Dunn and Wilson scholarship project 1999: Changing roles, changing goals: transferring library technician skills beyond the library

Transferring the skills

There are alternate opinions on the ability to transfer skills and knowledge to different environments. It can be acknowledged, however, that the success of transfer will be linked to the proficiency level attained at the time of the initial development of the skills, knowledge or attitudes (Misko 1995 p15). For educators this emphasises a need to ensure that the opportunity exists, throughout a course, for continuing skills and knowledge consolidation and practice.

'Transfer cannot happen without teachers or trainers providing some signposts along the way. That is, drawing student's attention to how new information connects to existing knowledge and giving some guidelines as to how skills learnt in the classroom or training room can be transferred to problem solving in the work place.' (Misko 1995 p 26)

In addition Misko's study also identifies a range of other factors that contribute to successful skills transfer:

1. Motivation
2. Confidence
3. Task similarity and familiarity
4. Intellectual ability
5. Opportunity for practice

Whether an individual can undertake new roles will depend on a combination of all of these. There are no guarantees that can be applied across a broad spectrum and for the individual this reflects back to a responsibility to maintain and develop skills and knowledge continuously for ongoing and successful career opportunity.