Active Post Training implementation

80% of learning effectiveness occurs post-training implementation and active action planning

An active, on-call or in-person group implementation process following every training session can be highly effective in ensuring the successful application of learning objectives, especially when the goals include cultural shifts, behavioural changes, or managing transitions such as mergers. By establishing a structured follow-up process, organizations can foster a supportive environment that sustains and reinforces the new knowledge and skills, helping to embed these changes more deeply into the organization.

Research and practical experience suggest that ~70% success comes through post training implementation calls & interventions.

Active Implementation Calls (~70%)

• Application and Reinforcement: Studies on learning retention, including the 70-20-10 model (70% on-the-job learning, 20% social learning, 10% formal learning), emphasize that most learning happens through hands-on practice, feedback, and reinforcement after the training session.
• Behavioural Change and Habit Formation: Behavioural changes, cultural shifts, and skill mastery often require repeated application and real-world practice, making the post-training phase crucial for lasting impact.
• Immediate Feedback: Real-time support and accountability post-training help correct mistakes, clarify concepts, and cement new skills, which significantly contributes to achieving learning objectives.

Training Program Itself: (~30%)

• Foundation and Knowledge Transfer: The training session establishes the foundational knowledge and skills, introducing learners to new concepts, techniques, and frameworks.
• Motivation and Engagement: Training often acts as an initial motivator, helping learners understand the purpose and importance of new skills, which sets the stage for ongoing application.
• Initial Exposure: Formal training is essential for providing structured exposure, setting standards, and aligning learners with the organization’s expectations, but without further reinforcement, much of the training may not translate into lasting change.?

Here are the key merits and outcomes of such an approach:

1. Reinforcement of Learning Objectives

• Continuous Reinforcement: By having post-training follow-up sessions, learners are reminded and encouraged to apply new behaviours and skills regularly. This reinforcement combats the natural tendency to revert to old habits.
• Retention and Application: According to the Ebbinghaus Forgetting Curve, knowledge retention declines sharply over time without reinforcement (within the first 24 hours—up to 50-80% of newly learned information can be forgotten within a day if not reinforced). Regular follow-ups help to counteract this, solidifying retention through practice and application.

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2. Real-Time Problem Solving and Support

• Immediate Feedback: Group implementation sessions allow team members to share their experiences applying the training objectives, discuss challenges, and receive immediate feedback. This reduces frustration, builds confidence, and reinforces learning in a supportive environment.
• Peer Support and Collaborative Solutions: Employees can work together to brainstorm solutions to common issues they face when applying new concepts. This collective problem-solving strengthens team cohesion and builds trust, making the new culture or behavioural shift more effective and sustainable.

3. Fostering Accountability

• Built-In Accountability: Knowing they will need to discuss their progress in an upcoming session encourages employees to apply the skills and behaviours learned. Accountability motivates individuals to stay engaged with the change process, increasing the likelihood of successful implementation.
• Visible Commitment to Change: Regular group sessions show that the organization is committed to the change, reinforcing the importance of the initiative and signalling to employees that the change is not optional or temporary.

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4. Building a Supportive Change Culture

• Shared Experiences in Change: Post-training group implementation fosters a collective experience, where everyone is part of the transformation process. This shared journey helps employees feel part of something larger, easing resistance to cultural or behavioural changes.
• Leadership Visibility and Engagement: In-person or on-call sessions provide an opportunity for leaders to demonstrate their commitment to the change, which is crucial in change management. Leaders can model desired behaviours, provide insights, and show solidarity, strengthening employees’ buy-in.

5. Enhanced Team Cohesion and Trust

• Building Psychological Safety: Group follow-ups encourage openness, where team members feel safe to discuss challenges without fear of judgment. This safe space fosters trust, making it easier for employees to embrace changes and take risks in applying new behaviours.
• Collaboration and Interdependence: Working through new behaviours as a group strengthens interdependence. Employees see their colleagues’ efforts, which promotes mutual respect, team cohesion, and a supportive environment that is more conducive to long-term cultural transformation.

