Empowering Anti-Racism Allies: A Personal High Performance Learning Journey

A pandemic has arisen all around the world. And no, we are not only talking about the Covid-19 disease, but we are also talking about the pandemic of systemic racism – at the workplace, in our homes, and in society. So how do you change someone’s mind and behavior? Steve and Allison Mahaley, Red Fern LLC, has created a digital learning path based on the High Performance Learning journey methodology to help organizations interrupt the system of systemic racism. 

In the news

It’s alarming.  We, globally, are witnessing a pandemic unfold as of this writing – a pandemic that disproportionately affects people of color and other minority groups.  While we may be thinking, rightly, of the COVID-19 disease, there is another pandemic that has been gripping the US since its inception – that of systemic racism[1].

In the US

The murder of George Floyd (and others) has turned the spotlight on deadly racism[2] here, but other countries around the world are certainly not immune to this particular disease.  In fact, there are long and terrible histories of racial domination, exclusion, enslavement, and marginalization all around the world.

Organizational impact

It would be comforting to think that the external context of systemic and ongoing racism does not affect our organizations – our workplaces, our teams, or our collective performance.  Of course, that would be naïve.  Studies abound that point to the advantages that inclusive environments have for performance[3], and the power of psychological safety[4] to unlock trust and innovation within teams.

It’s personal

We believe everyone is somewhere on a continuum of awareness, acceptance,  understanding, and engagement on issues of systemic racism. We also believe that it is important for leaders to help others move along this spectrum toward more inclusive work cultures which in turn, will lead to more inclusive communities. Many people are ready to do something about racism but are unsure where to start. We believe that every place is a good place to start – there is no ‘bad’ starting point.

Everyone is invited to learning and do more.  Simply activating curiosity to learn more about the experience of others, and more explicitly connect one’s values to one’s actions can turn into powerful motivation.  Once the values of inclusivity and human understanding are elevated, it is important to understand the field of play – the dimensions in one’s life and work where they can act as agents for change.  We have identified four such dimensions:

  • Personal: Deepening one’s own understanding and knowledgebase about unconscious bias, historical and current context of racism
  • Work: Forging authentic cross-cultural relationships in the workplace that are rooted in mutual respect
  • Inner Circle: brave conversations we can have in our families and with friends regarding race
  • Outer Circle: The work we do civically to disrupt and change the systems that have been revealed

What to do

Changing patterns of thought and behaviour takes time.  This must be a journey of personal insight, growth and action.  We have designed what we term a ‘personal high performance learning journey’, borrowing heavily from the work of Prof. Robert Brinkerhoff.  In fact, we have used the structure and components of high performance learning journey design to create courses designed for the would-be ally[5].  These courses are open to the public, and tailorable to our corporate and non-profit clients.

The common denominator

It begins with the individual, declaring their intentions, understanding context, becoming acquainted with their own bias, and then building a skillset for productively interrupting the systems that (often unwittingly) limit opportunities and performance.  Yes, public declarations by CEO’s of opposition to racism[6] are welcome, but the real work of anti-racist action begins at home, with you, and us.

Learn more at our upcoming webinar with Steve and Allison!

Register for our upcoming webinar: Powering a Personalized Learning Journey for Anti-Racist Allies

Curious about how you can build your own learning journeys? Learn more about our High Performance Learning Journey certifications program here!


[1] https://theconversation.com/weve-been-facing-a-pandemic-of-racism-how-can-we-stop-it-140284

[2] https://theconversation.com/white-nationalism-born-in-the-usa-is-now-a-global-terror-threat-113825

[3] https://www.mckinsey.com/business-functions/organization/our-insights/why-diversity-matters

[4] https://rework.withgoogle.com/print/guides/5721312655835136/

[5] https://myredfern.com/open-enrollment/the-white-ally-toolkit/

[6] https://qz.com/work/1864328/ceo-statements-on-race-matter-more-than-you-think/

Author: Allison Mahaley & Steve Mahaley

An Executive Summary of Relationships of Goal Orientation, Metacognitive Activity, and Practice Strategies with Learning Outcomes and Transfer

