Learning Transfer: Factors Influencing Employee Success in Schools

This report delves into the concept of learning transfer within the context of education, particularly focusing on how schools can improve employee success in the face of increasing pressure for accountability. It explores the significance of learning transfer, examining key factors such as task charact...Read More

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When the 21st century joins American education, parents, government agencies and the
federal government scream for improved school results. The new "No Child Left Behind Act"
highlights existing pressure for schools to be held accountable to improve learning for children,
who are also considered a change in schools. School changes are more likely when
administrators can introduce developments that "transform the employee and teaching
environment." Therefore, school administrators are still searching for technologies to improve
the success of their employees.
Learning Transfer
Transfer of learning isn't a new concept. Old philosophers and religious theorists have
been actively trying to understand how people link their knowledge with their social
environment (Beach, 1999). Some of the instructional approaches we use in today's school
environments are based on these early transition concepts. For example, vocational training,
training for basic skills, critical thinking, and problem-based learning are designed to allow
employees to apply information learned from one context to another. As already noted, many
current schools, particularly K 12 public schools, face unprecedented reform pressure. The
public, particularly politicians and local community leaders, are often pressured into improving
employee success in the districts and schools. In this way, teachers are encouraged and even
pressured to adopt modern methods of teaching and assessment used in other settings. I discuss
the significance put on this learning concept and the key factors that affect the transfer process to
better understand the principle of learning transfer.
Many companies want to learn that their investment in training and development
programs in human and financial capital impacts the output of workers and the profitability of

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the company. The second explanation of why community leaders are actively looking for
programs, and activities that affect social services and the lives of community members are the
increasing social challenges caused by poverty, crime, and drug violations. Eventually, the quick
pace of life in our modern society, propelled by the proliferation of knowledge, pressures people
to continue to adapt and pushes them to learn and use new information (Nielsen, 2009).
Marini and Genereux have identified three main factors to explain what effect transfer
has: one time or another, educational theorists have stressed the significance of each aspect of
transfer – work, learner and context. Since each dimension plays an important role in the
transference process, it is most advisable to include all three in the design of the instruction. The
shift means modifying actions in a new setting (emphasis added, P. 5). Therefore, as indicated,
educators investing in transfer must consider the following: (a) behavior (task) being transferred;
(b) the capacity of individuals to cope with the transition (learner)(Carafella, 2002).
Features of the Task
While teaching to transition, it is important to understand the particular c tasks or
activities to be done in a new environment.
Knowing how an idea is disseminated or diffused through an enterprise offers insight into
what the challenge is about. For example, the following characteristics were defined as important
for innovation: relative advantage; compatibility; observability; trialability; and complexity. In
other words, if nobody or theorganization profits from ]tasks and it becomes exceedingly
complicated to execute and impossible to understand in practice, the chances of its being
implemented are significantly diminished (Rahim Zumrah, 2013).

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The similarity between the job requirements and the work environment is also a
significant factor in the transfers. In all these environments, the more similar are the tasks, the
greater the capacity for the transition. Clever teachers and program managers also need to take
into account the characteristics of their role or creativity while designing learning experiences to
duplicate this activity on their job.
The Learner’s characteristics: The way people manage technology will significantly
influence how new knowledge and skills are passed to the workplace. It is clear from previous
experience of transitions that individuals have learned that they have been able to apply their
learnings in new circumstances and have a variety of reservations about change. Even though
people doubt their expertise or ability to put new ideas into action, they are worried about
themselves. Management problems emerge as people tend to deal with the introduction of new
ideas for the first time as they resolve these initial fears (Paloniemi, 2016).
These modern approaches are both uncomfortable and unpleasant in the early stages of
their implementation; however, management problems continue to degenerate with experience
and continuous support. Finally, as people are familiar with innovation, they feel an impact, how
innovation affects others and how innovation can be changed to have a greater effect in the
future (Prince et al., 2015).
One of the important aspects of helping educators deal with transition is that they should
focus on their issues to expose underlying prejudices (Desmarais et al., 2013).

