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Improving transfer of leadership training from the classroom to the corporate environment within the private sector in Saudi Arabia

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Improving transfer of leadership training from the classroom to the corporate environment within the private sector in Saudi Arabia

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Improving Transfer of Leadership Training from The Classroom to The Corporate
Environment Within the Private Sector in Saudi Arabia

Hisham A. Dabbagh

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

May 2023

© Copyright by Hisham A. Dabbagh 2023
All Rights Reserved

The Committee for Hisham A. Dabbagh certifies the approval of this Dissertation

Patricia E. Tobey
Issam A. Ghazzawi
Robert A. Filback, Committee Chair

Rossier School of Education
University of Southern California
2023
iv
Abstract
This research study aims to investigate the need and ways to improve the transfer of leadership
training from the classroom to the corporate environment within the private sector in Saudi
Arabia. To meet these objectives, two important research questions have been established to
identify knowledge, motivation, and organizational influences on the successful transfer and
implementation of knowledge from the corporate training classroom to organizational practice.
Second, resulting recommendations to improve knowledge transfer and training and
development initiatives being implemented in Saudi Arabian organizations will be uncovered.
The research questions have been answered by undertaking a qualitative study using one-to-one
interviews and surveys from professionals and managers at organizations in the Kingdom of
Saudi Arabia. The data is collected using the conceptual framework of the study based on Clark
and Estes’s gap analysis framework. Key findings showed mixed findings about organizational
influence as a support for the transfer of knowledge for the participants interviewed and
surveyed. In light of the findings, the key recommendations provided to the organizations have
been to create an environment of open communication, develop training conducive to business
policies and practices, and create policies so that the learned negotiation, conflict resolution,
problem-solving, and time management skills be transferred to the organizational, support from
immediate supervisors to employees and make training content and manuals interesting.

v
Dedication
To my wife, Dalal, words cannot express my gratitude for your unconditional love and support.

To my parents, I could not have achieved this without your prayers, love, and encouragement.
Special thanks to my in-laws who empowered me to recognize and believe that I could be
anyone I wished to become. To the importance of the pursuit of higher education.

To my children. Thank you for your patience and understanding.
vi
Acknowledgments
I am deeply grateful to the members of my dissertation committee. Dr. Robert Filback
provided me with clear guidance early on in the dissertation process. He kept me on track with
his timely feedback throughout the entire research journey. Dr. Patricia Tobey provided excellent
guidance and feedback during the proposal defense. Finally, Dr. Issam Ghazzawi provided useful
feedback during both the proposal defense and the final defense. I am grateful to all my
dissertation committee members for taking the time out of their busy schedules to guide me
throughout this research process. I owe a debt of gratitude to all of the Rossier faculty members
to whom I had the privilege of learning during this exceptional educational program.
I had the privilege of sharing classes with dedicated students who were incredibly
talented and diverse, and I am particularly grateful to Cohort 18, all of whom enriched my
learning experience. I owe many of my fellow students’ gratitude for their support,
encouragement, and motivation.
Finally, I must acknowledge my wife, Dalal. Her unwavering support and love allowed
me to pursue this educational journey and overcome all the obstacles that came my way in
obtaining this doctoral degree. I would not be here without your support and encouragement.

vii
Table of Contents
Abstract ..................................................................................................................................... iv
Dedication .................................................................................................................................. v
Acknowledgments ..................................................................................................................... vi
List of Tables .............................................................................................................................. x
List of Figures ........................................................................................................................... xi
Chapter One: Overview of the Study........................................................................................... 1
Purpose of the Study ....................................................................................................... 3
Statement of the Problem ................................................................................................ 3
Overview of the Theoretical Framework ......................................................................... 3
Significance of the Study ................................................................................................ 4
Methodology ................................................................................................................... 6
Definition of Terms ......................................................................................................... 6
Organization of the Study ................................................................................................ 8
Chapter Two: Review of the Literature ....................................................................................... 9
The Impacts of COVID-19 on the Saudi Arabian Economy ............................................. 9
Pandemic and Vision 2023 ............................................................................................ 10
Leading Learning Modalities in Saudi Arabia................................................................ 24
Best Practices for Transfer of Knowledge ..................................................................... 26
Future Corporate Training Challenges and Opportunities in the Kingdom of Saudi
Arabia ........................................................................................................................... 35
Recommendations for Further Study ............................................................................. 39
Theoretical Framework ................................................................................................. 40
Chapter Three: Methodology .................................................................................................... 59
Research Questions ....................................................................................................... 59
viii
Overview of Design ...................................................................................................... 59
Research Setting............................................................................................................ 61
The Researcher ............................................................................................................. 61
Data Sources ................................................................................................................. 62
Participants ................................................................................................................... 62
Data Collection Procedures and Instrumentation ........................................................... 64
Data Analysis ................................................................................................................ 65
Validity and Reliability ................................................................................................. 65
Ethics ............................................................................................................................ 66
Limitations and Delimitations ....................................................................................... 67
Chapter Four: Results or Findings ............................................................................................. 68
Participants ................................................................................................................... 68
Description of Influences .............................................................................................. 70
Discussion of Key Findings ........................................................................................... 72
Survey Responses: Motivation Influences ..................................................................... 78
Survey Responses: Organization Influence .................................................................... 86
Survey Responses ......................................................................................................... 92
Summary....................................................................................................................... 95
Chapter Five: Discussion .......................................................................................................... 97
Discussion of Findings .................................................................................................. 97
Recommendations ....................................................................................................... 103
Implementation Plan ................................................................................................... 105
Limitations of Research............................................................................................... 108
Implications for Future Research ................................................................................. 108
References .............................................................................................................................. 110
ix
Appendix A: Training Transfer Evaluation Questionnaire and Survey .................................... 136
Appendix B: Semi-Structured Interview Protocol ................................................................... 139
Start of the Interview ................................................................................................... 139
At the End of the Interview ......................................................................................... 139

x
List of Tables
Table 1: Knowledge Influences ................................................................................................. 50
Table 2: Motivational Influences ............................................................................................... 55
Table 3: Organizational Influences ............................................................................................ 57
Table 4: Data Sources ............................................................................................................... 60
Table 5: Participants Profile ...................................................................................................... 68
Table 6: Assumed Knowledge Influence and Interview Data Findings ...................................... 72
Table 7: Assumed Motivation Influence and Interview Data Findings ....................................... 79
Table 8: Assumed Organization Influence and Interview Data Findings .................................... 88

xi
List of Figures
Figure 1: Gap Analysis 42

1

Chapter One: Overview of the Study
As the world grapples with public health challenges and economic uncertainties wrought
by the recent COVID-19 pandemic, Saudi Arabia is undergoing a carefully planned and executed
transformational stage called Vision 2030. The aims of the program are to strengthen its
economic capacity and decrease dependency, such that the traditional reliance on the export oil
and gas industry is being substituted by the development of other industrial and service
industries. In addition, the Saudi government has employed Saudization, under which the
government’s aim is to enhance the quality and productivity of human resources and encourage a
greater number of Saudi citizens to enter the private sector workforce (Ali, 2022). As of March
2022, the population in Saudi Arabia was estimated at 35.84 million (World Bank, 2021). Of this
population, it is estimated that more than 70% of the population works in the private sector
(KPMG, 2019). However, the majority of jobs in these private firms are held by expatriates,
estimated at 80.4% (The Saudi Arabian Monetary Authority, 2019).
Together, Vision 2030 and Saudization focus not only on the economy but also on
society and culture. One major area of focus, for example, is to use these initiatives to increase
the number of leaders from more diverse sectors and social classes, including increasing
participation by female Saudi citizens. Saudization requirements are already being implemented
in some business sectors. Such pressures in the labor market raise the importance of identifying
existing needs as well as barriers in corporate training and development to enhance the
effectiveness of the Saudi human resource pool.
However, like other countries in the Gulf region, nuanced challenges remain in Saudi
Arabia, specifically in the domain of developing future leaders who are motivated and well-
prepared to guide teams in the private sector through dynamic and uncertain times. Such leaders
2

need to be capable of grappling with unpredictability and fast-paced technological changes and
need to be equipped with 21st-century skills. These new leaders must also be representative of
groups from economic and social sectors once underrepresented, including women.
Approximately 15.9 million Saudi citizens are active participants in the labor force; however,
only 20% if this workforce has been female.
Private organizations in the country face other significant challenges to increasing the
percentage of Saudis citizens working in the private sector, including legal, technology-oriented,
and economic factors (McKinsey Global Institute Report, 2015). Some of the reasons causing
low employment of Saudis in private firms include the higher salaries expected by the Saudi
people, negative status associated with working in the private sector, and a large foreign
workforce with necessary skills that easily accepts the terms of positions as compared to Saudi
citizens (Ramady, 2010). Achoui (2009) has added that Saudis’ preferences for longer job
tenures, their lower English proficiency, and lower technical skills also result in lower
employment of Saudis in the private sector. Thus, the paucity of skilled, talented, and proficient
Saudi labor, resulting in a higher reliance on expatriates, signifies the need for effective training
and development and corporate learning for all Saudi employees.
The reforms of Vision 2030 and Saudization have pressured private firms to change their
hiring practices and attract more Saudi citizens. This raises the critical importance of training and
development of Saudi citizens to prepare a dynamic cohort of new, well-trained leaders (Al-
Hanawi et al., 2019). A recent study by Vlados (2021), for example, argued that post-COVID-19
training programs require novel and creative approaches and should not be one-size fits all, given
diverse employee and organizational needs. Vlados (2021) further concludes that training
programs must synthesize organizational strategic, technological, and managerial goals, and be
3

custom-tailored to the organization’s strategic plan and individualized workplace culture. Such
research also suggests that programs should be customized to optimize employee innovation and
wherever possible link government programs, industry, and academia. These types of features
are especially needed in Saudi Arabia, where disenfranchised or underrepresented groups have
not equitably received the tools, resources, and training to compete in the dynamic global
marketplace.
Purpose of the Study
To address the need for more corporate training for Saudi citizens, this study examined
the knowledge, motivation, and organizational influences affecting the success of Saudi students
in corporate training and development programs in Saudi Arabia. Data collected from this
qualitative research study helped illuminate the knowledge, motivation, and organizational
factors that facilitate or restrict successful leadership training of Saudi employees in the
Kingdom of Saudi Arabia. The findings from this study can be used to develop important
practical recommendations for Saudi organizations to develop their training and development
plans to enhance the productivity of the employees and increase organizational efficiency.
Statement of the Problem
The Statement of the Problem section outlines Chapter Two. The purpose of this section
is to focus on what is not known or what is problematic. In a paragraph or two, what discussions
would this section include to establish the parameters for your study; where will you focus your
attention? As a reminder, this formatting guide contains filler text for formatting examples.
Overview of the Theoretical Framework
Clark and Estes’s (2008) gap analysis focuses on the critical areas of knowledge,
motivational, and organizational (KMO) factors that influence performance for finding the gaps
4

in the current training and development practices standard of any organization. Improving
employee performance within an organization requires a clear understanding between current
performance and the inconsistencies in achieving the desired mission and goals. To truly
understand how the organization needs to address performance, especially within the leadership
sector, finding such gaps within current training and development practices, while focusing on
KMO factors will lead to plausible solutions and progressive employee training.
Clark and Estes’s (2012) framework allows the exploration of the effectiveness of the
transfer of learning from classrooms to the workplaces, which helps to identify the lacunas in the
educational and labor markets. The framework will also unlock potential gaps in training geared
toward inclusivity, especially experiences that affect women and underrepresented groups. The
findings of this study may help provide meaningful recommendations about the best practices in
developing effective training and development plans and allow organizations to apply and assess
more progressive and effective leadership training. Two research questions guided this study:
1. What are the knowledge, motivation, and organizational influences on the successful
transfer and implementation of knowledge from the corporate training classroom to
organizational practices?
2. What are the resulting recommendations to improve knowledge transfer and training
and development initiatives being implemented in Saudi Arabian organizations?
Significance of the Study
It is of critical importance to explore the knowledge, motivation, and organizational
influences that influence the leadership training and development requirements among the
employees in Saudi organizations. Considering the paradigm in Saudi Arabia, global workforce
challenges of employee retention, and leadership succession, employees and managers must have
5

access to innovative and effective training. In addition, for researchers and training developers,
identifying the causes of gaps between employee performance and organizational goals is a key
element to address more responsive strategic planning. The stakes are high in Saudi Arabia,
where the government is leading Vision 2030 (Albassami et al., 2015).
Organizations tend to invest heavily in training and development to keep up with the
continuously changing needs of the business environment and enhance the skills and needs of
employees. Many studies have claimed that effective training and development initiatives
contribute toward the organizational competitive advantage (Madaan & Bhatnagar, 2020;
Potnuru & Sahoo, 2014). Moreover, the Saudi government allocated about $51.73 billion in U.S.
dollars in the budget for 2020 for promoting education and human resource in the region
(Matthew & Amlôt, 2019). The key aim of the government is to promote the educational
landscape to improve the employability of people and reduce unemployment rates. The practical
skills and knowledge among young and more diverse Saudi people may be enhanced with the
current drive of the Kingdom of Saudi Arabia (KSA) toward Saudization.
Understanding the knowledge, motivation, and organizational influences that facilitate as
well as impedes leadership learning is vital for the government, private organizations, and
researchers since it will help in planning appropriate measures and strategies to promote the
skills, capabilities, and know-how of the labor force, which in turn, will contribute toward the
economic growth and stability. Thus, this study is essential since it caters to the current need of
Saudi’s labor force and the overall economy. The case of leadership training in Saudi Arabia
may also serve as an important model for other countries developing similar initiatives to
strengthen economies, decrease dependence, and improve the labor force (Al-Zahrani &
Almazari, 2014). Recognition of the knowledge, motivation, and organizational influences that
6

facilitate as well as impedes leadership learning is vital for the government, private
organizations, and researchers since it will help in planning appropriate measures and strategies
to promote the skills, capabilities, and know-how of the labor force, which in turn, will
contribute toward the economic growth and stability.
Methodology
This study was conducted using the qualitative method, and purposive sampling
technique. The purposive sample includes a population of former and existing participants who
were either formerly enrolled in the 3 years or currently enrolled in a corporate leadership
development program with which I am affiliated in the KSA. The targeted population size was
350 male and female participants with an anticipated 20% response rate, which would be a
projected typical response rate for the sample size (Creswell, 2014). According to Creswell
(2014), data saturation refers to the point in the research process when no new information is
discovered in data analysis and this redundancy signals to researchers that data collection may
cease. In this case, I concluded interviews when data saturation was reached.
During the first phase of the survey questionnaire, participants were prompted to identify
their gender as male, female, or decline to state in accordance with the study’s focus on specific
issues for marginalized and underrepresented groups. It is anticipated that about one-third of the
sample would identify as female. Moreover, about 10 semi-structured interview questions were
asked of the managers and leaders from different organizations. Interviews were recorded and
transcribed.
Definition of Terms
The following sections highlight some of the important key terms utilized in the
dissertation. They are accompanied by working definitions grounded in research.
7

Corporate leadership training refers to a form of training that applies directly to
businesses designed to encourage employee professional development. Such training is directed
toward managers, in-house trainers, and researchers, this can take the form of onboarding and
training new hires, upskilling, or reskilling current employees, encouraging the adoption of
innovative practices, or delivering training specific to a particular topic (Masalimova et al.,
2016).
Leadership learning is defined as the organizational capacity to acquire and implement
knowledge so that novel solutions can be designed, and the same is exploited for improving
organizational efficiency as well as gaining competitive advantage (Namada, 2018).
Learning organization occurs within an organization when new and innovative ideas are
encouraged, and continuous improvement is valued. People within the organization are
encouraged to partake in professional development and apply training to the workplace mission
and goals (Senge, 2006).
Saudi citizens defined by marriage, naturalization, or descent. Foreigners are given
citizenship if they meet the terms and conditions according to the KSA Ministry of Interior
Ministerial Agency of Civil Affairs (n.d.). Saudi nationality law, also referred to as officially, the
Saudi Arabian Citizenship System, is the law that determines who is a Saudi citizen.
Training and development are defined as the strategies and activities used to enhance the
productivity of the employees and organization, which helps gain a competitive advantage (Noe
et al., 2014). The importance of training evolves from the fact that it helps employees increase
competencies and acquire the requisite knowledge, skills, and attitudes, to perform their jobs
efficiently.
8

Transformational leadership is defined as leaders who develop new and novel ideas and
innovations to establish the path of prosperity for the organization (Korejan & Shahbazi, 2016).
Mirkamali et al. (2013) further asserted that transformational leaders instill a sense of
commitment, passion, and loyalty among the employees so that they are motivated to contribute
toward fundamental organizational changes, with the aim to gain the required capabilities for
achieving enhanced performance.
Organizational learning refers to the process of creating, retaining, and transferring
knowledge within an organization (Garvin, 1993).
Organization of the Study
The dissertation is organized into five chapters. The first is the introductory chapter in
which the subject of the research is discussed, and the purpose is defined. The aims and
objectives of the research are also identified, which served as the guiding principle for the rest of
the thesis. The second chapter will cover the literature review, in which the theoretical aspects
covering the research area and the empirical evidence are discussed. Some of the crucial
elements of the literature are the impact of the pandemic on the economy of KSA, altering the
work arrangements, thereby increasing the need for leadership learning. Empirical evidence
about the best practices for transfer of knowledge, leading learning modalities used by the
organizations, and the KMO gap analysis framework theory. The third chapter will cover the
research methodology in which the empirical strategy will be covered. The fourth chapter will
present the findings and results of the performed research, which will help to answer the
predetermined research questions. Finally, in the last chapter, the overall findings will be
discussed, recommendations to the identified stakeholders, limitations, and scope for future
research will be presented.
9