Author: Alex Brittain-Catlin
Published: December 6th, 2019

Original White Paper by J. Kevin Ford, Eleanor M. Smith, Daniel A Weissbein, Stanley M. Gully and Eduardo Salas.When it comes to designing training programmes, the requirement on the instructional designer is to prepare the learner to be able to handle tasks in their performance environment by tackling various and similar tasks in the learning environment. However, particularly when the skill set involves social interactions and complex behaviours, the scenarios in which the target audience are asked to apply their learning are often more challenging than was conducted during the training. So, what is the approach that will enable the learners to successfully tackle more demanding situations, be willing to do so, and persevere in the new approach even when there is not an expressed and prescribed way of doing so?

There is a complex interdependency when it comes to how learners make decisions when they are back at work and must combine multiple pieces of information and prioritize their actions in order to apply what they have learned from a training event. As learning providers, we can design our programmes in a way that increases the likelihood of these interdependent factors coming into play to deliver the results in the workplace.

This paper looks at what can influence a learner in the application of their learning to a given work task. Three key parts of the chain that are identified are:

  1. A mastery orientation when it comes to the metacognitive learning activities;
  2. The links between this metacognitive learning approach and knowledge acquisition, skilled performance at the end of the training and self-efficacy;
  3. A belief in themselves to develop as part of the learning process to achieve the end task, which may be similar but not the same as that trained upon.

Starting with Mastery Orientation, which is the learner’s belief that effort can lead to an improvement in outcomes and that the ability in a given area is flexible rather than solely linked to a specific way of doing things. With this approach there is a focus on developing new skills, attempting to understand the context around the task, and then successfully applying a standard by which to measure their achievement. Those who have the Mastery Orientation approach want to develop a rich understanding of task procedures, and are more likely to practice an important skill-related task as often as possible. As HPLJ practitioners, we have opportunities to build on this because we are not so limited by instructor-led training events. By utilizing a learning journey, particularly the Crawl, Walk and Run approach, we can extend our reach and have the opportunity to build on the different levels of foundational knowledge as well as incorporate a varying complexity of skills supported by application and awareness creation within the learner’s own specific working environment.

Metacognition relates to their awareness and understanding of our learners’ own thought processes as they engage in the learning scenarios. That they are not simply following a set of instructions but are building an awareness around their planning, monitoring, and execution of behaviours associated with their objective. We can support our learners to improve upon these aspects by designing assignments that encourage reflection and reporting not only on the outcome of application but also the processes that led to success.

The learning environment must facilitate the use of metacognitive or self-regulatory skills. A key issue in the development and effective use of this learning approach is the opportunity for individuals to engage in self-directed learning. This learner control allows individuals to adjust the instruction to their own needs and the monitoring involved enables them to identify errors in performance, and adjust their learning activities. The idea being that they should acquire more knowledge about the task and develop more effective procedures for performing the task in their working environment.

Certainly, the flexibility offered by the journey approach lends itself to the self-directed learning element. Where they have the material for knowledge foundation and the time to create their own levels of comprehension around the subject matter. The use of additional assignments for them to draw relevance and awareness from their own working environment offers an opportunity to build on their knowledge in such a way that we look not only at a single process but the wider awareness of how it functions within a working environment.

An additional factor related to the Mastery Orientation and Metacognitive approach is the building of a feeling of self-efficacy. The impact of developing a range of new skills, creating an understanding of the relevance of these skills to their work tasks, and then being able to regulate their own performance is that learners show a greater degree of perseverance to carry out the end task in the required manner. The feeling that they have a broader understanding of the subject matter enables them to feel that they have the ability to succeed, when compared to those who only have a procedural way of tackling a problem.

In conclusion, what this suggests to us as learning developers is that we need to incorporate more than just knowledge and skills into our design plans. That in addition to these elements we need to include specific activities and assignments that contribute to the building of a Metacognitive level of awareness and lead to a Mastery Orientation. In this way, we can create a greater likelihood of the learner being able to apply the learning within complex real-life scenarios and demonstrating a greater resilience when facing the difficulties that such situations may bring.

Read the full version of the paper.

To learn more about the High-Performance Learning Journey Approach, click here. 

