Transfer of learning process to improve performance and productivity in the workplace.

 

The transfer of learning refers to the application of knowledge, skills, and attitudes acquired in one context to another context. It is essential for organizations to support the transfer of learning, as it ensures that the investment in training and development programmes translates into improved performance and productivity in the workplace (James & Ladkin, 2004)

 

Effect of Individual characteristics and workplace features towards the success of the transfer of learning process

Individual characteristics, such as motivation, self-efficacy, attitudes, willingness to grow, decision making and learning orientation, can influence the transfer of learning. Workplace features, such as the availability of resources, the quality of feedback, teammates and the organizational culture, also play a role in facilitating or hindering the transfer of learning (Brion, 2022 ).

Factors that affect the transfer of learning

·         Context and degree of the initial learning which has acquired by the learner.

·         Similarity between the new and original learning in terms of learning environment and capacity.

·         Unique attributes in learning a particular area.

·         Association or the connection between the multiple information, actions, events along with the emotions and conditions of the learner.

 

Facilitators and Barriers to transfer of learning process

There are several perceived barriers to the transfer of learning, including lack of motivation, lack of opportunity to apply new skills, and lack of support from managers and colleagues. On the other hand, there are also facilitators that can enhance the transfer of learning, such as clear expectations from managers, opportunities for practice and feedback, and a supportive work environment (Illeris, 2009).

Different types of training programmes may also have varying levels of impact on the transfer of learning. For example, on-the-job training may be more effective in promoting transfer of learning compared to traditional classroom-based training, as it provides immediate opportunities for application and feedback (Brion, 2022 ).

 

Strategies that organizations can use to support the transfer of learning:

There are several factors that can influence the transfer of learning, including the design of the training programme, the motivation and readiness of the learner, and the support and reinforcement provided by the organization. Here are a few strategies that organizations can use to support the transfer of learning (Austin. 2008).

 

1. Align training with organizational goals:

Training programmes should be designed with the specific goals and objectives of the organization in mind (Austin. 2008). By aligning the content of the training with the strategic priorities of the organization, employees are more likely to see the relevance of the training to their work and be motivated to apply their new knowledge and skills.

 

2. Provide opportunities for practice and feedback:

 Learning is more likely to transfer when employees have the opportunity to practice their new skills in a safe environment and receive feedback on their performance (Austin. 2008). This could involve role-playing exercises, simulations, or on-the-job training opportunities.

 

3. Create a supportive work environment:

The organizational culture and work environment can have a significant impact on the transfer of learning. Managers and colleagues should be supportive of employees' efforts to apply their new skills and provide encouragement and recognition for their efforts (Austin. 2008).

 

4. Offer ongoing support and reinforcement:

Learning is a continuous process, and employees may need ongoing support and reinforcement to ensure that their new knowledge and skills are effectively applied in the workplace. This could involve follow-up coaching, mentoring, or refresher training sessions (Austin. 2008).

 

5. Measure and evaluate the impact of training:

Organizations should regularly evaluate the impact of their training programmes to assess the extent to which learning has been transferred to the workplace. This could involve collecting feedback from employees, monitoring performance metrics, or conducting formal evaluations of the training programme (Austin. 2008).

 

By implementing these strategies, organizations can support the transfer of learning and ensure that their investment in training and development programmes leads to improved performance and productivity in the workplace (Enosand Bell, 2003).

Organizations can become more sophisticated at supporting transfer of learning by addressing these barriers and facilitators. This may involve providing managers with the skills and knowledge to support the transfer of learning, creating a supportive work environment that encourages application of new skills, and designing training programmes that align with the specific needs and characteristics of the workforce (Sholar, 2010).

 Conclusion

In conclusion, supporting the transfer of learning is essential for organizations to maximize the impact of their training and development efforts. By understanding the perceived barriers and facilitators to transfer of learning, as well as the individual and workplace factors associated with these, organizations can take steps to enhance the transfer of learning and ultimately improve performance and productivity in the workplace.

 

 List of References

Austin, M.J., 2008. Strategies for transforming human service organizations into learning organizations: Knowledge management and the transfer of learning. Journal of Evidence-Based Social Work, 5(3-4), pp.569-596.

Belling, R., James, K. and Ladkin, D., 2004. Back to the workplace: How organisations can improve their support for management learning and development. Journal of Management Development, 23(3), pp.234-255.

Brion, C., 2022. Culture: The link to learning transfer. Adult Learning, 33(3), pp.132-137.

Enos, M.D., Kehrhahn, M.T. and Bell, A., 2003. Informal learning and the transfer of learning: How managers develop proficiency. Human Resource Development Quarterly, 14(4), pp.369-387.

Illeris, K., 2009. Transfer of learning in the learning society: How can the barriers between different learning spaces be surmounted, and how can the gap between learning inside and outside schools be bridged?. International journal of lifelong education, 28(2), pp.137-148.

Lobato, J., 2006. Alternative perspectives on the transfer of learning: History, issues, and challenges for future research. The journal of the learning sciences, 15(4), pp.431-449.

Perkins, D.N. and Salomon, G., 1992. Transfer of learning. International encyclopedia of education, 2, pp.6452-6457.

Royer, J.M., 1979. Theories of the transfer of learning. Educational psychologist, 14(1), pp.53-69.

Rohrer, D., Taylor, K. and Sholar, B., 2010. Tests enhance the transfer of learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(1), p.233.