Chapter Two: Review of the Literature
This chapter will discuss the essential concepts and evidence about leadership learning in
the KSA, with the aim of this study in mind, which is to improve the transfer of knowledge
within leadership training in the corporate environment in KSA. The chapter will first review the
economic impact of the COVID-19-induced pandemic on the overall economy of the kingdom,
with particular reference to the implication for Vision 2030. Next, the influence of COVID-19’s
influence on the arrangements will be discussed. Then, the role played by the training and
development in the corporate sector of KSA will be reviewed, including the importance of
training and development and the challenges faced by the KSA firms. Furthermore, the use of
different learning modalities used in leadership training is discussed. Finally, this chapter
addresses the best industry practices for knowledge transfer, the opportunities and threats, and
the scope for future research.
The Impacts of COVID-19 on the Saudi Arabian Economy
As the world was hit by the novel coronavirus, popularly known as COVID-19, which
emerged in Wuhan China in December 2019, it was difficult for governments, organizations, and
educational institutes and systems to immediately interpret and respond to the implications (Wu
& McGoogan, 2020). COVID-19, which was labeled an international public health emergency
by the World Health Organization categorized 9th of January 2020, resulted in over 375 million
cases and more than 5 million deaths globally by January 2022 (Worldometers, 2022). In Saudi
Arabia, the total number of cases recorded as of February 2022 was 683,053, with over 8936
deaths (Worldometers, 2022).
Despite governments and organizations undertaking preventive and control measures to
combat the spread of the coronavirus, the pandemic caused significant short and long-term
10

adverse effects on the global economy. The spread led to the measures of lockdowns and social
distancing, causing emergency protocols for the government, public services, education,
healthcare, and other sectors (Abu Hammour et al., 2020; Jayalmi et al., 2020; Johnson et al.,
2020; Johnson et al., 2020; Mayer & Lewis, 2020; Shah et al., 2020; Tolu et al., 2020). Thus, the
pandemic impacted all the primary, secondary, and tertiary sectors in all the economies globally
(Nicola et al., 2020).
The fallout from the pandemic led to a significant economic crisis (Buck et al., 2020).
Like all other nations, businesses in the KSA also experienced the pitfalls of this situation.
Havrlant et al. (2021) projected that the pandemic situation will cause the kingdom’s gross
domestic product (GDP) to drop between the range of 4.8% and 9.8%. Alhawal et al. (2020)
conducted a survey analysis among Saudi entrepreneurs and concluded that 95% of enterprises
of all sizes were impacted by the crisis induced by the coronavirus. Additionally, Parveen (2020)
investigated the impact of the recession and on KSA’s aviation industry found that the revenue
loss was reported at $7.2 billion in U.S. dollars, a decline by 35% in 2020, as compared to the
previous year. Finally, the moderately affected sectors are agriculture, whole retail trade, food
products, beverages, tobacco, public administration, and social security. Thus, the existing
literature signifies that the pandemic affected nearly all sectors of the Saudi economy.
Pandemic and Vision 2023
The pandemic’s impact on the Saudi economy jeopardized the achievement of Vision
2030 which is an ongoing strategic initiative envisioned by Deputy Crown Prince Mohammed
bin Salman, aimed at strengthening the nation’s economic success. Vision 2030 provides
different strategies for attaining the long-term economic success of the kingdom, including
subsidy reduction, creating sovereign wealth funds, and inducing private investment. One of the
11

aims of Vision 2030 is the increased contribution of small and medium-scale enterprises (SME)
to the GDP from the current 20% to 35% by 2030 since SMEs comprise about 99.14% of the
private sector (The Embassy of the Kingdom of Saudi Arabia, n.d.).
In Saudi Arabia, businesses coped with the forced remote work due to the pandemic by
taking one of two steps. Employers chose to lay off employees or equip them to work from home
(Raies & Mimoun, 2021). Laying off the employees was considered an ideal option since it
would lower growth, which directly impeded one of the main aims of Vision 2030. Past studies
have also shown that laying off employees lowered the trust and morale of the remaining
employees, and induced voluntary turnover (Raies, 2020; Trevor & Nyberg, 2008). Hence, other
options, such as training employees to better cope with new challenges, were seen to better
support the achievement of Vision 2030, and also provide long-term sustainable growth for the
businesses.
COVID-19 Altered Work Arrangements
The COVID-19 pandemic altered work-related patterns and trends. As discussed in the
preceding sections, COVID-19 has impacted the business sector significantly and even
questioned Vision 2030. This section describes how COVID-19 altered work arrangements in the
business sector, which reflected the need for training and development for sustainable growth.
Several scholars like Al-Youbi et al. (2020) and Del Boca et al. (2020), in addition to
Hite and McDonald (2020) found that the COVID-19 pandemic altered workforce demographics,
working conditions, and the careers of many people. Industries, including the corporate and
commercial sectors, have been revolutionized to rely on remote or semi-remote workforces, and
transformed customer interactions because of the COVID-19 pandemic.
12

In addition, policies have been put in place to help the workforce adjust during the
pandemic, such as altering shift schedules to stagger employees and pivoting to remote working
arrangements. For many companies, this unforeseen situation has served to identify basic aspects
required for a workplace environment. This has included an ongoing need for new forms of
training to position the company for improved sustainability and growth (EY, 2020). Moreover,
according to Akkermans et al. (2018), career shocks can have several characteristics that
influence their impact on people’s careers, such as frequency, controllability, severity, and
length.
The COVID-19 pandemic also triggered existing work arrangements such that remote
and virtual work has replaced physical workplaces (Kaushik & Guleria, 2020). Remote working
is not a new concept and has been previously defined by Olson (1989) as when the workers
perform their professional and work-related duties from places beyond the office premises.
Virtual working signifies using of the internet and other similar technologies to perform their
duties from any place and at any time (Allen et al., 2015). COVID-19 brought different
opportunities and obstacles to existing working environments and systems. For instance, Cserháti
(2020) presented that remote working leads to improvements in the productivity and
performance of employees, due to time savings, fewer distractions, and savings of employees’
expenses and time, such as commutes to offices.
Contrary to these findings, research by Al-Youbi et al. (2020) claimed that the altered
work systems brought on by COVID-19 have led to higher work-life imbalance, thereby
hindering the employees’ performance and productivity. They added that working is most
productive when employees are highly committed and dedicated at work, and enjoy a supportive,
13

face-to-face environment. The rationale for different results from these studies can be provided
by the findings made by Kaushik and Guleria (2020).
On a social and technical level, new issues have also emerged. According to United
Nations (2020), education investment and governance reforms require inclusive education
delivery improvement. Hence, a pivot to remote teaching has been underway since COVID-19. It
has also provoked educators and school administrators to examine dynamic issues that arise
during catastrophes and led to the design and delivery of cohesive online educational approaches
for potential future emergencies or natural disasters.
Perhaps inadvertently, the reach of education has increased and there has been a trend
toward the growing individualization of education for all students with increased online and
remote delivery options. Changes, combined with new opportunities and challenges call for the
organizations, like educational institutions to cater to individualized training needs, be more
inclusive to all employees, and equip employees with proper 21st-century skills including
preparation for changing times. Remote teaching has significantly increased the popularity of
online learning, creating new possibilities, and meta-assessment of educational delivery.
The Saudization Mandate
The COVID-19 pandemic altered work-related patterns and trends. Many scholars like
Al-Youbi et al. (2020) and Del Boca et al. (2020), in addition to Hite and McDonald (2020),
found that the COVID-19 pandemic altered workforce demographics, work conditions, and the
careers of many people. Industries, including the corporate and commercial sectors, have been
revolutionized to rely on remote or semi-remote workforces and transformed customer
interactions because of the COVID-19 pandemic.
14

In addition, policies have been put in place to help the workforce adjust during the
pandemic, such as altering shift schedules to stagger employees and pivoting to a remote
working arrangement. For many companies, this unforeseen situation has served to identify basic
aspects required for a workplace environment and has included an ongoing need for new forms
of training to position the company for improved sustainability and growth (EY, 2020).
Moreover, according to Akkermans et al. (2018), career shocks can have several characteristics
that influence people’s careers, such as frequency, controllability, severity, and length.
The COVID-19 pandemic also triggered existing work arrangements such that remote
and virtual work has replaced physical workplaces (Kaushik & Guleria, 2020). Remote working
is not a new concept and has been previously defined by Olson (1989) as when the workers
perform their professional and work-related duties from places beyond the office premises.
Virtual working signifies using the internet and other similar technologies to perform their duties
from any place and at any time (Allen et al., 2015). COVID-19 brought different opportunities
and obstacles to existing working environments and systems. For instance, Cserháti (2020)
presented that, remote working leads to improvements in the productivity and performance of
employees due to time savings, fewer distractions, and savings of employees’ expenses and time,
such as commutes to offices.
It is critical to analyze present techniques of instruction in the Saudi educational system
in order to recreate these practices. Leadership theory may reveal chances for transformation that
are outside the surface and result in significant and long-term transformation (Shields, 2010).
While the 2030 Vision provides broad concepts and goals, its implementation plan leaves room
for interpretation. In order to prioritize and properly serve the population, while managing the
responsibilities of becoming a major participant on the global stage, the kingdom may need to
15

effectively respond to research that addresses the implementation and appropriately empowers
more diverse, 21st-century leaders (Saudi Vision 2030, 2019). According to Shields (2010),
transformational leadership will be essential for recognizing possibilities for development and
focusing on changes to meet those requirements to accomplish progressive change on such a
large scale. Moreover, transformational leadership regards change and learning as intimately
connected (Shields, 2010). Transformational leadership may be especially helpful in establishing
reform considering the continuing economic changes necessary by the 2030 Vision in order to
achieve a greater quality of life for all citizens.
The Experiences of Women in the Workforce
Arab regions, including KSA, are male-dominated societies, governed by historically and
traditionally engrained values and gender stereotypes, in which women suffer from many
challenges beyond their control as they attempt to manage their careers (Al-Asfour et al., 2017).
Due to societal gender roles that have been firmly implanted, it is difficult for women to balance
work and house responsibilities as effectively as men, thereby, becoming a reason for the
disadvantageous position for women (Probert, 2005). That is, women in such societies suffer
from reduced women’s capacity to work due to gender inequalities, and biased social structure
and cultural norms (Ud Din et al., 2020). This finding is supported by Bahudhailah (2019),
whose research explained that the Arabian culture considers that women’s primary responsibility
is to raise the family, and for that, they may have to forgo their jobs. Thus, it can be stated that
Saudi Arabia encompasses a highly conservative society, in which working women tend to face
many challenges, owing to social norms and gender stereotypes.
Another major finding about the altered working trends observed during the pandemic is
that they impacted men and women inequitably throughout the world (Galasso, 2021). In the
16

Arab region, where inequality is among the biggest concern, inequality concerns have gone
unnoticed. Most women who work are at risk and work in the private sector in Saudi Arabia.
Which worked in a small number of industries and professions, such as those that have been
severely impacted by COVID-19, including retail and education. Women’s employment in these
industries is thus anticipated to experience sharp decreases (Chartouni & Pankratova, 2020).
Research by Alon et al. (2020) claimed that the COVID-19 pandemic had a negative impact on
the minority and vulnerable sections of society, such as women. Because employed women were
burdened with the challenge to manage their personal as well as professional responsibilities,
with all family responsibilities and studying abroad they faced extraordinary challenges at work
(Boca et al., 2020).
In general, the inclusion of women in various sectors of employment, including corporate
roles, is threatened by a number of challenges, most of which are tied to gender-stereotyped
divisions of labor (Schein, 2007). It is also important to note that these challenges and their
intensity are largely influenced by cultural values and beliefs about the role of women in society
(Al-Asfour et al., 2017). In other words, many nations exhibit gender stereotypes, which emerge
from cultural beliefs, and frame societal roles differently between males and females (Best,
2004). When societies such as the KSA practices conservative gender roles, women are typically
looked upon to bear the brunt of domestic labor of household management, childcare, and
eldercare (Del Boca et al., 2020). Women encounter challenges establishing a balance between
professional and home obligations in such a culture, which diminishes their capacity to compete,
and generates disadvantages in their careers (Kaushik & Guleria, 2020). Other variables, in
addition to gender roles, such as gender disparity, social structure, and cultural norms, have a
detrimental impact on women’s ability to work (Ud Din et al., 2020).
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Considering the above discussion, COVID-19-induced remote working and training
arrangements cause additional burdens for working women in societies practicing stereotypes,
like in KSA. The finding of Del Boca et al. (2020) is important here, by providing a framework
that due to gender-stereotyped roles in some societies, working from home for women
specifically, added to the burden of daily life since remote working is compiled by household
chores and responsibilities. That is, during the quarantine, working-from-home measures were
adopted whereby all family members stayed at home, which exposed women to higher work
pressures of both work and housework. Ultimately, work tasks are interrupted, and women face a
double standard as well as dual responsibilities and stress (Kaushik & Guleria, 2020). Hence, the
existing literature signifies that the COVID-19 pandemic deteriorated the economic conditions of
all economies, including KSA. It also altered the existing working arrangements, adding great
challenges for many women in the gender-stratified society of Saudi Arabia.
Training and Development in Saudi Organizations
This section discusses the role of leadership training and development to combat the
above-mentioned challenges posed by COVID-19, and the altered working arrangements.
Moreover, considering Vision 2030 and Saudization, it discusses the importance of responsive
training and development for businesses, and further, the scenario of training and development in
KSA is briefed.
Saudi Arabia is a kingdom built on the Islamic system and rules, governing all public and
private organizations. Like other Arab nations, Saudi Arabia significantly relies on expatriate
labor to accomplish its development objectives due to a lack of required competencies in its
people. The acute scarcity of critical skills required for development in local human resources
provides a challenge to the Saudi government, prompting it to implement various human
18

resource development measures. To solve this difficulty, the General Organization for Technical
Education and Vocational Training (GOTEVOT, 1994), a manpower council directly under the
powers of the Office of Prime Minister, was founded for manpower planning in the country.
The kingdom has made several efforts to help diversify and expand human resource
development. For example, a budget of $51.73 billion in U.S. dollars was set out for education
and human resource development (Matthew, 2019). To fulfill the Saudi 2030 goal, the kingdom
has undertaken several programs aligned with national development themes. This strategy
includes training and qualification of human resources to close the supply-demand imbalance in
the sector; the expansion of the local information technology (IT) industry, and the transition to a
new stage of foreign IT goods based on increased production of local technology. The strategy
also aims to boost the contribution of the IT industry to the brand market and to generate new
competitors in the brand market.
This research aims to identify the obstacles to training and development delivery in Saudi
Arabia considering this unprecedented period of transition in the country. According to KPMG
(2019), Saudi Arabian organizations confront significant human resource issues due to volatile
external environmental elements such as demographic, regulatory, technological, and economic
concerns. Furthermore, the 2030 reforms published in 2016, put pressure on Saudi organizations
to modernize. This scenario has resulted in several adjustments among Saudi Arabian institutions
(Al-Hanawi et al., 2019). Because of its role in organizational performance, training, and
development are a critical priority for policymakers. According to a study by the General
Authority for Statistics, Saudi Arabia had a population of 33.4 million people in 2018 (KPMG,
2019). Most of the population is under the age of 50. The kingdom’s illiteracy rate has dropped
substantially, from 60% in 1972 to 5.6% in 2018. In terms of labor force participation,
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12,688,042 people were employed in 2018. Seventy percent of those employed are in the private
sector (KPMG, 2019). According to the estimated demographics, the Saudi workforce has a
greater capacity to learn and improve. It has also been emphasized that the Saudi private sector
makes a significant contribution to the provision of employment and development possibilities.
However, expatriates make up the bulk of private-sector employment, accounting for 80.4%
contributing to employment and development possibilities (Saudi Arabian Monetary Authority,
2019).
Twenty-First Century Approaches to Leadership Training
Though the need for leadership training and learning is acknowledged globally, many
organizations fail to recognize the relationship between training and development and
organizational success. Though the need for leadership training and learning is acknowledged
globally, many organizations fail to recognize the relationship between training and development
and organizational success. Globally, training and development are the important ways by which
employees’ and organizational productivity can be enhanced and can position an organization to
gain and competitive advantage (Noe et al., 2014). Research shows the importance of training for
organizations. For example, it helps employees increase competency and confidence, and
provides opportunities for employees to acquire the requisite knowledge, skills, and attitudes, to
perform their jobs efficiently (Tulsian, 2002). Training and development also influence the
behavior of the workforce and they are motivated to learn new skills and knowledge (Jerez
Gómez et al., 2004). Training of employees is also significant in increasing the morale,
motivation, and confidence levels among employees so that they work more efficiently, which
causes lower production costs (Nassazi, 2013). The study also concluded that training reduces
20

employee turnover and absenteeism, and even supports higher competence in new and
challenging work situations (Walters & Rodriquez, 2017).
While many organizations engage in training and development initiatives, most do not
invest the time and resources to do it well (Yao et al., 2015). For example, a study by Mazhisham
et al. (2018) ascertains the presence of organizational deficiency in training need assessment and
thus, does not adequately determine the employee who needs to be trained, and what type of
training is needed. Training and development programs are an important aspect of any
organization since they aid in achieving the predetermined organizational objectives by reducing
the gap between the required competencies and the employee’s existing skills (Fachrunnisa &
Hussain, 2020; Imran & Tanveer, 2015). Hence, existing literature emphasized learning and
training to meet organizational objectives and achieve higher performance. The need for
employee training also arises from the fact that it helps in enhancing the skills and abilities of the
employees so that their performance can be enhanced (Radhakrishna & Raju, 2015). It enhances
the confidence and motivation level of the employees, who work effectively to reduce the
operating costs for the organization (Shamim, 2017). Through training and development
activities, employees’ knowledge, capabilities, abilities, skills, & behavior are impacted, which
are vital for gaining a competitive advantage (Al-Khaled & Chung, 2021).
COVID-19 and its resultant pandemic have affected all spheres of life, including
occupational settings (Teng-Calleja et al., 2020), and led to high work-related stress (Giorgi et
al., 2020). To address these issues, the employees and organizations must become resilient,
overcome stress, and look for potential growth opportunities (Johnston et al., 2015; Kossek &
Perrigino, 2016). Training programs have been seen as effective in positively impacting
employees’ mental health and subjective well-being (Pipe et al., 2012). Moreover, not only for
21

employees, leadership training is also important for impacting their performance, which even
serves as an advantage for the organization. The study by Asim (2013) contended that training
and development lead to enhanced employee performance. Nassazi (2013) further adds that
leadership training helps to improve employee productivity, gain employees’ support in using
new technology, and motivate them to perform efficiently. Thus, the importance of leadership
training and development stems from not only enhancing organizational and employee
performance but also helping face adversities and preparing them for future uncertainties.
Vision 2030 and Training and Development in Saudi Arabia
In Saudi Arabia, policymakers consider training and development and leadership learning
as crucial due to their relationship with organizational success (Al-Hanawi et al., 2019). This
section will present the importance and challenges faced by the KSA firms, which calls for
investing and developing leadership training. The importance and need to invest in training and
development are also envisioned in 2030. Notably, the private sector employs 70% of the
workforce (KPMG, 2019), and the private sector is generally looked upon to contribute to the
employment and development initiatives of its workforce.
Ramady (2010) demonstrated that the high employment of expatriates is owing to factors
including the high cost of Saudi labor, negative attitudes toward low-status or manual work, and
lack of proficiency in the English language among Saudi citizens. To mitigate this gap, the Saudi
government aims to build the necessary skills among Saudi citizens and will take necessary steps
to develop human resources (Ramlall et al., 2012). In light of Vision 2030, the government
launched 13 national HR development plans (Othayman et al., 2020). One of the prominent plans
was the 2020 National Transformational Plan, to mitigate the demand and supply gap in the
industry.
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Previous research has signified the need to include characteristics of motivation, and self-
efficacy in the training curriculum, along with ensuring that training content is designed to meet
job tasks as well as foster a work environment conducive to growth (Burke & Hutchins, 2007;
Grossman & Salas, 2011). By doing so, the employees will become self-motivated, feel engaged,
and will be ready to assume challenging tasks, which will be able to not only help them excel in
their careers but make them more resilient and effective.
Despite the importance of training and development, as well as numerous national
programs, Othayman et al. (2020) claim that Saudi Arabia confronts numerous challenges in the
context of training and development. The report by KPMG (2019) reveals that Saudi Arabian
companies face human resource challenges, owing to the significant influence of external
environmental factors. It calls for including cognitive, psychological, behavioral, and cultural
aspects in the training and development programs offered by the organizations. By doing so, the
employees’ interests will be synchronized with the organization’s objectives and the employee’s
overall skillsets. Moreover, by influencing the behavioral and cultural training ideas,
organizations will be able to understand and impact people from diverse backgrounds, so that
they feel motivated and perform efficiently.
According to the most recent labor market statistics from 2013, there were more than
nine million foreign workers in Saudi Arabia, accounting for more than 30% of the overall
population (MOL, 2015). Expatriates make up 80% of the entire population in several other Gulf
Cooperation Council (GCC) countries, such as the UAE (Schoepp & Forstenlechner, 2010). The
majority of expatriates in Saudi Arabia are low-skilled, working in the construction, service,
manufacturing, agricultural, and domestic sectors. In contrast, a smaller cohort of professional
expatriates enjoy high incomes free of tax and benefits such as transportation, housing, health
23

