emma’s blog at http://leverlearning.com/blog/
• Connect on LinkedIn at au.linkedin.com/in/emmaweber/
• Follow on Twitter https://twitter.com/emmaweber
• Watch on YouTube http://www.youtube.com/user/EmmaWeber1

04
Turning Learning
into Action®
Transfer of learning is the missing link in effective learning and Turning
Learning into Action® (TLA) is a proven learning transfer methodology
that solves the problem.TLA is a series of specific, structured and accountable
one-on-one conversations that occur at various intervals after the training
event and it is the step change I referred to earlier.
I delivered the first TLA programme in a 12-person trial in April 2004.
By May the results were confirmed and my client, a large premium automotive
company, ordered the programme for 120 more people that year. I was onto
something.
During 2005 we did an analysis of one group of 15 people who went through
the TLA programme after some sales training against another group who
did not.We analysed their average sales per month before the programme and
analysed their average sales per month after the programme and compared
the results to the norm within the business. The norm in this case was annual
sales before May and average monthly sales after May. We made this split to
take into account seasonal differences in automotive sales.
The average sales consultant had a 16.2 per cent uplift in their average sales
per month between the five months prior to the training and the five months
following the training and TLA. Everyone we analysed in the group had
similar levels of experience and yet those who went through the TLA process
had a sales uplift of 43.8 per cent over the same period.
These results confirmed that I really was onto something.

THE LEARNING TRANSFER SOLUTION80
By 2007 my coaching team in Australia and I were delivering a year-long
programme for another large automotive client for 400 mid-level managers
across the organization for an 18-month period. There were four of us on
the coaching team and as a business we were extremely busy.
We were then asked to deliver TLA to 240 people in the UK. There were
four large training events of about 60 people at a time held over the period
of one month. The training was outstanding and our job was to ensure that
all 240 people transferred the learning into their workplace. By the end of
the year the results were in from the 400-person programme in Australia
and the 240-person programme in the UK (see Table 4.1). TLA had been
implemented in each case by two completely different teams trained in the
same methodology and yet the results were almost identical.
Table 4.1 Two programmes in large automotive companies in the
UK and Australia
UK – 240 people Australia – 400 people
Sector Automotive Automotive
Audience Sales managers Sales managers, service
managers, regional
managers, parts
managers
Timescale Over 4 months Over 18 months,
phased
Number of coaches 10 4
Training Soft management /
leadership skills
Soft management /
leadership skills
Net Promoter Score (NPS) for
the programme
Based on your recent telephone
coaching experience how likely
would you be to recommend
this to a colleague?
78% 73%
To what degree were
expectations of coaching as
a transfer of training tool met?
(Score scale of 1 low and
5 high − scored either 4 or 5)
86% 83%

Turning Learning Into Action® 81
UK – 240 people Australia – 400 people
To what degree have the
objectives you set at the end of
the training programme been
met? (Score 1 to 5, 1 not met, 5
fully met – score of either 4 or 5)
88% 87%
Did you see change in particular
aspects of your behaviour in
response to coaching? If yes, to
what extent have these been
achieved? (Score 4 or 5 out of
a scale of 1–5)
78% 83%
To what degree do you believe the
objectives in the action plan would
have been met without coaching?
(1, not met – 5 fully met)
Score 1 or 2 – 47%
Score 3 – 32%
Score 4 or 5 – 21%*
* 70% of these respondents
in the next question rated
it 5 (essential) for helping
them follow through on
the action plan (as this is
a reverse-scored question
– 5 is a low score – the
assumption could be made
that the reversed nature
might have been been
missed if the respondents
had, for example, not read
the question properly.)
Score 1 or 2 – 49%
Score 3 – 38%
Score 4 or 5 – 13%
How useful was the coaching
in ensuring that you followed
through on your action plan
(scale 1 – unnecessary; to
5 – essential)
85% 82%
Net Promoter Score (NPS), made popular by Frederick F Reichheld, is a
really common and acceptable way to illustrate customer satisfaction.
According to Reichheld companies whose customers award them an NPS
of 75 per cent to 80 per cent plus have generated world-class loyalty.
In other words, the customers of the businesses that are reporting an NPS
in excess of 75 per cent are very happy customers – so happy that they will
gladly recommend that business to other people. In the UK and Australian
Table 4.1 Continued

