Factors in the workplace environment that influence the transfer of learning in early childhood development learnership programmes in the Western Cape

Abstract

The literature identifies the importance of teaching for transfer as one of the most important goals in education. According to Broad and Newstrom (1992) transfer is the “effective and continuing application of the knowledge and skills gained in training. The end goal of training is not achieved unless transfer occurs” (p.15). The literature identified various factors that have an influence on the transfer of learning, but this study focused on factors in the workplace environment. The roles of principals (managers) and peers in reinforcing and supporting what practitioners have learned in the college classroom is seen as one of the main factors influencing transfer of learning (J. Kirkpatrick and W. Kirkpatrick, 2010, p.7). The study explored HRD perspectives in the literature which provided useful information on factors in the workplace environment which support the application of learning. The literature on adult learning and training in the workplace provided insights on learning as a social process – concepts such as guided participation and communities of practice linked directly to my research question on the role of principals and peers in supporting learning transfer in the ECD workplace.