insurance, and free education for themselves and their dependents (Naithani & Jha, 2010;
Rahman, 2011). Salary and other fringe benefits for expatriates vary greatly depending on their
country of origin. For example, most Western expats working in GCC countries enjoy higher pay
and other advantages than their counterparts of other nationalities (Naithani & Jha, 2010).
However, incomes for expatriates vary significantly throughout the GCC countries. For example,
expats working in the UAE, Kuwait, and Qatar typically earn more than their counterparts
working in Saudi Arabia, Bahrain, and Oman (Hertog, 2012).
Furthermore, the concept of motivation has spawned a plethora of theoretical frameworks
centered on determining what motivates and drives employees to perform (Reiss, 2004). The
Saudi Arabian General Investment Authority (SAGIA), a branch of the Saudi government in
charge of investment matters, has done quantitative research into Saudi Arabia’s economic
progress to explain the country’s economic standing for international direct investment.
According to official data compiled from census reports, economic indicators, and ministry
reports, Saudi Arabia has the largest economy in the Arab and North African region and ranks
24th in the world (INSEAD, 2010; SAGIA, 2010). According to the International Bank for
Reconstruction and Development, Saudi Arabia had a per capita income of $24,020 in 2009 and
a GDP per person employed of $28,460 in 2008, making it a high-income country with a solid
economy. In 2007, the per capita income was reported to be $20,700 (SAGIA, 2010).
According to Ton and Huckman (2008), faculty turnover is caused by a lack of
motivation. According to Ongori (2007), the employee turnover rate may correlate to a variety of
job characteristics that influence motivation. Employees’ decision to depart was influenced
heavily by job discontent (Ongori, 2007). According to Ton and Huckman (2008), a higher
turnover rate impacts operating costs. They said that a lower turnover rate may encourage new
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staff to be innovative and creative. However, the human resource situation in Saudi Arabia raises
recruitment expenses, particularly for expatriate personnel, due to employment expenditures
(Achoui, 2009). According to Ongori (2007), management should seriously evaluate the rate of
turnover to cut recruitment costs.
Leading Learning Modalities in Saudi Arabia
The key goal of education is not only to equip the learners with the requisite knowledge
but also to ensure that they can possess the ability to apply the learned knowledge in corporate
leadership and operations. Several learning modalities are used to provide the necessary
knowledge and skillsets to the learning participants. These modalities are discussed below and
include traditional classroom settings, asynchronous online training that learners complete online
on their own time, virtual or synchronous training which occurs in real-time via
videoconferencing, and hybrid or blended training modalities.
Traditional Classroom Training
Allows learners to acquire new knowledge, skills, behaviors, and preferences by actively
engaging in the process. The traditional system of learning entails a physical classroom model in
which the instructor delivers lectures face-to-face, and pedagogy involves schedules, tests, and
exams, under the supervision and guidance of the instructor (Mohammed, 2020). The instructor
and learners must be physically present in the classroom or traditional mode of learning. In this
case, the instructor regulates and moderates the flow of information. It provides a platform for
the open exchange of ideas and facilitates face-to-face interactions (Darkwa & Antwi, 2021).
Asynchronous Online Training
Is a modality often used as a part of classroom training in courses throughout the world.
In this training modality, real-time communication between the learners and instructor is
25

impossible. In this case, the instructor shares the learning content in the form of documents and
videos, using a learning management system (Jiang, 2017). Different learning management
platforms like discussion forums and e-mails are used by the instructor for communicating with
the learners (Öztürk, 2021). As stated by Majeski et al. (2016), the responsibility of learning lies
with the participants, and the role of the instructor is to provide academic support and facilitate
instruction. In asynchronous online learning, students can access the learning content at their
convenience and time and facilitate self-paced learning for the learners. The learned knowledge
can be tested through assignments, and the learners must upload them to the learning
management systems. The essential advantage of this modality is that it facilitates flexibility and
self-paced learning, along with the opportunity to reflect upon the learning content (Burns et al.,
2020), and independent thinking opportunities for the learners (Kim et al., 2018).
Virtual Training or Synchronous Online Learning
Another popular form of learning and training modality is synchronous virtual
classrooms in which learning is conducted with the help of web-conference or e-conference
technological systems (Rockinson-Szapkiw & Walker, 2009). Using these systems, multiple
users (learners and instructors) can communicate and interact with each other, and perform many
functions like meetings, seminars, presentations, discussions, and demonstrations (Rockinson-
Szapkiw & Walker, 2009). The use of synchronous technologies facilitates real-time interactions
between the learners and instructor. Parker and Martin (2010) asserted that synchronous virtual
learning provides higher interactivity and community building through different technologies
like web conferences, video conferences, and instant messages. Many latest features like video,
audio, messaging, whiteboard, emoticons use, breakout rooms, instant polling, share screen, and
applications, etc. contribute to the quality of learning (Martin & Parker, 2014).
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Blended (Hybrid) Training
Blended training is a method of learning which combines the features of traditional
classroom learning as well as digital virtual learning. According to Dziuban et al. (2004), hybrid
learning includes the opportunities to socialize as in traditional face-to-face classroom-based
learning, with enhanced learning possibilities as offered in the virtual learning delivery. In this
training modality, participants and learners take an active part in the content discussion, leading
to higher opportunities to interact with other participants as well as the instructor, and also
include formative and summative assessments for enhancing the offerings (Singh et al., 2021).
That is, blended learning is characterized by delivering in-person face-to-face learning sessions
and learning resources and assessments are conducted using virtual mode. Siegelman (2019)
further adds that the online interactions in this training mode can be performed both
synchronously through real-time interactions as well as asynchronously, by offering interaction
time and space flexibility.
Best Practices for Transfer of Knowledge
The literature has unveiled the training and development initiatives being undertaken in
Saudi organizations, and the different learning modalities used. Moving forward, this section
discusses several best practices for the transfer of knowledge, and to enhance organizational
performance.
Effective Content Design for Virtual Learning
Knowledge transfer is a process in which knowledge is supplied and exercised as it flows
from a source to a receiver (Nguyen & Burgess, 2014). Knowledge transfer has been linked to
another phrase, commonly used for the business environment, in which the terminology has been
connected with a transfer to form knowledge transfer and exchange and represents the whole
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process of providing and exchanging knowledge among organizations (Gera, 2012). Due to the
worldwide closures caused by the COVID-19 pandemic, there has been a quick shift from
traditional to virtual remote instruction (Dhawan, 2020). As a result, there is a critical need to
create an effective appropriate instructional framework to aid in the creation, enhancement, and
delivery of online learning environments. Because of the different nature of online learning
settings and the opportunities given by technologies, virtual learning necessitates significant
planning ahead of time. It is even more important that the principles that should be applied while
building online instructions must include several disciplines such as educational psychology,
cognitive sciences, and system theory (Driscoll, 2005). Moreover, all aspects involved in
instructional design are interconnected, hence they should be structured in sequential phases
(Siemens, 2011). Students should be able to see in full what they will do at each level of a well-
designed virtual learning experience. Online learners, on the other hand, will be unable to know
where to begin or how to study if the design is not well-designed. As a result, a pedagogically
successful instructional design paradigm is critical (Chen, 2016). To ensure a more engaging and
successful course design, it is vital to do a thorough analysis and then design well in advance of
the commencement of the learning activities.
Even though it is difficult to discuss traditional teaching methods in student online
learning, an updated analysis, design, development, implementation, and evaluation (ADDIE)
approach for learning environments is discussed by Simonson et al. (2015). This method
incorporates the steps of assessment, planning, production, assessment, and revision. To ensure a
more engaging and effective course design, it is necessary to carry out a serious analysis and
course design long before the start of the learning process. Although it is not appropriate to talk
about classical teaching models in online learning, a modernized ADDIE approach can be
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mentioned for the learning environments (Simonson et al., 2015). To accomplish this, teaching
techniques and delivery methods can be designed on the basis of e-learning, in accordance with
the ADDIE paradigm. This teaching approach might be a descriptive method, an application
method, or a collaborative way, and the delivery method could be influenced by factors such as
learner characteristics, technological dimensions, and planning needs (Ghirardini, 2011). Thus,
the content for virtual learning must be designed to meet the needs of the user for the effective
transfer of knowledge.
Effective Instructional Design
The power of instructional design comes from guiding students to a desirable goal. The
instructions must be designed to include meaningful goals, objectives, and outcomes, to make
them more effective and impactful. Identifying the objectives is a critical component of effective
online instruction design (Czerkawski & Lyman, 2016). Broad learning objectives serve as the
foundation for developing more precise or detailed learning objectives for each topic, class
session, or subject (Thomas, 2012). The next and most important step is to express them clearly
and publish them in an accessible and understandable manner. Unless the objectives are made
very clear, it will be difficult to find how they will contribute to effective instructional design.
Heinrich provides an ABCDs to-do list, which stands for audience, behavior, conditions,
and degree (Heinich et al., 2002) that guides the instructors in the effective designing of the
instructions. Creating student learning and activities that satisfy teaching goals and objectives are
both components of instructional design. An educator must be conversant with the various online
educational platforms and online activities that may be employed in these contexts (Brown &
Green, 2019). As a result, the instructional design should include chat rooms, discussion groups,
synchronous and asynchronous communication channels, and most crucially, formative feedback
29

from teachers, peers, or artificial intelligence-based automated feedback technologies.
Constructive feedback that is appropriate and adequate is essential for learners’ motivation and
involvement. The more virtual learners become active participants in the learning progress
through continual formative feedback, the greater their desire and involvement with the program
under study (Moore & Anderson, 2007). Moreover, the strategies of interaction and sustaining
connectivity have become an essential part of instructional strategies in distance learning.
According to Bozkurt (2020), transactional distance remains problematic because the solutions to
eliminate transactional distance do not rely on advancing technology, but rather on instructional
design that includes interaction, conversation, and inspirational networks implanted in the
processes. Because online discussion is a key component of online learning, selecting the correct
technological tool to allow online engagement and communication is critical. Online discussion
tools that are easy to use have the ability to reduce student fear and foster a livelier online debate
(Chen, 2016). Hence, the instructional material must be designed effectively to serve the needs
of the learner and meet the objectives of the course and transfer of knowledge.
Effective Pedagogy
Appealing and effective content presented in a relevant virtual learning environment is
essential for pedagogically appropriate education design for distance online learning. It is critical
for online instructional designers to establish a welcoming, safe, and collaborative virtual
environment for students (Chen, 2016). According to Smith and Ragan (2004), the virtual
learning context, including where and how instruction will be given, should be examined first
(Farmer, 2021). Certain characteristics of the learning environment should be present to improve
learners’ mental models and motivation, give student assistance, practice, and formative
feedback, and encourage retention and transfer (Dick, 2015). Whereas information systems are
30

seen as an essential component of virtual learning, they must be used exclusively to support and
enhance teaching and learning, and they should be utilized with responsibility. That is, the
planning and design of the curriculum content take precedence over the medium and manner of
delivery (Ali, 2003). Online learning needs to be innovative (Budhai & Williams, 2016).
Students undertake most of the work in online learning; instructors have less
communication and offer less lecture time, but they read or hear more of student-led
conversations (Pelz, 2010). According to Adebisi and Oyeleke (2018), effective pedagogy help
activate students’ sense of wonder about a class topic, interact with students in the learning
process, develop critical learning skills, keep students on task, and engender sustained and
helpful student interaction. Budhai and Williams (2016) regard this prototype as among the
highest pedagogies for online learning, with a focus on educators, social, and intellectual
existence. Thus, the pedagogy must be well-planned to serve the interests of the different
stakeholders involved.
There are also some barriers in the transfer of knowledge that need to be tackled by
course developers, specifically in the KSA. Transfer of expatriate knowledge within
Multinational Corporations (MNCs) is a difficult process, as evidenced by a study conducted by
Riusala and Suutari (2004). There are various factors, according to Riusala and Suutari (2004)
that highlight the difficulties associated with knowledge transfer.
The first hurdle is related to the organizational learning address. According to Berthoin’s
research, issues in knowledge distribution are due to a lack of enthusiasm, initiatives, and
mechanisms for knowledge exchange. Another issue that Berthoin discovered was that it was
difficult for expatriates to get their coworkers back home to understand their new knowledge.
The interviewed expatriates thought that the lack of a shared understanding made information
31

sharing difficult. This issue stems from the fact that organizational learning is only possible if
employees develop a shared understanding of the information. When local employees were able
to use the new knowledge in their own environment, they were also able to translate the
knowledge into their own tacit knowledge. As a result, new knowledge might be incorporated
into new organizational structures (Berthoin, 2001).
The second sort of barrier acknowledged by Berthoin is the cultural and structural barrier.
According to Berthoin’s (2001) research, the characteristics required to motivate and promote
learning processes were frequently lacking in organizational/national culture or were hampered
by the firm’s structure. The organizations were identified as a distinctive cultural element that
expatriates interviewed identified as a hindrance to knowledge transfer. One of the reasons why
headquarters did not employ the expats’ knowledge, according to the expatriates, was a fear of
losing authority. Another cause was apprehension about sharing fresh ideas with coworkers.
The final hurdle identified by Berthoin (2001) is the manner in which the expatriation
process is administered. According to research in the field of expatriation, the process of
expatriation should be approached as a whole cycle. However, in practice, the expatriation
procedure is not usually considered as such. As a result, the MNC’s overall strategy, HR
regulations, and expatriation procedure frequently contradict organizational learning. According
to Berthoin’s research, poor interactions with managers during their time abroad had a
detrimental impact on their ability to contribute to organizational learning when they returned.
In addition, open and distance learning (ODL) is understood as the power to obtain
knowledge without regard for time or space limits (Combrinck & Van Vollenhoven, 2020). ODL
is beneficial and effective because it enables interactions and interactions among educators,
learning environments, and institutions without requiring them to be physically present
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(Ngubane-Mokiwa & Letseka, 2015). Despite the fact that ODL has been around for a while, it
has recently become a requirement in the educational sector, especially during COVID-19.
An instructional model is a framework that an educator can use to arrange their teaching
(Yaman & Ozcinar, 2020). It is vital to find the ideal model for teaching to ensure that the model
is fit enough to be used in class. In response to this, an instructional model should conform to the
programming course as well. There are different educational models developed by various
researchers the following principles of instruction were chosen to be reviewed for the current
study: Kirkpatrick and Merrill’s (2009) models were compared to learning types to determine
which models are most suited to individual student preferences.
Instructional design is a critical component of the ODL setting. Varied techniques and
designs are required for diverse learner needs. Individualized instruction is a key priority,
especially in classes of dives adult learners (Howell & Colorado-Resa, 2010). Integrating
instructional models and learning styles appears to be viable through ODL due to the usage of
multiple media. Unlike traditional classrooms where the medium of teaching and learning is
fairly limited such as utilizing whiteboard and PowerPoint presentations, there is a possibility to
integrate instructional models and learning styles to ensure the ODL is done properly (Kidd,
2010).
Kirkpatrick’s model (Kirkpatrick & Kirkpatrick, 2009) is commonly used for evaluation.
A conceptual framework was created in his model to aid data collection. This model has four
stages. According to the study, Kirkpatrick defined reaction as what participants thought of the
specific program, including materials, instructors, facilities, technique, and topic, according to
the study (Kirkpatrick & Kirkpatrick, 2006). Surveys were used to allow participants to express
their satisfaction with the tools. Most teachers think that initial approachability provides a
33

suitable atmosphere for learning items in the program, but it does not guarantee a high degree of
learning.
The goal of learning is to determine the knowledge principles, facts, procedures, and
skills taught in a program. Measuring responses is more difficult since they must be objective
and quantitative indications of how participants interpreted and assimilated the information.
They are not necessarily gauging work performance, Furthermore, the term behavior refers to the
measurement of job performance. A positive reply does not always imply that learning is
progressing because higher accomplishment in the program does not always translate into
excellent behavior in the workplace. Other than the training program, there are several factors
that can influence job success.
Finally, evaluations at the results level are utilized to link program findings to
organizational improvement. Quintas et al. (2017) conducted a study on recovering an e-learning
model that provided three contexts of learning, as outlined below:
• E-learning and communication promote learning flexibility by utilizing modular
object-oriented dynamic learning environment (Moodle) as a network for students
and lecturers to connect.
• face-to-face discussions and information and communication
• the concentration should be on understanding rhythms and tools
Several conclusions can be drawn. First, students prefer face-to-face studying because of
the immediate engagement with lecturers and classmates, communication and online
participation were hampered due to a technical issue and e-learning is regarded as a viable
option.
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The four-level paradigm has three limitations, according to Bates (2004). Those include
the model’s insufficiency, the assumption of direction, and the assumption of the growing
significance of information. As a result, levels are ascended.
Merill’s concepts define and articulate design principles by drawing on many
instructional design theories and approaches. These guidelines are more prescriptive (design-
oriented) than descriptive (learning-oriented). Since 2002, Merrill’s Principles of Instruction
have been the most widely used and quoted model in the literature. Merrill’s five principles are
as follows:
1. Learning is enhanced when students work on real-world challenges.
2. Existing knowledge is activated as a foundation for new knowledge, which promotes
learning.
3. New knowledge is demonstrated to the student, which promotes learning.
4. Learning is fostered when the student applies new knowledge.
5. New knowledge is integrated into the learner’s surroundings, which promotes
learning.
According to the above section, the most significant instructional principle for effective
leadership training is to provide a more engaging and successful course design using the ADDIE
technique. It should be used for improved planning, production, evaluation, and correction.
Following an excellent content design, it is vital to develop a strong and inclusive instructional
design to develop student learning and activities. To be more successful and influential, the
instructions should include goals, objectives, and outcomes. Using the ABCDs to-do list, an
instructor can create effective instructions. Given the end of appealing and successful content in
an appropriate virtual learning environment, a pedagogically acceptable distance online learning
35

education design is required. The ability to obtain knowledge without concern for time or space
can be beneficial in the shift to ODL learning. ODL is useful since it allows individuals to
interact without them physically being there. It should be utilized to help students improve their
work in real-world situations. In addition to activating new knowledge, which improves learning,
knowledge is transmitted and incorporated into new knowledge acquisition with the help of these
excellent learning techniques.
Future Corporate Training Challenges and Opportunities in the Kingdom of Saudi Arabia
There is increasing fear that many university-level graduates entering the work market
lack essential communication, cooperation, and critical and creative thinking abilities (Jandciu et
al., 2015; Laud & Johnson, 2013). The corporate sector is increasingly claiming that graduates
are unprepared and lack competency in job-related skills (Brown, 2016; Dishman, 2016; Wicks,
2016). It calls for the need to develop more extensive general education, critical thinking, and
information literacy skills, along with including application-based pedagogies at school and
college levels.
It is also important to apply methods in the classroom in which the instructor focuses on
engagement, enlightenment, and empowerment to improve students’ performance and better
prepare university graduates for the real-world employment market. A coaching approach in the
classroom, more specifically, is based on the belief that the student is the expert in terms of his or
her learning needs and ability. The concept necessitates that the instructor embraces honesty,
insight, and creativity by adopting a coach-like approach to teaching, encouraging interaction in
the classroom, and empowering students (Hasseln & Gair, 2016). Further, the instructor will
follow the approach that allows creating an environment that fosters trust, provides opportunities
36

for exploration and discovery, and adds value to the learning experience beyond the classroom
by focusing on the development of essential skills and life-long learning (Hasseln & Gair, 2016).
Challenges
According to the 2018 population data, more than 33 million individuals reside in Saudi
Arabia, with 12 millions of them being non-Saudis on temporary work visas (General Authority
for Statistics, 2018). According to age-specific data, there are more than 12 million people under
the age of 30 among the remaining 20 million nationalities, according to age-specific data (about
60% of Saudis). This high proportion of youthful residents is due to a variety of causes,
including the economic boom of the 1970s and 1980s, when riches from massive oil production
levels aided in the country’s urbanization and improved health care, education, and housing,
among other elements of life (Charles & Bechtold, 2014). Before the 1970s, people lived
nomadic or seminomadic lifestyles, and fast economic and urban development resulted in a rapid
population increase (Charles & Bechtold, 2014).
The government of Saudi Arabia is pushing for privatization and a reduction in the
reliance of the public sector as the preferred employer. Thus, young people are projected to
become highly employable in the upcoming years within the private sector. In addition, the
private sector is to become more influential in the economy, with government support.
Therefore, the influx of job seekers will put pressure on private organizations to create jobs and
prepare young workers to become future leaders.
Another government program that has an influence on Saudi corporate organizations is
the push for employment Saudization. As a regulator managing unemployment and awarding
work permits for expatriate employees, the Ministry of Labor has imposed a stringent policy that
precedes recruiting local Saudis before permitting a firm to hire from outside the nation (Peck,
37

