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Developing the Model for Optimal Learning and Transfer (MOLT) following an evaluation of outdoor groupwork skills programmes

Sam Joseph Cooley (University of Birmingham)
Jennifer Cumming (School of Sport, Exercise and Rehabilitation Sciences, College of Life and Environmental Sciences, University of Birmingham, UK)
Mark J. G Holland (School of Physical Education and Sport Studies, Newman University, Birmingham, UK, B32 3NU)
Victoria E Burns (School of Sport, Exercise and Rehabilitation Sciences, College of Life and Environmental Sciences, University of Birmingham, UK)

European Journal of Training and Development

ISSN: 2046-9012

Article publication date: 16 February 2015

Abstract

Purpose

This paper aims to evaluate the perceived efficacy of outdoor groupwork skills programmes for the undergraduate and postgraduate students, and the factors that influence its success. It also illustrates the use of Kirkpatrick’s (1994) 4-level model of training evaluation as a framework for qualitative investigation of learning and transfer, from the perspective of key stakeholders.

Design/methodology/approach

Over 24 hours of recorded data were collected using a video diary room, one-to-one interviews and focus group discussions. Participants were current students (n = 66), alumni (n = 12), outdoor education instructors (n = 6) and academic staff (n = 5). The data were transcribed, and then analysed by conducting conventional content analysis. Prolonged engagement, triangulation, peer debriefing and referential adequacy were used to establish the trustworthiness and reliability of the analyses.

Findings

Outdoor groupwork skills programmes were widely viewed as being effective for developing interpersonal skills, attitudes and knowledge that were then further developed and applied during degree courses and later in the workplace. Four of the main perceived benefits were increased social integration amongst peers, academic success, personal development and employability. A range of psychological and environmental factors were reported to influence the extent of skill development and transfer, and are presented in the Model for Optimal Learning and Transfer.

Practical implications

This study supports outdoor groupwork skills programmes as an effective method of groupwork skills training during higher education, and offers recommendations for promoting learning and transfer following training courses.

Originality/value

This is the first study to systematically evaluate the long-term impact of outdoor groupwork skills programmes in higher education. A novel methodological approach is also demonstrated, which can be replicated in other contexts of training evaluation.

Keywords

Acknowledgements

Funding was received from the Higher Education Academy and University Birmingham Sport (UBS). Although the outdoor education centre is funded by UBS, the research was designed, conducted, analysed and written by independent researchers; the funding sources had no direct involvement in the research or preparation of this article. The authors would like to thank manager Norman Beech and his team at the Raymond Priestley Centre for their cooperation with data collection.

Citation

Cooley, S.J., Cumming, J., Holland, M.J.G. and Burns, V.E. (2015), "Developing the Model for Optimal Learning and Transfer (MOLT) following an evaluation of outdoor groupwork skills programmes", European Journal of Training and Development, Vol. 39 No. 2, pp. 104-121. https://doi.org/10.1108/EJTD-06-2014-0046

Publisher

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Emerald Group Publishing Limited

Copyright © 2015, Emerald Group Publishing Limited