ABSTRACT
The ultimate goal of any learning intervention is what happens after the intervention has been completed. In other words, one needs to think of learning with learning transfer in mind. Chapter 5 on transfer of learning focuses on three main issues. First, frameworks for understanding the concept of transfer are provided. In addition, a model for understanding the person, design, and work environmental factors that can impact transfer is described. The second section emphasizes the importance of how to design learning environments to facilitate learning and transfer. In particular, this section identifies a set of learning principles that need to be considered when designing a learning intervention that have been found to affect the level of learning, retention, and the extent of transfer of those knowledge and skills to job behavior and performance. Third, the person and work situational factors that have been found through empirical research to facilitate or inhibit transfer are described. The evidence for the effectiveness of planned interventions prior to or after a learning opportunity to facilitate transfer are discussed. For example, the role of implementation intentions in facilitating transfer is highlighted. The point of Chapter 5 is to emphasize the importance of enhancing the probability of transfer through the incorporation of best practices prior to, during, and after the learning opportunity.
