University of Southern California Dissertations and Theses

Managers’ learning transfer from the leadership challenge training to work setting: an evaluation study

(USC Thesis Other)

Managers’ learning transfer from the leadership challenge training to work setting: an evaluation study

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content 1

MANAGERS’ LEARNING TRANSFER FROM THE LEADERSHIP CHALLENGE
TRAINING TO WORK SETTING: AN EVALUATION STUDY

by

Candy Alejandra Curiel

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the Requirements for the Degree
DOCTOR OF EDUCATION

December 2019

Copyright 2019 Candy Alejandra Curiel

MANAGER’S LEARNING TRANSFER 2

Dedication
First and foremost, this dissertation is dedicated to my children, Xiomara, Gianmarco,
Camila, and Valentina. Without your support, patience, and sacrifice, this educational
accomplishment would not have been possible. May this experience that we all went through
together, inspire you to reach for the stars and achieve your own dreams.
To my husband, Rafael, thank you for being patient throughout this entire process, I love
you.
To my village, thank you for listening to me, supporting me, and cheering me on
throughout the whole doctorate process.
To my parents, Isaias and Martha, who came to this beautiful country in pursuit of a
better life for their children, gracias por su amor incondicional y su apoyo. Los amo!

MANAGER’S LEARNING TRANSFER 3

Acknowledgments
I would like to give a heartfelt thank you to my committee members, Dr. Phillips and Dr.
Canny, who were more than generous with their time, expertise, and feedback. A special thanks
to my committee chair, Dr. Hirayabashi, for her support, understanding and patience with me, as
I juggled being a mom, student, and career woman.

MANAGER’S LEARNING TRANSFER 4

Table of Contents
Dedication 2
Acknowledgments 3
List of Tables 8
List of Figures 9
Abstract 10
Chapter One: Introduction 11
Introduction of the Problem of Practice 11
Organizational Context and Mission 12
Organizational Performance Goal 12
Importance of Addressing the Problem 13
Description of Stakeholder Groups 13
Stakeholder Groups’ Performance Goals 14
Stakeholder Group of Focus 15
Purpose of the Project and Questions 15
Methodological Framework 16
Definitions 17
Organization of the Project 17
Chapter Two: Review of the Literature 18
The Leadership Literature 18
History of Leadership Theories 18
Transformational Leadership 20
The Leadership Challenge by Kouzes and Posner, 20
MANAGER’S LEARNING TRANSFER 5

A Transformational Model
The Emergence of Leadership Development Programs (LDP) 21
Leadership Development Program Objectives 22
Cost of Leadership Development Programs 23
Leadership Development Programs and Learning Transfer 23
Predictors of Learning Transfer 24
The Clark and Estes Gap Analytic Conceptual Framework 25
Stakeholder Knowledge, Motivation, and Organizational Influences 25
Knowledge and Skills 25
Motivation 30
Organization 32
Conceptual Framework: The Interaction of Stakeholders’ Knowledge and 36
Motivation and the Organizational Context
Summary 40
Chapter Three: Methodology 41
Participating Stakeholders 42
Survey Sampling Criteria and Rationale 42
Survey Sampling (Recruitment) Strategy and Rationale 43
Interview Sampling Criteria and Rationale 44
Interview Sampling (Recruitment) Strategy and Rationale 44
Explanation for Choices 46
Data Collection 47
Data Analysis 51
MANAGER’S LEARNING TRANSFER 6

Credibility and Trustworthiness 52
Reliability and Validity 53
Ethics 54
Chapter Four: Results and Findings 56
Participating Stakeholders 58
Results and Findings for Stakeholder Goal 59
Results and Findings for Knowledge Influences 62
Knowledge Gaps 62
Results and Findings for Motivation Gaps 71
Motivation Gaps 71
Results and Findings for Organizational Gap 80
Organizational Gaps 80
Summary 91
Chapter Five: Solutions, Implementation, and Evaluation 94
Knowledge Recommendations 94
Procedural Knowledge Solutions 95
Metacognitive Knowledge Solutions 97
Motivation Recommendations 97
Utility Value 98
Organization Recommendations 100
Cultural Model 1 101
Cultural Model 2 102
Cultural Setting 1 102
MANAGER’S LEARNING TRANSFER 7

Cultural Setting 2 103
Integrated Implementation and Evaluation Plan 104
Implementation and Evaluation Framework 104
Organizational Purpose, Needs, and Expectations 106
Level 4: Results and Leading Indicators 107
Level 3: Behavior 108
Level 1: Reaction 113
Evaluation Tools 114
Data Analysis and Reporting 115
Summary 116
Limitations and Delimitations 116
Recommendations for Future Research 118
Conclusion 119
References 121
Appendix A: Survey Instrument 129
Appendix B: Survey Items 129
Appendix C: Interview Protocol 137
Appendix D: Interview Questions 138
Appendix E: Immediate Evaluation Instrument135Appendix F: Blended Evaluation Level 1–4
Survey 141
Appendix G: Data Analysis Chart 143

MANAGER’S LEARNING TRANSFER 8

List of Tables
Table 1: Organizational mission, global goal and stakeholder performance goals 14
Table 2: Knowledge influences, types, and assessments for knowledge evaluation 29
Table 3: Motivational influences and assessments for motivation evaluation 32
Table 4: Organizational influences and assessments for organization evaluation 36
Table 5: List of “inspire a shared vision” activities described by interviewees for 66
question 11
Table 6: List of “inspire a shared vision” activities recently completed by 74
interviewees for question 13
Table 7: List of responses for question 8 on information provided by instructors 74
Table 8: Managers’ Likert ratings in their ability to use “inspire a shared vision” 80
with employees
Table 9: List of resources readily available upon completion of the training 87
Table 10: List of resources requested by interviewees 88
Table 11: Summary of knowledge influences and recommendations 95
Table 12: Summary of organizational influences and recommendations 98
Table 13: The New World Kirkpatrick Model Four Levels of Evaluation 105
Table 14: Outcomes, metrics, and methods for external and internal outcomes 107
Table 15: Critical behaviors, metrics, methods, and timing for evaluation 107
Table 16: Required drivers to support critical behaviors 110
Table 17: Evaluation of the components of learning for the program 113
Table 18: Components to measure reactions to the program 114

MANAGER’S LEARNING TRANSFER 9

List of Figures
Figure 1: Interactive Conceptual Framework Diagram 38
Figure 2: Description of Participants in the Evaluation Study-Years Employed 59
Figure 3: Description of Participants in the Evaluation Study-Years in Management at HCS 60
Figure 4: Description of Participants in the Evaluation Study-Years Since Completion 60
of Leadership Challenge Training
Figure 5: Results of Survey Question 7 61
Figure 6: Results of Survey Question 6 74
Figure 7: Results of Survey Question 9 75
Figure 8: Results of Survey Question 11 74
Figure 9: Results of Survey Question 13 76
Figure 10: Results of Survey Question 8 77
Figure 11: Results of Survey Question 10 78
Figure 12: Results of Survey Question 12 78
Figure 13: Results of Survey Question 14 79
Figure 14: Results of Survey Question 22 82
Figure 15: Results of Survey Question 15 83
Figure 16: Results of Survey Question 21 84
Figure 17: Results of Survey Question 16 85
Figure 18: Results of Survey Question 18 86
Figure 19: Results of Survey Question 17 89
Figure 20: Results of Survey Question 19 90
Figure 21: The New World Kirkpatrick Model 106
MANAGER’S LEARNING TRANSFER 10

Abstract
The purpose of this study was to examine how knowledge, motivation, and organizational
influences affect the transfer of learning for managers from a leadership training to their work
setting. The sample for this study (n = 157) was drawn from managers at a social services
nonprofit organization in California. This study measured the managers’ perception of their level
of knowledge, motivation, and organizational support and resources pertaining to their
application of the “inspire a shared vision” practice from Kouzes and Posner’s Leadership
Challenge training to their work setting. An explanatory sequential mixed-methods design was
used. The first phase included a quantitative survey of the target population; the second phase
included interviews of 10 voluntary participants. Descriptive data analysis was used for both the
survey and the structured interviews.

MANAGER’S LEARNING TRANSFER 11

Chapter One: Introduction
Introduction of the Problem of Practice
The past decade—since the most recent recession—has seen a growth in leadership
training and development across industries in the United States. Leadership development
includes internal training programs, web-based training, university courses, and in-person
coaching and training programs offered by professional outside consultants (Kaiser & Curphy,
2014). Organizations spent approximately 56.2 billion dollars on leadership development in
2008 (Frauenheim, 2009). By 2015, expenditure on training services and products soared to 70.6
billion (Training Industry Report, 2015). The priority in budgeting big dollars for an
organization’s training line item for leadership development is due to the rising recognition that
managers must have leadership capability and capacity to keep up with growing economic
demands. Private and public sector organizations alike face constant change as well as
increasing pressure to produce successful organizational outcomes, regulations compliance, and
happy employees, thereby making it critical for managers to have practical leadership skills
(Collins & Holton, 2004). As organizations spend more each year on leadership development,
the question becomes: are they seeing a return on their investment? Experts have argued that one
way to determine a return on investment is managers’ ability to apply the new knowledge and
learning gained at the training to their work settings. Learning transfer, defined by Baldwin and
Ford (1988) as the generalization and application of new knowledge and skills to the work
setting, cannot be ignored by organizations spending the money on leadership training and
development. When problems arise in learning transfer from classroom to work setting, there
could be a minimal effect on the overall goal of improving organizational and employee
performance. Cheng and Hampson (2008) argue that even the most successful training programs
MANAGER’S LEARNING TRANSFER 12

fail to transfer knowledge and new skills to learners when specific influences are not addressed.
When training participants are unable to demonstrate what they have learned, the organization
falls short of improving organizational outcomes (Burke & Hutchins, 2008).
Organizational Context and Mission
Hope Community Services (HCS, pseudonym) is a large nonprofit that has been
providing comprehensive mental health and behavioral health treatment services to children and
families throughout California for over 60 years. The mission of Hope Community Services is to
provide culturally competent and evidence-based behavioral health services to children and
families that promote hope and emotional well-being. Its primary goal is to help children and
families recover from trauma such as abuse, severe neglect, addiction, and poverty. Hope
Community Services first opened its doors as a shelter for homeless youth. At the time of this
study, HCS was serving over 30,000 children and families throughout 30 counties in California,
offering an array of mental health programs to meet community needs. As of 2019, Hope
Community Services employed more than 1,400 persons in five (5) regions. The organization’s
personnel was comprised of psychiatrists, nurses, psychologists, social workers, therapists,
behavior specialists, family partners as well as management and support staff.
Organizational Performance Goal
The organizational goal of Hope Community Services was to train 100% of 175
managers on the leadership challenge training within their first year of employment by June 30,
2020. The executive team, along with the board of directors had established this goal in 2014,
following approval of the organization’s 3 to 5-year strategic goals. The goal of training all
managers on the leadership challenge was part of the board and executive team’s efforts to
improve performance outcomes within the organization and to improve employee retention. The
MANAGER’S LEARNING TRANSFER 13

learning and development department staff was responsible for the monthly monitoring of the
leadership challenge training for all new managers.
Importance of Addressing the Problem
For a variety of reasons, it is essential to evaluate the performance of an organization’s
manager in relation to the agency goal of implementing the “inspire a shared vision” practice of
exemplary leadership in their daily work activities. Addressing managers’ learning transfer from
the leadership training to their work setting as it relates to “inspiring a shared vision” is vital for
improving employee and organizational performance. If proper learning transfer does not take
place, the organization risks not having the profound impact it intended to have on improving
managers’ leadership skills, knowledge, and behaviors. Consequently, managers lacking
necessary leadership skills will make minimal contributions to supporting the organization with
improved employee retention and organizational performance. For these reasons, it is essential
to identify strategies and solutions that will optimize managers’ learning transfer from training to
a work setting.
Description of Stakeholder Groups
Three stakeholders were identified to accomplish the organizational performance goal.
The first stakeholder was the Hope Community Services board. The board was invested in the
organization’s success and sustainability. As such, the board was tasked with approving new and
innovative ideas and initiatives that could be beneficial to the entire organization. As part of the
strategic plan, the board approved the leadership challenge training to be added to the
organization’s overall budget. The second stakeholder group consisted of all managers currently
employed at Hope Community Services. Managers were responsible for carrying out the day-to-
day operations, providing supervision to staff, and collaborating with funders and community-
MANAGER’S LEARNING TRANSFER 14

based partners to meet common goals. With the many internal and external operational
mandates, managers must apply practical leadership skills as they interact with their employees
and in the operational decisions they make. All Hope Community Services managers were
required to participate in the Leadership Challenge training within 1 year of hire. The third
stakeholder group was the Learning and Development department team. This team played a vital
role in supporting the organization’s performance goal and was responsible for monitoring
training requirements for all new hires. The Learning and Development team also monitored the
mandatory Leadership Challenge training, which all new managers had to complete.
Stakeholder Groups’ Performance Goals
Table 1
Organizational Mission, Global Goal, and Stakeholder Performance Goals
Organizational Mission
To provide culturally competent and evidence-based behavioral health services to children and families
that promote hope and emotional well-being.
Organizational Performance Goal
By June 30, 2019, Hope Community Services (HCS) is to train 100% of managers on the leadership
challenge program within their first year of employment.
Stakeholder 1 Goal Stakeholder 2 Goal Stakeholder 3 Goal
By June 2017, the board will vote
on a budget that will continue to
support the expenses associated
with the Leadership Challenge
training.
By January 2019, Learning and
Development will enroll all
remaining managers in the
Leadership Challenge training.

By December 2019, 100% of
Hope Community Services
managers will implement the
“inspire a shared vision” practice
of exemplary leadership into their
daily work activities.

MANAGER’S LEARNING TRANSFER 15

Stakeholder Group of Focus
While the combined efforts of the three identified stakeholders were certain to
significantly support the organizational goal of training 100% of managers on the Leadership
Challenge, it is imperative to assess the management team’s learning transfer from the
Leadership Challenge training to their work setting, as they have the most dayto-day interactions
with direct service providers. Therefore, the stakeholders of focus for this study were all Hope
Community Services managers across all six California regions. The stakeholders’ goal was that
100% of Hope Community Services managers would implement the “inspire a shared vision”
practice of exemplary leadership into their daily work activities. “Inspire a shared vision”
includes but is not limited to developing a personal leadership vision, painting the big picture for
employees, and talking about future trends that influence the organization’s work (Kouzes &
Posner, 2012). At a micro level, failure to accomplish this goal may limit the managers’ ability
to assert themselves as influential leaders with their staff. Additionally, managers may be
missing out on valuable opportunities to enhance their leadership skills if they are not
incorporating visionary activities and behaviors in their work setting. At a macro level, if the
managers are not accomplishing their goal of implementing the “inspire a shared vision”
practice, they could have a negative impact on organizational performance in the areas of
employee retention, optimal operational functioning, and successful client outcomes.
Purpose of the Project and Questions
The purpose of this study was to evaluate the degree to which Hope Community Services
was meeting the goal of 100% of managers implementing the “inspire a shared vision” practice
of exemplary leadership into their daily work activities by December 2019. The study
incorporated the Clark and Estes Gap Analysis Framework and focused on knowledge,
MANAGER’S LEARNING TRANSFER 16

motivation, and organizational influences related to achieving the managers’ goals. While a
complete performance evaluation would focus on all stakeholders, for practical purposes, the
stakeholder to be focused on in this analysis was the managers who participated in the 2-day
Leadership Challenge training developed by researchers Kouzes and Posner.
Therefore, the questions directing the evaluation study that address knowledge and skills,
motivation, and organizational influences are the following:
1. To what extent are the HCS managers’ meeting their goal of applying the “inspire a
shared vision” practice in their work setting?
2. What are the Hope Community Services managers’ knowledge and motivation related
to the learning transfer of the “inspire a shared vision” practice from the Leadership
Challenge training to their work setting?
3. What is the interaction between Hope Community Services organizational culture and
context and Hope Community Services’ knowledge and motivation as it relates to
achieving the goal of 100% of managers implementing “inspire a shared vision” in
their work setting?
4. What are the recommendations for Hope Community Services organizational practice
in the areas of knowledge, motivation, and organization influences?
Methodological Framework
This project employed a mixed-methods data gathering and analysis. Hope Community
Services managers’ current performance was assessed using surveys, interviews, and a review of
the literature. Research-based solutions will be recommended and evaluated comprehensively.

MANAGER’S LEARNING TRANSFER 17

Definitions
Provided in this section are terms and definitions used in this research study.
Inspire a Shared Vision: The process by which a leader can persuade others to enlist in
their vision and reach unlimited possibilities.
The Leadership Challenge: A leadership framework developed by Jim Kouzes and Barry
Posner in 1982. This framework emphasizes five leadership practices: Model the Way, Inspire a
Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart.
Learning Transfer: A term used to describe when an individual has the ability to transfer
knowledge and learning from one context to another context.
Transformational Leadership: A style of leadership in which the leader utilizes charisma,
vision, motivation, and inspiration to enact change.
Organization of the Project
Five chapters are used to organize this evaluation study. This chapter provides the reader
with the key concepts and terminology commonly found in a discussion of leadership training
and development and transfer of learning. The organization’s mission, goals, and stakeholders as
well as the review of the evaluation framework is provided. Chapter two provides a review of the
current literature surrounding the scope of the study. Topics of leadership development, costs of
programs, transfer of learning, and transformational leadership will be addressed. Chapter three
details the knowledge, motivation, and organizational elements to be examined as well as
methodology when it came to the choice of participants, data collection, and analysis. In Chapter
four, the data and results are described and analyzed. Chapter five provides recommendations for
practice, based on data and literature as well as recommendations for an implementation and
evaluation plan.
MANAGER’S LEARNING TRANSFER 18

Chapter Two: Review of the Literature
Chapter Two outlines the importance of leadership and leadership development
programs, and their relationship to learning transfer. Section one focuses on leadership, its
definition, and the history of leadership theories. The second section highlights the relationship
between Transformational Leadership theory, employee performance, and organization
effectiveness. Section three provides an overview of leadership development programs. The
fourth section addresses learning transfer and identifies predictors that should be considered. The
chapter closes with a review of the Gap Analysis framework by Clark and Estes (2008), which
identifies possible knowledge, motivation, and organizational influences on Hope Community
Services and their success in meeting the stakeholder performance goal.
The Leadership Literature
Leadership theories emerged in the literature as early as the 1900s and today have
evolved into more than 65 different approaches to conceptualizing and defining leadership
(Mumford, 2000; Northouse, 2016).
Before proceeding with a discussion on leadership, it is helpful to define the term. A
review of leadership literature shows over 200 definitions ranging from narrow and to broad
(Rost, 1993). Stogdill (1974) proposed, “There are as many definitions of leadership as there are
persons trying to define the concept” (p. 7). For purposes of this study, Northouse’s (2016)
definition was adopted; it is “a process whereby an individual influences a group of individuals
to achieve a common goal” (p. 6).
History of Leadership Theories
The first leadership idea—known as the Great Man theory—ascribes leadership to men
with power and argues that great leaders are born not made (Stogdill, 1974). This theory
MANAGER’S LEARNING TRANSFER 19

suggests that when there is a need for leadership, a Great Man will rise to the occasion and help
(Bolden, 2004; Chowdhury, & Sarkar, 2013). By the 1930s, the Traits Theory emerged out of
the Great Man theory and became the focus for researchers. According to Bass and Stogdill
(1990), successful leaders possessed specific innate traits like self-confidence, risk-taking
behaviors, drive, and influence, among others. The Traits Theory, however, was challenged by
many researchers in the field due primarily to its endless list of traits, not accounting for
situational effects, and subjectivity—all of which resulted in its losing influence (Northouse,
2016). Then, from the 1940s to 1960s, concurrent research on leadership behavior was taking
place at Ohio State University and the University of Michigan. The Behavioral Approach theory
emerged from these two studies and focused on the actions of leaders and what they do in certain
situations (Kamali, Jayashree, & Lindsay, 2014; Northouse, 2016). By the late 20th century,
Hersey and Blanchard developed a new leadership concept known as the Situational Leadership
theory (McCleskey, 2014). Hersey and Blanchard proposed leadership as a framework that was
contingent on the leader’s ability to adapt to situations and people’s maturity level. Northouse
pointed out that in situational leadership, a leader must assess his or her followers’ competence
and motivation levels to determine whether they need to adapt their behaviors to be either more
directive or more supportive. In the late 1970s, the transformational theory was first introduced
by researcher Downtown; however, researcher Burns received the most recognition for
advancing the theory of transformational leadership (Stogdill, 1974). Burns distinguished
transformational leadership as a process that can positively transform organizations and the
people that work for them (Kamali et al., 2014). He proceeded to say that, in the
transformational process, leaders and followers engage and lift each other to higher dimensions
of motivation and morality. Bass (1985) later argued that by increasing followers’ awareness of
MANAGER’S LEARNING TRANSFER 20

goals and their commitment to the organization, transformational leadership motivates followers
to do more than is expected and focus less on their self -interests.
Transformational Leadership
As transformational leadership theory gained momentum in the 21st century, more
researchers were interested in the dynamic correlations it had with employee and organizational
performance. More recent studies have revealed transformational leadership as the most
researched theory within the field of leadership studies and as having the most positive
correlations with employee and organizational performance. In addition to improving employee
performance, transformational leadership has an impact on organizational performance.
Research shows that the application of transformational leadership improves the financial
performance of organizations (Barling, Weber, & Kelloway, 1996).
The Leadership Challenge by Kouzes and Posner, a Transformational Model
Kouzes and Posner’s Leadership Challenge is a form of transformational leadership. The
evidence-based model suggests that leadership is not a position but a collection of practices and
behaviors. Kouzes and Posner’s decades of research led them to develop an integrative
theoretical model of transformational leadership that deals with leadership challenges focusing
on responsibility and performance and is anchored on five leadership practices: model the way,
inspire a shared vision, challenge the process, enable others to act, and encourage the heart
(Kouzes & Posner, 2012). Furthermore, the model guides leaders on how to mobilize their
employees within the organization to tap into their potential and achieve extraordinary outcomes.
Kouzes and Posner asserted that the Five Practices framework is based on behaviors and actions
that have remained the same through time.
MANAGER’S LEARNING TRANSFER 21

