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Enhancing transfer of harassment prevention training into practice

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Enhancing transfer of harassment prevention training into practice

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Enhancing Transfer of Harassment Prevention Training into Professional Practice
by
David Warren Davis

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

August 2023

© Copyright by David Warren Davis 2023
All Rights Reserved

The Committee for David Warren Davis certifies the approval of this Dissertation

Monique Claire Datta
Eric Canny
Helena Seli, Committee Chair

Rossier School of Education
University of Southern California
2023

iv
Abstract
Despite significant investments in training initiatives, organizations often struggle to effectively
transfer knowledge and skills from training programs to employees' work practices and
behaviors. This qualitative study focused on understanding the perceptions and opinions of UR
managers regarding knowledge, skills, and critical behaviors related to learning transference
from harassment prevention training. The research employed a semi-structured interview
approach with 12 open-ended questions conducted through a 45-minute online interview. The
study investigated the impact of organizational support on managers' knowledge, skills, and self-
efficacy in transferring what they learned in harassment prevention training to practical
application in the workplace. Grounded in Bandura's social cognitive theory, the study examined
the relationship between employee motivation, the transference of skills and knowledge, and the
impact of organizational processes and culture on job transference. The findings indicate that
while the effectiveness of harassment prevention training in boosting managers' confidence in
preventing harassment is limited, managers recognize their role in supporting their employees'
learning. Although they may not actively support knowledge transfer, managers find the course
content useful and express interest in coaching employees and engaging in conversations about
applying what was learned. The study culminates with recommendations to introduce a
comprehensive harassment prevention training evaluation based on Kirkpatrick's 2016
Evaluation Model. It suggests utilizing external outcomes, internal outcomes, and leading
indicators to assess the effectiveness of the training. Additionally, it recommends increasing the
University of Research's Human Resources support to design training resources that aid
managers in developing learning transference strategies for their employees.

v
Dedication
To my wonderful wife, Susan. Your unwavering love and support have been the driving force
behind my success. Thank you for being my pillar of strength, always encouraging me, and
believing in me. Your patience, understanding, and sacrifices have meant the world to me. Thank
you for being my biggest cheerleader and for understanding the sacrifices I had to make along
the way.
To my children, Christopher, Erika, Heidi, Nick, and Ally, you have been my inspiration
throughout this journey. Your constant support, words of encouragement, and unwavering belief
in me have propelled me forward.
This accomplishment is a testament to the love, support, and understanding that I have received
from my family. I am forever grateful for your presence in my life, and I dedicate this
achievement to each and every one of you.

vi
Acknowledgments
I would like to express my heartfelt gratitude to the managers who generously devoted their time
to participate in the 45-minute interviews and openly shared their valuable insights on
harassment prevention, training, and supporting their employees. Their candid responses have
greatly contributed to the depth and richness of this study.
I am deeply thankful to my dissertation chair, Dr. Seli, for her unwavering support, guidance,
and continuous feedback throughout this research journey. Her expertise and dedication have
been instrumental in shaping the direction and quality of this dissertation.
I would also like to extend my appreciation to my colleagues who have been a source of
encouragement and support throughout the process. Their shared experiences and thoughtful
discussions have been invaluable in refining my ideas and enhancing the overall research.
Lastly, I am grateful to my family and friends for their love, understanding, and patience during
the demanding and challenging moments of completing this dissertation. Their unwavering belief
in me has been a constant source of motivation.
I am truly fortunate to have had the opportunity to work with such remarkable individuals who
have played a significant role in the successful completion of this dissertation. Thank you all for
your invaluable contributions and support.

vii
Table of Contents
Abstract ........................................................................................................................................... iv
Dedication ........................................................................................................................................ v
Acknowledgments .......................................................................................................................... vi
List of Tables ............................................................................................................................... viii
List of Figures ................................................................................................................................. ix
Chapter One: Introduction to the Problem of Practice .................................................................... 1
Chapter Two: Review of the Literature ........................................................................................... 9
Learning Transfer in Work Contexts ................................................................................... 9
Harassment Prevention Training ....................................................................................... 11
Best Practices in Training Design ..................................................................................... 12
Chapter Three: Methodology ........................................................................................................ 31
Chapter Four: Findings .................................................................................................................. 36
Chapter Five: Discussion and Recommendations ......................................................................... 54
Recommendations for Practice .......................................................................................... 57
Conclusion ......................................................................................................................... 76
References ..................................................................................................................................... 79
Appendix A: Interview Protocol ................................................................................................... 88

viii
List of Tables
Table 1: Manager Demographics and Number of Direct Reports Page 38
Table 2: Components of Learning for the Program Page 61
Table 3: Components to Measure Reactions to the Program Page 62
Table 4: Outcomes, Metrics, and Methods for External and Internal Outcomes Page 66
Table 5: Critical Behaviors, Metrics, Methods, and Timing for Evaluation Page 71
Table 6: Required Drivers to Support Critical Behaviors Page 73
Appendix A: Interview Protocol Page 88

ix
List of Figures
Figure 1: Triadic Reciprocity Page Number 14
Figure 2: Conceptual Framework Page Number 29

1

Chapter One: Introduction to the Problem of Practice
Employees participate in required training programs to meet compliance requirements
and to improve their skills, knowledge, and abilities. Nonetheless, organizations need to
determine if learning has transferred from training to the workplace by completing evaluations.
According to Miller (2012), the Association for Talent Development (ATD) estimates that U.S.
organizations spent approximately $156.2 billion on employee learning in 2011. They evaluated
only a third of the learning programs to determine if participants could perform the program's
knowledge and skills. They did much less to ascertain if what is taught transfers to work and
organizational results (Miller, 2012). Research indicates that less than 15% of learning transfers
from training to the workplace after a 12-month period of time (Wexley & Latham, 2006, as
cited in Chauhan 2016). Marshall and Rossett (2014) emphasized the need to evaluate training
programs as vital for ensuring a return on training investment and ensuring learning transfers
from training to the workplace. The authors posited that measurement can serve a range of
purposes, from informing improvements to shaping existing and future courses to determine
investment return. Research suggests that evaluations most often measure employee response to
training (Kirkpatrick & Kirkpatrick, 2016; Marshall & Rossett, 2014). If organizations evaluate
learning transference and support their employees by encouraging them to use what they have
learned in training, they could see a substantial improvement in productivity and get value for the
training dollars they have allocated for employee development. This study explores manager’s
practices in the context of supporting learning transference of harassment prevention training and
examines their perceived level of support from the organization to do so.

2

Background of the Problem
According to Joo and Park (2011), employees define training transfer as the successful
application of learned skills or knowledge at their workplace. Ensuring that training transference
occurs can indicate a unique weakness in the learning and development process, resulting in
organizations losing resources and experiencing unfulfilled productivity (Botke et al., 2018). If
skills and knowledge do not transfer to the workplace, organizations can suffer harm and face
negative legal consequences (Grossman and Salas, 2011). The National Safety Council (2021)
estimates that insufficient training alone cost organizations $171 billion dollars in 2019.
Shaw et al. (2018) assert that employee harassment leads to considerable costs for organizations,
including turnover, legal expenses, and negative impacts on employee health. Employee
harassment can cause psychological effects such as depression, anxiety, sleep disturbances, and
high blood pressure (Fitzgerald et al., 1997). In a 2018 poll, 33 million women in the United
States reported experiencing workplace harassment (Baum, 2019).
Organizations demonstrate commitment to meeting compliance training requirements by sending
employees to harassment prevention and diversity and inclusion training. However, they fail to
follow up and ensure that training programs effectively enhance employees' transference of
knowledge and skills to the workforce.
Preusser et al. (2011) suggest that employers face liability when they implement weak
programs that merely fulfill the minimum requirements and do not ensure that employees
understand their responsibilities. It is crucial for employers to ensure the effectiveness of
harassment prevention programs. Employers held liable often lack mechanisms to assess the
prevalence of microaggressions, implicit bias, or harassment within their organization, or to
gauge the effectiveness of their training in reducing such behaviors. Hennekam and Bennet
3

(2017) emphasize the importance of regularly delivering harassment prevention training to all
employees at every level within the organization. The Society for Human Resource Management
(SHRM, 2021) states that a harassment training program should inform employees about
harassment, gender bias, and harassment prevention reporting procedures. Additionally, it should
encourage employees to apply what they have learned in harassment prevention training and
exhibit professional behavior, including being sensitive to different cultures, customs, and races.
The program should provide clear examples of harassment behaviors, including
microaggressions and implicit bias, and challenge employees to identify appropriate and
inappropriate behavior. Moreover, the program should enable managers to address harassment
issues through role-playing and modeling behaviors that exemplify correctness (SHRM, 2021).
Organization's Context and Mission
The focus of this study will be managers at the University of Research (UR, pseudonym),
a private research university in California. At UR, all staff and those responsible for overseeing
others must go through two-hour harassment prevention and diversity and inclusion online
training course every two years. The State of California has mandated that in addition to having
all managers go through harassment prevention training, all non-managers are required to go
through a one-hour harassment prevention training course (CalChamber, 2020). According to
internal documents, UR is accountable for providing harassment prevention training to over
3,500 managers, and approximately 20,000 non-managerial employees. The harassment
prevention training course UR uses is an off-the-shelf online course purchased from Vector
Solutions, a vendor that specializes in harassment prevention training programs. The online
courses are divided into nine sections:
1. Building Positive Workplaces
4

2. Developing Awareness and Recognizing Discrimination
3. Leading Workplaces Resistant to Discrimination
4. Cultivating Attitudes and Identifying Harassment
5. Leading Workplaces Resistant to Harassment
6. Taking Action Against Retaliation
7. Leading Workplaces Resistant to Retaliation
8. Building Supportive Communities
9. Maintaining Positive Workplaces
The UR Human Resources (HR) Training Department oversees the training and collaborates
with the Equity Equal Opportunity and Title IX (EEO/TIX) to ensure UR's compliance with state
and Federal law. HR actively follows up with employees who are not in compliance through an
accountability escalation process to ensure that everyone completes the training. However, to
date, they have not evaluated the effectiveness of the training or its transference to the job.
The Human Resources (HR) Training Department is responsible for overseeing the training
and working with EEO/TIX to ensure UR's compliance with California law. HR prioritizes
ensuring that all employees complete the training within 30 days of course launch or within 45
days of being hired, rather than focusing on learning transference or behavior change. HR
executives receive compliance status reports indicating which employees have completed the
harassment prevention training and which employees are not in compliance. HR sends reminder
notices to employees and escalates the matter to their managers. If employees disregard the
requests to complete the training, they may face termination of employment.

5

Purpose of the Study and Research Questions
The purpose of the study was to understand UR managers’ experience with and
utilization and (transfer) of the training assets, specifically their utilization of knowledge, skills,
and dispositions gained as a result of online harassment prevention training. The study
culminates with recommendations on how to support learning transference in UR's training
programs. The following research questions guided the study:
1. What is the managers' reaction to and value of UR's online harassment prevention
training?
2. What is the impact of UR's organizational support on employees' knowledge, skills, and
self-efficacy development?
3. How are employees transferring knowledge and skills learned in harassment prevention
training into practice?
Importance of the Study
Larsen-Freeman (2013) argues that individuals and organizations bear the cost of failing
to transfer what they learn in training to the workplace. Solving this problem is crucial as it has
implications for national economics, organizations, and individual performance. The U.S. Equal
Employment Opportunity Commission (2021) reports that organizations in the United States
paid out $440 million in non-litigated settlements between 2010 and 2020 in response to
harassment complaints. Harassment is associated with a stressful work environment that
contributes to high turnover rates, employee absenteeism, and damage to an organization's
reputation (Faley, 1999, as cited in Preusser et al., 2011). In a study conducted by Muhonen
(2016) with 322 participants, including 186 women and 136 men, it was found that 66 percent of
respondents experienced gender harassment to some extent at their workplace during the
6

previous year. This harassment had negative consequences on their health and overall job
satisfaction.
Aguinis and Kraiger (2009) highlight that the failure to transfer learned skills from
training programs to the workforce negatively affects employee productivity, which in turn
impacts the organization and has broader implications for national economics. They further
assert that training has the greatest impact when it drives organizations and individuals toward
improved performance. To measure this impact and ensure that organizations derive value from
their training investments, it is essential to evaluate and assess how training affects
organizational, departmental, and individual performance. Neglecting to support employees
before and after training, assess organizational performance, and evaluate the effects of training
puts organizations at risk of squandering resources without achieving a return on investment.
Additionally, a robust evaluation process is crucial for compliance and mitigating potential
government penalties associated with inadequate learning transfer.
Overview of Theoretical Framework and Methodology
Albert Bandura's Social Cognitive Theory guides the theoretical framework of this
research. Bandura's social cognitive theory addresses three primary areas of influence: the
personal, the behavioral, and the environment (Bandura, 2002). This study, grounded in
Bandura's Social Cognitive Theory, explored the relationship between employee motivation, the
transfer of skills, knowledge, and behaviors from the harassment prevention online training
program to the job, and the impact of organizational processes, procedures, and culture on
learning transfer. The researcher integrated Kirkpatrick and Kirkpatrick's (2016) Four Level
Evaluation framework with social cognitive theory. Hutchins (2009) suggests that organizational
leaders can enhance productivity and value allocated training resources by supporting employees
7

and encouraging the application of learned skills. Opportunities to utilize the skills and
knowledge acquired in training, along with support from managers and peers, facilitate learning
transfer (Hutchins, 2009).
For this study, the researcher employed an explanatory qualitative approach. The
development of interview questions focuses on capturing behaviors, organizational aspects, and
individual motivations associated with the transfer of harassment prevention training knowledge
to the workforce. Managers at UR were selected as interview participants based on a LinkedIn-
derived list. The objective of these interviews is to examine how manager support, employee
motivation, and the overall environment at UR either facilitate or hinder learning transfer within
the context of harassment prevention training.
Definitions
The definitions below will help the reader understand key concepts and help them align
those concepts with the problem of practice, the literature review, and the research data. These
topics include learning transfer, motivation in the context of studying UR's employees, and the
training they receive through their learning management system.
Self-efficacy: People's belief in their ability to confidently act after considering the outcome of
their actions on the environment (Fuller et al., 2012).
Learning Transfer: the ability to transfer knowledge, concepts, and skills learned in a training
course back to the work environment (Dixon & Brown, 2012).
Learning Management Systems (LMS): Learning platforms that allow for the administration
of training programs, e-learning courses, Virtual Learning Environments or VLE, videos, online
exams, and training evaluations (Cansu & Guzin, 2012).
8

