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How Leaders Can Get the Most Out of Formal Training: The Significance of Feedback‐Seeking and Reflection as Informal Learning Behaviors
Author(s) -
Sparr Jennifer L.,
Knipfer Kristin,
Willems Friederike
Publication year - 2016
Publication title -
human resource development quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.756
H-Index - 65
eISSN - 1532-1096
pISSN - 1044-8004
DOI - 10.1002/hrdq.21263
Subject(s) - transfer of training , reflection (computer programming) , psychology , formal learning , informal learning , transfer of learning , context (archaeology) , training (meteorology) , training and development , human resources , reflective practice , knowledge management , pedagogy , computer science , cognitive psychology , management , developmental psychology , physics , meteorology , programming language , paleontology , economics , biology
An important area for human resource development ( HRD ) research is the interrelated nature of different types of workplace learning. In our research, we studied feedback‐seeking and reflection as informal, proactive learning behaviors in the transfer of formal training in the context of global leadership development programs. Thus, we add to our knowledge about how learners can transfer and extend formal training into informal workplace learning. In a partially mixed‐method field investigation, we first explored triggers and characteristics, as well as the outcomes of feedback‐seeking and reflection. Second, we investigated their predictive and mutually reinforcing effect on transfer of training. Integrated results from a qualitative interview study (Study 1, n = 15) and a quantitative survey study (Study 2, n = 60, comprising n = 15 participants from Study 1 and n = 45 additional participants) support the hypotheses that feedback‐seeking and reflection are both relevant facilitators of transfer of training. In addition, Study 2 reveals that transfer of training was highest when both feedback‐seeking and reflection were high, supporting our interaction hypothesis. This research extends the understanding of the importance of informal learning activities following formal training. Based on our results, we advocate that learners in their posttraining phase be engaged in both feedback‐seeking and reflection to enhance their transfer of training. Further implications for human resource development research and practice are discussed.