The first leadership practice, “model the way,” requires leaders to first be clear about
their own values and guiding principles. By having a clear understanding of their core values,
they can feel comfortable sharing them with others (Kouzes & Posner, 2012). The second step to
modeling the way is to lead others by example. A leader will inspire and motivate others to act
when they are willing to do the work themselves. The second leadership practice is to “inspire a
shared vision.” Kouzes and Posner described successful leaders as forward-thinking and able to
create exciting visions of what can be. Moreover, once leaders have developed a vision, they
invest time in sharing with others and getting them excited about it. “Challenge the process” is
the third leadership practice in the Leadership Challenge. This practice highlights the idea that
leaders must challenge the status quo and be willing to take risks. The fourth leadership practice,
“enable others to act,” recognizes that leaders do not act alone in the process of making great
things happen. Leaders are encouraged to collaborate, distribute power in the decision-making,
and focus on serving the needs of others on the team. “Encourage the heart” is the fifth
leadership practice and encourages leaders to demonstrate appreciation of the contributions made
by others as well as to celebrate the victories that come along the way.
The Emergence of Leadership Development Programs (LDP)
To survive in today’s competitive and global economy, organizations need managers with
leadership skills that will allow them to respond effectively to an organization’s changing
conditions. Holten, Bollingtoft, and Wilms (2015) emphasized the need for managers to develop
leadership skills that will support recurring changes in organizational goals and practices. It is
no surprise then that leadership development programs have emerged and dominated the training
industry in the last decade to close the gap between leadership and organizational performance.
McAlearney and Butler (2008) suggested that leadership development programs were created as
MANAGER’S LEARNING TRANSFER 22

educational opportunities to address and improve the leadership capabilities of managers. In
their review of three separate studies in which a total of 200 participants were interviewed,
McAlearney and Butler identified four ways that leadership development programs can improve
quality and efficiency in healthcare.
Leadership Development Program Objectives
Leadership development programs are designed with specific goals in mind. Day (2000)
defined the LDP as a course that enhances leader knowledge, skills, and abilities. He posited
that positive behavioral change is a primary goal in leadership development programs.
Moreover, LDPs are designed to improve performance and support with the organization’s
strategic goals (Hotho & Dowling, 2010). The focus of LDP is on self-awareness, team building,
engagement, and enhancing interpersonal interactions (Burke & Collins, 2005). Traditionally,
leadership training looks at improving the overall capacity of all managers in the organization to
engage effectively in leadership roles and activities versus focusing on the individual leader.
This approach is preferred, as it has the most significant impact on improving organizational
performance and securing the survival of the organization for years to come. Another
explanation for the preference of training managers as a group relates to the amount of social and
supervisory support received during and after training. Lastly, participants have opportunities to
receive coaching and practice skills with others (Burke & Hutchins, 2008). Leadership
development includes a broad spectrum of leadership development activities. The learning can
come in the form of seminars, workshops, coaching, or mentoring (Burke & Collins (2005).

MANAGER’S LEARNING TRANSFER 23

Cost of Leadership Development Programs
Organizations are allocating billions of dollars each year into their budgets for leadership
development. In the first decade and a half of the 2000s, leadership development increased to a
14-billion-dollar industry (Kaiser & Curphy, 2013). Bellevue University and the Training
Associates completed a report named the Association Talent Development 2016 State of the
Industry report, in which more than 300 organizations across industries were surveyed. One
important finding was that organizations spent an average of $1,252 per employee on learning in
2015. It was also noted that, like previous years, organizations spent most of their money on
managerial and leadership content (ATD, 2016).
Leadership Development Programs and Learning Transfer
Learning transfer is a concept that organization executives must understand, as it plays a
critical role in how well managers will apply the knowledge and skills learned in training to their
work setting. Researchers have offered various definitions of learning transfer. Baldwin and
Ford (1988) defined learning transfer as “the generalization of the skills acquired during the
training phase to the work environment and the maintenance of these acquired skills over time”
(p. 63). Other scholars, like Franke and Felfe (2012), defined learning transfer as “the extent to
which participants display desired leadership behaviors they have learned in training (e.g., goal-
setting, feedback, shared vision) on the job more frequently after training” (p. 138). Similarly,
Sorenson (2016) described learning transfer as the degree to which both simple and complex
knowledge, skills (conceptual, interpersonal, or technical; open or closed), and competencies that
were acquired during training are applied to the workplace. Overall, the transfer process can be
viewed as a function of the individual factors, design factors, and organizational factors
(Baldwin & Ford, 1988; Sorenson, 2016).
MANAGER’S LEARNING TRANSFER 24

Predictors of Learning Transfer
Ample research shows that not all knowledge and skills participants learned in training
are implemented in the workplace (Baldwin & Ford, 1988; Burke & Hutchins, 2007). Baldwin
and Ford dubbed this concern the “transfer problem.” Additionally, in their learning transfer
model, they proposed that three conditions need to be considered to acquire a positive learning
transfer: individual differences, design of the training, and organization environment. Van der
Klink, Gielen, and Nauta (2001) concurred with this concept, arguing that learning transfer will
only take place to the extent that trainees are able and willing to use new knowledge and skills on
the job.
Ability, motivation, and personality were considered possible relevant categories of
participant internal characteristics regarding training effectiveness in general (Baldwin & Ford,
1988). Additionally, a study by Franke and Felfe (2012) found that participants with high
motivation are more likely to transfer more than those with low motivation. Burke and Hutchins
(2007) reported participants’ self-efficacy and perceived utility as active influencers in individual
characteristics of learning transfer.
When considering training design and implementation, empirical research indicated
learning analysis, learning goals, content relevance, instructional strategies, and technology
learning as influencers in transfer (Burke & Hutchins, 2007). Organizations that actively
promote the application of learned principles in the work environment will have stronger
learning transfer. Baldwin and Ford (1988) identified supervisory support and opportunity to
perform as work environment influencers; however, a more recent study, by Burke and Hutchins
(2007), identified transfer climate and peer support as additional variables. Peters et al.’s (2014)
study suggested that training effectiveness relies upon the help of the organization. They
MANAGER’S LEARNING TRANSFER 25

emphasized that work conditions must support training requirements. Additionally, they
indicated that an openness to change—known as one element of transfer climate—impacted
transferability to various degrees.
The Clark and Estes Gap Analytic Conceptual Framework
Clark and Estes’s (2008) Knowledge, Motivation, and Organizational Influences
framework was designed to help leaders implementing a problem-solving approach within their
organizations to understand gaps they may be facing in goal performance. The gap analysis
framework examines concepts of knowledge, motivation, and organizational influences (KMO)
as they relate to the stakeholder and the achievement of the performance goal (Clark & Estes,
2008). Each section of the Clark and Estes gap analysis framework will be explored to
determine how knowledge, motivation, and organizational factors that impacted the Hope
Community Services managers’ ability to achieve their goal of 100% of managers would
implement the “inspire a shared vision” practice of exemplary leadership into their daily work
activities by December 2019.
Stakeholder Knowledge, Motivation and Organizational Influences
Knowledge and Skills
Knowledge influences. Krathwohl (2002) identified four types of knowledge, which are
factual, conceptual, procedural, and metacognitive. Factual knowledge generally refers to
knowledge that is necessary information to specific domains. This type of knowledge can
include terminology, definitions, and details that are necessary to effectively perform in a
particular problem of practice (Krathwohl, 2002; Mayer, 2011; Rueda, 2011). An example of
factual knowledge would be to know the general definition of vision from Kouzes and Posner’s
Leadership Challenge program. The second type is conceptual knowledge, which is described as
MANAGER’S LEARNING TRANSFER 26

“knowledge of categories, classifications, principles, generalizations, theories, models, or
structures pertinent to a particular area” (Rueda, 2011, p. 28). An example of conceptual
knowledge would be for managers to know the benefits of applying "inspire a shared vision"
from Kouzes and Posner's Five Leadership Practices. Procedural knowledge allows a learner to
understand how to complete a specific task and may include specific skills, methodologies, and
techniques (Krathwohl, 2002; Mayer, 2011; Rueda, 2011). For example, when a manager knows
how to implement the various steps to “inspire a shared vision,” they have tapped into procedural
knowledge. The fourth type of knowledge is metacognitive. Baker (2006) explained
metacognitive knowledge as the case when learners have awareness of their cognitions, the task
at hand, and about the specific strategies necessary to complete a task. Moreover, such
knowledge consists of both self-reflection and awareness of strengths and limitations particular
to specific activities (Rueda, 2011). A manager understanding how her team responds to her
vision is an example of metacognitive knowledge.
Applying the four types of knowledge in seeking to incorporate the leadership practice
“inspire a shared vision” can be beneficial as it can increase the likelihood of stronger learning
transfer of skills from training to daily work activities. For this study, however, three knowledge
influences were identified. The first knowledge influence is conceptual. The second influence is
procedural knowledge influence, and the third is metacognitive knowledge influence.
Benefits of inspiring a shared vision. With the first conceptual knowledge influence,
managers must understand the benefits of Kouzes and Posner’s “inspire a shared vision”
leadership practice. A manager must go beyond basic knowledge of vision definitions to be able
to transfer their knowledge and skills of vision to the work that they do. Krathwohl (2002)
defined conceptual knowledge as having a strong understanding of the theories, models, and
MANAGER’S LEARNING TRANSFER 27

principles that relate to the goal at hand. Snyder and Graves (1994) proposed that when a vision
is shared among employees, the entire organization is inspired to continue moving forward even
in times of great difficulty. Another benefit of applying “inspire a shared vision” is that it adds
meaning to the organization, which helps employees understand what they are trying to
accomplish as a team (Snyder & Graves, 1994). Additionally, according to the literature on
leadership, when managers gain a strong sense of vision, they increase the trust, admiration, and
confidence of their employees (Ruvio, Rosenblatt, & Hertz-Lazarowitz, 2010).
How to inspire a shared vision. When managers are competent in the procedural
knowledge type, they are knowledgeable in both the techniques and methods for implementing a
vision. Additionally, managers who hold procedural knowledge know when it is appropriate to
implement vision strategies (Krathwohl, 2002). Experts in leadership and vision propose that a
manager carve adequate amounts of time each week to focus on vision development and
implementation (Kouzes & Posner, 2013). Stoner (2014) highlighted three steps to follow when
creating a shared vision: (a) understand the organization’s purpose, (b) identify the values needed
to support the purpose, and (c) create a picture of what it would look like to fulfill the purpose
while staying true to their values.
Assessing strengths and weaknesses. The third type of knowledge influence that has an
impact on a manager’s ability to inspire a shared vision is metacognitive knowledge. This
influence is defined as awareness of one’s own cognition and how it impacts others (Krathwohl,
2002; Rueda, 2011). Having a greater understanding of their own strengths and weakness is
considered a top intrinsic facilitator in learning transfer (Belling et al., 2004). Managers need to
assess their own strengths and weaknesses in their ability to use an “inspire a shared vision”
practice with direct services staff. Moreover, managers need to identify the specific strategies
MANAGER’S LEARNING TRANSFER 28

and interventions that have allowed them to successfully implement “inspire a shared vision” as
well as identify areas they find challenging when trying to inspire vision.
Table 2, below, presents the organizational mission, organizational goal, and information
specific to knowledge influences, knowledge types, and knowledge influence assessments.
Table 2 shows three influences that were considered for this dissertation—conceptual,
procedural, and metacognitive influence. All three were used to gain insight into the vision
knowledge that managers at Hope Community Services possessed.

MANAGER’S LEARNING TRANSFER 29

Table 2
Knowledge Influences, Types, and Assessments for Knowledge Evaluation
Organizational Mission
To provide culturally competent and evidence-based behavioral health services to children and families that
promote hope and emotional well-being.
Organizational Global Goal
By June 30, 2019, Hope Community Services (HCS) is to train 100% of managers on The Leadership
Challenge within their first year of employment.
Stakeholder Goal
By December 31, 2019, 100% of Hope Community Service managers will implement the “inspire a shared
vision” practice of exemplary leadership into their daily work activities.
Knowledge Influence Knowledge Type (i.e.,
declarative (factual or
conceptual), procedural,
or metacognitive)
Knowledge Influence Assessment
Managers need to know the benefits of
applying "inspire a shared vision" from
Kouzes and Posner's five leadership
practices.
Declarative:
-Conceptual

Interview
Managers need to know how to “inspire
a shared vision” with their employees.
Procedural Interview
Managers need to assess the strengths
and weaknesses of their ability to
increase their employees’ performance
with the use of an “inspire a shared
vision” practice
Metacognition Interview

The researcher interviewed participants in semistructured interviews with three goals in
mind. The first goal was to determine if participants knew the benefits they could gain from
using the “inspire a vision” practice of exemplary leadership from the Leadership Challenge
program. The second goal for the knowledge influence was to understand the participants’
MANAGER’S LEARNING TRANSFER 30

perceptions of the various ways they can implement vision strategies into their daily work
activities. The third goal was to gain information on participants’ perceptions as they related to
their strengths and weaknesses with both the understanding and the application of “inspire a
shared vision.”
Motivation
Motivation is a process that allows a person to initiate certain behaviors as well as
maintain them to reach set goals (Clark & Estes, 2008). Elements of motivation are influenced
by both internal and external factors, and thus go hand in hand. Rueda (2011) discussed three
common motivational factors: active choice, persistence, and effort. Similarly, Clark and Estes
(2008) argued that motivation has an impact on three dimensions of one’s work, claiming that
the first relates to whether a person chooses to work on a goal. The second impact relates to the
level of persistence applied for the goal to be achieved. The third motivational impact refers to
the level of mental effort the person wants to use toward their goal (Clark & Estes, 2008). Rueda
identified five motivational principles that have an impact on organizational performance; they
are (a) self-efficacy and competency beliefs, (b) attributions and control beliefs, (c) utility value,
(d) goals, and (e) goal orientations. The two motivational influences identified for this study are
self-efficacy and utility value.
Utility value. Value is how vital an object, person, or situation is to an individual.
Utility value is used to understand whether a person believes a task or activity will help them
achieve a goal. Clark (2003) proposed that a lot of what one does is because one feels that he or
she will gain something valuable at the end of the task or goal completion. Eccles (2005)
maintained that “utility value is determined by how certain activities support the person’s own
goals. Two questions that work together in the expectancy-value theory are “Can I do the task?”
MANAGER’S LEARNING TRANSFER 31

and “Do I want to do the task?” Managers at Hope Community Services can benefit from
increasing their utility value of the “inspire a shared vision” practice. Research on leadership
and vision indicate that the quality of being forward-looking and having a strong vision is the
second-best characteristic admired by employees (Kouzes & Posner, 2013).
Self-efficacy. One form of motivation is self-efficacy—a person’s perception of their
capabilities to initiate and maintain certain behaviors to complete the desired task (Bandura,
1986). Self-efficacy beliefs are significantly impacted by various factors (Rueda, 2011). One
factor is the prior knowledge (mastery) that an individual brings to the task at hand. Another
factor can be the amount of feedback (social persuasions) that the individual has received from
others knowledgeable about the task at hand. Another contributing factor is all the failures and
successes that the individual may have had in seeking the desired goal (Pajares & Rudan, 2006;
Rueda, 2011). Rueda argued that the higher the self-efficacy a person has, among other factors,
the more motivated they will be at task persistence and effort. To effectively “inspire a shared
vision,” managers need to believe they have the knowledge and skills necessary to do so.
Moreover, managers must believe they have the charisma, knowledge, and competence to
successfully use strategies recommended by Kouzes and Posner in The Leadership Challenge
program.
Table 3, below, identifies two motivational influences that focus on self-efficacy and
value. These influences will be used to more fully understand how motivation affects the
managers’ use of the “inspire a shared vision” principle in their daily activities.

MANAGER’S LEARNING TRANSFER 32

Table 3
Motivational Influences and Assessments for Motivation Evaluation
Organizational Mission
To provide culturally competent and evidence-based behavioral health services to children and
families that promote hope and emotional well-being.
Organizational Global Goal
By June 30, 2019, Hope Community Services (HCS) will train 100% of managers on the
Leadership Challenge within their first year of employment.
Stakeholder Goal
By December 31, 2019, 100% of Hope Community Service managers will implement the “inspire
a shared vision” practice of exemplary leadership into their daily work activities.
Assumed Motivation Influences

Motivational Influence Assessment

Utility Value – Managers need to see the value in
applying “inspire a shared vision” techniques and
activities.
Written survey item “Inspire a Shared
Vision” is an important practice to me in my
role as a manager.
(strongly agree, agree, disagree, strongly
disagree)
Self-Efficacy – Managers need to believe they are
capable of effectively applying “inspire a shared
vision” leadership practice with their supervisees.
Written survey item “I feel confident in my
ability to talk about my vision with my staff
during supervision”
(strongly disagree, strongly agree)

Organization
Cultural model influences. Cultural models exist in all organizations and involve a
fluid and dynamic process shaped by employees at every tier of the organizational hierarchy
(Rueda, 2011). Gallimore and Goldenberg (2001) described a cultural model as a shared
understanding of how the world functions that incorporates both cognitive and behavioral
aspects. Furthermore, a cultural model can be expressed both consciously and unconsciously
MANAGER’S LEARNING TRANSFER 33

and often shows up as a shared vision and espoused values, artifacts, and rules (Rueda, 2011;
Schein, 2017). A cultural model is what distinguishes one organization from another and helps
to guide its practices.
A culture of transformational leadership. Effective leaders can support an
organization by removing ineffective behavioral patterns and replacing them with ones more
aligned with the organizational goals. Research by McColl-Kennedy and Anderson (2002)
demonstrated that transformational leadership has been positively correlated with follower
performance and organizational success. Similarly, research by Zagorsek et al. (2004) supports
the concept that when transformational leadership exists in an organization, the result is a
combination of increased productivity, higher job satisfaction, and higher organizational
commitment. Furthermore, during times of organizational change and uncertainty,
transformational leadership can have a significant impact on moving employees toward a shared
vision (Holten et al., 2014). Hope Community Services needed to create and maintain a culture
of transformational leadership to support managers’ performance goals of implementing an
“inspire a shared vision” practice in their work setting.
A culture of a shared vision. Research by Kouzes and Posner (2012) identifies a shared
vision as a core contributor to the success of both a leader and an organization. Inspired by a
shared vision, people’s behaviors can be guided toward successful organizational performance.
A large study conducted by Taylor et al. (2014) of 300 nonprofit organizations demonstrated a
positive correlation between visionary behaviors and organizational effectiveness. Hope
Community Services needed to create and maintain a culture in which managers would have
opportunities to apply “inspire a shared vision” activities.
MANAGER’S LEARNING TRANSFER 34

Cultural settings influences. Cultural settings, also known as the social contexts, are
best described as the visible aspects of what takes place within an organization. Like cultural
models, cultural settings are fluid and can change and thereby create new cultural settings
(Rueda, 2011). Cultural settings such as work processes and material resources that are lacking,
inefficient, or misaligned with the organization’s goals may lead to significant problems and
failure (Clark & Estes, 2008).
Positive transfer climate. Machin and Forgaty (2003) argued that a transfer climate
refers to ‘‘aspects of the work environment as an opportunity to what has been learned on
training courses, and a range of subtle cues in the work environment that enhance or inhibit
transfer’’ (pp. 52–53). Moreover, a series of research studies have found that managers in
favorable organizational climates with strong support have a higher tendency to apply new
knowledge to the work setting (Baumgartel et al., 1984). A study conducted by Peters et al.
(2004) determined the importance that social support from peers in the organization has in the
transfer of learning. Hope Community Services needed to produce a transfer climate by creating
opportunities, facilitating support, and providing resources so managers could successfully apply
“inspire a shared vision” activities in their work settings.
Supervisor support. Researchers often argue that supervisors play a critical role in the
positive learning transfer of training (Baldwin & Ford, 1988). This idea stems from the belief
that supervisors are a good source of performance feedback for their employees. Cromwell and
Kolb (2004) stated that supervisors provide various forms of feedback in addition to
encouragement, and guidance by applying new knowledge and skills to various situations
(Elangovan & Karakowsky, 1999). Several studies have confirmed the importance that
supervisors and managers play in learning transfer and achieving outcomes. A qualitative study
MANAGER’S LEARNING TRANSFER 35

by Lim and Johnson (2001) found that discussion between a supervisor and an employee, a
supervisor’s familiarity with the training content, and positive feedback from the supervisor
contribute to positive learning transfer.
Table 4, below, identifies organizational influences that focus on cultural models and
cultural settings. These influences were used to evaluate the relationship between organizational
influences and learning transfer of “inspire a shared vision” practice from the Leadership
Challenge to the work setting.

MANAGER’S LEARNING TRANSFER 36

Table 4
Organizational Influences and Assessments for Organization Evaluation
Organizational Mission
To provide culturally competent and evidence-based behavioral health services to children and families
that promote hope and emotional well-being.
Organizational Global Goal
By June 30, 2019, Hope Community Services (HCS) is to train 100% of managers on the Leadership
Challenge program within their first year of employment.
Stakeholder Goal
By December 31, 2019, 100% of Hope Community Service managers will implement the “inspire a shared
vision” practice of exemplary leadership into their daily work activities.
Assumed Organization Influences

Organization Influence Assessment

Cultural Model Influence 1:
The organization needs to have a buy-in to the concept
of vision.
Survey
Cultural Model Influence 2: The organization needs
to create a culture of transformational leadership.

