What follows education and training is much more than mere evaluation. It is a question not only of emphasizing the organization of training but also the transfer of what is learned, of skills mastered, into action and the likelihood of such a transfer succeeding (Bouteiller et Cossette, 2007). The engineering of ALT implies also an active management of knowledge transfer. Follow-up allows for a more effective impact of ALT in practice, as well as for greater reproduction in the work teams of the effects of ALT activities engaged in by some of their members. Companies in Quebec that follow up on training to facilitate learning transfer seem to be few and far between.
In most of the companies studied by Bélanger et al. (2004), follow-up is rather limited. It is primarily a question of keeping a record of each employee's participation in various training activities. Some quality control departments use this method to check that quality training has in fact been received. For more specialized businesses in the retail sector, this may also involve regular efforts to review the training provided by suppliers, which are then extended through internal discussions so that the product can be evaluated better in light of the expectations of the specialized groups of clients. Followup practices are also found among professionals and scientists in firms with an intense knowledge component.