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The transition of learning starts at the crossroads of phases 2 and 3. Reflection
practitioners must predict possible consequences, results, and effects of their activities before
they come up with future events to promote rational thinking and purposeful action (Svinicki,
2015).
Such observations allow them, before attempting to move the idea to function, to express
self- and management concerns. During the active experimental process, as creativity is
implemented, more reflection will show how new methods or data work as expected (Seidler,
2013).
Organizational and social meaning characteristics: In addition to the challenge and the
way people cope with change, organizational and social factors also influence the transmission of
knowledge. The organization's experience with change can affect attempts to transition new
practices and programs, particularly in cases where new initiatives have been thwarted or

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sponsored. Two essential organizational factors influence the transition of information
(Daghfous, 2014).
To ensure that innovation is implemented effectively, internal conditions, especially
human, material and symbolic help, are crucial (Nielsen, 2013).
Strategies for Transfer
Faculty involved in the transfer must consider what it can and can influence as its
employees seek to adapt to learning from situation to situation. We have a greater effect than
organizational and social contexts on content and program design where these technologies are
to be applied (Caffarella, 2012).
Two types of transfers are distinguished: "highways" and "low ways." Highway transition
requires that employees learn and then work out how to apply the basic concepts. Simply put,
employees must aim to identify similarities and differences in the sense of training and practice.
On the other hand, low-road transfers are a more reactive method in which employees learn skills
common to other environments; they extend these skills over time by seeking to adapt them to
various situations in the workplace (Wagner, 2013).
Taking into account these types of transfers, this section will outline and explain ways of
assessing the transfers' affects individuals and their organizations, a conceptual framework for
transfer created through activities that may facilitate transfer (Larsen-Freeman, 2013).
Model
Learning transfer activities to the workplace can be grouped into three different categories.

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1. Learners Readiness Activities: These activities aim to ensure that the employee is
prepared for the core study case. Included in this group are activities covering motivation,
learning goals, flexibility, and the testing of required skills.
2. Learner Transfer Design Activities: These are educational design-integrated practices that
are designed to facilitate the transfer of learning. Types include procedures, role
modeling, learning goals and program analysis and support.
3. Organizational Alignment Activities: All exercises are structured to ensure that the
organization's resources are used. Manager counseling, peer reinforcement, linking
learning to the job and creating a learning community are all practices in this regard.
www.global.wilsonlearning.com
Learner Readiness deals with the instruction provided to an employee before
participating in a learning activity. While issues like preconditions and pre-work are essential,
research focuses on mentally and emotionally prepared activities to learn. The study indicates

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that the employee preparation strategy will increase the performance of learning transfers by up
to 70% (Barnett et al., 2000).
Learning motivation: practices that convey the meaning and significance of learning to
inspire the employee. It involves acts such as the encouragement of lifelong learning, the battle
against anxieties and the encouragement of the importance of learning (Larsen-Freeman, 2013).
Naturally, motivation for learning is less important if the learner is not able to use it. This
includes steps that help learners align learning and practice with the skills they gain in their
working environment and systems.
Activities that allow an employee to see if their talents are matched with their overall
goals. The more valuable the credentials a employee sees as being for his or her profession, the
more likely the skills are to be used and the more successful the results.
Efficiency: Discussing the employee's assumption that he or she can learn and that the learning
can contribute to a meaningful improvement in results.
Research on learning transfer design has shown that the nature of the learning process
often influences the degree to which the learning is incorporated into the job. That is what
Learning Transfer Technology is all about. The three elements studied, taken together, will
increase the transition of learning by up to 37%.
Practice and modeling: the closer practices and modeling (known as "faithfulness" in the
literature) to real-life circumstances, the more practices and modeling practice requires realistic
modeling while learning.

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Setting learning goals: When employees set clear learning objectives, be they compartmental or
results, their chances of using skills in their work are greater.
Application Review: It has also been shown that learning has increased the effect of the
application before and after the first case with content reviews and, most significantly,
assessments of how skills are used for different job tasks.
Setting learning goals: When employees set clear learning objectives, be they compartmental or
results, their chances of using skills in their work are greater.
Application Review: It has also been shown that learning has increased the effect of the
application before and after the first case with content reviews and, most significantly,
assessments of how skills are used for different job tasks.
Peer support: while support by managers is seen as crucial, research indicates that it may be
equally or more important to help employee peers. Only two studies have been carried out, both
studies indicate very strong support from colleagues for enhancing the transfer of information.
Job relation-The The clearer and the more competencies are incorporated in working and
processes the greater the link between skills gained and qualifications needed by the job. Job
relation. Although this may seem obvious, this is not always the case, according to the study.
Learning of Learning: the extent of the transition in the organization's learning and the use of
new skills
When designing and implementing every learning plan, organizations will ask questions
such as: How should we know that the pupils are ready for this learning event and what is their
best way to learn and use their skills?

