Post-training: it all starts then
A training course is a two-step process: first, the learning event and second, its implementation. Trying to implement what you have learned is a completely different dimension of learning than learning itself, and no one but the participant can manage this process. Unfortunately, because we all sometimes lack time and motivation, tackling this issue can be harder than it seems. As a result, the training impact is reduced. How can participants avoid this potential pitfall?
Support is key to learning transfer
A number of ways exist to help participants transfer learning and implement training. Mentoring/coaching turns out to be the most efficient of them all. This approach stands out as it provides “social support” to the learners . It allows them to go from a collective moment (the training course) where they try to reach learning objectives, to an individual moment (post-training) where they set personal objectives adapted to their own situation. Coaching means building a special relationship, sharing information, getting feedback, keeping one’s motivation… Who could this mentor/coach be?
What does coaching do?
Post-training coaching allows the learner to understand that training is not magic. Your habits are not going to magically change just because you went to a training session. The real job starts after you come back and you have to start working on developing new practices. The coach will work on different dimensions that are predictive of learning transfer. The coach helps the trainee:
Post-training coaching for all trainees?
For financial reasons, this post-training coaching is only offered to a very small number of privileged learners. But there’s no reason every person can’t be his/her own coach provided they have the right tool. Guided by this conviction, our R&D team has developed the first self-coaching post-training support program entirely dedicated to the learner. With Formetris Intelligent Learning, the learner is encouraged to ask himself/herself the right questions and develop his/her autonomy:
Cathia Papi (dir.), Le tutorat de pairs dans l’enseignement supérieur :Enjeux institutionnels, technopédagogiques, psychosociaux et communicationnels, L’Harmattan, collection Savoir et Formation, publié en avril 2013  Etude forMetris, 2016.
Célia Poulet, PhD in Sociology, specialized in adult learning