Becoming Batman

Mark Gash likens Dr. Ina Weinbauer-Heidel’s 12 Levers of Transfer Effectiveness to a hero’s origin

Like many grown men whose brains have struggled to evolve past the age of 12, I’ve always thought I could be Batman. Okay, so at 44, I’m slightly out of shape but with a decent home gym to work on the bod, a lottery win to buy the gadgets and an online course in criminology, I reckon I’d be cleaning up the mean streets of Yorkshire in no time. Or would I? Is the knowledge, the theory, a batmobile and a six pack enough to be Batman? Or am I missing a crucial step in the transformation from middle-aged wannabe to kick-ass vigilante?

Before Bruce Wayne could become the Dark Knight, he had to go through a gruelling journey of learning and mastering skills. Sure, he had endless resources, top-notch mentors like Ra’s al Ghul, Henri Ducard, David Cain and Alfred Pennyworth (yes, I’m a nerd, and no, Henri Ducard and Ra’s al Ghul are not the same character, despite what Christopher Nolan says) and the motivation of avenging his parents’ deaths, but learning alone wasn’t enough. He had to transfer those skills into real-world actions that ultimately shaped him into Batman.

This journey from learner to practitioner mirrors the challenge many face in today’s e-learning environments - gaining knowledge is one thing, but applying it effectively is where the real transformation happens.

I recently came across the work of Dr. Ina Weinbauer-Heidel, whose 12 Levers of Transfer Effectiveness addresses this gap between theory and practice in learning. If you’re looking for a Batman-style utility belt for ensuring that what’s learned in training can be put to use in real-world scenarios, this is it. Whether you’re developing corporate training or educational e-learning modules, understanding these 12 levers will ensure your learners don’t just walk away with knowledge - they’ll walk away ready to apply it, just like Bruce did when he donned the cape.

So sticking with a theme, let’s use Bruce Wayne’s transformation into Batman to illustrate how the 12 Levers of Transfer Effectiveness can enhance e-learning development.

According to Dr. Ina Weinbauer-Heidel, there are three areas which are critical to making transfer happen: trainees / participants, training design and the organisation. The 12 levers are spread across each of these areas to enhance the effectiveness of training courses.

Trainees / Participants

1. Transfer Motivation

Bruce Wayne’s motivation to become Batman is deeply personal and informs every decision he makes from a young age. The trauma of losing his parents drives him to master skills that will allow him to fight crime. Hopefully, trainees haven’t witnessed the murder of their parents but like Bruce, they need to be emotionally connected to their “why.” They need to be able to see how the training can transform them, whether for personal achievement or to make an impact in their field.

2. Self-Efficacy

When Bruce climbs that mountain to train with Ra’s al Ghul, he isn’t immediately Batman. His skillset builds over time and through rigorous training, he gains confidence in his abilities. Similarly, trainees should be given the opportunity to master foundational skills gradually, building their self-belief along the way. Just like Bruce’s evolving prowess, their sense of “I can do this” should grow with each small success.

3. Transfer Volition

Bruce doesn’t become Batman overnight. His determination to stick to his training plan and continue fighting, even when things seem impossible, is what makes him effective. For trainees, developing the willpower to stay on course - especially when faced with challenges - can be cultivated by showing them real-world, attainable examples and coaching them through tough moments.

Training design

4. Clarity of Expectations

When Bruce begins his journey, he has a crystal-clear vision of his goal: to rid Gotham City of crime and prevent other kids from experiencing the same trauma he endured when his parents were murdered. During his training, Ra’s al Ghul made sure that Bruce understood this would require sacrifices, including an eventual willingness to kill. Luckily, Bruce had other mentors, Alfred and Lucius Fox, to stop Bruce from going too far and to set boundaries in his crime fighting. For training, participants need the same clarity. They should understand both what the training entails and what is expected of them afterwards. Clear goals will prevent confusion and ensure focus.

5. Content Relevance

Every aspect of Bruce’s training, from martial arts to detective work, is directly relevant to his mission of fighting Gotham’s criminals. If Henri Ducard, one of the world’s greatest detectives, had taught Bruce ballet instead of investigation skills, he wouldn’t have become Batman. The same goes for training - learners need to see how their training applies directly to their role or personal mission. Relevance drives engagement.

6. Active Practice

Bruce doesn’t just read about combathe practises it with intensity, first with Ra’s al Ghul, then Lady Shiva and even with allies such as Robin and Catwoman, as well as in real-life scenarios. Training needs to mirror this approach. Participants should actively practise the skills in realistic or simulated situations to cement their learning. Whether through role-playing or hands-on activities, they need space (a Batcave?) to test their new abilities.

7. Transfer Planning

Before he ever dons the cape and cowl, Bruce meticulously plans his next moves: what gear he’ll need on his utility belt, how he’ll navigate Gotham’s underworld, and where to strike first. Training programmes should incorporate this same level of planning. Participants should complete their training with a concrete plan for how and where they will apply their new skills, anticipating obstacles and preparing strategies to overcome them.

Organisation

8. Application Opportunities

When Bruce returns to Gotham, he doesn’t hesitatecrime doesn’t sleep, so he’s given the opportunity to use his skills immediately, fighting the bad guys in his city. In training, participants need similar opportunities to apply their skills. Without this, their newfound knowledge fades. The organisation must allow and even encourage them to step into situations where they can use what they’ve learned.

9. Personal Transfer Capacity

Bruce has Alfred’s emotional, tech and medical support, Commisioner Gorden’s leeway with the police, and Wayne Enterprises’ resources - giving him the capacity to balance being both Bruce Wayne and Batman. Trainees need the same kind of support, whether it’s time, tools, or a manageable workload, to ensure they have the capacity to apply what they’ve learned without burning out.

10. Support from Supervisors

Alfred is the epitome of support. He encourages Bruce when he doubts his mission and ensures he stays on the right path. Supervisors should play a similar role - actively promoting the use of new skills and guiding their team when they falter. Without Alfred, Bruce wouldn’t have been able to juggle his double life effectively.

11. Support from Peers

Even Batman doesn’t work alone - he has Lucius Fox, Commissioner Gordon, and eventually, Robin. This peer support reinforces his mission and gives him allies to lean on. Trainees benefit from a network of peers who can share experiences, provide encouragement, and help each other overcome challenges in applying new skills. A team effort can amplify results.

12. Transfer Expectations in the Organisation

When Bruce becomes Batman, Gotham takes notice. His actions draw attention - both positive and negative - and this reinforces his commitment to his mission. In a workplace, setting expectations that applying new skills will be recognised (and not applying them will have consequences) creates an environment of accountability. Trainees need to know that their efforts will be seen and valued, much like how Gotham’s citizens eventually view Batman as a force for good.

From Training to Ass-Kicking

Bruce Wayne’s journey from a billionaire orphan to Gotham’s protector wasn’t just about learning how to fight or mastering gadgets. It was about applying those skills in the real world, under immense pressure, with the fate of a city at stake. Instructional designers, developers and training managers are the Ra’s al Ghuls and Alfreds of e-learning, delivering support to trainees. The focus shouldn’t just be on delivering content to learners but on ensuring that those learners can apply that content in their jobs, just like Bruce applied his training to become Batman.

Dr. Ina Weinbauer-Heidel’s 12 Levers of Transfer Effectiveness ensure that what happens in the e-learning environment doesn’t stay there. By building in motivation, planning, support, and practice, you can develop courses that don’t just teach learners - they transform them.

Now, where’s that sit-up bench?I’ve got abs to work on…