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A Mixed Methods Examination of the I...

Schindler, Laura A.

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A Mixed Methods Examination of the Influence of Dimensions of Support on Training Transfer.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A Mixed Methods Examination of the Influence of Dimensions of Support on Training Transfer./
Author:	Schindler, Laura A.
Description:	158 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-05(E), Section: B.
Contained By:	Dissertation Abstracts International74-05B(E).
Subject:	Business Administration, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3547454
ISBN:	9781267821348

A Mixed Methods Examination of the Influence of Dimensions of Support on Training Transfer.
Schindler, Laura A.

A Mixed Methods Examination of the Influence of Dimensions of Support on Training Transfer. - 158 p.

Source: Dissertation Abstracts International, Volume: 74-05(E), Section: B.

Thesis (Ph.D.)--Walden University, 2013.

Organizations invest a significant amount of time and money on training; however, most employees do not transfer what they learned in training to the specific tasks required in their job. While extant research suggests that supervisor support may facilitate training transfer, the influence of specific types or dimensions of support is still unknown. The purpose of this mixed methods sequential explanatory study was to examine how specific dimensions of support (mentoring, coaching, social support, and task support) influence training transfer. Organizational support theory and the theory of planned behavior served as the theoretical framework for this study. Quantitative data were collected first, via an online survey, from participants ( n = 48) who developed curriculum at a large, educational organization. The correlation analysis revealed significant positive relationships between the dimensions of support and training transfer. A bootstrap analysis revealed that transfer motivation mediates the relationships between mentoring, coaching, social support, and training transfer, but does not mediate the relationship between task support and transfer. Qualitative data were collected from additional participants (n = 10) at the organization, via in-depth interviews. A phenomenological analysis of the interview transcripts partially corroborated the quantitative results, suggesting that mentoring influences both transfer motivation and training transfer, coaching influences training transfer, and social support influences transfer motivation. Implications for positive social change include an increase in the transfer of learned knowledge and skills among employees who develop curriculum, which may help them develop higher-quality courses and degree programs that increase student learning and contribute to the integrity and success of universities.

ISBN: 9781267821348Subjects--Topical Terms:

1017457
Business Administration, General.

A Mixed Methods Examination of the Influence of Dimensions of Support on Training Transfer.
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020 $a 9781267821348
035 $a (UMI)AAI3547454
035 $a AAI3547454
040 $a UMI $c UMI
100 1 $a Schindler, Laura A. $3 2092440
245 1 2 $a A Mixed Methods Examination of the Influence of Dimensions of Support on Training Transfer.
300 $a 158 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-05(E), Section: B.
500 $a Adviser: Gary Burkholder.
502 $a Thesis (Ph.D.)--Walden University, 2013.
520 $a Organizations invest a significant amount of time and money on training; however, most employees do not transfer what they learned in training to the specific tasks required in their job. While extant research suggests that supervisor support may facilitate training transfer, the influence of specific types or dimensions of support is still unknown. The purpose of this mixed methods sequential explanatory study was to examine how specific dimensions of support (mentoring, coaching, social support, and task support) influence training transfer. Organizational support theory and the theory of planned behavior served as the theoretical framework for this study. Quantitative data were collected first, via an online survey, from participants ( n = 48) who developed curriculum at a large, educational organization. The correlation analysis revealed significant positive relationships between the dimensions of support and training transfer. A bootstrap analysis revealed that transfer motivation mediates the relationships between mentoring, coaching, social support, and training transfer, but does not mediate the relationship between task support and transfer. Qualitative data were collected from additional participants (n = 10) at the organization, via in-depth interviews. A phenomenological analysis of the interview transcripts partially corroborated the quantitative results, suggesting that mentoring influences both transfer motivation and training transfer, coaching influences training transfer, and social support influences transfer motivation. Implications for positive social change include an increase in the transfer of learned knowledge and skills among employees who develop curriculum, which may help them develop higher-quality courses and degree programs that increase student learning and contribute to the integrity and success of universities.
590 $a School code: 0543.
650 4 $a Business Administration, General. $3 1017457
650 4 $a Psychology, General. $3 1018034
650 4 $a Sociology, Organizational. $3 1018023
690 $a 0310
690 $a 0621
690 $a 0703
710 2 $a Walden University. $b Psychology. $3 1020184
773 0 $t Dissertation Abstracts International $g 74-05B(E).
790 1 0 $a Burkholder, Gary, $e advisor
790 1 0 $a Dawdy, Gwynne $e committee member
790 1 0 $a Schmidt, John $e committee member
790 $a 0543
791 $a Ph.D.
792 $a 2013
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3547454