Manager: Any management employee with either employee directly reporting to them or a level
6 or above as designated by UR's payroll administration.
Individual Contributor: Any non-management employee or management employee with a
level 5 or below as designated by UR's payroll administration.
Attainment Value: Motivation to complete a task or goal because it fulfills a person's identity,
either personally or as a part of a group (Eccles, 2009).
Utility Value: A person's motivation is based on how a task fits into their goals and how an
activity is a means to achieving the objective (Elliot et al., 2019)
Organization of the Dissertation
The dissertation paper is organized into five chapters. Chapter One provides an overview
of the problem of practice, emphasizes the significance of the study, and presents the conceptual
and methodological framework, research questions, and definitions. Chapter Two includes a
comprehensive literature review that encompasses topics such as learning, motivation, learning
transference, barriers to learning, program development, and training evaluation. Chapter Three
outlines the methodology employed in this research, particularly focusing on the use of
qualitative data. Chapter Four presents the findings derived from the analysis, while Chapter
Five comprises the discussion and recommendations based on the research outcomes.

9

Chapter Two: Review of the Literature
This chapter aims to examine the literature and research that support the dissertation
topic. Chapter 2 is structured into four main sections: (1) exploration of learning transfer in the
work context, (2) analysis of harassment prevention training, (3) discussion of best practices in
training design, and (4) integration of Kirkpatrick and Kirkpatrick's Evaluation Model (2016)
with social cognitive theory. The section on learning transfer in the work contexts highlights the
significance of supervisor and organizational support, as well as explores learner characteristics,
learner motivation, and learning transference. Subsequently, the section on harassment
prevention training provides insights from the literature concerning learning transference issues
specifically related to this training. In the section on best practices in training design, emphasis is
placed on the importance of incorporating opportunities for learners to reflect on prior domain
knowledge and integrating chances to practice newly acquired material within the course design.
Lastly, the conceptual framework section discusses how this study implements social cognitive
theory and the Kirkpatrick Model to explore the capacity for learning transference within
organizations and among stakeholders.
Learning Transfer in Work Contexts
Organizations commonly fail to develop knowledge and skills that transfer from training
programs to an employee's work practices and behaviors, despite spending billions of dollars on
training initiatives (Noe & Kodwani, 2018). Merely obtaining new knowledge and skills in a
training class does not guarantee their translation into changed behavior at the worksite
(Grossman & Salas, 2011). To increase the likelihood of transferring knowledge from the
classroom to the workplace, it is essential to address supervisor and organizational support and
learner characteristics.
10

Muhammad et al. (2013) explained that supervisors' assistance at each stage of training,
including pre-training, ongoing training, and post-training, contributes to enhanced learning
transference. However, in practice, supervisors often fail to provide the necessary support for
trainees to apply their new skills. In a study conducted by Nafukho et al. (2017), three areas were
identified as impacting training transference: the relevance of the material to the learner, which
increases motivation to learn; the efficiency of the training; and the support provided in the
workplace to apply the learned knowledge. These factors significantly influence the extent to
which training knowledge is transferred to the worksite.
The retention of knowledge is influenced by learner characteristics. Grossman and Salas
(2011) asserted that cognitive ability, self-efficacy, motivation, and utility are among the
learner's characteristics that affect the transfer of training material to the worksite. Cognitive
Load Theory (CLT) posits that effective learning occurs when information is transferred from
working memory to the long-term memory of the learner (Mayer, 2011). Working memory has a
limited capacity, while long-term memory has an unlimited capacity. Therefore, an effective
learning designer avoids overloading working memory with extraneous information and instead
focuses on relevant information that can be retained in the learner's long-term memory (Paas &
Ayres, 2014).
A study conducted by Iqbal and Dastgeer (2017) found a direct impact of self-efficacy on
students' motivation. Individuals with higher self-efficacy exhibit greater motivation to retain
and apply learned knowledge compared to those with lower self-efficacy. The authors
recommend that training managers design programs that address students' self-efficacy and
motivation to facilitate knowledge transfer. Their study demonstrated a 2.7% increase in
transference and a 25.8% increase in learner motivation to transfer when self-efficacy is high.
11

Harassment Prevention Training
Employers need to ensure that they deliver robust and effective harassment training
programs, teaching all employees how to identify inappropriate and appropriate behaviors.
Rubineau and Jaswal (2017) explained that simply having a harassment prevention policy is
insufficient to deter harassment. It is crucial to communicate the policy to employees, ensure
their understanding of it, and provide them with the necessary tools to prevent harassment
behaviors. The authors cited a study conducted by Hill and Silva (2005), which found that while
79% of college students were aware of the policy against harassment, over 60% reported
experiencing harassment. Furthermore, only 10% of those who experienced harassment reported
it to a campus employee. The students demonstrated awareness of the policy but lacked
understanding of the reporting process. According to an EEOC report from 2016, 75% of
employees who experience harassment do not report it to their supervisor or HR office
(Feldblum & Lipnic, 2016). Therefore, harassment and diversity and inclusion training should
incorporate workplace-specific examples to help employees identify and model appropriate
behavior.
Hennekam and Bennet (2017) emphasized the importance of delivering regular
harassment prevention training to all employees across various levels and areas within an
organization. The authors argued that harassment training programs should inform employees
about harassment behavior and encourage professional conduct. These programs should provide
clear examples of harassment and challenge employees to identify appropriate and inappropriate
behavior. Additionally, the authors suggested that the program should offer managers the
opportunity to practice resolving harassment issues through role-playing and modeling of correct
behaviors. Given the high emotions involved in harassment cases, Hennekam and Bennet (2017)
12

also recommended that training should teach managers conflict management skills, empathy, and
active listening. Once the correct behaviors have been taught and modeled, it becomes essential
to develop an evaluation process that demonstrates the transfer of learning.
Best Practices in Training Design
According to Smith and Ragan (2005), best practices in training design include an
introduction, body content, a conclusion, and an assessment of learning. A well-designed training
course stimulates the learner’s motivation for learning in the introduction. In the body of the
course, the designer should include a modem for recalling prior knowledge, an opportunity to
practice newly learned material, and prompts to implement learning strategies. In the conclusion
section, the designer should provide a summarization of what was taught. Smith and Ragan
(2005) explained that including assessments allows for measuring learning transfer.
Prior Knowledge
Onyon (2012) explained that a learner’s prior knowledge is a strong indicator of how
much new knowledge will be retained. Onyon explained that when learners activate their prior
knowledge in a training course, it stimulates the connection between the new information they
learn and their existing understanding of the subject. Brod et al. (2013) stated that prior
knowledge, in the context of new learning, allows the learner to add context into which the new
material can be structured. Shapiro (2004) posited that the learner’s depth and quality of domain
knowledge have a positive relation to what new knowledge will be retained.
Practice
According to Grossman and Salis (2011), practicing newly learned material in a
simulated work environment that resembles the learner’s workplace increases the likelihood of
retaining and implementing newly learned skills, knowledge, and abilities. Lacerenza et al.
13

(2012) explained that integrating practice assignments in training programs is more effective for
learning transfer than information-based training. Lacerenza et al. (2012) posited that practice-
based training combined with information and modeling-based training activities provide the
greatest opportunity for learning transference. In the following section, I discuss how Bandura’s
Social Cognitive Theory and Kirkpatrick and Kirkpatrick’s Evaluation Model support a well-
designed training program.
Social Cognitive Theory
Bandura (1986) described human learning as a result of the triadic reciprocity between
the environment, behavior, and person in his seminal work. People do not act solely based on
environmental conditions or internal dynamics, but rather there is an interactive influence among
the person, behavior, and environmental stimuli. Bandura emphasized that reacting to stimuli
alone is insufficient for effective learning. Learners engage in self-regulation, determine their
behavior, and through their behavior, shape their environment. Furthermore, a person's
environment can impact their cognition, which in turn can influence behavior. In accordance
with social cognitive theory, this section explores how a person's self-efficacy, values, behavior
(including self-regulation and self-reflection), and environment contribute to enhancing the
transfer and application of learned knowledge and skills in the workplace (Bandura, 2002; Eccles
et al., 1983).

14

Figure 1
Triadic Reciprocity

Person
According to Bandura (2002), social cognitive theory ascribes the person with personal
agency, enabling them to influence their motivation and behavior. Scholars in the field of
learning agree that self-efficacy and task value play crucial roles in shaping a person's motivation
to learn and overcoming learning obstacles. Self-efficacy pertains to the learner's confidence in
their ability to accomplish a task (Bandura, 1986; Vin Dither et al., 2011). Eccles et al. (1983)
describe in their seminal work how a person's values, including attainment value, intrinsic value,
and utility value, drive their commitment to learning and applying acquired knowledge towards
their goals.
Self-Efficacy
Bandura (1986) defined self-efficacy as a person's belief in their ability or lack of ability
to accomplish a task. There is a positive relationship between a learner's self-efficacy and their
motivation towards overcoming obstacles and how much effort they will put towards completing
15

a task. In order to apply skills, the learner needs to have both the required skills and the self-
belief that they are capable of accomplishing the task using their newly attained skills. Self-
efficacy influences the learner's expectation of successful learning transference. Bandura (2012)
posited that learners with low self-efficacy doubt their ability and are not as persistent in their
attempt to reach their learning goals. Those with high self-efficacy have a high expectancy for
success and are more apt to overcome the impediments to learning transference (Bandura, 2012).
Van Dinther et al. (2011) determined that learning programs based on social cognitive
theory had a positive relationship with the students’ self-efficacy, with mastery of skill being a
strong determinant of positive self-efficacy. Providing practical application experiences and time
to practice a task allows students to use learned skills and knowledge, which increases their
mastery and self-efficacy. Van Dinther et al (2011) stated that when a trainee's self-efficacy is
high, they are confident in their ability to gain the required skills and knowledge taught in a
training program. The inverse is true as well. Additionally, the authors posited that if a trainees'
self-efficacy is low, they are less likely to persist in giving the needed mental effort for
challenging tasks.
According to Bandura (2012), self-efficacy can be increased through persistent effort in
overcoming barriers – by using failure as a means to understand how to get better or improve
rather than allowing it to cause the student to quit. Modeling the behavior of those that are
succeeding, especially those with similar characteristics (to the student), increases confidence in
their ability to succeed. He further stated that a trainee's self-efficacy directly impacts their self-
regulation, motivation, and persistence toward completing their learning goals. In addition, it
influences whether a student approaches a barrier positively, with less emphasis on problems that
arise or with a negative attitude and a focus on their self-doubt. This study explored the efficacy
16

of UR employees to transfer knowledge and behavior skills learned in harassment prevention
training.
Task Value
Elliot et al. (2017) explained that the trainee's values drive their task strategies and can
determine their schema approach toward learning. If the task aligns with what a trainee values,
they are more apt to put forth the needed effort to complete the task. The opposite is also true: if
the activity does not align with the trainee's values or the cost is too high, the trainee will have
more difficulty putting forth the effort toward task completion. According to Elliot et al. (2017),
how a trainee values achievement tasks determine how much effort and self-regulation they will
use to achieve their learning goals.
Eccles and Wigfield (2002) posited that expectancy and values determine what activity
an individual will choose and how much effort and persistence they will expend on an activity.
Eccles et al. (1983) expounded on how aspects of task value, attainment value, intrinsic value,
and utility value describe the trainee's expectation of activity value. They described attainment
value as being personally significant to an individual’s identity. Attainment values motivate
trainees to put in effort since the task resonates with their personal identity, how they perceive
themselves, and how the task enables them to express this sense of self. Intrinsic value is the
internal enjoyment individuals get from doing an activity. The cost value is determined by what
the activity costs versus the benefit of the activity. Flake et al. (2015) described cost value as the
amount of effort the activity takes and the cost of not doing something else, and the cost of the
trainee's emotions. A trainee assessing cost value might ask themselves, is this task worth doing?
Utility value is how useful a task is for future achievement. Utility value is a strong
indicator of whether learning will be transferred. Learners that are motivated by the practical
17

application of what is taught have a positive relationship with applying their new knowledge at
their jobs (Locht et al., 2013). Burke and Hutchins (2008) explain that best training practices for
developing training programs include ensuring that what is taught is relevant to the participants'
job and that learners have opportunities to perform what is learned with the support of their
supervisor. According to Hutchins (2009), it is important to align the learner's job
responsibilities, business, and job goals with the training material when designing training. This
will create utility value in the learner's mind; therefore, enhancing motivation to learn the
material and transfer it back to the workplace. Supervisor support and the opportunity to apply
what was learned in a training program on the job increases the likelihood of 'learning
transference' (Grossman & Salas, 2011). According to Hullman et al. (2010), the practical
application of course material increases the learner’s perception of utility value. This study
explored the utility and attainment values of the harassment prevention training learning
objectives for UR employees.
Behavior
Bandura (2005) proposed that individuals proactively adjust and self-regulate their
behavior to achieve meaningful goals, rather than simply reacting to environmental stimuli. Self-
regulation and self-reflection are crucial behaviors that individuals can employ to enhance their
success in academic and goal achievement domains. They enable individuals to contemplate
necessary actions for success and develop and implement learning strategies that facilitate
effective learning transfer (Zimmerman, 2000). The following sections examine the influence of
self-regulation, self-reflection, and the learner's environment on learning transfer.

