“Overall we found that if an organization implemented all of these  factors,
they could improve the effectiveness of their learning by over 180%."
Wilson Learning Research Study
It’s not what your employees learn, but what they use that matters. The best workshop or seminar is only as good as the impact achieved on the business. But without the right preparation and follow-up, only 35% of new skills are typically still being used 12 months after the initial training event.
To help your organization achieve the maximum transfer of learning, Wilson Learning offers a unique extended learning system based on years of experience and research. The system ensures your learners are ready to learn, that they acquire the skills and tools they need, and that they continue to apply and integrate the learning to deliver business results and a strong return on investment. And all this is achieved through the use of technology that automates a proven pre-work and follow-up/reinforcement process. The technology platform frees up time too often spent on labor-intensive efforts to keep learners and busy managers engaged before, during, and after a learning event.
Getting prepared to learn. . .
Of the 11 factors that most strongly influence the transfer of learning, preparation and readiness is the first key to success. Wilson Learning’s extended learning system provides your participants with pre-class experiential activities and information delivered via e-mail and online. Participation stimulates curiosity, promotes buy-in, and provides a “starter set” of tools so that your learners are already engaged well before they arrive at a class.
Acquiring skills and knowledge. . .
“How do I use this?” To make sure learning transfers to the “real world,” application, practice, and hands-on use of tools must be integrated into the learning experience. It is insufficient to leave application until the end of a session or rely entirely on post-session reinforcement activities. Wilson Learning instructional designs provide a variety of experiences demonstrating the on-the-job value of new concepts, models, skills, and tools. Participants practice in realistic simulations, fill out strategizers and planners with their own customer information, and create action plans to be used in real-work situations. These kinds of learning activities make the classroom session just one of the steps they take on the way to improving work performance.