TLA programmes that we tested we achieved an NPS of 78 per cent and
73 per cent respectively.
Today TLA is being delivered in eight languages across the United States,
Europe and Asia as well as Australia and New Zealand. It is solving the
transfer of learning challenge for businesses across multiple sectors including
banking and finance, technology, construction and manufacturing.
There can be little doubt that transfer of learning is the missing link in learning
and TLA is a proven methodology for solving it. And the really good news
is that there is no need to worry about learning countless different strategies,
learn TLA, use it and training will genuinely be the lever for change that it
always promised to be.
TLA as a lever for change
Businesses buy training because they want to see some sort of improvement
in performance. The individuals on the training are there because they have
some challenge, or need to improve a certain skill. As such they have a series
of obstacles to surmount. Learning is the potential leverage point that will
allow them to surmount those challenges and improve performance over the
long term.
Imagine this process as a pole vault. At the start of the run-up the athlete’s
pole is straight and taut. He then plants the pole into the ground; the pole
bends and elevates the athlete upwards, over the bar. As the athlete clears
the obstacle the pole straightens again and falls back to the ground. It has
served its purpose and propelled the athlete over the bar and safely back
down on the other side.
Pole vaulting was not originally a sport but a practical way to pass over
natural obstacles in marshy places such as provinces of the Netherlands,
along the North Sea and the Fens in parts of Britain. To cross these marshy
areas without getting wet and without having to walk miles in roundabout
journeys over bridges a stack of jumping poles were kept at every house and
used for vaulting over the canals. Traditionally vaulting was about distance
rather than height and they were used to short-cut travel time and allow
people to get to where they were going faster.
TLA does the same thing by utilizing structure and flexibility. Each TLA
conversation starts with a structure that acts like the pole vaulter’s pole and

provides strength and purpose to the conversation. It allows the learner to
use the power inherent in that structure to catapult themselves up and over
their particular learning challenge.
As a facilitator of TLA I know the type of questions I will ask before I start
the process (structure), but I never know what the answers will be (flexibility).
It is this flexibility that prompts additional questions and allows the indi-
vidual to navigate the obstacle in the same way that the vaulter navigates
the bar. It is the questions that really matter because they hold the context
of the conversation, allowing for flexibility with the answers without being
so flexible that the conversation is just a pleasant daydream.
The conversation is finalized with more structure as we then get the indi-
vidual’s commitment about what they are actually going to do before the next
conversation. The individual is accountable for this process and is choosing
what to do next. As such he or she is taking responsibility and ownership of
the change. This is when the pole vaulter’s pole straightens and falls to the
ground while the vaulter lands safely on new ground. He or she has used the
structure and flexibility to get to where they want to go faster.
Without this lever for change the behaviour change or application of learning
sought by the training is rarely realized in the business.
As outlined earlier, the ADDIE model on which the vast majority of training
is developed brilliantly facilitates the delivery of learning to the participant
but misses the transfer of learning from the participant back into the work-
place. Archimedes said, ‘Give me a lever long enough and a fulcrum on
which to place it, and I shall move the world.’ Turning Learning into Action®
provides that lever to ADDIE’s fulcrum and together they can transform
training effectiveness.
The power of reflection
Turning Learning into Action® is a practical methodology that puts reflection
at the heart of the learning transfer process. The idea that reflection is central
to learning is not new. It goes back to Greek philosophers such as Socrates
and Plato.The Socratic Method is often referred to as a teaching method that
focuses on asking rather than telling. Socrates challenged everyone around
him, including Plato, to question their beliefs and reflect on learning to
establish how it did or did not make sense to them as individuals. Sophocles
also proposed that we learn by observing what we do time and time again.