18

Self-Regulation
According to Zimmerman (2000), individuals can practice self-regulation by monitoring
and controlling their thoughts, emotions, and actions to achieve their learning goals. Trainees
should incorporate self-regulation into their behavior, which involves implementing study
strategies that improve learning retention, such as using mnemonics or employing practice tests.
Trainees can regulate their environment by ensuring their study area is free from distractions.
Individuals can also regulate their strategies by utilizing feedback to make course corrections
(Zimmerman, 2000). The self-regulation process consists of three phases: forethought,
performance, and volitional control. Forethought is an action completed prior to learning, where
individuals assess what needs to be accomplished in training and how it relates to their goals.
According to Zimmerman (2000), this is a time for trainees to cognitively prepare for what they
want to achieve from the training. Performance and volition are task-focused mechanisms that
occur during the training process (Zimmerman, 2000).
The trainer can provide self-regulation strategies that improve the trainee's chances of
learning transference. In a study conducted by Ariel and Karpicke (2017), the instructor gave the
experimental group self-regulation strategies and encouraged them to use them, while the control
group did not receive self-regulation strategies. The students who were encouraged to use self-
regulation strategies showed greater persistence in their study habits and outperformed those who
were not encouraged to use such strategies. In a follow-up session, the experimenters found that
the students continued using the self-regulation strategies even a week after the initial testing.
The researchers concluded that students are more likely to use self-regulated strategies when
encouraged by the instructor. Mekala and Radhakrishan (2019) explained that self-regulated
learners learn to implement metacognitive strategies, taking responsibility for their own learning
19

and becoming more accountable than the instructor. These learners employ learning strategies
such as setting goals, managing their time, and creating plans to organize their learning tasks and
goals. This study examined how UR employees and the Harassment Prevention training course
utilize learning strategies to promote learning transference.
Self-Reflection
Zimmerman (2000) explained that learners need to reflect on the learning process since
reflecting on their performance allows them to make course corrections and implement new
strategies for ineffective ones while continuing to use effective strategies. Additionally, learners
need to precisely reflect on the role of learning strategies in their learning success or failure
(Zimmerman, 2000). Leidinger and Perels (2012) posited that the self-regulation process
involves self-judgment to determine self-efficacy, motivation, and mastery of what needs to be
learned in the self-reflection phase. Sun et al. (2018) stated that as part of the self-regulation
process, the learner needs to reflect on the task at hand and their prior domain knowledge. If the
learner possesses adequate prior knowledge, which fosters a positive outlook, their self-efficacy
may increase, enabling them to implement learning strategies, reflect and assess their academic
achievement, and adjust their learning strategies accordingly.
Mayer (2011) posited that meaningful learning occurs when the trainee connects new
information stored in short-term memory to prior knowledge stored in long-term memory.
Therefore, reflecting on previous domain knowledge and connecting it to newly learned material
is essential for retaining new information. Long-term memory serves as a repository for
previously learned information, including schemas, which organize information for later retrieval
and have an unlimited capacity for knowledge retention. True learning takes place when
information is initially received in short-term memory, which has a limited capacity, and is
20

connected to prior knowledge stored in long-term memory. Mayer (2011) suggested that this is
one reason why mnemonics are effective, as they align new information with previously learned
information and transfer it to long-term memory. Chou and Chang (2011) conducted a ten-week
study involving 45 eighth-grade students who completed a web-based reflection exercise in the
areas of cognition, emotions, and memory. The study results indicated a significantly positive
relationship between the quality of a student's reflection and their academic achievement.
Students with high-quality reflection performed significantly better academically compared to
those with low-quality reflection. The authors explained that learners who reflect on their
emotions, thoughts, and recollection of a subject enhance their academic achievement. This
study investigated how UR employees utilize self-reflection to develop strategies that enhance
learning transfer.
Environment
According to Bandura’s (1999) social cognitive theory, the environment can be imposed
on, chosen by, or constructed by a person. In each case, the environment has a reciprocal
influence on the person and their behavior. Botke et al. (2018) explained that a supportive work
environment directly impacts whether employees transfer what was learned in a training program
to the job they perform. As mentioned earlier, research indicates that if organizational leaders
were to support their employees by encouraging them to use what they have learned in training,
they would see a substantial improvement in productivity and value the costs they have allocated
for employee development. Having opportunities to use the skills and knowledge learned in a
training program in the workplace along with manager and peer support enhances learning
transference (Hutchins, 2009).
21

Kumar and Ramsey (2008) explained that management support for learning and
performance increases the likelihood of improving both quality and productivity. In a study
conducted by Banerjee et al. (2017), they found that a supportive work environment, including
performance coaching, significantly enhances skills and knowledge transfer by up to 21%. While
performing involves meeting immediate demands, learning expands individuals' capacity to meet
future demands. Lim and Johnson (2002) conducted a study that identified three key factors
influencing learning transfer: 1) engaging in discussions with supervisors about the acquired
knowledge, 2) supervisors understanding what was learned and providing support for employees'
new knowledge, and 3) supervisors offering positive feedback when employees apply what they
have learned. Nijman et al. (2006) explained that supervisors who support their employees'
learning and development efforts positively influence their motivation to transfer what they have
learned by improving the transfer climate. Individuals who perceive positive management
support regarding transfer climate are more motivated to apply new knowledge, skills, and
attitudes in their job roles. McCall (2002) emphasized the power relationship between leaders
and followers, with leaders having the ability to elicit behavior in pursuit of shared goals.
Therefore, managers or leaders play a crucial role in evaluating employees' behavior and
attitudes toward harassment prevention goals. Wang et al. (2019) stated that leadership
demonstrates ethical behavior by fostering two-way communication that reinforces ethical
conduct. This study explored the environment created by UR's leadership to ensure the transfer
of knowledge and behaviors learned during Harassment Prevention training to the workplace. In
a study conducted by Chauhan et al. (2016) with 200 employees, peer support showed a
significantly positive relationship with training transfer. The results indicated that peer support
increased training transfer by 22.1%, and motivation to transfer increased by 13.5%.
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Kirkpatrick and Kirkpatrick's Four-Level Evaluation Model
Training evaluations allow instructional designers, trainers, and stakeholders to know if
their training initiatives are effective, meeting expectations, adding value to the organization, and
if individuals are applying what was learned (Kirkpatrick & Kirkpatrick, 2016). Shenge (2014)
explained that training done correctly will increase the employee's skills, knowledge, and
abilities. It also has a positive impact on an organization's efficiency. Organizations rely on
training evaluations to determine if the training programs have the desired effect. Keen and
Berge (2014) elaborated that learning managers have focused on justifying the cost of training
through the evaluation process because of the significant investment in training. The authors
explained that few organizations have mastered training evaluation, with even fewer moving
beyond assessing learner reaction and satisfaction. Training evaluations are essential to evaluate
their effectiveness and assess where they need to improve regarding their training programs. An
ATD survey indicated that 90% plus survey at a level one (however, only 52% of eLearning
courses are evaluated at this level), 80% conduct level two, only 50% conduct level three, and
35% conduct level four (organizational change). Very few organizations implement levels three
and four because of the lack of time and resources (ASTD, 2010 as cited in Keene & Berg,
2014). The following section describes Kirkpatrick’s Evaluation levels.
Level 1 Evaluation: Reaction
Level one evaluations measure the trainee's perceptions and reaction to the training
program. According to Kirkpatrick and Kirkpatrick (2016), level 1 evaluations are simple
evaluations that measure the trainee's satisfaction with the training and evaluate how engaging
and relevant the training is to their jobs. These evaluations measure the user experience while
participating in the program, including ease of use, the pace of the course, content, and overall
23

experience. It also measures the trainee's perceived value of the program as well as their self-
efficacy. Ludwikowska (2021) stated that in order to use level 1 evaluations efficiently,
questions should be designed so stakeholders will get insight into program validity, student
efficacy, and training design. Smith and Tillman (2005) explain that attitude will cause a trainee
to behave in a way that impacts their motivation and should be measured. Level 1 evaluations are
relatively easy to implement and allow stakeholders to gather direct feedback from the
individuals. The instructional designer or instructor can then use this feedback to implement
course corrections (Rouse, 2011).
According to Mohammed et al. (2013), Level 1 evaluations measure the emotional
reaction of the trainee as well as their subjective perception of the effectiveness of the training
program. Because the measurements are based on the trainee's perception, they are subject to the
trainee's biases. Nonetheless, level-one evaluations are useful in influencing stakeholder
perceptions. In alignment with Bandura's Social Cognitive Theory, level one evaluations should
measure the person's self-regulation, and motivation. Questions in level one evaluations should
also measure the trainee's perceptions of how the training will affect their behavior once they
return to their work environment. Finally, it should also measure the trainee's perception of the
training environment, including training design and user experience. The instructional designer
can then use this information to evaluate how the training is impacting the person, their behavior,
and their environment. This study, at Level 1, explored UR’s and staff’s reaction to the
harassment prevention training regarding how relevant the training material is to their work
environment. It also explored their motivation to change their behavior after participating in the
harassment prevention training.

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Level 2 Evaluation: Learning
Nickols (2005) stated that training evaluations rarely get past the level-one learner
reaction assessment after decades of using the Kirkpatrick Evaluation Model. Nonetheless,
according to Kirkpatrick and Kirkpatrick (2016), training programs need to evaluate whether or
not learning has taken place. Level two evaluations measure learning in the areas of knowledge,
skills, change in attitude, self-efficacy, and commitment. Knowledge gained can be measured
through quizzes or tests administered within the training product. Evaluating skill transference
can best be determined by the participant demonstrating their ability within the context of the
learning objective. Evaluating the trainee's attitude can be done by observing the participant and
determining whether or not they are engaged in the training. Kirkpatrick and Kirkpatrick (2016)
stated that the trainee's confidence and commitment can be determined by observing how the
trainee approaches the newly learned skills and how they interact in discussions regarding the
learned information. Level two evaluations are formative evaluations that occur both within the
training and after the training, allowing managers to adjust the employee's understanding of the
learned material.
According to Steensma and Groeneveld (2010), both level-one trainee reactions and
level-two learning measure the training validity. The implementing knowledge tests, both pre,
and post-training, will give an indication that knowledge has taken place. Smith and Ragan
(2005) mentioned types of knowledge include declarative, conceptual, procedural, principle,
problem-solving, and psychomotor skills knowledge.
Declarative knowledge is when the trainee knows something as fact. A level two
knowledge evaluation evaluating declarative knowledge should then assess the trainee's ability to
describe, explain, summarize, or list what they have learned. Conceptual knowledge allows the
25

