Date of Conferral



Doctor of Education (Ed.D.)




Sydney M. Parent


Learning and development (L&D) professionals in a Fortune 500 company were unable to determine whether managers who completed leadership development courses were transferring what they learned to their work practices. The purpose of this qualitative single instrumental case study was to uncover the factors that accelerated or impeded the transfer of training for employees in the workplace. The conceptual framework was social cognitive learning theory with emphasis on the triadic reciprocal causation model. Guiding questions were used to explore 2 areas: (a) how managers described their preparedness to transfer the training to their jobs, and (b) how managers described their perceptions of the transfer of training from the concepts learned in class to practical job application. Data were collected through one-on-one online interviews with 12 managers who had completed a leadership development course. Data analysis included organizing the data; reading them multiple times; developing codes, categories, and themes; and interpreting the findings. Over 90% of the participants stated that they felt prepared to implement the training after the class. However, only half reported a moderate to high level of confidence incorporating the training into their work. A 3-day professional development project was designed to heighten awareness of the benefits of advancing the transference and application of training with a strong focus on driving social change in the workplace through improved interpersonal skills between managers and their direct reports.