More recently the English Enlightenment thinker, philosopher and physician
John Locke believed that knowing was simply the product of reflection on
experience and sensations.
As mentioned in Chapter 1, the importance of reflection in the adult learning
process was also acknowledged by David A Kolb in his adult learning model
(Figure 1.2, page 10).
The word ‘experience’ derives from the Latin word experientia, which means
trial, proof or experimentation. In other words, the way someone gets
experience and learns effectively is by using information or knowledge in
the real world and using the results to fine tune future results. With enough
trial and error anyone can learn anything and it is actually this trial and
error process that is at the very heart of high performance.
The process of gathering experience therefore follows the Kolb adult learning
model. First someone does something or engages in a particular activity
or approach and the results of that action are noted. Sometimes the activity
will be successful and sometimes it will not be successful but it is the
experience and the outcome that drive learning. Ironically people learn
the most when the outcome is not as the individual had anticipated. Under
those conditions he or she is much more likely to engage in the crucial ingre-
dient for learning and change – reflection. In life we rarely stop and reflect
why we’ve been successful or why something worked out. Instead we just
take the win and move on. When something doesn’t work, however, we are
much more likely to stop and think about why that activity didn’t pan out
as we had expected. It is because of that reflection that we are then able to
fine tune our approach, see the failings and try again. This trial and error
process develops expertise and it is only possible with reflection. Imagine
how much progress we could make if we got into the habit of reflecting on
our successes as well as our failures?
The problem with reflection is that it can look like we’re not doing anything
– and that’s not ideal for employees. In modern business it is action that is
king. Assessing the training needs of an organization can easily be classed as
action, so everyone is happy with that activity. Designing, developing or
sourcing training is also classed as action so everyone is happy with that.
The implementation stage is also action-focused so everyone is happy with
that. Even the evaluation stage can be suitably complex and interesting so
that people can assure themselves that they are doing something to solve the
issue. In modern business it is doing that gets us promoted not necessarily
thinking and reflecting. Management guru Henry Mintzberg wrote in the

Harvard Business Review 20 years ago: ‘Study after study has shown that
managers work at an unrelenting pace, that their activities are characterized
by brevity, variety, and discontinuity and that they are strongly orientated
to action and dislike reflective activities.’ This pace has only quickened – the
drive for short-term results and maximizing shareholder value has ham-
pered reflection and exacerbated the transfer of learning shortfall.
For reflection to really deliver the results that it is capable of delivering it
must, however, be specific, structured and accountable (Figure 4.1). The word
reflection has a very ethereal feel to it. It conjures up images of resting by
a babbling brook, lying on the grass and gazing up at the clear blue sky.
That, however, is daydreaming and whilst pleasant it is a world away from
the type of reflection that can transform learning and facilitate change.
Figure 4.1 The principles of effective reflection
Turning Learning into Action® facilitates specific, structured and account-
able reflection through a series of one-on-one conversations after the train-
ing event. When people take a training programme they will have time
during the training, if it has been well executed, to reflect on how the new

information or skill may help them in their daily life. If the trainer has
not run over time they will have completed some sort of action plan that is
supposed to help participants follow through on the commitments they
make as a result of the training. Typically, without structured follow-up,
nothing actually happens with that plan and it ends up stuffed in the back
of the training folder and dumped in the office on Monday morning never
to be opened again.
If on the other hand there is specialized follow-up after the training event
and participants are made aware of this from the start of the programme
then the action plan becomes a living document. The follow-up conversa-
tion becomes specific and deals with the first issue on that plan, the structure
of the conversation means that it is focused on moving the individual along
and creating a framework where he or she must keep their agreements
with themselves, or explain why they have not done so. When the individual
has made commitments and reflects on how he or she is progressing, and is
held accountable, then real change is not only possible but almost inevitable.
And that is the power of TLA.
TLA is not complicated. It is an enhanced coaching process that facilitates
transfer of learning through a series of specific, structured and accountable
one-on-one conversations that occur at various intervals after the training
event.
When we consider that one of the most influential transfer of learning models
(Broad and Newstrom) tells us that the critical time for transfer of learning
is before the training then it is easy to see why learning transfer has so
far been so ineffective. It certainly helps if the people on the training are
enthusiastic and prepared but it is not indicative of success. In my view,
what determines success or failure is whether or not there is a strategy for
transfer of learning after the event.
We already know the statistics regarding failed training. We already know
that we are wasting huge sums of money on training that never transfers
back to the working environment. We know that people attend training
and within weeks of the training event they are back at work doing exactly
what they used to do prior to the training. It makes sense, therefore, to
consider reallocating our training budget slightly to invest in training and
learning transfer.
This shift will not alter the budget but it will radically alter results. One of
the initial concerns I hear about TLA is the fear that one-on-one coaching

