Introduction (continued)

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. Health care 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 health care 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.

What is the transfer of learning matrix?

A matrix provides a useful means of presenting the transfer of learning process. The matrix includes suggestions adapted from the research literature and the experiences of supervisors, trainers and learners in the health care field. The suggestions can be adapted to fit many situations, including the use of different types of learning interventions (e.g., classroom, on-the-job, self-directed) and various sorts of supervisory arrangements (e.g., internal on-site, periodic external visits). It may not be possible to implement all of these suggestions as part of any one learning intervention. Some of the suggestions in the matrix may represent a radical change from current policies and procedures at your facility. However, if you can adapt and implement just a few of the ideas described in the matrix, you will improve the likelihood that new knowledge and skills will be applied on the job. The more ideas and suggestions you can implement, the stronger the transfer of learning operation will be. In the process you will also help to lay the groundwork for changing—and improving—the design of future learning interventions.