2014). It has evolved as a major challenge for leadership training, as diversity is hindered, and
the organizations may face difficulties in dealing with cultural issues, of synchronizing between
the old diverse employee pool and the new Saudi national employees. It may also create a sense
of fear and loss of security among the existing non-Saudi employees.
The Saudi private sector also suffers from several challenges, including the need to
expand, generate more employment, and depend mostly on local labor. The next part focuses
more clearly on desired business changes and the expertise required to guarantee such changes
occur and are effective. The discussion of required expertise will focus on how to train private-
sector leaders in particular. Changes in the Saudi private sector is expected to bring about a slew
of challenges that will necessitate action on a variety of fronts, including government regulations
and policies, financing solutions, logistics infrastructure improvements, and, most importantly
for this study, more highly skilled leaders positioned for 21st-century challenges.
A final important threat is employee turnover. It is possible that after investing in the
development of the employee, they may switch to competing organizations. Another plausible
threat is the inability of the employee to utilize the learned skills and capabilities for the benefit
and performance of the organization. However, to deal with these threats, it is important to
influence the motivation of the employees by understanding and matching the needs of the
individual with that of the organization.
Opportunities
According to Saeed et al. (2014), leadership is critical in resolving organizational
conflicts. It also has the ability to sway the outcome of these confrontations. As a result,
businesses must ensure that the best leadership style is in place. Personal and organizational
38

success are both dependent on strong and effective leadership (Saeed et al., 2014). Thus, there is
an emerging opportunity for developing effective leadership in organizations.
Along with employee training, there lies an opportunity to provide leadership training to
employees. Providing opportunities for leadership training and development boosts general
employee morale and motivation. Effective training development boosts productivity, aids in the
improvement of workers’ abilities, experience, and knowledge, and improves their performance
(Saeed et al., 2014). Leadership training that includes emotional intelligence provides individuals
with emotional skills, allowing them to be better managers and leaders. The programs also assist
organizations in retaining their top performers. When managers are inept, high-level employees
may be forced to quit because they feel underappreciated (Saeed et al., 2014). Companies can
retain their employees and minimize the costs associated with hiring new employees by investing
in an effective training program, which emerges as an important opportunity for the
organizations.
Ardichvili et al. (2016) also suggested that leadership development aids in the
development of future leaders. Quality leadership comprises both the necessary training and the
necessary characteristics for leaders to apply principles to practice. It is the responsibility of
management to identify workers who possess the necessary characteristics and to give them
targeted leadership training (Ardichvili et al., 2016). By developing future leaders, the transition
from one management team to another is facilitated. It is also a chance to provide workers with a
professional path, hence enhancing retention rates. Employees are more engaged in decision
making because of leadership development.
The next opportunity lies in utilizing the feedback mechanism. Constructive criticism at
least once a week boosts employee happiness and makes employees more motivated to
39

participate in significant organizational challenges (Haslam et al., 2017). Giving feedback is a
sign of a competent and successful leader. Experts educate learners on how to successfully
provide feedback to workers while inspiring them to improve their abilities through training
programs. Employees increase their decision-making skills when they get high-quality leadership
development. Leaders with a high level of emotional intelligence have a higher probability of
making sound judgments (Haslam et al., 2017). Thus, business firms should invest in leadership
development training to guarantee that they produce better results both inside and outside of the
business despite global challenges.
Recommendations for Further Study
Based on the findings of this study, some recommendations for further research may be
made. Future research recommendations include a utilization-focused assessment that might be
the subject of future studies. This form of assessment is predicated on the notion that evaluations
should be carried out in accordance with their intended usage and users (Patton, 2008). In other
words, an assessment is conducted with an eye on how the evaluation’s results will be
implemented and who will be affected by the evaluation. In terms of leadership development in
Saudi Arabia’s private sector, the researcher might consult with intended users (e.g., a specific
organization or program) to identify their most pressing requirements and issues. Instead of
doing research based on predetermined research questions (RQs), the RQs would be generated in
collaboration with members of the study’s target audience, resulting in more meaningful results.
It would also assist in guaranteeing that the target consumers actually use the study and feel
ownership of its conclusions (Patton, 2008).
It is also recommended that the curricula at universities and colleges must include
application-based aspects in businesses. This applied learning would help prepare corporate-
40

ready employees and leaders, which would further help reduce the training and development
costs for the organizations.
Theoretical Framework
I identified key employees and talent within my own organization, which required the
KMO aspects to provide the most effective leadership training and knowledge transfer. The
purpose of KMO is to improve organizational performance, which leads to the accomplishment
of organizational goals. Based on the notion of culture, I am aware of the vital importance of
incorporating culture into the framework. This framework’s knowledge and motivation aspects
complement the goal of this study and allowed for identifying and analyzing what effective
leadership training is required for stakeholders within a company and to provide them with the
highest knowledge and motivation.
Clark and Estes (2008), two pioneers in the field of performance improvement, created
the KMO performance improvement paradigm. The objective of KMO is to increase
organizational performance, which leads to achieving organizational goals. Clark and Estes
(2008) defined the gap analysis process as the theoretical framework. A gap analysis process is a
challenging approach that identifies productivity gaps between the present situation and the
performance objective. The gap analysis findings can be used to provide solutions to any
detected flaws. The gap analysis process developed by Clark and Estes can be utilized as a
framework in any organization to learn about and impress upon the current performance gaps.
The organization’s performance is heavily influenced by these perceptions.
According to Clark and Estes (2008), it is essential that change comes from a detailed
investigation of performance gaps and is accompanied by relevant knowledge shifts and
motivation adjustments. The gap analysis approach was used to look into the possible causes of
41

performance gaps between team employees’ goals and actual performance. The root reasons for
performance differences were identified as fundamental variables in this model is a model
identified the root reasons for performance differences as fundamental variables.
The gap analysis technique developed by Clark and Estes (2008) was perhaps the most
viable method for investigating the teams’ opinions of variables that restrict or limit the overall
efficiency of the employees or team members. The steps of the gap analysis method made it an
excellent tool for identifying and communicating issues, targets, performance gaps, and proposed
solutions to address the core causes of performance gaps in a company. Clark and Estes’s (2008)
six-step procedure is depicted in Figure 1.

42

Figure 1
Gap Analysis

Note. Adapted from Turning research into results: A guide to selecting the right performance
solutions by R. E. Clark & F. Estes, 2008. Information Age Publishing, Inc. Copyright 2008 by
Information Age Publishing, Inc.

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The first step in the gap analysis method is to identify organizational goals. It is a method
for determining organizational objectives. Organizational goals are set to be met within a certain
time frame and must be completed by an individual or a team. According to Clark and Estes
(2008), organizational goals must be explicit enough to satisfy daily guidance while still being
flexible enough to adapt to changing circumstances. The employees’ and teams’ tasks for
achieving the organization’s goals must be clearly defined. Each member of the team must be
aware of the aim, its implications for the organization, and its reasons. Bandura’s (1977)
foundational social-cognitive theory of human development suggested that effective performance
improvement must begin with well-defined goals.
In Clark and Estes’s (2008) model, the identify performance goals stage is the second
step in the gap analysis. Each team member’s performance goals, which are tasks that each team
member must do, are identified. The objectives are stated individually, and each team member
must grasp the logic behind the work they must do to attain the goal and whether they are
succeeding. The final phase involves determining how team members perceive the disparities
between their performance target and actual performance.
The third step is a review of team members’ perceptions of the factors contributing to the
performance gaps revealed in the previous part. According to Clark and Estes (2008),
performance differences exist in three areas: knowledge and abilities, motivation, and
organization. The fundamental reason for the performance difference must be recognized
effectively. It is important to consider whether each team member understood when, why, how,
what, and with whom they are required to achieve their particular performance goals to find
knowledge performance gaps. It is also vital to recognize how far each team member opts to
complete the task, whether they were persistent, and if they put in the mental effort to achieve
44

the goal of uncovering motivational gaps (Clark & Estes, 2008). Identification of knowledge and
skills solutions, motivation solutions, and organizational process and material solutions are all
part of the fourth stage. This stage aims to suggest solutions that address the core reasons for
motivational differences in performance (Clark & Estes, 2008; Pintrich & Schunk, 2002).
Leadership training is frequently seen and discussed in terms of organizational hierarchy
and location in a company’s structural topography. Leadership training must be provided at the
top levels of businesses to give strategy, purpose, and guidance in situations where managers are
expected to lead fairly, responsibly, purposefully, and directedly across the organization
(Drucker, 2004; Goleman, 2004; Hogan & Kaiser, 2005). Leaders are assessed not just on their
accomplishments, but also on the methods and processes they use to attain company goals and
the intended consequences (Drucker, 2004; Goleman, 2004). According to this structural-
hierarchal view, leaders should occupy the highest positions at or at the top of the organization’s
structure (Spillane, 2005). Executive leadership teams are at the top of the organizational
structure. They provide vision, direction, engagement, delegation of duties, and sound judgment
to help their companies achieve their objectives (Day et al., 2014). Each member of an executive
leadership team must exhibit knowledge, skills, attitudes, and actions that support and invigorate
the organization’s mission, culture, and moral behavior (Banerjee & Erçetin, 2014). By doing so,
a positive culture of employee training for knowledge transfer can be created within the
organization.
Developing a solid grasp of the gap between the attainment of intended organizational
goals and existing performance is critical to enhancing organizational performance. Developing a
solid grasp of the gap between the attainment of intended organizational goals and existing
performance is critical to enhancing organizational performance. According to Cacioppe (1998),
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an integrated approach to effective leadership development should be aligned with an
organization’s strategic goals. In addition, the organization must define a method for reaching
targets, develop an effective assessment process, and connect with effective human resource
resources to support employees. Key performance indicators can provide important benchmarks
for employees to strive to reach within the organization. Finally, Quinones and Leon (2016)
conducted a study and. They discovered that even though just 44% of the 350 firms investigated
had a systematic method for identifying and growing leadership potential for promotion and
succession, all of the organizations in their research claimed that leadership development and
succession planning were crucial to present and future company performance. Organizations that
used assessment methodologies to detect and analyze gaps in leadership performance and
undertook a comprehensive approach to leadership development and continually improving their
approaches were far best placed to have forward-thinking leaders (Conger, 2014; Day et al.,
2014). Within the private sector, the gap analysis methodology aids in transitioning leadership
training from the classroom to the workplace.
The gap analysis approach developed by Clark and Estes (2008) gives companies and
stakeholders better knowledge and insight into current performance related to their intended
goals. As a framework grounded in research, the gap analysis allows the researcher to focus on
how to improve people’s effectiveness. In doing so, researchers and individuals can identify
attributes that will have the most significant effects. Finally, the model allows for the
distinguishability of actions or interventions best suited to the culture of the organization. As
with any effective approach, the gap analysis approach is data-driven, drawing from information
provided within the context of the organization. With this intentional analytic technique, it
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becomes possible to clearly determine if stakeholders have the necessary knowledge and skills,
motivation, and organizational support to fulfill the stated objectives.
The gap analysis technique developed by Clark and Estes (2008) focuses on three
important aspects contributing to possible knowledge gaps: motivation, knowledge, and
organizational barriers. Each of these characteristics is a critical modulator of goal success.
Organizational barriers are obstacles, structures, or limited resources that prohibit progress.
Knowledge is what individuals need to know and the abilities they need to carry out a certain
activity or function; motivation is simply defined as the active commitment, mental efforts, and
tenacity put forth. Thus, in knowledge transfer, the locus should be put on these three aspects to
ensure that the overall performance of the employees enhances.
Closing performance disparities involves knowledge and drive (Clark & Estes, 2008).
Motivation, according to Clark and Estes (2008), reflects three main factors: active decision,
perseverance, and mental effort. The active choice is taking the initiative and getting started, not
only expressing a desire. The mental effort focuses on gaining new or more information,
accepting mistakes, and continuing to move forward. Motivation might suffer when one or more
of these three critical variables fails, and performance disparities can emerge (Clark & Estes,
2008). It is crucial to grasp the underlying motivation theories and apply them to executive and
leadership development activities. Their optimism favorably influences direct reports’ drive to
learn and develop in increasing their leadership abilities and knowledge and their high
expectations for success (Pajares, 2006). When performance gaps arise, understanding the link
and interplay between motivation and knowledge can assist in finding solutions and also help
design training aspects accordingly.
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According to Clark and Estes (2008), when an organization’s work processes, culture,
rules, and procedures are out of step, gaps in goal accomplishment and high performance
emerge. Understanding the impacts of various organizations, the amount of alignment or gaps
that may exist, and the consequences of these impacts or gaps on leadership development
activities will give more statistics and information on building leaders’ preparation for more
challenging assignments and promotions.
Knowledge
It is imperative in the rapidly changing 21st century that leaders are empowered to
support and sustain positive momentum by identifying the influences and conditions that impact
employees and stakeholders while aligning with the organization’s stated mission and goals. At
the very foundation of this is the identification of essential information, skills, and reflective
awareness needed to meet desired outcomes. According to Clark and Estes (2008), potential
performance gaps can be addressed by identifying what stakeholders need to be aware of
including how to accomplish tasks and what potential deficits exist. Moreover, focusing on
knowledge gaps within the organization requires researchers to consider what needs to be known
within the environment to accomplish such tasks, how projects and goals should be
accomplished, and metacognitive elements as further outlined below. It is important to stress that
knowledge is critical as an influence on performance because, from a knowledge perspective,
individuals may not know how to do something or understand why a given task is important. If
such gaps are identified, responsive training and providing proper information or onboarding can
resolve the gap in understanding and thus empower all employees to accomplish performance
goals.
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Declarative Knowledge
It is essential to comprehend the declarative, procedural, and metacognitive information
required for effective succession in this research. Knowledge transmission is critical to job
performance (Foley & Kaiser, 2013). Remarkably, a skillfully developed lesson or program
impacts a learner’s enormous declarative knowledge. With a focus on how that information is
utilized in various circumstances. Declarative knowledge consists of domain-related conceptual
understanding, is frequently focused on the capacity to express a specific fact. The growth of
leadership training should place a larger focus on intellectual development rather than training;
that is, the value of learning how to think rather than what to think. Declarative knowledge is
used in the format of lectures, narratives, seminars, and conversations in this learning method.
The curriculum of the institution is based on a development platform that is significantly
influenced by fields of study, leadership, and organizational behavior. Declarative knowledge is
classified into two types: factual information and conceptual knowledge. The offered declarative
knowledge is not a means to a goal but rather a part of a bigger and purposeful growth process
aimed at creating a balance between knowledge and training. This technique is compatible with
Lord and Hall’s (2005) leadership skill development from beginner to expert. The purpose is to
offer rookie leaders actual (fact) understanding and the chance to use that knowledge to help
them develop and grow their leadership skills.
Procedural Knowledge
Success in the leadership training program entails adapting. Training is an education
focused on procedural knowledge and competency, that is, learning how to carry out the
processes required to undertake a task. Effective training, transferring to the workplace
(generalization), and long-term application of what was learned on the job are the three basic
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aims of training programs. Many native students who attend schools outside of the western
model do not have extensive experience in formal learning settings, where students may be asked
to interact in mixed-gender groups. If students want to find success within these new learning
groups, then they must change their study habits and approaches to learning. For some, this
might be as simple as adjusting homework patterns; for others, it might mean whole changes to
how they process information through notetaking and assignment work. Students who
successfully navigated these changes described how the experience provided an opportunity to
exhibit transformational leadership by understanding how to change their workflow patterns.
They could successfully interact with learners or help them find similar success in understanding
the chosen knowledge area. Leadership training is frequently referred to as leadership knowledge
(Moschgat, 2000). Students learn management in this leadership experience through a series of
things both within and outside of the course (like leadership implementation practices, role-
playing, situations, and so on). The purpose of the evaluation technique in this section of the
Academy is to encourage actual learning and behavioral change, in addition to declarative
understanding and skills. This is accomplished through several leadership tasks that encourage
students to see themselves from multiple angles and how the knowledge fits into their entire
leadership training. This requires critical reflection and a keen awareness of personal attributes
(Kruger & Dunning, 1999; Roberts, 2008). Individuals became knowledgeable of their own
limits in self-assessment and how these constraints affect people around them. Finally,
individuals develop their own personalized professional development plan for the remainder of
their period at the training center and beyond using self-evaluations, full assessment, and
conceptual understanding.
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Metacognitive Knowledge
A person who possesses metacognitive knowledge examines contextual and conditional
characteristics of specified tasks and situations, which is metacognitive knowledge examines
contextual and conditional characteristics of specified tasks and situations, a significant feature
of strategic problem-solving behavior (Anderson & Krathwohl, 2001). Self-awareness and
cognitive activities are examples of metacognitive knowledge. Members of the team who have
exhibited metacognitive knowledge can determine which talents to utilize and when to use them
need support.
It is also essential that the leaders have the necessary understanding and skills to conduct
and supervise leadership training. This encompasses management control information, particular
leadership training knowledge, and an understanding about what knowledge and abilities are
missing. Table 1 summarizes the needed knowledge and abilities, and how they were tested.

Table 1
Knowledge Types, Explanation of Transfer of Knowledge, and Interview Assessment for
Knowledge Gap Analysis
Knowledge type Description Knowledge influence assessment
Declarative Onboarding employees
Recognizing and
quantifying existing
procedures,
regulations, and
standards in place
Development of
repositories, video
tutorials, case
studies, training
manuals, and vision
statements
What are current onboarding practices?
Where is basic information about the
organization found?
How can this be improved?
How are procedures communicated
across the organization?
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Knowledge type Description Knowledge influence assessment
Procedural Knowledge gained
through experience is
passed along through
employees and
trainers.
Team members share
success stories and
celebrate
improvements.
Task accomplishment
is shared widely, and
information on how
to accomplish such
tasks is documented
in processes and
through the
application of tasks.
What are the pathways to success in
this organization?
Specifically, how are tasks to be
accomplished in your role?
How do you know?

Procedural Often learned through
experiential learning
and mentoring
including leadership
skills, sales pitching,
effective writing, and
communication
What mentoring opportunities are
available?