trainee to understand knowledge and apply knowledge across multiple schemes, broken up into
concrete or abstract schemes. Smith and Regan (2005) explained that procedural knowledge can
be described as distinct, clear steps within a process. Principle knowledge is the rules within
relationships or procedures. Problem-solving knowledge involves using a combination of
knowledge strategies in order to solve a problem. Psychomotor skills knowledge is the ability to
complete a physical task. The Level 2 evaluation needs to match the type of knowledge the
trainer is trying to evaluate and the type of assessment that will produce the best results (Smith &
Regan, 2005). This study explored UR’s staff’s declarative, conceptual and procedural
knowledge in relation to implementing the knowledge, skills, and attitudes learned in the
harassment prevention training.
Level 3 Evaluation: Behavior
Kirkpatrick and Kirkpatrick (2016) stated that Level 3 evaluations measure the critical
behaviors learned in the training program and how they are applied back at trainee's work or job.
They measure whether the learner is confident in the clarity of what needs to be done once they
return to their job. Completing the learned tasks well on the job will have a direct impact on the
Level 4 outcomes. Kirkpatrick and Kirkpatrick (2016) explained that before evaluating the
critical behaviors, they need to be defined by the subject matter experts and stakeholders. They
should be clearly defined and have the capacity to be measured or observed. The key to
measuring level three behaviors is to have a system of accountability once the trainee returns to
the job. Accountability can be encouraged through leadership monitoring and observing the
learned behaviors and reinforcing, encouraging, and rewarding the critical behaviors (Kirkpatrick
& Kirkpatrick, 2016).
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As mentioned earlier, according to Grossman and Salas (2011), the ability of the trainee
to return to a supportive work environment that allows the trainee to apply what was learned on
the job will facilitate learning transference and behavior change. Even if the training is well
received, the behavior will not change if there is a lack of management and peer support for
applying what was learned (Grossman & Salas, 2011). Therefore, Level 3 assessments need to
include the recruitment of the trainee's supervisor to observe the new behaviors and provide
encouragement to have the trainee apply the newly learned skill or knowledge on the job.
Completing good training evaluations helps organizations identify the value of a training
program. The Kirkpatrick model is commonly used; however, it is rarely used to identify
behavior change. This study explored how UR’s leaders assess employee behaviors and provide
encouragement to use those behaviors in their working environment after they have completed
the harassment prevention training.
Level 4 Evaluation: Results
Curado and Teixeira (2014) discussed how Level 4 evaluations measure organizational
results that occur because of a training intervention. This could include improved turnover rates,
customer satisfaction, an increase in sales, and improved employee productivity. Measuring
outputs, reports, and key performance indicators before and then after training help establish a
positive relationship between the training intervention and the training results. They reach a state
where Level 4 evaluations can positively affect a return on investment (ROI). The ROI is an
indicator of the cost-benefit of implementing a training intervention. Parmeshwar (2012) states
that organizations routinely make business decisions based on a positive ROI; therefore,
evaluating training programs at a Level 4 evaluation enhances stakeholder buy-in for approving
training expenditures.
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According to Spyridon et al. (2020), organizations use indicators from external or internal
sources, including quality reports, compliance audits, safety reports, and client satisfaction
reports, to track progress toward stated goals and ensure the training initiative is on the right
track. These evaluations should be conducted as soon as possible to facilitate course corrections
if the indicators are tracking in the wrong direction. Stecher and Kirby (2004) assert that
accountability in an education or training process involves holding key stakeholders responsible
for the quality of students' learned knowledge, skills, and behaviors. Therefore, holding
managers and employees accountable for outcomes will enhance learning transference. This
study explores the organizational indicators of UR's Employee Equal Opportunity/Title IX
program that are tracked to assess the positive or negative relationship with the return on
investment of the harassment prevention training program.
Conceptual Framework
The theoretical framework that guided this research is Albert Bandura's Social Cognitive
Theory operationalized via Don Kirkpatrick's Four Level Evaluation Model. Bandura's Social
Cognitive Theory addresses three primary areas of influence: the personal, the behavioral, and
the environment (Bandura, 2002). Grounded in Bandura's Social Cognitive Theory, this study
examined the relationship between employee motivation, self-efficacy, transference of skills, and
knowledge under the area of “Person.” At the same time, behaviors transferred from online HPT
to the job were examined under the scope of “Behavior.” Lastly, the impact of organizational
processes, procedures, and culture on job transference were evaluated under the area of
“Environment.”
The study integrated Kirkpatrick's Four-Level Evaluation framework with social
cognitive theory. It evaluated the trainee's reaction, knowledge transfer, behavior change, and
28

organizational change in relation to the online Harassment Prevention Training launched at the
UR. The study evaluated how the employee's utility value, attainment value, self-efficacy, and
organizational support impacted learning transference in relation to personal, behavioral, and
environmental determinants.

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Figure 2
Conceptual Framework

Conclusion
The literature points out that although corporations spend billions of dollars each year on
training programs, companies do not expend as many resources towards ensuring the training
programs are effective in producing a sound return on investment. Of special concern for this
study is the lack of robust training evaluations completed in the context of the mandated
30

harassment prevention training programs. As previously stated, a robust harassment training
program requires a supportive work environment as well as employees engaging in self-
regulation, self-reflection, and motivation to transfer what is taught in harassment prevention
programs back to their work environments.
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Chapter Three: Methodology
This study aimed to explore learning transference in the context of online harassment
prevention training and university staff. The results of this study will contribute to the
understanding of the role that organizational support, employee motivation, and the training
evaluation process play in the transference of learning. This information can be used by
organizational leadership to support learning transference in the mandated harassment prevention
training. The chapter begins by stating the main research questions and providing an overview of
the research methodology. In addition, this section provides a description of the researcher and
discusses the data collection process. The chapter concludes with a discussion of ethics,
limitations, and delimitations.
Research Questions
1. What is the managers' reaction to and value of UR's online harassment prevention
training?
2. What is the impact of UR's organizational support on learners' knowledge, skills, and
self-efficacy development?
3. How are employees transferring knowledge and skills into practice?
Overview of Methodology
The aim of this qualitative study was to gain insight into UR managers' perspectives and
attitudes regarding knowledge, skills, and crucial behaviors in relation to learning transference
from harassment prevention training through an interview with eight managers at UR conducted
over Zoom. The research also aimed to identify any emerging issues. A semi-structured online
interview lasting 45 minutes was conducted, consisting of 12 open-ended questions. Each
32

question aligned with the study's conceptual framework, which explored the participants'
environment, self-efficacy, and behavior concerning learning transference.
The Researcher
As the UR's learning management system manager, I am responsible for ensuring that the
training assets UR’s HR department offers are meeting the university's learning development and
compliance training needs. I am in a unique position to make decisions on what type of training
courses UR offers. As the key decision-maker for training offerings, I hold power over those I
lead, and, to some extent, what training material is offered to the university's staff. Because I
have degrees in learning and development and have over twenty years of leading training and
development teams, the department’s leadership trusts me to use sound instructional design
principles and learning theory to influence key stakeholders on which learning intervention
programs we should implement at UR. Creswell and Creswell (2017) state that pragmatist
researchers have an interest in studying real-world practices and problem-solving without being
limited t a specific research method. Specifically, I'm interested in how people learn, what
motivates them, and what barriers keep learning transference from occurring. In order to
maintain impartiality, I did not interview anyone that my position might influence. This includes
direct reports and employees that are working on the harassment prevention training
implementation. I reflected on the collected data and used rich language to describe the analysis.
Data Source: Interviews
Data collection followed a qualitative research design. We selected a sample of eight
employees who participated in Zoom interviews. The study collected data through interviews
aligned with Kirkpatrick’s Evaluation Model. Specifically, we used interview questions to
explore the managers' reaction to the training, their motivation, Level 1 reactions, Level 2
33

knowledge and skills, Level 3 behaviors, critical behaviors, and critical drivers. Behavior change
and critical behaviors were examined during Zoom interviews. Level 4 results, which involve
reviewing UR’s Office for Equity, Equal Opportunity, and Title IX (EEOTIX) for metrics, are
beyond the scope of this study but were addressed in Chapter 5 recommendations.
I chose twelve managers from a pool of UR employees sourced from Linkedin for the
purpose of conducting interviews. The interviews aimed to gain insight into the managers'
perceptions and opinions about knowledge, skills, behavior, critical behaviors, and critical
drivers related to learning transference from the harassment prevention training and to identify
emergent issues. We conducted semi-structured interviews, starting with structured questions and
allowing flexibility to explore issues raised by the interviewees.
Participants
The participants in the study involved managers at UR who were selected through
purposeful sampling from the pool of managers at UR. To be included, participants were
required to have completed the HPT course and have at least one direct report. The group
consisted of six female and two male managers, who were responsible for managing a range of
two to 13 employees each.
Instrumentation
According to Merriam and Tisdell (2016), interviews are an effective mechanism for
obtaining qualitative data. Using a semi-structured interview process increases the credibility of
the research outcomes (Kallio et al., 2016). A semi-structured interview having 12 open-ended
questions was used to conduct a one-hour online interview. Each question was aligned with the
conceptual framework of the study that explored their environment, self-efficacy, or behavior
concerning learning transference (Appendix A).

34

Data Collection Procedures
I collected qualitative data by conducting a series of interviews over Zoom. We used a
semi-structured interview protocol comprising of 12 open-ended questions. I requested
permission to record the interview for later review of the interview transcripts. The interview
involved asking participants questions to gather their self-reported knowledge and skills
pertaining to training content, behavior change, and their experience of implementing the
knowledge and skills in the workplace.
Data Analysis
Merriam and Tisdell (2016) suggested that researchers use coding transcripts as a
mechanism to identify topic trends in the interview process. They further stated that researchers
typically analyze qualitative data using an inductive or comparative approach. In this study, the
researcher coded the transcripts from the Zoom interviews to organize the data and identify
patterns related to the study's conceptual framework, which focused on employees' environment,
self, and behavior. The researcher used the qualitative data analysis process to address the
research questions and interpret the pre-existing codes.
Credibility and Trustworthiness
Using rich and descriptive data and well-documented descriptions increases the
credibility and trustworthiness of the study's outcomes (Creswell & Creswell, 2017). To establish
the credibility of the data in this study, I selected quotes from the interviews and embedded them
into Chapter 4 as evidence. Instead of relying exclusively on summarization, I included data
chunks in whole and used direct quotes from the interview transcripts to gain as much access to
what the interviewees said as possible. I conducted a semi-structured interview process and
asked follow-up questions as appropriate.
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Ethics
I obtained permission to recruit research subjects from UR's Institutional Review Board
(IRB) and Human Resources Vice President of Talent Management before recruiting
participants. According to Creswell and Creswell (2017), it is incumbent upon the researcher to
protect participants and participant information. For this study participation was voluntary, will
not impact their employment and they were able to stop participation at any time during the
process. At the beginning of each interview, I obtained the participants’ permission by supplying
them with an information sheet prior to each interview. For the interview data, pseudonyms
were used to keep the participants’ identities confidential. According to Saunders et al. (2019),
axiology refers to the role of values and ethics in dealing with the researcher and participant
within the research process. My positionality as the manager responsible for providing
harassment prevention training to employees at UR could influence their assumptions regarding
the utility of the harassment prevention program. Identifying and being sensitive to the
participants' concerns and opinions, in addition to assuring confidentiality helped alleviate this
issue. Interviews were conducted one-on-one; therefore, there was no issue with participants' fear
of discussing organizational issues with different-ranking employees. No incentives were
provided; hence, all the participants participated voluntarily. Both positive and negative results
were reported (Creswell & Creswell, 2017).

36

Chapter Four: Findings
The purpose of this qualitative research was to understand the UR managers' perceptions
and opinions regarding the knowledge, skills, and critical behaviors as it relates to learning
transference from the harassment prevention training and to identify emergent issues. A semi-
structured interview with 12 open-ended questions was used to conduct a 45-minute online
interview. Each question was aligned with the conceptual framework of the study that explored
their environment, self-efficacy, or behavior concerning learning transference. The harassment
prevention training course UR uses is an off-the-shelf online course purchased from Compliance
Corporation, a pseudonym for a vendor that specializes in harassment prevention training
programs. The course is two hours in length for managers and one hour in length for non-
managers. It is delivered online bi-annually. The online course is divided into nine sections:
1. Building Positive Workplaces
2. Developing Awareness and Recognizing Discrimination
3. Leading Workplaces Resistant to Discrimination
4. Cultivating Attitudes and Identifying Harassment
5. Leading Workplaces Resistant to Harassment
6. Taking Action Against Retaliation
7. Leading Workplaces Resistant to Retaliation
8. Building Supportive Communities
9. Maintaining Positive Workplace
Within each of the nine sections, the course utilizes video scenarios to illustrate various
instances of harassment, discrimination, and inappropriate conduct that managers may encounter
in the workplace. After watching the scenarios, the course presents managers with different
37

response options, allowing them to observe the outcomes of their choices. Apart from the videos,
the course also includes case studies and information on the consequences of harassment and
discrimination. The course also provides resources for managers on the steps to take once
harassment or discrimination is brought to their attention by an employee.
Key themes that emerged from the interviews were:
• Harassment Prevention Training (HPT) is perceived valuable as a resource and a priority,
it helped the managers understand what to do when faced with harassment issues in the
workplace.
• Taking a two-hour course is not efficient; however, the course scenarios were applicable
to their work.
• There was a lack of direct conversations between managers and their employees about
applying HPT training knowledge; however, despite not actively supporting knowledge
transfer, the managers found the course content useful and planned to use it to coach their
employees.
• The HPT course supported UR’s culture and emphasis on promoting diversity and
equality in the workplace.
• The managers had difficulty remembering what was learned in the HPT course and felt
there was a need for a more effective way of transferring the knowledge gained from
HPT to the workplace.
Participants
Participants in the study were managers at UR. They were recruited through purposeful
sampling from managers at UR. To be eligible, each participant had to have completed the HPT
course and have at least 1 direct report. The group comprised of two male and six female
38

managers. The managers were responsible for managing between two and 13 employees. The
individuals in this study have been identified with a pseudonym which is listed in the table. The
pseudonyms in Table 1 were utilized in the analysis of the results in this chapter.

