Integrating Coaching to Enhance Learning Transfer

Research Paper Assessment Name: Jamie McKenna Date: 7/15/2012 Student ID: 264902 Email: j.mckenna@dynamicperspectives.com

Complete your 2000 word research paper and insert it in the space below. Then email this document as an attachment to assessment@icoachacademy.com

Word Count: 2497 INTEGRATING COACHING SOLUTIONS TO ENHANCE LEARNING TRANSFER WITHIN ORGANIZATIONS

International Coach Academy Research Paper Assessment Jamie McKenna, COO, Dynamic Perspectives

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Integrating Coaching to Enhance Learning Transfer

TABLE OF CONTENTS

PAGE

Introduction........3 Learning Transfer Defined............................................................3 Scrap Learning Defined..........3 Helpful Definitions........3 Corporate Training Expenditures.........4 Training Delivery Methods........ 4 Types of Training Content......5 Scrap Learning......5 Learning Transfer.....6 Case Study 1......7 Results.....8 Case Study 2.... 10 Results.......10 Conclusion.....11 Bibliography......12

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Integrating Coaching to Enhance Learning Transfer

INTEGRATING COACHING SOLUTIONS TO ENHANCE LEARNING TRANSFER WITHIN ORGANIZATIONS Introduction: There are various coaching solutions that when used in conjunction with education and/or training within organizations greatly enhances the transfer of knowledge to the use of and/or application on the job. The purpose of this research paper is to explore the impact of coaching, when used in conjunction with traditional training methods and how integrating various coaching solutions enhances learner (employee) productivity and performance, in addition to maximizing training and development investment spend. Definitions Knowledge Transfer or Learning Transfer is defined by Alexander and Murphy (1992) as the process of using knowledge or skills acquired in one context in a new or varied context. Positive transfer occurs when learning in one context improves performance in some other context, according to the International Encyclopedia of Education (1992) Scrap Learning defined by Berk (2008) is learning which is successfully delivered but not applied by the learner to their job or the measurable amount of learning that is lost after training.

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Integrating Coaching to Enhance Learning Transfer

Instructor-led training the e-Learning Competence Center describes this as a learning event organized by an instructor and held at a particular location and E-Learning to mean that you develop skills and obtain knowledge using electronic means. Corporate Training Expenditures In todays rapidly changing and competitive business environment, high-skilled human capital is critical for organizational success and comes with a price. Training Magazine (2011) reported that U.S. training expendituresincluding payroll and spending on external products and servicesjumped 13 percent to $59.7 billion in 2011. Some 32 percent of respondents reported that their training budget increasedup from 24 percent last year. Likewise, training payroll increased substantially, from $25.7 billion to $31.3 billion, and spending on outside products and services jumped more than $2 billion to $9.1 billion. Corporations spent over 52.8 Billion dollars on training expenditures in 2010, so its understandable that growing attention is being given to scrap learning. Training that results in low yield through the lack of direct application to the job results in high costs, both direct and through lost opportunity, time and energy within organizations. Training Delivery Methods In 2011, 41.6% of training hours were delivered by a standard-delivery instructor -led in a classroom setting (45% by small and midsize companies vs. 30% for larger organizations), 24% of hours were delivered using blended learning techniques (a combination of methods; similar for small, mid and large sized

2012 Dynamic Perspectives, Inc. All rights reserved

Integrating Coaching to Enhance Learning Transfer

companies) and 21.9% of hours were delivered via online or through the use of computer-based technologies (larger companies at 28% vs. 20% for small and midsized). 1.3% of training hours were delivered via social networking or mobile devices, according to Training Magazine (2011). Training Content The types of training programs which were delivered online in 2011: Executive Development 39%; Management/Supervisory Training 48%; Interpersonal Skills (e.g., communication) 38%; IT/Systems Training (e.g., enterprise software) 60% Desktop Application Training 59%; Customer Service Training 36%; Sales Training 42%; Mandatory or Compliance Training 73%; Profession/IndustrySpecific (e.g., engineering) 50%, as reported by Training Magazine (2011). Scrap Learning At a Knowledge Advisors Symposium in Washington, D.C., Dr. Robert Brinkerhoff (2010), an expert in training evaluation, estimated that scrap learning rates can be as high as 50%-80% of all learning delivered. In others words, up to 80% of dollars spent by companies on developing their people is not transferred. Reports indicate that only about 10% of what is learned in training is applied on the job (Fitzpatrick, 2001). In order to increase performance, achieve business results and measurable impact, successful application from learning programs is critical. Xerox Corporation, for example, has carried out several studies on coaching. In an article published by Business Wire (2001) they determined that in the absence of follow-up coaching to their training classes, 87% of the skills change

