This presentation is about the concept of learning transfer and its uses in training social workers. Based on experience as a teacher of social work in France and on French and international litterature, it was initially presented at the open university of Cyprus.

1. JohnWard,
Chercheur associé Laboratory « Pléiades », Université
Paris 13
jwardj@gmail.com
Adapted from a communication for the Open University of Cyprus October
2017 (Erasmus exchange – IRTS Montrouge Neuilly-sur Marne)
Transfer of learning in field placements :
towards an integrated approach

2. Author’s book on training social work
interns

3. Question for discussion
 How do trainees learn in placement settings ?

4. How do trainees learn in placements ?
 Field placements are often based on the assumption that
learning is transferred from the classroom setting or from
prior practice experiences to the placement
 What actually happens and what processes are involved ?
 Field placements are part of an “alternating” process of
learning built into the curriculum: How does this create
learning opportunities ?

5. How the field placement setting
contribute to transfer of learning :
 Can be of different kinds : “immersive” :“experimental” :
problem solving : project orientated : case orientated :
creative… etc… The nature of the placement will
determine the kinds of knowledge needed, the nature of the
learning experience and how prior learning is called upon.
 Field placements are valued for creating professional
identities. By offering professional “models” of practice they
contribute to a process of identification. The gap between the
starting point and adoption of the model must not be too
wide.

6. Theoretical Perspectives

7. Transfer of Learning: a central issue in
all forms of learning
 A simple definition - “Prior learning affecting new learning
or performance” (Marini and Genereux, 1995)
 Examples of transfer of learning :
 Learning Latin can help with French, Spanish and Italian
 Doing scales on the piano can facilitate learning to play Mozart’s
sonatas
 Simulating an interview situation in class enables acquisition of
interview technique in the field

8. Pre-requisites for transfer of learning
 active learning,
 within a “transactional” and/or “transformative” framework,
 taking account of learning styles of the learner

9. Transfer of learning applies differently
to different forms of knowledge
 “Declarative” knowledge needing abilities in
memorisation and ability to reason
 “Procedural” knowledge needing previous
experience of similar experiences and ability to
register progress in the procedure
 “Strategic” competences needing anticipation,
negociation, understanding of complex
phenomena and situations
 But… no strict rule as to how transfer works

10. Importance of « meta » competencies
All forms of learning transfer require
 “Meta competencies” as essential for understanding the
process involved : the learner must be aware that he/she is
calling upon learning, how and why
Part of the ability to transfer learning is related to emotional
issues and relationships with other learners and instructors
 Some thinkers consider this process of awareness as a
continuous and inherent part of experiential learning :
involving a “reflexive approach”

11. The learning process in a placement
involves
 A situation
 A learning task
 A learner
CorrespondinglyTransfer can be understood as a process of
 Reacting to a previous similar situation
 Prior conceptualisation of the learning task
 Abilities acquired by the learner in terms of flexibility,
aptitudes for practical reasoning, lateral thinking and
attitudinal norms

12. The process of learning transfer in
interview technique
Need to consider the learner, the situation and the
learning task - in two contexts :A & B
Two contrasting approaches :
 1) maximize proximity betweenA & B (focus on the
situation and/or the task using realistic pre formatted
simulation games)
 2) differentiateA & B but promote understanding and
self awareness (focus on the learner with open role
play and interpretative analysis)

13. No clear consensus about the advantages of
each approach :
 1 = probably best adapted to “situational
knowledge” - Eg how to obtain welfare benefit
 2 = probably best adapted to “incorporated”
knowledge (Le Boterf) Eg how to show empathy and
facilite expression of strong emotions

14. Some practical considerations for field
placements

15. Differences between field and
classroom from the individuals point of
view
 Field placements involve a process of professional
socialisation : a wholistic process
 Limited choice of learning situations -contingent upon
organizational aleas
 Learning goals are defined and negotiated in the last
instance by the trainee not by the curriculum designer or
by instructors
 Work ethic usually a given
 Competency in teaching not always required of
instructors

16. Some pitfalls observed in critical
situations in placements
Difficulty in identifying and recognizing prior knowledge
 Expectations based upon previous trainees
 Codes of communication considered as « natural »
 Difficulties in assessing the point at which to allow initiative
and autonomy
 Judgements based on character assessment rather than
evaluation of competence
 Preference among instructors for their own « model »
despite explicit indications from teaching institutes
 Mechanical or incomplet application of learning schemata
partially acquired in the classroom..

17. Remedies usually offered
 Use the placement contract as a three way process
 Increase communication between field instructor and
institutional tutors
 Ensure agreement on assessment criteria and procedures
 Recognition that learning is not linear and that learning can
be informal

18. Thinking about learning transfer can
help prevent and avoid issues like
these
 Field placements are part of an “alternating” process of
learning : If timing and preparation are allowed in
curriculum design “alternation” becomes

19. On an individual basis transfer of
learning can be facilitated by
 Attention to contractualised and progressive learning
goals
 Evaluation procedures independent of the process of
tutoring the intern
 Recognition of learning and instructing “styles”
 Recognition that practice instructors are also legitimate
to teach about conceptual matters and vice versa

20. Differences between field and
classroom –
 Engages individuals and organisations
 Learning transfer dependent upon how knowledge is
transferred within the organization
 It questions the process of co-operation in the workplace
requiring :
 analysis of the process of division of labour (bureaucratic, expertise based,
participatory)
 recognition of strategies of actors within the organisation
 and of professional cultures

21. Conclusion
 Partnership between institutes and workplace
organizations works best when all areas of the learning
process (both theoretical and practical) are shared
 Adopting an integrated approach to the “alternating”
process within the overall curriculum design can
facilitate transfer of learning by :
 Better recognition of existing competencies
 Maximizing potential created by earlier learning experiences
 Engaging the learner in a reflexive process of learning

22. Bibliographical sources
 Beard C.,Wilson J. P., (2006), Experiential Learning:A Best Practice
Handbook forTrainers and Educators, London, Kogan Page Publishers.
 Belton B., Frost S., (2010), DifferentiatedTeaching and Leaning inYouthWork
Training, Rotterdam, Sense publishers
 Cree,V.E. Macaulay, C. (2000)Transfer of Learning in Professional and
Vocational Education, London, Routledge, 2000.
 Knowles, M. S., (1950), Informal Adult Education, Chicago:Association
Press.
 Le Boterf G., (1994),De la compétence :essai sur un attracteur étrange,
Paris ; Éditions d’Organisation.
 Le Boterf G., (2003),Construire les compétences individuelles et collectives,
Paris, Editions d’Organisation.
 Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San
Francisco , CA: Jossey-Bass

23. Thankyou for listening