Increasing the Transfer of Learning

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There are many different ways to increase the transfer of learning. Noe (2010) identifies three key ways to do this. The first is that there needs to be identical elements. That is to say, the training needs to mirror the real work situation. The second is that there should be stimulus generalization. What this means is that the knowledge will be learned better if it is taught in a way that highlights general principles that can be applied to many different situations. The third is cognitive theory, which highlights that cognition will improve if the material is meaningful. More meaningful data is stored more effectively by the brain. Thus, working in real world situations is positive, especially if the work is meaningful and there are takeaways that can be applied to other situations. There are also some obstacles to learning. Noe (2010) notes three key ones. The first is working conditions such as time pressures, inadequate equipment or few opportunities to use skills, or an inadequate budget. This highlights the importance of resources people need to be set up to succeed. The second obstacle is a lack of peer support. If peers do not encourage the acquisition of new skills on the job, this will serve as an obstacle to learning. Negative peer influences can have people thinking that learning and training is a waste of time, so toxic members of the peer group should be removed to improve training for the entire organization. The third obstacle that Noe (2010) identifies is
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