Thoughtful Planning Fosters Learning Transfer

Abstract

Transfer of learning continues to be a need among adult learners (Farquharson, 1995; Fiszer, 2004; Fox, 1994). All too often, professional development planners, trainers, and educators are criticized for planning and delivering learning experiences with little to no attention rendered to how participants will apply their newly-acquired knowledge and skills. This criticism can be adequately addressed among adult educators by, first, understanding transfer of learning, by definition. This article presents a framework for thinking about transfer of learning and it is organized around four questions: (a) What does transfer of learning mean? (b) Why is it important to thoughtfully plan for transfer of learning? (c) Are there barriers influencing transfer of learning? (d) Are there facilitators influencing transfer of learning? The practical notion regarding transfer of learning assumes that learners will appropriately use the knowledge and skills acquired during a professional development experience once they are in actual work settings. This assumes that transfer is a static concept that is easily applied by all learners (Caffarella, 2002; Ford, 1994). However, transfer is not a static concept and it tends to have relevancy only when thoughtfully considered by adult educators, planners, and implementers. In other words, transfer takes on different meanings depending on the way it is defined and applied before, during, and after the learning experience. Using the four guiding questions listed above, I explore the multiple lenses through which transfer of learning can be viewed: 1. What does transfer of learning mean? In 1956, Benjamin Bloom's Taxonomy of Cognitive Domain was published as a useful structure for thinking about learning. Bloom believed that learning occurs at six increasingly complex cognitive and psychomotor levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. Knowledge is the lowest level and also the foundation for learning, involving the recall of information and facts. Bloom suggested that comprehension, the next highest level in higher order thinking process, involves understanding based on prior knowledge, but it does not guarantee the learner can integrate or apply information in novel ways. During application, which is the next level, the learner is supported by a mentor or coach and given opportunities to test out new information and skills. In order to move beyond this phase, learners must break down or classify information or skills into subparts. Also, Bloom believed learners are encouraged to create new ways of viewing information or practice, which moves them towards the levels of synthesis and finally evaluation. During the evaluation stage, the learner is coached in such a way that allows reflection on newly-acquired information and skills while using emergent insights to create new approaches for future application. In keeping with Bloom's Taxonomy of Learning, transfer of learning can be understood as well as the ability to appropriately apply information and skills learned in one setting to a similar or different setting. More importantly, in order for transfer to a similar or different setting to occur, transfer of learning must be viewed as fundamental to the overall learning process and it is a cornerstone for the success of the total learning experience. 2. Why is it important to thoughtfully plan for transfer of learning? Adult educators and learners must be clear as to which behaviors are expected to change and why. Often, little to no attention is given to the instructional design regarding how the newly-acquired knowledge and skills will be reinforced and transferred to the actual work setting (Macaulay & Cree, 1999). This requires thoughtful planning on the part of adult educators. A review of the literature on transfer suggests that well-planned professional development programs continuously address learning transfer. …