Applying the Five Types of Use

[vc_row full_width=”stretch_row” css=”.vc_custom_1579601335902{background-color: #d33375 !important;}”][vc_column][pi_hero headline=”Applying the Five Types of Use”][/pi_hero][/vc_column][/vc_row][vc_row][vc_column][vc_empty_space height=”10px”][/vc_column][/vc_row][vc_row][vc_column width=”2/3″][vc_column_text css=”.vc_custom_1571669945673{margin-bottom: -0.1px !important;}”]Author: Alex Brittain-Catlin
Published: October, 21 2019[/vc_column_text][/vc_column][vc_column width=”1/3″][/vc_column][/vc_row][vc_row][vc_column][vc_empty_space height=”25px”][/vc_column][/vc_row][vc_row][vc_column width=”2/3″][vc_column_text]

In their paper: A demonstration of Five Types of Use, Kevin Ford et al, suggest five ways that a training course participant could apply their learning after a program has concluded. These levels look at the application not only immediately after a training has taken place but also over time. One of the main findings is that as Learning and Development professionals, we need to look beyond immediate application when evaluating the complete impact of training.


The five types of transfer that they have identified are:

  • Perform: where there is a direct application of what has been trained, based on the procedures and principles taught.
  • Assess: where the participant uses the standards derived from the program to evaluate their own or other’s performance.
  • Explain: to explain and generate understanding and acceptance of the subject matter held in the training.
  • Instruct: where participants of a program then go on to instruct others how to apply the methods and principles taught.
  • Lead: where former trainees, who are now in a leadership position, promote the ongoing successful application of the learned performance.

The questions that we then need to ask ourselves resulting from this are what are the opportunities for us as program developers in terms of using these criteria in terms of not only evaluating the programs we run but also, what kind of assignments can we create to guide the application of our participants in these criteria.

In terms of utilising these as application and assessment criteria, they fit in well with the Learning Journey approach, which because of its implied length enables us to move beyond immediate application. Whilst immediate application of what has been applied is still a key factor, what other opportunities does the stretching the dimension of time dimension afford us?

Certainly, when we look at assess, this is more straightforward. When it comes to the Learning Journey approach, we are able to instruct participants to assess how a learning is being applied both in terms of their own performance but also that of others. The approach of iterations of feedback to support and further develop approaches is a factor in terms of really integrating changes of behaviour supports this criterion.

The criteria of Explain, Instruct, and even Lead, to some extent, fall squarely into the Core Element of Strengthening Results, where participants go beyond the immediate scope of the program to take spread their learning to audiences who have not participated. When designing programs, we can also use these criteria when looking at Develop and Practice Skills, clearly showing the intent to spread learning as an executable assignment.

Technical advances in supporting how we deliver programs further enables us to engage with participants in a different way and allow us to guide meaningful assignments over a longer period, when necessary.  The current shift from events to journeys and from learning to application also lends itself to a more sustained approach that goes beyond straightforward application type assignments. To that end we can guide participants, through platforms such as Promote, to not only perform but also take into account these other factors of assess, explain, instruct and lead at a time when they have potentially moved beyond the initial confusion about how to internalize a newly learned approach and start thinking beyond this from a wider perspective.

In its simplest form, providing participants with a full list of these five criteria and asking them to self-asses which of these they can apply and then to return to Promote and post reflections and approaches as to how that application went would be a meaningful of drawing more value from a program.

Read more about the paper “Beyond Direct Application as an Indicator of Transfer: A Demonstration of Five Types of Use”.

Download this article as an PDF.

[/vc_column_text][pi_image image=”5203″][/vc_column][vc_column width=”1/3″][/vc_column][/vc_row][vc_row][vc_column][vc_empty_space height=”50″][/vc_column][/vc_row]

Focus on Performance 2019!