How can interactive continuous
training and job coaching sessions
help you achieve professional goals?
Declarative knowledge Onboarding to the
company culture,
workplace habits,
and specific job role
that the employee has
been hired for
What difficulties have you encountered
in your role?
What tools, knowledge, experience, or
resources would enable you to
perform better?
What roadblocks have you encountered
in your position?
Procedural knowledge In the case of employee
turnover or how
operations are
conducted in this
workplace setting
interactive product or
service
demonstrations or
webinars on best
practices are shared.
In what ways has your previous
experience benefitted you in your
specific role?
Can you share examples of
resourcefulness or innovation that
you recall?
Procedural Separate and apart from
experience, managers
and leaders must use
logic and abstract
In what ways do you solve problem on
a daily basis?
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Knowledge type Description Knowledge influence assessment
reasoning to
problem-solve daily.
What tools or resources would allow
you to make decisions more
effectively in your role?
Metacognitive After experience,
observation and
reflection, managers
and leaders unlock
new and creative
approaches, and gain
an understanding of
what works well and
what to avoid in the
future.
How has hands-on experience enabled
you to lead effectively?
What kinds of additional experience
would you benefit from in the future?

Motivation
Individuals need to feel motivated to go forward to finish a task. When team members are
driven to do their jobs, the work appears to be straightforward, and tasks are completed.
According to Clark and Estes (2012), those that are confident and feel that they are strong and
successful would achieve substantially, and those who are as talented but prefer to mistrust their
own talents (p. 23). Motivation can help them to put effort into accomplishing the desired or
prescribed objectives. According to Clark and Estes (2012), an individual’s leadership provides
individuals with the objectives and tools that enable them to be effective. Self-efficacy is one of
the essential factors that might influence a successors’ motivation. In addition, it is helpful to
compare intrinsic and extrinsic motivation to allow leadership trainers to best design training
experiences.
Self-Efficacy
Bandura (1986, 1997) defined self-efficacy as the belief system of an individual that
helps in the execution of behaviors, with the aim to produce particular performances. Self-
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efficacy is also defined by Borgogni et al. (2013) as a person’s belief or assumption in one’s
power to manage and conduct a set of activities that are necessary to manage the circumstance
which will arise. According to Caesens and Stinglhamber (2014), self-efficacy can motivate
employees to exhibit job engagement and, eventually, proactive behavior since it pushes a person
to execute a sequence of productive activities to influence the environment. According to Martin
and Rimm-Kaufman (2015), self-efficacy plays a critical role in controlling how much effort is
put in, however intense that work is, and forecasting success. Self-efficacy is a person’s belief in
his or her ability to learn or complete a task in a certain subject (Martin & Rimm-Kaufman,
2015). Clark and Estes (2008) reported that assisting in the development of an individual’s self is
important for enhancing motivation and, as a result, boosting goal success. Self-confidence is
vital because if a person believes they lack the necessary skills to finish a mission, those who
may not do so.
Expectancy-Value Theory
It is critical for researchers and training developers to consider learner-centric designs
and implementations. According to the expectancy-value theory, students’ achievement and
choices regarding their accomplishments are determined by expectancies for success and
subjective task values (Meyer et al., 2019). Understanding this paradigm enables training
coordinators and managers to gauge trainee confidence levels and match the individual’s
projected perception of the usefulness or enjoyability of the required task. Specifically, for
diverse adult learners, employee training programs must consider cultural milieu, different
individual aptitudes, self-concept, affective memories, previous achievement-related
experiences, individual perceptions of social beliefs, and everyone’s interpretations of their lived
experiences (Wigfield & Cambria, 2010).
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Intrinsic Motivation
Intrinsic motivation drives employees and emergent leaders to engage in behaviors
because they find them rewarding. In other words, stakeholders perform activities for their own
sake rather than for external reward or recognition. Instead, for these employees, the act itself is
rewarding. According to Ryan and Deci’s (2017) research, intrinsic motivation results when
“workers autonomously engage in work that they value and for which they feel respected and
fairly compensated” (p. 87). Respecting employee autonomy and encouraging employees to
participate in training opportunities that align with their strengths and interests can potentially
leverage intrinsic motivation, increasing productivity and positive workplace culture.
Furthermore, attending conferences and training, learning new skills, time with executive
leadership, engaging in high-profile projects, and ongoing feedback are factors that can
positively impact employee intrinsic motivation.
Extrinsic Motivation
Employees motivated to perform or engage in activities do so to earn recognition,
promotion, or avoid negative sanctions. According to Miao et al. (2020), an examination of high
employee turnover rates demonstrated the importance of understanding the nuanced roles of
motivation in enhancing job engagement and lowering turnover intention. Job resources may
play a role as extrinsic motivation since they are willing to make compensatory efforts to reduce
work demand and promote the realization of goals. Although intrinsic motivation was cited as
being the long-term ideal, factors such as employee recognition, stipends and raises, bonuses,
and other incentives drove employees to stay in their roles longer over time and increased
satisfaction. In addition, recognition for achievement of completion of on-the-job training and
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advanced education correlated to positive engagement and improved workplace culture
(Aguenza & Som, 2012). Table 2 presents the influences and assessment methods.

Table 2
Motivational Influences, Types, and Interview Assessment for Self-Efficacy Gap Analysis
Influence Description Assessment
Self-efficacy influences
New leaders must have faith
in their management and
leadership talents.
Confidence upon completion of
training to implement
management style and tactics
Why do you believe you
were selected to run the
corporation?
The leaders must experience
positive emotions.
Constructive feedback is
provided throughout training
to encourage behaviors
Do you like working for a
corporation? Why?
Leaders must develop tools to
elicit feedback within and
outside the organization.
Tools are provided throughout
the training to be
implemented and applied for
360 assessment and
evaluation.
In what ways do you assess
and evaluate your work?
Expectancy-value theory influences
Leaders’ past experiences,
self-perception, and culture
impact leadership style and
acquisition of new skills.

Encouragement, time, and
guided training to identify
biases, perceptions, and
assumptions exist at all
levels.
Learner-centered supports to
meet students where they are
and provide scaffolding and
adjustments where needed
What barriers exist for you
to acquire new skills?
How do you perceive your
leadership style and
tactics? Why?
How do you think others
perceive your style and
tactics? Why?
Intrinsic motivation
Leaders are ideally
passionate, self-motivated,
and driven to achieve goals.
Autonomy, opportunity to
pursue interests, and
continual feedback are
provided.
What drives you to acquire
new skills?
Extrinsic motivation
Leaders can incentive training
and evolution of employee
skills
Bonus packages raises,
promotions, awards, and
recognition are available with
clear and transparent criteria.
What incentives exist for
outstanding performance,
high engagement, and
innovation?

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Organizational Influences
One of the most important priorities of employee training is understanding and building
positive organizational culture (Alverson, 2012). An organization’s culture determines its
fundamental ideas and value show its work is carried out. It is the process of thinking, believing,
and developing concerning an organization. Organizational cultures have an impact on how
employees collaborate to execute tasks. The organizational culture may be considered the social
glue that holds the organization together (Alverson, 2012).
In addition, an organizational culture establishes a critical foundation for keeping an
organization’s activities together and influencing workers’ desire to achieve. Denison (1996)
defined culture as “the experience contacts and socialization among groups in the workplace that
is unpredictable and unstable” (p. 1). Similarly, various scientists developed multiple instruments
to assess organizational culture and discovered that several dimensions of items overlapped
(Carmeli, 2005). Five main organizational culture factors are used for an organizational gap,
which include analysis of work challenges, interaction, confidence, development, and social
stability (Zeitz et al., 1997). Zeitz et al. (1997) created the organizational culture instrument to
assess total quality management, and quality training is an important component of total process
improvement.
Aside from ideal structure and enthusiastic participants, the components of company
culture, such as social cohesiveness, impact training success (Eisenberger et al., 1990). More
precisely, even if the learner learned from the instruction, they cannot return to authoritarian
organizations (Bunch, 2007). As a result, recognizing organizational culture is among the
essential part of training (Arthur et al., 2003; Bunch, 2007; Saari et al., 1988). Similar to above,
the key question here is what organizational resources or supports do leaders need to successfully
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transfer what they learn in leadership training to their organizational context? Table 3 presents
the organizational influences, types, and interview assessment.

Table 3
Organizational Influences, Types, and Interview Assessment for Organizational Gap Analysis
Organizational influence Potential organizational
resources
Assessment
Holistic employee
onboarding procedures
Employee handbook
Training session (webinar or
F2F)
Governance tools and sample
organization bylaws
How were you onboarded to
the organization?
Did this differ from what you
have experienced in past
jobs?
Effective mentoring and
train-the-trainer program
New hires are provided with a
mentor.
Employees with emergent
leadership skills are
encouraged to serve as
allies and trainers, with
incentives provided.
Were you provided with a
mentor? If so, how has this
impacted your ability to
lead?
If not, how has this impacted
your ability to lead?
Ongoing professional
development activities
Policies are in place to
reward/recognize those
who participate in ongoing
professional development.
In what ways is professional
development encouraged in
the organization?
Employee recognition
programs
Policies, practices, and
procedures are in place to
recognize exemplary
employees-this includes
and are not limited to
performance, service
tenure, exemplary
leadership, and innovation.
Are employees rewarded and
recognized for outstanding
service?
How does that impact the
employee and others?
Cultural dynamics Diversity, equity, social
justice, and cultural
competency training and
policies are provided and
clear to all to encourage an
inclusive and respectful
working environment.
Sanctions are in place if there
are violations.
These are communicated.
Is this a supportive and
inclusive environment?
Are employees satisfied?
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Organizational influence Potential organizational
resources
Assessment
Networking and community
building
Networking strategies are
clearly conveyed.
Community outreach events
Succession planning tools
SMART goal setting
strategies
How are connections formed
and maintained?
In what ways do you interact
with the community-at-
large?
Organizational culture Climate culture surveys
Results of 360
Evaluations and reviews
Promotions
Workplace satisfaction
measurements
Reflection tools
How would you discuss your
overall experience in the
organization?

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Chapter Three: Methodology
This research aims to determine the transfer of leadership learning in Saudi Arabia and
the implementation of employee training and development in the region. Saudi Arabia is
undergoing a revolutionary period, motivated by domestic factors such as Vision 2030 and
focusing on development based on the growth of the non-oil sector. Thus, this research sought to
determine barriers to effective training development, the impacts of dynamic and effective
employee training, training delivery modalities, and the most effective techniques for knowledge
transfer. As a result, this research aims to uncover ways in which training developers and
managers can eliminate training barriers, provide more inclusive training options for employees,
and deliver key competencies and skills to 21st-century employees in the corporate sector. The
gap analysis framework was used in this study, which employed qualitative research
methodology. This chapter overviews the research design and technique, data collection and
instrumentation, data analysis, and research ethics.
Research Questions
This study focuses on the following RQs:
1. What are the knowledge, motivation, and organizational influences on the successful
transfer and implementation of knowledge from the corporate training classroom to
organizational practices?
2. What are the resulting recommendations to improve knowledge transfer and training
and development initiatives being implemented in Saudi Arabian organizations?
Overview of Design
The study makes use of qualitative research such that qualitative data are used. Creswell
(2014) presented that a qualitative research design incorporates qualitative studies to meet the
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research objectives. This study utilizes a survey and interviews. When used together, Merriam
and Tisdell (2016) noted that these methods provide valid and reliable findings that are easier to
triangulate and more effective to synthesize.
A survey using the Likert scale is circulated among the employees working in different
Saudi Arabian organizations. Moreover, to gain a deeper understanding of transfer leadership
learning in Saudi organizations, one-to-one interviews among the owners and managers in
different organizations. A survey using the Likert scale is circulated among the employees
working in different Saudi Arabian organizations. Moreover, one-to-one interviews among the
owners and managers in different organizations to gain a deeper understanding of the concern of
transfer leadership learning in Saudi organizations. Merriam and Tisdell (2016) noted that these
methods when used together, provide for triangulation, which restricts the possibility of biases in
research findings and conclusions. Merriam and Tisdell (2016) noted that these methods when
used together, provide for triangulation, which restricts the possibility of biases in research
findings and conclusions. Table 4 presents the data sources used to answer the RQs.

Table 4
Data Sources
Research questions Surveys Interview
What are the knowledge, motivation, and
organizational influences on the
successful transfer and implementation of
knowledge from the corporate training
classroom to organizational practices?
X X
What are the resulting recommendations to
improve knowledge transfer and training
and development initiatives being
implemented in Saudi Arabian
organizations?
X X

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Research Setting
About 100 randomly selected employees from different Saudi companies are surveyed to
learn the best practices for knowledge transfer and training and development, and the required
knowledge, motivation, and organizational needs needed for transfer knowledge. The data
collection is conducted in three phases. The first phase includes implementing and analyzing the
qualitative survey so that baseline information on knowledge, motivation, and organizational
needs are gauged to understand the learning experiences of the survey participants. The second
phase includes conducting and analyzing the information collected from one-to-one interviews
with the managers of the Saudi organizations to deeper analysis of the knowledge transfer. The
interview questions solicited knowledge, motivation, and organizational needs required for
transferring and implementing knowledge from classroom learning to organizational learning,
importance, and future developments to fill the gap between classroom leadership training and
the business environment. Interviews with 10 managers were conducted with the expectation that
it would suffice to attain a saturation level for interview data.
The Researcher
I possess vast experience working in the discipline of transfer knowledge, and the human
resource department, which implies knowledge about the research area. Moreover, using a
qualitative survey helped provide objective findings, such that my personal biases are not
accounted for while collecting the data. I used random sampling such that the survey participants
are representative of the population. Random sampling is also helpful in generalizing the wider
population (Johnson & Christensen, 2014). Furthermore, random sampling also helped the
eligible participants have an equal opportunity for participation (Fink, 2012), which was
important in limiting the presence of any selection biases.
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Moreover, I used qualitative research design since it is flexible and responsive to the
altering circumstances of the research study (Merriam & Tisdell, 2016). Qualitative research was
conducted using interviews, and the interview questions and schedule were predetermined. A
recording was conducted such that the data analysis remained free of any biases. Finally, the my
experience in research, collecting data, and networking in the industry helped gain a high
response rate, such that the research findings were robust. It is because the I was able to leverage
his contacts to approach the potential respondents, which helped and assimilate data from the
higher and more relevant number of participants.
Data Sources
Two primary methods were selected for collecting the data: surveys and one-on-one
interviews. These two methods provide access to qualitative and quantitative data and are
considered useful in capturing the knowledge, motivation, and organizational actions vital for
studying the transfer of learning from the classroom to professional practice and training and
development. This section discusses these two methods in greater detail.
Participants
The participants for the interviews include the managers and leaders from different
organizations in Saudi Arabia, who are directly involved in leadership training and the
development of employees. Purposive sampling was undertaken to select the interview
participants so that it was convenient for both the voluntary participants and me. It was further
considered that the respective participant possesses a work experience of at least 5 years in the
industry so that they had sound knowledge about different best industry practices necessary for
transfer learning and training and development of employees. All participants were asked to
provide information on their gender by selecting if they identify as (a) male, (b) female, or (c)
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decline to answer. This information enabled me to identify connections to vulnerable and
underrepresented populations.
Furthermore, participants of the survey involve employees who are currently employed in
different business sectors in the KSA and who have completed leadership training within the past
3 years or are currently enrolled in leadership development programs. For this purpose, the study
did not differentiate between different industries or public versus private sector employees
Participants included in the purposive selection were only those who are Saudi nationals,
excluding expatriates. Participants were also asked to provide demographic data in the survey,
including their gender, sector of service, years of experience, highest degree earned, and year of
most recent training completed.
It was anticipated that more than 350 participants would be tapped to conduct the survey.
From that population, a 20% response rate was anticipated. It was assumed that collecting data
from about 100 participants would adequate in gaining a perspective of the industry trends and
will be representative of the total population based on similar studies’ saturation.
Participants were selected by deploying personal contacts and networks, as well as by
research on social media platforms like LinkedIn. The professionals working in the human
resource department were selected. Once the ideal participants are selected, they were sent an
email to communicate the purpose of the interview and seek their consent. Once the participant
showed interest, the interview date and time were fixed. If the participant was located nearby, a
face-to-face interview was conducted. However, if the location was far off, or the timing for a
face-to-face interview did not match, then telephonic or video meetings using platforms like
Zoom or MS Teams (for convenience) were used.
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Data Collection Procedures and Instrumentation
Data were collected in several ways for this research study. First, I prepared a list of
semi-structured questions, so meaningful information could be collected. The list of questions to
be used for the interview is given in Appendix B. The interviews were conducted either face-to-
face or using video conferencing, such as Zoom. With the permission of the participant, the
interview was recorded so that it could be later used for analyses. Each interview took about 50–
60 minutes. It is important to note that all participants voluntarily agreed to participate in the
study before answering any questions or participating in the interview. Participants were
informed that the research being conducted would not evaluate them or the company. Instead, the
questions were part of a study to assess and recommend improving leadership training
opportunities.
Surveys
I carefully developed the survey considering the RQs after seeking references from the
conceptual framework of the study based on Clark and Estes’s (2008) gap analysis framework.
Thus, the survey questions not only directly test the RQs of the study but also test the model’s
knowledge, motivation, and organizational influences dimensions. The survey contains about 30
questions related to the transfer of learning and training and development. These questions were
designed in consideration of each of the dimensions of the gap analysis KMO model, as
propounded by Clark and Estes (2008). The survey is attached in Appendix A and consists of
four sections, such that the first section includes questions about the demographic profile of the
respondents, to understand the experience and industry of the participants. The next three
sections consist of 5-point Likert scale questions from the three dimensions of the KMO gap
analysis framework. The survey was circulated using online media. The questionnaire provided
65

the survey’s details and purpose, and the participants’ consent was sought. It was estimated that
the survey participants would take no longer than 15 minutes to read and fill out the questions.
One-to-One Interviews
One-to-one semi-structured interviews were conducted among the managers and leaders
of the organizations, to learn about KMO needed to implement knowledge from the classroom to
organizational practices and gauge the importance of leadership training and development for
firms in Saudi Arabia.
Data Analysis
The scripts of the interviews were analyzed after each interview is performed. The
answers of the interviewees were allocated to several themes, which helped pool together the
homogenous responses in one place. It also helped learn about the saturation level, guiding me
about the number of interviews needed to meet the research aims. The themes pertained to the
three KMO dimensions as well as emphasize the importance of training and development. The
themes, along with the frequency of their appearance in the transcripts, were assessed.
Once the survey responses were received, they were analyzed in the light of the RQs.
Firstly, a missing value analysis was conducted to discard any unfulfilled or partially filled
responses. Thereafter, some of the analysis included descriptive statistics and frequency. The
responses to each of the questions were presented using graphs and tables to provide a
meaningful interpretation. Moreover, the survey responses will be detailed under each research
theme identified after the data is collected.
Validity and Reliability
A researcher must ensure that the data collection and analysis are done in a reliable
manner and are valid for forming conclusions. I took a number of steps to ensure the presence of
66

no biases in the data collection. For the qualitative data, a pilot study was conducted to determine
whether the survey questions were clear and interpreted in the same manner as developed. The
data were further analyzed using thematic coding such that the themes were objectively created
by manually visiting each set of interview data and organizing the responses in various themes.
Thus, the presence of personal biases is restricted.
The study was designed so that qualitative research methods are used, which provided the
advantage of triangulation, and thus, avoided any researcher bias and enhances the research’s
credibility (Creswell et al., 2011; Merriam & Tisdell, 2016). Moreover, since the data were
collected from multiple sources, it helped validate each other and, thus, improved the reliability
and creditability of the information collected (MacMillan, 2004). Although the study has limited
generalizability as a qualitative study, accuracy, and trustworthiness were maximized, with me
asking each interviewee to review the interview transcript for accuracy. Furthermore, since
participants also completed survey data, the research captured information directly from the
source, capturing an accurate account of each participant’s attitudes and experiences.
Ethics
A researcher’s conduct of the must be ethical in collecting and analyzing the data, as well
as discharging the research. Since the data sources are primary, the confidentiality and privacy of
the survey as well as interview participants must be respected. Thus, the personal identity
questions of the respondents and their organizations were not revealed before, at the time, or
even after collecting the information. That is, the identity of the respondents was kept
anonymous by randomly assigning them some codes and numbers. Secondly, the participation of
the respondents was voluntary. The participants had the right to withdraw their participation at
any time. Even if they communicated an intent to withdraw participation within a week or more
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after the data were collected, their responses were discarded. The participants were provided
with the purpose of the survey and interviews, and their informed consent was obtained before
collecting the data from them. They were assured that their responses would not be used for any
other purpose and would not be re-used. All the collected data will be discarded per the
university’s instruction. Recruitment methods considered participants’ privacy to prevent
coercion. Participants were allowed adequate time and the ability to consider their participation
in the study and would not be compensated for participation. Participation in the study was
completely voluntary. Finally, I promised to use the collected data without interfering,
tampering, or adding personal biases.
Limitations and Delimitations
This study is not free from any limitations and delimitations, and the researchers must be
aware and conscious of the same while discharging the research. Some of the limitations of the
research are that (a) findings are dependent on my truthfulness since data were collected and
analyzed by me without any interference by the supervisor or other experts; (b) interviews were
conducted using distanced, audio video platforms due to social distancing practices as well as
participants availability, which may be less effective as face-to-face interviews. The delimiting
factors of the research include that data collected from both the survey and interview are
simultaneous and thus, may not add value or consistency. In contrast, if the interview questions
are designed after analyzing the survey data, the interview could be used to fill in the gaps in the
survey. Data were collected from different industries and both private and public sector
companies, which may have different implications for the transfer of knowledge and training and
development practices. Thus, the findings may not be useful for different industries.