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Integrating Coaching to Enhance Learning Transfer

brought about by the program was lost. For example: Sales people try out the new skills for a few sales calls, find that they feel awkward or the new method isnt bringing instant results and subsequently, go back to their old ways. Learning Transfer According to a study conducted by Holton, Bates and Ruona (2000), the literature on transfer of learning has been largely concentrated in two areas. The first is about understanding what the transfer of learning is and what affects it. The second involves the measurement of transfer factors. Since Baldwin and Ford (1988), researchers have generally viewed transfer as being affected as a system of influences. In their model, it is seen as a function of three sets of factors: trainee characteristics, including ability, personality and motivation; training design, including a strong transfer design with appropriate content; and the work environment including support and the opportunity to use. This research paper will focus primarily on the last variable the environment (support and the ability to use). According to Wick, Pollack and Jefferson (2010), the single biggest source of learning transfer fails in the post-training period (50-75%) which is attributed to the lack of management engagement, accountability and follow-thru. Brinkerhoff (1995) discovered, however, that learning transfer rates increased 12% when management was engaged in the process. The 70/20/10 Model is a Learning and Development model based on research by Lombardo and Eichinger (1996). The concept states that development typically begins with realization of a need and motivation to do something about it and

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Integrating Coaching to Enhance Learning Transfer

that a blend of different learning approaches "in concert" can provide powerful learning, and "the odds are that development will be:

70% from on-the-job experiences, tasks, and problem solving 20% from feedback and from working around good or bad examples of the need 10% from courses and reading

As described by B.F. Skinner (1964), Education is what survives when what has been learned has been forgotten. Developing people is not a one and done activity that ends with a certificate of completion. Intentional follow-up is required for transfer of knowledge and real application to occur. First we need to acquire the knowledge, skills, behaviors and/or competencies. Then we need to begin the process of applying what weve learned for significant behavioral changes and performance improvement to occur. The following case studies demonstrate the effective use of coaching as a solution in accelerating the transfer of knowledge to job application. CASE STUDY #1 Subsequently, Xerox has also been faced with the urgency to develop nextgeneration leaders. Through a partnership with the Center for Creative Leadership (2005), Xerox has taken this complex challenge and turned it into a recipe for success by creating the Xerox Emerging Leaders Program (ELP). The ELP is a five-month program that blends face-to-face sessions, Web-based learning platforms, online assessment, personal executive coaching and internal mentoring. Originally developed for Xeroxs North American operations, ELP got its start in 2001 when Xerox challenged CCL to create a program that would prepare a pool of up-and-coming employees for leadership roles. The employees
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Integrating Coaching to Enhance Learning Transfer

participating in the European ELP reflect the global diversity of Xeroxs business, with each session typically drawing 36 high-potential managers from 14 countries. They work in a variety of time zones, represent a broad range of functional areas and speak a dozen or more languages. CCLs blended learning approach begins with a two-hour virtual kick off using web-based conferencing. The program continues with a three-day class at Xerox headquarters in the UK; three e-modules that participants complete at their own pace; and a final twoday, face-to-face session. Team calls and individual coaching sessions follow. The most challenging part of the program for the Xerox participants involves working as cross-functional, cross-cultural, geographically dispersed teams to identify, plan and begin a business project based on the companys strategic initiatives. Each team presents their results to a group of vice presidents and several executives at the culmination of the program. By working on real projects, learning and collaborating, and having access to coaching and support throughout, the ELP participants gain valuable, tangible leadership experience. Results According to a report prepared by Lineberry, Nash, Hertzfeldt, Steed, Hoole & Hannum (2008), overall, LDP received high satisfaction ratings and spurred significant changes in knowledge, behavior and the attitudes of participants involved in this study. Changes were linked to improvements on an organizational level. Among the most important findings: 100% of participants who used REFLECTIONS, a 360degree feedback instrument on leadership competence, reported a positive impact at the individual and organizational

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Integrating Coaching to Enhance Learning Transfer

levels. 92% of raters reported observing impact at the individual level and 96% reported observing impact at the organizational level. The top areas of individual impact include: Leadership Effectiveness; Readiness for leadership responsibilities; Using feedback to make changes and an ability to coach others in the organization. The top areas of organizational impact include: Ability to work with other groups; Quality of decisionmaking processes; Group effectiveness and Openness to diverse perspectives. 96% of participants reported having made some or significant improvements in their targeted developmental areas. The two areas of greatest behavioral change were increased selfawareness and better skills in receiving and giving feedback. These areas were also rated as most relevant by participants. The interview data revealed enhanced communication, more effective goal setting, and increased personal effectiveness as key individual and organizational outcomes. All LDP programs conducted in Europe between September 2006 and September 2007 received average satisfaction ratings above 4.0 on a 5 point scale. Fifteen of the 18 (83%) programs conducted had averages between 4.5 and 5.0. Six out of 8 (75%) Learning Outcomes were met on average to a great extent or to a very great extent. Seven out of 8 (75%) Learning Outcomes received an average rating of being important to a great extent or to a very great extent. According to this report, the two most valuable aspects of the LDP were both the private coaching session and the peer feedback session.