[vc_row full_width=”stretch_row” css=”.vc_custom_1579601367078{background-color: #6c2a83 !important;}”][vc_column][pi_hero headline=”Thank you for attending Focus on Performance 2019!”][/pi_hero][/vc_column][/vc_row][vc_row][vc_column][vc_empty_space height=”10px”][/vc_column][/vc_row][vc_row][vc_column width=”2/3″][vc_column_text css=”.vc_custom_1566219467445{margin-bottom: -0.1px !important;}”]Author: Linnea Hakansson[/vc_column_text][/vc_column][vc_column width=”1/3″][/vc_column][/vc_row][vc_row][vc_column][vc_empty_space height=”25px”][/vc_column][/vc_row][vc_row][vc_column width=”2/3″][vc_column_text]In the end of June, Promote sponsored and attended Focus on Performance 2019!

Focus on Performance is a global HR and L&D conference for all of you that are passionate about creating business results from training. During two intense days in Stockholm, we learned bold new ideas about educational technology, shared ideas, discussed trends and attended inspirational keynote and beak-out sessions.

See the full schedule and speakers from the 2019 edition here.

Are you interested in the new book by Robert Brinkerhoff, Anne Apking and Edward Boon being presented at Focus on Performance?
Read more and order it online from Amazon here.

For all of you who attended the conference June 26-27, 2019 – Login to your Promote portal to find recordings of the seminars, pictures and addiontal bonus-material.

You can also follow us at Linkedin to see pictures and updates from the conference.

See you all next year![/vc_column_text][/vc_column][vc_column width=”1/3″][/vc_column][/vc_row][vc_row][vc_column][vc_empty_space][/vc_column][/vc_row]

Är digitalisering svaret på allt?

[vc_row full_width=”stretch_row” css=”.vc_custom_1579601413574{background-color: #d33375 !important;}”][vc_column][pi_hero headline=”Är digitalisering svaret på allt? Är det relevant att digitalisera utbildning?”][/pi_hero][/vc_column][/vc_row][vc_row][vc_column][vc_empty_space height=”10px”][/vc_column][/vc_row][vc_row][vc_column width=”2/3″][vc_column_text css=”.vc_custom_1554190464882{margin-bottom: -0.1px !important;}”]Author: Karin Plith
Published: April 2nd, 2019[/vc_column_text][/vc_column][vc_column width=”1/3″][/vc_column][/vc_row][vc_row][vc_column][vc_empty_space height=”25px”][/vc_column][/vc_row][vc_row][vc_column width=”2/3″][vc_column_text]Torsdagens frukostseminarium på temat L&D och digitalisering leddes av Promote Internationals VD Jon Serrander. Att ämnet är aktuellt är ingen överdrift; seminariet drog stor publik, deltagarna var engagerade och diskussionerna livliga.

Jon inledde med en “walk down memory lane” och gjorde nedslag i tidiga försök till digitalisering inom utbildning; försök som lämnat en än mer traumatiserad. Därefter slog han fast några påstående som kanske sivder, men som är ack så sanna. “What if I told you that your e-learing sucks” följt av min personliga favorit “What if I told you that your micro-learing also sucks”. Micro-learning är e-learning upphackad i mindre delar. Och vad är det som säger att det skulle göra den bättre? Uppfattningen om LMS:et som allsmäktigt system för utbildning, är komplett felaktig. Det börjar nästan alla förstå vid det här laget och det är ingen nyhet för publiken. Det kan dock inte understrykas tillräckligt att så verkligen är fallet.

Learning just in time, adaptive learning, self directed learning är begrepp som numera är frekvent återkommande och trendiga. Men låt oss enas om att så länge Netflix och Spotify inte kan rekommendera rätt filmer eller låtar med alla deras resurser i form av data och programmerare, så ska nog utbildningsbranschen ligga lågt.

Digitalisering inom L&D har många användningsområden. Gränserna mellan effektivt och effektfullt suddas ut och där vi tidigare var tvungna att välja kan vi nu ta båda. Med nya tekniska lösningar, design med fokus på verksamhetsmässig förståelse och engagemang samt kunskaper att använda i rätt situationer, behöver vi inte längre göra avkall på effekt och resultat för att nå kraven på snabbhet, skalbarhet, storskalighet, tillgänglighet och flexibilitet.

Angreppssätten för digitalisering inom L&D kan se olika ut. Ett ramverk för att hitta lämpliga startpunkter kan vara att utgå ifrån ett program, ett projekt eller att ta organisatoriskt helhetsgrepp.

