Rocky Roads to Transfer: Rethinking Mechanism of a Neglected Phenomenon

Salomon, Gavriel; Perkins, David N.

doi:10.1207/s15326985ep2402_1

Cited by 854 publications

(555 citation statements)

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“…Managers' bear in mind what they need and the peculiar challenges they experience on the job and then use the training ideas as wanted antidote to surmount those challenges. The findings of this study are consistent with the perspectives of Salomon and Perkins (1989) who suggested two mechanisms for transfer of learning. They indicated 'low road' and 'high road' transfer as different, but related mechanisms for transfer.…”

Section: Customization Of Transfer: How Managers Transfer Trainingsupporting

confidence: 92%

“…They indicated 'low road' and 'high road' transfer as different, but related mechanisms for transfer. According to Salomon and Perkins (1989) low road transfer occurs automatically when the conditions in the work environment (transfer context) are similar enough to those pertaining to the training context. High road transfer, however, involves a conscious effort on the part of learners to seek out avenues and opportunities to transfer learned knowledge from training.…”

Section: Customization Of Transfer: How Managers Transfer Trainingmentioning

confidence: 99%

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Customization of Transfer of Training to the job: A Qualitative Study among Bank Managers in Ghana

Asumeng

2014

ijhrs

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Recent studies have presented transfer of training to the job as a dynamic process in which customization is perceived as an important aspect of the transfer process. In spite of its significance in affecting transfer intentions and behavior, the decision to engage in customization of transfer of training by trainees has not been adequately explained in the extant literature. For the purpose of espousing the importance of customization of transfer of training in the transfer process, the study was conducted to examine how managers in a bank transfer knowledge from training to the job. Twelve managers from a reputable bank in Ghana were in-depth interviewed following a recent training program they had attended. Thematic content analysis of the data showed that managers transfer training to the job through customization, that is, integration and adaptation of training information . Consistent with the theory on the dynamics of transfer, it was concluded that customization of transfer of training was the medium through which transfer intention is developed.Keywords: Customization of transfer of training, Transfer of training intention, Transfer of raining to the job, Managers, Training and development, Ghana.

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Section: Customization Of Transfer: How Managers Transfer Trainingsupporting

confidence: 92%

Section: Customization Of Transfer: How Managers Transfer Trainingmentioning

confidence: 99%

Customization of Transfer of Training to the job: A Qualitative Study among Bank Managers in Ghana

Asumeng

2014

ijhrs

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“…It capitalizes on the human capacity to see similarities and differences when the same process is applied in different settings and conditions. Future research may explore how such technologies can improve knowledge transfer by linking knowledge learned in school with knowledge gained from informal contexts [5]. Research may also examine how learners create context through interaction using technologies [6].…”

Section: Overviewmentioning

confidence: 99%

Future Research Directions for Innovating Pedagogy

Roschelle

Yarnall

Sharples

et al. 2016

Adaptive and Adaptable Learning

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“…Later, the same authors noted such transfer of learning was evident in the "sustained complex thinking" they observed in groups of students who were effectively engaged with their communities of learners (Brown & Campione, 1996, p. 261). A similar description of high road, or mindful, transfer was given by Salomon and Perkins (1989). In each of these cases, the researchers were describing a characteristic of high quality learning that was supportive of more extensive application of knowledge to novel situations.…”

Section: Stimulating Good Quality Knowledge Constructionmentioning

confidence: 99%

Framing the Features of Good-Quality Knowledge for Teachers and Students

Lawson¹,

Askell–Williams²

2012

Enhancing the Quality of Learning

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In this paper we have two concerns. First we consider the features used to describe good quality learning actions and knowledge representations. Our second concern is the need to develop students' knowledge of how to act, during teachinglearning transactions, in order to generate good quality knowledge representations.There is a convergence of views, at a broad level, about the character of good quality knowledge. Although there are frequent specifications of the features of good quality learning these discussions mostly do not build on one another so that a coherent representation of such learning is built up. There is therefore a need to consider further the characteristics of learning that are regarded as being of good quality. For this purpose we set out a framework based around six dimensions of good quality knowledge, namely, extent, well-foundedness, structure, complexity, generativity, and variety of representational format. In the final section of the chapter we advance arguments that point to the need to attend to the state of students' and teachers' knowledge about how to act, in strategic cognitive and metacognitive ways, in order to generate good quality knowledge representations.

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Rocky Roads to Transfer: Rethinking Mechanism of a Neglected Phenomenon

Cited by 854 publications

References 40 publications

Customization of Transfer of Training to the job: A Qualitative Study among Bank Managers in Ghana

Customization of Transfer of Training to the job: A Qualitative Study among Bank Managers in Ghana

Future Research Directions for Innovating Pedagogy

Framing the Features of Good-Quality Knowledge for Teachers and Students

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