Over the past few years, Fission has implemented several leadership development training programs, but these are not realizing the desired level of success in transferring training concepts to leadership practice. However, to create sustainable change, senior leadership will need to be actively involved in the planning and delivery of leadership development training.
Problem of Practice
Considering the broader impact of the transfer of training problem, current research indicates that the problem is becoming even more acute (Baldwin et al., 2017). For example, it is estimated that organizations spend over $356 billion annually on leadership training alone (Beer et al., 2016).
Literature Review
Supervisor and peer support can also be enhanced by formal and informal feedback (Van den Bossche et al., 2010). This feedback may also enhance the development of social networks and promote acceptance of leadership development interventions (Blume et al., 2010).
Conceptual Framework
This body of research builds on Baldwin and Ford's (1988) transfer of training framework by focusing on the learner characteristic of motivation to transfer. These studies also attempted to link the impact of training design and work environment to the trainee's motivation to transfer.
Research Question
The three data collection methods were designed to identify the current training transfer environment and leaders' perceptions of organizational support for leadership development training. The findings from these three data collection methods were aimed at fulfilling the Fission leadership's desire to evaluate current leadership.
Project Design
A logic model (Figure 2) was developed to graphically demonstrate the interrelated nature of the transfer training framework (Baldwin & Ford, 1988) and how the three stages of data collection relate back to the three training inputs of transfer motivation. , training design, and work environment. The yellow boxes represent the data collection phases and the blue boxes represent the transfer training inputs of the training frame (Baldwin & Ford, 1988).
Data Collection
Survey questions were created to better understand the support managers received before and after the training to help analyze the motivation to transfer. The survey also included questions about how the work environment can affect trainees' personal development and the general climate of training transfer. Reducing the number of questions should also increase the likelihood of a survey response by reducing the total time required to complete it.
The literature review also helped shape the survey questions, and I focused on three training inputs: trainee characteristics regarding motivation to transition, training design, and work environment. The invitation included the purpose of the survey and contact information for the faculty advisor at Vanderbilt University. The survey also included 38 open-ended questions that allowed respondents to provide their feedback in an unstructured manner.
Data Analysis
One of the other factors in analyzing the data was to ensure that a representative sample of leadership levels was obtained through the quantitative survey responses. The qualitative document review provided a starting point for this analysis, and the survey and interviews allowed me to build on the stated goals of FLM to determine whether senior leaders' communication and leadership actions were consistent across the organization. These responses also seem to support the interconnected nature of the transfer of training model (Baldwin & Ford, 1988).
However, my analysis appears to be supported by the frequency of themes in the qualitative information. Eight thematic definitions emerged from the data collected, which were discussed in the findings section within the relevant component of the training transfer model. In analyzing the data, I focused on identifying common words and meanings that could be linked to the elements of the training transfer model and reflected in the concepts.
Findings
However, these steps may not help improve motivation to transfer training concepts, as most trainees take their primary questions about performance from their line manager or supervisor (Lee, 2020; Van den Bossche et al., 2011). Research has identified the importance of pre- and post-training conversations between the trainee and the supervisor in enhancing motivation to transfer (Baldwin & Magjuka, 1991; Day, 2000; . Richman-Hirsch, 2001). Research shows that the lack of identifiable performance goals related to personal development can affect a trainee's motivation to transfer (Grossman & Salas, 2011; Lee, 2020; Packard & Jones, 2013; Van den Bossche et al., 2010).
Quantitative research question Q8 asked whether interns regularly receive useful feedback from their leader. With these questions, we sought to better understand how feedback can influence motivation to transfer training, as reflected in their perspective on the level of support from both the supervisor and the organization as a whole. Establishing developmental goals and supervisor feedback have been shown to be critical in developing a trainee's motivation to transition (Blume et al., 2010; Burke & Hutchins, 2007; Gilpin-Jackson & Bushe, 2007; Packard & Jones, 2013).
Q8 - I receive actionable feedback from my leader on a regular basis
Data was collected using specific questions from the quantitative survey and qualitative interviews related to the training design. However, written responses to question Q16 in the quantitative survey and comments to question Q9 in the qualitative interviews indicated that training was not tightly integrated and that programs appeared to be standalone rather than part of an overall curriculum for leadership development. 54 months – pick one and stick to it.” One respondent provided insight into how training fits within the organization: “Leadership development is more than training, it must be holistic (training, development opportunities, feedback and recognition of growth) to develop leaders for the future as effectively as possible.”
One leader said, "Clean up inconsistent focus and introduce random training programs." Another leader said, "Refine the focus of training on standardized expectations and consistent application of skills across the board. The thematic analysis identified the frequency of comments related to each theme across all questions from the qualitative interviews. One comment put it this way: "Leaders of leaders must be educated and they must reinforce leadership development through accountability or cancel the training."
