Learning for the Twenty-First Century: Maximising Learning Transfer from Learning and Development Activity

Abstract

This article builds on the learning gathered from the evaluation of a Scotland-wide child protection training programme. Based on Kirkpatrick's four-level framework, the study aimed to evaluate the impact of the learning programme on the practice of participants in the workplace. The study prompted the authors to examine the literature on maximising learning transfer across a range of occupations. This literature is discussed in the light of the findings from the evaluation and the experience of the authors in designing and implementing continuous professional development programmes in social services.

The practice of inspection, monitoring and audit seems to have impacted negatively on staff's willingness to participate in data collection, and coupled with what appeared to be confusion about data protection legislation, the perceived burden of audit and inspection has significant implications for research and evaluation activity.

Suggestions are made for the future design, delivery and evaluation of learning and development activity, and the role of managers is explored in relation to their responsibility for preparation, support and follow-up of workplace learning.

Keywords:

• Continuing Professional Development
• Knowledge Transfer
• Staff Training and Development
• Children and Families Services

Notes

^[1] For example: the Report on the death of Kimberley Carlisle (London Borough of Greenwich, 1987); Review of Serious Case Reviews (Sinclair and Bullock, 2002); Report on the death of Victoria Climbie (Laming, 2003); etc.

^[2] See Department of Health (1995), Messages from Research, and It's Everyone's Job to Make Sure I'm Alright, Edinburgh: Scottish Executive.