Designing Learning with Impact

DESIGNING LEARNING WITH IMPACT

Contents

THE STATE OF LEARNING

THE LEARNING ECOSYSTEM

03

13

THE ADULT DEVELOPMENT JOURNEY

THE LEARNING DESIGN PROCESS

08

17

LEARNER CENTRIC DESIGN

MAKING THE LEARNING STICK

11

21

The Future of Learning

The biggest question on most leaders’ lips is “how do we navigate ongoing uncertainty and disruption?” With continuing complexities on the horizon, the challenge for organisations, leaders, and those responsible for learning and development strategies is how to equip our workforce with the very real and in-demand skills they will need to thrive. The pace of technological development and diffusion only intensifies the challenges, which has resulted in workforce development taking place against a backdrop of uncertainty around which jobs will exist in the future. With the future of work being subject to such uncertainty, it would be easy to feel we are navigating without a destination. However, by focusing on some of the fundamental aspects of how people learn and develop, we can begin to understand what we can do as leaders and learning and development specialists to ensure our workforce is future ready . By engaging with some core concepts, and seeing the opportunity presented to us by advancing learning technologies, the future of learning and development is set to be a bright one.

85% of jobs that will exist in 2030 have not been invented yet Dell, 2018 “

https://www.weforum.org/agenda/2020/01/future-of-work/

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The Continuing Importance Learning & Development Set against an ever-shifting business landscape, it can be argued that it is impossible for employees entering the workforce to ever be truly ‘work’ and ‘future - ready’. Whilst formal academic learning can provide an important foundation in terms of learning abstract theories and frameworks, it cannot keep pace with the ideal required by businesses negotiating a constantly shifting landscape. It is therefore imperative that organisations provide both relevant workplace learning focused on skills and real-life scenarios and make full use of workplace Learning and Development’s agility in responding quickly to the changing context and the changing learner needs . The need to respond quickly to learner needs is also being driven by the multi-generational, multi-cultural, multi-disciplinary and multi-locational workforces that are now commonplace. Learning and Development is well placed to create strategies that accommodate the richness this global diversity brings , building on it to more fully develop the learning ecosystem.

A further critical success factor for organisations has always been the talent they can attract and retain. Recent experience, however – including a pandemic, numerous conflicts, a cost-of-living crisis and an energy crisis to date – has led to employees re-evaluating and re-assessing their own purpose and values (see Barrett Values Global Covid 19 Culture Assessment) as they increasingly seek more meaningful work. Added to this, volatility in the job market (with certain high-demand roles commanding six figure salaries whilst other sectors reporting high-level cuts and redundancies only months after aggressive recruitment drives, for example in data companies) means the talent landscape has never been more challenging. Robust learning programs have been shown to have a direct impact on employee job satisfaction, and that directly impacts recruitment, retention, and motivation. Learning and Development has therefore never been so much at the forefront of organisational growth strategies.

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70% of employees say they haven’t yet mastered the skills they need for the job they have today. Additionally, only 1 in 5 employees say they have the skills they need for both their current roles and future careers. As a result, upskilling and reskilling employees are priorities for many organizations, and learning has now become a business imperative. Gartner, 2021 “

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The Challenges for Learning and Development

Budget pressure

Training effectiveness & learner engagement

Scaling global employee development

Diversity, equity, inclusivity, identity & belonging

AI

Future skills

5 generations in the workplace

Fight for talent

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Priority Considerations for Learning and Development

• The average cost of losing an employee is 33% of their annual salary. • According to Udemy (2018), 60% of employees think managers need management training. • Potential employees need and want to grow and will seek out employers who can offer this. • Employees are unique, each with their own unique talents and perspectives, and must be recognised as such when planning workforce development strategies. • We must prepare employees for an increasingly complex future with new people and technical skills. • Academic learning will not grow a workforce that is agile, mentally fit and high skilled. • Inner development must be a part of the learning and development agenda.

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Adult Development and the Employee Development Journey

OBJECT

SELF-TRANSFORMING MIND (1%)

05

We are no longer held prisoner by our own identity.

“I hold many identities, I embrace paradox”

04

SELF-AUTHORING MIND (35%)

We define who we are, and are not defined by others, our relationships or our environment.

SOCIALISED MIND (58%)

03

“I have an identity, I make choices”

Thoughts and beliefs shaped by external influences.