will blow the training budget, but that’s not the case and I hope the results
at the start of this chapter will provide reassurance that rolling out this
methodology is extremely doable – even with large numbers of training
participants. By combining training and TLA at the same time we may
end up doing less training, but if we get the results we seek in the first place
then we won’t need to keep buying training in the hope that the next
programme will be different. TLA transforms training success and drives
behaviour change into business. It is a cost-effective enhanced coaching
methodology that when executed well will transform transfer of learning
effectiveness.
Knowles and TLA
Knowles identified four principles for effective adult learning, which have
become as good as law in the world of learning and development.As discussed
in Chapter 2 the principles are:
●● Adults need to be involved in the planning and evaluation of their
instruction.
●● Experience (including mistakes) provides the basis for learning
activities.
●● Adults are most interested in learning subjects that have immediate
relevance to their job or personal life.
●● Adult learning is problem-centred rather than content-oriented.
Like Kolb, Knowles too points to the importance of reflection – helping
the individual to reflect on their own experiences and how they can make
the learning relevant to them. In TLA, the TLA Plan puts the individual in
charge of the learning transfer process and allows them to plan what they
want to action following the training programme.
In the TLA conversations the specialist is always encouraging the individual
to use their own experience, whether it is a success or a failure, to make the
training relevant. Because they are in charge of the process and the learning
they can choose what is the most immediately relevant to their job or personal
life. It is their choice. And finally they are free and indeed encouraged to
focus on how to rectify problems rather than get lost in the content.
It is important to realize that transfer of learning is not fully assisted or
explained by the various learning theories but that effective transfer is also

pulling the very best from change theory. Learning is just one part, once the
learning is on board it is then important that we support individuals to
change their behaviour over the long term. Learning has only really been
effective when the person is using that learning on a regular basis and their
behaviour has changed. Anything else is irrelevant.
At some point we have to accept that successful training and learning is
actually less about the learning and more about change. The most effective
change methodology is one-on-one personal coaching. When conducted
over a period of time coaching allows the individual to identify what it
is they want to change and then helps them to hold themselves accountable
to follow through on what they want to do. Self-administered individual
accountability is critical for change and I believe the very best way to achieve
that is through enhanced coaching.
Coaching versus enhanced coaching
When I first explain TLA to people they often say something like,‘Oh so it’s
just one-on-one coaching then.’ Everyone in LD knows about coaching;
managers are commonly trained in coaching methodologies so they can coach
their staff. I have met hundreds, possibly even thousands of managers who
have been taught a basic coaching model or methodology for that exact
purpose. But as we already know, learning something and effectively using
it are two very different things.
One of the biggest challenges facing coaching in business today is the versa-
tility of the process. While it can be used in many ways it is often a prover-
bial ‘jack of all trades’ and master of none and is too broadly offered as
a solution to all sorts of management problems. Ironically it is this broad
application that is often touted as the reason that managers should learn it.
So the manager attends a half-day coaching course or a module that is part
of a broader management skills programme. But back in the workplace,
as soon as the individual being coached reacts or answers the manager’s
questions in a way that is not familiar to the manager, perhaps in a way that
was not adequately covered on their short training programme, they don’t
know how to get the coaching session back on track. Coaching is a conver-
sation and as such it is very easy to assume ‘everyone can do it’. Everyone
can coach but it is not an automatic or easy skill to learn and it is certainly
not something that can be perfected in a few hours.

Coaching, as most people recognize the term, is too fluid and flexible.
As a result it works sometimes, for some people and not for others, and
the people involved don’t really understand why. The basic coaching that
is so often taught to managers therefore becomes too generic to be useful,
especially for a time-poor manager. It is very difficult to work out the actual
skills we need to be a good coach when those skills are applicable to so
many different scenarios, and it is much easier to learn a skill when there are
very definite parameters around what we are trying to achieve.
TLA is a very specific application of an enhanced coaching methodology
that removes all the guesswork and creates a structure that identifies very
definite parameters around effective learning transfer. The TLA specialist,
by adding much needed structure, puts the individual in charge of their own
transfer of learning and holds them accountable for the commitments they
make at the end of the training event.
Enhanced coaching takes the flexibility of traditional coaching and adds
structure to the coaching process to facilitate learning transfer effectively.
With enhanced coaching there is a fine balance between flexibility and struc-
ture. It is this balance that creates the results and removes the ambiguity from
the coaching process, which allows us to deliver effective results consistently
regardless of the training or the participant.
I remember watching Steve Jobs’s 2005 Stanford Commencement speech
on YouTube. He was talking about connecting the dots of his life and how
seemingly obscure and unconnected parts of his life came together in the
creation of Apple. It is not often I feel justified in comparing myself to Steve
Jobs but listening to his speech I looked back on my life and could see the
same connection of dots and how seemingly diverse experiences and choices
led me to the development of enhanced coaching and TLA.
In school in the UK I studied maths, art and English to A level. It was a
combination that was frowned upon by many of my teachers because the
subjects didn’t really belong together. At university I studied textile design,
specializing in woven structure. What this course did for me was help me to
appreciate fully the juxtaposition between structure and flexibility that is
central to the success of enhanced coaching and, specifically, its application
in training effectiveness through the TLA process. It was these two converg-
ing ideologies working together that created beautiful designs. The textile
design part tapped into my love of art and it was very creative. It was all
about colour, dyes, fabrics and textures. It was fun, exciting and vibrant.
The woven structure part of the course tapped into my interest in maths,

