How to Improve Knowledge Transfer From Training | FDTEC
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Build professional teaching, facilitation, coaching, and knowledge-transfer capabilities that extend your subject expertise.
Employees attend courses. Professionals earn certifications. Teams participate in workshops. New
Employees attend courses. Professionals earn certifications. Teams participate in workshops. New technologies are introduced. Subject-matter experts share knowledge. Learning platforms record completions. Assessments measure what participants learned.
But eventually every organization must answer a more important question:
Could employees adapt when real conditions differed from the training example?
This is where training activity must become workplace capability.
Completion tells the organization that the learner finished the defined learning experience. It
Completion tells the organization that the learner finished the defined learning experience. It does not automatically establish workplace capability.
The transition from training into work should not be left to chance. Application should influence the learning strategy from the beginning.
Instructor capability, practice, feedback, managers, workplace opportunity, reinforcement, measurement, and organizational conditions all affect transfer.
A Learner Can Complete Everything—and Still Struggle to Perform at Work.
Thirty days later, the employee encounters the actual workplace task and cannot perform without
Thirty days later, the employee encounters the actual workplace task and cannot perform without substantial assistance.
Knowledge Transfer Moves Learning From Information Into Usable Capability.
In professional development, knowledge transfer involves moving knowledge, skill, judgment, experience, and professional reasoning from an instructional or expert environment into usable capability.
The objective is not simply for learners to remember information.
The objective is for them to use what they learned when it matters
The objective is for them to use what they learned when it matters.
Do Not Wait Until the End of the Course to Ask Where the Learning Will Be Used.
“What capability needs to exist after this development experience?”
Better Knowledge Transfer Requires More Than Better Presentation.
Help learners participate in understanding and application rather than passively receive information
Help learners participate in understanding and application rather than passively receive information.
Identify misunderstanding, weak reasoning, confidence gaps, and barriers to learning.
Design meaningful activities that resemble the actual cognitive and behavioral demands of work.
Help learners understand what happened, what worked, what needs to change, and what to practice next.
Design instruction with the eventual workplace performance requirement in mind
Design instruction with the eventual workplace performance requirement in mind.
Start With What People Must Be Able to Do—not Only What They Need to Know.
“After development and supported practice, employees should be able to configure, monitor, and troubleshoot defined workloads using the new platform within established organizational procedures.”
The Closer Practice Resembles Authentic Performance, the Better Prepared Learners Can Become.
If the work requires solving problems, training should include meaningful problem solving
If the work requires solving problems, training should include meaningful problem solving.
If the work requires customer conversations, learners should practice conversations.
If employees must troubleshoot, they should troubleshoot during learning.
If professionals must make decisions under uncertainty, practice should include uncertainty.
Candidates Qualify Through One Accepted Pathway
One accepted pathway means you need only one of these three.
1. Relevant Certification
A recognized technical, industry, professional, occupational, or other relevant certification.
2. 1+ Year Relevant Professional Experience
At least one year of relevant professional experience in the candidate’s field of expertise.
3. Employer Verification
Employer verification confirming relevant professional expertise.
Certification OR Experience OR Employer Verification
Questions About Professional Instructor Certification
Who can qualify for FDTEC Certified Instructor™?
Candidates qualify through one accepted pathway: a recognized relevant certification, one or more years of relevant professional experience, or employer verification of relevant expertise.
Is AI training included?
Yes. AI for Trainers, Facilitators, Coaches & Educators is included.
What is the difference between Standard FCI and Capstone Verified?
Standard FCI includes the self-paced certification program and assessment. Capstone Verified adds applied performance validation.
How long is FCI valid?
The FCI credential is valid for 36 months, with a streamlined renewal process.
Professional Instructor Development for a Larger Market
Cross-Platform. Cross-Industry. Professional Instructor Certification Is Here.