“I am my relationships; I follow the rules”

02

IMPERIAL MIND

Adolescent years

IMPULSIVE MIND

01

Early Childhood

SUBJECT

Developing skills, performance and effectiveness requires an understanding of the adult development journey. Learning experiences must be designed to reflect the stages of this journey, helping participants transform in terms of skills and thinking appropriate to their development stage. Working to develop emotional intelligence as part of the learning and development strategy helps employees develop better connections and contribute as members of high performing teams.

- Robert Kegan

Adult Development and Learning Design

If you believe that leaders can be developed, and that developing leadership skills improves performance across the organisation, then it follows that we must start with leadership development. In order to create fully-rounded leaders, their learning journey must involve both inner (mindset and emotional intelligence) and outer (practical or technical skills) development. It is also important to understand that learning experiences should be designed with the adult development journey stage of the audience in mind. As human beings mature through life, their capacity to assimilate information and experiences into meaningful opportunities also evolves (which progresses their thinking and self-awareness). Learning design must accommodate the changing perceptions and capabilities of the audience they are serving, beyond simply focusing on their roles and responsibilities. An important element of this developmental journey is the idea that becoming an adult does not simply involve getting better at what we do as

we get older, for example by getting more skills and knowledge. Instead, we must transform our understanding of the world to be more objective by building our ability to step back, analyse, and be more able to reflect on our own behaviour, feelings and needs. The leadership development journey therefore needs to include both a developing self-awareness process able to recognise the behaviours that will help us to do this, and opportunities to manifest the required change in thinking, habits and behaviours that will have a positive impact on others. In this way, leaders can learn both the thinking and skills they need to be able to achieve results, bring out the best in others, lead with vision, continuously evolve, grow, and be curious, act with integrity and courage, and improve organisational systems.

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The Business Case for Curiosity

Most inventions, innovations and breakthroughs are the result of one thing: curiosity .

3 reasons why you, as a leader, should encourage a curiosity mindset:

1. Curiosity questions the status quo . Just because it has always been done a certain way doesn’t mean it can’t change for the better. Curiosity breeds continuous improvement, with even incremental progress resulting in competitive advantage. 2. Curiosity fosters trust . A curious leader explores and seeks to understand, which encourages employees to do the same. Cumulatively this creates a culture of respect, trust, and value where employees are more motivated to do their best work. 3. Curiosity is exciting . Imagine putting 10 curious people in a room with a problem to solve. Now imagine putting 10 people with a fixed mindset in a room with the same challenge. Which group is most likely to generate the most possible solutions?

Learner-Centric Design

To ensure any learning experience is fit for purpose and achieves its objectives, it is important to start with a clear picture of your current situation with regards to the skills and capabilities of your people and set it against your desired future destination. Data regarding this can be captured through a range of methods, including surveys, skills assessments, and listening groups with selected stakeholders - this 180° to 360° picture is invaluable during early diagnostic stages, where unconscious incompetence can potentially colour any self-perception. Truly learner-centric design in an increasingly diverse workforce requires a personalised learner journey towards the desired outcomes, in this sense referring to meeting the learner where they are on the skills continuum (i.e., the amount of knowledge or skills they already have) and giving them relevant and impactful learning activities. For example, those with more experience in a certain area could benefit more from problem solving activities, self-directed learning and deep reflection, than those who are still beginners. In recent years, a greater onus has been placed on the idea of personalising the learner journey in terms of the types of information learners are provided with, driven in part by the concept of learning styles or preferences. Research now provides an alternative perspective, in that

learners may have preferences for how they receive information, but this does not always correlate with what is most effective for them. Cognitive differences in the way we learn are slight, according to latest neuroscience thinking, meaning we all generally learn in the same way. What has been proven to have a meaningful impact is a learning environment where employees can explore, practice, reflect and fail safely as they explore and test with the support of a facilitator or coach. This also helps to build confidence, as they see the impact of applying their developing skills in a practical context that is meaningful and relevant to their role in the organisation. Alongside any overall learning programme, booster resources in a whole range of media and styles – which can be known as ‘individualised Learning Stacks’ – can be accessed in the flow of work, not only providing an ongoing reference, but also helping to embed the learning. This supports a levelling up approach which builds consistency across a wider learner population. When it comes to improving training effectiveness, a Learning Stack is a key learning and development investment, ensuring learners are provided with the tools they need to apply the learning in the workplace – the ultimate goal behind all training.