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Chapter Four: Results or Findings
The purpose of this chapter is to present findings to address the first research question of
this study: What is the knowledge, motivation, and organizational influences on the successful
transfer and implementation of knowledge from the corporate training classroom to
organizational practice? Data were collected through one-to-one interviews and a survey
questionnaire, with 16 and 13 participants, respectively. These data were then analyzed using the
theoretical framework of Clark and Estes (2008) to understand the knowledge, motivation, and
organizational influences of the participants. This chapter begins with a brief overview of the
participants and then moves on to describe the findings related to research question one. The
description of the findings is divided into three sub-sections, according to the three influences.
Using thematic analyses, each influence is further categorized into sub-themes.
Participants
16 interviewees participated in the one-to-one semi-structured interviews, while 13
respondents (out of 16) participated in the survey. The gender, organizational role, key
responsibilities, and completion of the leadership development program details of these
participants are presented in Table 5.

Table 5
Participant Profiles
Gender Organizational role Key responsibilities Yr. participant
completed leadership
development program
Male HR business partner HR recruitment, performance
management engagement
and training
2015
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Gender Organizational role Key responsibilities Yr. participant
completed leadership
development program
Female Director of exhibitions Leading the international
exhibitions and any
international appearance for
STA for participation in
trade shows
Jan 2023
Male Contracts manager Managing contracts in supply
chain
Dec 22
Male Accounts manager Customer acquisition, business
development, and customer
retention
2022
Male Supply planning
manager
Managing supply of goods
from distributors to retailers
and fixing challenges and
issues in supply chain
Dec 22
Male Head of quality
assurance in real
estate
Employee training to reduce
rework
Apr 22
Male Contact center
manager
Customer relationship:
Customer registration,
feedback management,
grievance management
Apr 22
Male HR manager Strategic, marketing and
sustainability
2022
Male Area supervisor Supervising and managing
wholesale food service
Oct 22
Female Head of nutrition care Development of functional
management
Dec 21
Female CRM and business
solution manager
Automate business process to
enhance employee efficiency
2022
Male Business solution
manager
ERP and management of
backend system for different
organizational functions
Jun 22
Female Senior project
specialist
Strategy and project
management, CSR
operations and recognition
of the people, evaluation and
recognition for the project
managers
Nov 22
Male Regional
merchandising
manager
Customer partnership and
relationship management
Jan 22
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Gender Organizational role Key responsibilities Yr. participant
completed leadership
development program
Female Project management
executive
Project management 2020
Male Senior financial
analyst
Financial statements, analysis,
and accounting in the supply
chain department
2022

From Table 5, it can be implied that 68.75% of the respondents are males, while 31.25%
are females. This show that the responses are dominant by males but are considered
representative of the industry since most of the managers in Saudi Arabia are males. By
assessing the organizational roles of the respondents, it can be observed that they hold different
positions, and hence, the findings from their responses about the impact of leadership training
will be pervasively applicable to the entire organization. The respondents also hold different
responsibilities within the organization, such that they are strategic and primarily contribute to
the70ffecttiveness and productivity of the organizations where they are employed. Finally, all 16
respondents have attended the leadership development program, such that 15 of them have
acquired the training in the last 3 years, while one of them took the training program in 2015.
Hence, it can be implied that all the respondents are representative of the population.
Description of Influences
This section discusses the respondents’ perceptions and viewpoints on knowledge,
motivation, and organizational influences on the successful transfer and implementation of
knowledge from the corporate training classroom to organizational practice. Each of these
influences is discussed by using the themes derived from the interviewee’ and the survey
responses.
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Knowledge Influences
This section discusses the knowledge influences on the successful transfer and
implementation of knowledge by participants from the corporate training classroom to
organizational practice. The participant profiles above reveal that the participants have acquired
formal training in leadership and development. To further probe the knowledge influences, the
participants were queried about the key learning acquired by them from the training program,
and how they implemented the same within their organizations. After assessing the four types of
knowledge influences within the responses, it was found that 50% (2 out of 4) of knowledge
influences were explicitly exhibited by the participants, and thus, recognized as knowledge
assets, while the other 50% (2 out of 4) were determined to be lacking among the participants,
and thus, were interpreted as the knowledge needs. The section also discusses the findings of the
survey (among 13 participants), which mostly discusses the procedural influence, of how the
respondents implemented the learned knowledge during training within their organizations.
Table 6 presents the assumed knowledge influence and interview data findings.

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Table 6
Assumed Knowledge Influence and Interview Data Findings
Assumed knowledge
influence/knowledge construct
Knowledge type Knowledge need or asset
Leaders must acquire strong
communication skills in their
training programs and implement
the acquired learning for
managing the organizational
stakeholders (Procedural).
Procedural knowledge Knowledge is viewed as a
need.
To understand the employees and
customers within the
organization, leaders must learn
about personality tests in their
training program (declarative)
and implement the learning
(procedural).
Declarative knowledge

Procedural knowledge
Knowledge is viewed as an
asset.
Leaders must acquire the skills of
time management in their training
program and implement them to
plan and organize organizational
tasks more efficiently.
Declarative knowledge

Procedural knowledge
Knowledge is viewed as a
need.
Leaders must acquire negotiation,
conflict resolution and problem-
solving skills from their training
programs and implement them to
manage organizational tasks more
efficiently.
Procedural knowledge Knowledge is viewed as an
asset.

Discussion of Key Findings
After conducting this research findings are described and synthesized in the following
sections.
All Interview Participants Acquired Strong Communication Skills
The study found that all the interview participants acquired strong communication skills
from their leadership training programs. It is evident from the respondents’ exhibiting the
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importance of communication courses acquired during their training, as well as the importance of
applying effective communication within the organization. Some of the ways by which the
participants implemented the acquired communication skills varied from managing the
organizational stakeholders, motivating team members, resolving conflicts and earning higher
work performance. According to Participant 1, “I think one of the things is just the
communication course, which helped me a lot to just handling the salespeople because they are
very difficult.” Along similar lines, Participant 4 expressed the importance of internal
communication with peers across the functional departments by stating that, “The right set of
communication tools helps in delivering effective results the first time.” Another participant
asserted that communication leads to healthy interaction and relationships with the team
members, which contributed to motivating them and influencing the achievement of the end
goal. This is evident by Participant 5, who shared the following:
I put an action or a goal in my mind that I want to make a personal relationship with each
member of my team in order to reach the final goal, which is to understand what each one
motivation, what each one issue, and challenges and how are they triggered by these
things to give extra focus.
In addition, the importance and superiority of communication have not been found for
internal relationships, but also for managing communication with external stakeholders. It is
found in the words of one of the interviewees, Participant 16, “The most important part is the
communication between the team members inside the company and outside the company. And
it’s very crucial and important to avoid communication breakdowns.”
Clearly, the application of communication in reaping higher and enhanced benefits for
the organization is imperative, which was further highlighted by Participant 10, who advocated
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for the learning and implementation of superior communication and negotiation skills to secure
business deals.
The Importance of Personality Tests
Another important finding of the knowledge influence acquired by the interview
participants is the knowledge of personality traits, suggesting an awareness of the fact that
different individuals tend to have different personalities and act accordingly. The participants not
only learned the importance of personality traits but also implemented the concept to manage the
stakeholders’ relationships for the benefit of organizational performance and personal growth.
These attributes can be viewed in many of their responses. According to some participants,
personality tests provided leaders with a sense of self-awareness, as recognized by Participant
10, and the approach and mindset of others. One of the participants applied for the personality
test in her work team and reflected on the attributes of one of the team members, which had
previously baffled her. Moreover, after learning about the personality, she was able to assign her
job appropriately, which proved to be a win-win situation for everyone including the participant,
team member, and organization. According to Participant 2,
It helped me because one of my team members, … I didn’t understand the way they
reacted, why she’s reacting like this. She accommodates everyone. She listens. She’s so
passionate. And then when we did the test, we found out that because of her personality
with works to be this way. And that helped me actually to tackle this point and work with
her to actually give her the tasks that only require dealing with people because she’s
really good at this.
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Learning about personality traits also helped one of the participants understand the other
person’s perspective, which made him more self-aware, since now he knows how to approach
different people, according to their personality types. As stated by Participant 3,
A lot of the time, people can be short-sighted and you’re just looking at things from your
own points of view, but it’s allowed me to approach, for instance, people who are results-
oriented and talk to them about results as opposed to other things. And then for people
who are analytical, for instance, talking about how to do things the right way, and so on
and so forth. So just approaching and dealing with people has been quite helpful.
Similar findings were made by Participant 5 stating the importance of learning
personality traits to understand team members. According to Participant 7,
The team management and how you understand each team member’s personality and
style. What motivates each member and what triggers each member and how do you
manage each member individually, be it a team that I’m leading or my stakeholders that
I’m interacting with within the organization!
Another way this learning is implemented has been by influencing the motivation of the
team members. According to Participant 10, “With my team, I have to find from each one of
them what motivates them, what makes them happy to come to work every day, what is the
missing part and their personality that need to be encouraged.”
Acquisition of Time Management
Another set of knowledge influences acquired by the interview participants during their
management leadership training program related to learning about time management. Time
management has been considered by some participants very important for the nature of the work
and to help them manage certain challenges. For instance, one interview participant, who was
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working with a real estate company found this skill highly useful in managing and prioritizing
their work. It is evident from Participant 6’s own words:
Every quarter, you have different challenges, and the priorities keep on changing on a
frequent basis. The learning from this module helped me out how … I believe there are,
you know, six steps. … So, that learning helped me a lot in how to prioritize things
during the execution of the work.
Time management also taught participants to better organize their work. According to
Participant 12, “I have a lot of systems. I have a lot of users and I have a lot of tasks.”
Participant 10 noted,
Before I used to have many people coming to me, we need this urgent, urgent, urgent,
urgent, urgent. But when I start saying, no, we must make SLA between me and your
department, I start to organize myself, organize my task to achieve my goal.
Gaining Negotiation, Conflict Resolution, and Problem-Solving Skills
Leaders also acquired necessary negotiation and problem-solving skills, which they
considered vital for management and business decision-making. The training provided
participants with the necessary skills to convince the team members and gain efficiency in the
existing work processes. For instance, Participant 4 convinced the technical head and integrated
different processes after the training, which eased the entire sales department:
We used to send all of our requests to create a new user to access the Amadeus system in
two different formats, Word and Excel five. So, it was a headache for me as sales to use.
Every time I have to fill up the Word, and then I have to go to fill up the Excel to make it
easier for the technical department. So, what I did, I went to the all heads of the technical
department. I convinced them, … and luckily now I changed those two format files into
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one format, an Excel file, with more information than before. And this file is been used
by all the sales around the kingdom.
The skills acquired during the training also helped certain participants in direct
application to earn business gains, as stated by some of the responses, as indicated by Participant
9 who said,
Sometimes, maybe you say the wrong words, and it’s normal, mean nothing. But the
other side understands wrong. You lost the deal. And can’t lose the deal, because for
small words, and you can get the deal if you add a smart or intelligent word or something
in negotiation and get that the deal.
Other participants concurred that challenges remain for leaders who try to implement
strategy while also having to make decisions on the spot but find teamwork and collaboration
inspiring and uplifting. Participant 13 said,
As will the negotiation because we work as well in the strategy part. So, the strategy part
is high level, a lot of targets, financial targets, non-financial targets, customers,
stakeholders, and a lot of this. So, when we ask for a target, we face a lot of challenges
and resistance from the people. So, there were a lot of techniques. And also, that exercise
itself in the negotiation workshop. It was helpful. It was exciting. It was interactive. We
cooperate together. It was really fun. And I learned a lot from it, even now I’m using the
techniques.
In addition, Participant 15 stated,
It was the resistance to change. I still apply it in my day-to-day life, in my personal life,
and in my professional life. Now that I changed my professional life completely, I shifted
to consulting. I still use it every time an occurrence happens.
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Survey Responses: Motivation Influences
The survey findings also substantiate the importance of knowledge influence. Twelve out
of 13 survey respondents perceived that they were allowed to implement the knowledge and
skills gained during training when they return to the workplace (showing the procedural
knowledge). Only one respondent neither agreed nor agreed to the statement.
The survey respondents were further questioned whether the managers and employees
were engaged in collaborative efforts in implementing the knowledge and skills gained during
the training. 10 out of 13 participants either agreed or strongly agreed that they collaborated in
implementing the knowledge and skills within the organization. Thus, it can be concluded from
the overall analyses that the participants not only acquired the necessary knowledge and skills
during their training program but also implemented them successfully within their organization.
The interviewees were questioned about the motivation influence that encouraged them
to stick to the training program and complete it successfully. Participants were also questioned
for whether they received any support from the organizations or managers at the workplace, to
complete the training, and apply the learned knowledge into practice. Several factors have been
found to affect the motivational influence of the interviewees, which are stated in Table 7.
Moreover, there were mixed findings about the organizational or manager-level incentives
received by them, which validates the gap in the motivational influence.

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Table 7
Assumed Motivation Influence and Interview Data Findings
Assumed motivational construct Gap validated, invalidated, or undefined
Self-motivation Gap validated
Lack of incentive from the organization
Application of learned skills

gap unvalidated
Action plan: transfer of knowledge
Learning skills
Self-development and growth
Gap undefined
Excellent faculty and staff Gap unvalidated
Staff helps to acquire necessary skills that can be
transferred to workplace