logic and process. It was all about numbers, patterns and systems. It was still
fun for me but it wasn’t sexy or colourful. What I came to appreciate
was that without the creativity and flexibility of the textile design the end
result was dull and almost mechanical. And without the insights of woven
structure the designs were weak and slap-dash. What created beauty was the
precision and symmetry of woven structure coupled with the colourful and
vibrant textile design. Each was diminished without the other and each was
enhanced by the presence of the other.
It is this balance between structure and flexibility that is the crux of enhanced
coaching in the context of learning transfer. Traditional coaching is often too
flexible and creative. It can feel incredibly satisfying, nurturing and enjoyable
to be listened to – personally I think coaching feels so good to so many people
because the modern world is often frantic and we don’t sit down together
and really discuss things and talk about issues in the way people did perhaps
50 years ago. Now we send a text message, eat dinner in front of a screen
and communicate via technology rather than a good old-fashioned con-
versation. But whilst traditional coaching may feel good and people may
feel nourished and energized, often just through being listened to, it doesn’t
necessarily lead to behaviour change. It can lead to behaviour change when
done properly but the vast majority of coaching is not done properly because
it is not done with an action focus. It should be, and the model on which
most coaching is built does include action, but the execution of that model
rarely focuses on action.
Instead people get too carried away with the reflective part and don’t make
it concrete. The coaching conversation becomes about the person’s ‘story’
and turns into a navel-gazing session, which may be enjoyable and even
insightful for the person being coached but it is never made practical and
therefore doesn’t necessarily lead to behaviour change. And, as we know,
it is behaviour change that is currently missing and absolutely critical for
successful learning transfer.
The difference between coaching and enhanced coaching – ie coaching that
incorporates structure as well as flexibility – was driven home to me when
I moved to Sydney. One of my first coaching clients had previously been
paying $500 per hour with one of Sydney’s top coaches. At the end of each
session she felt energized and excited.The conversation had been fun, interest-
ing and inspiring. Only nothing changed. Nothing changed because coaching
alone is often not specific, structured and accountable enough and so nothing
takes place other than a great conversation. My new client recognized this and

decided to hire me to make some changes – and she got significantly better
results. Not necessarily because I was a better coach but because I balanced the
need for flexibility with the need for structure. She got results and suggested
very strongly that I needed to increase my fees, which at the time were under
$100 per hour. Enhanced coaching guarantees results because it combines
structure and flexibility for maximum impact and accountability.
Remember, in its simplest form coaching is about helping identify where an
individual is trying to get to, looking at where they are now and bridging the
gap between the two. Max Landsberg, author of The Tao of Coaching (1996),
describes coaching as,‘a powerful alliance designed to forward and enhance
the life-long process of human learning, effectiveness and fulfilment’.
Coaching is not a passive process; it is not something that can be done to
someone without his or her consent or involvement. Whereas teaching and
training is focused on telling and sharing content, real coaching is a genuine
collaboration, which creates ownership for change. And it is the quality of the
questions that determine the quality of that collaboration and the effective-
ness of coaching. By asking the right questions coaching helps the individual
find their own answers and acknowledges the fact that in their life they are
the expert. When a coach is helping an individual to make change in their
life then the coach accepts that the individual is far better placed to decide
how those changes should be made and what actually needs to happen and
in what order. That individual has a huge amount of information available
to them that the coach will never have and is therefore always the right person
to decide what needs to happen.
It is this acknowledgement of expertise that makes coaching genuinely
different from teaching or mentoring. In teaching it is the teacher or trainer
who is considered the expert, and for transfer of knowledge that is as it
should be. But as we have already established, learning new content does
not automatically mean that an individual will use that content. Mentoring
on the other hand is when an individual teams up with someone who has
already successfully achieved what that person is seeking to achieve. And yet
a good coach can coach on any subject regardless of personal experience.
The coach’s job is to follow a flexible and structured process that helps the
individual to identify something they want to change, work out where they
are in relation to that goal and how they can bridge that gap effectively.
Whilst mentoring can be extraordinarily beneficial it relies on a number of
key variables. First, the individual being mentored must absolutely trust
and respect the person who is mentoring them. If they don’t have total faith

