Exploring the factors impacting knowledge transfer (in E.R.P training)

This project explores the factors pertaining to successful knowledge transfer from the classroom to the workplace in an Enterprise Resource Planning (ERP) context. The project explores the literature, both past and present and sets out to discuss what mechanisms could improve the process. The context of this study is set in organisational learning as applied to Enterpise Resource Planning software implementations. This type of study, with respect to ERP learning has not been explored before and hence the study is novel.
Various theories have been examined and reflected upon (to argue the case of knowledge transfer), and identify the factors that determine the transfer.
In this study, I consulted with my participant and conducted structured interviews to identify an area of complexity and challenge to the organisation. A need was identified to create a learning mechanism (termed as a job aid), that would assist in the knowledge transfer process I drew upon the content development theory to create a suitable prototype in an organisational setting, that serves to illustrate an example for considertion and adoption.. The prototypes were created and shared with the subject matter expert from the organisation and were assessed as a successful model upon which to base future learning interventions.
Knowledge transfer may be attributed not only to the key factors identified by various researched literature but could also incorporate the creation of an environment conducive to learning, and deep thought given to the introduction of revant knowledge transfer collateral at critical stages of an ERP programme. I therefore utilised the Grossman and Salas model, (within the confines of the study) to identify the factors that needed further development must be present in the training programme to aid in the adoption and usefulness of the prototype that I had produced for this ERP programme. Through a process of critical reflection I have increased my own knowledge and level of practice, and will embed this new level of understanding into future design and implementation programmes.
The study has created two learning interventions, that if adopted and used in conjunction with the identified environmental support factors could improve the rate of training transfer for this ERP programme. It is acknowledged that the previous studies conducted showed no congruency and hence present a challenge to identifying major factors in knowledge transfer.