Thematic Analysis Qualitative Interviews By Theme
57 responses reinforced the comments of interviewees that managers were not held back. consistently accountable for their actions across the organization. 2017) found that leadership responsibility and involvement in training were two factors that can accurately predict successful training transfer. Comments from the surveys and discussions during the interviews highlighted concerns about how leaders' expectations are established and how those leaders are held accountable for the leadership behaviors described in FLM (Ford et al., 2008; Yukl & . Lepsinger, 2005). 58 accountability is only as beneficial as the leader in education wants it to be, which can be little or not at all.
One manager commented, "It's hard to work for a manager who doesn't use skills from leadership development courses." Another expressed concern about expectations and accountability: “It's increasingly difficult to get new or emerging leaders to stay or want to be successful if leaders don't use training or believe it's worth using.” Another leader described their concerns: “It seems , that leadership support is present at higher levels but varies.
Thematic Analysis Qualitative Interviews Question 9
Assessing desired leadership behaviors requires consistent performance expectations at all levels of leadership (Richman-Hirsch, 2001; Yukl & . Lepsinger, 2005). As previously identified, leaders have expressed concern about the lack of accountability for leaders to apply skills from leadership development training. Fission's senior leadership has completed the foundational steps regarding a leadership philosophy through FLM, but this philosophy is being compromised by a lack of accountability for implementing leadership behaviors throughout the organization (Ford et al., 2009; Yukl & Lepsinger, 2005).
There may also be gaps in the way senior leaders communicate and how communication changes as they move through the different levels of leadership. Research supports that these actions can continue to challenge frontline leaders' motivation to transfer training concepts as they hear different messages from different levels of leadership (Baldwin & Magjuka, 1991; Ford et al., 2008). Without an organization-wide effort to value the work of leadership, Fission's senior leadership will struggle to improve the transfer of leadership development training concepts into the daily practices of its leaders (Hawley & Barnard, 2005).
Recommendations
Findings and Recommendation Matrix
Research Question Findings Recommendations
Motivation and self-efficacy will be enhanced through leadership support and clarification of performance expectations for leadership behavior in accordance with the FLM (Colquitt et al., 2000; Govaerts et al., 2018; Packard & Jones, 2013). Another method to strengthen trainees' expectations when transferring training knowledge to practice is the use of 360 degree feedback (Reichard & Johnson, 2011; Van den Bossche et al., 2010; Waldman et al., 1998). The organization will also benefit from collecting and analyzing the information to help evaluate leadership development progress at different leadership levels and identify where additional changes may be needed (Tafvelin et al., 2021).
This would also provide a further opportunity for the supervisor to discuss the trainee's personal development and career aspirations (Seyler et al., 1998). Sequencing sessions and integrating good learning principles that activate meaningful learning will also be essential when designing training (Karpicke, 2009; Pashler et al., 2007). By adjusting expectations for leadership development, Fission has the opportunity to begin the process of building a culture that supports leadership development at all levels (Vardiman et al., 2006).
Discussion
Limitations
Conclusion
The influence of specific types of supervisor support on training transfer: Exploring the mediating effect of training retention.
Appendix A Research Design/Interview Protocol
Share your thoughts on improving leadership development in your organization (this question provides insight into both training design and the work environment). Early conversations with HR staff and coaches along with several questions in the quantitative survey were used to generate qualitative interview questions related to the work environment (see attached). The primary focus of this phase is designed to assess how the work environment supports (or does not) the transfer of training and its impact on Fission's managers.
Early questions focus on building rapport and better understanding the interviewee's role within the organization. Also, I tell them that they can skip any questions they don't feel comfortable answering, and that my overall goal is to identify how Fission can improve the effectiveness of their leadership development programs. What other suggestions do you have for leadership development (open question to capture comments).
Appendix B Quantitative Survey Invitation Letter
Appendix C Quantitative Survey - Follow up Message
Appendix D Qualitative Interview Recruitment Letter
Appendix E
Fission Final Summary
Q1 - Please identify your level of leadership
Q2 - My leader discussed learning expectations before and after I attended training
Q3 - The skills discussed in training were applicable to my job
Q4 - Leadership performance expectations are consistent with training received
Q5 - My performance is evaluated based on department results and leadership behaviors
Q6 - My leader discusses my development and I have a personal development plan
Q7 - Leadership skills are considered a key requirement for career advancement
Q10 - Senior leaders communicate leadership expectations on a regular basis
Q12 - Leadership behaviors are consistently applied across the organization
Q13 - Having opportunities to discuss leadership challenges with a peer group of leaders would benefit my development
Q14 – Thematic Analysis
Q15 – Thematic Analysis
Q16 – Thematic Analysis
Appendix F
Leadership Development Qualitative Interview Questions
Appendix G Thematic Analysis of Qualitative Interviews
Thematic Analysis Qualitative Interviews By Question
