Year

2021

Season

Summer

Paper Type

Doctoral Dissertation

College

College of Education and Human Services

Degree Name

Doctor of Education in Educational Leadership (EdD)

Department

Leadership, School Counseling & Sport Management

NACO controlled Corporate Body

University of North Florida. Department of Leadership, School Counseling & Sports Management

First Advisor

Suzanne Ehrlich, Ed.D.

Second Advisor

Amanda Pascale, Ph.D.

Third Advisor

Diane Yendol-Hoppey, Ph.D.

Fourth Advisor

Michelle Bartlett, Ph.D.

Department Chair

Elizabeth Gregg, Ph.D.

College Dean

Diane Yendol-Hoppey, Ph.D.

Abstract

Organizations have long invested in employee training as a means for development. Returns on these investments are limited, however, when, as commonly observed by practioners and researchers, knowledge or skills acquired from training fails to be implemented. This is referred to as the training transfer phenomenon. Workplace training has historically been designed by and for individuals accustomed to Western learning culture, yet increased globalization has reshaped the workforce of the 21st century. Further, there has been a recent shift in workplace training methods from instructor-led/classroom training to online/e-learning. The purpose of this study is to evaluate individualism (a dimension of culture) as a predictor of workplace e-learning training transfer. This quantitative, nonexperimental study, which utilized online surveys and assessments to collect data, was conducted at a single, U.S.-based site of a global medical device manufacturing company. Descriptive statistics and linear regression were used to analyze the data. Results indicated notable group differences for individualism and learning variables, however, the sample did not present sufficient evidence to conclude, at a level of statistical significance, that individualism was predictive of training transfer. Findings are interpreted based on existing literature and the study’s theoretical framework. Social network analysis and Universal Design for Learning (UDL) are among the topics included in the discussion of implications for practice and recommendations for future research.

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