Problem-Based Learning

Transfer: The Bridge from Training to Performance Transfer of learning is the ultimate goal of training. Unless new knowledge and skills acquired in the training setting trans- late into new or improved job skills, the investment in training is wasted. Ideally, learners transfer most knowledge and skills acquired during training into improved job performance. In reality, transfer is very disappointing. “Most of the research on employee training clearly shows that, although millions of dollars are spent on training in the public sector, there is little empirical evidence linking training to improved job behavior or employee attitudes” (Haskell, 2001, p. 5).

Successful learning as evidenced by attending a training event or even passing a test is not the same as successful trans- fer of learning as evidenced by improved job performance. It’s an unwarranted assumption to equate training participation or even learning outcomes with job performance improvement. In the global economy, competitive advantage relies on innovation. Innovation in turn is the result of creative and critical thinking. While we often use these terms interchangeably, I like the distinction made by Mayer and Wittrock (2006): “Creative thinking involves generating ideas that could be used to solve a problem, whereas critical thinking involves evaluating ideas that could be used to solve a problem” (p, 288, emphasis mine). Both forms of thinking are important to innovation and both lead to far transfer. What are the different forms of transfer and how can each form be optimized in training and in organizational environments? Those are the questions addressed in Chapters 11 and 12. Because the topic of transfer is fairly extensive, this chapter will deal with the psychological basis for transfer. It will set the stage for Chapter 12, in which I describe the instructional methods proven to promote transfer

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