Using a contextual problem solving training model to facilitate learning transfer in manager-leaders

Abstract

The present study was conducted to determine to what extent knowledge and skills acquired using the Contextual Problem Solving Training Model would be successfully transferred to the job. An existing behavior change model/process was adapted and used to enhance a specific leadership quality. It was hypothesized that the intervention would positively affect learning transfer in manager-leaders in the short, intermediate, and long term, and also that the Learning Transfer System Inventory Specific Scale scores would be high immediately after the intervention and remain high 60 days post intervention. Three mid-to-upper level manager-leaders from a large U.S. company participated in a multiple baseline single subjects design to investigate the dynamics of behavior change and learning transfer. They were observed before the intervention to establish a baseline and five times after the randomly introduced intervention to assess the degree of learning transfer. The active independent variable consisted of three aspects. The first was the intervention or training. The second was follow-up coaching, which provided participants on-going training, support, and performance feedback. The third, which contributed to motivation, was supervisor support and opportunity to use learning. The results indicated learning transfer had occurred with all three participants. The observations of target behaviors revealed increases over the baseline ranging from 239 to 534% for the short term post intervention period, 416 to 833% for the intermediate term (30-day) observation, and 555 to 1180% for the long term (60-day) observation. The Learning Transfer System Inventory (LTSI) scales, given immediately after the intervention, were substantially higher than the national averages on 5 out of 11 scales specific to training, including Personal Outcomes/Positive; Personal Capacity for Transfer; Perceived Content Validity; and Opportunity to Use Learning. The LTSI at 60 days remained higher than the national average on the above scales and became higher on Motivation to Transfer Training and Transfer Design. The findings support the methodology and model developed to increase potential for learning transfer.