Far and creative learning transfer in management development interventions: an ecological triangulation approach to qualitative meta-synthesis

Abstract

This meta-synthesis utilized a sample of studies on organization-sponsored management development interventions implemented in United States, Canada, United Kingdom and European organizations. The sample of studies consisted of published articles in peer-reviewed journals and doctoral dissertations. This study explored the following question: What management development interventions have demonstrated what results, in terms of adaptive and/or creative transfer, with what learner characteristics, in what settings, and using what theoretical frameworks? There are three primary interpretations made based on this study. The first is that in order to attain higher (or deeper) levels of learning transfer, managers and their respective organizations must think differently. The second is that it may be beneficial to apply measures focused on the group and organizational units of analysis, and that are extended over the long term using a mixed methodology. Finally, knowledge and skills found at the lower levels of learning transfer (i.e., application) are easily trained utilizing formal methods. Higher levels or deeper levels of learning transfer, however, must be approached holistically and ecologically; that is, the "hard to train" skills are those found at the higher end of the transfer scheme (i.e., interpersonal skills) and involve cognitive, emotional, behavioral, and environmental factors.