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Trainees' Perceptions on Supervisor Factors That Influence Transfer of Training Sharon Fagan Walden University

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Trainees' Perceptions on Supervisor Factors That Influence Transfer of Training Sharon Fagan Walden University Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2017 Trainees' Perceptions on Supervisor Factors That Influence Transfer of Training Sharon Fagan Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Adult and Continuing Education Administration Commons, and the Adult and Continuing Education and Teaching Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Education This is to certify that the doctoral study by Sharon Fagan has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Olga Salnikova, Committee Chairperson, Education Faculty Dr. Dustin Hebert, Committee Member, Education Faculty Dr. Joanna Karet, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2017 Abstract Trainees’ Perceptions on Supervisor Factors That Influence Transfer of Training by Sharon-Lee Fagan MA, University of Phoenix, 1998 BS, Southern Illinois University, 1991 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2017 Abstract A midsize nonprofit blood bank organization is experiencing a high percentage of supervisors and managers not transferring skills taught in leadership development training programs back to the workplace. The purpose of this mixed methods, sequential, explanatory study was to understand the relationship between supervisor support or opposition and trainees’ perception on factors that influence transfer of training and to identify strategies to improve transfer of training in the organization. Baldwin and Ford’s Model of the training transfer process laid the framework for this study. Quantitative data were collected from trainees (N = 60) who attended leadership development programs between January 2012 and June 2014 and were analyzed using descriptive analysis, correlational analysis, and multiple regression. The correlation analysis indicated positive relationships between transfer of training and supervisor support. Qualitative data, collected during interviews (N = 8) that focused on trainees’ perceptions on how to enhance transfer of training in the organization, corroborated the quantitative results. According to thematic analyses of the interview data, supervisor support, training design, opportunity to use skills on the job, and performance coaching and mentoring have the potential to improve training transfer. Policy recommendations were created to increase transfer of training back to the workplace. The findings of the study could help supervisors and managers increase training transfer, which could improve the organization’s profits and create collaborative learning environments that benefit the participants and the communities where these participants live and work. Trainees’ Perceptions on Supervisor Factors That Influence Transfer of Training by Sharon Lee Fagan MA, University of Phoenix, 1998 BS, Southern Illinois University, 1991 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2017 Dedication This work is dedicated to my family. In loving memory of my father, James W. Chambers, Sr., you may be gone but not forgotten. I would like to extend a special thank you to both my wonderful husband Larry and my beautiful daughter Tiffany. You both believed in me and helped me persevere even when I was ready to give up. I will forever love you. And to my mother Lorraine Chambers, this has been a trying year and you are persevering against all odds. Acknowledgments I would like to give thanks to my husband and family all of whom assisted in this journey. I would like to thank my mother, Lorraine Chambers, for her assistance as well. Many thanks to colleagues and the support of the Walden faculty in getting this far in the process. I would like to thank Dr. Olga Salnikova, Dr. Dustin Hebert, and Dr. Joanna Karet for their support and guidance. Table of Contents List of Tables .......................................................................................................................v List of Figures .................................................................................................................... vi Section 1: The Problem ........................................................................................................1 Introduction ....................................................................................................................1 The Local Problem .........................................................................................................2 Rationale ........................................................................................................................5 Evidence of the Problem at the Local Level ........................................................... 5 Evidence of the Problem from the Professional Literature ..................................... 6 Definition of Terms........................................................................................................9 Significance of Study .....................................................................................................9 Research Questions ......................................................................................................11 Review of the Literature ..............................................................................................12 Theoretical and Conceptual Perspectives ............................................................. 13 Transfer of Training .............................................................................................. 17 Measurement and Evaluation ................................................................................ 22 Implications..................................................................................................................24 Summary ......................................................................................................................24 Section 2: The Methodology ..............................................................................................26 Research Design and Approach ...................................................................................26 Phase 1: Quantitative Methodology .............................................................................28 Setting and Sample ............................................................................................... 28 i Quantitative Data Collection Strategies ................................................................ 29 Phase 2: Qualitative Methodology ...............................................................................36 Setting and Sample ............................................................................................... 36 Qualitative Data Collection Strategies .................................................................. 38 Integration of Data .......................................................................................................47 Data Analysis Results ..................................................................................................47 Quantitative Data Analysis Results ...................................................................... 47 Qualitative Data Analysis Results ........................................................................ 56 Conclusion ...................................................................................................................63 Section 3: The Project ........................................................................................................64 Introduction ..................................................................................................................64 Rationale ......................................................................................................................64 Review of the Literature ..............................................................................................66 Support for Using a Position Paper ....................................................................... 67 Supervisor Support of Training Transfer .............................................................. 69 Training Design .................................................................................................... 71 Opportunity to Use the Skills on the Job .............................................................. 73 Performance Coaching and Mentoring ................................................................. 74 Project Description.......................................................................................................76 Potential Resources and Existing Supports........................................................... 77 Potential Barriers .................................................................................................. 78 Proposal for Implementation and Timetable........................................................
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