Table 1
Manager Demographics and Number of Direct Reports
Manager # Gender Number of Direct Reports
Susan Female 2
Christopher Male 2
Heidi Female 13
Erika Female 6
Nicholas Male 9
Alexandria Female 3
Mandy Female 4
Sienna Female 9

39

Findings for Research Question 1: What is The Managers' Reaction to and Value for UR's
Online Harassment Prevention Training?
The sections below present findings related to the first research question. I present each
theme individually, accompanied by supporting quotes from the participants. There are four
prominent themes that emerged, highlighting the impact of HPT on managers’ increased
knowledge of appropriate actions when faced with workplace harassment, the value they
attribute to HPT as a valuable resource, their utilization of HPT to stay up to date with UR’s
policies and their enhanced awareness of employee behavior.
Theme 1: Harassment Prevention Training is Valuable as a Resource and Completing the
Course is a Priority
The managers interviewed unanimously agreed that completing the Harassment
Prevention Training (HPT) was a crucial priority. Although compliance with the law was a major
reason, they also acknowledged the importance of understanding and implementing the course
material. However, the managers also noted that busy schedules made the two-hour training
session challenging. Managers found the HPT course valuable in assisting them with handling
harassment issues in the workplace. It included scenarios where learners had to choose the
appropriate method to manage a harassment situation. The HPT course also assisted managers in
recognizing questionable behavior so that they could take the necessary action. In the sections
below, I discuss how managers stated they view the HPT course as a valuable resource when
they face harassment issues in the workplace. Managers explained how the course helps them
understand how to address such situations and provides them with educational tools for effective
communication and staying current with harassment prevention polices. In addition, they viewed
the course as an important tool for helping them prevent and address workplace harassment.
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The HPT Course Helps Managers with Understanding What to Do When Faced with
Harassment Issues in the Workplace
According to the managers, the HPT course taught key aspects such as how to handle
harassment issues and whom to report them to. The course presented examples that required
learners to choose the correct way to manage situations involving witnessed harassment. Susan
stated that “There's key things that people need to know and review and understand.” Key items
that need to be understood include how to manage a harassment issue. According to Christopher
[the HPT course teaches] “the ways to address [harassment issues], and who to report to when
you have issues.” In addition to understanding what to do, HPT helped managers define what
questionable behaviors look like and gave them a common language to describe these behaviors.
Erika believed that the HPT course was necessary every year as it educated individuals about
questionable behavior. She stated that “I feel that the harassment course is extremely necessary
because of you know, people display behaviors and kind of don’t understand why that those
behaviors could be questionable and things like that.” By ensuring all managers went through the
same training, Nicholas believed that the HPT course provided a common language and a shared
expectation. In Nicholas’s words, “I think it’s beneficial, because it at least gives everybody
common language and a common kind of ground floor of expectations. This allows for
employees at UR to understand what kind of behaviors are acceptable and which are not.”
Managers Viewed HPT as a Valuable Resource
Eight managers said the HPT course can be viewed as a valuable resource for employees
by providing resources and tools that point to UR’s policies that help guide employees. While
mangers did not retain every detail from the entirety of the HPT content, they still retained key
concepts that serve as guiding principles for accessing relevant resources related to the correct
41

policies and appropriate responses. Alexandria said, “There were a lot of resources if you wanted
to dig deeper that there were a lot of tools that it pointed you back to [URs] resources. And you
know, policies and things that you could read more about.” Erika stated, “If somebody comes to
you, I think it's to me it's a resource, a resource tool, and I might not remember every little
thing…if somebody says this, it's a trigger for me to help them navigate in this direction.”
The HPT Course Is an Educational Tool for Communicating with Others and Keeping
Current with Policies That Are Related to Harassment Prevention
According to the managers, the HPT course highlights the significance of communication
and its educational value in guiding interactions with senior leaders and colleagues by providing
insights into ethical communication practices. The course emphasizes the importance of staying
up to date with policies and issues pertaining to human behavior in the workplace. The bi-annual
training plays a crucial role in equipping managers at UR with the expertise to manage
workplace behavior. UR managers recognized the importance of harassment prevention training
in their roles as managers at UR. Mandy said that “Harassment training course is very important
in my role not only because I am a manager or supervisor… it's very educational for me on how I
communicate to our senior leaders to our colleagues.”
Key Takeaways from the HPT Course: Resources Available, Types of Harassment, and What
Managers Should Be Aware of Regarding Employee Behavior
All eight managers stated the training provides employees with various resources, legal
protections, and coverage of different types of harassment in the workplace. HPT emphasizes the
availability of resources, helps them understand the legal protections of individuals, particularly
in California and how to address harassment issues. According to Heidi, the training highlights
forms of harassment related to physical appearance or differences. Heidi stated, “there's always a
42

discussion about harassment, you know, of sexual and nature and other things, but I think it also
talked about harassment that had to do with things like people's hair or other [characteristics].”
According to the participants, HPT helps managers learn about specific laws related to
different components of harassment, which adds accountability to behaviors in the workplace
and it helps managers become more aware of their environment and provides ways to interrupt
inappropriate behavior. HPT increases the manager's awareness of what behaviors to watch for.
Specifically, Nicholas explained that “It just kind of makes you aware of your environment and
the conversations and the language and terminology people are using. So, I think it does also
give you some ways to interrupt [harassment] behavior.”
Summary
The managers at UR view the HPT course as a valuable tool for addressing and
preventing harassment in the workplace. According to the interview participants, it teaches
employees how to address harassment issues, where to report harassment issues, and provides
them with resources and policies related to harassment prevention. The course covers examples
of different types of harassment, and the legal implications of harassment, and provides
managers with a common language and ground floor of expectations. The course is also viewed
as an educational tool for communicating with others and staying current with policies related to
harassment prevention. The key takeaways from the course include knowledge of available
resources, understanding of different types of harassment in the workplace and how to promote a
safe and respectful work environment.

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Theme 2: The HPT Course was Designed Well; However, could be Implemented in a
Shorter Time Frame
The current two-hour duration of HPT is mandated by the state of California to be two
hours, but seven of the eight managers felt that it is excessive and suggested a more efficient
approach to meeting compliance requirements. They proposed breaking down the training into
smaller sessions over a longer period of time. Susan stated:
There needs to be some scaffolding. I think you can't just do, even if it's two hours or one
hour, it can't be that one and done. It has to be almost like. You know they have Latin
heritage month. Maybe it needs to be a month, or maybe it needs to be more than that. It
has to be supported more than just a singular training once every. What is it? Two years?
Some of the mangers felt that a two-hour mandate was arbitrary, redundant, and tedious. They
expressed the feeling that taking the course should not be to just fulfill a mandate. Christopher
stated:
Two hours is quite a bit right?... it [California Law] just says you have to do two hours
every two years, which is kind of silly” Over time, taking the same course over again can
take on the feeling of being redundant, like it’s an exercise in completing the mandate
without actually paying attention to what needs to be learned.
According to Erika, “…for me, a lot of times having to do it every other year. It doesn't feel like
there's much change. After a couple of times, it feels just like an exercise in meeting a
benchmark or requirement.”
The Managers Appreciated the Various Scenarios in the Training as They Were Realistic and
Applicable to the Work Environment
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Four of eight managers shared their positive experiences with HPT citing the relevance of
scenarios, the importance of requiring leaders to participate, and the interactive and sophisticated
components of the program, which included realistic and inclusive scenarios. Susan explained
“[there] was a lot of very pertinent scenarios videos. Ah, that was a positive.” Alexandria was
enthusiastic regarding the training scenarios “I thought that the content was very good. I thought
that the scenarios were great. They felt very inclusive. Um! They felt um Some of that they felt
very realistic…” the information… They provided scenarios like real life scenarios.” The
developers of HPT paid close attention to ensuring that all of the scenarios in the course were
realistic and what managers either had experienced or could experience in the future.
Sienna stated:
I thought that uh the interactive components were very sophisticated. I think that the adult
learning, discipline, or genre is just getting so good at virtual programming, and the
requirement for very small, short modules, not modules, but little, short benefits of
interaction or video, where you have to click to the next one where there are game.
Summary
The managers felt that the training was too long and may need to be broken down into
smaller components or spaced out over time, others felt that the training is necessary and
contains pertinent scenarios that are applicable to their work environment. The managers also
appreciated the interactive components of the training, including real-life scenarios and
interactivities that kept them engaged. Despite some concerns about the length and repetition of
the training, the managers seemed to recognize the importance of compliance training in their
workplace. The interview data indicate that covering the same material with the same medium
45

without indicating why it is necessary, in this case a two-hour online training course, can result
in learner frustration.
Findings for Research Question 2: What is The Impact of UR’s Organizational Support on
Employees’ Knowledge, Skills, and Self-efficacy Development?
Managers revealed that while they found HPT useful, they had not actively supported the
transfer of knowledge to their staff. Despite this, they expressed a keen interest in applying the
course’s content to coach employees and create a more inclusive workplace. The managers
agreed that addressing biases in job descriptions, providing conflict management training, and
opening up a dialogue around harassment prevention are important. Three managers expressed
their lack of confidence in transferring knowledge from HPT to the workplace, prompting them
to turn to alternative resources such as the Office of Professionalism, EEO/TIX or courses on
LinkedIn Learning. This was done in order to improve their self-efficacy when it came to
addressing harassment issues.
Theme 3: Managers Recognize the Need to Support Learning Transference as
Organizational Agents
When asked what managers specifically do to help their employees transfer what was
learned in HPT to the workforce, there was a general consensus of making sure they completed
the training. However, none of the managers reported supporting their employees with
developing a plan for helping them transfer what was learned to the work environment.
Managers emphasized the importance of ensuring their employees complete HPT and recognized
the need to proactively engage in conversations to discuss and reinforce the knowledge gained
from the course.
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Participants interviewed discussed their approaches to ensuring that their team members
apply the knowledge gained from training programs in their work, with some highlighting the
importance of being available for discussions and support, while others admit to not having had
those conversations and may benefit from using the training content as a tool to help them coach
employees through various scenarios. Susan stated, “I just make sure that they [employees]
understand that they can always reach out to me if they have any issues, and that we can work
together with the EEO/TIX.”
When describing the amount of support provided to employees for applying the concepts
learned from HPT, Christopher explained that “what they need is the direction… this is
something that not only do you do the training, but this is something we want you [to] apply, and
then helping them, not necessarily telling them, but helping them strategize.” When asked how
they help their employees transfer what is learned in the HPT to the workplace, five out of eight
managers reported not having a conversation with their employees. Heidi and Erika said they did
not help their employees strategize. Heidi explained, “That’s [having a conversation regarding
HPT] probably something I haven't considered really that I would. That's probably not something
I've considered or done proactively.” The managers acknowledged that it was something they
had not considered and had not been proactive about. In other words, they reported not purposely
facilitating the transfer of knowledge into the work environment. Although the significance of
encouraging employee learning was evident to the managers, they struggled with how to
facilitate this process. Erika explained that “…embarrassingly, I don't know that I am active
about getting them to transfer their knowledge into the work environment other than you know,
making sure they've done it.” It was evident from self-reports that the managers had not engaged
in discussions with their employees regarding the practical application of the HPT concepts in
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the workplace. Mandy said “Oh, wow! I haven't had that conversation, and I think I probably
would like to.” And Sienna stated that “I don't know that I do anything super intentionally to
kind of do that [support the transfer of knowledge].”
Limited Effectiveness of HPT in Equipping Managers to Increase Their Confidence to
Support Employees’ Understanding of Harassment Prevention
In terms of HPT’s impact on managers’ self-efficacy in handling harassment issues, half
of them (four out of eight) believed that HPT had little or no influence on their confidence level.
Meanwhile, the other half (also four out of eight) felt that HPT actually boosted their confidence
in managing harassment issues. Heidi discussed how her self-efficacy level did not improve after
viewing HPT and how she reached out to other organizations [rather than what was learned in
HPT] for support on what to do in the cases of harassment. She stated:
I probably wouldn't have the confidence or the knowledge that I have now to maybe
address it [harassment in the workplace] … generally I contact OPE [Office of
Professionalism and Ethics] to, you know, get some guidance and direction on how best a
matter like this should be investigated.
Susan discussed looking at other training options outside of HPT to increase her confidence level
regarding diversity and inclusion. She explained that “my manager specifically asked me what
my knowledge was based around DEI, and I felt like it was a gap, so I created a learning path for
myself and took numerous courses on our LMS and on LinkedIn Learning.” Nicholas discussed
how he relies on HR or OPE for how to handle harassment issues rather than what he learned in
HPT. He stated:
I want to make sure that you know I'd rather check with HR and have it not be anything
versus us, not say something… [I] always check in with people who are smarter about
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this than I am… I don't know all the answers and I’m the first to admit I’ll start with
[OPE]…
Alexandria felt that the training gave her the confidence to address similar issues that were
discussed in HPT with her employees. She stated that “being able to talk through [scenarios]
with your employees, is helpful… I could use some of the content from this course to help me
have that discussion with an employee or help coach an employee through a scenario.”
Mandy explained how HPT gives her the confidence to manage conversations with
subordinates and superiors. She said:
Harassment training course is very important in my role. not only because I am a
manager or supervisor. I believe you know it's [HPT] very educational for me on how I
communicate to our senior leaders to our colleagues at the University how to
[communicate] what is ethically correct.
Summary
The managers who participated in the interviews indicated that they did not have direct
conversations with their staff about how to apply the knowledge gained from the HPT course.
They emphasized the importance of ensuring their team follows the rules and is inclusive while
also being available to them for support. They acknowledged they were not actively supporting
the transfer of knowledge. Nonetheless, they found the course content useful and would like to
use it to coach employees. They expressed interest in having conversations about applying what
they learned in the HPT course.
The impact of Harassment Prevention Training (HPT) on managers' self-efficacy in
addressing harassment issues was evaluated, and half of the managers felt that HPT had little or
no influence on their confidence level. Some managers looked for support from other
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organizations or took additional training to increase their knowledge on diversity and inclusion.
Some managers reported relying on HR or the Office of Professionalism and Ethics (OPE) for
guidance on how to handle harassment issues. However, some managers found the HPT helpful
and mentioned that it gave them confidence to manage conversations with subordinates and
superiors and to address similar issues with their employees. Overall, the impact of HPT on
managers' self-efficacy varies, and some managers may need additional organizational support to
handle harassment issues effectively.
Theme 4: The University’s Culture and Policies Support What is Taught in HPT
The managers shared their thoughts on UR’s support regarding diversity, equity, and
inclusion in their organization. They discussed topics such as hiring practices, professional
development, culture surveys, and the importance of considering different backgrounds and
viewpoints. Susan stated, “They [Organizational Leaders] question biases applied inside of job
descriptions, hiring inside the workplace to make sure that that people are [treated] equally, and
that they hire people based on their qualification.” Four of the eight managers explained that
UR’s culture and policies promote diversity and inclusion in their hiring process. UR places a
significant emphasis on diversity and have made efforts to institutionalize it, particularly in their
recruiting endeavors. The managers noted the benefits of recruiting individuals from a variety of
backgrounds to enhance the work site's programs and products. They highlighted the
organization's focus on diversity, inclusion, and belonging as a new expectation and demand in
the workplace.
Susan said:
I do (think the organization encourages diversity) I've only been with the organization for
two years. But in these two years, it seems like they put such an emphasis on it [diversity
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in the workplace] and tried to institutionalize it, especially in recruiting efforts. Putting
the emphasis on diversity and inclusion was a process over time for UR. There has been
significant improvement in the hiring of a more diverse group of employees over the last
five years at UR.
In discussing how UR’s policies and culture promote diversity and inclusion in their
hiring practices, Erika explained, “I think we have gotten better … Three or four years ago we
hired our first DEI associate Dean, she was able to start engaging with the faculty on searches
which helped improve … underrepresented minority hires.” According to the interview data, UR
makes a concerted effort to recruit people from diverse backgrounds. It allows for an
organization that can view processes and ways to work that are enhanced by the diversity.
According to Alexandria, UR’s recruitment team has exceeded expectations in their
support by bringing in a diverse group of talented individuals, she stated that “our recruitment
team has done an excellent job of bringing in diverse talent women, men people of all different
races and cultures much more than I've seen an in in other organizations.” Sienna explained that
UR’s culture supports diversity in an exciting way, she said “I think UR is doing a great job of
diversity… there's something about this place, and it does have so much diversity, and people are
so excited to be here and so proud, and we're in a new age.”
Summary
The managers discussed the importance of addressing biases in job descriptions, ensuring
equal treatment during the hiring process, providing conflict management training, and
conducting culture surveys to improve the workplace environment. Some managers also
emphasized the importance of recruiting a diverse workforce to enhance productivity and
cultural awareness. They express the need for the organization to institutionalize diversity efforts
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and create a sense of belonging among employees. The managers indicated an agreement that
there is a growing demand for diversity and inclusion in the workplace, and the organization
must respond to this need. The managers discussed the emphasis the organization places on
diversity and inclusion, including institutionalizing it in recruiting efforts and engaging with
underrepresented minority hires. They also discussed the importance of conflict management
protocols and ensuring equal professional development opportunities. The managers stressed the
need for ongoing culture surveys, open forums, and harassment training to maintain a diverse
and inclusive workplace.
Findings for Research Question 3: How are Employees Transferring Knowledge and Skills
into Practice?
Below is a discussion regarding how managers said they failed to support learning
transference, which can lead to a lack of practical application of their newly acquired skills and
knowledge. Without direct conversations and guidance, the managers understood that employees
could struggle to effectively implement what they learned in HPT. However, managers indicated
that UR’s culture and policies aligned with the principles taught in HPT, making it an ideal
environment for managers to facilitate learning transference.
Theme 5: Managers’ Lack of Ability to Support Employee Transfer Due to Their Own
Difficulties with Retaining Content of HPT
When asked to discuss the content of the HPT course, it appeared that the managers were
guessing at what was presented in the HPT course. This suggests that managers had not
committed the material to their long-term memory. In one instance, the manager recalled the
novelty of someone being harassed because of their hair texture but was guessing that the course
talked about harassment. Christopher stated that “I think it [HPT] delve[d] into things like…
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sexual harassment… there's always a discussion about harassment, I think it also talked about
harassment that had to do with things like people's, hair.” When asked what she learned from
HPT, Nicholas said, “So um I think that um just being cognizant of the different examples that
came up in the training and being able to maybe talk through some of those with your with your
employees, is helpful.”
Two of eight managers suggested taking a more thoughtful and deliberate approach to
harassment prevention training by scheduling discussions and module reviews over a longer
period of time, in order to make a greater impact in the workplace. Susan stated:
“I would have a conversation with them [employees], … instead of it being a one sitting,
maybe it happens after we complete like a certain module, we have a discussion based on
it, and how we can move it towards the workplace in our team in our department across
the University.”
Heidi mentioned that she would like to see UR open up the communication around the topic of
harassment prevention and diversity and inclusion. She stated, “have some type of culture
survey… like an open forum, or like a monthly bi-monthly community forum. I think harassment
training should have that only because sometimes you forget. Sometimes you forget what you've
learned from the training.”
Summary
Six of eight managers expressed difficulty in recalling specific knowledge and skills
learned in harassment prevention training. However, they recognize the importance of staying
informed and using the training as a resource to help employees navigate difficult situations.
They emphasized the need to intervene early and have conversations with employees to prevent
harassment. To improve the transfer of knowledge from training to the workplace, they indicated
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a need to schedule follow-up discussions with their employees and incorporate what was learned
in the training into regular team and department meetings.
Summary of Findings
All eight managers unanimously agreed that the HPT course is a valuable resource for
employees as it provides them with resources and tools that point to UR's policies which help
guide employees. The training covers various types of workplace harassment, legal protections,
and resources available to employees. Although the state of California mandates a two-hour
duration for the training, seven of the eight managers felt that it is excessive and suggested a
more efficient approach to meet compliance requirements. Four of the eight managers shared
their positive experiences with HPT, highlighting the relevance of scenarios, the importance of
requiring leaders to participate, and the interactive and sophisticated components of the program,
including realistic and inclusive scenarios. Five out of eight managers admitted to not having a
conversation with their employees regarding the HPT.
Regarding UR's culture and policies, four out of the eight managers explained that they
promote diversity and inclusion in their hiring process. Six of the eight managers expressed
difficulty in recalling specific knowledge and skills learned in harassment prevention training.
However, they acknowledged the importance of staying informed and using the training as a
resource to help employees navigate difficult situations.