6. Accelerating Cultural Integration in Mergers and Acquisitions

• Unified Direction and Shared Vision: During mergers or acquisitions, a post-training group implementation process can facilitate the blending of different organizational cultures. This process allows employees from both legacy organizations to work together, aligning on common goals and shared values.
• Addressing Cultural Conflicts and Gaps: Regular group sessions provide a forum to openly address cultural differences and challenges, allowing leaders to proactively manage conflicts, clarify expectations, and nurture a new shared identity for the merged organization.

7. Enhancing Behavioural Change and Sustainability

• Embedding New Habits: Behavioural change is more likely to become permanent if new behaviours are consistently practiced and supported over time. Regular group sessions provide the ongoing reinforcement necessary to make new behaviours part of employees’ routines.
• Measurable Progress: Tracking the implementation of new behaviours over time enables organizations to measure progress. This can be done through group reflections, feedback loops, or tracking performance metrics tied to behavioural objectives, ensuring that the change is both impactful and enduring.?

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?8. Adaptability and Continuous Improvement

• Feedback-Driven Iteration: The group implementation process allows the organization to gather insights on what’s working and what isn’t. By collecting this feedback, organizations can refine and adapt training programs to better meet employees’ needs, making the change process more responsive and effective.
• Encourages Ownership and Empowerment: Regular post-training sessions empower employees to voice their opinions and take ownership of the change. This participatory approach boosts morale and makes employees feel more invested in the outcome, enhancing motivation and commitment.

Frameworks supporting this approach

1. Kirkpatrick’s Four-Level Training Evaluation ModelThis framework evaluates training on four levels: reaction, learning, behaviour, and results. A structured follow-up process aligns with the "behaviour" and "results" levels, focusing on how well employees apply new skills and behaviours post-training and the overall impact on organizational goals.
2. Lewin’s Change Management Model (Unfreeze, Change, Refreeze)Lewin’s model emphasizes the need to "unfreeze" current behaviours, implement the "change," and then "refreeze" to stabilize new behaviours. Group follow-up sessions facilitate the "refreeze" stage, solidifying behavioural changes by embedding them into regular practice.
3. ADKAR Model (Awareness, Desire, Knowledge, Ability, Reinforcement)In the ADKAR model, reinforcement is essential for sustained change. Regular post-training implementation processes reinforce employees’ knowledge and ability, turning new skills into consistent behaviours, which ultimately supports lasting change.
4. Bandura’s Social Learning TheorySocial Learning Theory highlights that people learn through observation, imitation, and modelling. Group sessions provide an environment where employees can observe and model each other’s behaviours, helping them internalize and adopt desired practices more effectively.
5. Kotter’s 8-Step Change ModelKotter’s model emphasizes creating a guiding coalition, communicating vision, and removing obstacles. Group sessions can serve as part of this coalition, allowing employees to communicate, troubleshoot, and reinforce the new vision in a structured, supportive environment.

What does Research say?

Several studies and learning models support the hypothesis that active post-training implementation has a higher impact on achieving learning objectives compared to the initial training program alone. Here are some key studies and models that back this up:

1. Research by Saks and Belcourt (2006) on Training Transfer

• A study by Alan M. Saks and Monica Belcourt examined the transfer of training within organizations and found that?ongoing support, follow-up activities, and post-training interventions significantly improve the application and transfer of skills?learned in training.
• Their research indicates that follow-up activities, such as coaching and real-world application, enhance learning transfer, supporting the hypothesis that active implementation post-training has a greater impact on achieving learning objectives.

2. Research by Broad and Newstrom (1992) on Transfer of Training

• In their book?Transfer of Training: Action-Packed Strategies to Ensure High Payoff from Training Investments, Mary Broad and John Newstrom proposed that?up to 60-90% of training is not applied on the job?without structured follow-up. They emphasized the importance of reinforcement activities post-training to ensure that learned skills are applied and retained.
• Broad and Newstrom’s findings show that a large portion of training investment is wasted if there is no active implementation plan, underscoring the importance of post-training reinforcement for achieving learning objectives.

