scholarly journals Integrating a transfer perspective into evaluations of leadership training

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Susanne Tafvelin ◽  
Henna Hasson ◽  
Karina Nielsen ◽  
Ulrica von Thiele Schwarz
Keyword(s):  
Leadership Training ◽  
Transfer Of Training ◽  
Training Model ◽  
Post Intervention ◽  
Content Type ◽  
Training Outcomes ◽  
Number Of Factors ◽  
Training Content ◽  
Time To Learn ◽  
Outcomes Of Leadership

PurposeIn previous studies, outcomes of leadership training have varied, with some studies suggesting large effects and others small. Although the transfer of training literature suggests a number of factors that influence training outcomes, this knowledge has seldom been used when evaluating the outcomes of leadership training. The purpose of the present study is therefore to examine how factors related to transfer of training influence outcomes of leadership training.Design/methodology/approachIn the present research, follower-rated outcomes of a leadership training program in Denmark (N = 298) was examined from a transfer of training perspective.FindingsUsing Baldwin and Ford's transfer of training model as a framework, analyses revealed that leaders' utility reactions (i.e. perception of usefulness) and learning were linked to transfer of training. In addition, leaders' perceptions of transfer were associated with post-intervention follower-rated transformational leadership and collective self-efficacy.Practical implicationsMaking sure that leaders find the training useful for their everyday activities (i.e. positive utility reactions) and that they have time to learn the training content is important to enable transfer and for leaders to use trained skills back at work.Originality/valueThe findings indicate the importance of understanding how leaders' perception of training content influences leadership training outcomes and that these perceptions need to be a part of the evaluation of leadership training. In addition, the findings suggest that factors predicting transfer of leadership training differ from other types of training.

Signaling the importance of training

2014 ◽  
Vol 29 (7) ◽  
pp. 829-849 ◽  
Author(s):  
Annette Towler ◽  
Aaron Watson ◽  
Eric A. Surface
Keyword(s):  
Foreign Language ◽  
Transfer Of Training ◽  
Leader Behaviors ◽  
Content Type ◽  
Training Outcomes ◽  
Discretionary Behaviors ◽  
Training Activities ◽  
Leader Training ◽  
Motivation To Transfer ◽  
The Relationship

Purpose – In this study of 815 military personnel, the purpose of this paper is to examine how perceived leader behaviors are related to trainee perceptions of leader training priorities and to trainee priority for training, and whether trainee motivation to transfer of training moderated the relationship between trainee perceptions and trainee priority for training. Design/methodology/approach – Participants who were experienced job incumbents responded to a survey related to foreign language usage, training, and policy. Findings – When leaders showed support for training through their actions, trainees were more likely to perceive their leaders as placing a higher priority on training. Leader behaviors predicted trainee priority to train, because trainees believed their leaders set a higher priority for training. The leader behaviors that were important for trainees’ priority to train were discretionary behaviors, not those leader behaviors mandated by the organization. Trainee perceptions of leader priority were more positively predictive of trainees’ priority to train for trainees with less motivation to transfer of training. Originality/value – Supervisor support is an important predictor of training outcomes. The authors expand this literature by focussing on the signals that leaders send to their subordinates regarding training priority. Leaders who exhibited discretionary behaviors in support of training appeared to create an environment in which trainees placed greater importance on training. Organizations need to be aware that mandating training activities might not be as important as encouraging leaders to place value on discretionary activities.

An intention-based model of transfer of training

2015 ◽  
Vol 38 (8) ◽  
pp. 908-928 ◽  
Author(s):  
Eddie W.L. Cheng ◽  
Karin Sanders ◽  
Ian Hampson
Keyword(s):  
Structural Equation ◽  
Transfer Of Training ◽  
Behavioral Control ◽  
Training Model ◽  
Equation Modeling ◽  
Perceived Behavioral Control ◽  
Content Type ◽  
Mediating Role ◽  
Transfer Behavior

Purpose – The purpose of this paper is to explicate and test an intention-based model to explain transfer of training behavior. The theory of planned behavior (TPB) is utilized to examine the role of transfer intention in the transfer of training process. Design/methodology/approach – A sample of 132 construction practitioners in Hong Kong was adopted. All measurement and structural models were assessed with structural equation modeling. Findings – Results showed that the three antecedents positively affected transfer intention, while perceived behavioral control and transfer intention affected transfer behavior positively. Moreover, a post hoc analysis supported the mediating role of transfer intention in the relationship between the antecedents and transfer behavior. Practical implications – Confirmation of the mediating role of intention has ascertained that it should be the core of a transfer of training model. To strengthen the transfer behavior, one has to find ways to increase the intention to transfer. Originality/value – This paper examined an intention-based model of transfer of training based on the TPB. The latter has rarely been applied to the prediction of transfer behavior.