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Chapter Five: Discussion and Recommendations
Chapter Four presented findings that focused on exploring the alignment and contrast of
learning transference principles employed by managers and their impact on learning transference
in relation to HPT and employee behavior. The findings of Chapter Four shed light on the
interplay between managers' approaches to learning transference and their influence on employee
behavior, providing valuable insights into the dynamics of organizational learning and
performance enhancement. Chapter Five presents the discussion of findings in the context of
recommendations for enhancing learning transference through the framework of zocial cognitive
theory principles and Kirkpatrick’s Evaluation Model. The chapter concludes with the
implications of advancing equity.
Discussion of Findings
The alignment of training material with the learner's job responsibilities, business, and
goals is crucial for creating utility value and enhancing motivation to learn and transfer
knowledge to the workplace (Locht et al., 2013), as stated in the literature review. Learning
transfer is more likely when there is supervisor support and opportunities to apply what was
learned (Hutchins, 2009). This study’s findings demonstrated that the University of Research's
managers acknowledge the value of the online Harassment Prevention Training (HPT) in
addressing and preventing workplace harassment, as demonstrated in their response to the first
research question. They appreciate its ability to guide them through harassment issues and
provide up-to-date resources and policies. However, the data demonstrates’ the managers’
perception that the course could be completed more quickly or scaffolded while maintaining its
effectiveness. The practical application of training is an important factor in increasing value and
motivation to learn, as evidenced by the literature, and the realistic scenarios presented in the
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HPT were viewed positively as practical tools for addressing harassment and discriminatory
behavior (Locht et al., 2013).
Research question two investigated the impact of UR's organizational support on
employees' development of knowledge, skills, and self-efficacy. The findings indicate that the
effectiveness of the HPT in boosting managers' confidence to prevent harassment among
employees is limited. Managers face challenges in supporting employees' transfer of knowledge
and skills gained from the HPT, possibly due to their own difficulty in retaining the course
content. A significant gap exists where managers fail to have conversations with their employees
about the HPT course, hindering learning transfer and reducing their self-efficacy in managing
harassment and diversity-related issues. As per the literature, employees' chances of learning
transfer increase when they receive support from their supervisors and get the opportunity to
apply what they learned during a training program to their job (Grossman & Salas, 2011).
The findings from the third research question indicate the significance of early
intervention and employee communication to prevent harassment while transferring knowledge
and skills from HPT to the workforce. Managers indicated they needed to start follow-up
conversations with employees and integrating training insights into routine team and
departmental meetings to enhance the transfer of HPT training knowledge to the workplace.
They recognize the need for ongoing culture surveys, open forums, and harassment prevention
training to maintain a diverse and inclusive workplace. Managers acknowledged the importance
of staying informed and using the training as a resource to help them and their employees
navigate difficult situations. To improve the transfer of knowledge from training to the
workplace, managers recommended scheduling follow-up discussions with employees and
incorporating what was learned into regular team and department meetings.
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Social cognitive theory proposes that human behavior is shaped by personal factors,
environmental factors, and behavior itself (Bandura, 2005). In the context of UR's HPT course,
this theory, combined with Kirkpatrick's Evaluation Model, can be useful in understanding the
managers' practices in the context of learning transfer. Individual beliefs, attitudes, and self-
efficacy are personal factors that influence behavior. By supporting employees as agents of change,
the HPT course can increase self-efficacy among managers and employees by providing them with
knowledge, skills, and resources to effectively address harassment. This can lead to taking
appropriate action when harassment is witnessed or experienced.
The social and cultural context in which stimulus is imposed on or chosen by an employee
is referred to as environmental factors (Bandara, 1999). In the workplace and in the context of this
study, this includes organizational policies, norms, and culture. The HPT course can create a
positive and respectful work environment by establishing a common language and expectations
for behavior. By promoting a safe and respectful work environment, the course can help prevent
harassment from occurring. According to social cognitive theory, behavior is influenced by both
personal and environmental factors. The HPT course can influence the change in behavior by
teaching employees and managers to recognize, report, and prevent harassment in the workplace.
By influencing changing behavior, the course can help create a workplace culture that is safe and
respectful for all employees.
Overall, social cognitive theory can be useful in understanding the practices of managers
related to implementing key behaviors taught in the HPT course. By increasing self-efficacy,
promoting a safe and respectful work environment, and promoting a change in behavior, the
course can help to create a workplace culture free from harassment and discrimination.
According to this research, managers demonstrate a limited capacity to clearly communicate the
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objectives of the HPT course and the methods for identifying and addressing instances of
harassment. In order to improve the prevention of harassment and the transfer of knowledge to
the workplace, the next section will make recommendations to increase the effectiveness of
transferring what was learned in HPT. The recommendations involve equipping managers with
job aids and training to boost their self-efficacy, implementing a program schedule to support
both managers and their staff, and introducing an assessment process to confirm that learning
transfer is occurring.
Recommendations for Practice
According to social cognitive theory, environmental factors play a crucial role in
influencing behavior. These factors can include social norms, cultural values, social support
systems, and other contextual elements that shape individuals' thoughts, attitudes, and actions
(Bandura, 1995). URHR and managers are in a unique position to shape the environmental
factors that establish the context in which behavior takes place. These environmental factors
actively interact with cognitive processes, personal characteristics, and subsequent behavioral
outcomes. By leveraging their position, URHR and managers have the potential to exert
significant influence over the conditions and elements that surround individuals, ultimately
impacting their thoughts, actions, and overall performance. The data indicates that UR is doing
well in supporting a diverse and inclusive culture. Managers are in a unique position of making
decisions on who to hire; therefore, they can continue to promote a diverse environment by being
inclusive in their hiring practices. The following recommendations provide an opportunity to
apply Bandara’s Social Cognitive Theory.

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Recommendation 1: Introduce a Comprehensive HPT Evaluation based on Kirkpatricks’
2016 Evaluation Model
The current study’s data indicated a need for a more comprehensive evaluation,
conducted on a larger scale and including all employees who take HPT (managers and non-
managerial employees). I suggest utilizing Kirkpatrick’s (2015) evaluation model as a framework
to evaluate the effectiveness of HPT training at UR. This model comprises four levels of
evaluation: reaction, learning, behavior, and results. By implementing the Kirkpatrick model to
assess the HPT course, UR’s HR can evaluate employee reactions, learning outcomes, behavioral
changes, and overall organizational results.
The initial evaluation level will concentrate on the response of the managers and non-
managers to the training. URHR will gather input from all attendees to evaluate their learning
outcomes and behavior changes. The feedback will enable the identification of areas for
improvement and the customization of the course to meet the specific requirements of the
participants in relation to the learning objectives of HPT.
The second evaluation level aims to measure the degree of learning attained by the
participants from the training. For the HPT course, this will involve examining the participants’
comprehension of harassment prevention policies and procedures, as well as their understanding
of various types of harassment and how to react to these behaviors. This assessment will confirm
that the course is effectively communicating the required information.
The third evaluation level will concentrate on how the participants implement what they
have learned in the workplace. For the HPT course, this will entail observing whether employees
promptly report harassment issues, utilize the provided resources, and promote a secure and
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respectful work atmosphere. This assessment will assist in determining the courses. influence on
workplace conduct.
The fourth evaluation level aims to evaluate the overall effect of the training on the UR
organization. For the HPT course, this will entail gauging the decrease in harassment incidents at
the workplace, enhancements in employee morale and job satisfaction, and reductions in legal
liabilities associated with harassment. This assessment will assist in determining the course’s
overall effectiveness and return on investment.
By utilizing Kirkpatrick’s evaluation model, UR’s HR department can assess the
effectiveness of the HPT course and implement any required adjustments to maintain its
alignment with organizational and legal requirements. The Kirkpatrick evaluation model will
enable URHR to gauge employees’ understanding of the essential elements within the HPT.
Furthermore, this model will assist UR’s leadership in making informed decisions about future
HPT strategies, including the selection of appropriate courses.
According to Stajkovic et al. (2003), financial compensation, feedback and social
recognition have a significant impact on an employee’s performance. Therefore, I propose three
alternative interventions that will benefit the employee and UR as it pertains to learning transfer
from the harassment prevention training program. In their study Stajkovic et al. (2013)
concluded that money improved performance 23%, social recognition improved performance by
17% and feedback improved performance by 10%.
The HR leadership at UR will implement the specific goal of evaluating learning and
behavior change by implementing Kirkpatrick’s evaluation model, establishing the current state
baseline, measuring employee’s understanding, identifying the gap and emphasizing the desired
behavior in the harassment prevention training program, then evaluating the learning
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transference, behavior change and organizational change through monthly meetings with
supervisors and employees to attest that learning has taken place.
According to Kirkpatrick and Kirkpatrick (2016), training programs need to evaluate
whether or not learning has taken place. Level 2 evaluations should measure learning in the areas
of knowledge, skills, change in attitude, confidence, and commitment. Knowledge gained can be
measured through quizzes or tests administered within the training product. Evaluating skill
transference can best be determined by the participant demonstrating their ability within the
context of the learning objective. Evaluating the attitude of the trainee can be done through
observing the participant and determining whether or not they are engaged in the training.
Kirkpatrick and Kirkpatrick (2016) stated that confidence and commitment of the trainee can be
determined through observing how the trainee approach the new skills and how they interact in
discussions regarding the newly learned information.
Level 2 evaluation is formative that occurs both within the training and after the training,
allowing managers to adjust the employee’s understanding of the learned material. Table 2 lists
the methods of evaluating learning and timing for each component.

