This section shows how to help learners apply and maintain new skills once training ends.
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Ask learners to submit progress reports.
Example:
Each learner submits a weekly update on their progress applying skills taught in training.
Rationale:
Progress reports increase accountability, making behaviour change more likely.
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Send reminders.
Example:
After customer service training, send reminders such as: “In your next customer interaction, try asking at least one open-ended question.”
Rationale:
Reminders increase the chance that learners use new behaviours.
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Schedule follow-up sessions.
Example:
Learners reconvene at set intervals after the program to revisit concepts, share progress, challenges, and review results.
Rationale:
Follow-up sessions reinforce learning, address barriers, and increase the likelihood that people use new skills at work.
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Set up a dashboard to track results.
Rationale:
Dashboards show whether people are applying new behaviours and whether results are improving. They also help managers spot issues and provide coaching.
Notes:
Use dashboards for feedback and support, not public ranking.
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Schedule post-training coaching sessions.
Example:
After training, learners have coaching check-ins with their manager or a coach. Each session reviews their application of new behaviours, provides feedback, and agrees on next actions.
Rationale:
Coaching gives learners feedback, support, and accountability, which makes new skills more likely to be applied and maintained.
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Schedule post-training check-in surveys.
Rationale:
Check-in surveys show what is helping or blocking behaviour change so support, coaching, or training can be adjusted.
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Set up learning partner sessions.
Example:
Pair each participant with a colleague who they meet to discuss progress applying new behaviours, challenges, and next actions.
Rationale:
Learning partners provide accountability, support, and encouragement to keep applying new behaviours.
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Set up a group support chat.
Rationale:
Quick access to support increases the chance that learners keep applying new skills when they run into challenges.
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Recognise people for applying new behaviours.
Example:
- For employees: Managers recognise team members who apply new skills.
- For managers: Leaders recognise managers who coach their team, create opportunities to apply skills, and reinforce behaviours.
Rationale:
People are more likely to repeat behaviours that are recognised.
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Use external rewards to support new behaviours.
Example:
Recognise when people apply the skill on the job with a small one-off reward, such as a voucher.
Rationale:
External rewards can support behaviour change, especially when motivation is low or the task is routine.
Notes:
Use external rewards carefully, because large or ongoing rewards can reduce internal motivation.
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Use performance reviews to reinforce behaviours taught in training.
Rationale:
When performance reviews reinforce behaviours taught in training, learners are more likely to apply them on the job.
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Apply consequences for not applying the new behaviours.
Example:
This might include a coaching conversation or a performance improvement plan.
Rationale:
Learners are more likely to apply new skills when there are consequences for not doing so.
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Make the desired behaviour the easiest option.
Example:
An onboarding checklist appears automatically when a manager adds a new employee to the system.
Rationale:
Tools, systems, and workflows often change behaviour more reliably than training alone. When the desired behaviour is easier than old habits, behaviour change is more likely.
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Embed job aids at the point of need.
Example:
In meeting rooms, a QR code is displayed on the screen; when scanned, it opens a video showing how to use the room equipment.
Rationale:
Job aids embedded in the workplace make tasks easier to perform, support independent performance, and reduce errors.
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Schedule drop-in sessions.
Rationale:
Drop-in sessions make support easier to access and allow learners to benefit from each other’s questions.