Problem-Based Learning

Transfer: The Bridge from Training to Performance Transfer of learning is the ultimate goal of training. Unless new knowledge and skills acquired in the training setting trans- late into new or improved job skills, the investment in training is wasted. Ideally, learners transfer most knowledge and skills acquired during training into improved job performance. In reality, transfer is very disappointing. “Most of the research on employee training clearly shows that, although millions of dollars are spent on training in the public sector, there is little empirical evidence linking training to improved job behavior or employee attitudes” (Haskell, 2001, p. 5).

Successful learning as evidenced by attending a training event or even passing a test is not the same as successful trans- fer of learning as evidenced by improved job performance. It’s an unwarranted assumption to equate training participation or even learning outcomes with job performance improvement. In the global economy, competitive advantage relies on innovation. Innovation in turn is the result of creative and critical thinking. While we often use these terms interchangeably, I like the distinction made by Mayer and Wittrock (2006): “Creative thinking involves generating ideas that could be used to solve a problem, whereas critical thinking involves evaluating ideas that could be used to solve a problem” (p, 288, emphasis mine). Both forms of thinking are important to innovation and both lead to far transfer. What are the different forms of transfer and how can each form be optimized in training and in organizational environments? Those are the questions addressed in Chapters 11 and 12. Because the topic of transfer is fairly extensive, this chapter will deal with the psychological basis for transfer. It will set the stage for Chapter 12, in which I describe the instructional methods proven to promote transfer

To prepare for this Discussion:

· Chapter 11and 12 – “See attachment”

Assignment:

Respond to two of your colleagues’ posts in one or more of the following ways:

· Ask a clarifying question about your colleague’s description of their response

· Suggest one or more additional feedback your colleague could use regarding subject.

· Relate an example from your own experience of a positive, effective, and/or to what your colleague shared.

· 3 – 4 paragraphs

· No plagiarism

· APA citing

1st Colleague – Ashley Lampert

Ashley Lampert 

W5 DiscussionTop of Form

Learners can sometimes not take their new knowledge and skills back to their workplace due to a failure in the transfer of learning.  Failures in the transfer of learning can result from organizational and psychological factors (Clark, 2008).  For example, if an organization does not support the transfer of knowledge and skills to the workplace, the member may disregard or find the training to be irrelevant to the current workplace.  Additionally, if the organization fails to communicate why the training is significant or how it aligns to business strategies, members may feel unmotivated to apply skills learned to the workplace.  Organizations must create a culture that supports the transfer of knowledge through providing the proper resources needed and encouraging innovation.  The training design and training transfer climate can impact the level of motivation to learn and the level of motivation to transfer knowledge to the workplace (Donovan & Darcy, 2011). 

According to an article, “inert knowledge refers to knowledge that is not used in new situations and contexts even though it is relevant” (Johnson, 1995, p. 33).  There are different types of transfer such as near and far transfer (Clark, 2008).  For example, some members may not identify the relevance of skills learned because the training environment and context is different than the current workplace situation.  Members may not have received enough practice during the training and do not feel confident in incorporating lessons learned into the workplace.  Additionally, members may not fully understand the principles for applying skills learned.  If learning transfer is desired, members must learn the conditions and constraints for applying the learned skills in different situations (Johnson, 1995).

References

Clark, R. C. (2008). Building expertise: Cognitive methods for training and performance improvement. Blackboard (3rd ed.). Pfeiffer. Retrieved February 11, 2022, from https://granthamsaas.blackboard.com/ultra/courses/_22554_1/cl/outline?legacyUrl=~2Fwebapps~2Fblackboard~2Fcontent~2FlistContent.jsp%3Fcourse_id%3D_22554_1%26content_id%3D_2149734_1%26mode%3Dreset.

Donovan, P., & Darcy, D. P. (2011). Learning transfer: the views of practitioners in Ireland. International Journal of Training & Development, 15(2), 121–139. https://doi.org/10.1111/j.1468-2419.2011.00374.x

Johnson, S. D. (1995). Transfer of learning. Technology Teacher, 54(7), 33.

2nd Colleague – Piper Stewart

Piper Stewart 

Week 5

Top of Form

Learners often get relaxed after the completion of their probation period or training period. Due to strict hierarchies and work culture, it is very difficult for the learners to implement their learnings in the organizations. After the training, learners get a permanent job in the organization, which drives them to take the organizations for granted. Learners are often not paid during training session; hence they chose to not grasp the learnings, which lowers the retention rate when they go back to their work place after training. Learners also sometimes go into a position where someone has been there for an extended amount of time and shows the employee the “correct” way they have been doing the job for 10+ years. Most training is intended to save the company money either directly or indirectly, such as with safety training which will reduce injuries and lost work time. So, when employees fail to adapt, the cost of training is lost along with never seeing the cost benefits of applied training (Admin).

Motivation is key to encouraging retention of knowledge. In order to solve the problem, the following should be done. Learners should be paid during training session so as to keep them motivated, allowing them to retain the learnings when they go back to their work place after training. Training should include real world situations, so that they can relate to their workplace. Training should be conducted near the workplace so that learners can always come back perform practically mid-session. Getting to the root of your organization’s issues with training transfer is one way to set yourself and your company ahead of the pack. To combat low capability from learners, you can incorporate more background information, and relevant lessons to both teach and raise confidence.