Transfer by Design: Learning in the Flow of Work During Complex and Changing Times

Abstract

Rapid technological advancements and global disruptions, as witnessed in the COVID-19 pandemic, are driving an increasingly volatile, uncertain, complex, and ambiguous world of work. In-demand jobs change rapidly, as do the tasks within occupations and the tools, mediums, and environments in which work takes place. While these shifts present significant challenges, they also offer immense opportunities, necessitating that both new and existing workers develop adaptability and resilience. However, many traditional approaches to workforce learning require substantial time and resources, often emphasizing narrow, role-specific skills. These approaches vary widely in quality and can lead to unintended consequences, highlighting the need for more nuanced learning strategies. This dissertation comprises four independent yet interrelated studies conducted within two multinational consulting firms. Drawing on semi-structured interviews, Studies One and Two examine how individuals navigate modern apprenticeship programs. Study One identifies key pedagogical features of these programs in hybrid contexts, emphasizing learning through developmental relationships. Study Two highlights the networked nature of learning within modern apprenticeships and demonstrates that proximity to experienced mentors enhances apprenticeship experiences. Both studies underscore the importance of strong developmental relationships characterized by frequent communication, worked examples, and shared thinking. Studies Three and Four explore the experiences of mid-career consultants who frequently undergo rapid role transitions. Study Three, based on extensive interviews across two consulting firms, reveals that learning transfer, the ability to apply learning in one context to a novel one, is not an isolated process but a dynamic one embedded within interpersonal relationships, developmental contexts, and complex cultural environments. Study Four employs design-based research methods to identify features and behaviors that enable workers to transfer their existing knowledge, skills, and abilities to new contexts. It finds that the presence of pro-transfer features and behaviors in relationships with experienced mentors is associated with improved performance on transfer tasks and greater confidence in one’s ability to transfer learning. Together, these studies suggest that fostering adaptability and resilience in the workforce requires the intentional design, enactment, and sustainment of positive developmental relationships with experienced mentors in the workplace.