Improving Learning Transfer: A Guide to Getting More out of What You Put into Your Training

Citation

Deister, J. (2009), "Improving Learning Transfer: A Guide to Getting More out of What You Put into Your Training", Journal of European Industrial Training, Vol. 33 No. 6, pp. 574-576. https://doi.org/10.1108/03090590910974446

1 Book synopsis

Cyril Kirwan's book focuses on learning transfer and its optimization. The term “learning transfer” is understood by the author as the application of learning back at work, as well as maintenance of that learning over time. His book addresses this critical issue at a number of levels. After providing his interpretation of the term learning transfer, he distils the main factors that affect it by looking at:

• •

  trainee characteristics;

• •

  training design factors; and

• •

  work environment characteristics.

Their descriptions are followed by an examination of how they exert their effect; which ones are more important and particularly how they interact with one another. Based on this analysis, he develops a practical learning transfer model for practitioners (cf. “In the author's own words”).

The book also describes in some detail what the various factors working for or against learning transfer look like in practice. He begins by outlining various training methods and identifies “goal setting” and coaching as key elements that a good programme should take into consideration. The next chapter deals with the characteristics of a supporting work environment. Kirwan argues that a “climate for transfer” is necessary to deal with the various inhibiting factors (workload, resource issues, absence of support from peers and managers).

The author then focuses on motivation and in particular “motivation to transfer”. He relates it to the ability to transfer and argues that those who demonstrate a high level of personal ability provide strong evidence of “making transfer happen”. In another chapter, sources and impact of resistance are looked at. The author comes to the conclusion that there is a deep gap between the generally positive attitude of an organization to training and actual organisational practice which often reveals an indifferent environment. The difficult subject of measuring learning outcomes is also looked at by Kirwan. The book provides a discussion of how to improve learning transfer. His main thesis that personal ability is key to good learning transfer is again stated and put into this context. Success will depend on a structured approach toward the various factors that affect learning transfer. Post‐training support is considered an essential best‐practice by the author.

In the Appendix, the author provides input from a study conducted by him with a view to understanding learning transfer from a management development programme.

2 Book evaluation

A number of authors have developed models of learning transfer (e.g. Baldwin and Ford (1988), Broad and Newstrom (1992), Kozlowski and Salas (1997), Thayer and Teachout (1995), Colquitt et al. (2000) and Holton (2000)). This difficult subject requires a close walk between simplicity and complexity, both of which are discussed as shortcomings of the earlier approaches. Kirwan strikes a very good balance with his model, which may well find its way into real life application.

The theoretical foundations are laid out well and always put into a practical context. His key findings thus do not come as a surprise but should make the respective training manager well aware of the complexity of learning transfer whilst at the same time providing him with solid advice and suggestions on how to deal with the individual factors.

Kirwan's book is easy to read, using a very direct approach and sometimes even colloquial style. The sharpness of his model and the theoretical backgrounds suffer slightly from the use of everyday language. However, this does not substantially affect the overall very positive assessment of the book. It is a highly practical book based upon a solid theoretical basis. In essence, the book's aim to help trainers, management development specialists and line managers ensure that their training is about real outcomes and not just inputs is certainly well achieved.

3 In the author's own words

To begin with, the design of the intervention, demonstrating in a practical way how the training can be best used on‐the‐job, combines with valid and relevant content (programme content and design). Offered to a participant who is ready, in the sense that they see the programme as an opportunity to learn and develop (motivation to learn), their motivation to transfer, in other words, desire to apply learning, is activated. Meanwhile in the work environment, a number of other factors exert effects. The amount of manager support and coaching and peer support they receive (before, during and after the programme) independently and positively affects their motivation to transfer. In addition, the manager support and coaching received facilitates them in making the time and mental space to transfer learning (personal ability to transfer), On top of that, the organizational climate for transfer will affect their desire to transfer, as well as their ability to do so. Finally, the model includes mention of learning transfer and behaviour change outcomes (p. 13 et sequation , italics in original).

A About the reviewer

Dr Jochen Deister is Professor for German and International Business Law at Heilbronn Business School in Heilbronn, Germany. His research focus is on Legal Management an important part of which focuses on training (legal) skills in any kind of organization. Prior to joining academia, Dr Deister held various management positions at Motorola, particularly as Head of the Law and Contracts Team for the mobile devices business in Europe, the Middle East, Africa and India. He commenced his working career with Clifford Chance. Dr Deister holds German and French university degrees and is certified in Japanese Law.