Factors influencing transfer of learning in the ICT sector. A conceptual framework

Abstract

Learning takes place constantly, including in workplace settings. Exploring which factors may facilitate or hinder the transfer of learning in the workplace may have implications on organisational performance. Following a review of the extant literature exploring factors that impact situated learning, and bi the Situated Learning Transfer Model emerged as a potential tool that may make learning processes more explicit. A qualitative approach using semi-structured interviews with 40 respondents from two ICT companies was used to collect data that would operationalise the Situated Learning Transfer Model. Deductive analysis using four overarching themes categories: (i) respondents’ perception of workplace learning, (ii) factors affecting transfer of situated learning at an organisational level will be noted, (iii) individual level in relation to how factors affecting the transfer of situated learning, and (iv) transfer climate was conducted. The findings support the Situated Learning Transfer model and indicate that the workplace is a rich, contextual environment where learning can take place. Factors that affect situated learning may be observed at the organisational and individual level with the support of an adequate transfer climate. The workplace provides a social context where individuals interact and learn from each other. This study focuses on this type of learning that takes place in situ. This paper is a first attempt to operationalise the Situated Learning Transfer Model which gives prominence to learning taking place at the organizational level and at the individual level within the work environment. There is considerable scope for situated learning to be placed at a strategic level to gain leverage and enhance organizational performance.