Therefore, the transfer of learning has to be systematically planned before training is
conducted, during training and thereafter. This has to involve learners, trainers and su-
pervisors. Usually action plans or transfer plans described activities and tasks to be done
at different periods, the role of learners, supervisors, co-workers and even trainers as a
follow-up exercise. Creating an enabling transfer climate for learners is one of the key
pre-requisites for the effective transfer of learning. Enos et al. (2003) say that transfer
climate is made up of perceptions and interpretations of conditions and processes within
the organisation which promote or inhibit transfer. The implication here is that if there
are perceived difficulties in the working environment, such as a non-supportive organ-
isational structure, culture, lack of tools and equipment, lack of incentive to perform,
lack of learning enforcement mechanisms or any other barrier, the transfer of learning
will be limited. Therefore, investments in transfer of learning through creating an ena-
bling environment are as important as the training itself.
Career development
Theoretical perspective
There are many models that guide the understanding of career development. However,
all of them are centred on individual motivation to pursue certain career paths and pro-
active approaches to learn and adapt to new situations within the changing environment
in one lifetime (Carbery & Garavan 2007). However, one cannot lose sight of the excel-
lent work done by Edgar Schein in developing the career anchor theory (Schein 1996).
According to Schein, career anchor is a personal attribute that enables an individual to
make career decisions and stick to them even under difficult career circumstances. In
this regard, there are eight career anchors, which are:
- Security. Job security is one of the criteria people use to pursue certain job careers.
For example, in developing countries, one of the reasons why many people chose to
pursue career in the public service as compared to private sector is security of tenure
and a clear career path. - Autonomy. Some kind of autonomy in performing work is intrinsically rewarding.
This also explains why some individuals may prefer self-employment. - Technical and functional competencies. Mastering ones job is itself rewarding
because it creates a sense of recognition and status from colleagues and the
management. Therefore, a person may have desire and the motivation to achieve the
highest levels of technical and professional competencies in a particular field and
hence grow along that career. - Creativity. Some people are more creative than others and when they are exposed to
jobs that are routine, with less opportunity to manoeuvre, they become bored and are
likely to change career given an opportunity. - Feeling a sense of service to others. Some jobs give employees less exposure to the
recipients of their services, the consumers. This is typical of scientific careers where
a person may be tied to a laboratory for hours, months and years. Persons with the
urge to serve others may not find such jobs attractive enough like, let’s say, a social
worker or a teacher. - Challenging job. Some careers pose more challenges than others. I remember that
when I was doing my ‘O’ level studies, some students felt great when they could
solve complex questions in additional mathematics, physics and chemistry. In fact,
other subjects such as history and languages were seen as less challenging and