Transfer of Learning: Evaluating WorkBased Transfer of Training Techniques

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Transfer of Learning Evaluating
Work-BasedTransfer of Training Techniques
CCCAOE 2003
Leadership and CreativityOpportunities in
Shifting Sands

• Wendy Flint
• College of the DesertPalm Desert, CA

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Employers deliver learning to more people than
does the entire U.S. higher-education system.

• 1989 Research Study
• Merriam Caffarella

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Instructor Background

• Performance Consulting, Workforce Training,
  Management Development
• Hewlett-Packard Ink Jet Division
• Executive Forum
• Electric Lightwave
• Fulltime Faculty College of the Desert
• Contract Education
• Chair, Faculty Development Committee
• Presenter for Learner-Centered College

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Objectives

• Define transfer of learning
• Review learning theories
• Compare pedagogy to andragogy
• Apply adult learning theory to community college
  classrooms
• Evaluate work-based instructional methods
• Review what 21st century companies want in
  employees

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What is transfer of learning?

• Transfer takes place when existing knowledge,
  abilities and skills assist us in the performance
  of new tasks or affect the next step in the
  learning process.
• In occurs when the learning in one context or
  with one set of materials impacts the performance
  in another context or with other related
  materials.
• It is when students apply or practice new
  learning in new or existing work situations.

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Theories of Transfer

• Meaningful learning promotes better transfer than
  rote learning
• The more thoroughly something is learned, the
  more likely it is to be transferred to a new
  situation
• The more similar two situations are, the more
  likely it is that what is learning in one
  situation will be applied to the other situation

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Theories of Transfer (cont.)

• Principles are more easily transferred than
  knowledge
• Numerous and varied examples and opportunities
  for practice increase the extent to which
  information and skills will be applied in new
  situations
• The probability of transfer decreases as the time
  interval between the original task and the
  transfer task increases
• Omrod, 1999, p. 254-257

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Learning Theory

• Pedagogy

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Learning Theory

• EXPERIENTIAL
• Lewinian and Dewey
• Cognitive learning is a continuous process
  grounded in experiences.
• Curriculum design focuses on process rather than
  outcomes.

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Learning Theory

• EXPERIENTIAL
• David Kolb
• Kolb, researcher and expert in learning styles,
  believes that all learning is relearning.
• The learners mind is not a blank sheet of paper
  and the educator needs to bring out the learners
  beliefs and theories, examine and test them, and
  THEN integrate the new ideas into the persons
  belief systems.

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Adult Learning Theory

• Andragogy

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Knowles (1980)

• The art and science of helping adults learn
• The value of understanding adult learning theory
  impacts the degree in which the facilitator can
  enhance the adult learning process and improve
  the transfer of learning

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Five Characteristics of Adult Learning

• As a person matures, his or her self-concept
  moves from that of a dependent personality toward
  one of a self-directing human being
• An adult accumulates a growing reservoir of
  experience, which is a rich source for learning
• The readiness of an adult to learn is closely
  related to the development tasks of his or her
  social role

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Five Characteristics of Adult Learning (cont)

• There is a change in time perspective as people
  mature from future application of knowledge to
  immediacy of application thus an adult is more
  problem-centered than subject-centered in
  learning
• Adults are motivated to learn by internal factors
  rather than external onesKnowles, 1980, p. 249

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Cross, 1981

• Characteristics of adults, including aging, stage
  and phase development, participation, motivation
  influence how learning takes place
• Understanding reasons adults participate in
  learning enhances the ability of the facilitator
  to set expectations for the depth of transfer of
  learning

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How Adults Prefer to Learn

• Need to know why they should learn something.
• Need to be self-directed.
• Need to have their experience respected and
  considered a resource for the learning process.

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Adults

• Make voluntary commitment to learn when they
  experience a real need to know or to be able to
  do something
• Have a task-centered or problem-centered approach
  to learning.
• Are motivated to learn.
• Need to have feedback regarding their learning.