  • Fördelarna med att starta med ett program att förbättra är t ex att det kan sjösättas på några veckor, det är låg risk, omedelbar ROI och låg organisatorisk belastning.
  • Att jobba med ett projekt förutsätter att man går lite utanför sin komfortzon, men i gengäld får du stor påverkan till en hanterbar risk. Det bidrar till att agilt arbetssätt och du kan snabbt få ut något användbart i organisationen.
  • Det organisatoriska angreppssättet är mer komplicerat och kräver organisatorisk uppbackning på hög nivå. Tekniken kommer ta mycket större plats, användarhantering och integration blir aktuellt tidigare vilket förstorar och försvårar. Det kan vara nödvändigt, men man ska vara medveten om vad man gör. Det tar lång tid, kostar mycket pengar och är icke-agilt.

Avslutningsvis kan vi konstatera att vi på Promote International med vårt arbete inom design av utbildning (High Performance Learning Journeys) och teknik (Promote) befinner oss mitt i en “perfect storm” – i positiv bemärkelse. Med design som skapar organisatorisk förståelse och insikt om när kunskaperna ska användas tillsammans med en teknik som exekverar och möjliggör tillgänglighet, storskalighet och flexibilitet, så är svaret “ja” på den inledande frågan om det är högst relevant att digitalisera utbildning.

Vill du ha inbjudningar till våra frukostar? Maila oss på promote@promoteint.com så håller vi dig uppdaterad!

Här kan du läsa mer om de kommande tillfällena.[/vc_column_text][pi_image image=”4679″][/vc_column][vc_column width=”1/3″][/vc_column][/vc_row][vc_row][vc_column][vc_empty_space][/vc_column][/vc_row]

“We did it!“ Vattenfall awarded as best Trainee Programme of the year

[vc_row full_width=”stretch_row” css=”.vc_custom_1579601576934{background-color: #6c2a83 !important;}”][vc_column][pi_hero headline=”“We did it!“ Vattenfall awarded as best Trainee Programme of the year”][/pi_hero][/vc_column][/vc_row][vc_row][vc_column][vc_empty_space height=”10px”][/vc_column][/vc_row][vc_row][vc_column width=”2/3″][vc_column_text css=”.vc_custom_1537954649507{margin-bottom: -0.1px !important;}”]Author: Linnea Hakansson
Published: September 28th, 2018[/vc_column_text][/vc_column][vc_column width=”1/3″][/vc_column][/vc_row][vc_row][vc_column][vc_empty_space height=”25px”][/vc_column][/vc_row][vc_row][vc_column width=”2/3″][vc_column_text]

At the end of June, Vattenfall received the international award in the category “Trainee Programme of the year 2018”, which was organised by the company Promote International.

Vattenfall International Trainee Programme 2017/2018 was one of the nominees competing against 81 other international corporations. The programme won being a good example of a High Performance Learning Journey, using a variety of ways to communicate and interact during the programme and thus creating lasting results.

“I am really happy and proud of the award”, says Programme Responsible Thérèse Troedsson. “It is an award that I share with everyone who has contributed to the success of the programme; the trainees who are the co-creators of the programme as well as everyone who contributed as inspirational speakers.”

Read the original article here.

The award was handed out in Stockholm by Professor Robert Brinkerhoff, creator of the theory behind High Performance Learning Journeys and the CEO of Promote International, Jon Serrander. In the middle Thérèse Troedsson, Programme Responsible at Vattenfall.

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[:en]Guest post: What Is Learning Evaluation, Really?[:]

[:en][vc_row full_width=”stretch_row” css=”.vc_custom_1579601644968{background-color: #00c570 !important;}”][vc_column][pi_hero headline=”Guest Post: What Is Learning Evaluation, Really?”][/pi_hero][/vc_column][/vc_row][vc_row][vc_column][vc_empty_space height=”10px”][/vc_column][/vc_row][vc_row][vc_column width=”2/3″][vc_column_text css=”.vc_custom_1568122012938{margin-bottom: -0.1px !important;}”]Author: Preethi B. Rao
Published: March 14, 2018[/vc_column_text][/vc_column][vc_column width=”1/3″][/vc_column][/vc_row][vc_row][vc_column][vc_empty_space height=”25px”][/vc_column][/vc_row][vc_row][vc_column width=”2/3″][vc_column_text]

Companies spend massive amounts each year to ensure that their employees are working to their full potential and contributing to the accomplishment of organizational goals. But are such companies really getting a return on these expenses?