Training transfer model as a possibility for the mandatory internship at sport science undergraduate courses

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Verónica Gabriela Silva Piovani ◽  
Ieda Parra Barbosa Rinaldi ◽  
Jorge Both
Keyword(s):  
Transfer Of Learning ◽  
Transfer Of Training ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Training Model ◽  
Training Transfer ◽  
Transfer Model ◽  
Content Type ◽  
Sport Science ◽  
Host Organization

PurposeThis article aims to explain the transfer of training model used in the training of human resources within organizations and its possibilities for the mandatory internship (MI) in sport science (SS) higher education.Design/methodology/approachA review that argues the concept of transfer of learning, the model of factors that affect the transfer of training and its evolution was undertaken.FindingsThe possibilities and implications of thinking about the MI in the SS undergraduate courses are listed based on the transfer of learning and of training model. It is concluded that different factors such as the students' characteristics, the characteristics of the different spaces of SS professional's intervention, the evaluation, the academic and technical supervisors, the host organization and peers, as well as other elements of the transfer of training model, are important to develop the MI at the SS undergraduate courses.Originality/valueThe consideration of this model of factors could be relevant to improve the teaching and learning processes within the MI at the SS undergraduate courses.

scholarly journals Improving organizational learning through leadership training

2016 ◽  
Vol 28 (3) ◽  
pp. 115-129 ◽  
Author(s):  
Henna Hasson ◽  
Ulrica von Thiele Schwarz ◽  
Stefan Holmstrom ◽  
Maria Karanika-Murray ◽  
Susanne Tafvelin
Keyword(s):  
Leadership Development ◽  
Organizational Learning ◽  
Leadership Training ◽  
Organizational Level ◽  
Training Intervention ◽  
Post Intervention ◽  
Line Managers ◽  
Content Type ◽  
Individual Level ◽  
Positive Effects

Purpose This paper aims to evaluate whether training of managers at workplaces can improve organizational learning. Managers play a crucial role in providing opportunities to employees for learning. Although scholars have called for intervention research on the effects of leadership development on organizational learning, no such research is currently available. Design/methodology/approach The training program consisted of theoretical and practical elements aimed to improve line managers’ transformational leadership behaviors and, in turn, improve organizational learning. The study used a pre- and post-intervention evaluation survey. Line managers’ and their subordinates’ perceptions of organizational learning were measured with the Dimensions of Organizational Learning Questionnaire and with post-intervention single items on organizational learning. Findings Comparisons between pre- and post-intervention assessments revealed that managers’ ratings of continuous learning and employees’ ratings of empowerment and embedded systems improved significantly as a result of the training. The leadership training intervention had positive effects on managers’ perceptions of individual-level and on employees’ perceptions of organizational-level aspects of organizational learning. Originality/value The study provides empirical evidence that organizational learning can be improved through leadership training. Both line managers and their subordinates perceived that organizational learning had increased after the training intervention, albeit in different ways. Implications for developing leadership training programs and for evaluating these are discussed.

scholarly journals In the Eye of the Beholder: How Self-Other Agreements Influence Leadership Training Outcomes as Perceived by Leaders and Their Followers

2021 ◽  
Author(s):  
Karina Nielsen ◽  
Susanne Tafvelin ◽  
Ulrica von Thiele Schwarz ◽  
Henna Hasson
Keyword(s):  
Transformational Leadership ◽  
Leadership Styles ◽  
Leadership Training ◽  
Leadership Behaviors ◽  
Forest Industry ◽  
Training Outcomes ◽  
Contingent Reward ◽  
Leaders And Followers ◽  
A Prospective Study ◽  
Prospective Study Design

AbstractBased on Yammarino and Atwater’s self-other agreement typology of leaders, we explored whether leaders’ and followers’ agreement influenced their ratings of leadership behaviors after training where leaders received multi-source feedback to stimulate behavior change. We used a prospective study design including 68 leaders and 237 followers from a Swedish forest industry company. Leaders underwent training to increase their transformational leadership and contingent reward styles and reduce management-by-exception passive and laissez-faire leadership. We found that self-other agreement influences followers and leaders reporting changes in leadership styles. We also found that although some leader types were perceived to improve their leadership behaviors, leaders and followers reported differential patterns in which types of leaders improved the most. Our results have important implications for how feedback should be used to support training to achieve changes in leadership styles.