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Table 2
Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I Know It.”
Knowledge assessments using multiple-
choice quizzes
In the asynchronous online training post-
assessment throughout each of the training
modules.
Knowledge checks throughout the online
training each module will have assessments
with questions asking the employee for the
correct terms.
In the asynchronous online course, each
module.
Procedural Skills “I can do it right now.”
Application of concepts to real-world
scenarios each module will describe a case
study and ask the participant to choose the
correct procedure.
In the asynchronous online training, in each
module.
Skill demonstration, role play, and teach
backs employees will be asked to view video
scenarios and choose the correct course of
action. The videos will then display the
results of their choice.
During asynchronous training, in each
module.
Post-training application test. After asynchronous training.
Attitude “I believe this is worthwhile.”

Post-training question about value of task to
be implemented on the job assessment by
employee’s manager.
Monthly performance evaluation meetings
between employee and manager.
Observation of participants’ statements and
actions demonstrating whether they see the
benefit of what they are being asked to do on
the job.
During the monthly team meetings observed
by manager.

Confidence “I think I can do it on the job.”

Survey using Likert-type items regarding
confidence in applying new skill on the job.
Following completed training.
Discussion with participants and managers. Monthly performance evaluation meetings.
Commitment “I will do it on the job.”

Survey using Likert-type items regarding
commitment to apply new skill on the job.
90 days following training..
Observation and discussion with managers. Monthly performance evaluation meetings.

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Level I Reactions
According to Kirkpatrick and Kirkpatrick (2016), Level I evaluations are simple
evaluations that measure the trainee’s satisfaction with the training and evaluate their perception
of how engaging and relevant the training is to their jobs. These evaluations measure the user
experience while taking the online training, including ease of use, pace of the course, content,
and overall experience. It also measures the trainee’s perceived value of the program. Table 3
details methods, tools, and timing components of the training program.

Table 3
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Completion of online modules by required
deadlines.
Ongoing during asynchronous portion of
training. 30 days after assigned training.
Completion of Level I survey. At the completion of asynchronous training
and 90 days after the completion of training.
Observation of participants by employee’s
manager.
During monthly team and performance
evaluation meetings.
Relevance
Pulse check with managers. 30 days after completion of training.
Post-training evaluation inquiring about
relevance.
Post-training evaluation inquiring about
relevance.
Customer Satisfaction
Post-training evaluation inquiring about
satisfaction with training experience.
After online modules in module assessment.

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Evaluation Tools to be Used Immediately Following the Program Implementation
At the completion of asynchronous online harassment prevention training, the employees
will be given a Level I survey with Likert-type items. The data will be collected in UR’s learning
management system. At the conclusion of each training module a short survey will be given to
the learners which will gather learner reactions to the relevance of the material they viewed. At
the conclusion of the training, the employee will be asked questions regarding their reaction to
the overall training experience. Level 2 data pertaining to quizzes and test taken in the course
will be gathered in the LMS. The course data will be aggregated and analyzed to determine
knowledge gained and the employee’s attitude towards the training’s value, how the employees
will use what they learned in the work environment. UR HR will conduct pulse-checks regarding
training content relevance and barriers to learning transference by meeting with employees and
their managers on a quarterly basis. Level 2 learning will be evaluated by analyzing aggregated
declarative and procedural knowledge checks recorded in Trojan Learn. Level 2 attitudes will be
measured via manager observation of employees on the job behavior and feedback during one-
on-one meetings.
Delayed Survey for a Period After the Program Implementation
UR HR will provide a survey with Likert-type items to employees 30, 90 and 180 days
after training completion. This survey will measure employees’ reflection on training relevance
(Level 1), attitude towards learning objectives and knowledge gained from the course (Level 2),
application of training behaviors on the job (Level 3) and the extent to which their application of
training content has impacted desired results, or improvement with individual employee learning
transference goals that support organizational goals (Level 4).

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Use Data Analysis and Reporting
The organizational goal is to have 100% of all employees including managers and
individual contributors complete the Harassment Prevention training within 30 days of the course
being assigned. In order to complete this goal managers will be given a report of those that have
and have not completed the course and will be expected to hold their employees accountable for
completing the course on time. Behavior change level 3, knowledge change level 2, and
employee reaction will be assessed through aggregated data gathered on a monthly, quarterly,
and annual basis.
Recommendation 2: Utilize External Outcomes, Internal Outcomes and Leading Indicators
The epistemological accountability measures of learning and behavior transference for
Harassment Prevention training will be assessed using five key elements (Dubnick, 2020):
1. Spatiality: Examining informal relationships in the work environment, including manager
and peer support.
2. Temporality: Evaluating behavior before and after training implementation.
3. Ethicality: Measuring employee interactions related to norms, values, and ethical
behavior in sexual harassment prevention.
4. Constitutive: Identifying personal accountability and employees' roles at work.
5. Relationality: Understanding the power dynamic between supervisors and front-line
employees, and the impact of leaders on learning transference.
Spyridon, Dimitros and Constaine (2020) stated that an important component of having a
social impact is having the right indicators that indicate progress toward stated goals. Table 4
shows outcomes, metrics, and methods for external and internal outcomes. By achieving the
internal outcomes through organizational reports and training, the external outcomes will be
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realized. Stecher and Kirby (2004) stated that accountability in an education or training process
includes the practice of holding key stakeholders responsible for the quality of student’s learned
knowledge, skills, and behaviors. Therefore, holding managers and employees accountable for
outcomes will increase learning transference.

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Table 4
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
1. Decreased manager and
employee complaints.
1. Number of complaints
regarding the training reduced
by 10%.
1. UR HR will collect customer
service call logs and complaint
data from Service Now (UR’s
complaint repository) to
determine complaints or causes
of manager or employee
dissatisfaction with Harassment
Prevention.
2. Increased manager and
employee satisfaction
with the training
experience.
2. Qualtrics scores and
surveys of managers and
individual scores.

2. URHR will collect
summative survey data
quarterly.

Internal Outcomes
3a. Increase in employees’
ability to articulate the
reporting process
regarding harassment and
diversity and inclusion
issues.
3a. Employees will describe the
process for reporting harassment
to the Employee Equity,
Diversity and Inclusion
department.
3a. Employees will be required
to attest they know what the
reporting process for reporting
harassment by completing an
acknowledgement form at
performance evaluation review.
3b. Managers will describe the
process they need to follow if an
employee complains of
harassment.
3b. Managers of those that
manage employees will be
required to attest they know
what the process is when an
employee reports harassment by
completing an
acknowledgement form at
performance evaluation review.
4. Increase in employees’
being able to define key
sexual harassment
prevention and diversity
and inclusion behaviors.
4. Managers fill out quarterly
reports indicating employees can
identify the key behaviors from
each of the nine modules taught
in the Sexual Harassment
Prevention training course.
4. Managers will discuss one of
the training modules each month
with their direct reports and
report that the employee can
articulate key sexual harassment
prevention and diversity and
inclusion behaviors for each
module.
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5. Increase in number of
employees who complete
the Harassment
Prevention training within
30 days of launching the
course or 30 days from
being hired.
5. 100% of employees will
complete the Harassment
Prevention Training within 30
days of training launch or from
30 days of being hired.
5. Managers will be supplied
daily reports by UR HR of
employees that have not
completed the required training
time frame. They will be held
responsible for ensuring training
compliance.

Recommendation 3: Increase URHR Support to Design Training Resources that Help
Managers Develop Learning Transference Strategies for Their Employees
Kumar and Ramsey (2008) suggested that management support of both learning, and
performance can increase the likelihood of quality and productivity. Learning not only enables
individuals to meet current demands but also expands their capacity to meet future demands. In a
study conducted by Lim and Johnson (2002), three key factors were identified as crucial for
learning transfer:
1. Engaging in discussions about the training with supervisors.
2. The supervisor's comprehension of the training content and ability to support employees'
newfound knowledge.
3. Supervisors offering positive feedback when employees apply what they have learned.
The balance between learning and performance by organizational leaders has a
significant impact on the success and failure of daily operations. Hence, it is essential for
leaders to identify and eliminate any barriers that impede employees from applying what they
have learned during training to their jobs. URHR can play a vital role in supporting managers
by creating HPT reports, training materials, and Quick Reference Guides (QRGs) that facilitate
effective communication between managers and employees.
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To effectively assist managers in enhancing employee training compliance and
knowledge transfer pertaining to HPT, URHR must ensure that drivers of key behaviors are
implemented promptly. To achieve this, it is suggested that URHR introduce an employee
compliance report accessible to all managers and supervisors via UR's learning management
system. These reports should be reviewed during weekly leadership team meetings and contain
details such as individual drivers, completion rates, timing, and outcomes. This approach aligns
with URHR's current internal reporting system and aligns with the Kirkpatrick Evaluation
Model's emphasis on Levels 3 and 4.
Following completion of the recommended harassment prevention training, managers
will be able to support employees in doing the following:
1. Interpret employee harassment prevention training completion data. (Declarative
Knowledge)
2. Summarize the definition of workplace harassment and value of reflective practices
and be able to carry out with regard to employee harassment prevention complaint
data. (Metacognitive Knowledge, Procedural Knowledge)
3. Use effective managerial strategies to support employees and their ability to
understand how to make a harassment complaint. (Procedural Knowledge)
4. Integrate performance expectations with regard to cultivating harassment prevention
attitudes and building a positive workplace environment learned from the harassment
prevention training and monitoring the progress towards these goals. (Accountability)
5. Establish specific harassment prevention behavior goals in support of organizational
goals. (Goal Setting)
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6. Use formative feedback to determine the efficacy of their harassment prevention
strategies and to guide adjustments to harassment prevention learning transference
efforts. (Formative Feedback)
7. Recognize organizational incentives for focusing on employee behavior and building
supportive business environment. (Incentives)
According to McCall (2002), a power relationship exists between leader and follower and
the leader is in the position to elicit behavior in pursuit of a stated goal. Therefore, the manager
or leader will play an important part in training evaluations regarding employees’ behavior and
attitude towards harassment prevention goals. Wang, Waldeman, and Ashforth (2019) suggested
that ethical leadership involves promoting ethical behavior through two-way communication that
reinforces ethical conduct. To ensure that harassment prevention behavior learned in HPT is
encouraged, managers and supervisors will regularly meet with their employees. URHR will
develop a training to support managers, utilizing an online asynchronous learning model. The
program will take place within UR's learning management system and will cover topics that
align with current harassment prevention training goals, including creating a positive workplace
environment, developing awareness of harassment prevention, recognizing discrimination, and
responding to harassment complaints.
The training program will consist of nine asynchronous micro-online modules, each two
minutes in duration, with corresponding Quick Reference Guides (QRGs) available for each
module to be used for manager and employee discussions. Participants are intended to complete
one module per month. Following completion of the online training, participants will attend a 30-
minute webinar on accessing and interpreting training completion reports. Monthly meetings will
be held for managers and employees to discuss positive workplace behaviors, lasting 15 minutes.
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Manager peer reviews, implicit bias behavior checks, and learning transfer assessments will be
conducted during manager-employee meetings, each taking 20 and 15 minutes, respectively.
The nine two-minute micro-learning module topics mirror and summarizes the HPT course as
follows:
1. Building Positive Workplaces
2. Developing Awareness and Recognizing Discrimination
3. Leading Workplaces Resistant to Discrimination
4. Cultivating Attitudes and Identifying Harassment
5. Leading Workplaces Resistant to Harassment
6. Taking Action Against Retaliation
7. Leading Workplaces Resistant to Retaliation
8. Building Supportive Communities
9. Maintaining Positive Workplaces
After finishing each micro-learning online course, managers will discuss the learning
objectives from one of the modules at their monthly team meetings to reinforce the desired
behaviors and support learning transference. In addition, managers will be provided with post-
module multiple choice assessments focusing on the application of key concepts within each of
the nine training modules, along with a key to the correct answers. The purpose of these
assessments is to facilitate discussions with employees about the learned concepts. As part of the
online training, employees will also have access to training resources for further study.
The main objective of enhancing URHR support is to facilitate the creation of training
resources that assist managers in fostering learning transfer strategies among their employees.
This recommendation specifically targets managers and supervisors who hold the responsibility
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of overseeing UR employees. The first critical behavior is for managers to define individual
employee learning transference goals that align with organizational goals. The second critical
behavior is for managers to implement effective managerial support strategies for learning
transference. This involves reading literature, supplied by URHR’s Learning and Development
Team, on learning and development transference and sharing transference strategies with their
peers. According to Clark (2005), managers are able to motivate their teams towards meeting
goals they believe are most important. Therefore, managers are in a unique position to influence
their teams to understand the importance of harassment prevention training and develop key
behaviors. Social cultural learning theory proposes that learning is a social process, and that
knowledge is increased through information sharing (Marsh & Farrell, 2015). Therefore, the
third critical behavior involves managers holding monthly training compliance meetings with
their peers to gain insight into their own employees' harassment and prevention training
compliance and to make adjustments to learning transference strategies as needed. The metrics,
methods, and timing for each of these critical behaviors are outlined in Table 5.

