Learning Transfer & Design
Stolovitch, H. D., & Keeps, E. J. (2011). Getting Learners to Remember. In H. D. Stolovitch, & E. J. Keeps (Ed.), Telling ain't training: updated, expanded, and enhanced, (2nd edition, pp. 99-120). Alexandria, VA: American Society for Training and Development Press.
State the relevance of learning transfer and environmental factors need for contextual transfer to take place:
Before any training can begin, it's important to identify whether or not training is necessary in the first place. A needs assessment should be conducted to identify: if any daily work-related tasks, or duties are being hindered, creating performance issues; if strategic planning to improve products, or services, have created a need for employee orientation to tactical systems and protocols; whether or not training is needed to improve employee skills and knowledge to efficiently perform work-related tasks; and finally, if training is required for company growth.
However, the goal of any training regimen is insuring that learners "transfer context" from what they have learned to work-related practices. Analyzing data collected from learner interviews and observations identifies if the learner has access to the resource tools, support systems, and opportunities necessary to utilize the new information. Then, designers can structure training content that is most appropriate for learner application.
Learning Objectives:
• State the relevance of learning transfer and environmental factors need for contextual transfer to take place.
• Identify cognitive strategies for enhancing learner retention.
• Discuss how "advance organizers" and "image-rich comparisons" impact the design and delivery of contextual transfer.
• Explain how the two strategies can improve upon specific environmental characteristics hindering learner transfer.
• Summarize how trainers should use cognitive strategies to design and deliver learner-centered instruction to insure optimal learning transfer.
Identify cognitive strategies for enhancing learner retention:
Various cognitive strategies aids learners in retaining information. Clustering (categorizing and grouping of similar ideas), Spatial (graphs and visual representations), Advance organizers, Image-rich comparisons, repetition and memory aids are readily used and adapted by "good learners" for positive learner transfer outcomes. However, these learning methods are utilized less frequently by "poor learners," and thus, less learner transfer occurs.
Discuss how "advance organizers" and "image-rich comparisons" impact the design and delivery of contextual transfer:
"Good learners," for example, would search instructional content for introductory information (Advanced organizers) that will help them organize and plan new learning materials. They would identify metaphors, analogies, and comparisons ( Image-rich comparisons) structured in learning content to bridge critical gaps in past and current knowledge. In short, instructional designers use "advanced organizers" and "image-rich comparisons" to enhance learning transfer by logically linking new learner content with prior knowledge and skill sets.
Explain how the two strategies can improve upon environmental characteristics hindering learner transfer:
Learning accommodations, lighting, curriculum schedule, duration of the training session, and assess to learner tools and equipment during training are examples of environmental characteristics that may hinder learning transfer (Noe, 2013). The most common, environmental factors impacting learner transfer are: support systems, on site resources and tools, and opportunity (Noe, 2013). However, cognitive strategies like "advance organizers" and "image-rich comparisons" help learners incorporate new knowledge with old, adapting learner knowledge to fit difficult work-related practices, despite these environmental complications.
Summarize how trainers should use cognitive strategies to design and deliver learner-centered instruction to insure optimal learning transfer:
Environmental factors, like; support, time, opportunity, accommodations, tools and equipment are possible hindrances to learner transference when lacking (Noe, 2013). Designers incorporate cognitive strategies into contextual design and delivery based on environmental factors hindering learning transfer (Noe, 2013). For example, "advance organizers" and "image-rich comparisons" are cognitive strategies trainers use to link relevant information with prior knowledge. It insures that learners remember and adapt to changes when resources, or the opportunity to utilize skills are periodically unavailable.
Additional Reference
Noe, R. A. (2013). Employee training and development (6th ed.). New York, NY: McGraw Hill.