Transfer of Training After an Organizational Intervention in Swedish Sports Clubs: A Self-Determination Theory Perspective

2016 ◽  
Vol 38 (5) ◽  
pp. 493-504 ◽  
Author(s):  
Andreas Stenling ◽  
Susanne Tafvelin
Keyword(s):  
Leadership Development ◽  
Training Program ◽  
Transfer Of Training ◽  
Development Program ◽  
Training Model ◽  
Training Transfer ◽  
Self Determination Theory ◽  
Self Determination ◽  
Sports Clubs ◽  
The Impact

Leadership development programs are common in sports, but seldom evaluated; hence, we have limited knowledge about what the participants actually learn and the impact these programs have on sports clubs’ daily operations. The purpose of the current study was to integrate a transfer of training model with self-determination theory to understand predictors of learning and training transfer, following a leadership development program among organizational leaders in Swedish sports clubs. Bayesian multilevel path analysis showed that autonomous motivation and an autonomy-supportive implementation of the program positively predicted near transfer (i.e., immediately after the training program) and that perceiving an autonomy-supportive climate in the sports club positively predicted far transfer (i.e., 1 year after the training program). This study extends previous research by integrating a transfer of training model with self-determination theory and identified important motivational factors that predict near and far training transfer.

Volition to transfer: mastering obstacles in training transfer

2017 ◽  
Vol 46 (4) ◽  
pp. 809-823 ◽  
Author(s):  
Christian Seiberling ◽  
Simone Kauffeld
Keyword(s):  
Structural Equation ◽  
Transfer Of Training ◽  
Structural Equation Models ◽  
Training Transfer ◽  
Bootstrap Analysis ◽  
Content Type ◽  
Confirmatory Factor ◽  
Motivation To Transfer ◽  
Practical Implications

Purpose The purpose of this paper is to seek a better understanding of the role of volition in the learning transfer system beyond the well-established concept of motivation to transfer. Design/methodology/approach Participants of a two-day leadership training were asked to complete two online questionnaires (t1 directly after training, t2 eight weeks after training). In total, 891 managers answered the first questionnaire, 465 the second. Findings Confirmatory factor analysis suggests that motivation and volition to transfer are perceived as two different constructs. Hierarchical linear regression shows that additional variance in training transfer can be explained when volition to transfer is taken into account. Structural equation models and bootstrap analysis suggest that both motivation and volition to transfer mediate effects of supervisor support and trainer performance on training transfer. Research limitations/implications The results imply that besides motivation to transfer, volition to transfer may be a relevant construct in the transfer of training. It remains to be tested how far these findings can be generalized to other training settings beside leadership trainings. Practical implications Organizations aiming at improving training transfer should focus on enhancing the participants’ motivation and volition to transfer. Both trainers and supervisors seem to promote transfer of training by influencing a trainee’s motivation to transfer and volition to transfer. Originality/value To the authors’ knowledge, this is the first study to systematically examine the role of volition in training transfer.

Comparing fidelity monitoring methods in an evidence-based parenting intervention

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ashwini Tiwari ◽  
Daniel Whitaker ◽  
Shannon Self-Brown
Keyword(s):  
Program Effectiveness ◽  
Training Model ◽  
Monitoring Methods ◽  
Capture Process ◽  
Content Type ◽  
Program Fidelity ◽  
Home Based ◽  
Audio Recordings ◽  
Fidelity Monitoring ◽  
Video And Audio

Purpose Two common methods in community settings of assessing program fidelity, a critical implementation component for program effectiveness, are video and audio recordings of sessions. This paper aims to examine how these two methods compared when used for a home-based behavioral parenting-training model (SafeCare®). Design/methodology/approach Twenty-five SafeCare video-recorded sessions between home visitors and parents were scored by trained raters either using the video or audio-only portions of recordings. Sessions were coded using fidelity checklists, with items (n = 33) classified as one of two fidelity aspects, content [delivery of program components (n = 15)], or process [communication and rapport building (n = 11)]. Seven items were considered to overlap between constructs. Items were coded as having been done or not done appropriately. Coders rated items as “technological limitation” when scoring methods hindered coding. Analyses compared percent agreement and disagreement between audio and video coders. Findings Overall agreement between coders was 72.12%. Levels of agreement were higher for content items (M = 80.89%, SD = 19.68) than process items (58.54%, SD = 34.41). Disagreements due to technology limitations among audio coders were noted among 15 items; particularly, higher levels of disagreement were seen among process items (42.42%) than content items (9.64%). Originality/value Compared to video, fidelity monitoring via audio recordings was associated with some loss of process-related fidelity. However, audio recordings could be sufficient with supplements such as participant surveys, to better capture process items. Research should also examine how content and process fidelity relate to changes in family behavior to further inform optimal fidelity monitoring methods for program use.