then the chances are they will only implement the pieces of advice that they
secretly agree with anyway. Coaching avoids all those pitfalls because it
doesn’t actually matter if the coach is proficient or has experience in a
specific area or not. Also it is less important for the individual to trust or
respect the coach as it is not the coach’s point of view that matters, it is
the individual’s point of view that matters. If a coach follows the coaching
process and encourages the individual to find their own solutions and, most
importantly, holds them to account for those changes then change will
happen. And that is what makes coaching so powerful.
What really separates enhanced coaching from standard coaching, espe-
cially in the context of learning transfer, is that it allows us to fully appre-
ciate why traditional coaching results are so variable. If we think about
having a conversation with someone to help them move from A to B we
need to think about what is going to work and what is not going to
work. So we all know that it doesn’t work to be told, we know that we
need to encourage the individual to work it out for themselves. We all
know that no one takes advice unless it is what they secretly thought
anyway. We all know that we have to get the individual to be crystal clear
about where they currently are and where they want to be so as to help
them close the gap between the two. TLA is an enhanced coaching process
that takes someone from where they are to where they want to be in the
context of learning.
This book is about how to use enhanced coaching to facilitate transfer of
learning using the TLA methodology so that we can get the results we want
faster and with less hassle. TLA is the application of enhanced coaching in a
very tight niche – helping people transfer learning from training back into
the workplace.
The learning transfer road map
The learning transfer road map (Figure 4.2) is a visual representation of
how to combine the ADDIE process, evaluation and learning transfer.
It shows how each element fits into the learning process – before, during and
after training – and how everyone must work together to focus on the real
training finish line.
The learning transfer road map already includes ADDIE, which is the basis of
instructional design, and most people are already using that process effectively.

However, as I explained earlier, ADDIE alone will only take us to the current
finish line. Typically the current finish line is the end of the training event
and evaluation of people’s reaction to the programme, what they have learnt
from the training or what they can demonstrate. So we are already getting
to the current finish line really well but what we want to do is push past that
arbitrary and unhelpful conclusion to the real finish line. The real finish
line is perhaps two or three months after the training event, where we can
find out what people have actually used in the workplace and what they
have implemented. To do that effectively we have to make sure that the
missing link of learning transfer is added and the right people own that
learning transfer process.
In its simplest form TLA can be broken down into three key parts (Figure 4.3):
Figure 4.2 The learning transfer road map

1 preparation;
2 action;
3 evaluation.
The first stage of TLA is preparation, which overlaps with the training event
itself. Whether TLA is delivered externally or internally the preparation
includes setting expectations and creating the TLA plan. It is this plan that
will guide the transfer of learning back to the workplace. It is not concerned
with what the participants have learnt but what they are going to do as a
consequence of that learning. The TLA plan reflects the participant’s com-
mitments to change.
The second stage of TLA is action and is focused on what actually happens
in the workplace. During the action stage we support people to reflect on
their learning during scheduled action conversations that take place after
the training event. The focus of these conversations is, of course, on action
and what people are going to do in the workplace – the changes they are
going to make between the follow-up conversations in order to progress
each of their stated objectives. Regardless of whether a fully trained internal
Figure 4.3 Three component parts of TLA

