Partners in the Transfer of Learning: A Qualitative Study of Workplace Literacy Programs

This study investigated the common types of transfer strategies used by the key stakeholders in 11 Canadian workplace education programs. Results indicated that the Role Time Model was a useful classification system: to understand the dimensions of a transfer partnership; to document the transfer of learning strategies and to identify the barriers influencing the transfer of learning. Introduction At first glance, the notion of transfer of learning seems very straightforward and simple. However, it is a highly complex concept to investigate, measure and demonstrate. Taylor (1998) refers to the transfer of learning in workplace literacy programs as the educational component of the economic search for the return on investment. It is more concerned with the learning process, the workplace as a learning context and the application by trainees of new knowledge and skills gained through a learning activity. Within this frame, the present study attempted to unravel some of the questions related to enhancing the process of transfer. In the context of the workplace, transfer of learning is defined as the effective application by trainees to their jobs of the knowledge and skills gained as a result of attending an educational program. (Cormier & Hagman, 1987; Broad, 1997) It occurs when learning in one context or with one set of materials impacts on performance in another context or with other related materials. From a theoretical point of view, transfer of learning occurs whenever prior learned knowledge and skills affect the way in which new knowledge and skills are learned and performed. When later acquisition or performance is facilitated, transfer is positive. When later acquisition or performance is impeded, transfer is negative. Simply put, transfer of learning is often referred to as the “So What? ” or “Now What? ” phase of the program planning process. In one of the first critical reviews on the training transfer literature, Baldwin and Ford (1988) pointed out that there is a growing recognition of a transfer problem in organizational training. It is estimated that while North American industries annually spend over one hundred billion dollars in training and development, not more than 10% of these expenditures actually result in transfer to the job. Researchers have similarly concluded that the amount of training conducted in an organization fails to transfer to the work setting (p. 63). As sponsors of workplace literacy programs demand more concrete and useful results, it is essential that a concerted plan be developed for helping participants apply what they have learned. The Role and Time Model of Learning Transfer In terms of a classification system that addresses the various factors influencing the transfer of learning, Broad and Newstrom (1992) developed a Role and Time Model which depicts three key roles – instructor, trainee, supervisor and three training time periods – before, during and after. This transfer matrix assists in the understanding of who are the people responsible for the transfer of learning and when are the right times to support transfer. Each of the nine cells in the matrix contains a wide range of teaching strategies, learning strategies and support strategies. Using this classification system as a developing framework, the purpose of the study was to examine the different roles in a transfer partnership and the time periods in a training program that support transfer. Specifically, the study sought to identify the common types of transfer strategies used by the instructors, trainees and supervisors and the barriers that keep trainees from applying newly learned skills to their jobs. A broad range of workplace literacy programs across Canada was studied. Methodology The research strategy of this exploratory study was qualitative. This approach seemed suitable, given the complexity of the transfer concept. Through a National Advisory Committee, 11 workplace literacy programs were purposely selected, based on four criteria. Programs selected for the study were from the manufacturing, utilities, service, mining, health, and natural resources sectors. As well as representing the various occupational sectors, these programs also represented the different regions of the country and models of program delivery. Participants for the study were recruited from three different types of program stakeholders – the instructor, the trainee and the workplace supervisor. Interview schedules were developed for each of the three groups of stakeholders based on the transfer of learning literature and interviews with experts from North America. For each of the 11 sites, two or three instructors affiliated with the program and four to six trainees presently or previously involved in a program were interviewed. One workplace supervisor currently on the shop floor was also interviewed from each program. Over 90 participants provided information for the investigation. Content analysis using a constant comparative technique was used to determine the common types of transfer strategies and barriers to the transfer of learning. The basic procedure used consisted of four strategies outlined by Strauss (1987). Validity was enhanced through the use of an independent panel of graduate students in adult education who verified the classification system of transfer strategies by role and time period. Presentation of Results Role and Time Combinations in Learning Transfer Given the rich description of each of the workplace programs through the use of three different types of interview schedules, it was possible to determine if transfer of learning had occurred. Based on the data, instructors, trainees and supervisors reported that transfer of learning was evident within each of the 11 workplace literacy programs. However, there were certain role and time combinations of transfer strategies reported by each partner that were more frequently used in these programs. Because of the volume of data collected, simple frequency counts were calculated on interview questions that pertained to who and when transfer strategies were used. The results of these frequency counts enabled a set of rankings which appear in Table 1. In examining the role-time combinations, the highest (1) and the lowest (9) rankings fall within the role of the instructor during and after the program. Instructors reported that they had made the most significant effort to support transfer while delivering the program. Most often because of contractual arrangements with the employer, they left the organization once a program had been completed, leaving few doors open to support the learning transfer of trainees once they returned back to their jobs. Table 1 – Role Time Combination for Using Transfer Strategies