Participation of Indigenous employees in the Quebec's forestry sector: opportunities and barriers

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jean-Michel Beaudoin ◽  
Marie-Eve Dufour ◽  
Eve Desroches-Maheux ◽  
Luc Lebel
Keyword(s):  
Indigenous People ◽  
Design Methodology ◽  
Job Insecurity ◽  
Indigenous Communities ◽  
Structured Interviews ◽  
Theoretical Frameworks ◽  
Personal Problems ◽  
Content Type ◽  
Number Of Factors ◽  
Forestry Sector

PurposeThe purpose of this study is to better understand the factors influencing the attraction of Indigenous workers to the Quebec forestry sector.Design/methodology/approachUsing a collaborative approach, 64 semi-structured interviews were conducted between 2016 and 2018 with workers and stakeholders from three Indigenous communities in Quebec, Canada.FindingsThe results highlight the motivations for choosing a job in the forestry sector, including family and friends, attachment to the territory, financial necessity, the search for a challenge and a sense of pride. They also show some of the obstacles to holding a job in forestry, namely work–life conflict, transportation, job insecurity, education and personal problems.Social implicationsIndigenous people have a lower employment rate than non-Indigenous people, which can be explained by a number of factors that hinder their integration into the labour market. They nevertheless represent an interesting labour pool for companies working in the natural resources sector. This study sheds light on the opportunities and barriers to attract this workforce.Originality/valueThe study is one of the few to use theoretical frameworks focused on motivation and a qualitative approach to data collection in order to examine to examine the attraction of Indigenous workers to the forestry sector in Quebec (Canada) from a worker's perspective.

Workplace-based clinical leadership training increases willingness to lead

2015 ◽  
Vol 28 (2) ◽  
pp. 100-118 ◽  
Author(s):  
Aleece MacPhail ◽  
Carmel Young ◽  
Joseph Elias Ibrahim
Keyword(s):  
Health Care ◽  
Quality Of Care ◽  
Leadership Training ◽  
Low Cost ◽  
Leadership Role ◽  
Leadership Roles ◽  
Senior Executive ◽  
Clinical Leadership ◽  
Content Type

Purpose – The purpose of this paper is to reflect upon a workplace-based, interdisciplinary clinical leadership training programme (CLP) to increase willingness to take on leadership roles in a large regional health-care centre in Victoria, Australia. Strengthening the leadership capacity of clinical staff is an advocated strategy for improving patient safety and quality of care. An interdisciplinary approach to leadership is increasingly emphasised in the literature; however, externally sourced training programmes are expensive and tend to target a single discipline. Design/methodology/approach – Appraisal of the first two years of CLP using multiple sourced feedback. A structured survey questionnaire with closed-ended questions graded using a five-point Likert scale was completed by participants of the 2012 programme. Participants from the 2011 programme were followed up for 18 months after completion of the programme to identify the uptake of new leadership roles. A reflective session was also completed by a senior executive staff that supported the implementation of the programme. Findings – Workplace-based CLP is a low-cost and multidisciplinary alternative to externally sourced leadership courses. The CLP significantly increased willingness to take on leadership roles. Most participants (93 per cent) reported that they were more willing to take on a leadership role within their team. Fewer were willing to lead at the level of department (79 per cent) or organisation (64 per cent). Five of the 11 participants from the 2011 programme had taken on a new leadership role 18 months later. Senior executive feedback was positive especially around the engagement and building of staff confidence. They considered that the CLP had sufficient merit to support continuation for at least another two years. Originality/value – Integrating health-care professionals into formal and informal leadership roles is essential to implement organisational change as part of the drive to improve the safety and quality of care for patients and service users. This is the first interdisciplinary, workplace-based leadership programme to be described in the literature, and demonstrates that it is possible to deliver low-cost, sustainable and productive training that increases the willingness to take on leadership roles.

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