Survey
Cultural Setting Influence 1: The organization needs
to create a positive transfer climate environment once
the training has been completed.

Survey and interview
Cultural Setting Influence 2: The organization needs
to create a culture where managers feel a level of
support from supervisors.
Survey and interview

Conceptual Framework: The Interaction of Stakeholders’ Knowledge and
Motivation and the Organizational Context
A conceptual framework is a necessary component of any research study. Maxwell
(2013) described it best as a collection of ideas, concepts, and beliefs that the researcher intends
MANAGER’S LEARNING TRANSFER 37

to explore in their study of inquiry. Also known as theoretical framework or idea context, a
conceptual framework helps the researcher illustrate critical relationships between the elements
of their tentative theoretical model (Maxwell, 2013). Another way to describe a theoretical
framework is by seeing it as the underlying structure that informs the researcher’s study
(Merriam & Tisdell, 2016). In this study, the researcher utilized the Clark and Estes Gap
Analysis as the main foundation of the study’s conceptual framework.
The purpose of this study was to conduct an evaluation of knowledge, motivation, and
organizational barriers that impacted learning transfer from the Leadership Challenge training for
managers at Hope Community Services. Each of these three influences has the potential of
positively impacting a manager’s ability to transfer their learning to their daily work activities.
Therefore, Clark and Estes (2008) argued that, for successful goal achievement to take place in
the organization, all three influences must exist and align with each other. For this reason, it was
the goal of this researcher to demonstrate the critical relationships between knowledge and skills,
motivation, and organizational factors, and how they interact with each other to affect managers’
abilities to apply what they learned in training to their daily work activities. In the following
section, each factor is explored individually and in detail.
MANAGER’S LEARNING TRANSFER 38

Figure 1. The interactive conceptual framework diagram.
In Figure 1, above, the blue circle represents Hope Community Services. Within this blue circle
are the cultural settings and models that have been identified in the research as critical
organizational influencers. These influencers are described as the following: a positive training
Hope Community Services
Cultural Settings and Cultural Models
(Positive training climate, established support for
managers, manager buy-in, leadership culture amongst
the organization)

Hope Community Services
Managers
Conceptual, procedural, and
metacognitive knowledge and
skills related to learning transfer
of “inspire a shared vision” and
self-efficacy and utility value in
relation to the implementation
of behaviors associated with
vision.

The stakeholder goal for managers
is to incorporate “inspire a shared
vision” practices in their
managerial activities and
interactions with team members by
December 31, 2019.
MANAGER’S LEARNING TRANSFER 39

climate, established support for managers, necessary manager buy-in, and a need for the
development of a leadership culture at Hope Community Services. The orange circle highlights
the primary stakeholders, which are the managers of Hope Community Services. Also within the
orange circle are the identified knowledge and skills and motivation influencers for the
managers. It is important to note that the orange circle lies inside the blue circle because the
stakeholders—managers—are employees of Hope Community Services and are directly
responsible for ensuring that the organizational goal is met, as they are the ones that need to
attend the training. The arrow points to a yellow rectangle that symbolizes Hope Community
Services’ stakeholder goal, which is for Hope Community Services (HCS) managers to
incorporate “inspire a shared vision” practices in their managerial activities and interactions with
team members by December 31, 2019.
The Gap Analysis framework was developed by Clark and Estes (2008) to help leaders
identify the specific knowledge and skills, motivation, and organizational factors that have an
impact on organizational and stakeholder goal achievement. Managers must meet their
stakeholder goal of implementing “inspire a shared vision” practice into their daily work setting
activities. However, for this goal to be reached, proper learning transfer must occur. An
influencer that has a direct impact is for managers to have a positive learning climate. Another
influencer—knowledge—is that managers need to know the benefits of vision. Managers’
motivation also plays a role in their ability to meet their own goals, as they must have buy-in to
what vision can do to support organizational outcomes. Organizational influencers play an
equally important role in the managers’ abilities to meet their stakeholder goals. If the
organization is not providing adequate support once managers have completed their training and
MANAGER’S LEARNING TRANSFER 40

are not providing sufficient resources, it will be difficult for them to have a positive learning
transfer, which then interferes with their ability to meet their stakeholder goals.
Summary
The purpose of this study was to conduct an evaluation in the areas of knowledge,
motivation, and organizational factors that impact learning transfer of “inspire a shared vision”
from the Leadership Challenge training to the work setting for managers at Hope Community
Services. Chapter two defined leadership and outlined the history of leadership training
programs. Next was an in-depth review of transformational leadership and relationship to
employee performance and organizational effectiveness. The literature then described the
emergence of leadership development programs and identified learning transfer as an essential
process in the outcome of the training. Chapter two closed with a description of the Clark and
Estes’s (2008) Gap Analytic Conceptual Framework. Chapter three will introduce the
researcher’s methodological approach in this study, which sought to evaluate the knowledge and
skills, motivation, and organizational influencers as they related to the learning transfer of
“inspire a shared vision” from training to work setting.

MANAGER’S LEARNING TRANSFER 41

Chapter Three: Methodology

The purpose of this study was to evaluate the knowledge, motivation, and organization
influences in relation to managers’ learning transfer of “inspire a shared vision” practice from the
Leadership Challenge program to their work setting. This chapter will describe the selected
research design, methods, and materials for this study in order to answer the research questions
of the study. The research questions for this study are as follows;
1. To what extent are the Hope Community Services managers meeting their goal of
applying an “inspire a shared vision” practice in their work setting?
2. What are the Hope Community Services managers’ knowledge and motivation
related to the learning transfer of an “inspire a shared vision” practice from the
Leadership Challenge training to their work setting?
3. What is the interaction between Hope Community Services' organizational culture
and context and Hope Community Services’ knowledge and motivation as they
relate to achieving the goal of 100% of managers implementing an “inspire a
shared vision” in their work setting?
4. What are the recommendations for Hope Community Services' organizational
practice in the areas of knowledge, motivation, and organization as they relate to
learning transfer?
The first section begins with a brief description of the key stakeholders for this study.
The next section describes the survey and interview sampling criteria and rationales, followed by
an explanation of choices. The next section provides details for how data were collected from
both the survey and the interviews. The final section describes the data analysis methods
selected for this study.

MANAGER’S LEARNING TRANSFER 42

Participating Stakeholders
For this study, the stakeholder population of focus consisted of the Hope Community
Services’ managers at all levels of the organizational management chart within all five regions of
the organization. The regions in the organization are Orange, Los Angeles, Modesto,
Sacramento, and San Francisco. The organization was comprised of a total of 197 managers and
included the following management positions; CEO, vice president, regional executive directors,
clinic directors, assistant clinic directors, clinical program managers, and program coordinators.
Survey Sampling Criteria and Rationale
Criterion 1. For Hope Community Services managers to be considered as participants of
this study, they needed to have completed the Leadership Practices Inventory (LPI) assessment
before participating in the 2-day Leadership Challenge training. Completion of the LPI
assessment was a necessary criterion that allowed all participants to have received the same level
of exposure to the Leadership Challenge model. Additionally, the LPI assessment was a required
component of this specific leadership program and was required before completing the 2-day
training. The LPI was developed by Kouzes and Posner (2013) and is an assessment that allows
every leader with the opportunity to self-reflect and evaluate core leadership skills and behaviors.
Additionally, the LPI allows the leader to receive valuable feedback from those around them
willing to support their leadership development. The assessment consists of 30 behavioral
statements with six stemming from each of the Five Practices of Exemplary Leadership.
Criterion 2. The second criterion for participants was the completion of the 2-day
Leadership Challenge training program while employed at Hope Community Services.
Completion of the leadership training was a required component to determine the specific
MANAGER’S LEARNING TRANSFER 43

knowledge, motivation, and organizational influences within Hope Community Services, as the
only leadership program that the organization endorsed.
Survey Sampling (Recruitment) Strategy and Rationale
The sampling strategy of choice was a census approach. The researcher worked
collaboratively with one of the organization’s Learning and Development (L&D) staff to
coordinate the email blasts that were to be delivered to the management team. A phone
conference was held between the L&D contact person and the researcher due to location
restrictions. Details with regard to the survey were exchanged, and dates were scheduled for the
dissemination of the study survey. A total of 157 managers received an email on April 9, 2019,
from the organization’s L&D contact person containing the Survey Monkey link, which was in
the English language. Accommodations for other languages were not required for the identified
study participants. In the email, participants were provided with information on the purpose of
the survey as well as the link. In order to reduce possible bias, participants were informed that
the researcher was a member of the management team, but no name was disclosed. Participants
were initially given 1 full week to complete the survey. A reminder email was sent by the L&D
contact person on April 15 encouraging participants to complete the survey if they had not done
so already. The purpose of the reminder email was to increase the completion rate in order to
obtain as much data as possible. Then, on April 19, 2019, participants received an additional
email from the L&D contact person to notify them that the survey had been extended for one
additional week, until April 26, 2019. The extension was due to the low response rate received
in the first week.
The researcher proceeded by surveying only the managers trained in the Leadership
Challenge program. With their participation in the leadership training, they were considered the
MANAGER’S LEARNING TRANSFER 44

only stakeholders that could provide insightful information that would help answer the research
questions. The survey included screening questions at the beginning that were specific to the
two criteria discussed above. This process permitted the researcher to ensure that no surveys
were sent in error to managers not trained in the Leadership Challenge. The survey was
disseminated at the beginning of the collection process to ensure that participants had enough
time to complete and submit them. By design, survey questions primarily focused on motivation
and organizational findings, whereas interviews focused on the knowledge findings. Due to time
constraints with participants not able to dedicate an extended amount of time on surveys, the
researcher pursued aggregate data for the motivation and organizational influences.
Interview Sampling Criteria and Rationale
Criterion 1. The first criterion required for the interview sampling was that managers
complete the Leadership Practices Inventory (LPI) Assessment. The assessment was required as
a first step to the Leadership Challenge training. The criterion was necessary, as it assured that
all participants to had the same level of exposure to the Leadership Challenge training.
Additionally, the LPI assessment is a mandatory activity in the Leadership Challenge training.
Criterion 2. Another criterion for the interview sampling was that Hope Community
Services managers complete the 2-day Leadership Challenge. The training needed to have been
taken while employed at Hope Community Services. The reason for this required criterion was
so that trained managers had insightful information and knowledge that would answer the three
research questions.
Interview Sampling (Recruitment) Strategy and Rationale
For the interview sampling strategy, the researcher attempted to pursue a purposeful
sampling approach. Creswell (2014) argued that a researcher should purposely select
MANAGER’S LEARNING TRANSFER 45

participants or sites that can best answer the research questions and shed more light on the
research problem. Additionally, in qualitative studies with only a limited number of sites, the
recommended approach is purposeful (Maxwell, 2013). Most importantly, a purposive approach
was pursued in this study because the researcher wanted to gain insight into how knowledge,
motivation, and organizational resources impacted the participant’s ability to apply the new
knowledge and skills to their work setting. Merriam and Tisdell (2016) stated that a researcher
uses purposeful sampling when the goal is to discover, comprehend, and gain perspective.
Given that Hope Community Services only had five regions, purposeful sampling seemed
to be the most appropriate approach for this study. A total of 10 interviews were conducted.
Participants were given the option of doing Skype or phone interviews. One participant
requested to complete the interview in person; the remaining nine participants preferred to be
interviewed over the phone. The interviews were semistructured and included open-ended
questions.
Additionally, participants who were interviewed were a subset of those surveyed in the
census. Qualitative interviews can be few with the primary intention of exploring participant
views and opinions (Creswell, 2014). For this study, the researcher attempted to complete as
many as 10 to 14 interviews; however, only 10 were secured. Interviews took place within 1 to 2
weeks of receiving the surveys. Interview participants were identified through the survey that all
trained managers received. In the survey, participants were invited to participate in a
confidential, informal interview. Survey participants were informed that the interviews were
voluntary and that they would increase the researcher’s understanding of how the Leadership
Challenge training was being perceived and experienced by Hope Community Services’
managers.
MANAGER’S LEARNING TRANSFER 46

Additionally, they were informed that they were in an ideal position to give valuable
information from their perspective. Those interested in participating were encouraged to contact
the researcher via the work email. Once the participants reached out to the researcher, a
summary was provided on the interview process, questions were answered, and a date and time
were scheduled for each one based on their availability. The researcher deliberately dedicated
the majority of the interview questions to the knowledge influences. The researcher was
interested in obtaining a deeper understanding of the interviewees’ own assessment of gaps in
conceptual, procedural, and metacognitive knowledge influences. One question on motivation
and three questions on organizational influences were added to increase triangulation with self-
efficacy and cultural setting influences.
Explanation for Choices
The researcher decided not to pursue qualitative observations for this study. A qualitative
observation occurs when a researcher decides to write detailed field notes on the things and
behaviors they hear and see in the natural setting (Creswell, 2014). The researcher’s reason for
not pursuing this type of data collection was primarily due to limitations with access to the
eligible participants in various regions. The organization’s five regions are all located up and
down the coast of California, and it would not have been feasible for this researcher to travel to
all sites and conduct observations.
Additionally, it would be difficult to maintain consistency with the observation process as
the researcher would only be able to travel to one or two regions in the organization. However,
if this researcher had pursued field observations, then a couple of elements would have been
considered. The first element would be that the observations would only have taken place in the
MANAGER’S LEARNING TRANSFER 47

Los Angeles and Orange regions. Conducting observations in other regions would be highly
unlikely as the researcher would not be able to travel to farther regions during work hours.
Data Collection
An explanatory sequential mixed-methods design was used to study the extent to which
knowledge, motivation, and organizational influences played a role in the process of the learning
transfer of “inspire a shared vision” from the Leadership Challenge training to the work setting.
The first phase included a quantitative survey of the target population; the second phase
consisted of 10 interviews from survey participants that volunteered for interviews.
Surveys. Survey research is an essential component of the Explanatory Sequential
Mixed Methods design as it allows the researcher to analyze data gathered from it and then
describe in more depth through the qualitative data Creswell (2014). Surveys are an appropriate
data collection method to use when the researcher wishes to obtain a numeric description of the
needs, attitudes, or opinions of a population (Creswell, 2014). The survey used in this study was
a single-stage as the researcher had full access to the managers needed for this study. Hope
Community Services employed 197 managers across all five regions, with 157 having completed
the training. Due to the large population size, it was advantageous to implement surveys to
obtain a strong representation of the managers’ perceptions of their knowledge and motivation as
it relates to the transfer of learning from the Leadership Challenge training to their work setting.
Similarly, distributing the survey to all trained managers allowed the researcher to gather
extensive information that shed light on the organizational resources and possible deficiencies
that relate to the transfer of learning from the 2-day leadership training to their work setting.
Logistically, surveys allow for an immediate turnaround in data collection and t are inexpensive
to create (Creswell, 2014). In addition to the quick turn-around time and low cost, the researcher
MANAGER’S LEARNING TRANSFER 48

had the opportunity to receive valuable information on the managers’ perceptions because the
survey allowed for anonymity within the participants.
Survey instrument. The Survey Monkey instrument used in this research study was
created by the researcher and included a total of 23 questions (see Appendix A). Managers at
Hope Community Services were often tasked with many tight deadlines and responsibilities, and
for this reason, the researcher opted not to create a survey that would require many narrative
responses. Therefore, most of the questions were closed-ended to increase the probability of
receiving a high number of completed surveys. The survey questions were based on the
literature review highlighting predictors of learning transfer and generalization, such as trainees’
internal characteristics and environmental favorability. The style of measurement for the
responses was a combination of open-ended, nominal, interval, ration, and ordinal. The survey
began with three demographic questions that were fill-in questions. Two survey questions were
open-ended. There were a total of 15 questions with response options of strongly agree, agree,
disagree, and strongly disagree. One question from the survey had response options of 10+
times, 7–9 times, 4–6 times, 1–3 times, and 0.
Survey procedures. In an Explanatory Sequential Mixed Method design, the researcher
is required to collect data in two distinct phases. The first phase involves a sizeable quantitative
sampling. The second phase is intended to be a more purposeful qualitative approach (Creswell,
2014). The researcher aimed toward a census approach in which all trained managers in the
organization were first asked to complete the survey instrument. The researcher collaborated
with the organization’s learning and development point of contact person for the dissertation
email distribution. The survey instrument was then delivered to all 157 managers via a group
email blast. Initially, participants had one week to complete the survey starting April 9, 2019,
MANAGER’S LEARNING TRANSFER 49

and ending April 17, 2019. Once the survey email was disseminated to all participating
managers, the survey completions were monitored daily to determine if additional reminders
needed to be sent out or whether an extension to complete them needed to be considered. A
reminder email went out on April 15 in order to increase completion rates. Once the researcher
evaluated the number of completed surveys, a decision was made to extend the survey 1
additional week. All survey participants were informed by the learning and development contact
person on April 19, 2019, that the survey would be extended for one additional week and that the
final deadline would be April 26, 2019. All participating managers had English proficiency and
did not require the survey instrument to be translated into other languages.
Lastly, the focus of knowledge, motivation, and organizational influences (KMO)
framework on the survey instrument was toward all three influences; however, the majority were
on motivation and organizational influences. The decision was made to take this approach as the
researcher was interested in having a collective perspective on the factors that had an impact on
managers’ motivation to apply the information learned in their training as well as the
organizational influences that were facilitating or impeding learning transfer. Two questions
were reserved for knowledge influences. Nine questions were dedicated to motivation
influences, and the remaining seven were on organizational influences.
Interviews. After collecting survey results, the researcher obtained qualitative data in the
second phase of data collection. This approach is ideal because gathering data from interviews
reduces any bias that can result from a single methods approach (Maxwell, 2013).
Semistructured individual interviews were the data-collection method of choice for this study
primarily because the researcher wanted to have the flexibility of asking probing questions to
responses that could provide more context or meaning. Other qualitative methods were not
MANAGER’S LEARNING TRANSFER 50

utilized as the researcher also acquired data from a quantitative survey. Another reason for not
selecting observations or documents was that participants and documents were in regions that
were not accessible to the researcher. The interviews focused on the knowledge, motivation, and
organizational influences of the KMO framework. The questions allowed for exploration in
understanding how the participants’ knowledge and perceptions of post-training environment
related to learning transfer.
Interview Protocol. The researcher incorporated a semistructured interview design. The
semistructured design can be implemented when the researcher is seeking a less formal interview
process (Merriam & Tisdell, 2016). The researcher considered this approach the best for a
couple of reasons. One reason is that the researcher would have the opportunity to ask probing
questions about responses that might require further exploration and understanding. Another
reason was to give the researcher the flexibility to ask additional questions based on where the
conversation went. The interview questions were comprised of all three knowledge, motivation,
and organizational influences from the KMO framework. Interview questions were comprised of
the following types of questions: (a) experience and behavior, (b) knowledge, and (c) opinion
and value. Such questions allowed the researcher to understand how knowledge, motivation, and
organizational influences related to the managers’ learning transfer from training to work setting.
Knowledge, motivation, and organizational influences were selected because the researcher has
an interest in developing proper recommendations for the organization on ways to increase
learning transfer for future leadership development programs.
Interview Procedures. The semistructured interviews were conducted while the
quantitative surveys were being collected and analyzed. The interviews began on April 16,
2019, and continued until May 7, 2019. A total of 10 interviews were conducted during the
MANAGER’S LEARNING TRANSFER 51

qualitative phase. Participants from the various regions were interviewed—except participants in
the region to which the researcher belonged. Each interview was conducted in English and
lasted less than an hour. The average time in interviews was 9 hours. Before the interviews, the
researcher requested that participants arrange for a private space to ensure their confidentiality.
The researcher utilized her office and turned on a sound-maker machine to secure their
confidentiality. One interview was conducted in person, and the remaining nine took place over
the phone. Phone interviews were necessary due to the distance between the researcher and
participants. It was not possible to drive or fly to three of the five regions located in California to
conduct in-person interviews. During the interviews, the researcher utilized a pre-purchased
recording device as well as wrote down as much as possible with pen and paper. These two
methods of recording ensured that everything said during the interview was recorded for further
data analysis (Merriam & Tisdell, 2016).
Data Analysis
The researcher incorporated a mixed-methods research approach in this study. A mixed-
methods research approach involves collecting, analyzing, and integrating both qualitative and
quantitative data (Creswell, 2014). The researcher was explicitly interested in gathering both
quantitative and qualitative data to gain a more in-depth understanding of how the knowledge,
motivation, and organizational influences related to the problem of managers’ learning transfer
from the Leadership Challenge training to their work setting.
In the first phase of data analysis, descriptive statistical analysis was conducted once all
survey results were submitted. Frequencies were calculated for all the surveys collected. Also,
the means and standard deviations were presented to identify the average levels of responses.
MANAGER’S LEARNING TRANSFER 52

For the semistructured interviews, data analysis began during data collection. As each
interview was completed, they were submitted to www.rev.com, an online transcription
company. As each interview transcription was made available, the researcher began the coding
process. In the first phase of the qualitative analysis, the researcher used open coding, looked for
empirical codes, and applied a priori codes from the conceptual framework. The second phase of
analysis was conducted where empirical, and a priori codes were aggregated into analytic/axial
codes. In the third phase of data analysis, the researcher identified pattern codes and themes that
emerged concerning the conceptual framework and study questions. The sequence of analysis
starting with quantitative data analysis, and then proceeding with qualitative data analysis
supported by answering the research questions proposed in this study and neutralized the biases
and weaknesses that could result from each of the methods (Creswell, 2014).
Credibility and Trustworthiness

