Learning transfer in organizations: An adaptive perspective centered on the learner and the development of self-regulation

Abstract

Learning transfer in an organizational environment is not only a key issue, it is also a concern; certain researchers claim that no more than 10∈% of training activities produce lasting results. One of the reasons for these poor results seems related to the fact that transfer is often viewed as a matter of reproducing and maintaining existing learning. In a constantly changing environment, such a perspective can quickly become synonymous with obsolescence. This article, therefore, focuses on an adaptive, differentiated approach for learning transfer which places the learner at the centre of the process. More specifically, it discusses the acquisition by learners of skills related to the development of self-regulation and metacognition in order to facilitate this adaptive transfer.