This is the motivation for transfer learning.
NISP-95 workshop on "Learning to Learn" had a special session that discussed the fundamental motivation behind transfer Learning.
The results are discussed in terms of the implications for theories of achievement goal motivation, knowledge transfer, and instruction.
Data were collected on three outcome variables (learning, individual performance, organizational performance) and three mediating variables (motivation to transfer, training design, organizational climate) at three time measures (pretraining, post-training1, post-training2).
This is because the motivation for transfer learning is to improve performance for a target task when faced with little or no labeled data thus this organization is intuitive as one must select an appropriate algorithm based on one's available resources.
High job involvement increases the motivation to transfer learning to the work setting [ 30].
Unfortunately little attention is given to the role of motivation in transfer (Perkins & Salomon, 2012; Pugh & Bergin, 2006).
Furthermore, consistent with training research, we argue that it is critical for training to include a design that fosters motivation to transfer the training content to the job (e.g., [ 16, 17]).
For example, students state that repetitive studying of the subject increases retention of knowledge to a greater extent than stricter assessment, and teaching in context enhances motivation and transfer.
And, frankly, there have been far worse motivations for transfers before, so we're all for that.