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Example Learning Stack

Where the personalisation afforded by the Learning Stack can really make a difference is in the uncovering of personal insights into patterns of thinking and behaviours, that in turn help develop an individual’s self -awareness. Using assessments and diagnostics as part of a larger integrated development programme is the first step to being able to make positive change, since they can help individuals begin to unpack specific behaviours which might impact on others. Following up on this with individualised learning content within a Learning Stack gives learners the opportunity to develop their self-knowledge, and provides a platform for generative personal growth. The benefits of self-knowledge has led to a surge in interest in the principles of ‘mind - management’ propounded by Professor Steve Peters, amongst others. Organisations are recognising the value of providing employees the opportunity to develop in this way because it has proven to have a significant impact on employee and leader performance when given care and attention in learning and development strategies.

Habits Scorecard

Top Tip Topic Cards

Bitesize Videos

Nudge Learning

Personal Values Tool and Report

Communication Styles Profile

High Performing Teams Survey

Growth Mindset Bitesize Learning

Module Summaries

PrimeFocus Profile and Plan

Change Readiness Questionnaire

Recommended reading (bookclub), podcasts and TedTalks

Developing the Learning Eco-System Learning and Development specialists have, for a long time, sought to create learning cultures within organisations due to the cumulative benefits this growth mindset approach has across a whole organisation. This has generally relied on internal coaching skills and the ability of the leaders to model and advocate this approach. In recent years, this approach has evolved due to a surge in interest in the principles of curiosity. If we can encourage a curiosity mindset in employees as a foundational, cultural requirement, real collaboration, creative thinking and innovation starts to happen. With increasingly competitive and challenging market forces, this is what makes the difference between organisations that thrive and those that struggle to maintain relevance. With improved understanding and education around equality, diversity and inclusivity, this approach has evolved to recognise and celebrate the individual. This has led to thinking around the creation of a learning ecosystem which is distinguished by its nature as a living, breathing complex system of opportunities, resources, mindset, structures, perspectives and platforms. By empowering and inspiring employees to drive their own personal and professional success through readily available learning opportunities, allowing them to demonstrate greater loyalty and commitment by seeking opportunities internally which align to their personal sense of purpose and motivation, organisations can use the learning eco-system to successfully evoke a greater sense of belonging and engagement. This has become critical for Learning and Development leaders dealing with the reported widespread need for talent, attrition and acquisition, all of which present real challenges for organisations. Peak risks feature cultural misalignment, stress, a diminishing sense of contribution and value, and poor leadership style – all of which CAN be addressed with skilled management and leadership.

Achieving Equity Means Prosperity for All

In a world where the rules are constantly changing, what can organisations do to ensure they are not just responding to the needs of multi-generational, multi-cultural workforces, but celebrating every single individual as a unique entity who brings both talent and perspective? Diversity and inclusivity has become a priority for all organisations and the ground is shifting. It is not sustainable to simply comply with legal guidance – we must engage and encourage dialogue to reap the rewards of a fully involved workforce where everyone’s voice is heard and valued. When it comes to learning and development strategies, we can mobilise this culturally by educating and upskilling. Programmes must provide the space to explore and deepen understanding regarding how to ensure equality, the rewards of diversity, the impact of inclusivity, respecting identity and fostering a sense of belonging. Only in doing this will we be able to right the wrongs of the kind of under-representation that makes no business sense. It is not a case of providing a higher block to stand on to see over the fence; we must remove the fence altogether. Learning and Development has a huge role to play in this. It begins with our strategy, our goals and the development opportunities we provide.

Inclusion is not a matter of political correctness. It is the key to growth. Jesse Jackson “

