King Saud University College of nursing Master program

AL-barrak Objectives After completion of this session the students should be able to Describe transfer of learning and why it is important Discuss factors that affect transfer and learner performance Apply key strategies that can be used before, during and after training Discuss issues related to monitoring and evaluating learning transfer

AL-barrak Outlines Define transfer of Learning Focus on transfer Theories of Transfer Learning Theory key strategies that can be used before, during and after training Issues related to monitoring and evaluating learning transfer

AL-barrak Ensuring that the knowledge and skills acquired during a learning intervention are applied on the job. An interrelated series of tasks performed by supervisors, trainers, learners and co- workers before, during and after a learning intervention in order to maximize transfer of knowledge and skills and to improve job performance.

AL-barrak Cont 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. It 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.

AL-barrak Improves quality of client services Protects training investments Encourages and empowers learners Improves accountability for implementation Enhances likelihood that interventions will target specific needs

AL-barrak Meaningful learning promotes better transfer than rote learning = routine 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

AL-barrak 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

AL-barrak EXPERIENTIAL  Kolb, researcher and expert in learning styles, believes that all learning is relearning.  “The learner’s mind is not a blank sheet of paper and the educator needs to bring out the learner’s beliefs and theories, examine and test them, and then integrate the new ideas into the person’s belief systems

AL-barrak 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.

AL-barrak 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

AL-barrak Case Study

AL-barrak Tell the Learner What They are Going to Learn 2. Teach the Knowledge or Skill 3. Measure the Knowledge or Practice the Skill 4. Have the Learner Reflect on What was Learned

AL-barrak Facilitator Presentation Group Discussion – Large Demonstration Role Play Case Study / Small Group Activity Simulation / Drill

AL-barrak Highly Interactive

AL-barrak Lack of reinforcement on the job Difficulties in the work environment Non-supportive organizational culture Learners’ perception that new skills are impractical Learners’ discomfort with change Separation from the instructional source Poor instructional design and delivery Negative peer pressure

AL-barrak I would perform better if: 1.I knew exactly what was expected of me. 2.I received regular feedback about how I was doing, compared to what was expected. 3.I had the right tools to do my job and a work environment that suited my job. 4.I had some incentives to excel (e.g., recognition). 5.I had better skills and knowledge about how to do my job. 6.I had a supportive supervisor or manager.

AL-barrak Expectations2. Feedback3. Tools 4. Incentives5. Skills & Knowledge 6. Organizational Support

AL-barrak Job expectations Performance feedback Physical environment and tools Motivation Skills and knowledge Organizational support

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AL-barrak Describes steps to maximize transfer of learning Used by learner, supervisor, trainer and co-workers Helps track expectations, commitments and resources Initiated before training, refined during training and implemented after training

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AL-barrak Before Learning Ensure problem can be “fixed” with training Select the “right” trainees Establish agreements about intervention goals

AL-barrak Key Strategies (continued) Before Learning (continued) Design the “learner support system” – learning materials – interactive activities – facilitators/peers – administrative support

AL-barrak Key Strategies (continued) During learning Match training activities to intervention goals Give learners the time to learn

AL-barrak Key Strategies (continued) After learning Provide ongoing support and resources Monitor learner progress Make adjustments as needed

AL-barrak Performance on the job Success of approach Appropriateness of the materials and resources

AL-barrak Transfer of learning is important in maximizing the effect of training There are a number of factors that affect transfer and learner performance There are key strategies that you can use before, during and after training Monitor and evaluate learning transfer to document that transfer has occurred

AL-barrak Cree, V., & Macaulay, (2000). Transfer of learning in professional and vocational education. Routledge. Ormrod, J. E. (2004). Human learning (4th ed.). Upper Saddle River, NJ, USA: Pearson. Perkins, D. N., & Salomon, G. (1992). Transfer of learning. International Encyclopedia of Education (2nd ed.). Oxford, UK: Pergamon Press.Salomon, G.Transfer of learning Schunk, D. (2004). Learning theories: An educational perspective (4th ed.). Upper Saddle River, NJ, USA: Pearson.

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