The challenge is how leadership can actively facilitate the effective transfer of recent learning investment; whether by follow-through, coaching, mentoring, and modelling; and particularly by creating time, opportunities, resources, and empowerment for learners to practice and apply newly acquired learning in the work environment.

Perhaps it is time we revisit, re-assess, and redefine what both implementation and evaluation of learning mean in the context of successful transfer of learning to the workplace.

We also need to revisit and readopt what learning mastery entails - beyond the learning intervention, assessment, accreditation, and managerial box-ticking. In other words learning cannot be said to have been completed until such time that it is consistently applied back in the working context. Only then, can the learner and his or her team and leadership be deemed competent.

Mastery needs to be demonstrated on the job by successful end-to-end delivery of desired and expected results which are evident and measurable.

And, while we are about it, let's revisit and redefine what constitutes an acceptable portfolio of evidence.