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Improving Training Effectiveness Through Learning Design With a shift from learning preferences towards a universal learning approach that responds to the ways we learn – making sense of new information, building connections, reframing the way we think and reforming habits – how can we ensure our learning design delivers the impact we want? Scaffolding has been a recognised approach in education and curriculum design for many years now. Add adult development theory to this and it becomes clear that any programme must be designed to be appropriate for its audience in terms of content, concepts and context. Learning design must take the learners on a journey. Learners should be guided to assimilate new knowledge and thinking, becoming motivated to change the way they work, and it takes expert facilitation to do this in the moment, recognising the uniqueness of the individual’s process of reflection and assimilation. Time must be provided to allow processing and digesting, and it is often observed that it is in the weeks directly after a training programme that the learner experiences the most clarity and that sought- after ‘lightbulb moment’. Learning design is most effective when it focuses on authentic, experiential learning tasks – the opportunity to explore situations that exist in real life and tasks which employees are expected to complete in their day-to-day role. Ideally, it is a task that they do in the same physical

and social context that they will recognize from real life – for example, in their workplace, with their real team. This accelerates learning transfer. The activity should provide realistic consequences for (and feedback on) their actions, resulting in a memorable, ‘felt’ experience. They can then decide their future course of action, giving them ownership of the commitment to act or think differently for a better outcome. Effective learning design must accommodate three key factors for success: 1. Effective learning – learning as much as possible in the allotted time 2. Efficient learning – learning with less time/effort, and 3. Enjoyable learning – feeling a sense of accomplishment and motivation. The learner is likely to be motivated to learn when they understand why they’re there, what they are required to do with their learning afterwards, and why the programme has been designed the way it has. There are only a few cases when effective learning may not need to make this initially clear, e.g., when a ‘stress situation’ is deliberately set up to incite a specific reaction that stimulates a subsequent learning experience – an approach often employed in experiential learning.

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Learning design must also consider the nature of the learning experience required; is it a performance issue (discrepancies between what someone is supposed to do in their job and what they are doing), or a learning opportunity arising from a knowledge or skills gap that needs to be ‘filled’ for them to be able to do their job? It is important to remember, that you can’t always solve problems by trying to give people knowledge, as that might not necessarily be the root cause of the issue.

Ask: what is holding your employees back?

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The Learning Design Process

Applying the Learning

C

As with most processes, learning design begins with context and understanding the desired outcomes. During this process, careful consideration should be given to activity design. Designing for inclusivity is critical, and it is important to have a clear understanding regarding the specific needs of the learner population not just in terms of capabilities (which can be identified through a comprehensive skills assessment) but also language, disability, impairments, accessibility and location. A clear learning design briefing document must capture all of these requirements, in addition to the instructional design requirements. Working collaboratively with your learning design specialist will ensure the best outcome and an appreciation that the design process is iterative, and that programmes should be permitted to evolve.

Design

H

B

D

Impacting Performance

Research & Planning

Evaluate & Measure

Develop

Consultation & Briefing

Working collaboratively

Rollout

Testing

E

A

G

Refining

Outcomes-based

F

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Accessibility in Learning Design

Ensuring all learners can fully engage equally with any learning experience means careful consideration, whether in the classroom, face-to-face or online, or when using or accessing digital learning sessions and resources. Digital resources should be created in line with WCAG guidelines, which recommend (for example) that the navigation and layout of any digital resources are intuitive and organised so all users using assistive technologies (such as screen readers or keyboards) can seamlessly navigate the resource and successfully interact with elements such as buttons, links and media. Resources should provide learners with time to navigate, read, and use the content. They should be consistent in design and appropriate to the audience, with deep consideration regarding the tone of voice and readability. Device and technology compatibility is also important, and allows learners to access the information when and how they prefer. Learning on the go and microlearning opportunities have become increasingly popular with digitally native learners.

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Inner & Outer Game Development

In recognition of the complexity of adult development, it is wise to consider learning and development strategies in the context of dimensions of learning. We know that there is a strong body of knowledge that promotes the importance of purpose and values in an organisation and therefore it must sit firmly in the leadership wheelhouse. Value-led leadership is well-recognised as an approach that drives an organisational culture where employees thrive. The integration of work on purpose and values has since evolved to accommodate the individual learning journey. As learning and development specialists, we must recognise that every employee brings their own unique experiences and talents, a fact that has accelerated more sophisticated thinking in relation to equity – the championing of equality, diversity, and inclusivity and the importance of identity and belonging in modern workplaces. It is now commonly recognised that this is a growth driver, not just a case of legal compliance. It has become the responsibility of progressive, forward thinking organisations to provide employees with the opportunity to develop not just their skills, but their internal capabilities as well; the much-cited analogy of taking the time to upgrade the operating system, not just the installation of new apps. This approach to learning and development has proven to achieve accelerated performance improvement because it promotes human growth alongside skill development.

