Transfer of Learning: Why Is It Important? (Part 2)
(April 2002)

This article is excerpted from a recently released publication called Transfer of Learning: A Guide for Strengthening the Performance of Health Care Workers. This guide is a result of collaboration between Intrah/PRIME II and the JHPIEGO Corporation. 

When the acquisition of knowledge and skills is identified as the solution to a performance problem or gap at a work site, training or other learning interventions will be used to improve the performance of healthcare workers. The key individuals involved in this process include:

• Supervisors: responsible for monitoring and maintaining the quality of services and ensuring healthcare workers are properly supported in the work place. In this guide, "supervisor" refers to a learner's "in-charge" at the healthcare facility.
• Trainers: responsible for helping healthcare workers acquire the necessary knowledge and skills to perform well on the job.
• Healthcare workers: responsible for the delivery of quality services (e.g., clinicians, counselors, administrators, cleaners). In this guide, "learners" is used throughout to refer to healthcare workers participating in learning interventions.
• Co-workers: responsible for supporting learners while they are engaged in training and as they apply new knowledge and skills at the work site.

Supervisors, trainers, learners and co-workers all have responsibilities before, during and after a training intervention if practices at a facility are to improve. By working as partners, these individuals can help sustain the knowledge and skills gained during training. Many interventions can be used to enhance the performance of healthcare workers and the quality of clinical services (e.g., focusing on improved management practices and supervisory approaches, adequate equipment and supplies, clear job expectations, performance feedback). Many of the possible interventions overlap and require coordinated implementation.

Learning interventions are the most common means of helping healthcare workers obtain the necessary knowledge and skills to perform well on the job. The most common types include:

• Classroom-based, group training courses
• Distance-learning programs in which interactions with the trainer and other learners are facilitated using technology, whether high-tech (e.g., computer applications used over the Internet, interactive videoconferences) or low-tech (e.g., print-based materials sent via the postal service).
• Structured on-the-job training (OJT) courses that are facilitated by a trainer or supervisor at the job site (e.g., whole site training).
• Independent self-study programs delivered using various media including print, audio/videotapes, CD-ROM, the Internet.
• Programs that involve a combination of the above interventions.

These various learning interventions can be very effective in enabling healthcare workers to develop essential knowledge and skills. Nevertheless, they are only part of the transfer of learning process that helps to ensure that such interventions result in improved job performance.

What is transfer of learning?

Transfer of learning is defined as ensuring the knowledge and skills acquired during a learning intervention are applied on the job. The goal is for learners to transfer 100% of their new knowledge and skills to their jobs, resulting in a higher level of performance and an improvement in the quality of services at their facilities.

What is the transfer of learning process?

The transfer of learning process is an interrelated series of tasks performed by supervisors, trainers, learners, co-workers, and sometimes others (e.g., government regulators, clients, etc.) before, during and after a learning intervention in order to maximize transfer of knowledge and skills and improve job performance. The
process is usually represented in a matrix that outlines the specific tasks performed by supervisors, trainers, learners and co-workers.

Why focus on transfer of learning?

Transfer of learning is important for supervisors, trainers, learners and co﷓workers because:

• Transfer of learning is in the best interest of clients. Healthcare workers participate in a learning event to acquire new knowledge and skills to better meet the needs of their clients. Improving the transfer of learning enhances the quality of services -- and may lead to increased client satisfaction
• Learning interventions can be expensive -- improving the transfer of learning helps to protect these investments.
• Learners are motivated to perform well at their jobs when they are able to apply what they have learned. The support and guidance of supervisors, trainers and co-workers can encourage and empower learners to make changes and improve
  performance.
• Supervisors and learners are more accountable for implementing what is learned if there is early agreement about what will occur after training (often as outlined in an action plan) 
• Trainers are more likely to prepare interventions that meet the specific needs of learners and healthcare delivery sites when they have become invested in the outcome of training.
• While supervisors may not be proficient in all of the clinical services provided by the health workers they supervise, being involved in the transfer of learning process can help them stay up-to-date.

Next month, we'll review the transfer of learning matrix, which outlines the roles and responsibilities of all the individuals involved in training before, during and after training.

For more information about Transfer of Learning, contact Rick Sullivan at rsullivan@jhpiego.org.

Read the full Transfer of Learning Guide

Go to JHPIEGO TrainerNews