Learning, intention to transfer and transfer in executive education

Abstract

The main aim of this study was to understand the relationship between self‐reported ‘ intention ’ to transfer and self‐reported ‘ actual ’ transfer within a population of middle and senior executives on an executive education programme. A secondary objective was to consider the relationship between these qualitative self‐reports of intent and actual transfer and a quantitative measure of knowledge and skill acquisition immediately post programme. The focus is on ‘what’ is transferred as well as changes in behaviour rather than on identifying and measuring the strength of factors associated with the act of transfer. Practical tools as well as frameworks and ideas designed to foster a change of mindset were mentioned most frequently in terms of both transfer and intention to transfer, thus there was found to be a similar relationship between those aspects of a leadership development programme that participants have already transferred back in to the workplace and those they intend to transfer. In consideration of the secondary objective, the themes that received the largest number of nominations for transfer of learning were also comparable to the skills that gained the highest learning change scores on the questionnaire. It is postulated that the types of learning material used in the executive development programme adhere to four basic principles of learning: active engagement, limited but some prior knowledge, clear applicability back in to the workplace and the opportunity for repeated practice. The implications for programme design to maximize transfer of learning for middle and senior executives, focusing on these four principles, are discussed, along with the importance of executives autonomy in their working environment to facilitate the transfer (or intention to transfer) learning.