It is a common case that the learning program is implemented not by the same person who designed and developed it. Instructional designers need to master their work in two ways: to describe the program (document its scenario) and to transfer it to trainers. Transferring the program is quite a mindful process. The quality of transfer matters, as it influences the way trainers form their attitudes toward the program. It is usually not enough just to make some comments on the program scenario and description. Learning program transfer is a learning process as well, so, we need to plan it to convey the same principles we use in developing learning programs — with other goals, based on adult learning methods and values. It is unrealistic to demand high-quality, effective implementation from trainers when organizing low-quality learning for them.

The main goals for the instructional designer in transferring a learning program:

1. to develop program theme expertise in trainers:

  • to develop the system of knowledge within the program theme, expanding the knowledge level to be transferred to participants
  • to instill understanding of the scenario logic and practical linkages of the program content and other topics to real-life situations
  • to assist trainers in mastering the level of knowledge and skills to be developed for the program participants
  • to develop readiness for explaining the program content in a manner that correlates to participants' competences
  • to develop skills in training using the techniques and instruments included in the program
  • to compile the library of examples and cases for trainers
2. to develop the readiness to implement all the planned program steps in the learning scenario. It means, trainers will develop:

  • understanding of the main program concept, activities and materials logic, events order, scenario, and specificity of each step
  • detailed comprehension of the learning objectives and logistics of each program scenario step
  • ability to instruct and train participants at each stage of the program and to encourage relevant questions to analyze the main program's events
  • understanding of what stages and their order must be implemented and where they have some flexibility
  • readiness to overcome any complications by using different methods.
For the concrete learning program transfer, the above-mentioned goals are specified but can be changed if needed.

The goals can be achieved not only in a synchronous format but also in an asynchronous one; not only in interaction with the trainer but in participants' interaction.

The list of the specific events and stages in the transfer process depends on the learning program theme and its scenario, as well as on the trainers' competencies.
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