Transfer of learning from executive education programs in developing economies: the key role of motivation

摘要

As companies demand a greater return for their investment in executive education, transfer of learning will come under closer scrutiny. In practical terms, this paper pulls in the seven elements highlighted in the conceptual model that can have a bearing on transfer of learning. Improving pre-program conditions is possible through a well-designed diagnostic study which highlights elements that lead to superior performance at work, as described by organizational members. The diagnostic study can reveal a compelling vision of the organization at its best which of itself can motivate new behavior. This paper recommends that the diagnostics be led by the team responsible for program design. Diagnostics should endeavor to capture the values and culture of the organization through a three-tier exercise: 1. An expectation mapping exercise with potential candidates to vouch safe training needs identified by HR. 2. A focus group discussion with managers of participants to understand job descriptions, role implications and what the program will endeavor to achieve. 3. Discussion with facilitating groups like the HR/L&D team to check if the organization has a climate that is conducive to transfer of learning. It is worth noting that EEPs have turned the spotlight of inquiry not only on business but also on the participating executives. The executive is an ever-changing person in the organization who will perform many roles during their lifetime. Therefore, the focus of executive education must also shift to each individual's performance, their career and subsequent business performance. It is therefore imperative that the diagnostic report keeps motivation to transfer as the centre piece and aligns factors pertaining to individual, training design and transfer around it. To ensure feasibility, the diagnostic report must strike a fine balance between individual-centric and competency-centric approaches. The diagnostic report should also suggest a program design that will encourage increased effects of facilitating factors and reduced effects of inhibiting factors. The conceptual model proposed through this paper and the recommendations suggested should help organizations with the first few but important steps in transfer of learning. The framework could also provide an opportunity for more detailed research to check if motivation to transfer is a factor that plays a significant role across short-term, long-term, general management and/or leadership training in EEPs.