ISPI 99 Seconds: Interaction Strategy for "Other Languages" Participants

Of Course It Doesn't Transfer!

Jeanne Farrington, EdD, 99 Seconds Presentation

What IS Transfer?

Transfer is the application of knowledge that has been learned in one situation to a new situation. For example:

I did the new task in the classroom and now I am doing it for my job.
Or, I learned to use interviewing techniques when talking with candidates during job interviews and now I am using similar techniques when talking with subject-matter experts while conducting a front-end analysis.

The more novel the situation, the farther the transfer. (The more similar the situation, the nearer the transfer.) For example:

Near transfer: I did the new task in the classroom and now I am doing it exactly the same way for my job.

Far transfer: I learned to use interviewing techniques when talking with suspects and informants when I was a police officer. Now I am using similar techniques when talking with subject-matter experts while conducting a front-end analysis.

When the similarity between the structure of two tasks is clear to the performer, transfer can occur. The perception of similarity varies from individual to individual. For example:

For many people, if they know how to wash a car the similarity between that and washing a motorcycle or truck will be obvious and they will perform either of those tasks (if motivated to do so).
For some people, the similarity between using one word-processing application and another is not obvious enough to apply what they’ve learned about the first application to the second.

If I can do Task A and the structure and context of Task B is markedly similar, then I am more likely to attempt Task B.

If I have learned to use one e-mail program on a PC at one job and then I transfer to another company where they use a similar program on similar equipment that works similarly, then I will probably attempt to use the new program without training or other intervention.
If I have heard and used the word "friendly" only in the context of civilian life, it may not occur to me to use it to describe military activity, for example, "friendly fire."

What to Do?

You have to do more than make sure they can do it during training.

Provide support for anything they might not remember after the training: for example, job aids.
Make sure their manager knows what to support and how to support their new knowledge or skills.
Include the context for using the new K&S in your analysis and figure out if they actually can practice what they’ve learned on the job. (That there aren’t insurmountable barriers in the system.)
In addition, where what they learn and how they’ll apply it will vary, provide varied examples and practice so that they’ll be able to use their new K&S more widely.
Make sure that what they will know how to do, what they’re rewarded for doing, and the environment in which they’ll do it are all in alignment.

Why Doesn’t It Transfer?

Let us consider some reasons….

I Can Do It

But….

Possible Cause for Lack of Transfer

I learned it in class, but….

Nobody expects me to do it on the job.

Knowledge and job expectations (goals) may be out of alignment

My manager looked at me funny when I did it, so I’ll go back to the old way.

My perception of what my manager wants may not be in alignment with what I learned.

People will laugh at me (dislike me, etc.) if I do it.

Negative consequences for using the new knowledge

My coworkers will feel "shown-up" if I do it.

Negative social impact for using the new knowledge

We practiced it in class, but….

It’s faster or easier to do it the old way.

Maybe not enough practice, maybe it’s not the best way to do it.

I don’t remember how, maybe I’ll look up the new procedure later on (it’s in the binder on my shelf).

Could be a lack of perceived importance, under confidence, or a lack of practice

What we did in class worked there, but….

It doesn’t exactly match how we do it on the job.

May not fit into the existing system or procedures.

The problems we solved in class were all about sales and I’m in marketing.

Although the problems may be solved in the same or similar ways, the context may be unfamiliar. Research shows that in 90 to 95% of the cases where this is true, people do not spontaneously make the transfer.

Jeanne Farrington, Ed.D.
President, Redwood Mountain Consulting
408-448-6704
jeanne@redwoodmtn.com

Dr. Jeanne Farrington has over 15 years of experience in developing training programs and creating performance improvement initiatives. She has created a wide variety of programs for a variety of audiences, and she has taught instructional design and performance consulting to others. She has done this through coaching and mentoring sessions, by teaching in-house workshops, and in academic settings.

Jeanne has an M.A. in Instructional Technology from San Jose State and an Ed.D. in Educational Psychology and Technology from the University of Southern California. As an adjunct professor at USC she recently served as Local Advisor for their Human Performance at Work Doctor of Education program.

Jeanne is a published author on various topics related to performance improvement. She is co-author of From Training to Performance Improvement: Navigating the Transition, which was published by Jossey-Bass/Pfeiffer in March of 1999.

I Can Do It	But….	Possible Cause for Lack of Transfer
I learned it in class, but….	Nobody expects me to do it on the job.	Knowledge and job expectations (goals) may be out of alignment
	My manager looked at me funny when I did it, so I’ll go back to the old way.	My perception of what my manager wants may not be in alignment with what I learned.
	People will laugh at me (dislike me, etc.) if I do it.	Negative consequences for using the new knowledge
	My coworkers will feel "shown-up" if I do it.	Negative social impact for using the new knowledge
We practiced it in class, but….	It’s faster or easier to do it the old way.	Maybe not enough practice, maybe it’s not the best way to do it.
	I don’t remember how, maybe I’ll look up the new procedure later on (it’s in the binder on my shelf).	Could be a lack of perceived importance, under confidence, or a lack of practice
What we did in class worked there, but….	It doesn’t exactly match how we do it on the job.	May not fit into the existing system or procedures.
	The problems we solved in class were all about sales and I’m in marketing.	Although the problems may be solved in the same or similar ways, the context may be unfamiliar. Research shows that in 90 to 95% of the cases where this is true, people do not spontaneously make the transfer.