Self-Motivation
Most of the interviewees suggested that the motivation for completing the training and
transferring the acquired knowledge to the organization came from within, and has been a part of
their personality, and the desire to complete the course.
Participant 8, in this aspect, stated that self-motivation led him to stay committed to the
training program, as observed in his words:
If I’m stuck to something, I’m very keen and committed all the way. … I’m not a quitter.
I don’t want to be a quitter. And if you quit today on one thing, tomorrow you’re going to
quit on something else and then something else, then you’ll be not a successful person,
you’ll be a failure person.
Furthermore, Participant 3 noted,
I would say it’s more to do with self-control than it is really the motivation, you know,
when I set my mind to something, I just try to make sure that I get to that goal. So really
quitting isn’t really a part of the equation, you know, it’s just, okay, there might be a
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difficulty, but we’ll get there and so it’s really more about [because] motivation comes
and goes. … So, I would attribute it more to being self-disciplined.
There have been other instances that showed that the motivation to complete the course
came from within. At the same time, these responses pointed toward the validated gap showing a
lack of incentive or support from the management or line managers or the supervisors.
According to Participant 11, “I’ll be honest, the company, they did not give but I was
self-motivated actually.” Participant 10 was on the fence about top-down incentives:
I think for sure it was an internal motivation. In the ideal world, it would have been great
to discuss the application of these competencies with my line manager, but that didn’t
happen. So, no incentive whatsoever, but it came from the company.
According to Participant 12, “My motivation came from myself. My company did not
give me any motivation. From my career of my, my life, I take a challenge if I start something, I
have to do it perfectly.” Moreover, participants 13, 14, and 7’s responses indicated a pattern of
self-drive. Participant 13 said, “No, they didn’t provide any incentive or something like that. It’s
your own training. You manage it and you handle it.” According to Participant 14, “The
motivation was from within. The company didn’t provide any incentives or anything. No. The
incentive itself is we have access to this course.” Finally, Participant 7 stated, “Yes, it is good. It
is helpful, but again, there’s nothing was pushed by our company to attend this, but it’s all about
us how you felt about this program is helpful.”
There were, however, some responses, which mitigate this gap and present some support
and incentives by the organization, which motivated them to complete their training successfully.
For example, Participant 11 indicated, “My manager was supportive of me attending the program
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and to handle, especially the day that we attended the course and then we come back to handle
other things we have at work. So, he was supportive.”
In addition, Participant 16 reported feeling supported by the organization and shared, “Of
course, the company supported me and motivated me and motivation from AbuDawood
company to invest in its assets.” Whereas Participant 4 experienced pride aligned with
managerial support. They stated, “Remaining an action plan with the support of the management
and you can see it alive, this is something that makes you proud, really.”
Participant 1 shared more about motivation and support by discussing weekly
knowledge-sharing. According to the participant,
I did that because every week we have 30 minutes sharing knowledge practices across the
team, either the HR or we can also bring another attendee from a different department.
Once I have that session, I used to give a 10-minute about what I got from Crestcom,
which helped me out.
Thus, in all, it can be found that self-motivation, self-control, and self-inclination have
been one of the important motivation factors for the interviewees to complete their training and
apply the knowledge to the organization.
Application of Learned Skills
The second important motivation that derived the interviewees in completing their
training as well as applying the same to their organization is the action-oriented courses and the
ability of the learned knowledge to the application within the organizations. The courses and
training modules were supported by an action plan, such that the participants were required to
complete a fixed number of courses in a fixed time duration. There had been deadlines for
various assignments and tasks to be completed by the participants. Delivering the required tasks
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on time served as a significant motivation for the participants, which is advocated in the
responses of several participants. According to Participant 6,
We do get modules and we do have to work on the action plan, this makes me engage.
And I just club my day-to-day routine with this learning, so it helps me a lot to do the
whole course with the same passion and ignition.
Participant 1 also shared, “The main thing, which I love, is the application part although
it is a hectic exercise, it gives the beauty that there is something that can be implemented or
executed.” Drive and determination were combined with the practical application of knowledge
and skills that were directly utilized by leaders. Participant 4 noted that, “Remaining an action
plan with the support of the management and you can see it alive, this is something that makes
you proud, really.” According to Participant 14,
It’s not just a random course that you take with only theory, theories. No, there were real-
life examples. You had action plans, you had to submit results also. So, it was a good
tracker for me to keep on going.
The practical application of knowledge was critical for managers who felt empowered
with actionable activities as indicated by Participant 5 who shared, “So in real life, I do apply
these things, but the program complies with us that we need to write the homework and these
things and submit and these things, which I’ve done a couple of times.” Participant 10 agreed
and shared, “The fun thing is that it started with theory, and then I get into something and then I
apply.” Furthermore, Participant 12 noted,
I love this course because there is an action plan. You implement it exactly in your life.
… I have to make time and manage my time to find some time to finish my action plan,
but I could manage my time and I finished the action on time.
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Participant 11 commented,
But in this program, we focus each month on certain topics or two or one topic depending
on the course, which allows us to explore more about this topic, and then we can apply
and implement it more depending on the skills or like for example, the motivation or the
decision making depends on the topics.
Thus, it can be stated that the action plan and the application-based of courses contributed
to the positive motivation of the interviewees to not only complete the training modules but also
apply the learned knowledge to their organizational roles.
Learning Critical Skills of Self-Development and Growth
The third factor that influences the motivation level of the interviewees in completing
their training as well as applying the same to their work is the self-development and growth
perceived by the learned skills from the training. That is, the inclination to learn, grow and attain
leadership positions within the organizations has been a significant motivational factor for the
interviewees to make meaning out of the training. This inclination is perceived in several
excerpts from the respondents who shared that self-learning and growth are significant
motivations for the interviewees. Participant 6 shared, “I believe honestly, that continuous
learning is the main engine for any professional growth.” Furthermore, Participant 7 agreed by
stating,
I felt very happy because honestly, coming to every session is something that I want to
know how to improve, how to develop my leadership, and your program was very
straightforward and was tackling the good points that I required to run my department.
A growth mindset and open mind were critical as participants shared how they
incrementally developed leadership skills. According to Participant 9,
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But I insisted to attend this from A to Z. And sometimes I make my action plan and
something because if you still after the second course, third course, you feel you need it.
Why? Because the course adds more to you. Every time you have a new experience, you
know about bring some guys from outside of Saudi Arabia for section what he said, what
he needs. Maybe famous guys. Maybe you don’t know about him. But now we add
names. I know, maybe I forgot some names, but I remember this guy’s when I listen to
him, I’ll know him.
Other participants expressed the need to gain skills to meet personal goals. Incrementally,
a growth mindset was developed through an appreciation of self-improvement and upskilling.
According to Participant 11,
When I joined the program, I felt I’m very interested in the leadership things. … I felt
this program, it’s helping me improve myself, improve my leadership skills, and I found
it very effective because even I attended before several programs.
Participant 13 expressed similarly by stating,
So, for me, for my motivation, I want to be a manager. I want to be a leader. I’m still
young. I joined this program when I’m young. I didn’t reach to the manager level. So,
this is my passion. That was the motivation. I want to learn the skills that will make me a
manager.
Three respondents also provided that social learning from the group of other people and
leaders who attended the meeting was critical. According to Participant 5, “The current leaders
that we have and what they did in the past for this development, what they did, so I think it gives
an indication that these personal developments are important.” Listening and learning from the
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stories of success and their experiences have been found to drive learning for the interviewees,
which acted as the source of motivation for them. According to Participant 2,
When you go and sit with the group, and especially like a group of leaders, like the
people that I had this session with, the learning is also from listening to them and going
through the experiences and some of the examples that they would share.
Participant 15 shared, “I really enjoyed connecting with other people. I’m a people person, and
every session was you got the, like, chance to meet various people from different backgrounds.
So, it would be from different companies, different countries, and different nationalities.”
From the above excerpts, it can be found that learning skills for self-growth and
development serve as important motivations for the interviewees to complete their training and
transfer classroom learning to organizations.
Excellent Faculty and Staff
The fourth important motivation that influenced the interviewees in completing their
training and transfer of knowledge to the workplace pertains to the excellence of the training
faculty and staff members. Participant 2 said, “To be honest, the instructor Dr. Linda was really
good that I want to be part of her session.” Participant 14 also explained, “The motivation first,
the spirit during the meetings. The teachers were very good, Sage and Andrew.”
The pedagogy and the curriculum, as decided by the faculty members also contributed to
the motivation level of the interviewees. Participant 6 explained,
And when I took the first class no doubt the facility was excellent. My trainer, Firas, was
going into the skin of the subject to make us understand. And this time, I have taken
multiple pieces of training in my whole career, but this is a bit unique. I even saw visitors
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also coming and giving their input. And I saw activities also going around during the
training, which keeps us motivated and interested.
Furthermore, Participant 7 expressed the need for high levels of engagement and student-
centered activities:
See, I’m not sugar-coating your program. But, I think what motivates me to come to the
sessions is basically the good staff. See, you have a very good staff that gave us good
information. They even asked us to participate. There was good one-on-one encourage,
you know, like engagement, which even in a group engagement was very compelling.
Another participant explained that it was critical that faculty connected learning to real-
world scenarios and practical applications. According to Participant 15, “I really, really enjoyed
the topics, to be honest. They were very informative. I liked the activity-based one. It wasn’t
boring at all. It was eye-catching to me.” Participant 14 agreed,
There was room for benefits for it. I noticed that it was beneficial. It’s not just a random
course that you take with only theory, theories. No, there were real-life examples. You
had action plans, you had to submit results also.
Thus, the way the training is delivered serves as a significant motivation for the
interviewees. It includes the faculty members, staff, and the course design itself. The way the
course is developed and implemented is an important aspect of igniting the interest and
motivation level of the participants.
Survey Responses: Organization Influence
The motivation for implementing the acquired skills and training in the workplace is
further examined by posing questions to the survey participants. One of the ways to motivate the
implementation of knowledge is by following up with the employees to ensure that the training
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concepts are well-understood and can be applied and transferred to the workplace. 10 out of 13
survey respondents endorsed this, while two respondents disagreed (and one answered with
indifference) and showed a gap in the motivation for the application by the organizational
managers.
As stated by Alverson (2012), one of the important aspects of learning is organizational
culture since it impacts the collaboration of employees in exciting the work. This section
assesses the organizational factors that assisted the participants in learning and implementing the
transfer of knowledge from the classroom (training sessions) to the organization. To learn about
organizational influence, the interview participants were questioned about the receptiveness of
their managers in celebrating the success of the trainee employees, and what opportunities are
provided by the organization in transferring learning to the organization. A number of
organizational influences have been recognized to understand the organizational influence,
namely support from a superior or manager, feedback, regular follow-up by the managers after
training, understanding the benefit of training and implementing the plan, and managers do not
interrupt the trainees. There are, however, two instances in which the participants exerted low
support received from the organization, thereby showing a gap in the organizational influence
gap that leads to the transfer of knowledge from the classroom to the organization. Table 8
presents the assumed organization influence and interview data findings.

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Table 8
Assumed Organization Influence and Interview Data Findings
Assumed organization construct Gap validated, invalidated, or undefined
Support from manager and other
personnel in the organizations
Gap undefined: mixed support was received from
manager and superior in undertaking training and
implementing in organization.
Regular follow-up and feedback

Gap unvalidated: managers follow up with the
trainees and help in action plan.
Understand the benefit of training Gap unvalidated: managers understand the benefits
of training and help the trainees in implementing
at work and personal life.
Do not interrupt the trainees during
the training tenure
Gap unvalidated: managers superiors do not disturb
or interrupt the trainees when they undertake
their training sessions.

Each of the organizational influences in the support of the effective acquisition of
training and implementation the classroom learning in organizational settings is discussed in the
following sections.
Support From Management
Most of the interview participants endorsed that they received adequate support from the
supervisors, superiors, or managers in undertaking the training. There have been even some
instances when the managers not only supported but also helped the trainees plan and work
through their training sessions. The support received from management is highlighted in some of
the interview excerpts gathered from the interviews. According to Participant 2, “She’s
supportive. I mean, my manager directly, she’s very supportive.” Participant 4 stated, “Because
of the history of Crestcom in Amadeus, it was a great support. I had great support from
everybody not only the management, and even the staff.” Participant 6 said, “My line manager
was super supportive and he selected me for this course.” Other participants commented on their
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managers, such as Participant 8: “So don’t think of work, don’t think of whatever you need to do,
just focus on that training.”
Support mattered heavily to trainees. As Participant 14 noted, “In my case, my manager
was very, very, very supportive. He supported so well.” Participant 16 expressed similar by
sharing, “And at that time, my manager, his name was Ayman. He was very, very, very
supportive.” Finally, Participant 15 felt wholeheartedly supported and that motivated the
participant to strive and continue to grow. They indicated,
Honestly, I had the best manager at Amadeus. I was very blessed to have him. He always
had my back. He always pushed for me to go out to training. He even pushed that I go to
the PMP training.
The above excerpts show that the participants were happy since they received the right
support and motivation from their superiors and managers, which helped them complete their
training successfully. However, two of the participants recognized that some support was there,
but they found it hard at times, to schedule, and had to remind the office about the training every
time. Participant 1 said,
The agenda is already booked, but I keep reminding the concerned people, the stakeholder
that I deal with them usually at least a week if it’s not more. Also, there are pros and cons
for each taking a day off and having 3 days in a row.
Participant 13 detailed what didn’t work as well for them:
Actually, he was supportive, but he wasn’t an initiative. He doesn’t initiate the training.
We should ask for that. And he forgot about it. And I must send him for 2 days. And one
day before that, I have a training. Tomorrow, I have training for 2 days. And even
sometimes he called me on the same day when I sent him that, okay, I have training.
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Thus, the views of the above participants signify that just because the trainees were in
their training, the managers and superiors have been somehow supportive, but the situation could
be better, such that the scheduling and planning of sessions and office work could have been
better.
Two participants even exerted that support from management has been absent, and the
organizational influence is weak, signifying a gap. According to Participant 3, “I wouldn’t say
support because, you know, I was also getting those calls during the days of the course.” And, as
Participant 11 stressed, “My manager is supporting usually he is not contacting me unless it’s
something critical.” Participant 9 posed important considerations by sharing, “They did not
support us. Did not support us at all. You can delay it. Any month you can get it. What about
logistics? This time for attending this course a logistic client call us, where is my order?”
Overall, it can be found that there have been mixed findings pertaining to the receipt of
support from the management in undertaking the training so that the transfer of learning from
training classroom sessions to the organizations can be undertaken, smoothly.
Regular Follow-Up by Managers After Training
Another important organizational influence identified pertains to whether the managers
regularly followed up with the trainees about the information and takeaways from the training. It
is important since following up and providing feedback is vital in improving the training
outcomes and providing for effective implementation of the learned skills and knowledge.
According to Participant 6, “And at the same time, he was even following up with our HR also
how the team is doing over there.” Participant 5 noted, “I sat once or twice with him, he gave me
like a kid guidance on how to understand and get the benefit and how to apply in my real life.”
According to Participant 11, who also felt mixed in terms of the quality of feedback,
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I had a discussion with my line manager on my performance last year. And for him, I
exceed expectations, but at the same time, he feels that I am a talent that sometimes he
doesn’t know how to manage. And this is why he’s always directing me and so open that
I get learnings.
Some participants shared that their feedback was more consistent:
When you go to them with an action plan and say I have an action plan for Crestcom,
they open the doors, they open their ideas, they listen to you, try to help you, to support
you, ’cause they know there is a gaining point will come out of this. So, I have lots of
brainstorming with management. So, they wanted to talk about my development. So,
from that sense, they told me, you should focus on this heavy, extensive training from
Crestcom because it’s not a joke.
Dialogue and conversation seemed to be helpful tactics as perceived by emergent leaders.
According to Participant 12, “he asked me, did you finish the action plan? Did you complete it?
What’s remaining? Sometimes, we discussed some issues in the action plan.” Participant 14 also
shared, “And after it, he’d call me. He said, interesting. What did you learn? How was it today?
What was the topic?” These kinds of interactions were well received by leaders in training.
Participant 15 further noted,
And he would be excited every time I come back from Crestcom, he’d be like, he’d ask
me, what did you learn? How are you going to apply this? And I would share with him
the action plans that would come to mind.
Participant 16 shared a similarly positive reception to consistent feedback by stating, “Actually,
many times I discussed the action plans, and we did some adjustments to them. And he was
following up with me related to the training.”
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The above interview excerpts show that the trainees received adequate support from the
management when it came to the improvement as well as the implementation of the action plans.
This support is an important organizational influence since it motivates the employees in
undertaking the subsequent training effectively, with practical solutions and implementable
plans. But there have been also certain instances when the managers would not follow up with
the trainees, to understand what they have done, and learned or how the same can be applied in
the organizational setting. According to Participant 3, “No, no, they did not ask what I learned in
the course.” These views are also highlighted by Participant 2 who shared,
If we have something to share, we will share. But she will not follow up. She would
never call me and tell me, “No, stop what you’re doing right now. Come back. You have
to do this or finish it.”
Thus, the above analysis signifies that regular follow-up and providing feedback on the
learned knowledge is important and motivating for the employees, and provides them with a
sense of belongingness, which can further be effective in implementing the transfer of
knowledge to organizational as well as personal tasks.
Survey Responses
These responses are further supported by the survey responses. The survey respondents
have questioned whether the managers in their organizations follow up to assure that training
concepts are understood and can be transferred and applied in the workplace. 4 out of 13
respondents strongly agreed with the statement, while six respondents agree with the fact. One
respondent had been indifferent while two strongly disagreed, implying that the managers did not
follow up on the progress and learning of the trainees to ensure that the imbibed learning can be
applied to the organization.
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Understanding the Benefit of Training and Implementing the Plan
Another key organizational influence concerns how the managers understand and value
the training acquired by the employees. Only when the employees/trainees’ learned skills are
valued, the inherent benefit of the training will be reaped, which can further lead to the effective
transfer of knowledge. The analysis of the interview with the 16 interviewees reveals that some
of the managers themselves undertook the training in the past, and thus, recognized the benefits
of the same, which in turn, is an important support factor for the employees. According to
Participant 2, “From our leaders, I think they put this as a priority for all of us. And so far for me,
it’s going well.” Participant 5 noted,
He was totally aware of the program. And what I used to do from my side is also I pre-
inform my manager that I have in that day, “By the way, after tomorrow or tomorrow, I
have this day locked. So, if you need something from now, you can let me know.” They
not only do that because they are also previously part of that program.
Participant 6 noted that acquired skills were being leveraged. They stated,
And you’ll be surprised to know that he was the first beneficiary of your leadership
program. … Yes, he taken this course and he finished the course, and he wants me to also
go and take the, you know, learnings from this course.
Participant 8 also stressed that training should be a priority for anyone looking to
improve. They shared,
It’s something that you will really, really benefit from it. So don’t think of work, don’t
think of whatever you need to do, just focus on that training. Only that training. If you
can focus on other things else, great. But your main priority is this training because that
will make you a better person and a better leader or both combined.
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There was also one interviewee who found the management not supportive in the sense
that they did not value the training. Participant 3 indicated, “I mean, you know, yes, I was just
saying, for my current management, it might not be something that they necessarily valued, but I
value it.”
Managers Do Not Interrupt the Trainees
This gap is also highlighted in the analysis of the survey. The survey respondents have
also questioned whether the managers in their workplace are knowledgeable of training content
and capable of guiding employees through most barriers that are encountered during the training
transfer process. Only eight out of 13 respondents found that their managers were
knowledgeable, while two were indifferent and three disagreed, implying that the managers were
not aware of the training content and failed to guide them to overcome the barriers that may have
faced during the training transfer process.
One of the factors that inhibited the organizational influence for effective transfer of
learning has been the distractions and interruptions made by the managers. In the case of
managers who do not interrupt or call the employees during the course of training, employees
may concentrate better on their training and gain better and higher learning. In contrast, if the
managers interrupt with non-critical tasks, it may add a burden for the trainees and the effective
gain from training may not be substantial.
There have been mixed findings, such that some organizations found the managers and
office personnel to be supportive, and never disturbed in training. However, some trainees found
that the management was not supportive and often disturbed and interrupted, even after they had
been communicated about the training schedule prior. Ideally, Participants 8, 11, and 16
experienced no interruptions. For example, Participant 8 shared, “There was zero interruption.”
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Participant 11 indicated, “My manager is supporting usually he is not contacting me unless it’s
something critical.”
In contrast, some respondents complained about being disturbed by the managers and
supervisors, which inhibited the organizational influence on the transfer of knowledge.
According to Participant 3,
So, things can be difficult. It can be challenging sometimes. I do get those calls, but I
manage, so it’s not too much of an issue because I can’t be quite disagreeable as well, so
when my manager does give me a bit of a hard time, you know if I feel like it’s not
something that’s sustainable.
According to Participant 9,
We receive a lot of calls. So, I fought too much to attend the full course. Because
sometimes I’m asking. … Actually, when I say fight, that will be a fight with my direct
manager because he’s not looking at this, he thinks you can do it later.
Participant 13 experienced on-and-off interruptions and was unable to predict their ability
to focus and invest time. They shared, “Tomorrow, I have training in 2 days. And even
sometimes he called me on the same day when I sent him that, okay, I have training. When he
does that, he apologizes and says, go for your training.”
Summary
In summary, it can be found that there were mixed findings with respect to the
organizational influence as a support for the transfer of knowledge for the participants
interviewed and surveyed. To some participants, the managers and management were supportive,
valued, and even assisted in gaining knowledge as well as transferring the knowledge to the
organization. However, a smaller pool of participants found low support and motivation from the
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organization, managers were reported to be incapable to understand the benefit and value of
training, and even the participants were often interrupted by the managers and supervisors during
the training sessions, inhibiting their development and inefficient transfer of knowledge.

