Understanding The 3 Common Learning Transfer Mistakes
In the landscape of learning and development, it is essential to continuously evaluate our practices to ensure we deliver for the organisations we serve. Through years of experience with the Turning Learning Into Action™ (TLA) methodology, I have identified three common mistakes organisations make when it comes to learning transfer. As time passes they become even clearer, and on our recent webinar the audience concurred. Let’s explore these pitfalls and how we can address them to enhance learning outcomes.
1. Focusing on Content Rather Than Context
A prevalent mistake is the emphasis on content instead of the context in which that content is applied. It was from Peter Cheese (CEO of CIPD, UK) that I first heard the phrase ‘Content is King, Context is Kingdom. Context is This means that supporting learners in operating within their own context is critical for effective behaviour change and impact.
When we concentrate solely on content, we risk making the material irrelevant to the learners’ actual situations. And it’s not only relevance that becomes in the learning phase. It’s crucial in the application phase. It is important to recognise both the internal context (how learners perceive and relate to the learning using their own mental models) and the external context (the environment in which they will apply their learning). The key to successful learning transfer lies in aligning content with learners’ real-world applications, fostering curiosity, and encouraging creative thinking to unlock the context.
At the transfer phase, instead of inundating learners with additional materials or compliance-driven approaches, we should focus on helping them reflect on their individual contexts, internal and external. This will lead to more meaningful and sustained behaviour change.
2. Overemphasising Memory
The second mistake organisations often make is prioritising memory over meaningful reflection and application. While memory plays a role in learning, relying too heavily on it can be misleading. The popular concept of the “forgetting curve” may suggest that the inability to recall information leads to poor performance and lack of learning application; however, this overlooks critical factors that influence whether learners apply their knowledge.
Learning transfer is not merely about remembering facts or models; it involves deeper elements such as thoughts, feelings, values, beliefs, fears, and identity. These underlying factors significantly impact a person’s ability to implement what they have learned in their work environment.
Remembering is a start, but isn’t enough.
To improve learning transfer, organisations need to facilitate conversations around the emotional and psychological aspects of applying new knowledge. This approach goes beyond just ensuring that learners remember content; it focuses on fostering an internal context and mindset conducive to change.
3. Neglecting Behavioural Science
Lastly, there is often an overemphasis on brain science at the expense of behavioural science. While understanding neuroplasticity and psychological safety is important, we must not lose sight of the behavioural factors that drive change.
Self-determination theory and other behavioural theories provide valuable insights into how individuals behave and make decisions. And these decisions apply to learning application as much as anything. Research in behavioural science has grown significantly over the past two decades, offering frameworks for understanding motivation and engagement in learning.
It is essential to integrate both brain science and behavioural science in our learning strategies. By doing so, we can create a more comprehensive approach that addresses not only how people learn, but also how they can be motivated to apply that learning effectively.
In summary, addressing these three common mistakes—focusing too much on content over context, overemphasising memory, and neglecting behavioural science—can significantly enhance our approach to learning transfer. By shifting our focus towards understanding context, facilitating meaningful reflection, and integrating insights from behavioural science, we can foster environments where learning leads to real-world application and impactful results.
As we continue to navigate the complexities of modern learning environments—shaped by digital transformation, demographic shifts, and evolving workplace dynamics—it is crucial that we remain vigilant in refining our methodologies. Let us commit to creating learning experiences that have a robust transfer strategy that truly resonate with individuals and drive lasting change in our organisations.
If you need help creating or refining your transfer strategy, please get in touch. ‘We know our knitting’ as my mum would say 🙂
Photo by William Felipe Seccon on Unsplash