3. Research by Brinkerhoff on the High Impact Learning Process (HILP)

• Robert Brinkerhoff’s?High Impact Learning Process?suggests that a significant part of training success depends on the support provided before and after the training event. He found that?up to 80% of learning effectiveness depends on pre-training preparation and post-training follow-up.
• Brinkerhoff’s model emphasizes that post-training activities, such as follow-up sessions, coaching, and real-time application, are essential for ensuring that training objectives translate into workplace performance.

4. Spaced Repetition and Retrieval Practice Research

• Numerous studies on spaced repetition and retrieval practice (e.g., Cepeda et al., 2006) demonstrate that?retention and application improve significantly when learners revisit and apply information over time.
• This research highlights that ongoing practice and application in real-life scenarios (key components of active implementation) are vital to solidifying learning, suggesting that post-training activities play a larger role in achieving learning objectives.

These studies collectively support the idea that?active post-training implementation?is essential to achieving learning objectives, with research consistently showing that the majority of learning retention, skill application, and behavioural change occurs during post-training activities. This evidence suggests that the?70-30 attribution?hypothesis reflects an effective approach to learning and development, emphasizing the critical importance of reinforcement, application, and support following formal training.

In summary

Implementing an active, on-call or in-person group process post-training significantly boosts the effectiveness of learning programs, especially for cultural shifts, behavioural changes, and change management. Regular follow-up sessions reinforce learning, provide real-time feedback, and foster accountability, which helps employees integrate new skills and behaviours into their daily routines. Supported by the?70-20-10 Learning Model,?Ebbinghaus’s Forgetting Curve, and studies by?Saks and Belcourt?as well as?Brinkerhoff, research indicates that?70% of learning impact?comes from on-the-job application and reinforcement. Without post-training support, up to?60-90% of training may not transfer?to real-world settings. Therefore, ongoing implementation and reinforcement are critical, transforming initial training insights into sustainable, impactful change..

Regular follow-up sessions, grounded in frameworks such as Kirkpatrick’s Four-Level Model, Lewin’s Change Management, and Bandura’s Social Learning Theory, help ensure that changes take root and become sustainable. By committing to this structured approach, organizations can enhance skill application, deepen cultural integration, and support a learning environment that promotes continuous improvement, teamwork, and resilience in the face of change.

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References

1. McCall, M. W., Lombardo, M. M., & Eichinger, R. W.?(1988).?The 70-20-10 Model for Learning and Development.?Center for Creative Leadership. This foundational model emphasizes that 70% of learning occurs through hands-on experience, 20% through social learning, and only 10% through formal training, underscoring the importance of post-training implementation in achieving learning objectives.
2. Ebbinghaus, H.?(1885).?Memory: A Contribution to Experimental Psychology.?This research introduced the Forgetting Curve, demonstrating how retention declines exponentially without reinforcement, thus highlighting the need for ongoing post-training support to counteract memory decay.
3. Saks, A. M., & Belcourt, M.?(2006). "An investigation of training activities and transfer of training in organizations."?Human Resource Management,?45(4), 629-648. This study showed that post-training support and reinforcement activities significantly improve learning transfer, supporting the critical role of on-the-job implementation in achieving training objectives.
4. Broad, M. L., & Newstrom, J. W.?(1992).?Transfer of Training: Action-Packed Strategies to Ensure High Payoff from Training Investments.?Perseus Publishing. Broad and Newstrom’s research highlights that structured follow-up is essential, as up to 90% of training is not applied without it, stressing the need for active post-training reinforcement.
5. Brinkerhoff, R. O.?(2006).?The High Impact Learning Process (HILP): A Systematic Approach to Making Training Work.?This model emphasizes that effective training depends on pre-training preparation and especially post-training follow-up, with up to 80% of learning effectiveness reliant on these factors for real-world application and sustained change.
6. Cepeda, N. J., Vul, E., Rohrer, D., Wixted, J. T., & Pashler, H.?(2006). "Spacing Effects in Learning: A Temporal Ridgeline of Optimal Retention."?Psychological Science,?19(11), 1095–1102. This research on spaced repetition and retrieval practice demonstrates that retention improves significantly when learners revisit and apply information over time, supporting the role of active implementation in learning retention and behaviour change.

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