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Integrating Coaching to Enhance Learning Transfer

Case Study #2 The following research examines the effects of adding executive coaching to classroom training in a public sector municipal agency. In a study conducted by Olivero, Bane, and Kopelman (1997), thirty-one participants (top-level managers, mid-level managers, and supervisors at a health agency in a major Northeastern city) participated in this action research, volunteering to participate in both phases: Phase One consisted of classroom training a conventional managerial program, Phase Two entailed one-on-one executive coaching for a total of eight weeks. Results Training increased productivity by 22.4 percent. The coaching increased productivity by 88.0 percent - a significantly greater gain compared to training alone. There are a number of explanations for the dramatic increase in productivity as a result of coaching. The coaching phase consisted of one-on-one interactions emphasizing (1) goal-setting, (2) collaborative problem solving, (3) practice, (4) feedback, (5) supervisory involvement, (6) evaluation of end-results, and (7) public presentation. While all of the steps in the coaching were important, goalsetting and public presentation were deemed as most critical. With one-on-one executive coaching, the coach and the coachee worked together to define concrete actions (goals) that coachees would undertake by the end of the coaching phase. In order for goal-setting to be effective, the goal:

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Integrating Coaching to Enhance Learning Transfer

must be specific, challenging, measurable, assignable, realistic, and time-bound. All these conditions existed in the present action research intervention. As a result, goal-setting led to higher transfer and enhanced perceived selfefficacy. Because one-on-one coaching provided participants with hands-on experience performing the tasks they had learned about in training, they were able to receive feedback regarding the results of their actions from the job itself (when production and productivity were measured), organizational peers, superiors, coaches and customers. Consequently, they saw the extent to which their newly-acquired knowledge had been converted to practical skills that had positive utility. In essence, the positive reinforcement from all sources enhanced participants' self-efficacy. Conclusion The US alone, spends almost 60 billion dollars per year on training expenditures, with the purpose of creating better leaders, managers, sales professionals and skilled employees through numerous educational delivery methods. There are critical components in factoring learning transfer rates, such as learner readiness, instructional design effectiveness, creation of post-training expectations, measurement and follow-up - all which impact bottom line results, ROI and training and development spend. Integrating a coaching solution positively impacts the transfer of learning when combined with traditional training methods, as evidenced in this research paper. Coaching can accelerate the process of assimilating information gained through

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Integrating Coaching to Enhance Learning Transfer

training and assist in the realistic application of learnings, thus reducing scrap learning rates and increasing ROI from training and development spend. Only through the actual application of knowledge, skills, behaviors and competencies learned, can organizations realize measurable bottom line results in the form of increased employee productivity, performance and greater job satisfaction.

Bibliography Alexander, P.A.; Murphy, P.K. Nurturing the Seeds of Transfer: A DomainSpecific Perspective. International Journal of Educational Research, v31 n7 p561-76, 1999. International Encyclopedia of Education, Second Edition, Oxford, England: Pergamon Press September 2, 1992 Berk, J., The managers responsibility for employee learning, Chief Learning Officer, 7(7), 46 2008 E-Learning Competence Center (LLC), www.elcc.gov Training Magazine/www.trainingmag.com; Training Industry Report 2011, p23-35 Fitzpatrick, R. The strange case of the transfer of training estimate, IndustrialOrganizational Psychologist, 39(2), p1819, 2001 Brinkerhoff, R.O., The Current State of Scrap Learning and Manager Engagement, Knowledge Advisors symposium, 2010, Washington, D.C. Fitzpatrick, R., The strange case of the transfer of training estimate. IndustrialOrganizational Psychologist, 39(2), p1819, 2001 Xerox coaching study, report by Business Wire, July 30, 2001 Holton, E. F., Bates R. A., & Ruona W. E., Development of a generalized learning transfer system inventory, Human Resource Development Quarterly, 11(4), p333-360, 2000
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Integrating Coaching to Enhance Learning Transfer

Baldwin, T., & Ford, J. K., Transfer of training: A review and directions for future research, Personnel Psychology, 41, p63105, 1988 Wick, C., Pollack, R. and Jefferson, A.,The Six Disciplines of Breakthrough Learning: How to Turn Training and Development into Business Results, p. 165, Pfeiffer 2010 Brinkerhoff, R. O., & Montesino, M. U., Partnerships for training transfer: Lessons from a corporate study, Human Resource Development Quarterly, 6 (3), p263 269, 1995 Lombardo, Michael M. and Robert W. Eichinger, The Career Architect Development Planner. Lominger Limited, Inc. p. 4, 1996 Center for Creative Leadership, Case Study: Xerox Corporation - Blended Learning Prepares Leaders Around the World, www.ccl.org, 2005 Lineberry, I., Nash, W, Steed, J., Holle, E., Hannum, K, The European CCL Leadership Development Program (LDP) - Impact and Evaluation Report, Nash, p 2-3, 2008 Olivero, G., Bane, K.D., and Kopelman, R.E., Executive coaching as a transfer of training tool: Effects on productivity in a public agency, Vol 26, Public Personnel Management, p461-469, 1997. Skinner, B.F., New Scientist, May 21, 1964

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