Conclusions

Chapter

Abstract

Generally, in the empirical studies of this volume, a need for the further development of theory-based concepts with respect to ensuring and evaluating the transfer of learning in organizations is identified:
  • This is manifested on the process level first. Coherent transfer concepts or the entire process of ensuring and evaluating the transfer of learning, which starts before a further education or training measure and ends after a measure of that kind, must be developed.

  • Secondly, on the structural level there is a need for a process that will integrate the factors learner, training, and working environment into each specific model to foster the transfer of learning. In this connection, it is shown that the organizational context, the working environment, seems to be the factor that is given the least consideration in ensuring the transfer of learning.

  • Thirdly, on a didactic level, ensuring the transfer of learning in organizations requires concepts that are valid both from a theoretical standpoint and from the perspectives of intervention and implementation. From the theoretical perspective the relevant theory that is based on the further training measure or the training must be selected. From the intervention standpoint, the targeted theoretically substantiated measure must be specified and the implementation deals with the effectiveness of the manner in which the intervention is carried out.

References

  1. Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind (3rd ed.). New York: McGraw Hill.Google Scholar
  2. McAdams, D. P., & Pals, J. L. (2006). A new big five. Fundamental principles for an integrative science of personality. American Psychologist, 61(3), 204–217.CrossRefGoogle Scholar

Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  1. 1.Friedrich Schiller University of JenaJenaGermany

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