Innovative Approaches to Improving the Transfer and Sustainability of Learning

Abstract

The importance of learning transfer in ensuring that learning contributes to an organization's competitive advantage has been undermined in organizational practice. There are two major reasons for this: 1) few studies directly explore the relationship between transfer and performance improvement, and 2) most existing transfer models are too complex for practitioners to implement. The purpose of this chapter is to explore the link between learning transfer activities and performance outcomes, and to create a framework for implementing an effective learning transfer solution. A targeted literature review meta-analysis was used to explore the performance impact of training vs. training plus transfer activities. The authors compute “difference scores” representing the percentage of improvement from the transfer activities over training alone. Activities are categorized into a framework of eleven critical learning transfer actions. They then implement the elements of the Learning Transfer Framework in three demonstration projects. By incorporating findings from the literature review, meta-analysis, and the demonstration projects, the authors propose a new transfer framework that is effective and easy to implement. Implications and directions for future researchers are advanced.

Team‐based learning and training transfer: a case study of training for the implementation of enterprise resources planning software

“…They propose future research use this list as a ‘springboard’ (p. 117) for empirical investigations into training methods at the organizational level; specifically, how organizations can incorporate multiple factors efficiently. Other meta‐analyses and reviews of the training literature confirmed these factors as critical for the successful transfer of training (Bhatti & Kaur, ; Blume, Ford, Baldwin, & Huang, ; Grohmann et al , ; Leimbach, ).…”

“…Trainee characteristics, such as cognitive ability, motivation and self‐efficacy have been shown to have moderate to high associations with successful training transfer (Blume et al , ; Grohmann et al , ; Grossman & Salas, ; Leimbach, ). Blume et al ’s () meta‐analysis of the transfer literature identified cognitive ability as the strongest predictor of training transfer, showing that those with higher cognitive ability are significantly more likely to retain and generalize training concepts; to mediate low cognitive abilities research suggests increasing trainee motivation and self‐efficacy (Bhatti & Kaur, ; Grohmann et al , ).…”

“…Blume et al ’s () meta‐analysis of the transfer literature identified cognitive ability as the strongest predictor of training transfer, showing that those with higher cognitive ability are significantly more likely to retain and generalize training concepts; to mediate low cognitive abilities research suggests increasing trainee motivation and self‐efficacy (Bhatti & Kaur, ; Grohmann et al , ). Motivation and self‐efficacy can be enhanced through the structure of the training program itself, by promoting strategies such as behavioral modeling, which involves a guided explanation of the new skills by providing models to show the correct use and teaching participants how to avoid errors (Grossman & Salas, ), error management, a more active technique, which encourages participants to make mistakes and use them as learning opportunities (Cullen, Muros, Rasch, & Sackett, ), and implementing a realistic training environment (Bhatti & Kaur, ; Grossman & Salas, ; Leimbach, ).…”

“…Lastly, the work climate in which training takes place should have several layers of support in place to influence successful training transfer (Grossman & Salas, ). Peer and supervisor support for learning transfer have consistently been shown to be one of the strongest predictors, as they increase trainee self‐efficacy and motivation to transfer (Blume et al , ; Grohmann et al , ; Grossman & Salas, ; Leimbach, ). Grossman and Salas () specifically identify the use of support behaviors, such as goal‐setting techniques, peer‐to‐peer coaching and feedback as strong predictors for training transfer.…”