statement by transfer researchers Lisa Burke and Holly Hutchins captures a universal truth: companies measure what is important to them. What is measured is managed, discussed, and optimised. Revenue is measured to determine sales success. Delivery reliability is measured to ensure customer satisfaction. But do companies really measure what is crucial for talent development: transfer success and the actual impact on the organisation? Various studies1
show that between
88% and 92% of companies evaluate their training using so-called “Happy Sheets”. These feedback forms, with their smiling emojis, primarily contain questions about participant satisfaction: “How much did you like the training?” or “How satisfi ed were you with the training materials, the seminar hotel, the trainer?” The problem: This type of evaluation does not measure transfer success but merely the subjective satisfaction
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of participants. Studies2
have long
proven that satisfaction is not a reliable indicator of later transfer success. By focusing exclusively on satisfaction, companies send a clear signal to employees: “Our goal is to make you happy – whether you actually apply what you have learned is less important to us.”
Why completion rates say nothing about transfer
In the digital learning world, modern tracking technologies give companies the illusion of having everything under control: Who watched a learning video to the end? Who successfully completed a quiz? But what does this really say about transfer success? The answer: Not much. Completion
rates only measure whether someone watched a video until the end – not whether they understood or applied the content. Someone could be scrolling on their phone, chatting with colleagues, or simply letting the video play – and still be tracked as “completed”. If a company evaluates training effectiveness solely based on completion rates, it sends another questionable signal: “What matters to us is that you click through – whether you apply what you have learned is secondary.” The same applies to quizzes. Many eLearning providers promise better success measurement by integrating small tests directly into learning videos. A good addition? Yes. A suffi cient measure of transfer? No. The ability to recall content in the short term says nothing about whether it will later be successfully used in everyday work. Rather, it resembles what many remember from school: cramming. Information
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