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Applying Adult Learning Theory

• ADULT LEARNING THEORY SHOULD DRIVE THE
  DEVELOPMENT OF ANY CUSTOMIZED TRAINING FOR
  BUSINESS AND INDUSTRY
• Maximizing Your Impact in Contract Education,
  1996 EDgtNet
• A workplace trainer or adult educator must
  recreate a child-like sense of fun and enjoyment
  and make people want to learn.

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Does adult learning theory apply to occupational
community college classrooms?
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Knowledge/Skill Transfer

• TRANSFER OF TRAINING
• What is learned in the classroom is not
  transferred until the learner successfully
  applies or practices the learning in a new or
  work situation or to a problem-based scenario in
  the classroom.
• TRANSFER OF LEARNING
• What is learning in the classroom is not
  transferred until the learner successfully
  applies or practices the learning in a new
  context.

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TRANSFER OF TRAINING ENHANCERS

• Most readily happens when there is
• Applying and practicing of new learning
• Integrated learning contexts
• Integrated secondary learning objectives of a
  workplace skill or attitude
• Meaningful learning relates to real world
• Process and principles in addition to content
• Instructional strategies
• Feedback and assessment techniques
• Motivation
• Coaching and mentoring

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Work-based Transfer of Learning Techniques

• Applying training concepts to the Community
  College classroom

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National Research Council 2002

• Supervisors and employees must actively
  participate for the transfer of learning to take
  place.
• Supervisors can support learners by ensuring
  their work assignments are covered while the
  employee is learning.
• Supervisors need to reward and recognize the
  value of learning and review and debrief with the
  employee following learning

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National Research Council 2002 (cont)

• Employees should periodically review their course
  materials following a training program.
• Employees should maintain contact with other
  learners that participated in the course.
• Employees must immediately apply the knowledge
  and solve a set of transfer problems or there
  will be knowledge and skill decay.

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Problem-Based Learning

• Transfer thinking skills to new or different
  situations.
• All new learning is based on previous learning.
• Solve a set of problems immediately after the
  initial learning task.
• No right answer only recommended solutions and
  justification as to why the solution was chosen.

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Instructional Method Case Study
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Project Based Learning (PBL)

• Tap learners drive to learn, and their
  capability to do important work
• Complex, real-world projects
• Where ultimate results are not fully predictable
• Draw from many disciplines
• Make decisions related to resources, time,
  materials, and facilities
• Oakey, 1995

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Coaching Mentoring

• Provides a safe environment in which practice and
  feedback can take place.
• American Express
• American Management Association
• ATT
• Citibank
• Colgate
• Levi Strauss
• Northern Telcom
• Procter Gamble
• Nynex

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Coaching Mentoring

• Pilot program of executive coaching at a public
  sector organization, yielded productivity
  increases almost four times the level achieved by
  training alone.
• Main reason? Goal Setting
• The coach and coachee worked together to define
  concrete actions
• This led to higher transfer levels.

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The Role of the Trainer

• Guide, director, or facilitator versus teacher.
• Promotes intellectual discoveries versus learning
  from lecture.
• Plans instructional strategies that aligns with
  performance objectives.
• Assesses and evaluates learners and adjusts
  curriculum versus preparing students for a test.

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The Learning Cycle Reflective Learning
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Instructional Methods and Activities
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Training Methods

• Facilitator Presentation
• Group Discussion Large
• Demonstration
• Role Play
• Case Study / Small Group Activity
• Simulation / Drill

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Highly Interactive
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Accelerating the Classroom

• Visual
• Audio
• Kinesthetic

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Training Activities
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Instructional Activity Simulation
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Preparing Students for the 21st Century

• Integrating Secondary Objectives

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Industrial Age Vs Information Age
Answer questions page 5
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What are companies asking for?

• Technical Skills
• Oral written skills
• Flexibility
• Tolerance
• Problem solving critical thinking
• Goal setting
• Interpersonal skills including conflict
  resolution, influence, and negotiation
• Project management time management
• Decision making
• Innovation and creativity