During the qualitative data collection phase, the researcher strived to increase credibility
and trustworthiness. Maxwell (2013) highlighted the use of verbatim transcripts as a reliable
source of rich data and to increase credibility. To obtain rich data, the researcher in this study
used a recording device during every interview. The recording device turned on immediately
after the greeting and was turned off when respondents stated that they had no additional
information to share. A second recording device was readily available in case the primary
recording device stopped functioning. The data in the recording device was then transcribed
through a professional transcribing company, REV. A second strategy that was used in this
study was triangulation. Maxwell (2013) defined triangulation as a process of gathering
information from multiple sources. The two methods used in this study included a quantitative
survey and semistructured interviews. The researcher analyzed the data collected from the
MANAGER’S LEARNING TRANSFER 53

surveys and followed up with individual interviews to better understand the themes developed in
the surveys. Although a qualitative study cannot be replicated and yield the same results,
specific strategies can be used to increase its trustworthiness (Merriam & Tisdell, 2016). One
strategy that the researcher used was an ongoing review of the dissertation paper. Continuously
reviewing the paper allowed the researcher to carefully follow the steps proposed in chapter
three.
Reliability and Validity
A primary goal in quantitative studies is to reduce the error to increase reliability
(Salkind, 2017). For the quantitative section of the mixed-methods study, the researcher took
several precautions to reduce error and thereby increase reliability. One effort was to create only
one set of instructions for all participants in the five regions that were going to complete the
survey instrument. The researcher included two questions that addressed knowledge influences
and nine questions that were specific to motivation influences. The remaining seven questions
focused on addressing organizational influences. Salkind argued that the higher the number of
items there are, the more likely it will be that the questions will be reliable.
Additionally, the researcher reviewed all 23 survey questions to detect any that could
have been confusing to participants and requested the feedback of experts and classmates. Also,
the researcher completed detailed literature reviews to observe approaches to increasing
reliability. When a survey instrument has high validity, it can be assumed that it measures what
it is intended to measure (Salkind, 2017). For this study, content validity was a primary focus
because it was crucial that the questions in the survey instrument were assessing knowledge,
motivation, and organizational influences. The researcher pursued feedback from research
experts at the University of Southern California. The researcher also sought feedback from
MANAGER’S LEARNING TRANSFER 54

peers. Lastly, the researcher explored the literature review to determine common questions in
this study of practice.
Ethics
Qualitative researchers must adhere to guidelines set out by the institutional review board
(IRB) in order to gain trustworthiness and credibility in the research community (Merriam &
Tisdell, 2016). At the core of these guidelines are informed consent and due diligence to protect
human participants from any potential harm as well as to protect their confidential information
(Krueger & Casey, 2009).
This study included both quantitative and qualitative data from Hope Community
Services managers at all levels of the organizational chart. Because the study involved human
participants, the first step the researcher took was to provide all participants with a written
informed consent form before the commencement of data collection. The informed-consent
form was available in the English language since all participants were English proficient. As
suggested by Krueger and Stacey (2009), informed consent notifies the participants that the study
is entirely voluntary, and therefore, they can withdraw at any point in the study.
Additionally, rewards and risks related to their participation in the study were detailed in
the informed consent. The researcher included a statement in the informed consent that there
were no incentives or rewards for their participation in the study. Information regarding the
researcher’s efforts to maintain full confidentiality of their identity was detailed on the informed
consent. Lastly, Patton (2015) maintained that it is essential to notify the research participants of
the nature and purpose of the study. This researcher ensured this information was included in the
written informed consent. The researcher briefly explained that the purpose of this study was to
evaluate areas of knowledge, motivation, and organizational factors that have an impact on
MANAGER’S LEARNING TRANSFER 55

learning transfer of an “inspire a shared vision” practice from the Leadership Challenge training
for managers at Hope Community Services.
Once informed consent forms were distributed to all study participants and the data
collection phase began, the researcher took various precautionary measures to protect the
confidentiality of the study participants. The organization had approximately 197 managers in
the five regions throughout California. The researcher had close working relationships with the
16 managers belonging to the Southern California region. During the time of the study’s data
collection phase, some managers were superior to the researcher, while others were either on the
same level or below. Anticipated risks included some managers feeling uncomfortable
answering questions and having their names associated with their responses. Another risk
related to participants feeling coerced to participate in the study. Glesne (2015) asserted that
participants have a legitimate right to expect the researcher to preserve their anonymity. To
comply with this right, this researcher only completed interviews and observations with
participants in the other four regions. Also, the researcher maintained all data collected in a
locked box, and the box was kept in a locked safe at the home of the researcher. No one had
access or codes to the locked safe other than the researcher.
To avoid role confusion of researcher and employee, the researcher reminded participants
often throughout the study of her researcher role when data was being collected.
As an individual with more than 11 years of experience in leadership and exposure to
leadership development programs and training, this researcher could have entered this study with
biases and assumptions. There was a possibility that the researcher could have had a different
understanding or beliefs of what leadership and vision are as well as of how to carry out
behaviors related to these two concepts. The researcher did her best to be diligent in this
MANAGER’S LEARNING TRANSFER 56

process, stayed as objective as possible, and only brought to this study her knowledge that
pertained to transformational leadership and the Leadership Challenge program.

MANAGER’S LEARNING TRANSFER 57

Chapter Four: Results and Findings
This study evaluated the degree to which Hope Community Services is meeting the goal
of having 100% of managers implement both the “inspire a shared vision” practice of exemplary
leadership into their daily work activities by December 2019 and the learning transfer from the
Leadership Challenge two-day training to a work setting. The questions that guided this
evaluation study were:
1. To what extent are the Hope Community Services managers meeting their goal of
applying a “inspire a shared vision” practice in their work setting?
2. What are the Hope Community Services managers’ knowledge and motivation
related to learning transfer of “inspire a shared vision” practice from the
Leadership Challenge training to their work setting?
3. What is the interaction between Hope Community Services' organizational culture
and context and Hope Community Services’ knowledge and motivation as they
relate to achieving the goal of 100% of managers implementing “inspire a shared
vision” in their work setting?
4. What are the recommendations for Hope Community Services' organizational
practice in the areas of knowledge, motivation, and organization influences?
As detailed in Chapter three, a mixed-methods approach was used for this study. One
survey consisting of quantitative and qualitative data was administered during the study. Also,
semistructured interviews were conducted with managers that volunteered after completing the
survey. When combined, this information sheds light on gaps that have an impact on the proper
learning transfer of managers from the Leadership Challenge training to the work setting.
MANAGER’S LEARNING TRANSFER 58

This chapter begins by describing the stakeholders, managers trained in the Leadership
Challenge, and is followed by a discussion of how the surveys and interviews were administered.
A review of the data analysis, along with the results and findings, is then presented.
Participating Stakeholders
To better understand the knowledge, motivation, and organizational influences that have
an impact on learning transfer, managers were identified as the primary stakeholders. As
described in the methodology chapter, a quantitative survey comprised of 23 questions was
administered through internal email to pre-selected candidates, which resulted in 47 managers
completing the survey for an overall participation rate of 29%.
Figure 2 shows the participants in the study by indicating the number of years managers
had been employed at Hope Community Services. The survey revealed that the majority (30%)
of participants had been employed with Hope Community Services between 1 and 5 years with a
mean of 3.14 years. Another 28% of participants responded with 16 or more years employed.
The mean for this group was 20.69 years. A total of 23% of participants fell into the 11 to15
years category; this group had a mean of 13 years employed. The last group of participants
(19%) reported being employed between 6 and 10 years with a mean of 8 years employed. A
significant observation made was the mean of 11.19 years for all 47 participants, which may
reflect long-term commitment with the organization.
Additionally, Figure 3 highlights the number of years the participants had been employed
in a managerial role at Hope Community Services. The majority (55%) of participants indicated
they had been in a managerial role between 1 and 5 years with a mean of 3.11 years. This group
had the most influence on the data and brought their perspective as fairly new managers in the
organization. Fifteen percent of the participants were employed between 6 and 10 years; the
MANAGER’S LEARNING TRANSFER 59

mean for this group was 9 years. Another 15% of participants reported working between 11 and
15 years in a managerial role, with a mean of 13.14 years. The last group of participants stated
being in a managerial role for 15 or more years. The mean for this group was 20 years
employed.
Lastly, Figure 4 details when managers completed the Leadership Challenge training. Of
the 47 participants, a total of 22 (47%) completed the training 4 years previously, which
indicated that they had been exposed the longest to the concept of “inspire a shared vision.”
Fourteen (30%) of the 47 participants reported completing the study 3 years previously, while
nine (19%) said they had completed the training 2 years prior.
Moreover, semistructured individual phone interviews were conducted with 10 volunteers
gained from the survey. Phone interviews were recorded, and notes were taken by the researcher
to capture detailed information shared by the participants. Completed interviews were then
transcribed, coded, and analyzed. Pseudonyms were used for all interview participants to secure
their confidentiality.

Figure 2. Description of participants in the evaluation study-years employed.
0
2
4
6
8
10
12
14
16
1-5 years 6-10 years 11-15 years 16 + years
Years Employed at Hope Community Services
# of years
MANAGER’S LEARNING TRANSFER 60

Figure 3. Description of participants in the evaluation study-years in management at HCS.

Figure 4. Description of participants in the evaluation study-years since completion of
Leadership Challenge training
Results and Findings for Stakeholder Goal
Survey data were collected to determine the extent to which Hope Community Services
managers’ were meeting their goal of applying an “inspire a shared vision” practice in their work
setting by December 31, 2019. Question 7 required participants to identify the number of times
0
5
10
15
20
25
30
1-5 years 6-10 years 11--15 years 16+years
Years in Management at HCS
# of Managers
0
5
10
15
20
25
1 year ago 2 years ago 3 years ago 4 years ago
Years Since Completion of Leaderhsip Challenge
Training
Time (years)
MANAGER’S LEARNING TRANSFER 61

they had applied “inspire a shared vision” leadership practice in their work setting since the
completion of the 2-day Leadership Challenge training. All 46 participants that responded to this
question stated that they had applied “inspire a shared vision” in their work setting, ranging
anywhere from 1 to 3 times to 10+ times. One participant skipped Question 7. Of the 46
participants, more than half (56.52%) reported using “inspire a shared vision” 10 or more times
while another 26.29% used it seven to nine times. Additionally, 10.87% of participants used the
leadership practice between four to six times, and the remaining 6.52% between one and three
times. Overall, the survey data demonstrate the stakeholders are successfully meeting their goal
of incorporating “inspire a shared vision” leadership practice into their work setting. Figure 5
provides a visual representation of the responses to Question 7.

Figure 5. Results of survey question 7.

MANAGER’S LEARNING TRANSFER 62

Results and Findings for Knowledge Influences
Knowledge Gaps
Data relevant to conceptual knowledge influences identified in the literature review were
collected and analyzed. Below are three knowledge influences with indications as to whether a
gap was validated.
Conceptual knowledge. Managers need to know the benefits of applying "inspire a
shared vision" from Kouzes and Posner's five leadership practices. Krathwohl (2002) defined
conceptual knowledge as having a strong understanding of the theories, models, and principles
that relate to the goal at hand. Next is a summary of the qualitative findings relevant to
conceptual knowledge influence.
A gap was not validated for conceptual knowledge influence. Managers in the semi-
structured interviews understood the benefits of applying “inspire a shared vision” by providing
various examples applicable to their work setting. Ten managers participated in semistructured
interviews. Question 7 explored whether participants believed there were benefits to applying
“inspire a shared vision” exemplary practice of leadership from Kouzes and Posner’s Leadership
Challenge model. Nine of the 10 managers interviewed identified at least one benefit to using
the “inspire a shared vision” leadership exemplary from Kouzes and Posner’s Leadership
Challenge model as a strategy in their role as managers. An emerging theme resulting from
responses of four interviewees pertained to helping the team continue to be inspired and
motivated. Interviewee 4 stated:
I think if you start with showing people how it fulfills our mission, how it is integral to it,
then I think everybody can get on the same page, and they are inspired by it. Even though
MANAGER’S LEARNING TRANSFER 63

it may end up being hard work, they know, oh, this is how this project is going to further
our mission.
Interviewee 5 had similar thoughts about the benefits of inspiring a shared vision, and stated the
following:
Well, I think it is important to have this piece because you have to motivate your staff.
You want to have people that are working for the agency that is committed to this as a
mission. The vision of what the quality of services that you're gonna deliver, I feel is
derived from that. Often times we can forget why we do, or why we choose to go into this
work. And so, as a manager, you have to kind of inspire those who do the work, which
remembers why we do this work every day. Or why we choose to do this work.
Additionally, interviewee 6 remarked that it is important everyone is motivated, making the
following comment:
Oh well, it's very important to make sure that everyone wants the same thing and are
motivated for the same outcome because if we're not individual agendas . . . that just
doesn't help the program long term or quality of services.
Another theme that emerged from the conceptual influence data relates to the benefit of
connecting employees back to the organization’s mission. Interviewee 4 commented:
I think if you start with showing people how it fulfills our mission, how it's integral to it,
then I think everybody can get on the same page, and they're inspired by it. Even though
it may end up being hard work, they know, oh, this is how this project is going to further
our mission.
Similarly, interviewee 8 responded:
MANAGER’S LEARNING TRANSFER 64

If I'm able to cultivate a clear understanding of the ultimate goal, not just the individual
program goal or family goal but the ultimate goal that we embrace as an agency. If I'm
able to break that down into language that everybody can receive and be on board with,
then I believe I've inspired the shared vision.
When asked this same question, interviewee 5 responded: “Well, I think it's important to
have this piece because you have to motivate your staff. You want to have people that are
working for the agency that are committed to this as a mission.”
Conversely, one of the 10 interviewees did not regard “inspire a shared vision” practice
as beneficial to his role. Interviewee 7 noted:
No, the criticism I have is that the leadership practices are really broad and it’s not
actionable. Leadership is a small role in what we do. I don’t think I am going to inspire
others. The focus is not on being a leader, the focus is on being an effective manager to
get things done. Inspiring only gets you so far.
Interviewee 7 considered transactional leadership to be more beneficial for the role and type of
work that he and his staff did.
Procedural knowledge. Managers need to know how to “inspire a shared vision” with
their employees. The process of knowing how to complete a task and knowing the criteria
involved is known as procedural knowledge (Krathwol, 2002). Below is a description of the
qualitative findings associated with procedural knowledge. A gap was validated. During the
interview process the participants -described instances in which they had incorporated an activity
from the “inspire a shared vision” leadership practice. Additionally, the majority of participants
described an activity aligned with “inspire a shared vision” that they would consider completing
shortly. To determine if the interviewees knew how to “inspire a shared vision,” two questions
MANAGER’S LEARNING TRANSFER 65

were asked in the semistructured interviews. Question 11 from the semistructured interview
prompted the following: “Please describe a leadership vision activity that you would consider
doing at an upcoming staff meeting."
Similarly, question 13 was developed to inquire about a visioning activity that
participants had recently used with their staff. For question 11, eight of the 10 interviewees
provided descriptions of activities they would consider doing in an upcoming staff meeting. As a
result, 80% of the participants showed the ability to complete a visioning activity. On the other
hand, two of the 10 interviewees did not identify a visioning activity. Interviewee 9 had
difficulty answering this question and stated that she did not know what the activity would be.
Interviewee 10 stated that she liked to incorporate a leadership or team building activity, but
when responding to this question, she described a self-care activity she would facilitate during a
staff meeting. Table 5, below. includes a list of the responses provided by all 10 interviewees.
For question 13, all 10 (100%) participants successfully demonstrated through their responses
that they knew how to complete an “inspire a shared vision” activity. Table 6, below,
summarizes responses for all 10 interviewees.

MANAGER’S LEARNING TRANSFER 66

Table 5
List of “inspire a shared vision” Activities Described by Interviewees for Question 11
Interviewee “Inspire a Shared Vision” Activity to Complete for a Future
Staff Meeting
1 Review the strategic plan that was developed with them and get them
excited enough to volunteer to lead some of the objectives.
2 Complete a survey with her team to develop a clear vision.
3 Get together with the team and do future mapping and ask questions
about where they would like to be, where do they see region in 3
months, a year, or 5 years.
4 The activity would consist of first having them sit with their eyes
closed and envision what their region will look like at the end of the
next fiscal year.
5 The activity described consisted of interviewee asking the staff to
imagine having unlimited money to do whatever they wanted to do in
their region and then asking them to share what that would look like.
6 Hold an open forum meeting and have staff express what their vision
is for programs and services.
7 Share with the agency his vision of a system that would improve the
current system for the whole agency.
8 Hold a staff meeting in July/August in which program successes
from the previous fiscal year would be shared by staff and evaluated
how they fulfilled the mission statements.
9 “I do not know what the activity would be but somehow bringing it
back to why we do the work.”
10 “So it is kind of like self-reporting where somebody's level of self-
care is.”

MANAGER’S LEARNING TRANSFER 67

Table 6
List of “inspire a shared vision” Activities Recently Completed by Interviewees for Question 13
Interviewee “Inspire a Shared Vision” Activity Recently Completed
1 Shared with an employee the connection between their new
project and the agency’s vision and got them excited about
being a part of it.
2 The manager met with the team and mapped out the result
of their vision on a project and envisioned what it needed to
look like, the tasks that they needed to achieve, and
assigned tasks.
3 The manager took the management team out of the office
and asked them what they hoped to see in the future and
created a vision from it.
4 The manager completed a vision imagery activity with the
staff.
5 The manager walked the team through a visual vision
activity in which they had to imagine what it would look
like at work if they had unlimited money.
6 The manager created a free forum opportunity in which
staff had an opportunity to express their visions for
programs and services.
7 The manager had a dialogue with a team member and
shared each other’s ideas about a project. Allowed an
employee to have a voice and share his vision.
8 The manager gathered with her team and shared with them
both agency and program vision.
9 The manager got together with her team and facilitated a
discussion to learn more about their interests and personal
goals to determine how they could be incorporated into
what they are doing in their work.
10 The manager facilitated an art activity to help her team see
that although they bring to work their individuality, they are
all still working on the same vision.

While the majority of the interviewees were able to describe past and future vision
activities, other interview responses were taken into consideration. Interview question 8 centered
around information provided by the training instructors and asked the following: “Do you feel
the training instructors provided necessary information for you to know how to apply ‘inspire a
shared vision practice?’” Five of the 10 participants had affirmative responses. Interviewee 8
MANAGER’S LEARNING TRANSFER 68

was not asked this question due to researcher error, and therefore, no response was collected
from him or her. The remaining four participants provided responses that imply that they could
have benefitted from additional support on how to incorporate activities from the “inspire a
shared vision” leadership practice. Interview 3 believed more focus could have been placed on
“inspire the shared vision” during the trainings as most managers struggled with vision.
Interviewee 6 disagreed with the question and stated it was more broadly discussed, and
interviewee 7 shared that the concept of vision was poorly conveyed in training. Lastly,
interviewee 6 expressed wanting more examples of “inspire a shared vision” during the training.
Considering that almost half of those interviewed felt that “inspire a shared vision” was not
appropriately covered during the training, it can be inferred that participants in the study may not
know how to inspire a shared vision. Therefore, the contradicting data from interview questions
8, 11, and 13 confirm a gap in procedural knowledge. Table 7 provides a visual representation of
the responses to Question 8.
Table 7
List of Responses for Question 8 on Information Provided by Instructors
Interviewee Responses
1 I’m going to have to say yes.
2 I think they did a pretty good job.
3 I think that they did an okay job. I think that there could have been more focus
on that because that is something that I know a lot of people were struggling
with.

