Explaining the Lived Experiences of Organizational Training Experts on Zero Learning Transfer

Document Type : research article

Authors

1 تهران کریمخان ویلای شمالی مرکز آموزش مدیریت دولتی

2 رئیس گروه ارزشیابی آموزش مرکز آموزش مدیریت دولتی

Abstract

Aim: This study explores the educational factors contributing to zero learning transfer in governmental organizations. Zero learning transfer occurs when knowledge and skills acquired through training fail to translate into improved workplace performance, resulting in wasted resources and diminished effectiveness of organizational training programs.
Methodology: A sequential mixed-methods approach was adopted for this research. In the qualitative phase, the lived experience method and semi-structured interviews were utilized to identify educational factors influencing zero learning transfer. Insights from 12 organizational training experts, purposefully selected, were analyzed through open and axial coding. In the quantitative phase, a descriptive-survey method was applied. A researcher-designed questionnaire was used to evaluate and prioritize the qualitative findings based on the perspectives of training experts and managers. The data were ranked using the Friedman test.
Results: The results revealed that zero learning transfer in organizational training is shaped by several factors, including challenges in educational policies and structures, a lack of strategic and comprehensive approaches in training needs assessment, weaknesses in designing effective training programs, obstacles in training implementation, inadequacies in training content, trainers' limited knowledge and experience, and deficiencies in assessment and evaluation processes. These issues undermine the effectiveness of training and prevent the practical application of learned skills in the workplace.
Conclusions and suggestions: Addressing zero learning transfer requires forward-thinking, goal-oriented educational approaches that adhere to adult learning principles. Needs assessments should be continuous and adaptable to organizational and job-related changes. Training design and delivery must align with real job demands and accommodate diverse learning styles. Furthermore, training content should be practical, interactive, and relevant to real-world challenges. Trainers must be skilled in modern teaching methods and educational technologies, especially in virtual environments. Efficient resource allocation and utilizing evaluation results to drive continuous improvement are also critical.
Innovation and originality: This study uniquely focuses on educational factors and thoroughly examines their impact on zero learning transfer. A key innovation is the integration of organizational training experts' perspectives, ensuring findings are grounded in both practical experience and expertise. This blend of scientific rigor and professional insights sets this research apart from prior studies.

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References

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Journal of Educational Planning Studies
Volume 13, Issue 26
March 2025
Pages 245-270

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History

  • Receive Date: 19 January 2025
  • Revise Date: 03 February 2025
  • Accept Date: 23 February 2025

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