Do L&D Games Help with Transfer?

Maybe. But only if they reflect the knowledge of the authentic Performance Requirements from Back on the Job. But why play a game that doesn’t itself reflect the authentic Performance Requirements from Back on the Job?

Once you understand the Tasks and Outputs of Performance – the Process or WorkStream or WorkFlow, if you will – then you can simply make practicing THAT the game.

That will lead to Transfer as you will have better prepared your Learners for that performance required back on the job. And isn’t THAT the point?

Focusing on the Knowledge Required without the HOW TO apply it in authentic Performance will force your Learners from your Formal Learning into Informal Learning to figure out how to apply it back on the job.

Go that last mile and train them on how to do the job!

Focus on the Performance Requirements – and Enable Them!


HPT Video 2022 – Saul Carliner

Saul is a Professor at Concordia University in Montreal, Quebec, Canada. I’ve known of Saul for a long time, but we had never spoken before doing this video. I saw him often at NSPI/ISPI conferences and in their publications. He’s been on my list of targets for quite a while. And this would have been accomplished a couple of months ago, had I not screwed up. But, here we go…

Adapted from LinkedIn

Saul is a professor who specializes in the design of learning and communication materials for the workplace, the management of groups that produce these materials, and related issues of professionalism and policy.

He consults, too, advising organizational leaders on learning and communications strategy, providing high-level designs, guiding evaluation projects, delivering keynote speeches, and delivering workshops. Clients include Boston Scientific, Bronx Zoo, Children’s Hospital Association, Equitas, Kehilla Montreal, Montreal Holocaust Memorial Centre, Montreal Jewish Federation, PwC, Singapore Civil Service College, and the Turkish Management Centre. He has also served as Research Director for Lakewood Media (publisher of Training Magazine).

Among his publications are the newly published book Career Anxiety–Guidance for Tough Times, the best-selling book, Informal Learning Basics, award-winning book, Training Design Basics, 7 award-winning articles, over 50 peer-reviewed articles, and over 150 news and magazine articles.

He has worked with several organizations on their credentialing programs; he is past director of the International Board of Standards in Training and Performance Improvement and previously chaired the Certification Advisory Committee for the Institute for Performance and Learning (formerly CSTD).

Saul has served on the boards of many professional and community organizations, including Canadian Network for Innovation in Education (president), Agence Ometz, integrated human services agency (president), Society for Technical Communication (president, Fellow), Brookline Arts Council (vice-chair), Friends of Fernbank (board chair), Rochester (Minnesota) Citizens Advisory on Transit (chair), and Institute for Performance and Learning (board member and Fellow).

The Video

This video is 53:13 minutes in length.

Connect with Saul

Saul’s Profile-

Website- (Personal)


Twitter- saulcarliner

Saul’s Books

Career Anxiety: Guidance Through Tough Times

by Saul CarlinerMargaret DriscollYvonne Thayer 

See many of his other books on his Amazon Author’s page – here.

Guy’s HPT Video Series

The HPT Video Series … formerly known as the HPT Practitioner and HPT Legacy Video Series … was started by Guy W. Wallace in 2008 as a means of sharing the diversity of HPT Practitioners, and the diversity of HPT Practices in the workplace and in academia.

The full set of videos – over 150 – may be found and linked to – here.

HPT – Human Performance Technology – is the application of science – the “technology” part – for Performance Improvement.

As the late Don Tosti noted, “All performance is a human endeavor.”

Whether your label for HPT is that, or Performance Improvement, or Human Performance Improvement, it is all about Evidence-Based Practices for Performance Improvement at the Individual level, the Team level, the Process level, the Department level, the Functional level, the Enterprise level, and at the level of Society/World.

HPT Practitioners might operate at any of these levels, as this Video Series clearly demonstrates.

Although ISPI – the International Society for Performance Improvement is the professional home of many HPT Practitioners – the concepts, models, methods, tools and techniques are not limited to any one professional affinity group or professional label.

ISPI just happens to be where I learned about HPT – and has been my professional home since 1979.

This Series Has Evolved Since 2008

These videos were first posted on Google Video, then they were moved to Blink, and now they may all be found on YouTube. And my name for them has changed as well…

HPT Practitioner Video Podcasts and HPT Legacy Video Podcasts

– Practitioner Series – short 2-10 minutes, following a script. Intended to show the diversity of HPT and HPT Practitioners. (2008-2018)

– Legacy Series – longer 15-40+ minutes, also scripted, with added stories of other NSPI/ ISPI’ers from the earlier days of the Society or others who were of great influence. Intended to capture the stories of the people who influenced us. (2008-2018)

– HPT Video Series (2019+) – is a continuation of the first two types of videos in this series, but with less focus on capturing NSPI/ISPI members – and expanding out to any and all who use Evidence-Based Practices in Performance Improvement regardless of any affiliation with ISPI or not.


Revisiting: L&D Giants Videos for LDA: Jeroen van Merriënboer

Mirjam Neelen and I did this series of 9 videos for LDA’s (Learning & Development Accelerator) 2020 Conference. Here is Jeroen van Merriënboer:

This video is 10:39 minutes in length.

LDA – A global membership community to support professionals in L&D! The Learning Development Accelerator, known colloquially as LDA, brings professionals together to support and learn from each other, explores research-aligned practices, builds professional standing for the field, and advocates for all professionals in L&D.

Note: Mirjam and I are both on the Executive Advisory Board.

Check them out here.


Happy Birthday Richard E. Clark!

Back in 1983, Dick famously wrote, “Consistent evidence is found for the generalization that there are no learning benefits to be gained from employing any specific medium to deliver instruction.”

And, “The best current evidence is that media are mere vehicles that deliver instruction but do not
influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition.”

A few years ago, Dick and I collaborated on compiling his many contributions and making them accessible for free over at HPT Treasures – and you can find his page – here.

Happy Birthday, Dick!

And thank you for all of your contributions to L&D!


Stop the L&D Escapism to Far-Far Transfer Activities

Far Transfer isn’t a “possible thing” according to Richard E. Clark, EdD, professor emeritus from the University of Southern California – although many in L&D act as if it is.

See my recent post quoting Dick Cark – here.

From Dick’s email to me back in July 2022 – “This issue is referred to as “near” and “far” transfer issue. The more “near” the expected transfer, the more similar the training and application domains.  Android to iPhone is near transfer.  Chess to battle environments is far transfer.  The distance between near and far is a continuum of course.” 

Perhaps Escape Rooms are seen as a way to “jazz up” L&D Content/Experience to improve Engagement scores via Fun Stuff – because perhaps the L&D Content isn’t authentic enough AND required by the Learners to be Engaging Enough by itself.

I think the real solution lies in the Analysis that informs Design & Development – rather than in Inauthentic Activities that increase Activity for the sake of Activity.


The Chain of Informed Inputs to the Process Steps

Sometimes when Analyzing Performance, one needs to look further upstream at the chain of “Outputs as Inputs” to find where the root of a Performance Problem/Opportunity might lie.

If we expect our Performers (sometimes called Learners) to perform adequately, we must give them Worthy Inputs and make sure that they know how to do what they need to do on the job.

And when they don’t do as well as expected, we may need to do much more than send them to refresher training/learning. We need to understand the “why” for any gaps in their performance.

We may need to look upstream in the Chain of WorkFlows for our answer.