4 Yes. Yeah
5 I don't know specifically. Cannot remember if they did.
6 I'm gonna say no because it doesn't. I think it was more like a broad
discussion.
7 This is something I felt that was poorly conveyed in the class.
8 Question was not asked.
9 Yes.
MANAGER’S LEARNING TRANSFER 69

10 I believe they did. I think the training was excellent.

Metacognitive knowledge. Managers need to assess their strengths and weaknesses in
their ability to increase their employees’ performance use of “inspire a shared vision”
practice. Rueda (2011) described metacognitive knowledge as having an insight into one’s
cognitive processes. In addition to playing a role in problem-solving, metacognitive knowledge
allows an individual to assess his strengths and weaknesses. A gap was not validated. Interview
data showed that participants demonstrated an ability to assess their strengths and weaknesses by
incorporating the “inspire a shared vision” leadership practice. During the interviews,
participants were asked to share what they considered their strengths and weaknesses when it
came to using “inspire a shared vision” in their work setting. Two of the 10 participants were
not included in the metacognitive knowledge analysis, as they were not asked the question due to
interviewer data collection error. From the eight participants that were asked to provide
feedback, 100% of them identified with confidence at least one strength or weakness. The
ability to communicate vision well to others was identified as a strength for interviewees 3 and 8.
The following is a response from interviewee 3, “I do have very strong healthy communication
with people in all kinds of different programs and different levels of staff.” Similarly,
interviewee 8 reported:
Well, being able to communicate, well I am thinking in terms of my partnerships with
county and other agencies and associations and stuff that I belong to, being able to
articulate who we are as an agency and what that looks like on a program basis.
Interviewees 1 and 4 highlighted their ability to excite others about the vision. Interviewee 1
described herself as a leader who could sell the vision to others by exciting them to a point where
staff is willing to do things even if it is hard work. Interviewee 1 shared:
MANAGER’S LEARNING TRANSFER 70

And I have had more than one person tell me that! So I can get them excited about
something big because they can see what the vision is at the end, and that's where they
want to be, so they get really excited, even though it's gonna be a lot of work.
Similarly, interviewee 4 described vision excitement as one of her strengths. She shared that
when promoted as a director in her region, she realized that in order to inspire big groups of
people with her vision she needed to improve in public speaking. She decided to take public
speaking courses and, with time, inspiring others became one of her strengths. Interviewee 4
shared the following:
Well, that's what's interesting and probably why you got my attention so quickly is that
that was my strongest in the measurement. Well, the strengths are that, as I mentioned
earlier, you start with the mission. You start with people's heart connection to it, which
then generates its own enthusiasm, and energy, and hopefulness, and all those great
values that go with everybody being in agreement. This is our vision.
Interviewee 4 described the importance of a leader connecting the team to the
organization’s mission and values in order to generate inspiration and energy in her staff. As a
leader, she was very committed to inspiring others around a shared vision and took time to
cultivate this skill in the managers she supervised, going so far as to send them to workshops.
Interviewee 5 elaborated on her passion for Hope Community Services' mission as her strength.
She emphasized the following: “Doing whatever it takes for these kids and families and wanting
them to be . . . to find well-being within themselves and their family.” A final strength was
identified was by interviewee 6, who shared, “I think my strengths are that I do try to convey a
shared vision like almost in every meeting.”
MANAGER’S LEARNING TRANSFER 71

Moreover, this researcher learned that all interviewees had more weaknesses to share
than strengths. Thirty-seven percent of the interviewees admitted to not using the “inspire a
shared vision” practice as often as they would like to. Interviewee 1 stated, “I do not do it often
enough,” while interviewee 3 shared, “I know I am not having this conversation as much as I
could be and just carving out time for stuff like that.” Additionally, interviewee 6 reported, “I
think my weaknesses are, I do not know, but I think maybe I do not do it in every meeting.”
Another theme that arose when discussing weaknesses was the struggle of distractibility.
Interviewee 9 exclaimed, “The biggest challenge is being able to maintain the focus longer,”
which she attributed to the numerous new projects being introduced in the organization.
Interviewee 10 shared in her transparency of weaknesses:
I think I need a partner in that to remind me of keeping the vision at the forefront of what
our work is. Because I think as I get busier with tasks and staff performance that that
vision slips behind our goals.
Although the majority of interviewees identified strengths in their ability to use “inspire a shared
vision” to improve their staff’s performance, they also acknowledged having several weaknesses.
Perhaps the most significant weakness identified by participants was not doing it often enough or
not giving vision the priority that it deserves.
In summary, a gap was not validated for conceptual and metacognitive knowledge
influences. Interviewees demonstrated conceptual knowledge by discussing the various benefits
of using “inspire a shared vision.” Additionally, no gap was identified in metacognitive
knowledge as all interviewees shared both strengths and weaknesses when using “inspire a
shared vision.” A gap, however, was identified in interviewees knowing how to apply “inspire a
shared vision.” Furthermore, a significant observation made from the metacognitive responses is
MANAGER’S LEARNING TRANSFER 72

the number of weaknesses identified compared to the number of strengths. The theme that
emerged from the metacognitive data is that interviewees were not incorporating vision as much
as they would like to in their work activities. A conclusion can be made that while managers
knew the benefits of “inspire a shared vision” and had a strong understanding of their own
strengths and weaknesses with vision and improving staff’s performance, they did not
necessarily know how to do it or spend adequate time doing it. The concept of spending time on
the “inspire a shared vision” leadership practice is further explored in the discussion of
organizational influences.
Results and Findings for Motivation Gaps
Motivation Gaps
The KMO model by Clark and Estes (2018) identifies motivation as a component that can
significantly impact the organization’s success of goals. Mayer (2011) defined motivation as an
internal process that activates and sustains goal-directed activity. For this study, utility value and
self-efficacy were explored. The researcher was interested in discovering whether the
interviewees had sufficient motivation upon completing their leadership development training to
apply “inspire a shared vision” to their day-to-day work activities. Data related to motivation
influences identified in the literature review were obtained and analyzed. The following is a
detailed description of the utility value findings.
Utility value. Managers need to see the value in applying “inspire a shared vision”
techniques and activities. The researcher was unable to validate a gap due to conflicting data
pertaining to the utility value influence. Although participants responded favorably to several of
the utility value questions in the survey, it became difficult to determine if a gap did not exist as
the majority of participants had not completed their own vision. The literature on motivation
MANAGER’S LEARNING TRANSFER 73

influence pertaining to utility value asserted that in order for managers to increase their use of
vision activities in their work setting, they had to see value in the “inspire a shared vision”
exemplary leadership practice from Kouzes and Posner’s Leadership Challenge. Five survey
questions were dedicated to this particular influence.
Question 6 from the survey required participants to consider how important “inspire a
shared vision” leadership practice was to them in their role as a manager. Question 9 stated,
“The use of inspiring a shared vision practice with my team is useful in achieving our outcomes.
Question 10 states, “Since the leadership challenge training, I have increased my efforts in
applying ‘inspire a shared vision’ behaviors into my work activities.” Question 12 stated, “I
acknowledge other team members when I see them apply “inspire a shared vision” activities with
our team members.” Lastly, question 14 stated, “Since I was trained in the Leadership Challenge
I have created a vision statement with my team.”
For Question 6, an overwhelming 89.36% of survey participants responded as either
strongly agree or agree that vision is essential to use in their role as a manager. A total of
10.64% from the 47 participants were neutral to this question and responded as neither agree nor
disagree. When asked about the usefulness of vision activities toward achieving outcomes in
Question 9, 89.36% responded as strongly agree and agree. A total of 8.51% of participants
responded as neither agree nor disagree, and a smaller percentage of 2.13% disagreed with this
statement. For Question 11, data also showed that 76.6% of those surveyed had made efforts to
acknowledge another colleague when they had directly observed them using “inspire a shared
vision” activity with staff. Question 13, however, revealed results that did not support responses
from the above-mentioned survey questions. A total of 45.65% agreed to having created a vision
while 54.35% responded as neither agree nor disagree, disagree, and strongly disagree. While
MANAGER’S LEARNING TRANSFER 74

participants had strong responses in the previous utility value questions, it is essential to
highlight that the majority of them had not created their own vision statement. From the results
in knowledge influences, it can be asserted that interviewees did not lack knowledge in
understanding the benefits but did in knowing how to use “inspire a shared vision” leadership
practice. The contradicting data from procedural knowledge with utility value can potentially
explain why the majority of the participants were not motivated enough to create their own
vision. Not knowing how to create and “inspire a shared vision” and not being motivated
enough to “inspire a shared vision” can have a significant negative impact on the learning
transfer of managers. Below is a visual representation of the utility value results with Figures 6,
7, 8, and 9.

Figure 6. Results of survey question 6.
MANAGER’S LEARNING TRANSFER 75

Figure 7. Results of survey question 9.

Figure 8. Results of survey question 11.
MANAGER’S LEARNING TRANSFER 76

Figure 9. Results of survey question 13.
Self-Efficacy. Managers need to believe they are capable of effectively “inspire a
shared vision” to their supervisees. A gap was not validated. Most of the participants surveyed
had confidence in incorporating “inspire a shared vision” activities into their work setting.
Survey questions 8, 10, 12, and 14 and interview question 12 pertained to self-efficacy influence.
Question 8 stated, “I can share my vision with my direct reports with confidence.” A 6-point
Likert Scale was used, and possible responses ranged from strongly agree (1) to strongly
disagree (5). Of the 47 (100%) surveyed, the majority (91.31%) responded to strongly agree or
agree. A smaller (6.52%) set of participants replied to neither agree nor disagree. The
remaining (2.17%) interviewees strongly disagreed with sharing their vision with confidence.
Survey Question 10 asked a similar question to Question 8 but framed it in the context of
administrative supervision. Once again, the majority (89.36%) of participants stated they
strongly agree or agree with feeling confident in sharing their vision with their direct reports
during an administrative supervision meeting. Three (6.38%) interviewees selected neither
agree nor disagree, and the remaining two interviewees (4.26%) selected strongly disagree.
When asked about being able to change the attitudes and behaviors of others through the use of
“inspire a shared vision” in survey question 12, the majority (74.47%) of interviewees, once
MANAGER’S LEARNING TRANSFER 77

again, selected either strongly agree or agree. A total of 25.53% (12) interviewees were neutral
in their selection by selecting the neither agree nor disagree response. The participants’
confidence proved high in sharing the organization’s vision with individuals outside the
organization. Thirty-nine (82.98%) of the 47 interviewees selected strongly agree and agree. Of
the remaining eight, six (12.77%) said they neither agree nor disagree and two (4.26%) strongly
disagreed. See Figures 10, 11, 12, and 13 for values and a visual presentation of results.

Figure 10. Results of survey question 8.

MANAGER’S LEARNING TRANSFER 78

Figure 11. Results of survey question 10.

Figure 12. Results of survey question 12.

MANAGER’S LEARNING TRANSFER 79

Figure 13. Results of survey question 14.
To further support the survey responses on self-efficacy, all interviewparticipants were
also asked to use a Likert scale from 1 to 5 to rate themselves on their ability to use “inspire a
shared vision” with their employees to improve their performance. A response of 1 equaled poor
ability and the response of 5 equaled strong ability. All 10 (100%) interviewees rated themselves
between a 3 and 5 on the Likert scale, further supporting the notion that managers have a strong
sense of self-efficacy when it comes to their vision practice abilities. Three of the 10 participants
rated themselves as having strong ability (Likert scale score = 5) to inspire others with vision,
and three rated themselves with a score of 4, which is slightly under strong ability. The
remaining four participants scored themselves as a 3, which is having neither weak nor strong
ability to inspire. The Likert scale scores align with the responses to questions on self-efficacy.
Participants demonstrated in both the survey and interviews that they had strong confidence in
themselves and a high ability to inspire others through vision. Table 8 below shows responses
from all 10 managers.

MANAGER’S LEARNING TRANSFER 80

Table 8
Managers’ Likert Ratings in Their Ability to Use “inspire a shared vision” with Employees
Interviewee Likert Scale Score
1 4
2 3.5–4

3 3.5–4
4 5
5 3.0–4
6 4
7 5
8 5
9 4
10 3
Note. Likert scale ranged from 1 to 5, 1=poor ability, and 5= strong ability.
Results and Findings for Organizational Gaps
Organizational Gaps
The third dimension of the KMO Gap Analysis Model is organizational influence. Rueda
(2011) encouraged leaders to consider how culture, structure, and business processes have an
impact on the attainment of organizational goals. Both cultural models and settings were
analyzed in this study to determine the organizational gaps that were impeding the managers’
learning transfer. Next is a summary of the findings for cultural models and settings in which
gaps were validated, not validated, or unable to validate.

MANAGER’S LEARNING TRANSFER 81

Cultural model. The organization needs to create a culture of transformational
leadership. Due to researcher data collection errors, the researcher was unable to validate a gap.
The researcher was interested in determining if managers believed a culture of transformational
leadership existed in the organization within the management team. Survey Question 22 made
the following statement, “There is a presence of leadership culture within the organization's
management team.” On a Likert scale, survey participants were asked to select one of five
options ranging from strongly agree to strongly disagree. While data showed that over 57% of
survey participants believed there was a culture of leadership, a gap however, could not be
verified. The wording of Survey question 22 lacked specificity, and did not include
“transformational” as the type of leadership. The survey question was general and did not align
with the organizational influence that was being explored in this study which is that a culture of
transformational leadership is necessary for proper learning transfer of vision to occur.
However, if we consider the data collected concerning leadership in general, it is significant to
note that of the 47 participants in the survey, only four participants strongly agreed with this
statement, and another 22 participants agreed there is an influential culture of leadership in the
organization. A total of 16 participants were neutral to this question on leadership and neither
agreed nor disagreed, which could be indicative that they were not clear on how they perceived
leadership culture in the organization. Lastly, three of the 47 survey participants indicated that
they disagreed with the organization having an influential leadership culture. The following
Figure 14 displays the results from Survey Question 22.
MANAGER’S LEARNING TRANSFER 82

Figure 14. Results of survey question 22.
The organization needs to have a buy-in to the concept of vision. A gap was validated.
The literature review indicated that senior managers maintained an influential culture of
leadership vision by continuously using visionary language in their interactions with other
organization employees. The researcher believed it was necessary to assess the organization’s
senior leaders’ usage of visionary language to determine if there was buy-in to the concept of
vision. Data from Survey Question 15 demonstrated that 61.7% of survey participants agreed
that senior leaders generally spoke about the agency’s vision in meetings and training. However,
when looking at the remaining data, it was noted that a smaller proportion (10.64%) of
participants stated they disagreed. Moreover, the remaining 27.66% of participants stated they
“neither agree nor disagree with the statement.” It is critical to consider that even though 61.7%
of participants believed that senior managers spoke about the agency’s vision, the remaining
38.30% either disagreed or did not seem to have an opinion on the matter. Next, Survey
Question 21 asked, “When I am in meetings with other managers, we all have the same
understanding of our organization’s vision.” The data suggested that as a management team,
MANAGER’S LEARNING TRANSFER 83

there was a consensus among less than half of the respondents that managers had the same
understanding of the organization’s vision. Of the 47 survey participants, (48.94%) selected
agree as a response. However, another 19.15% did not believe that, as a management team,
there was mutual understanding of the organization’s vision. Lastly, the most significant was the
number of participants that were neutral on this question. A total of 15 (31.91%) survey
participants opted for neither agree nor disagree as a response. Due to the significant number of
responses with disagree and neither agree nor disagree, the researcher identified a gap within
the cultural model influence. Figures 15 and 16, below, provide a visual representation of values
and results.

Figure 15. Results of survey question 15.

MANAGER’S LEARNING TRANSFER 84

Figure 16. Results of survey question 21.
Cultural setting. The organization needs to create a positive learning transfer climate
environment once the training has been completed. A gap was validated. Based on data
collected, evidence indicated that the organization did not make the necessary efforts to create a
positive climate environment for learning transfer to occur. The survey included two questions
that focused on resources available in the organization for managers to use. Question 16 stated,
“There are resources readily available in the office that I can access to carry out vision
activities.” Twenty-one (44.68%) of the 47 participants agreed that they had the resources they
needed in the office to carry out vision activities. However, among the responses for those who
disagreed, 25.53% of participants disagreed with resources being available. It is essential to
acknowledge that a significant number of individuals, 14 participants (29.79%), were unsure and
selected neither agree nor disagree as their response. Participants were also asked in Survey
Question 18 to rate their satisfaction with the level of support they had received after the
training. More than half (59.57%) of the participants expressed satisfaction with the support they
MANAGER’S LEARNING TRANSFER 85

had received after the training. A total of 12 (8.51%) of participants expressed dissatisfaction,
and the remainder 31.91% selected neither satisfied nor dissatisfied. Again, the percentage of
those who agreed may seem high, but when the remaining data are considered, the researcher
determined a gap for this influence. See Figures 17 and 18, below, for visual presentation of
values and results.

Figure 17. Results of survey question 16.

MANAGER’S LEARNING TRANSFER 86

Figure 18. Results of survey question 18.
The researcher included a follow-up question in the semistructured interviews for this cultural
setting influence to uncover the specific types of support and resources that were provided to the
managers in the study. When asked about agency resources in question 15, 50% of the managers
identified Kouzes and Posner’s Leadership Challenge workbook as a great resource. Interviewee
3 stated, “They gave us great books to be able to help with that.” Interviewee 4 provided
additional insight by sharing the following;
My reference materials were the books, the workbook, the exercises that we did because I
just sort of absorbed all of that and took quite a bit of it right into my own teams. So I did
not feel like I needed go back after the training and get more resources. I felt really well
geared-up.
Additionally, interviewee 5 commented, “Well, I have my leadership books in my bookcase,”
and interviewee 6 said, “We received the book.” Interviewee 9 offered, “We got two good-old
signed autographed books,” when asked about available resources after the training. Throughout
the interviews, a few other resources were identified. From observation of the identified
MANAGER’S LEARNING TRANSFER 87

resources, it can be noted that the list of resources is short, and most interviewees identified the
training workbook as a resource. Table 9, below, provides a list of the highlighted resources.
Table 9
List of Resources Readily Available Upon Completion of the Training
Interviewee Resource
#1
Resource
#2
Resource
#3
Resource
#4
1 Supervisor Accountability
Partner
n/a n/a
2 Follow-up
discussion in
meetings
n/a n/a n/a
3 Accountability
partner
Workbook Trainer Participated in
additional
Leadership
Practices
Inventory (LPI)
Assessments
4 Workbook n/a n/a n/a
5 Supervisor Workbook n/a n/a
6 Workbook Value Cards n/a n/a
7 None n/a n/a n/a
8 None n/a n/a n/a
9 Workbook Trainer n/a n/a
10 None n/a n/a n/a

Moreover, significant themes emerged from the semistructured interviews that should not be
discounted. These significant themes shed light on areas in which managers expressed a desire
for improvement or implementation of specific resources. Question 17 from the interviews
asked for participants to describe what ideal support would look like for them to effectively
apply what they learned in the 2-day Leadership Challenge training. One emerging resource
theme was the participants’ desire to have ongoing and consistent check-ins on the Leadership
Challenge. Some participants described wanting quarterly workshops while others requested
refreshers. Another theme that emerged was the participants’ wish to have the Leadership
MANAGER’S LEARNING TRANSFER 88

Practice Inventory survey available post-training. Two participants shared seeing benefit in
having their direct staff evaluate them periodically on their use of the Leadership Challenge
practices. Table 10, below, provides a list of requested resources by interviewees.
Table 10
List of Resources Requested by Interviewees
Resource Requested Requested by Interviewees
Leadership Practice Inventory (LPI) survey Interviewees 5 and 8
Role-playing with other managers Interviewee 2
Shadowing opportunities Interviewee 2
“Inspire a Shared Vision” to be added as a
goal to administrative supervision
Interviewees 9 and 10
To receive prompts via emails, flyers, etc. Interviewee 6
Refreshers Interviewees 1, 2, 3, 5, 8, and 9
Different training Interviewee 7

The organization needs to create a culture in which managers feel a level of support
from supervisors. A gap was validated. Data collected did not demonstrate participants as having
adequate support from supervisors to successfully incorporate “inspire a shared vision” into their
work setting. Both survey and interview questions were integrated into the study to evaluate
gaps for the cultural setting influence of supervisor support. Survey question # 17 stated, “My
supervisor gives me time during my work hours to focus on ‘inspire a shared vision’ practice
activities.” Less than half (38.29% ) of the participants reported having received time to focus
on vision activities from their supervisors; a total of 12 (25.54%) reported that they had not.
Also, a total of 17 (36.17%) participants were unsure about this question and said they neither
MANAGER’S LEARNING TRANSFER 89

agreed nor disagreed. Another question that inquired about supervisor support looked at the
feedback given by supervisors on the application of “inspire a shared vision.” Data collected
from question #19 showed that only 44.68% of participants agreed with the statement that
supervisors provided feedback. Nevertheless, a total of 25.53% participants disagreed, and
another 29.79% neither agreed nor disagreed. The latter two percentages give a strong indication
that supervisors were not providing the level of support necessary for proper learning transfer to
occur. Figures 19 and 20, below, provide visual descriptions of values and results.

Figure 19. Results of survey question 17.

MANAGER’S LEARNING TRANSFER 90

Figure 20. Results of survey question 19.
Data were also collected from the individual semistructured interviews to assess gaps in
supervisor support. When asked to describe the type of support given by supervisors,
participants provided mixed responses. Interviewee #1 stated, “Sometimes when I would have
trouble trying to navigate something, she would help walk me through it.” Similarly,
interviewee 3 spoke positively of her supervisor by sharing the following;
I think that my supervisor . . . and I was lucky I had a really good supervisor. She really
wanted to make sure that we debriefed afterward and identified the one where I really
needed to improve, and it was something that would be brought up occasionally in
supervision, and especially as . . . She was saying that I was making intentions to actually
focus on that or improve on that so it would be brought up in supervision.
Interviewee #4 appreciated that supervisors allowed the managers she supervised to take
the training themselves. Interviewee #5 also shared a positive comment by stating, “My
supervisor identifying things that I can do that might hold me accountable for implementing one
MANAGER’S LEARNING TRANSFER 91

regularly. I feel like it's part of our dialogue.” Lastly, interviewee #9 saw her supervisor as being
great support by stating:
My director is great. If I come in with an idea, she's very open to it, and I think that's
actually . . . Feels like that's been the culture that I've been exposed to here, regardless of
the region.
Contrary to the feedback given by the interviewees mentioned above, other interviewees were
not content with supervisor support. Interviewee #6 had the following to say about their
supervisor, “Yeah I had minimal support then.” Interviewee #7 stated, “no” and interviewee #9
shared the following;
I think my two supervisors at the time, or one supervisor at the time, they didn't really
have any buy-in into it other than it's a good . . . It's good for you to go. But didn't touch
on any of the topics or highlights. They did kind of debrief on what did you like about it,
but aside from that, that was the only touching based on the topic.” Responses from two
interviewees were not captured for supervisor support and therefore, could not be
included as part of the analysis.
Summary
A combination of data from surveys and interviews was used to validate the gaps in the
knowledge, motivation, and organizational influences acknowledged through the literature
review in this study (Clark & Estes, 2008). The conceptual knowledge gap of knowing the
benefits of “inspire a shared vision” was not validated through the use of interviews. Data
showed that managers easily identified the various ways that the “inspire a shared vision”
practice could help them in their role as a manager and in advancing toward meeting
organizational outcomes. The procedural knowledge gap around knowing how to “inspire a
MANAGER’S LEARNING TRANSFER 92

shared vision” was validated through interviews. Although managers seemed to understand the
benefits of vision application, they nevertheless lacked sufficient knowledge of knowing either
how to put a vision together or how to get their teams on board with the buy-in of a shared
vision. The managers’ metacognitive knowledge needed to assess their strengths and
weaknesses of their ability to increase their employees’ performance with the use of “inspire a
shared vision” practice was not validated through interviews. However, further exploration of
the metacognitive data led the researcher to believe there may be potential barriers in the
organization interacting with procedural knowledge thereby making it difficult for managers to
solidify their knowledge.
Also, the researcher was unable to validate a gap for the utility value influence due to the
conflicting data from what managers stated to the actions they exhibited surrounding vision
application. Most managers placed an overall high value in the application of “inspire a shared
vision”; however, when that aim was compared to the total count of those who completed a
vision statement, there was a clear disconnect. The researcher was unable to determine if this
gap was related to a procedural, motivation, or organizational barrier. The self-efficacy
motivational influence gap of managers needing to believe they are capable of effectively
conveying an “inspire a shared vision” practice to their supervisees was not validated through
surveys and interviews.
Furthermore, the researcher was unable to validate the organizational cultural model
influence surrounding the belief that the organization needs to create a culture of
transformational leadership due to the researcher’s error in data collection.
The organizational cultural model influence relating to the idea that the organization
needs to have a buy-in to the concept of vision was validated through the use of surveys. The
MANAGER’S LEARNING TRANSFER 93

organizational cultural setting influence surrounding the need to create a positive transfer climate
environment once the training has been completed was validated through surveys and interviews.
Lastly, the organizational cultural setting influence involving the belief that the organization
needs to create a culture in which managers feel a level of support from supervisors was
validated through surveys and interviews. The data collected for each of the KMO influences
supports the notion that Hope Community Services does not have the necessary commitment to
support the learning transfer of its managers.