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How does the goal-setting be part of the cycle of learning?
With this material and this learner audience what ways of practice and training are the best?
What form of learning review and support is needed to ensure the use of the skills following the
learning event?
Why does the company better align itself to promote the use of the acquired skills?
Were managers and co-workers able to train and endorse learning applications?
Were managers and co-workers able to train and endorse learning applications?
Will the culture of the company promote or be an obstacle to the use of learning? Why can
culture be modified when a barrier is present?
One strategy we embraced with customers was to help them develop a "Scorecard for
learning transfer" to define the place where they endorse transfers, the consequences and where
they can do even more to maximize the return on investment of their learning.
Activities that enhance the transition of learning to work can have a major impact on the
performance of one organization and can significantly increase the return on investment for
training and growth. This research provides compelling evidence of the tremendous effect of
information transmission on the quality of information. The findings suggest that the effect of
learning could be increased by 186 percent if all of the above strategies are simultaneously
applied.
This work also indicates that the steps needed are fairly simple and straightforward to enforce.

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References
Barnett, B., Basom, M., Yerkes, D., & Norris, C. (2018). Cohorts in Educational Leadership
Programs: Benefits, Difficulties, and the Potential for Developing School
Leaders. Educational Administration Quarterly, 36(2), 255-282.
Daghfous, A. (2014). Organizational learning, knowledge and technology transfer: a case
study. The Learning Organization, 11(1), 67-83.
Desmarais, L., Parent, R., Leclerc, L., Raymond, L., MacKinnon, S., & Vézina, N. (2013).
Knowledge transfer between two geographically distant action research teams. Journal Of
Workplace Learning, 21(3), 219-239.
Jarvis, S. (2015). Clarifying the Scope of Conceptual Transfer. Language Learning, 66(3), 608-
635.
Larsen-Freeman, D. (2013). Transfer of Learning Transformed. Language Learning, 63, 107-
129.
Nielsen, K. (2013). A collaborative perspective on learning transfer. Journal Of Workplace
Learning, 21(1), 58-70.
Nielsen, K. (2013). A collaborative perspective on learning transfer. Journal Of Workplace
Learning, 21(1), 58-70.
Paloniemi, S. (2016). Experience, competence and workplace learning. Journal Of Workplace
Learning, 18(7/8), 439-450.
Prince, M., Burns, D., Lu, X., & Winsor, R. (2015). Knowledge and skills transfer between
MBA and workplace. Journal Of Workplace Learning, 27(3), 207-225.

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Rahim Zumrah, A. (2013). Is job satisfaction enhancing learning-training transfer
relationships?. Journal Of Workplace Learning, 25(8), 543-555.
Seidler, R. (2017). Aging affects motor learning but not savings at the transfer of
learning. Learning & Memory, 14(1-2), 17-21.
Svinicki, M. (2015). Knowledge Transfer: The Ultimate Challenge of Learning. The National
Teaching & Learning Forum, 24(6), 11-12.
Wagner, J. (2010). A Transfer-in-Pieces Consideration of the Perception of Structure in the
Transfer of Learning. Journal Of The Learning Sciences, 19(4), 443-479.
Caffarella, R. S. (2012). Planning programs for adults: A comprehensive guide (2nd ed.). San
Francisco: Jossey-Bass.
Image reference
Leimbach, M. (2020). Learning Transfer Model. Wilson Learning Worldwide. Retrieved 20
April 2020, from https://global.wilsonlearning.com/resources/learning-transfer/.
Barnett, B. (2020). Newprairiepress.org. Retrieved 20 April 2020, from
https://newprairiepress.org/cgi/viewcontent.cgi?referer=https://www.google.com/
&httpsredir=1&article=1241&context=edconsiderations.