Below is a very common exchange of dialogue I have with my Kirkpatrick Four Levels® Evaluation Certification Program participants:

Me: What is your training evaluation budget?

Participant: We have a training budget, but not an evaluation budget.

Me: Why not? Does the company not consider evaluation important enough to mark off a specific budget for it?

Participant: It’s definitely important. But the budget for evaluation is included in the overall training budget and not mentioned as a separate line-item.

These discussions with training budget managers (which includes CEOs, CLOs, and COOs) has helped me realize that:

  • Learning evaluation is often an after-thought; a knee-jerk reaction when asked the value of conducting the training
  • Evaluations are usually conducted at the Reaction and Learning levels, which unfortunately do not indicate the true value of training
  • The purpose of an evaluation is most often to ensure that training budgets are not reduced, rather than to show any real value to the business
  • Evaluation beyond smiley sheets is considered a vast and complex task that is simply too difficult to achieve
  • In general, managers of learning budgets, learning professionals, and organizations have a very misguided understanding of what learning evaluation entails

So, what exactly is learning evaluation, rather what is it not?

1. Learning evaluation is not something you think about after the intervention comes to an end

True and complete learning evaluation begins with the end in mind. Here is what really works:

When business stakeholders come to learning managers with a requirement, the learning manager must put on their consultant hat and try to get answers to the following questions:

  • Why is the intervention needed now?
  • What is currently going well, and what is not going so well?
  • What will happen if we do not proceed with the intervention?
  • What qualitative and quantitative indicators will demonstrate training success?
  • What will success look like on the job?

Most importantly, Learning and Development (L&D) managers will also reach an agreement with business stakeholders about the level of involvement expected from them. Here’s a good rule of thumb to follow for planning and executing evaluation.

2. The purpose of learning evaluation is not just to prove that L&D rocks!

The key purpose of learning evaluation is to determine whether there has been any behavioral change of the participants on the job. Although saving money and perhaps increasing business might be the end goals, these really can’t be achieved unless there is visible behavior change on the job. To achieve behavioral change, not only do we have to plan for evaluation, but we should also factor in support mechanisms (such as coaching, follow-up modules, executive modeling, etc.) that will enable the behavior change.

3. Evaluation is not just surveys and smile sheets

While smiley sheets may tell us how the participants reacted, and even whether they learned something, the surveys don’t really provide enough information to determine if there is a behavioral change on the job post-training. Some of the leading indicators you can bank on to provide this instead are:

  • Observations on the job
  • Conducting focus groups post-training
  • Identifying and monitoring key, early indicators

This will allow us to monitor, adjust, and make corrections along the way to ensure that participants have enough support to make the transition towards new behavior seamlessly.

4. Evaluation is not just the job of L&D

Most often, it is assumed that both training and its evaluation is the sole responsibility of the L&D team. Nothing can be further from the truth. As per The Kirkpatrick Partners, “Performance on the job is the responsibility of training participants and business managers; preparing them for their roles before, during and after training is the responsibility of training professionals.”

Here is how the L&D team can be supportive in preparation, before the program:

  • By understanding the business’s true needs
  • By arriving on success factors
  • By agreeing on critical behaviors

The preparation for evaluation during the program can be by providing a learning solution that truly resonates with the participants and makes them want to commit to change.

Provide support after the program by helping create systems and process to ensure that the post-training support activities are carried out by line managers and supervisors. Also, ensure that there are built-in course corrections if the behavior doesn’t change as expected.

5. Evaluation is super complicated

It really doesn’t need to be! Keep a watch out for my next blog in which I will reveal some quick and easy things to do for different levels of evaluation.

So, how have you experienced learning evaluation within your organization? Does this resonate with you?