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Chapter Five: Discussion
In this chapter, the overall recommendations are drawn based on the findings drawn after
conducting the research. The chapter also presents the discussion of results, in light of the
literature review, to find out whether the existing studies support or contrast the findings made.
The key recommendations to improve knowledge transfer and training and development
initiatives being implemented in Saudi Arabian organizations are also drawn in this chapter.
Finally, the limitations and challenges of this research as well as the scope for future research are
laid out.
Discussion of Findings
The first important finding of this research entails that business managers and leaders
must acquire relevant communication skills from the training so that the learned training skills
can be communicated and implemented within the organizations. This finding further provides
that communication has the potential to deliver effective results the first time. It is also found
that communication contributes to building healthy relationships and interaction with the team
members, which in turn is motivating and influential in achieving the end goal. These findings
are further substantiated in the existing research. According to Noll et al. (2006), communication
and transfer of knowledge have been recognized as crucial components to enhance internal
engagement and business performance. Furthermore, Law (2013) states that knowledge transfer
practices among individuals should be examined from the standpoint of communication since
effective communication determines the success of the transfer of knowledge in the workplace.
Consequently, it can be asserted that communication skills are crucial for knowledge transfer
within an organization.
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It is further found that the knowledge of personality traits of different people, and their
impact on the organization is important in transferring the learned knowledge within the
organizational settings. It is found that knowledge of personality traits is important for managing
the relationship with different business stakeholders, which in turn benefits the personal growth
of the managers as well as organizational performance. That is when it is understood that the
personalities of different people are not the same, which impacts their conduct and behavior, then
managers and leaders can adopt different strategies to motivate people in accordance with their
personality traits. In this regard, Anwar (2017) explained that personality traits and the sharing of
knowledge are crucial for professional behavior in organizations. Acceptance of new
experiences, social competence, emotional stability, extraversion, proactiveness, and self-
discovery were all found to be positively correlated with information-sharing behavior.
Concerning this, Jadin et al. (2013) indicated that personality qualities frequently
influence an individual’s actions. Sharing information can help improve individual behavior
among employees. When someone shares their knowledge, they are assisting others in their
behavior and working together to solve issues, come up with new ideas, or put rules or
procedures into place. Consequently, it is demonstrated that personality qualities are crucial for
the transfer of knowledge and are critical for the success of an organization.
The third important finding of the research is the importance of time management as a
knowledge influence. It is further held that when managers and leaders practice time
management, they are in a better position in implementing the acquired skills in the
organizational setting. This finding is commensurate with some of the existing research. For
instance, Wu and Passerini’s (2013) study made it obvious that it is critical for training and
transfer of knowledge, to take into account the time management techniques that professionals
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use to maximize their productivity when carrying out regular duties, tasks, and assignments.
Embracing effective time management techniques enhances the efficiency of knowledge transfer,
which finally helps improve project operations and outcomes. Slaven and Totterdell (1993) also
stated that knowledge transfer of time management techniques might alter working procedures,
in the light of the betterment of organizational performance. Therefore, it can be said that time
management is crucial for both the exchange of knowledge and the high growth of an
organization.
The next vital finding of the research pertains to the importance of acquiring negotiation,
conflict resolution, and problem-solving skills, for effective management and business decision
making. Acquiring these skills and implementing them within the organizational setting is
considered beneficial not only for the managers who acquire them but utilizing them within the
organization also improves overall performance. Thus, the above-mentioned findings suggest
that training provides vital skills to the trainees (employees), which when implemented within
the organizational setting is highly useful for improved decision making and the performance of
the organization.
The next set of findings pertains to learning the motivational factors that help the trainees
in completing the training, along with the organizational responsibilities, as well as transferring
the knowledge within the organizational settings. It has been found that self-motivation has been
one of the most important influences in completing training for employees. This finding further
states that organizational and managerial incentives are lacking in motivating employees to
complete their training, as well as implementing the same within the organizational settings in
Saudi Arabia. Gegenfurtner et al. (2009) claimed that motivation is a crucial element that
determines the success of knowledge transfer within organizations. Without motivation,
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newfound information and abilities cannot be put to use in the workplace. Moreover, the concept
of self-motivation in learning and transferring knowledge concentrates on the qualities within the
training program that determine trainees’ drive to apply what they learn on the job. Also,
according to Seyler et al. (1998), the training environment and organizational commitment have
a significant role in transferring motivation. Thus, it can be ascertained that motivation is an
integral aspect of achieving success in training as well as the transfer of knowledge within the
organizations.
The next significant finding of the research considers that the managers motivate the
trainee employees in applying the learned skills within the organizations. Training to have action
plans, assignments, and time-based tasks acts as a motivation factor among the employees in
completing their training. It is also ascertained by Foxon (2008) that action planning is an
intervention intended to improve transfer and management skills. Campbell and Cheek (1989)
and Stroul and Trost (1985) further emphasized that action planning is a significant technique
used in favor of the transfer of learning. This method is crucial for addressing and overcoming
internal challenges faced by an organization since the tasks can be carried out with the help of
effective action plans, to meet the organizational objectives effectively. So, it can be said that for
a business to expand, there should be a strategy in place for the knowledge transfer process that
will assist managers in inspiring trainees.
Next, the motivational influence for the employees in completing as well as applying the
learned knowledge and learning within the organizations is for attaining self-growth and
development. Hence, the inclination to learn, grow and attain leadership positions, after
acquiring requisite training, serves as an important motivational factor among the employees to
undertake the training as well as implement it within the organizations. According to van
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Woerkom and Meyers (2015), attaining personal growth is not only a fundamental need for each
individual, but it is also a necessary factor for organizational success. Managers should highlight
the reasons why many individuals do not use their abilities at work and the repercussions when
this happens to encourage the learners in their pre-contemplation phase of transformation.
Practice and goal setting increase the transfer of training and content relevance (Burke &
Hutchins, 2007). So, it can be said that achieving self-growth and development through
knowledge transmission plays a significant role in an organization.
The quality and skills of the faculty members also serve as a key motivational factor for
the employees to complete their training, and the same be applied to the organizational setting.
Along similar lines, the training course curriculum and pedagogy are important factors that
motivate employees in learning and transferring the same to their organizations. To assure the
long-term improvement of teaching and learning practices, Chia et al. (2021) stated that faculty
development programs may successfully gain knowledge, abilities, and assurance from the
learning to instructional practices. Furthermore, according to Doorn and Doorn (2014), the
pedagogical lecture style of knowledge transfer, in which all information is provided in the
lecture hall utilizing a web-facilitated program, with instructor web pages being utilized to
improve instruction delivery, is important in enhancing the outcomes of training. It is crucial to
understand from these facts that faculty members, the course syllabus, and pedagogy have a
significant role in knowledge transfer for a business.
The next set of findings corresponds to the organizational influences that impact the
transfer of knowledge from the classroom to the organizational setting in Saudi Arabia. The first
important organizational influence that impacts the transfer of learning in Saudi Arabian
organizations is the support from the managers and other personnel within the organizations. It
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has been ascertained from the primary research findings that when trainee employees receive
adequate support from their supervisors and managers, they tend to feel motivated in completing
the training as well as implementing the learned skills within the organizations. It is even found
that when managers or supervisors interrupt their subordinate employees, the transfer of
knowledge tends to suffer. The research conducted by Lo et al. (2021) demonstrated that
management support has a positive impact on the organization and impacts the transfer of
knowledge from the classroom to the organizational achievements, which in turn, have a great
impact on the growth of employees as well as the productivity of an organization. So, it can be
claimed that management support may raise employee potential and promote business through
employee achievement.
Another important organizational influence is found to be regular follow-up by the
managers during and after the training from the trainees. Following up and seeking regular
feedback from the trainees helps in sharing the learned skills across the organization, and even
aids in the personal development of the trainee/employee. Huebner and Zacher (2021) noted that
regular follow-ups and feedback are frequently utilized to assist organizational development, as
well as the practice of following up after surveys, which includes action planning, is crucial for
an organization.
Understanding the benefit of training by the managers and valuing the acquired training
is another set of organizational influences found in the research. In this regard, the managers who
had attained training in the past are found to be more inclined in understanding the training
benefits and contributing to implementation throughout the workplace. Thus, the overall findings
provide the knowledge, motivation, and organizational influences important for training and the
transfer of training within Saudi Arabian organizations.
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Recommendations
Based on the overall findings and discussion, the following recommendations are drawn
for the managers of the Saudi Arabian organizations:
• The management and managers must understand that communication is a vital
ingredient for the transfer of knowledge within the organizations. They must develop
formal mechanisms and processes so that the trainees can reflect upon the key
learnings derived from their training, and open communication can build rapport
between the employees (trainees) and the managers.
• Since acquired training helps the trainees learn about the value of individual
personality traits, the management must leverage this knowledge and develop
business policies and practices, such that the traits of people are understood, and their
skills are utilized in the best of the performance of the employees as well as the
organization.
• The negotiation, conflict resolution, problem-solving, and time management skills
learned by the trainees must be transferred to the business processes so that work
efficiency can be enhanced. The trainees must be deployed in different departments
and teams so that the best work practices of the learned skills are developed across
the entire organization.
• Drawing from the motivational influences derived in this research, it is recommended
that the management and most importantly, the immediate supervisor must support
the trainees so that they can complete their training without any interruptions. It is
recommended that the working hours and tasks for the trainees must be planned so
that they can concentrate on their training, without any interruptions. Moreover, the
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managers must assist the trainees in reviewing and managing their action plans, so
that they are motivated to complete their training and all the assignments.
• The management must stress the personal development and growth of the trainees,
such that the effective transfer of knowledge will benefit both the employee as well as
the organization. It will serve as a motivation for the employees to undertake their
training seriously, complete all the modules and assignments, as well as transfer the
learning to develop and enhance the best business practices.
• The role of faculty and course curriculum each play an important role in motivating
employees. It is recommended that the supervisor must take thorough insights into the
pedagogy, stay in contact with the faculty members, as well as provide valuable
feedback to the employees (trainees) so that the training outcome is maximized.
• Managers must take due interest in the training of the employees, plan regular follow-
ups, and feedback sessions, and depute a knowledge-sharing session for the trainees
and intra and inter-departmental teams, so that the trainee remains motivated, and the
benefits of training be transferred to the organization.
• Training pedagogy must be made interesting along with informative, using web-based
techniques and digital learning solutions. Moreover, the lecture-based training
sessions must be integrated with engaging simulations and real-life problems, so that
the trainees even learn how to implement theoretical learning into organizational
problem-solving. The videos and podcasts of the lectures must be provided to provide
both synchronous and asynchronous learning for the trainees.
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Implementation Plan
The recommendations proposed in the paper must be assessed and implemented using
Kotter’s 8-step model, comprising the steps of creating a sense of urgency, building a guiding
coalition, forming strategies and vision initiatives, enlisting a volunteer army, enabling actions
by removing barriers, generating short-term wins, sustaining acceleration and instituting change
(Kotter, 1995).
The first step in the implementation process is to create a sense of urgency. It is essential
to make the employees and, most importantly, the supervisors understand the need for training,
and transferring it to practice. This can be done by emphasizing the success stories and role
models from within the organizations. Creating role models will help the new managers
understand the value of training, who will then provide their support to the managers, in
managing the tasks between the training assignments and the work assignments. A sense of
urgency must also be created by holding regular meetings and sessions with the trained
employees, so that they can share their insights, and everyone within the organization can
understand the value of training.
The second step in the model is by forming a guiding coalition. It requires that the leaders
and managers from top management must unite and support the idea of training and transfer of
training learning to management practices. A guiding coalition must be created, who not only
appreciate the training but also select the managers for training every year. This will keep all the
managers and their supervisors motivated and inclined toward the training module. This guiding
coalition not only recruits the best fit for the training but also monitors whether the learned
training is implemented into management practices.
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The third step caters to creating a strategic vision. For this, a change management plan
must be devised, which ensures that the process of training and transfer of knowledge becomes a
regular feature of the business. This strategic vision must ensure that the plan is drafted in the
light of achieving the core organizational goals and objectives. A documented vision will help
the management examine and estimate the implementation of the change, along with the realistic
timelines for achieving this change. This vision will also be used in estimating the number of
employees that are required to undertake this training. Moreover, one can develop the
performance measurement criteria to ensure that training is not only effective but also that the
transfer of knowledge takes place in best of the interest of the organizational and individual
employees’ growth and development.
The next step in the model considers initiating change communication. It entails that the
organization must develop a separate change management communication plan, such that
information must flow from top and bottom levels. It means that not only the employees who are
selected for the training are communicated with, but their immediate supervisors, as well as other
managers from cross-cultural teams, must be communicated about the need and likely outcomes
of the training and its documentation into best practices after transferring the gained knowledge.
This is important in gaining support from the entire organization as well as motivating
employees, who undergo training, to complete all modules efficiently. Communication must also
take place in reviewing the performance after the training, to ensure that it is effective and meets
the desired outcomes.
Next, the barriers to change must be removed. It has been found from the overall findings
that a lack of supervisor support, self-motivation, irregular feedback mechanisms, and improper
time management for the trainees are the most significant barriers to reaping the optimum
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benefits of the training. Thus, it is vital that these barriers are appropriately addressed and
accounted for, and necessary resources be deployed to manage them. To remove these barriers,
the training process must be formalized within the organizational processes and strategies. Also,
scheduling must take place such that the trainees do not feel stressed in managing the training
and workloads. The guiding coalition must monitor the progress of the trainees, and keep a check
on the immediate supervisors to ensure that the training discussion sessions are conducted
between the trainees and supervisors. The feedback must not only flow from the immediate
supervisors, but the members of the guiding coalition must engage with the trainees and the
faculty members or training providers to check if the trainee is doing fine, or need any assistance.
The completion of assignments must also be mandated on the employee, so that they take the
training modules seriously, and the overall benefits of the training are optimized. Feedback from
the trainees, with respect to the pedagogy, faculty and overall learning derived from training
must also be sought, to check whether the training modules require any changes.
Moving on to the next step, short-term wins must be generated to celebrate the
performance and outcomes of the training. It will also keep the participant motivated. The
completion of the training must be celebrated at the office premises, so that the trainee as well as
other employees, feel the importance of training. Training must also be accounted for while
reviewing the performance of the employees.
Change with respect to training and transfer of knowledge must be made a continuous
process at the organization. Undertaking compulsory training should be added to the agenda of
the employment and should also be made a part of the performance appraisals. The recruitment
process for training must also be formalized within the organization, and a minimum quota for
training must be made for each year’s target.
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Finally, the changes must be embedded within the organizational culture. To do so, the
training must be formalized, as the trainees must present a presentation with the training’s key
takeaways and learning. The new business practices must be devised and applied within the
departments and overall organizational processes.
Limitations of Research
The research has successfully met the research objectives and answered the RQs.
However, there are certain challenges and limitations observed in the entire process of discharge
of the research. Firstly, the findings of the research are purely based on qualitative data, which
has its own limitations of being subjective and potential for bias. The second important limitation
of the research is that all the participants sought training from one training institute, which may
not be representative of all the management development training (MDP). Thirdly, the study
findings are derived after considering the interviews of the trainee employees, while the
perspective of the management or trainer is not accounted for. Fourthly, the study findings are
drawn after gauging and analyzing responses from a small pool of samples of 16 interviewees,
which may not be representative of the population. It implies that the findings may be biased
since the trainees’ responses may not have accounted for the individual traits in learning and
transferring knowledge at the workplace.
Implications for Future Research
Though the study has duly met the research objectives, there is enormous potential for
further research. As accounted for, by the research limitations, future studies can be performed
using quantitative analysis, by seeking responses from a higher number of responses using a
semi-structured questionnaire. Moreover, the perspective of the managers can be gauged to
understand how far the learned knowledge is applied in the organization. Along similar lines, the
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responses from trainers can be gauged to gain insights into the individual-related factors that
support or inhibit the learning by trainees. This aspect is important since the current research
found that some trainees failed to complete all modules and assignments, which requires further
probing into the challenges faced by the trainees in completing the responses.
There is also a possibility to replicate the research in other countries or different
industries within Saudi Arabia, to understand whether the industry or country-specific factors
influence the transfer of knowledge within the organizations. Further research can be performed
to learn the best practices in training, which facilitate effective learning and transfer of
knowledge in organizations.

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Appendix A: Training Transfer Evaluation Questionnaire and Survey
Please mark the answer that is most closely associated with your experiences and
perceptions of the transfer of training from the classroom to your workplace environment.
Training transfer is the application of the knowledge, skills, and attitudes learned during
training that generalize to a role in the workplace and are maintained over a period of time on the
job.
Consent to participate: Your participation is voluntary. By completing this survey, your
consent to participate in this study is implied.
To begin, please indicate your gender
• Male
• Female
• Other
• Decline to Answer
Note: The questionnaire response choices that follow will appear as strongly disagree,
disagree, neither agree nor disagree, agree, and strongly agree.
1. In my organization, employees are allowed to use the knowledge and skills gained
during training when they return to the workplace.
2. In my workplace Managers and direct reports (employees) are engaged in
collaborative efforts to implement the knowledge and skills gained during trainings.
3. Managers in my organization follow up to ensure that training concepts are
understood and can be transferred and applied in the workplace.
137

4. Managers in my workplace are knowledgeable of training content and capable of
guiding employees through most barriers that are encountered during the training
transfer process.
5. In my organization supervisors are responsive to employee concerns and needs
regarding training transfer.
6. In my organization I’m empowered to identify my own unique opportunities for
training transfer.
7. In my organization I have time to focus on training opportunities, training outcomes,
and training transfer for myself and my direct reports.
8. Providing training transfer opportunities for employees is a top priority for upper
management in my organization.
9. I find the training information, materials, and job aids that are provided during training
useful for my job.
10. In my organization upper management would notice if I arrived back from a training
session and filed away the materials/tools/job aids and rarely went back to look at them
or take the initiative to apply them to my job.
11. In my organization, upper management see training as a necessary investment that pays
dividends in the long run and helps both employees and supervisors.
12. My organization welcomes challenges by employees, including the application of
training, which results in changes to organizational norms that are highly favored by its
top level leadership.
13. There are no barriers in my workplace that prevent training transfer from happening.
14. There are incentives and encouragement to apply training transfer to my current job.
138

15. Are you willing to participate in a follow-up interview?
• Yes
• No
Thank you for taking this survey.

139

Appendix B: Semi-Structured Interview Protocol
Thank you for taking the time to meet with me today. As you know, this interview will
contribute information to a research study intended to improve learner engagement in virtual
learning. You have signed an informed consent form, but, as a reminder, you may decline to
answer any question you do not wish to answer or withdraw from the interview at any time. Your
name or identity will not be revealed in the study. We can stop the discussion at any time you
wish. You can also decline to answer any question that you wish not to answer.
Start of the Interview
This interview will take approximately 50–60 minutes. With your permission, I will be
making an audio recording of the interview and may take notes.
Do you have any questions before we begin?
At the End of the Interview
I am grateful for this interview with you today. Thank you for the valuable time and
insights that you provided me today. Your answers are very beneficial. Please let me know if you
think of anything you would like to add. I will also provide the completed transcript post-
interview. If you see any corrections that need to be made, please let me know at that time. May I
contact you if I need any clarification?
I look forward to sharing a copy of my final dissertation with you, which will reveal my
study research findings.

140

Table B1
Interview Protocol
Interview questions Potential probes RQ
What is your current role in the organization? How does your role impact
the results of the company?
–
When did you complete the leadership
development program?
–
What was the most important or necessary
information you learned through leadership
training that you could apply in your
organization?
In what ways did that
information assist you in
your current role?
1
What motivated you to complete the leadership
training and transfer that knowledge?
Did the organization provide
any incentives?
1
How receptive were managers in celebrating
your success and providing opportunities for
you to transfer learning?
1
Were there any barriers to the completion of
leadership training? If so, what were these?
1 and 2
Were there any barriers to the application of what
you learned in training in your current role as a
leader?

1 and 2
How would you characterize yourself as a
learner in these professional development
activities?
How might that have
influenced your motivation
to use what you learned
from the leadership
development program?
1
Is there anything else that you would like to
share about your motivation to use what you
learned from the leadership development
program?

Please give me an example 1
What improvements could be made in the
leadership training you completed to make it
more relevant to your business needs, culture,
or environment?
2

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Asset Metadata

Creator Dabbagh, Hisham A. (author)

Core Title Improving transfer of leadership training from the classroom to the corporate environment within the private sector in Saudi Arabia

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2023-05

Publication Date 06/08/2023

Defense Date 04/24/2023

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag classroom,corporate environment,knowledge transfer,leadership,OAI-PMH Harvest,Saudi Arabia,Training

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Filback, Robert (committee chair), Ghazzawi, Issam (committee member), Tobey, Patricia (committee member)

Creator Email dabbagh.ha@gmail.com,dabbagh@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113169858

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Legacy Identifier etd-DabbaghHis-11940

Document Type Dissertation

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Rights Dabbagh, Hisham A.

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