MANAGER’S LEARNING TRANSFER 94

Chapter 5: Solutions, Implementation, and Evaluation

The results and findings were presented in great detail in chapter four. Survey and
interview data were used to answer research questions 1, 2, and 3. The data collected in this
study demonstrated sufficient gaps in knowledge, motivation, and organizational influences,
which were in turn having a significant negative impact on the learning transfer of managers
from the 2-day Leadership Challenge training to their work setting.
This chapter is dedicated to answering research question 4, “What recommendations are
necessary to enhance the learning transfer of ‘inspire a shared vision’ leadership practice in
managers from the two-day Leadership Challenge training to their work setting?” The first
section will include recommendations based on the knowledge, motivation, and organizational
influences identified in the literature review of this study. The Kirkpatrick and Kirkpatrick’s
New World Model (2016) framework was utilized to provide implementation and evaluation of
the recommendations. The last section of this chapter will discuss the limitations of the study
and recommendations to be considered for future research.
Knowledge Recommendations
Table 11, below, provides a list of the procedural and metacognitive knowledge
influences along with the knowledge principle related to each one. Lastly, a specific
recommendation is included to address each influence. A discussion of the specific
recommendations follows Table 11.

MANAGER’S LEARNING TRANSFER 95

Table 11
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence
Principle and
Citation
Context-Specific
Recommendation
Managers need to
know how to “inspire a
shared vision” with
their employees.
(Procedural)
Guided practice and
corrective feedback are
beneficial in enhancing
procedural knowledge in
individuals (Clark and
Estes, 2008)
The recommendation is for
supervisors to provide timely
information to managers
during their one-on-one
administrative supervision on
their application of “inspire a
shared vision” and provide
recommendations for
improvement.
Managers need to
assess strengths and
weaknesses of their
ability to increase their
employees’
performance with the
use of “inspire a shared
vision” practice
(Metacognitive)
The use of metacognitive
strategies facilitates
learning (Baker et. al.,
2006).
The researcher recommends
that supervisors integrate
various opportunities within 1
month of training for
managers to participate in
self-reflections to assess
strengths and weaknesses
concerning “inspire a shared
vision.”

Procedural Knowledge Solutions
The procedural knowledge identified from the literature review indicated that managers
need to know how to “inspire a shared vision” with their employees. The managers in the study
lacked the necessary procedural knowledge for learning transfer. To address this gap,
supervisors must provide timely and appropriate corrective feedback to managers during
administrative supervision.
MANAGER’S LEARNING TRANSFER 96

A recommendation from the social cognitive theory was selected to further support
managers in knowing how to apply “inspire a shared vision” leadership practice, thereby
increasing their learning transfer. According to Clark and Estes (2008), one way to enhance
procedural knowledge is by providing “guided practice and corrective feedback” (p. 58). The
assumption is that the manager will know how to apply various “inspire a shared vision”
activities in their work setting if they receive timely feedback each time a learner attempts to
apply vision practices. A recommendation based on research is for the supervisor to provide
timely information to the manager during one-on-one administrative supervision of how they
performed in applying “inspire a shared vision” leadership practice as well as to provide
recommendations for improvement.
Lacerenza et al. (2017) conducted a study to determine the effectiveness of leadership
development initiatives. The researchers analyzed 335 independent samples in which specific
criteria were met: (a) included an evaluation of a leadership, managerial, or supervisory training;
(b) included adult participants; (c) involved leadership; (d) participants were employees; (e) large
sample and effect size; (f) completed in English; and (g) involved a repeated measures design or
an independent groups design. Researchers found that leadership programs had a more
significant impact than had been assumed. Additionally, they identified certain factors to be
included across their samples. Among those similarities was feedback for the participants of the
leadership programs. Feedback is considered a valuable component as it allows participants to
learn their strengths and weaknesses in their application of skills learned in their training.
Similarly, Hutchins (2009) identified feedback as a best practice in increasing learning transfer
from training to the application of skills.

MANAGER’S LEARNING TRANSFER 97

Metacognitive Knowledge Solutions
Although a gap was not identified with metacognitive knowledge, the researcher
nevertheless recommends that the organization incorporates corresponding solutions. The
assumption is that as the organization begins to address the knowledge, motivation, and
organizational barriers impacting learning transfer, the managers will continue to reflect on their
metacognition, which is their strengths and weaknesses with the application of “inspire a shared
vision.” Therefore, the recommended solution based on the literature review is that supervisors
allow for metacognitive opportunities within 1 month of completing the training.
A recommendation from the Information processing systems theory has been selected to
support with metacognitive knowledge. Baker (2006) argued that when a learner participates in
metacognitive strategies, their learning is enhanced. The assumption is that the manager will
have an improved overall understanding of the leadership practice “inspire a shared vision” if
they participate in metacognitive activities. The recommendation then is that supervisors
integrate various opportunities for managers to participate in self-reflections within 1 month
from completing the training.
For the proper transfer to occur, certain learning transfer conditions must exist. When
managers spend time to reflect on their behaviors and their role within their organization as a
leader, they increase their understanding of the bigger picture (Hotho & Dowling, 2010).
Motivation Recommendations
Table 12 includes the utility value motivation influence along with the motivation
principle. Lastly, a specific recommendation is included to address utility influence. A
discussion of the specific recommendations follows Table 12, below.

MANAGER’S LEARNING TRANSFER 98

Table 12
Summary of Motivation Influences and Recommendations
Assumed
Motivation
Influence
Principle and
Citation
Context-Specific
Recommendation
Managers need to
see the value in
applying the
“inspire a shared
vision” leadership
practice from the
Leadership
Challenge (Utility
Value)
Learning and
motivation are
enhanced if the
learner values the
task at hand.
Feedback and
modeling increases
self-efficacy
(Eccles, 2006;
Pajares, 2006).
It is recommended
that supervisors
model enthusiasm
when sharing their
vision with others.

Utility Value
The motivational influence gathered from the literature review posits that managers need
to see the value in applying “inspire a shared vision” techniques and activities. The researcher
determined that it was unclear whether a gap existed in this area primarily because there was a
disconnect between what participants said and the behaviors they failed to exhibit. Therefore, a
recommendation based on research is offered to address this motivation gap. Supervisors of the
trained managers will enthusiastically model the application of “inspire a shared vision”
leadership practice in their work environment.
The expectancy value theory will support in enhancing utility value in managers of the
“inspire a shared vision” practice. When a learner finds value in the usefulness of an activity, it
is believed that they are more motivated with completing a task (Clark & Estes, 2008;
Eccles,2006, Pajares, 2006 & Rueda, 2011). The assumption is that managers will be motivated
to implement “inspire a shared vision” into their daily activities if they see value in its ability to
MANAGER’S LEARNING TRANSFER 99

increase employee performance. Therefore, it is recommended, based on research by Pajares, for
supervisors use opportunities in which they can enthusiastically model the application of “inspire
a shared vision” to their managers.
Franke and Felfe (2012) conducted a quantitative study to examine whether managers’
motivation to transfer—as well as organizational support influences the transfer of—leadership
skills learned in their training program. The researchers found that when participants were
motivated to participate in the training, and they had adequate support from their supervisors,
they showed higher learning transfer than those that did not have these two components.

MANAGER’S LEARNING TRANSFER 100

Organization Recommendations
Table 12
Summary of Organizational Influences and Recommendations

Assumed Organization
Influence

Principle and
Citation
Context-Specific
Recommendation
The organization needs to
create a culture of
transformational leadership
(cultural model)
Mental schemas about
how things should be
within an organization
are expressed through
behaviors, beliefs,
rules, and artifacts.
(Rueda, 2011)
Incorporate transformational
leadership discussions each month
in agency-wide and regional
meetings.
The organization needs to
have a buy-in to the concept
of “inspire a shared vision”
(cultural model)
Activating personal
interest through
opportunities for
choice and control can
increase motivation
(Eccles, 2006).
Provide opportunities during
meetings for managers to create a
vision that aligns with their own
values and beliefs..
The organization needs to
create a positive transfer
climate environment for
managers once they have
completed their training
(cultural setting)
Targeting training and
instruction between
the individual’s
independent
performance level and
their level of assisted
performance promotes
optimal learning
(Scott & Palincsar,
2006)
Give newly trained managers an
assignment that will allow them to
practice knowledge and skills
gained in the Leadership
Challenge training.
MANAGER’S LEARNING TRANSFER 101

The organization needs to
create a culture where
managers feel a level of
support from supervisors
(cultural setting)
Providing scaffolding
and assisted
performance in a
person’s Zone of
Proximal
Development
promotes
developmentally
appropriate instruction
(Scott & Palincsar,
2006).
Provide enough scaffolding and
tools to facilitate learning and
performance then gradually
withdraw scaffolds as learning
progress and performance
improves

Cultural Model 1
The cultural model influence identified in this study supports the idea that the
organization needs to create a culture of transformational leadership. For this organizational
influence, the researcher was unable to validate a gap due to errors in data collection. However,
the data gathered on a more broad leadership culture indicated that there is a lack of influential
culture of leadership within the organization. For this reason, the researcher recommends a
solution to address the culture barrier that is also potentially having an impact on managers’
learning transfer. The solution is to incorporate transformational leadership discussions during
monthly management meetings.
Gallimore and Goldenberg (2001) view culture as a dynamic process that is continuously
recreated by a group of individuals that interact within a specific context. Furthermore, cultural
models are what shape an organization’s systems such as values, business processes, and
behaviors (Rueda, 2001). A recommendation to infuse transformational leadership into Hope
Community Services’ culture comes from the principle that changes in the environment can
affect behavior (Daly, 2009 & Tuckman, 2009). Therefore, the assumption is that if the
organization changes behavior by adding transformational leadership discussions in monthly
MANAGER’S LEARNING TRANSFER 102

management meetings then the organization will shape its leadership culture to be one of
increased leadership buy-in, accountability, and visionary. In the research arena,
transformational leadership has been found to have a positive association with employee
performance and organizational effectiveness (Holten et al., 2015).
Cultural Model 2
Another organizational influence relevant to cultural models is that the organization must
have buy-in to the concept of vision for learning transfer to occur. Data revealed that managers
did not have the necessary buy-in to the concept of “inspire a shared vision.” A solution is
offered to address this barrier: provide managers with opportunities to create visions that align
with their own values and beliefs.
A cultural model influence identified in the literature review is the idea that there needs
to be a buy-in to the concept of vision within the organization in order for learning transfer to
occur. The research-based recommendation to provide managers with opportunities to create
their own visions stems from the principle which states that activating personal interest through
opportunities for choice and control can increase motivation (Eccles, 2006). principle that The
assumption is that if the managers create visions that they are passionate about because they
connect to their own values and beliefs, they will have a stronger buy-in to the “inspire a shared
vision” leadership practice, and thereby higher learning transfer will occur.
Cultural Setting 1
The organization needs to create a positive transfer climate environment for managers
once they have completed their training. Data revealed a gap within this organizational
influence. The recommendation is to give managers a task following their training that will
allow them to practice new knowledge and skills related to “inspire a shared vision.”
MANAGER’S LEARNING TRANSFER 103

A recommendation to enhance the organization’s cultural settings has been selected from
the social-cultural theory. Scott and Palincsar (2006) suggested that targeting training and
instruction between the individual’s independent performance level and their level of assisted
performance promotes optimal learningThis principle suggests that the organization create
opportunities for managers to immediately apply “inspire a shared vision” activities upon
completing the Leadership Challenge training. The research-based recommendation is that
supervisors give newly trained managers an assignment associated with the “inspire a shared
vision” leadership practiceFurthermore, Baldwin and Ford (1988) suggested that, for learners to
effect positive learning transfer, supervisors can provide assignments that will allow the learners
to put into practice new skills learned during their training.
Cultural Setting 2
The organizational influence associated with cultural settings is that the organization
needs to create a culture in which managers feel a level of support from supervisors. The
researcher found that supervisors of trained managers were not providing adequate support at the
post-training phase. The following recommendation, based on the literature review, to address
this organizational barrier is that supervisors demonstrate active involvement in the learning
transfer of their newly trained managers.
A recommendation to enhance the learning transfer in relation to cultural settings comes
from the Gap Analysis Framework. Clark and Estes (2008) suggested that supervisors’ active
involvement and commitment to any change initiative is what sets the stage for successful
organizational change management. This concept suggests that if supervisors demonstrated
higher involvement in the learning transfer process of training participants then the organization
would receive a higher return on investment from their leadership training initiative. The
MANAGER’S LEARNING TRANSFER 104

research-based recommendation, therefore, is for supervisors to provide enough scaffolding and
tools to facilitate learning and performance, then gradually withdraw scaffolds as learning
progresses and performance improves in their direct reports (Scott & Palincsar, 2006).
Blume et al. (2010) conducted a meta-analysis study in which they explored learning
transfer and its predictors in 89 quantitative studies. Among three dimensions of organizational
learning; trainee characteristics (e.g., cognitive ability and motivation), work environment factors
(e.g., supervisor support, peer support, and climate), training intervention, learning outcomes
(e.g., knowledge, self-efficacy), and trainee reactions, they found supervisor support to be the
leading predictor of learning transfer. Similarly, Xiao (1996) surveyed employees in electronics
manufacturing companies and discovered that the amount of supervision is the most significant
positive predictor of learning transfer. As such, the literature supports the importance that
supervisors play in a learner’s ability to transfer learning to their work setting.
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
The framework incorporated into this study for the creation of an integrated
implementation and evaluation plan is the New World Kirkpatrick Model by Kirkpatrick and
Kirkpatrick (2016). The model includes four levels: reaction, learning, behavior, and results.
These four levels are recommended for use in reverse during the planning phase of training or
program in order to maintain most of the focus on the desired outcomes of the program. The
recommendations for the study are based on the four levels of the New World Kirkpatrick Model
described in Table 13, below.

MANAGER’S LEARNING TRANSFER 105

Table 13
The New World Kirkpatrick Model Four Levels of Evaluation
Evaluation
Level
Evaluation
Type
Description
4 Results Measures the results of the stakeholder goal of 100% of
Hope Community Services managers to apply “inspire a
shared vision” practice by December 31, 2019.
3 Behavior Measures the critical behaviors that motivated Hope
Community Services managers to effectively apply “inspire
a shared vision” practice activities to their work setting after
they completed the Leadership Challenge training.
2 Learning Measures the Hope Community Services managers’
knowledge related to learning how to implement the
“inspire a shared vision” practice.
1 Reaction Measures the reactions of Hope Community Services
managers.

MANAGER’S LEARNING TRANSFER 106

Figure 21, below, depicts the four levels in reverse order as described in the newest version of
the New World Kirkpatrick Model from Kirkpatrick and Kirkpatrick (2016).

Figure 21. The New World Kirkpatrick Model.
Reprinted from Kirkpatrick’s Four Levels of Training Evaluation (p. 11), by J. D. Kirkpatrick
and W. K. Kirkpatrick, 2016. Alexandria, VA: ATD Press.

Organizational Purpose, Needs, and Expectations
Hope Community Services is a non-profit organization based in California, and its
mission is to provide behavioral health services to children and families experiencing trauma,
poverty, and substance abuse. In order to support its mission, the organization must meet its goal
to train 100% of its managers in the Leadership Challenge Program by December 31, 2019. The
purpose of this study was to explore the knowledge, motivation, and organizational influences on
learning transfer from the Leadership Challenge training to their work setting as well as to
understand how a gap in any of the KMO influences can have an impact on their ability to apply
vision strategies with employees.

MANAGER’S LEARNING TRANSFER 107

Level 4: Results and Leading Indicators
Kirkpatrick and Kirkpatrick (2016) identified both internal and external leading
indicators as short-term observations and measures that support determining the progress toward
positive outcomes of the desired results. Moreover, utilizing leading indicators has many
benefits such as: to identify possible barriers to achieving desired results, to provide updates to
key stakeholders, and to serve as data that can connect training to work-setting performance and
achieve the highest levels of desired results (Kirkpatrick & Kirkpatrick, 2016). Table 14, below,
depicts the recommended Level 4: Results and Leading Indicators with both internal and external
outcomes, metrics, and methods for 100% of Hope Community Services managers implementing
“inspire a shared vision” exemplary practice of leadership.
Table 14

Outcomes, Metrics, and Methods for External and Internal Outcomes

Outcome Metric(s) Method(s)
External Outcomes
Reduced customer
complaints
Percentage of customer
complaints in 2019 in
comparison to 2014.
Review Customer Grievances
Spreadsheet every three months.
Internal Outcomes
Increased retention among
employees
Percentage of employees who
report not thinking about leaving
in the last three months.
Review Stay Interviews
completed in the last year.
Increased employee
satisfaction with their
direct supervisor.
Percentage of employees who
report they are happy with their
direct supervisor.
Review Stay Interviews
completed by all employees in
the last year.
Increased commitment
with the application of
“inspire a shared vision”
Percentage of supervisors that
have applied “inspire a shared
vision” in their work setting
since taking the Leadership
Challenge two-day training.
Review supervisor responses
from survey monkey within one
year from training.

MANAGER’S LEARNING TRANSFER 108

Level 3: Behavior
Critical behaviors. Critical behaviors play an essential role in an organization’s ability
to reach its desired results. They consist of a few core actions consistently completed on the job
by critical stakeholders to reach optimal performance toward desired outcomes (Kirkpatrick &
Kirkpatrick, 2016). Moreover, the New World Level 3 acknowledges two facts common to the
workplace. First, 70% of the learning that takes place on the job contributes to job performance.
Second, motivation—along with a sense of agency—is necessary for support of optimal
performance. This evaluation study focused on job performance, also known as learning
transfer, of Hope Community Services managers. By December 2019, 100% of Hope
Community Services managers will implement the “inspire a shared vision” practice of
exemplary leadership in their work setting. Three vital behaviors will be reviewed to address the
job performance of the study’s key stakeholders. The first critical behavior will focus on the
trained managers meeting with their direct supervisors following the training to discuss their
understanding of an “inspire a shared vision” exemplary practice. The second critical behavior
includes time spent by the trained managers in reviewing the Leadership Challenge training
material after they have completed their training. The last critical behavior includes the trained
manager identifying at least one opportunity in which they can apply “inspire a shared vision”
exemplary activity to their work setting and communicate it to their administrative supervisor.
Table 15, below, summarizes the key metrics, methods, and timing for each critical behavior.

MANAGER’S LEARNING TRANSFER 109

Table 15

Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
Trained managers meet
with their
administrative
supervisor to debrief on
Leadership Challenge
training.
The number of
administrative
supervisors that meet
with the trained
managers within one
week of training.
The administrative
supervisor will coordinate
a convenient time for
administrative supervision
with the trained manager.
Within 1 week of the
Leadership Challenge
training.
Trained managers
spend time following
their training to review
Leadership Challenge
“inspire a shared
vision” material.
The amount of time
spent by the trained
managers in reviewing
the training material on
“inspire a shared
vision” practice.
The administrative
supervisor will request
trained managers to
allocate time in their work
calendar to review
training material.
Within 2 weeks of the
Leadership Challenge
training.
Trained managers
identify at least one
opportunity in which
they can apply “inspire
a shared vision”
practice in their work
setting and
communicate it to their
administrative
supervisor.
The number of
opportunities that
trained managers have
selected a date and time
to apply “inspire a
shared vision” practice
activity.
The administrative
supervisors will follow up
with trained managers to
identify opportunities.
Within 1 month of
the Leadership
Challenge training.

Required drivers. The New World Kirkpatrick Model includes required drivers in
Level 3. Kirkpatrick and Kirkpatrick (2016) defined required drivers as “processes and systems
that reinforce, monitor, encourage, and reward performance of critical behaviors on the job” (p.
14). As much as 85% of application on the job can be expected by organizations that support the
knowledge and skills obtained during training. However, when organizations rely only on the
training itself, they experience only about 15% success toward desired results. The drivers
required for trained managers to apply “inspire a shared vision” exemplary leadership practices
are described in Table 16.