In addition, recent studies identify that the most in-demand future skills to be able to navigate continuing uncertainty and complexity will actually be high-value people skills such as connecting, empathy, and compassion. Understanding this is also an important part of designing rewards and motivating factors for employees and teams., all of which explains the distinction between Results and Success in the PrimeFocus TM model. If leaders and organisations are focused so much on results to the exclusion of all other factors, they will struggle to build engagement. Employees are often motivated by more transcendental factors e.g. self actualization, that feeling of accomplishment or success that comes as a result of more effective behaviours and thinking. This also responds positively to the human inclination towards personal growth. Those who work extensively in sport performance and mind management will report that when goals are defined purely by external achievements and symbols, it can often lead to eternal dissatisfaction – the goalposts continuously move just out of reach, so the sportsperson never reaches the ultimate destination. By designed learning experiences that nurture both the inner and outer development process, we can upgrade the operating system with improved processing and functionality, empowering employees to take ownership of their own developmental progress.

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Because We Are All Unique

Consider the 4 dimensions of learning. What type of learning experience is required?

OUTER GAME

INNER GAME

Learning experiences designed to practice and apply skills - interactions at work, learning from others, socialisation, understanding identity

Content designed to grow knowledge base, technical updating & to develop critical thinking

COGNITIVE

RELATIONAL

Activities designed to build engagement, self-awareness, understanding perspectives of others, reactions, feelings, mindset EMOTIONAL

Creating opportunities for learning transfer - on the job, live projects, & practicing with critical reflection & developmental feedback

PRACTICAL

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Making the Learning Stick

One of the biggest challenges for learning and development is overcoming the forgetting curve and making the learning stick. When organisations invest in training and development, they want to see measurable results. The good news is this can be achieved through careful planning, positioning and, of course, learning design. This is echoed in Weinbauer- Heidel’s Levers of Transfer Effectiveness (2016) which comprises the following elements:

retraining and reframing to form new and better habits

7.

Opportunities for Application – creating opportunities to apply learning in the flow of work

8. Personal Transfer Capacity – providing the time and space to apply learning 9. Support from Supervisors – encouragement and support creates a sense of value in the learning and increases motivation to apply the learning 10. Support from Peers – socializes the learning and contributes to a learning culture 11. Transfer Expectations in the Organisation – positive consequences of application ensure likelihood that the learning sticks.

1.

Transfer Motivation – the desire to apply the learning

2. Self-efficacy – building confidence that they are mastering and can apply their skills

3.

Transfer Volition – the determination to try

4. Clarity of Expectations – what is expectation before and after the training

5.

Content Relevance – make it practical and relevant

6.

Active Practice – creating new patterns or synapses through

Evaluation The Learning and Development field needs evaluation as much as any other discipline needs data and analytics. It tells us whether the measures we have put in place are working, informs continuous improvement and innovation, and helps us to understand whether learners are achieving the goals set and the kind of impact the selected learning and development method is having on organisational KPIs. Too often learner surveys are neglected or left as a simple rating exercise that does not provide the rich, qualitative data that can energise the learning and development approach. CIPD has highlighted the need for a move towards better evaluations. The Kirkpatrick Model, as it is commonly known, has been an industry standard for many years, but a lot of focus is put on Level 1, learner ‘reactions’ to training e.g. did they enjoy it? This is despite research finding no correlation between this level and the ones above it. In other words, just because a learner liked the training, it does not mean that they learnt anything, let alone that they will be able to apply their learning in the workplace and have an impact on the organisation (Alliger et al., 1997, Sitzmann et al., 1998, Hughes et al., 2016, Uttl et al., 2017). Furthermore, just because they didn’t like it or didn’t think they learned anything, doesn’t mean they didn’t – learners might not know how they learn or may not enjoy how repetitive and effortful the learning process is.

Brinkerhof uses an analogy that measuring the satisfaction of a learning event is akin to predicting the satisfaction and longevity of a marriage based on the quality of the wedding reception.

“

L&D practitioners need to question the value of traditional happy sheets or quizzes along with the standard default questions they contain. Is it the learner’s responsibility to ‘rate’ the facilitator or materials? To what degree does a value on a Likert scale apply to learner reaction to the learning, the engagement of a learner or, arguably the most important element, the impact on the learner’s performance? CIPD, 2021

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Kirkpatrick Model for Evaluation

What impact has the programme had on business performance?

