Let's look at the second factor in the ability category, transfer design. Transfer design is the degree to which training has been designed and delivered to give trainees the ability to transfer their learning to the job. Transfer design is closely related to content validity, but it's not enough to just have valid content. Learning should be delivered in a way that it encourages and enables the application of the knowledge to new behavior and skills in the job. In our work, we often see examples of where knowledge has been acquired, but often not applied to the job. People understand on a cognitive level what should be done, but they actually fail to implement anything. We call this the knowing-doing gap. Impact on performance is often negligible, and any hope for change in behavior just doesn't happen. When designing learning events, special attention should be paid to transfer design, it should be clear how what's learned can be directly applied in the work situation, practice, experiential, active learning techniques, and simulation support transfer. What are some of the likely reasons why transfer design can become a barrier to learning transfer? Trainers may not understand how the content will be used, nor if it's actually relevant for the job, or they may fail to base learning on practical application. We see many cases where managers are sent on leadership programs before they actually have a team to lead. Any learning acquired will be forgotten by the time they're able to use it. Often we also see trainers fail to communicate and develop behavioral objectives, which are very different from trainor objectives, about what the training will do, or learning objectives, what learners will know by the end of the program. Behavioral objectives are clear statements about what trainees will do with their new learning once they return to their job. Programs are sometimes poorly designed with little or no practice. We've seen companies run coaching programs based purely on the theory, with practically no experiential sessions of what it's like to be a coach or a coachee, no feedback, no subsequent supervision. Sometimes it's a mismatch. Materials and activities that we use in the training don't reflect resources and conditions in the workplace. So, for learning to have real impact on performance and behavior, designing your learning program for subsequent transfer is critical.