Read the original article by Preethi B. Rao from C2C Organizational Development here: https://c2cod.wordpress.com/2018/03/14/what-is-learning-evaluation-really/
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Becoming a High Performance Learning Journey Champion | Guest post

[vc_row full_width=”stretch_row” css=”.vc_custom_1579601663467{background-color: #00c570 !important;}”][vc_column][pi_hero headline=”Guest Post: Becoming a High Performance Learning Journey Champion”][/pi_hero][/vc_column][/vc_row][vc_row][vc_column][vc_empty_space height=”10px”][/vc_column][/vc_row][vc_row][vc_column width=”2/3″][vc_column_text css=”.vc_custom_1519378559154{margin-bottom: -0.1px !important;}”]Author: Ian Townley
Published: February 18th, 2018[/vc_column_text][/vc_column][vc_column width=”1/3″][/vc_column][/vc_row][vc_row][vc_column][vc_empty_space height=”25px”][/vc_column][/vc_row][vc_row][vc_column width=”2/3″][vc_column_text]I am currently undertaking Brinkerhoff certification for High Performance Learning Journeys. I’d like to take this opportunity to share with you what I have learned so far. Feel free to comment and leave me a message. I’ll try and reply to everyone who does.

For many learning strategists and designers, and even those executives who invest in learning, there is often a tendency to focus on the learning event. Those events take many forms, from extended multiple-day workshops to single e-learning courses. Although, those events are often well intentioned and well designed, they usually lack a significant piece of design. Namely learning transfer.

Learning transfer is, as some of you might know, a topic close to my heart, and can be described as a strategy for increasing the likelihood that learning will be applied on the job. This is important for learners/users of learning because they can see their own personal development and the value of investing time in activities away from the workplace. It’s also important for senior executives and managers because they can see growth. Not just the growth of their people, but also the growth of their business through learning initiatives that are well matched to evolving business needs.

There are many theories about how to design and implement learning transfer. One interesting theory I’ve been looking at on this course is called a High Performance Learning Journey. The idea was developed by Robert Brinkerhoff and supported by an online platform called Promote.

So, how does a HPLJ differ from a usual learning event? Well in short, the participants go through a number of stages, which are called Core Elements:

  • They commit to the learning journey to increase motivation and attendance
  • They build a knowledge foundation at the right pace and intervals
  • They have time to develop and practice skills in a safe and controlled environment
  • They have opportunities to strengthen results through activities that support application

In order to meet those four core elements the learning is stretched through five dimensions: time, business linkage, spaces, relations, tools and structure. The idea is that if the five dimensions are addressed adequately for a particular learning and matched to a particular audience, then learning will be understood, become sticky, get adopted, and be applied.

In this article I won’t delve deeply into the theory. Instead, what I will do is describe what a HPLJ is like from the perspective of a participant, because naturally the course is designing as a HPLJ.

I’ve noticed three things that I think are important, and which I have found highly valuable.

First, because I’ve gone through the process of creating my own learning journey for this course I can see clearly the application of learning, and my business rationale for investing in this initiative. In other words, my motivation got a massive boost once it became clear how important understanding and using the content was to me.

Second, through stretching the learning over the dimensions of time and space, and using appropriate tools, I’ve been able to absorb the learning at the right amount and speed needed to build my learning scaffold. I honestly feel confident that at each stage I’m improving and developing. And, low and behold, feel like I can and will actually use what I learn.

Third, there is a big variety of attendees on the course with me. We’re spread over the world, so we have a truly global view. Talk about leveraging knowledge and experience of relations developed through a shared need and goal.

This is only the story so far. So look out for updates and other articles from me about HPLJs and Learning Transfer in general.


Original article by Ian Townley can be found here

Professor Robert Brinkerhoff is an internationally recognized expert in learning effectiveness and evaluation – you can find his page on LinkedIn here, or read some of his work here.

Promoteint.com is an online platform dedicated to creating high performance learning journeys and learning transfer initiatives, read more here.[/vc_column_text][pi_image image=”3410″][/vc_column][vc_column width=”1/3″][/vc_column][/vc_row][vc_row][vc_column][vc_empty_space][/vc_column][/vc_row]

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And to make it as easy as possible...

…there’s a Demo guide within each module, explaining all the nifty features of the Promote Platform! You can find it under resources on the right hand side of the screen.