Table 5
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
1. Managers’
development of
employee
understanding of
harassment
prevention
reporting processes.
Written employee
learning goals for
each employee that
align with the
organizational goal
of employees
being able to
articulate
harassment
reporting process.
Managers and individual
contributors will
collaborate to develop
learning goals that align
with organizational
harassment prevention
training goals.
Within 30 days after
completion of HPT
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2. Managers’
application of
effective
managerial support
and learning
transference
strategies.
The number of
strategies managers
articulate employing
to support learning
behaviors for their
own team.
2a. Managers will
employ a minimum of
one strategy per month
that are known to be
effective in supporting
employee learning
through literature,
training, and/or employee
experience. They will
take one behavior from
each Harassment
Prevention training
module.
2a. Within 30 days
of completing
HPT and monthly
thereafter
2b. Managers will employ a
minimum of two new
strategies per quarter that
are known to be effective in
supporting employee
learning transference
through literature, training,
and/or experience.
2b. Within 90 days
and quarterly
thereafter.
2c. Managers will
share strategy success
stories among peers in
team meetings.
2c. Within 60 days
and monthly
thereafter.
2d. Managers will adjust
learning transference
strategy approach based
upon employee’s ability to
articulate key behaviors
learned in the Harassment
Prevention Training.
2d. Within 60 days
and monthly
thereafter.
3. Managers review
monthly
Harassment
Prevention training
compliance reports
for insight and to
guide adjustments
to compliance
strategies.
The amount of time
dedicated to
processing turnover
data each month
individually, with
one’s supervisor,
and among peers in
team meetings.
3a. Managers will
allot 30 minutes per
month to review
Harassment
Prevention Training
completion data.
3a. Within 30 days
and monthly
thereafter.

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According to Derk-Jan et al. (2006), supervisors who demonstrate support for their
employees’ learning and development endeavors have a positive impact on their motivation to
apply newly acquired knowledge and skills. When trainees perceive positive management and
organization support regarding the transfer climate, they are more motivated to apply new
knowledge, skills, and attitudes on the job. Therefore, managers must reinforce critical behaviors
and hold employees accountable by monitoring their understanding and encouraging compliance.
Table 6 outlines the recommended drivers to support employees' critical behaviors for improving
employee learning.

Table 6
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing (Knowledge
Related)

Assistance from UR Human
Resources managers and
training professionals for
manager and leadership
development of employee
learning transference goals
that support organizational
harassment prevention goals.
Within 30 days with annual
review
1
Training explaining how to
read and make meaning of
monthly compliance reports.
Upon initiation of
improvement efforts
3
Training on the definition and
value of reflective practices
and how to apply what was
learned in the Harassment
Prevention course.
Within 30 days 3
Encouraging (Organization
Support Related)

Learning strategy training so
managers understand their
Within 30 days 1, 2, 3
74

influence over employee
learning transference
Manager team meeting time
dedicated to peers sharing
learning strategy success
stories and troubleshooting
learning challenges
Monthly 2, 3
Manager:1 time with
employees to troubleshoot
learning retention challenges
and encourage new strategy
experimentation.
Weekly 2, 3
Rewarding (Motivation
Related)

Monetary reward for meeting
all required compliance
training attestations,
determined at yearly
evaluation.
Annually 2
Public acknowledgment of
training completion success,
such as a mention in team
meetings and by email to
Directors and Executives.
Quarterly 2
Monitoring (Organization
Related)

HR tracking of employee
tracking training compliance
overall and by manager.
Monthly 1, 2, 3
Susan:1 time with their
manager to discuss learning
transference and compliance
completion rate goal progress.
Monthly 1, 3
Development of
organizational accountability
framework with regard to
manager performance with
employee learning
transference efforts and
results.
Within 60 days 1, 2, 3

75

Limitations and Delimitations
Unforeseen limitations arose during the data collection phase, which impacted the study.
The data collection was based on new limitations that were not anticipated prior to conducting the
study. Firstly, the number of managers interviewed was limited due to UR's Communication
department's scope of the study. The department allowed the researcher to only identify managers
from their LinkedIn community who work at UR. The original request to survey all 3600 managers
was denied, resulting in a limited amount of data that could be collected. However, the managers
interviewed represented a diverse cross-section of UR's Call Center, Academic department, On-
boarding management, talent development, systems management, counseling services,
compensation, and accounting offices.
Furthermore, the delimitations of the study included focusing only on managers of people
and their understanding of the HPT course. The aim of these delimitations was to determine how
managers support learning transference in relation to HPT. The inclusion of managers who
supervise employees and understand HPT is important in determining whether learning is
transferred to the workplace. The managers were able to provide valuable real-life examples of
how they view and implement HPT learning objectives. Finally, the findings of this study are
limited to the specific context of UR, and caution should be exercised in generalizing the results
to other organizations.
Recommendations for Future Research
Future studies should aim to include a larger sample size of participants to increase the
generalizability of the findings. Additionally, surveys or interviews could be conducted with
employees, not just managers of employees, to gain a broader understanding of their perception of
the effectiveness of HPT training and learning transference. Future research could include staff,
76

faculty, and students. The impact of working remotely and how it affects harassment in the
workplace was not a part of this study; however, it should be a consideration of future research.
Implications for Equity
Harassment prevention training at UR helps reduce gender-based harassment by clearly
defining what behaviors constitute harassment and how to manage these issues. HPT teaches
employees to identify inappropriate behavior and how to respond to it when they see it. This
encourages a safer environment and a culture that does not tolerate harassment. HPT teaches
employees when to intervene and how to report harassment issues. Intervention, support,
intolerance of harassment and addressing gender-based harassment help ensure a safe
environment for everyone. HPT at UR helps promote a culture of diversity inclusion and safety
(Fitzgerald et al., 1997). Overall, HPT plays an important role at UR by promoting awareness,
providing resources to employees, and reinforcing UR’s values that support reducing gender-
based harassment.
Conclusion
In 2018, Baum (2019) conducted a poll that revealed 33 million women in the United States
experienced workplace harassment. This underscores the importance of addressing and preventing
harassment in the workplace. Leaders have a moral obligation to promote employee safety and
well-being. Experiencing harassment in the work environment leads to emotional and physical
distress; therefore, organizations should do everything they can to support employees and to
prioritize their emotional and physical safety. Based on this study’s findings, the University of
Research prioritizes compliance training by providing harassment prevention and diversity and
inclusion training; however, it has failed to ensure that the training effectively enhances the transfer
of knowledge and skills to the workplace.
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This study investigated the impact of organizational support on managers' knowledge,
skills, and self-efficacy development when it comes to transferring what was learned in UR’s
harassment prevention training to application in the workplace. The findings indicate that the
effectiveness of the harassment prevention training (HPT) in boosting managers' confidence to
prevent harassment among employees is limited. However, managers recognized their role in
supporting their employees' learning. They acknowledged not actively supporting the transfer of
knowledge but found the course content useful and expressed interest in coaching employees and
having conversations about applying what they learned.
The impact of HPT on managers' self-efficacy varies, and some managers may require
additional organizational support to effectively handle harassment issues. Six out of eight
managers expressed difficulty in recalling specific knowledge and skills learned in harassment
prevention training. To improve the transfer of knowledge from training to the workplace,
managers indicated a need to schedule follow-up discussions with their employees and
incorporate what was learned in the training into regular team and department meetings.
For URHR to effectively assist managers in improving employee training compliance and
knowledge transfer, it is crucial to promptly implement drivers. Drivers refer to the key factors
or elements that influence the effectiveness of training and its impact on performance. Drivers
are used to assess the success of a training program (Kirkpatrick & Kirkpatrick, 2016). The
drivers for Level 3 evaluation may include factors such as management support, clear
performance expectations, reinforcement mechanisms, and alignment between harassment
prevention training objectives and job requirements. To achieve Level 3 evaluation at UR, it is
recommended that URHR introduce an employee compliance report and training plan that will
be accessible to all managers and supervisors via UR's learning management system. The
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purpose of URHR’s plan is to support critical behaviors that promote managers holding monthly
training compliance meetings with their peers to gain insight into their employees' harassment
and prevention training compliance and to adjust learning transference strategies as needed.
Managers must reinforce critical behaviors and hold employees accountable by monitoring their
understanding and encouraging compliance. The current study highlights a need for a more
comprehensive evaluation of learning transference, and behavior change in relation to
harassment prevention training conducted on a larger scale, including all employees who take
HPT (both managers and non-managerial employees). To evaluate the effectiveness of HPT
training at UR, I suggest utilizing Kirkpatrick's evaluation model as a framework. This model
comprises four levels of evaluation: reaction, learning, behavior, and results. By implementing
this model, UR's HR can evaluate employee reactions, learning outcomes, behavioral changes,
and overall organizational results.
This study reinforces earlier research that highlights the importance of managerial
support for effective transfer of learning to the workplace. The study aligns with Albert
Bandura's Social Cognitive Theory, which suggests that human behavior is influenced by
personal and environmental factors, as well as by behavior itself. In the context of the HPT
course at UR, this theory, in combination with Kirkpatrick's Evaluation Model, can aid in
comprehending managers' perceptions of the course's efficacy and enhancing learning
transference.
79

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Appendix A: Interview Protocol
Respondent Type: Managers that have taken the Harassment Prevention training at UR.
Introduction to the Interview:
Thank you for participating in this research. I will be asking you questions pertaining to
the environment at UR as well as skills and knowledge learned in the harassment prevention
training course. The survey and interview is a part of my research in the area of learning
transference. The purpose of this study is to determine how motivation, behavior and work
environment influence learning and learning transfer from training to the work environment.
This interview will take approximately 45-minutes to complete. There are no right, or wrong
answers and you can skip any questions if you do not wish to answer them. We can stop the
interview at any time. Your identity will be kept confidential, and pseudonyms will be used for
any departments or schools that are identified. Do I have your permission to record the
interview?

Interview
Questions
Potential
Probes
RQ
Addressed
Key
Concept Addressed Q Type
1. Opening question:
Tell me about yourself,
your education, work
experience, and your
current position at UR.
How many
employees do you
supervise?
2. Describe your
feelings about having to
take a two-hour
mandatory course on
harassment prevention.
What did you like
or dislike about
the Harassment
Prevention
training? RQ1 Self Feelings
3. What behaviors in
your work environment
could be construed as
discrimination or
harassment? RQ1 Environment Opinion
89

4. Describe what
harassment in the
workforce looks like.

Have you
witnessed
harassment in the
workforce? RQ1 Environment Opinion
5. Describe what a
diverse and inclusive
environment looks like.

Does your
organization
encourage
diversity and
inclusion?
RQ
2 Environment Opinion
6. How do you feel you
contribute to the overall
diversity and inclusion
goals of the
organization?
Would you do
anything
differently? RQ3
Self-
Efficacy Feeling
7. How do you help
your employees transfer
what they learned in
training in the work
environment?

How does your
supervisor support
what you have
learned in the
Harassment
Prevention
course? RQ3 Behavior Opinion
8. What do you need
from your organization
in order to implement
what you learned in
harassment prevention
training in your
workplace?
What do your
employees need to
implement what
they learned in the
harassment
prevention
training in their
workplace? RQ3 Environment Knowledge
9. Describe how you can
take what you learned in
the Harassment
Prevention training and
encourage your
employees to use it at
their job.
Describe any
barriers to using
what you have
learned in the
Harassment
Prevention course
in the work
environment. RQ1 Behavior Knowledge
10. Tell me what you
would do if an employee
came up to you and
complained about being
harassed at work. RQ2 Behavior Knowledge
90

11. What would you do
if you were being
harassed at work or if
you were feeling that
you were being
discriminated against?

How did the
Harassment
Prevention
training influence
what you would
do if you felt you
were being
harassed? RQ2 Behavior Behavior
12. How does your own
manager, if at all, support
you in your managerial
practices related to
ensuring an inclusive
workplace environment
that is free of
harassment? RQ3 Environment Opinion

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Asset Metadata

Creator Davis, David Warren (author)

Core Title Enhancing transfer of harassment prevention training into practice

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2023-08

Publication Date 07/21/2023

Defense Date 07/10/2023

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

Tag Harassment,Learning and Instruction,OAI-PMH Harvest,Prevention,transfer,Work

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Seli, Helena (committee chair), Canny, Eric (committee member), Datta, Monique (committee member)

Creator Email davisdav@usc.edu,ddavis50@verizon.net

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113282113

Unique identifier UC113282113

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Legacy Identifier etd-DavisDavid-12124

Document Type Dissertation

Format theses (aat)

Rights Davis, David Warren

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