Workplace learning. A proposed typology to facilitate transfer from situated learning

Abstract

Learning is a phenomenon that takes place constantly. It is envisaged that capitalizing on its effects to possibly enhance performance is a desirable outcome for organisations. Following the introduction of the Situated Learning Transfer Model, and a review of the relevant literature, a new typology emerged. One of the primary aims of the proposed typology is to make informal learning visible and arguably more transferable. This could possibly be a step to support transfer from situated learning to the workplace. The typology identifies the contextual factors that can potentially enhance or inhibit transfer from situated learning. To date, research in the area of learning focused mainly on formal learning. The proposed typology could make a valid contribution to research, policy and practice through its focus on informal learning. It must be noted that transfer of learning climate is heavily embedded and, to a large extent, implicit in the typology through different elements that constitute the workplace environment directly and indirectly. The typology may pave the way for new opportunities to capitalize on learning through the consideration of three main factors, namely, instances of learning, organisational enhancers of transfer from situated learning, and contextual elements. Through the proposed typology it is hoped that this theory building exercise can help fellow researchers to pursue their projects in further understanding learning and its management in organisations. Further research is required to refine and test the typology.