In a previous article, I wrote about how experiences from paragliding can be transferred to working life. This time, I’m taking a broader view and looking at how experiences across everything we do are actually connected.
Learning versus understanding
We often underestimate how much we actually know, simply because our experience comes from a different context. What we learn in one setting can often be applied in another—if we only see the patterns. Yet I’m still surprised by how many people struggle to transfer their own knowledge from one area to another.
In educational psychology, this is called transfer of learning—the ability to use what you’ve learned in a new context. Research shows that we rarely do this automatically. Our brains tie knowledge to the situation in which it was learned, and the more different the new situation is, the harder it becomes to recognize what can actually be reused. It’s called near transfer when the situations are similar, and far transfer when they’re very different—and that’s where most people fall short.
I believe much of the explanation lies in the difference between learning something and understanding it. Learning is often about repetition and memorization, while understanding is about seeing the underlying principles—the parts that can be applied regardless of the situation. The person who understands why something works can use the same logic somewhere completely different.
A good example of this is my article “Sales is like dating,” where I used human psychology from one arena—flirting—to shed light on dynamics in another—sales.
The point is that the mechanisms behind trust, chemistry, and attraction are the same, whether it’s in personal relationships or in business. When we start to see such patterns, learning happens on a deeper level. We realize it’s not just about technique, but about people—and that experience from one area can offer surprising insight into another.
Know the terrain
Whether you’re leading a project, running a shop, or flying a paraglider, it’s about understanding your surroundings before acting. The better you know the conditions—people, market, or environment—the better your decisions will be.
It’s about awareness. The one who understands the terrain knows when it pays to act and when it’s wiser to wait.
Learn by teaching
When you have to explain something to others, you understand it on a deeper level yourself. This applies to teachers, leaders, and colleagues alike. Teaching forces us to organize our thoughts, find the essence, and communicate it in a way that resonates. When we share knowledge, we build culture at the same time. Experience that circulates gets stronger.
Build trust
Experience is worth little without trust. In working life, it’s about trusting that people will do their job—and giving them the space to do it their way. Trust builds responsibility, and responsibility builds growth.
Transfer your learning
Many skills are universal, just disguised in different forms. A rundown sheet for a local radio show or podcast is really project management. A paragliding checklist is risk management. A restaurant kitchen is a coordinated team with clear roles and routines.
When we see the similarities, it becomes easier to transfer experiences and learn faster in new situations. Our brains love patterns. When we connect experiences from different areas, we form new connections—and that’s exactly where learning happens.
Find the balance
When we apply our experiences across different areas, we often find a natural balance between structure and flexibility. Those who dare to rethink old experiences stand more firmly when things change.
Transferring knowledge is about building on what you already know—just in a new context. Sometimes, the difference between stagnation and growth is simply the ability to recognize the pattern you already understand.
Read the full article here: How to transfer experience from one area to another.
- (Sources: Koedinger & Roll, “Learning to Think: Cognitive Mechanisms of Knowledge Transfer”; ERIC Journal, “Barriers to Transfer of Training,” 2010)