Level 4 Result

How have participants applied their learning?

Level 3 Behaviour

How much did participants learn from the programme?

Level 2 Learning

How did participants respond to the programme?

Level 1 Reaction

Improving Evaluation Data

Improving evaluation data to enable informed decisions around learning and development solutions involves consideration of the following: • Plan how you will measure the success of a programme before you start. Is there a business metric you can connect the learning to, such as the number of customer complaints? This will show value in an objective way, encouraging the business to invest in successful solutions. • Asking better questions. Questions using Likert scales (strongly agree – agree – neither agree nor disagree – disagree – strongly disagree) or those asking you to rate on a scale of 1 to 5 do not generate meaningful data. There is no clear distinction between each of the options in these types of question, so learners do not take their responses seriously. It also creates indecision, that leads to a higher likelihood of biased responses, as well as producing cognitive fatigue that lessens attention given to responses. How can you expect an individual to distinguish between ‘strongly agree’ and ‘agree’? Individual variance and perception will impact on consistency and reliability of results. • When we generate average scores, the meaning is diluted further. An overall score of 4.2 means nothing unless we have a context. Is 4.2

good if everyone always scores 4.2? How can we select an arbitrary standard based on unclear numbers? Is a 4.0 acceptable, but not a 3.9? If so, why? We could get better data from questions such as multiple choice, where we cover the full range of possibilities and specify exactly what each option means and then consider which of them are acceptable to us, and which will require us to take further action. • Surveying learners months after the training, not just immediately after the learning event, can yield insightful data. The real test of learning is whether it can be applied in the workplace, and this can only be measured once the learners have had opportunity to do so. Surveys conducted immediately after training can only capture initial impressions – switch the focus to long term and you will begin to see lasting change. You don’t need to rely on surveys alone to acquire this data, either – for example, participants’ managers could perform observations to see whether they are using new skills or have changed their behaviours. You could also send follow-up activities (such as realistic scenarios) to measure whether learners can still make the right decision or remember the correct answer after a period of time (Thalheimer, 2021).

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We are never going to be able to solve our problems with the same order of consciousness that created these problems.

- Einstein

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Developing Sustainable Learning Strategies

If we take the 4 dimensions of sustainability in turn, learning and development can not fail to be richer for a sustainability-based approach. People – if we develop learning and development with the learner in mind, as truly learner- centric, celebrating the individual’s unique talents, experience and preferences, the learning experience will be more engaging and as a result, more memorable. Those memorable experiences will be shared as success stories which, collectively, creates value and learning reputation improving future engagement. It also contributes to the building of a learning culture within the organisation. Planet – technology can unlock opportunities for engagement in global, multi-site organisations when it comes to delivery modalities. Developing the Learning Stack to take full use of available learning technologies will aid the embedding of learning by providing resources that can be employed in the flow of work. As we collectively work, with our partners, towards a net zero future, learning and development can play its part by modelling, teaching and embedding the principles of sustainability into the mindset and culture.

Profit – a positive measurable outcome from learning and development solutions will not just support business KPIs, but effectively contribute to achievement of the organisation’s purpose in terms of results AND success. Partnerships – responsible partnership mean aligning with organisations who demonstrate their thinking and strategies as a force for good. We need to shift towards a stakeholder approach rather than shareholder approach, which satisfies the needs of all stakeholder groups. There is not only a strong business case for this as organisations strive to do better because their customers insist on it, it is our responsibility as global citizens.

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Organisations don’t transform, people do

- Richard Barrett (2017)

References and Acknowledgements

Barrett, Richard. (2017). The Values-Driven Organization. Routledge.

Gartner. (2021). Strategies to Address Skill Gaps. https://www.gartner.co.uk/en/human-resources/insights/skill-gap

Kirkpatrick, Donald L. (1994). Evaluating Training Programs: The Four Levels. Berrett-Koehler.

Kirschner, Paul. (2020). Evidence-Informed Learning Design: Creating Training to Improve Performance. Kogan Page.

Moore, Cathy. (2017). Map It: The Hands-on Guide to Strategic Training Design. Montesa Press.

Thalheimer, Will. (2021). Performance-Focused Learner Surveys. Work-Learning Press.

Weinbauer-Heidel, Ina. (2016). What Makes Training Really Work: 12 Levers of Transfer Effectiveness. Institute for Transfer Effectiveness.

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