Pass the Baton

Suppose you are at a track and field event, and it is time for the sprint relay. This race is a team sport where each runner turns running the track with a baton that must be passed on to the teammate next in line to run. As you look at all the teams, you notice that one of these teams is comprised of the fastest runners in the world. Of course, the other groups also have world-class runners. But the team you noticed is comprised of the fastest of the fast. Who do you think will win?

You are not alone if you believe the team with the top collective speed will win. However, Kar (2013) says this is not a safe assumption. This is because speed is often not the defining factor of a winning team. However, efficiently passing the baton from one runner to the next at top speeds often (Kar, 2013). For this reason, sprint relay runners train for this transfer.

The transference of content in a learning experience to real-world performance practice is like passing the baton in a sprint relay. More specifically, passing the baton from one runner to the next resembles the transference of learning from the module or learning experience into everyday performance. And even the best training modules can fail when the transference of knowledge is left to chance. So, how can we train for a successful transfer?

According to Mohan Yang, Ph.D. (assistant professor in the Training Specialist Program at Old Dominion University), Understanding the barriers to transference is an excellent place to start. The workplace environment is one of the most common barriers to transferring knowledge into everyday performance practice. Organizational culture, peer pressure, and peer pressure to resist change are among some of the related environmental barriers to effective transference.

(Yang, 2022). These factors can render even the most tediously constructed training experiences impotent.

In particular, the one environmental factor that seems to have a conscious presence among training evaluators is the issue of peer pressure to resist the change. When discussing everyday work experiences with currently employed instructional designers, it is not unusual for the conversation to turn to the idea that employees already know how to do a particular thing but fail to commit to implementing the skill on the job. When the perception is that motivation from the employee is the issue, it is tempting to think that developing learning experiences that are fun and likable might go a long way to thwarting resistance from the start.

However, relying on our collective intuition may not be our best bet. Yang (2022) shared that his current research reveals that popular and fun training experiences do not always translate into improved performance. Conversely, training programs that are perceived as unenjoyable can, in some contexts, produce superior results. This surprising discovery calls into question the value of Kirkpatrick's first evaluation level. Kirkpatrick's most basic means of evaluating training programs is measuring engagement, relevance, and customer satisfaction. And while measuring these three components of the reaction of learners and clients can be helpful, it is by no means the whole picture.

(Kirkpatrick & Kayser, 2013). Furthermore, learners' enjoyment of training experiences may not predict the successful transference of learning experiences to authentic performance contexts( Yang, 2022).

Considering the lack of impact "fun and enjoyment" have on the effective transference of learning, gamification is also in line with the chopping block. In short, just because the information comes in the context of a fun game does not mean the experience will produce a positive return on the investment. Of course, spending time making training/ learning experiences enjoyable is acceptable. However, it may not be important when it comes to generating bottom-line results (Yang, 2022)

What is essential is keeping the context surrounding the training as close to the authentic performance environment as possible. This authenticity reduces the need to translate the skill set from one context to the next. Performance objectives require a performance environment to practice these skills. Dr. Yang ( 2022) described his work as a competitive ballroom dancer, illustrating this principle beautifully. When practicing, having an audience simulates an environment closer to the competition environment. Hence, that practice is more likely to transfer into a performance standard at a competition (Yang, 2022).

Hence, the "baton" is passed from the practice experience to the performance experience with much less friction and more grace.

With all of this in mind, I have become convinced that learning designers must take environmental considerations seriously and consider the context of the intended performance. Our designs need to be intentional about recreating performance conditions. And we must intentionally pass the baton if we wish to succeed.

References

Kar, R. (2013). Challenges In Sprint Relay and Their Probable Solutions: a Review - Ignited

Minds Journals. International Journal of Physical Education & Sports Sciences, 6(1), 1- 3. 10.29070/IJOPESS

Kirkpatrick, James D., Kirkpatrick, Wendy Kayser (2006) Kirkpatrick's Four Levels of Training

Evaluation. ATD Press. Alexandria, VA.

Yang, Mohan. (2022) Transfer of Training: A pathway to performance improvement. Purdue

Human Performance Guest Speaker. Purdue University, West Lafayette, Indiana.