The transformation of cadre education and training achievements is not only influenced by the design of training projects, but also by many factors such as the quality of cadres participating in training and the supporting environment for the transformation of achievements after training, which makes the transformation of cadre education and training achievements complicated and difficult. First, the complexity of the transformation of results, different cadres' quality and ability levels are quite different, their expectations of training results are also different, and the changes of job performance after training are also different, so it is difficult to adopt a unified and fixed way to transform. Second, the "inefficiency" of the training system restricts the transformation of achievements, such as the lack of relevant demand research and analysis before training, the lack of scientific analysis of organizational needs, post needs and personal needs, or the lack of effective updating of training contents and methods, and the "spoon-feeding" and "spoon-feeding" teaching methods can not fully mobilize the enthusiasm of trainees. Third, the "one-sidedness" of training knowledge restricts the transformation of achievements. For example, a small number of cadres who participate in training regard training as a kind of "going through the field" and taking the form; There are also a few cadres who focus on the training process and ignore the "achievement transformation" that should be carried out after training.

In order to promote the effective transformation of cadres' education and training achievements, we should strive to improve the training quality, create a platform for transformation of achievements and innovate the mechanism for transformation of achievements. First, pay attention to demand research, adhere to demand orientation, firmly establish the concept of on-demand training, and regard demand research as a necessary link in the generation of training plans; Adhere to innovative training methods, improve lecture-based teaching, promote research-based, case-based and experiential teaching, and highlight research interaction; Strengthen assessment and improve learning motivation. The second is to scientifically define the basic connotation of achievement transformation and choose appropriate transformation means. For example, it can be reformed by enacting relevant laws and regulations or by administrative or economic means; Build channels and platforms for the transformation of results and provide a good atmosphere for the transformation of results. The third is to establish a reasonable management mechanism, clarify the assessment object of the transformation of results, and implement a double assessment of the participating cadres and their units; Establish an efficient and practical evaluation mechanism and regularly publish evaluation reports on the transformation of training results; Establish an incentive mechanism for selecting the best, link the transformation of training results with the reward and promotion of cadres, and promote the production of training results with the incentive mechanism.