We often know the solutions to many of the problems we face but despite this the circumstances frequently remain the same. The reason many of them are not resolved is that we find difficulty in overcoming inertia; there is a lack of motivation; or perhaps there is the distraction of other more important things. Pfeffer and Sutton (1999) referred to this situation as the knowing‐doing gap.
This problem of knowing something but not changing our behaviour is common. For instance we know that too much chocolate or smoking are not good for us but changing our behaviour is difficult.
A similar problem is faced by both educators and trainers. We can often convey the information and encourage learning, but this is only part of the journey. John Ruskin the Victorian writer said that it is not what we know that counts but only what we do.
It is increasingly becoming important for educators and trainers to take responsibility not only for learning in the classroom but also for its transfer to the actual behaviour of the individual. Because of the increasing emphasis in further and higher education on vocational subjects there is a greater responsibility on the part of the educators to ensure that what is learned in the classroom is transferred to the workplace.
This book fills a gap in guidance about transfer of learning in tertiary education and is predominantly for educators and trainers in tertiary education. It draws from the areas of education, management and psychology to focus on adult learners in professional and vocational contexts.
The book has eight chapters and is structured into three main sections. The first covers the nature and issues of learning transfer. Key concepts, theories and approaches to learning transfer are presented to provide a conceptual understanding. Behavioural, generalisation, cognitive approaches and Gestalt theory are also included. In chapter three, the main principles of learning that relate to transfer are investigated.
There is often a degree of confusion about the meaning of transfer of learning and this book dispels some of this uncertainty. Helpfully, the authors incorporate the role of experiential learning, which draws together theory and practice.
The writing in the first section is quite detailed, contains numerous references and is a little mechanical. What is less clear is that the titles of most articles are not included in the list of references. The journal and page details for the articles are included but not the title although there are a few inconsistent exceptions.
The second section involves three case studies describing research conducted in New Zealand and the Cook Islands. In particular, the cases highlight the voices of the participants as a main focus in understanding the learning transfer process. The findings in one case study indicate that the key factor in facilitating the transfer of learning is to use a course design that employs experiential/action learning.
The final section focuses on the factors that facilitate transfer and give concrete examples of the process for learning in the future.
This book is a useful and helpful reminder to all trainers and educators of the importance not just of learning but the transfer and application of learning. The Transfer of Learning's preface and chapter one can be downloaded from www.gowerpub.com