MANAGER’S LEARNING TRANSFER 110

Table 16
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical behaviors supported
1, 2, 3, etc.
Reinforcing
Establish a business process
that requires administrative
supervisors to actively
support trained managers with
their application of new
knowledge and skills.
once 1, 2, 3
Encouraging
Promote participation in the
Leadership Challenge
practices by requiring an
accountability leadership
partner.
once 1,
Rewarding
Provide monetary incentives
to trained managers that have
been observed applying new
knowledge and skills in their
work setting.
Once for three consecutive
months following the
Leadership Challenge
training.
3
Acknowledge trained
managers during management
meetings for their efforts in
applying new knowledge with
their staff.
Monthly during management
meetings
1,2, 3
Monitoring
Promote a culture in the
organization where all
managers have the
opportunity to share their
experiences with applying the
Leadership Challenge
concepts
daily 1, 2, 3

Organizational support. The main characteristic of level two in The New World
Kirkpatrick Model is the degree of knowledge, skills, attitude, confidence, and commitment
acquired by participants based on their participation in the learning activity. Therefore, Hope
Community Services will provide support in several ways to ensure that the required drivers are
MANAGER’S LEARNING TRANSFER 111

implemented. The organization will provide support by creating a leadership subcommittee
comprised of regional executive directors. The purpose of the subcommittee will be to develop
business processes that will establish the expectations for how regional leadership teams should
support the learning transfer of managers following their participation in the two-day Leadership
Challenge training. Subcommittees will be required to meet bi-weekly until business processes
have been created and rolled-out. Once roll-outs have occurred, the subcommittees will meet
once a month to monitor the progress with the various ways that the leadership teams will
support newly trained managers.
Learning goals. For this evaluation study, the learning goals identified in this section
were inspired using the Kirkpatrick and Kirkpatrick (2016) evaluation components of learning.
The five evaluation components are skills, knowledge, attitude, confidence, and commitment.
Moreover, the learning goals identified in this section align with the validated gaps in chapter
four. Hope Community Services managers will be able to do the following upon their completion
of recommended solutions:
1. Apply knowledge from the Leadership Challenge training on implementing “inspire a
shared vision” exemplary leadership practice (Knowledge – Declarative)
2. Apply forward-looking thinking as a leader (Knowledge – Procedural)
3. Apply Kouzes and Posner’s Leadership Challenge recommended “inspire a shared
vision” activities (Knowledge – Procedural)
4. Enthusiastically share their vision with their staff (Attitude – Utility Value)
5. Commit to having an accountability Leadership Challenge partner (Commitment)
6. Have confidence in effectively incorporating “inspire a shared vision” exemplary
practice activities in their work setting (Confidence – Self-Efficacy)
MANAGER’S LEARNING TRANSFER 112

Program. The learning goals described in the previous section will be achieved during
the 2-day Leadership Challenge training. Learning and Development department staff will
identify all new managers who have not participated in Kouzes and Posner’s Leadership
Challenge training. Once all managers requiring the training have been identified by learning
and development staff, they will send out email notifications to managers and their supervisors
requesting that they enroll in the upcoming training. Training will take place in one of Hope
Community Services regions. Managers will be required to make travel arrangements with the
office manager in their region before the training of travel is required. Once managers attend
and participate in the 2-day leadership challenge, they will return to their regions with new
knowledge and skills on the five practices of exemplary leadership by Kouzes and Posner. The
leadership team from each region will be required to identify an accountability partner for the
newly trained managers. The accountability partner will be notified of their new assignment and
be required to meet with the newly trained manager within 2 weeks of their participation in the
training.
Additionally, the supervisors of the newly trained managers will be required to set up an
administrative supervision meeting with their newly trained managers to discuss the Leadership
Challenge training experience. During the administrative supervision, following the training, the
supervisors, in collaboration with the newly trained managers, will develop a Leadership
Challenge–“Inspire a Shared Vision” action plan. The action plan will describe the efforts and
activities that the newly trained manager will commit to implementing the knowledge and skills
acquired during training to their work setting in the first 30 days. During the first 30 days, all
supervisors will be required to coach, mentor, observe, support, and provide feedback on the
newly trained managers’ efforts with the implementation of new knowledge and skills.
MANAGER’S LEARNING TRANSFER 113

Evaluation of the components of learning. Evaluation of the components of learning.
The New World Kirkpatrick Model, level two, describes five components of learning, which are
knowledge, skills, confidence, and commitment. Hope Community Services managers’ learning
from the Leadership Challenge training will be assessed by the methods or activities described
below in Table 17.
Table 17
Evaluation of the Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Report knowledge of “inspire a shared vision”
during administrative supervision.
During administrative supervision following
the participation in the Leadership Challenge
training.
Procedural Skills “I can do it right now.”
Demonstrate the application of “inspire a
shared vision” exemplary leadership practice
activities.
Within the first 30 days following the
participation in the Leadership Challenge
training.
Attitude “I believe this is worthwhile.”
Report value in applying “inspire a shared
vision” activities in the work setting.
During administrative supervision following
the participation in the Leadership Challenge
training.
Confidence “I think I can do it on the job.”
Report the ability to apply “inspire a shared
vision” activities.
During administrative supervision following
the participation in the Leadership Challenge
training.

Commitment “I will do it on the job.”
Hope Community Services newly trained
managers will commit to applying “inspire a
shared vision” strategies on the job.
During administrative supervision following
the participation in the Leadership Challenge
training.

Level 1: Reaction

The New World Kirkpatrick categorizes Reaction as Level 1 (Kirkpatrick & Kirkpatrick,
2016). In the training industry, Level 1 is most familiar to professionals in the learning and
development arena. It is also at this level that organizations tend to utilize most of their
MANAGER’S LEARNING TRANSFER 114

resources. However, Kirkpatrick and Kirkpatrick emphasized and encouraged learning
professionals to spend fewer resources in Level 1 and, instead, to redirect resources to higher
levels in the model. Level 1 is focused on determining how participants find the training
engaging and adequate for their jobs. The three components that make up Level 1 are
engagement, relevance, and customer satisfaction. The most favorable method for soliciting
feedback from participants on the Level 1 components is through formative method. The table
below delineates methods or tools along with timing recommended for this study.
Table 18
Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement
Instructor observation During the entire 2-day training
Pulse check Immediately after the first break
Relevance
Pulse check Once on day 1 of training and once on day 2 of
training
Customer Satisfaction
Pulse check At the end of day 1 and the end of day 2
Survey At the end of day 2

Evaluation Tools
Immediately following the program implementation. An evaluation tool is
recommended as part of the implementation plan. Evaluation tools are helpful in gathering
information on the overall effectiveness of the training. In the New Work Kirkpatrick Model,
Kirkpatrick and Kirkpatrick (2016) recommend a blended evaluation tool that will help assess
levels one and two at the same time. A benefit to this recommendation is the ability to maximize
resources and avoid survey fatigue. The evaluation tool recommended for this study is a survey
with 10 questions. The questions will assess Level 1, engagement, relevance, and customer
MANAGER’S LEARNING TRANSFER 115

satisfaction, as well as Level 2, knowledge, skills, attitude, confidence, and commitment. The
proposed immediate evaluation instrument is in Appendix A.
Delayed for a period after the program implementation. While many organizations
tend to evaluate immediately after training, it is essential to measure all four levels of the
Kirkpatrick and Kirkpatrick New World Model to determine the effectiveness of the overall
initiative. However, to obtain an accurate analysis, organizations are encouraged to assess all
four levels of the Kirkpatrick and Kirkpatrick New World Model(2016) at approximately 90
days from the initial training. Organizations are willing to invest thousands of dollars in
leadership development training to learn new knowledge and improve the skills of their
managers in order to improve organizational outcomes. The evaluation in Appendix B seeks to
further assess learning transfer for managers at approximately 180 days from their participation
in the training. The evaluation will assess the relevance of the training (Level 1), the acquisition
of new knowledge, skills, and attitude as well as confidence and commitment (Level 2), the
newly acquired behaviors (Level 3), and results. The evaluation consists of 11 questions, with
three being open-ended.
Data Analysis and Reporting
The primary goal of the implementation plan is to provide support in the three core areas
of knowledge, motivation, and organization in order for managers to have stronger learning
transfer from the leadership training to their work setting. The implementation plan report will
be showcased to the agency’s board of directors and senior executives at the annual strategic
planning meeting. The learning and development department staff will take the lead in the
presentation of the results. The focus of the report will be to identify how improved learning
transfer positively impacts organizational strategic plan outcomes. Various visuals, such as
MANAGER’S LEARNING TRANSFER 116

graphs, will be incorporated in the report to illustrate findings. Appendix C, Figure 1, and Figure
2 are a sample of the report visuals that will be used.
Summary
The New World Model by Kirkpatrick and Kirkpatrick (2016) was used as a framework
to develop the evaluation and implementation plan that will monitor the increase in the learning
transfer of Hope Community Services managers. The New World Model is evidence-based and
provides four levels of evaluation: reaction, learning, behavior, and results. If Hope Community
Services correctly implements this plan, managers will acquire the necessary knowledge,
motivation, and organizational support needed to have increased learning transfer.
Limitations and Delimitations
Many research studies experience limitations at various levels, and this study is not an
exception. The purpose of this study was to examine the knowledge, motivation, and
organizational influences impacting the learning transfer of managers from the Leadership
Challenge training to their work setting. Although the researcher strove to reduce the number of
limitations throughout the process, some were inevitable. Three fundamental limitations were
present in this study.
The first limitation was the small sample size for both surveys and interviews. The
researcher was only able to secure 47 surveys and a total of 10 interviews. To increase the
number of survey participants, the researcher extended the survey completion deadline by one
week. This effort only yielded several more responses, totaling 47.
Time constraints to collect data were another factor that could have impacted the overall
findings of this study. The researcher was conscientious of the limited time that managers had in
their hands due to the high demands of working in a non-profit organization. For this reason, the
MANAGER’S LEARNING TRANSFER 117

researcher had to limit the number of questions included in both survey and interviews.
Therefore, the survey was targeted for aggregate questions specific to motivation and
organization and interview questions focused on knowledge questions that the interviewees
could reflect on. Triangulation could have improved if the researcher included all three
influences in the survey and interviews. Additionally, deadlines associated with the dissertation
defense in the EdD Organizational Change and Leadership program may have also impacted the
researcher’s opportunity to obtain more survey and interview participants. The researcher was
unable to extend deadlines to the recruitment of participants as there was a need to immediately
begin the data analysis process of the research study in order to stay within program’s
recommended deadlines.
The crucial third limitation was the researcher’s novice status throughout the research
process. In the later phase of the research study, there were additional steps or processes that the
researcher could have implemented to enhance the methodology section. For example, the
researcher could have included observations and documentation analysis that would have
brought to light more information on gaps for the identified KMO influences.
Delimitations of this study include the participants selected for the data analysis. Only
managers from Hope Community Services were surveyed and interviewed. This study could
have expanded to all managers in nonprofit organizations trained in the Leadership Challenge.
Additionally, this study was limited to only evaluating the “inspiring a shared vision” practice
from the Leadership Challenge program. This study could have included all five leadership
practices rather than just one in order to understand the overall KMO impact on learning
transfer from the Leadership Challenge training. Another delimitation included the researcher’s
decision to change the sentence wording in the organization cultural model survey question 22.
MANAGER’S LEARNING TRANSFER 118

The initial intent was to understand if managers believed there was a presence of
transformational leadership culture in the organization. When the question was re-worded, the
word “transformation” was removed, thereby changing the focus of the question to a broader
leadership culture. If the researcher would have included “transformational” in the question,
then there would have been an opportunity to gather more accurate data.
Recommendations for Future Research
One core area for future research is fundamental to the learning transfer from the
Leadership Challenge training within Hope Community Services and generalizable to other
organizations. Specifically, research focused on all five practices of exemplary leadership from
the Leadership Challenge training. For this study, “inspire a shared vision” was the only
leadership practice that was assessed to determine learning transfer gaps within Clark and
Estes’s KMO framework, to keep the research study manageable in scope and size. Narrowing
the study down to one leadership practice limited the researcher’s ability to fully explore the
impact of knowledge, motivation, and organizational influences on learning transfer from the
Leadership Challenge training as a whole.
Additionally, the limitations identified above yielded limited data for data analysis. This
same research study could be conducted again in other organizations that have identified The
Leadership Challenge as their preferred leadership development training model. Efforts could
be made to recruit additional surveys and interview participants who could increase the sample
size and thereby shed light on additional influences found in the literature review. Lastly, the
researcher recommends for observations and document analysis to be included in the
methodology to further the understanding of KMO gaps in learning transfer.

MANAGER’S LEARNING TRANSFER 119

Conclusion
The purpose of this study was to look at one nonprofit organization in the context of the
more significant problem of practice of learning transfer from leadership development training.
A large behavioral health nonprofit organization was selected for this study, and the problem of
practice was explored by surveying and interviewing managers, the primary stakeholders. The
Clark and Estes (2008) model was incorporated as a framework for understanding the problem
of practice from the perspective of the organization’s managers. Surveys and interviews were
used in this study in order to evaluate the knowledge, motivation, and organizational influences
impacting the learning transfer of managers from the Leadership Challenge to their work
setting. Additionally, the Kirkpatrick and Kirkpatrick New World Model (2016) was used to
create an implementation and evaluation plan for addressing the knowledge, motivation, and
organizational influences that interfere with adequate learning transfer.
The findings generated from this study have significant implications for all organizations
that wish to achieve a return on investment on the leadership development programs they
choose to adopt. Specifically, if the goal is to increase organizational and employee
performance and employee morale, and to produce better leaders then more needs to be done to
address barriers that get in the way of substantial learning transfer. This study demonstrates that
organizations need to go beyond the training identification and delivery phase and place more
energy, focus, and resources on the post-training phase. Gaps in knowledge, motivation, and
organizational influences can serve as barriers to achieving intended return on investment.
Moreover, this study also highlighted that it would not be sufficient to address only one or two
of the three KMO influences. Coordinated efforts must be placed to address all three influences
in order for trained managers to successfully apply newly learned knowledge and skills.
MANAGER’S LEARNING TRANSFER 120

Learning transfer should be deliberately considered in order for training to be active and
efficient and for the intended organizational outcomes to be reached. Hope Community
Services, like many other organizations, are spending huge sums of money on leadership
development trainings because they see a need to develop better leaders within their
organizations. However, in order for this to occur, organizations need to strongly consider what
resources they must allocate for proper learning transfer to occur once the training is over.
When knowledge, motivation, and organizational influences are carefully considered ,
organizations will accomplish significantly more than what they have in the past.

MANAGER’S LEARNING TRANSFER 121

References
Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future
research. Personnel Psychology, 41(1), 63–105.
Baker, L. (2006). Metacognition. Retrieved from http://www.education.com/reference/
article/metacognition/.
Bandura, A. (1985). Social foundations of thought and action: A social cognitive theory.
Englewood Cliffs, NJ: Prentice-Hall.
Baker, L., Garrett, A., & Mazzocco, M.M.(2006). Development of the Metacognitive Skills of
Prediction and Evaluation in Children With or Without Math Disability. Learning
Disabilities: Research and Practice, 21(2), 77-88. Barling, J., Weber, T., & Kelloway, E.
K. (1996). Effects of transformational leadership and financial outcomes: A field
experiment. Journal of Applied Psychology, 81, 827–832.
Bass, B. M. (1985). Leadership and performance beyond expectations. New York, NY: Free
Press.
Bass, B.M. and Stogdill, R.M. (1990). Bass & Stogdill’s Handbook of Leadership: Theory,
Research and Managerial Applications. 3rd Edition, Free Press, New York
Baumgartel, H., Reynolds, M. & Pathan, R. (1984). How personality and organizational climate
variables moderate the effectiveness of management development programmes: a review
and some recent research findings. Management and Labour Studies, 9(1), 1-6.
Belling, R., James, K. and Ladkin, D. (2004). Back to the workplace: how organisations can
improve their support for management learning and development. Journal of
Management Development, 23(3), 234-255.
MANAGER’S LEARNING TRANSFER 122

Blume, B., Ford, J.K., Baldwin, T., & Huang, J.L.(2010). Transfer of Training: A Meta-Analytic
Review. Journal of Management, 36 (4), 1065-1105.
Bolden, R. (2004). What is leadership? Leadership South West Research, Report 1. Retrieved
from www.leadershipsouthwest.com.
Burke, L. A., & Hutchins, H. M. (2007). Training transfer: An integrative literature review.
Human Resource Development Review, 6(3), 263–296.
Burke, L. A., & Hutchins, H. M. (2008). A study of best practices in training transfer and
proposed model for transfer. Human Resource Development Quarterly, 19(2), 107–128.
Burke, V., & Collins, D. (2005). Optimizing the effects of leadership development programs.
Management Decision, 43(7/8), 975–987.
Burns, J. M. (1978). Leadership. New York, NY: Harper and Row
Cheng, E., & Hampson, I. (2008). Transfer and training: A review and new insights.
International Journal of Management Reviews, 10(4), 327–341.
Chowdhury, P., & Sarkar, A. (2013). Capability building in shaping leadership and its future
trends. Kushagra International Management Review, 3, 84–96.
Clark, R. E. (2003) Fostering the work motivation of individuals and teams. Performance
Improvement, 42(3), 21–29.
Clark, R. E., & Estes, F. (2008). Turning research into results: A guide to selecting the right
performance solutions. Charlotte, NC: Information Age Publishing.
Collins, D. B., & Holton, E. F. (2004). The effectiveness of managerial leadership development
programs: A meta-analysis of studies from 1982 to 2001. Human Resource Development
Quarterly, 15(2), 217–248.
MANAGER’S LEARNING TRANSFER 123

Creswell, J.W. (2014). Research design: Qualitative, quantitative, and mixed methods
approaches (4th ed.). Thousand Oaks, CA: SAGE.
Cromwell, S. E., & Kolb, J. A. (2004). An examination of workenvironment support factors
affecting transfer of supervisory skills training to the workplace. Human Resource
Development Quarterly, 15, 449–471.
Day, D. V. (2000). Leadership development: A review in context. The Leadership Quarterly, 11,
581–613.
Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related
choices. Handbook of competence and motivation. New York: Guilford Publications,
Inc. 105-121.
Eccles, J. (2006). Expectancy value motivational theory. Retrieved from
http://www.education.com/reference/article/expectancy-value-motivational-theory/
Elangovan, A. R., & Karakowsky, L. (1999). The role of trainee and environmental factors in
transfer of training: an exploratory framework. Leadership & Organization Development
Journal, 20(5), 268–75.
Franke, F., & Felfe, J. (2012). Transfer of leadership skills: The influence of motivation to
transfer and organizational support in managerial training. Journal of Personnel
Psychology, 11(3), 138–147.
Frauenheim, E. (2009). Training Is Taking a Beating in Recession, Studies Find. Retrieved
from https://www.workforce.com/2009/01/26/training-is-taking-a-beating-in-recession-
studies-find/.
MANAGER’S LEARNING TRANSFER 124

Gallimore, R., & Goldenberg, C. (2001). Analyzing cultural models and settings to connect
minority achievement and school improvement research. Educational Psychologist, 36(1)
45–56.
Glesne, C. (2015). Becoming Qualitative Researchers: An Introduction. (5th Edition). New York
City, NY: Pearson Publishing.
Holten, A., Bollingtoft, A., & Wilms, I. (2015). Leadership in a changing world: Developing
managers through a teaching and learning program. Management Decision, 53(5), 1107–
1124.
Hotho, S., & Dowling, M. (2010) Revisiting leadership development: the participant perspective.
Leadership & Organization Development Journal, 31(7), 609–629.
Hutchins, H. (2009). In the trainer’s voice: A study of training transfer practices. Performance
Improvement Quarterly, 22, (1) 69.
Kaiser, R. B., & Curphy, G. (2013). Leadership development: The failure of an industry and the
opportunity for consulting psychologists. Consulting Psychology Journal: Practice and
Research, 65(4), 294–302.
Kamali, A., Jayashree, P., & Lindsay, V. (2014). Leadership development programs (LDPs): A
review of contextual and cultural factors and how they impact LDP effectiveness. The
International Journal of Management and Applied Research, 2(4), 172-186.
Kirkpatrick, JD. & Kirkpatrick, W.K. (2016). Four Levels of Training Evaluation. Alexandria,
VA: ATD Press.
Kouzes, J., & Posner, B. (2012). The leadership challenge: How to make extraordinary things
happen in organizations (5th ed., J-B Leadership Challenge: Kouzes/Posner). Hoboken,
NJ: Wiley.
MANAGER’S LEARNING TRANSFER 125

Kouzes, J., & Posner, B. (2012). The leadership challenge workbook 3rd ed., J-B Leadership
Challenge: Kouzes/Posner). San Francisco, CA: Jossey-Bass.
Kouzes, J., & Posner, B. (2013). The Value of Vision Series – Kouzes and Posner. Retrieved
from https://seapointcenter.com/kouzes-and-posner-on-vision/
Krathwohl, D. R. (2002). A revision of Bloom’s Taxonomy: An overview. Theory Into Practice,
41(4), 212–218.
Krueger, R. and Casey, M. (2009) Focus Groups: A Practical Guide for Applied Research. Sage
Publications, Thousand Oaks, CA.
Lacerenza, C.N., Reyes, D.L., Marlow, S.L., Joseph, D.L., Salas, E. (2017). Leadership Training
Design, Delivery, and Implementation: A Meta-Analysis. Journal of Applied
Psychology, 102(12), 1686–1718.
Lim, D.H. & Johnson, S.D. (2002). Trainee perceptions of factors that influence learning
transfer. International Journal of Training and Development, 6 (1), 36-48.
Mayer, R. E. (2011). Applying the science of learning. Upper Saddle River: Pearson Merrill
Prentice Hall.
Machin, M.A. & Fogarty, G.J. (2003). Perceptions of training-related factors and personal
variables as predictors of transfer implementation intentions. Journal of Business and
Psychology, 18 (1), 51-71.
Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.). Los
Angeles, CA: SAGE.
McAlearney, A. S., ScD., & Butler, P. W. (2008). Using leadership development programs to
improve quality and efficiency in healthcare. Journal of Healthcare Management, 53(5),
319–31.
MANAGER’S LEARNING TRANSFER 126

