Understanding learning transfer in employment preparation programmes for adults with low skills

Abstract

This Canadian study investigated how the transfer of learning occurred in an employment preparation programme for adults with low literacy skills using a multi-site case study research design. Four different programmes involving trainees, instructors and workplace supervisors participated in the investigation. Results indicated that the transfer of learning occurs through various life roles that adults enact while participating in the programme; the Essential Skills of computer literacy, oral communication, and continuous learning are the guideposts for transfer and the time/role model of learning transfer helps explain the different instructional strategies used in the classroom and the workplace. The findings shed some light on how sociocultural learning develops in adult literacy groups destined for the workforce and the importance of the tri-partnership of the instructor, trainee and workplace supervisor.

Safety training transfer: The roles of coworkers, supervisors, safety professionals, and felt responsibility.

“…In a recent literature review on safety training, Burke and Sockbeson (2016) emphasized the need for research to understand the role of demographic variables in the conduct and transfer of safety training. In fact, most of the empirical evidence on the TT has been conducted with employees with higher education and little has been done from the perspective of low-qualified employees, despite their being the larger segment of the workforce (Muse & Pichler, 2011; Taylor et al, 2009). Some authors have suggested that educational level, like other demographic variables, may underlie different responses to the characteristics of transfer systems (Chen et al, 2006).…”

“…Most of the empirical evidence on the TT comes from employees with higher educational attainment (Taylor, Ayala, & Pinsent-Johnson, 2009; Taylor, Evans, & Pinsent-Johnson, 2010), but little has been done from the perspective of the low qualified, despite representing a large part of the workforce. However, there are signs that the educational level may have an influence in the workers’ perceptions of the social dimension of the workplace and in the TT (Chen, Holton, & Bates, 2006; Michael, Guo, Wiedenbeck, & Ray, 2006).…”

Use of conceptual models in self-evaluation of personal competences in learning and in planning for change*

“…Provision of learning support, encouragement and meaningful feedback often happen through a communication process that facilitates a culture of collaboration and information sharing (Slotte et al ., 2004) and provides transfer (Taylor et al ., 2009) and recontextualization (Evans et al ., 2010) of learning between work and educational settings. van der Veen (2006) notes that communication is more effective and meaningful if its participants are autonomous and creative thus underlining the links between communication on the one side and creativity and autonomy on the other side.…”

“…The literature review allowed us to draw on the importance of both confidence and communication as key concepts of adult learning that are closely related to personal competences. Communication as a means of ‘learning transfer’ (Taylor et al ., 2009) has its various aspects and manifestations, which relate to concepts such as listening (Brunner, 2008), knowledge sharing (Mei et al ., 2004; de Vries et al ., 2006), understanding (McClain, 2002), problem solving (Breen et al ., 2005) and collaborative learning (van der Veen, 2006). Kontiainen's DCA method (Kontiainen, 2002) 1 suggests a method that can be used to analyse adult learning concepts by defining relationships between them, which appear in the so‐called information matrix.…”

Learner Success Stories: What Constitutes, and Contributes to, Success in Tertiary Vocational Training Courses?

“…In this research into what constitutes and contributes to success, learners' abilities and awareness of these matters were explored. The adult learner was the key informant and the focal point of the study, as was suggested by Taylor et al (2009). Coben (2005) recommended more research in areas identified as priorities by learners and practitioners.…”