manager, LD professional or external TLA specialist is conducting those
conversations it is important to understand that they are a very different
type of conversation. They are not casual discussions but focused inter
actions designed to illicit change and as such they will always require the
manager or LD professional to ‘change their hat’ from their normal role
and communication style. Whoever is conducting the TLA conversation
they must remove the ‘hat’ they normally wear in their normal business role
and replace it with their ‘transfer of learning’ hat.
Finally, once participants have followed through on their TLA plan it is time
for stage three – evaluation. Here we will be gathering information about
what people have actually done since the training event and through the
TLA conversations. This is why we need to be really clear from the outset
about what we are going to measure.
To make the evaluation stage easier we need to aim for the real destination
right from the start (Figure 4.4).This means that we need to start with our end
evaluation in mind so that we can set not just learning objectives but applica-
tion objectives and business objectives for what the programme is going to
achieve (remember we explored learning objectives in Chapter 2).
If we embrace the idea that the current finish line is part of the reason why
training is currently so ineffective and seek to push past that point to the
new finish line, then we have extended the life of our training programme
by getting people to actually use the learning and change behaviours. As
a result, we reap the benefits we hoped to reap when we commission the
training in the first place.
The TLA process, which will be explored in greater detail in the rest of the
book, allows people to try out new knowledge or a skill, monitor the results
and reflect on how their new behaviours or action turned out and how
useful the new experience was. It is this process of trial, error and reflection
that facilitates real learning and behavioural change. Knowledge and
information become wisdom only once used and experienced in a real-world
situation. Turning Learning into Action® empowers the individual to take
control of the learning process and increase their value and productivity for
individual and collective success.
And now it is time to unpack the TLA process – the remainder of Part Two
will be dedicated to explaining the process and the principles that will transform
learning transfer.

Figure4.4 Aimfortherealdestinationoftraining

Summary of key points
●● Transfer of learning is the missing link in learning and
Turning Learning into Action® (TLA) is a proven learning
transfer methodology that solves the problem.
●● TLA is not complicated. It is an enhanced coaching methodology
that facilitates transfer of learning through a series of specific,
structured and accountable one-on-one conversations that occur
at various intervals after the training event.
●● In trials, TLA combined with training achieved 43.8 per cent
uplift in sales. In another trial that involved 240 people in the UK
and 400 people in Australia the programme achieved an NPS of
78 per cent and 73 per cent respectively. An NPS of 75 per cent
to 80 per cent plus has generated world-class loyalty.
●● Today TLA is being delivered in eight languages across the United
States, Europe and Asia as well as in Australia and New Zealand.
It is solving the transfer of learning challenge for businesses across
multiple sectors including banking and finance, technology,
construction and manufacturing.
●● Businesses buy training because they want to see some sort
of improvement in performance. As such they have a series of
obstacles to surmount. Learning is the potential leverage point
that will allow them to surmount those challenges and improve
performance over the long term.
●● Imagine this process as a pole vault. At the start of the run-up
the athlete’s pole is straight and taut. He then plants the pole into
the ground; the pole bends and elevates the athlete upwards, over the
bar. As the athlete clears the obstacle the pole straightens again and
falls back to the ground. It has served its purpose and propelled the
athlete over the bar and safely back down to the other side.
●● Archimedes said, ‘Give me a lever long enough and a fulcrum
on which to place it, and I shall move the world.’ Turning Learning
into Action® provides that lever to ADDIE’s fulcrum and together
they can transform training effectiveness.
●● Turning Learning into Action® is a practical methodology that
puts reflection at the heart of the learning transfer process by
facilitating specific, structured and accountable reflection through
a series of one-on-one conversations after the training event.

●● At some point we have to accept that successful training and
learning is actually less about the learning and more about change.
The most effective change methodology is one-on-one personal
coaching. When conducted over a period of time coaching allows
the individual to identify what it is they want to change and then
helps them to hold themselves accountable to follow through on
what they want to do.
●● Self-administered individual accountability is critical for change
and the very best way to achieve that is through enhanced coaching.
●● Coaching, as most people recognize the term, is too fluid and
flexible. As a result it works sometimes, for some people and not
for others, and the people involved don’t really understand why
that is.
●● With enhanced coaching there is a fine balance between flexibility
and structure. It is this balance that creates the results and removes
the ambiguity from the coaching process, which allows us to
consistently deliver effective results regardless of the training or the
participant.
●● TLA is the application of enhanced coaching in a very tight niche
– helping people transfer learning from training back into the
workplace.
●● The learning transfer road map is a visual representation of how
to combine the ADDIE process, evaluation and learning transfer.
It shows how each element fits into the learning process – before,
during and after training – and how everyone must work together
to focus on the real training finish line.
●● TLA follows a three-stage process of preparation, action and
evaluation.
●● Knowledge and information become wisdom only once used
and experienced in a real-world situation. Turning Learning into
Action ® empowers the individual to take control of the learning
process and increase their value and productivity for individual
and collective success.

Turning Learning into Action: A Proven Methodology for Effective Transfer of Learning

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Turning Learning into Action: A Proven Methodology for Effective Transfer of Learning