In my Learning to Performance System blogs, so far we have covered how to (1) create an Impact Map , (2) perform instructional design & course development , (3) redesign work processes & tools that are aligned with the new training effort, and (4) prepare management to support the training effort.

It is now time to talk about how to train employees. This blog is not intended to be an all-encompassing discussion on how to train, but rather I have chosen to focus on a few tips that have proven to be enablers for moving from Learning to Performance.

Tip 1: Consider using a blended approach where the knowledge elements from the Impact Map are delivered in an alternative method (non-classroom) followed by classroom courses. The classroom courses should be solely focused on practice and application of the skills identified in the Impact Maps. Be sure to use the alternative delivery sections as prerequisites to the classroom course and create a detailed instructional design document for all learning segments. Then use the Steering Committee that created the Impact Map as the approval board for the design.

Tip 2: Consider using the table coach approach as an integral element of the classroom design. Design the course so that 5-6 participants sit at a table with a coach (subject matter expert) to learn and practice new skills. Have the program lead by an internal or external expert instructor (they do not have an expert in the course topic but an expert in group facilitated learning).

Tip 3: Consider using the 3:1 rule of practice to lecture . For every minute of lecture designed into the course, have 3 minutes of practicing new skills. I call this “ Practice, Practice, Practice .”

Tip 4: Incorporate journaling into the classroom activities – at conclusion of course modules, participants document what they learned and what they possibly could do with it back on-the-job.

Tip 5: Improve training transfer by doing action planning during the classroom section. Action planning is a set of clearly written statements describing in measurable terms the specific actions a participant intends to apply on-the-job as a result of training. In preparing this, the participant is drawing up a personal transfer plan, thinking about how, where, and when to match the new skills to concrete situations on-the-job before completing the training. This goal-setting strategy enhances the likelihood of training transfer.

There are many more wonderful tips that can be used and I welcome your additions.