McCleskey, J. A. (2014). Situational, Transformational, and Transactional Leadership and
Leadership Development. Journal of Business Studies, 5(4), 117-130.
McColl-Kennedy, J.R. & Anderson, R.D. (2002). Impact of leadership style and emotions on
subordinate performance. Leadership Quarterly, 13(5), 545-559.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and
implementation (4th ed.). San Francisco, CA: Jossey-Bass.
Mumford, M. (2000). Leadership skills for a changing world, solving complex social problems.
The Leadership Quarterly, 11, 11–35.
Northouse, P. G. (2016). Leadership theory and practice (7th ed.). Thousand Oaks, CA: Sage
Publications.
Pajares, F., & Urdan, T. (2006). Self-efficacy beliefs ofadolescents. Greenwich, CT: Information
Age Publishing.
Patton, M.Q. (2014). Qualitative Research & Evaluation Methods Integrating Theory and
Practice (4
th
Edition). Saint Paul, MN: Sage Publishing.
Peters, S., Cossette, M., Bates, R., Holton, E., Hansez, I., & Faulx, D. (2014). The influence of
transfer climate and job attitudes on the transfer process: Modeling the direct and indirect
effects. Journal of Personnel Psychology, 13(4), 157–166.
Rost, J. C. (1993). Leadership development in the new millennium. Journal of Leadership
Studies, 1(1), 91–110.
Rueda, R. (2011). The three dimensions of improving student performance. New York, NY:
Teachers College Press.
Ruvio, A., Rosenblatt, Z., & Hertz-Lazarowitz, R. (2010). Entrepreneurial leadership vision in
nonprofit vs. for-profit organizations. The Leadership Quarterly, 21(1), 144–158.
MANAGER’S LEARNING TRANSFER 127

Salkind, N. J. (2017). Statistics for people who (think they) hate statistics: Using Microsoft Excel
16 (4th ed.). Thousand Oaks, CA: SAGE.
Schein, E. H. (2017). Organizational Culture and Leadership, 5th Edition. Hoboken, NJ: John
Wiley & Sons, Inc.
Sorensen, P. (2016). What research on learning transfer can teach about improving the impact of
leadership development initiatives. Consulting Psychology Journal: Practice and
Research, 69(1), 47–62.
Scott S., & Palincsar, A. (2006). Sociocultural Theory. Retrieved from
http://www.education.com/reference/article/sociocultural-theory/
Snyder N.H. & Graves, M. (1994). Leadership and vision. Business Horizons, 37(1), 1–7.
Staff (2016). ATD Releases 2016 State of the Industry Report. Retrieved from
https://www.td.org/insights/atd-releases-2016-state-of-the-industry-report.
Stogdill, R. M. (1974). Handbook of leadership: A survey of theory and research. New York,
NY: Free Press.
Stoner, J. L. (2014). How to create a shared vision that works. Retrieved from
Staff (2015). 2015 Training Industry Report. Retrieved from www.trainingmag.com
Taylor, M.C., Cornelius, C.J., Colvin, K. (2013). Visionary leadership and its relationship to
organizational effectiveness. Leadership & Organization Development Journal, 35(6),
566-583.
Van der Klink, M. R., Gielen, E. W. M., & Nauta, C. (2001). Supervisory support as a major
condition to enhance transfer. International Journal of Training and Development, 5(1),
52–63.
MANAGER’S LEARNING TRANSFER 128

Xiao, L. (1996). The Relationship Between Organizational Factors and the Transfer of Training
in the Electronics Industry in Shenzhen, China. Human Resource Development
Quarterly, 7(1), 55-73.
Zagorsek, H., Jaklic, M., & Stanley J. S. (2004). Cross Cultural Management, 11(2), 16-34

MANAGER’S LEARNING TRANSFER 129

Appendix A
Survey Instrument
Hello Hope Community Services Managers!
You are invited to participate in a dissertation survey. In this survey, approximately 150
managers will be asked to complete a questionnaire that asks questions relating to the Leadership
Challenge training. The completion of this survey will take approximately 5-8minutes.

Your participation in this study is completely voluntary. There are no foreseeable risks
associated with this research study. However, if you feel uncomfortable answering any
questions, you can withdraw from the survey at any point.

Your survey responses will be strictly confidential and data from this research will be reported
only in the aggregate. Responses will not be identified by individual. Your information will be
coded and will remain confidential.

For questions regarding this study, please contact:
Principal Investigator: Candy Curiel, doctoral candidate-USC Rossier School of Education at
cacuriel@usc.edu or at (626)263-2615.

Thank you very much for your time and support. Please start with the survey now by clicking on
the Ok button below.

MANAGER’S LEARNING TRANSFER 130

Appendix B
Survey Items
Research Question/
Data Type
KMO
Construct
Survey Item
(question and
response)
Scale of
Measurement
Potential
Analyses
Visual
Representation
1. Demographics
N/A How long have
you worked at
Hope
Community
Services?
____________
Interval Percentage,
Median,
Mean,
Standard
Deviation,
Range

Pie chart, bar
chart
2. Demographics N/A How long have
you been in a
managerial role
at Hope
Community
Services?
_____________
_______
Ratio Percentage,
Median,
Mean,
Standard
Deviation,
Range
Pie chart, bar
chart
3. Demographics N/A When did you
participate in
The Leadership
Challenge 2-day
training?
____________

Nominal Mode Bar chart
4. What is the
Hope
Community
Services
managers’
knowledge and
motivation
related to
learning transfer
of “inspiring a
shared vision”
practice from
the Leadership
Challenge
training to their
work setting?
K-F When referring
to the exemplary
practice of
“inspire a shared
vision,” Kouzes
and Posner
encourage
leaders to
envision the
future. Describe
in your own
words what they
mean by this.
___________

Open-ended Pie chart, bar
chart
5. What is the
Hope
Community
Services
managers’
knowledge and
motivation
related to
learning transfer
of “inspiring a
K-F When referring
to the exemplary
practice of
“inspire a shared
vision,” Kouzes
and Posner
recommend
leaders to enlist
others. What do
Kouzes and
Open-ended Pie chart, bar
chart
MANAGER’S LEARNING TRANSFER 131

shared vision”
practice from
The Leadership
Challenge
training to their
work setting?
Posner mean by
“enlisting
others?”
_____________
__________
_____________
__________
6. What is the
Hope
Community
Services
managers’
knowledge and
motivation
related to
learning transfer
of “inspiring a
shared vision”
practice from
The Leadership
Challenge
training to their
work setting?
M-V “Inspire a
Shared Vision”
is an important
practice to me in
my role as a
manager.
(strongly agree,
agree, disagree,
strongly
disagree)
Ordinal Mode, Median,
Range
Table
7. To what extent
are the HCS
managers’
meeting their
goal of applying
“inspiring a
shared vision”
practice to their
work setting?
MV Since my
participation in
the Leadership
Challenge
training, I have
applied
“inspiring a
shared vision” in
my work setting.
(10+ times, 7–9
times, 4–6 times,
1–3 times, 0
times)
Ratio Percentage,
Median,
Mean,
Standard
Deviation,
Range
Pie chart, bar
graph
8. What is the
Hope
Community
Services
managers’
knowledge and
motivation
related to
learning transfer
of “inspiring a
shared vision”
practice from
The Leadership
Challenge
training to their
work setting?
M-SE I can share my
vision with my
supervisees with
confidence.
(strongly agree,
agree, disagree,
strongly
disagree)
Ordinal Mode,
Median,
Range
Table
9. What is the
Hope
Community
Services
managers’
knowledge and
motivation
related to
learning transfer
of “inspiring a
M-V The use of
“inspire a shared
vision” practice
with my team is
useful in
achieving our
outcomes.
(strongly agree,
agree, disagree,
Ordinal Mode,
Median,
Range
Table
MANAGER’S LEARNING TRANSFER 132

shared vision”
practice from
The Leadership
Challenge
training to their
work setting?
strongly
disagree)
10. What is the
Hope
Community
Services
managers’
knowledge and
motivation
related to
learning transfer
of “inspiring a
shared vision”
practice from
the Leadership
Challenge
training to their
work setting?
M-V Since the
Leadership
Challenge
training, I have
increased my
efforts in
applying
“inspire a shared
vision”
behaviors into
my work
activities.
(strongly agree,
agree, disagree,
strongly
disagree)
Ratio Percentage,
Median,
Mean,
Standard
Deviation,
Range
Pie chart, bar
graph
11. What is the
Hope
Community
Services
managers’
knowledge and
motivation
related to
learning transfer
of “inspiring a
shared vision”
practice from
the Leadership
Challenge
training to their
work setting?
M-SE I feel confident
in my ability to
talk about my
vision with my
staff during
supervision
(strongly agree,
agree, disagree,
strongly
disagree)
Ordinal Mode, Median Pie chart, bar
graph
12. What is the
Hope
Community
Services
managers’
knowledge and
motivation
related to
learning transfer
of “inspiring a
shared vision”
practice from
the Leadership
Challenge
training to their
work setting?
M-V I acknowledge
other team
members when I
see them apply
“inspire a shared
vision” activities
with our team
members.
(strongly agree,
agree, disagree,
strongly
disagree)
Ordinal Mode, Median Pie chart, bar
graph
13. What is the
Hope
Community
Services
managers’
knowledge and
motivation
related to
M-SE I can usually
change the
attitudes and
behaviors of
other team
members
through my use
of “inspire a
Ordinal Mode, Median
MANAGER’S LEARNING TRANSFER 133

learning transfer
of “inspiring a
shared vision”
practice from
the Leadership
Challenge
training to their
work setting?
shared vision.”
(strongly agree,
agree, disagree,
strongly
disagree)
14. What is the
Hope
Community
Services
managers’
knowledge and
motivation
related to
learning transfer
of “inspiring a
shared vision”
practice from
the Leadership
Challenge
training to their
work setting?
M-V Since I was
trained in The
Leadership
Challenge, I
have created a
vision statement
with my team.
(strongly agree,
agree, disagree,
strongly
disagree)
Ordinal Mode, Median Pie chart, bar
graph
15. What is the
Hope
Community
Services
managers’
knowledge and
motivation
related to
learning transfer
of “inspiring a
shared vision”
practice from
the Leadership
Challenge
training to their
work setting?
M-SE I am confident
that I can share
our
organization’s
vision with
anyone outside
our organization.
(strongly agree,
agree, disagree,
strongly
disagree)
Ordinal Mode, Median Pie chart, bar
graph
16. What is the
interaction
between Hope
Community
Services
organizational
culture and
context and
Hope
Community
Services’
knowledge and
motivation as it
relates to
achieving our
goal of 100% of
managers
implementing
“inspiring a
shared vision”
in their work
setting?
O-CM In my
organization,
senior leaders
generally talk
about the
organization’s
vision in
meetings/present
ations they
conduct or
participate in.
(strongly agree,
agree, disagree,
strongly
disagree)
Ordinal Mode, Median Pie chart, bar
graph
MANAGER’S LEARNING TRANSFER 134

17. What is the
interaction
between Hope
Community
Services
organizational
culture and
context and
Hope
Community
Services’
knowledge and
motivation as it
relates to
achieving our
goal of 100% of
managers
implementing
“inspiring a
shared vision”
in their work
setting?
O-CS There are
resources readily
available in the
office that I can
access to carry
out vision
activities.
(strongly agree,
agree, disagree,
strongly
disagree)
Ordinal Mode, Median Pie chart, bar
graph
18. What is the
interaction
between Hope
Community
Services
organizational
culture and
context and
Hope
Community
Services’
knowledge and
motivation as it
relates to
achieving our
goal of 100% of
managers
implementing
“inspiring a
shared vision”
in their work
setting?
O-CS My supervisor(s)
give(s) me time
during my work
hours to focus
on “inspiring a
shared vision”
practice
activities.
(strongly agree,
agree, disagree,
strongly
disagree)
Ordinal Mode, Median Pie chart, bar
graph
19. What is the
interaction
between Hope
Community
Services
organizational
culture and
context and
Hope
Community
Services’
knowledge and
motivation as it
relates to
achieving our
goal of 100% of
managers
implementing
O-CS Overall, how
satisfied are you
with the level of
support you
receive in your
efforts to apply
“Inspired a
Shared Vision”
activities with
your staff? (very
satisfied,
satisfied,
dissatisfied, very
dissatisfied)
Ordinal Mode, Median Pie chart, bar
graph
MANAGER’S LEARNING TRANSFER 135

“inspiring a
shared vision”
in their work
setting?
20. What is the
interaction
between Hope
Community
Services
organizational
culture and
context and
Hope
Community
Services’
knowledge and
motivation as it
relates to
achieving our
goal of 100% of
managers
implementing
“inspiring a
shared vision”
in their work
setting?
O-CS I have received
feedback from
my supervisor
regarding my
application of
“inspire a shared
vision” practice.
(strongly agree,
agree, disagree,
strongly
disagree)
Ordinal Mode, Median Pie chart, bar
graph
21. What is the
interaction
between Hope
Community
Services
organizational
culture and
context and
Hope
Community
Services’
knowledge and
motivation as it
relates to
achieving our
goal of 100% of
managers
implementing
“inspiring a
shared vision”
in their work
setting?
O-CM I feel
comfortable
speaking about
my vision with
senior leaders.
(strongly agree,
agree, disagree,
strongly
disagree)
Ordinal Mode, Median Pie chart, bar
graph
22. What is the
interaction
between Hope
Community
Services
organizational
culture and
context and
Hope
Community
Services’
knowledge and
motivation as it
relates to
O-CM When I am in
meetings with
other managers,
we all have the
same
understanding of
our
organization’s
vision. (strongly
agree, agree,
disagree,
strongly
disagree)
Ordinal Mode, Median Pie chart, bar
graph
MANAGER’S LEARNING TRANSFER 136

achieving our
goal of 100% of
managers
implementing
“inspiring a
shared vision”
in their work
setting?

23. What is the
interaction
between Hope
Community
Services
organizational
culture and
context and
Hope
Community
Services’
knowledge and
motivation as it
relates to
achieving our
goal of 100% of
managers
implementing
“inspiring a
shared vision”
in their work
setting?
O-CM There is a
presence of
leadership
culture within
the management
team (strongly
agree, agree,
disagree,
strongly
disagree)
Ordinal Mode, Median Pie chart, bar
graph

MANAGER’S LEARNING TRANSFER 137

Appendix C
Interview Protocol
Hello! My name is Candy Curiel, and I am conducting this study as a doctoral student at
the University of Southern California. I would like to thank you for volunteering to meet with
me and answer some questions that will help me with gathering additional meaningful
information for my study. As a refresher, the purpose of this study is to understand the various
factors that play an important role with learning transfer, specifically managers’ abilities to apply
the knowledge and skills specific to “inspire a shared vision” which they have learned from the
Leadership Challenge training to their work setting. Before we begin the interview questions, I
would like to review important information regarding the process of this interview. I know you
already signed the Informed Consent form, but I want to reiterate that as part of this study, I have
a responsibility and personal commitment to ensure that your information is completely
confidential and secure. I will use a pseudonym instead of your real name when recording and
presenting any data in my study.
Additionally, you have the option to decline to answer any of the questions I will be
asking today. As a research participant, you have a right to withdraw from this study at any
time. I would like your permission to audio record this interview. All the recordings from this
study will be password protected and deleted after I have gathered the necessary data. This
process will allow me to ensure that I have accurately captured what you share in this interview.
Is that ok with you? Do you have any questions before we begin with the interview questions?

MANAGER’S LEARNING TRANSFER 138

Appendix D
Interview Questions
1. When did you get hired at Hope Community Services and in what role/position?
2. Have you received any promotions since you have been hired? If so, please describe
when and the type of promotion received.
Transition: Great, thank you. Now, I would like to ask you,
3. How many years have you been in a managerial role at Uplift Family Services?
Transition: Thank you.
4. When did you complete the two-day Leadership Challenge training?
Transition: Thank you for that.
5. As you know, we are a strengths-based organization so in my next question, I would like
to ask what worked well in the training and what could have improved?
6. There are 5 practices of exemplary leadership in the Leadership Challenge and “inspire a
shared vision” is one of them. In your own words, share what “inspire a shared vision”
means to you?
Transition: Thanks for sharing your thoughts.
7. Please describe why or why not it would be beneficial to use “inspire a shared vision” in
your role as a manager.
8. Do you feel the training instructors provided necessary information for you to know how
to apply “inspire a shared vision” practice? Why?
9. Please share what you consider are your strengths and weaknesses when it comes to
using “inspire a shared vision.”
MANAGER’S LEARNING TRANSFER 139

10. Since your participation in the Leadership Challenge training, have you applied any of
the five practices in your role as a manager? If so, describe which ones.
Transition: ok thank you
11. Please describe a leadership vision activity that you would consider doing at an upcoming
staff meeting and what that might accomplish.
Transition: Now, I would like to ask the following,
12. From a 1 to a five on a Likert scale, 1= poor ability, and 5 = strong ability, how would
you rate yourself in your ability to use the “inspire shared vision” with your employees to
improve their performance?
Transition: I appreciate your response.
13. Please describe the last activity you did with your employee(s) that relates to “inspire a
shared vision.”
Transition: That is great; thank you.
14. Please describe what motivates you to use “inspire a shared vision” with your employees.
Transition: I have just a few more questions to ask you, thanks for your cooperation.
15. Please describe the agency resources, if any, that were readily available to you upon your
completion of the training to support you in applying what you learned in training.
Transition: Next,
16. What kind of support did supervisors offer in your efforts to apply in your work setting
what you learned in training?
Transition: Lastly,
17. Please describe what you think the ideal support from administrators would look like for
you to effectively apply what you have learned in the Leadership Challenge training?
MANAGER’S LEARNING TRANSFER 140

We have reached the end of our questions. Thank you for taking the time today to meet with
me and sharing such valuable information. Do you have any questions? Is there anything
you would like to add or say at this time that you feel will be valuable to my study?

MANAGER’S LEARNING TRANSFER 141

Appendix E
Immediate Evaluation Instrument
What I learned from the
Leadership Challenge training
has helped me on the job.
Strongly Agree, Agree, Neutral,
Disagree, Strongly Disagree
L1-Relevance
The meetings with my
administrative supervisor have
helped me solidify my
understanding of “inspire a
shared vision” practice of
exemplary leadership.
Strongly Agree, Agree, Neutral,
Disagree, Strongly Disagree
L1-Engagement
How could your supervisor
support you more with the
implementation of the
Leadership Challenge
practices of exemplary
leadership?
Open ended L1- Customer Satisfaction
What are the major concepts
that you learned during
Leadership Challenge
training?
Open ended L2- Knowledge
I believe it has been
worthwhile to apply what I
learned in the Leadership
Challenge training.
Strongly Agree, Agree, Neutral,
Disagree, Strongly Disagree
L2- Attitude
I feel confident about applying
what I learned in the training.
Strongly Agree, Agree, Neutral,
Disagree, Strongly Disagree
L2- Confidence
Have you applied what you
learned since your
participation in the Leadership
Challenge training?
Yes, No L2- Commitment

MANAGER’S LEARNING TRANSFER 142

Appendix F
Blended Evaluation Level 1-4 Survey
Strongly
Disagree
Disagree Agree Strongly
Agree
Looking back, taking this 2-day
leadership training was a good use of
my time.

I have had opportunities in my job to
use what I learned in the 2-day
leadership training

Consider the last time you
implemented “inspire a shared
vision.” Provide a short summary of
what the activity looked like.

My efforts have contributed to the
mission of this organization

I have seen an impact in the following areas as a result of applying what I learned in the 2-day
leadership training (check all that apply)
☐ Improved productivity by my team members
☐ Stronger relationships with my team members
☐ More respect from my peers
☐ Increased quality of services
☐ Improved personal confidence as a leader
☐ Other (please explain):
How has your participation in this 2-day leadership training benefitted the organization?______
MANAGER’S LEARNING TRANSFER 143

Appendix G
Data Analysis Chart

Figure 1. Sample data visual for implementation plan report-organizational support.

Figure 2. Sample data visual for implementation plan report-timely feedback from the
supervisor.

Abstract (if available)

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Leadership in an age of technology disruption: an evaluation study

PDF

Deckplate leadership: a promising practice study of chief petty officer development

PDF

Evaluation of the Sunshine University postdoctoral program

PDF

Prior learning assessment portfolios: an evaluation study

PDF

The impact of advanced technologies on the workplace and the workforce: an evaluation study

PDF

Modern corporate learning requires a modern design methodology: an innovation study

PDF

One to one tablet integration in the mathematics classroom: an evaluation study of an international school in China

PDF

Organizational agility and agile development methods: an evaluation study

PDF

The role of professional development and certification in technology worker turnover: An evaluation study

PDF

First-generation college students and persistence to a degree: an evaluation study

PDF

Leadership competencies in healthcare administration graduate degree programs: an evaluative study

PDF

Manager leadership skills in the context of a new business strategy initiative: an evaluative study

PDF

Leadership education and development that incorporates e-leadership: the “e” factor in leading in an electronic (virtual) work environment

PDF

Retention rates and burnout among medical assistants: an evaluation study

PDF

High school counselors’ support of first-generation students’ postsecondary planning: an evaluative study

PDF

Leadership and the impact on organizational citizenship behaviors: an evaluation study

PDF

Principals’ impact on the effective enactment of instructional coaching that promotes equity: an evaluation study

PDF

A study of manager reflective practice

PDF

Effective practices for managing staff performance in higher education: an exploratory study

PDF

The importance of rigor and engagement on student achievement and mastery: an evaluation study

Asset Metadata

Creator Curiel, Candy Alejandra (author)

Core Title Managers’ learning transfer from the leadership challenge training to work setting: an evaluation study

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 11/22/2019

Defense Date 10/23/2019

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

Tag leadership,leadership challenge,learning transfer,OAI-PMH Harvest,vision

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hirabayashi, Kimberly (committee chair), Canny, Eric (committee member), Phillips, Jennifer (committee member)

Creator Email cacuriel@usc.edu,candy.curiel@hotmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-236988

Unique identifier UC11673984

Identifier etd-CurielCand-7950.pdf (filename),usctheses-c89-236988 (legacy record id)

Legacy Identifier etd-CurielCand-7950.pdf

Dmrecord 236988

Document Type Dissertation

Rights Curiel, Candy Alejandra

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA