QualitativeQuantitative Dissertation Checklist· The purpose of

Qualitative/Quantitative Dissertation Checklist
· The purpose of the Dissertation checklist is twofold:
· Students: The checklist consists of components from the rubric
and provides “tips” under each of the required rubric
components. It is important for students to have consistency and
clarity as they compose their dissertation for the
chair/committee to read.
· Reviewers: The second focus is to provide the committee with
a document which includes the same expectations so the number
of times a dissertation is returned is minimized. As reviewers
conduct a review of a dissertation/proposal they can use the
checklist to help students recognize missing components and
areas for improvement.
· The following provides guidance for writing and reviewing
qualitative and quantitative studies. The areas relative to a
specific methods (qualitative or quantitative) are noted in the
highlighted areas where applicable as follows:
Qualitative
Quantitative
Qualitative/Quantitative Comments
· All items may not be relevant to your particular study; please
consult with your chair for guidance.
· The checklist items may not necessarily be in the order that
works best for your dissertation. Please consult with your
committee and the dissertation guide; however, the checklist
should work well in the absence of other considerations.
· Instructions for Students:

· Indicate on the checklist the page number (use the actual
document page number, not the MS Word pagination) where the
required information is located.
· Respond to comments from the chair, committee member
and/or URR in the comment history box. Do not delete previous
comments(just add your response and use some means to clearly
identify your remarks (use different font/bold/italics/color; not
highlights as those become very difficult to read comments
through)
· Note: If your chair requires you to develop a change matrix,
make sure you capture the chair and/or member’s comments, the
specific actions you have taken to address the comments and the
page number where your chair can find the changes that you
have made in your document. (Note: specific actions are the
actual changes in the document and not generalized comments
such as corrected, deleted or changed).
· Instructions for the Chair/Committee Member and/or URR
· Provide specific feedback in the comment history column. Do
not delete previous comments - add your response and use some
means to clearly identify your remarks (different
font/bold/italics/color).
· If you made detailed comments on the draft (using track
changes and comments), you can make reference to the draft
rather than restate everything in the checklist comment history
section. A way to show repetition of errors would be to attach
the original review along with the current review in TaskStream
or email.
Date: (click here and type today’s date ()
Student’s Name:

Student ID (for office use only) --
School: (click here and pull down to select school name ()
FORMDROPDOWN
Committee Members’ Names:
Chairperson
Member
University Research Reviewer
Front Matter
Checklist Items
Comment History
Title [Insert Dissertation Title]
Qualitative: Most important conceptual issue
explored/discovered.
Qualitative tradition applied.
Qualitative: Participant group to which the study applies.
Quantitative: Type of relationship between variables.
Quantitative: Key variables (independent and dependent).
Quantitative: Applicable population.
The dissertation title is no more than 12 words and reflects how
variables or constructs were studied. Here’s a link to guidance
on titles: . The date on the cover page indicates the last month
of the quarter the student plans to graduate (ex. November
2015)
Qualitative: Traditional qualitative research assumes that
"knowledge is not objective truth but is produced inter-

subjectively.”
Rossman, G. B., & Rallis, R. S. (2003). Learning in the field:
An introduction to qualitative research. Thousand Oaks, CA:
Sage.
Abstract
Describe the research problem and why it is important.
Identify the purpose of the study.
State the theoretical foundations and/or conceptual frameworks,
as appropriate.
Summarize the key research question(s).
Describe, concisely, the overall research design, methods, and
data analysis procedures.
Identify key results, conclusions, and recommendations that
capture the heart of the research (for the final study only).
Conclude with a statement on the implications for positive
social change.
The abstract is limited to one page and NOT indented. It
includes the rationale for why the participants were chosen for
the study and how they were recruited. The positive social
change statement includes who will benefit and how they will
benefit from the study. The social change statement is linked to
the Chapter 5 findings. The following seven components are
required in the abstract: problem statement, purpose statement,
research questions (written in statement form), theoretical
framework, data analysis strategy, results/findings, and social
change impact.

Note: Examples of the data analysis strategy include modified
van Kaam method to identify themes in qualitative studies or in
quantitative study (t - test, ANOVA, multiple regression, etc.).
Do NOT mention software used.
Moustakas, C. (1994). Phenomenological research methods.
Thousand Oaks, CA: Sage.
Neuman, W. L. (2003). Social research methods (5th edition).
Upper Saddle River, NJ: Prentice Hall.
Chapter 1
Checklist Items
Pg/NA
Comment History
Introduction
Describe the topic of the study, why the study needs to be
conducted, and the potential social implications of the study.
Preview major sections of the chapter.
Be mindful that the term topic is defined as the real-world issue
that represents the genesis of the proposed research. Make sure
that the topic is within management domain even when working
across areas of concentration such as where the study is
situated. (ie Leadership strategies to determine healthcare
providers responsibilities in patient wellness initiatives or
knowledge management of IT networks and equipment in
educational settings
Background
Briefly summarize research literature related to the scope of the
study topic.

Describe a gap in knowledge in the discipline that the study will
address.
End the section on why the study is needed.
When crafting the background, distinguish among the following
concepts/components, and ensure they are addressed in the
following order:
- The real-world management issue (topic).
- Brief summary of current and scholarly research including the
historical start of the topic in the literature.
- Statement about what is missing in the scholarly research, or
in what way the research does not capture an aspect of the topic
that would be beneficial to research. (This is a transition to the
problem statement.)
Problem Statement
Provide a concise statement that serves as the connection
between the title, purpose, research questions, theoretical
framework and research design.
State the research problem.
Provide evidence of consensus that the problem is current,
relevant, and significant to the discipline.
Frame the problem in a way that builds upon or counters
previous research findings focusing primarily on research
conducted in the last 5 years.

Address a meaningful gap in the current research literature.
The problem statement is one to two paragraphs and no more
than 150 words. The six components of the problem statement
are:
(1) Hook (with citation from the literature, the citation must be
within the last five years),
(2) Anchor (situates the problem in management and includes
statistic with citation),
(3) General problem identifying the need for the study
(description of overall issue, situational dynamics, or related
factors),
(4) Specific problem proposed for research (precise statement of
what will be explored in the study,
(5) Brief description of the method and design approach , and
(6) General population group of proposed study.
Include the gap or the lack of knowledge and understanding
about the topic (the real-world management issue) that occurs as
a result of a shortfall or gap in the scholarly literature.
Note: Check with Ulrich’s Periodical Directory to ensure
citations are peer reviewed.
Purpose of the study
Provide a concise statement that serves as the connection

between the problem being addressed and the focus of the study
and contains:
Qualitative: The research paradigm.
Qualitative: The intent of the study (such as describe, compare,
explore, develop, etc).
Qualitative: The concept/phenomenon of interest.
Quantitative: Indication that this is a quantitative study.
Quantitative: The study intent (such as describe, compare,
correlate, explore, and develop).
The independent, dependent, and covariate variables.
The purpose statement is one to two paragraphs in length and no
more than 200 words. The statement includes the reason why
you are conducting the study and what the student plans to
accomplish by conducting the study. The purpose statement
includes the scope, the means of data collection and must
alignment to the problem statement.
Note: The purpose is to perform scholarly research to remedy
the shortfall in the scholarly research, and in turn, the gap in the
knowledge and understanding on the topic. Ultimately the idea
is to increase the knowledge and understanding of the real -
world management issue that started the research; and to make
some form of positive social change as a result of a contribution
to the scholarly research.
Qualitative: Dill and Romiszowski (1997) stated the functions
of paradigms as follows:

· Define how the world works, how knowledge is extracted from
this world, and how one is to think, write, and talk about this
knowledge
· Define the types of questions to be asked and the
methodologies to be used in answering
· Decide what is published and what is not published
· Structure the world of the academic worker
· Provide its meaning and its significance
Quantitative: In quantitative studies the purpose statement
should include the type of study the student is conducting,
definition of the independent and dependent variables,
definition of controlling and intervening variables, participants,
and research site.
Dills, C. R., & Romiszowski, A. J. (1997). The instructional
development paradigm: An introduction. In C. R. Dills, and A.
J. Romiszowski (Eds). Instructional development paradigms.
Englewood, NJ: Educational Technology Publications, Inc.
Research question(s)
Provide a central overarching research question for a qualitative
study. For a quantitative study provide a research question or a
series of closely connected questions in proper quantitative
format. Research questions t serve as a frame for the research
and includes the variables, concepts, and/ or theories related to
the study. The research question(s) must align with the problem
statement and purpose statement.
State the research questions.
Quantitative: State the null and alternative hypotheses that
identify the independent and dependent variables being studied,

the association being tested, and how the variables are being
measured.
The research questions must be aligned to the problem, purpose,
research method/design and title.
One to four research questions are adequate for dissertation.
Research questions answering “yes/no” are not good research
questions. Develop research questions that begin with
“how/what”. . The research questions should be broad enough
to guide the entire study and should not include pronouns like
“you, they, we, and us.”
Quantitative: In quantitative studies, the null hypotheses
should be stated before the alternative hypotheses. Also, the
wording of the research questions should include terms that
relate to “cause and effect relationships between variables.”
Qualitative: In qualitative studies, the research question is
stated as an overarching question. It may or may not have sub
questions.
Theoretical and / or Conceptual Framework for the Study
(Studies must include either a theoretical foundation for
quantitative studies or a conceptual framework for qualitative
studies. (Mixed-method studies may include both)
Theoretical Foundation – Quantitative studies
Identify the theory or theories and provide the origin or source.
State concisely the major theoretical propositions and/or major
hypotheses with a reference to more detailed explanati on in
chapter 2.

Explain how the theory relates to the study approach and
research questions.
Conceptual Framework – Qualitative studies
This applies to qualitative and some epidemiological studies (as
well as some other quantitative studies)
Identify and define the concept/phenomenon that grounds the
study.
Qualitative: Describe concisely the conceptual framework (for
qualitative studies, the contextual lens; for quantitative studies,
description of the body of research that supports the need for
the study) as derived from the literature with more detailed
analysis in chapter 2.
Quantitative: Concisely describe the theoretical framework (a
description of the body of research that supports the need for
the study) as derived from the literature with more detailed
analysis in chapter 2.
State the logical connections among key elements of the
framework with a reference to a more thorough explanation in
chapter 2.
State how the framework relates to the study approach and key
research questions as well as instrument development and data
analysis where appropriate.

Qualitative: The conceptual and theoretical framework is used
interchangeably in many studies, but the conceptual framework
is mainly used in qualitative studies and is more of a rationale,
that the concepts chosen for investigation or interpretation, and
any anticipated relationships among them, will be appropriate
and useful, given the research problem under investigation.
Students must use the theory or concept that fits their research
questions and will produce the results from their data
collection. These are the questions students utilize to situate
their study.
The problem must be assessed from the theory/concept that
students are going to examine or review, and it must be
developed fully in the literature review. The problem must be
framed properly in the conceptual framework. The following
points need to be addressed:
What are the underlying concepts for the study?
Who are the authors writing about those concepts?
Are there theories that will apply?
Focus on the header and put the study in perspective both
historically and in the present
Quantitative: The theoretical framework is used mainly in
quantitative studies and includes existing theories that are
related to the student’s research topic. The theoretical
framework should be aligned to the research design and the
problem under investigation.
The problem must be framed properly in theoretical framework.
The following points need to be addressed:

Who are the theorists?
What theories are you utilizing to situate the study?
Focus on the header and put the study in perspective both
historically and in the present.
Nature of the study
Provide a concise rationale for selection of the design and/ or
tradition.
Qualitative: Briefly describe the key concept and / or
phenomenon being investigated.
Quantitative: Briefly describe the key study variables
(independent, dependent, and covariates).
Briefly summarize the methodology (from whom and how data
are collected and how data will be analyzed).
The Nature of Study provides a brief discussion on the research
method (i.e. quantitative or qualitative) and design (i.e.
correlation for quantitative study; phenomenological, case
study, etc., for a qualitative design); In the Nature of Study the
student will justify the use of the selected research
method/design to include identifying other methods that were
considered to be used, but were not selected, and explain why
the method of choice was chosen over the ones considered. The
following are also included in the Nature of Study:
(1) How the student plans to answer the research questions and

solve the problem indicated in the problem statement, and
(2) Show the alignment between the methodology and
theoretical framework or conceptual framework.
Definitions
Qualitative: Provide concise definitions of key concepts or
constructs.
Quantitative: Provide concise definitions of the independent
variable, dependent variable(s), and any covariates (with more
detailed analysis of coding, etc. described in chapter 3).
Define terms used in the study that have multiple meanings
(e.g., socioeconomic status, educator, health service
professional, etc.). Do not include common terms or terms that
can easily be looked up in a dictionary
Include citations that identify support in the professional
literature for the definition or operational definition.
Only provide definitions that are uniquely used and may have
various connotations. Include acronyms in the definitions (if
there are many acronyms, consider including all of them in the
appendix versus in the definitions.) Also distinguish between
conceptual and operational definitions. Conceptual definitions
are used to define a construct. Operational definitions are used
to define variables including how they are measured,
categorized or controlled.
Listed terms in alphabetical order following APA level 5
headings in italics followed by a period. Provided citations (for

each definition) from peer reviewed articles/government
websites.
Assumptions
Clarify aspects of the study that are believed but cannot be
demonstrated to be true. Include only those assumptions that are
critical to the meaningfulness of the study
Describe the reasons why the assumption(s) was/were necessary
in the context of the study.
Assumptions are out of your control, but if they are eliminated
the student’s study would not be relevant. If the student is
conducting a survey, an assumption is needed that participants
will answer the questions truthfully. If the student is selecting
a sample versus using secondary data, an assumption is needed
that the sample is representative of the population. Define the
term “assumptions” and provide citation; list facts that that the
student assumes to be true but cannot actually verify.
Scope and Delimitations
Describe specific aspects of the research problem that are
addressed in the study and why the specific focus was chosen.
Define the boundaries of the study by identifying populations
included and excluded and theories/conceptual frameworks most
related to the area of study that were not investigated.
Qualitative: Address potential transferability.
Quantitative: Address potential generalizability.

The scope of the study includes the boundaries or parameters
under which the student’s study will be focused. The
delimitations of the study include the inclusionary or
exclusionary choices that the student makes while developing
the research plan including, research questions, variables,
theoretical framework, methodology, and choice of participants.
Define the term “delimitations” and provide citation; identify
the bounds of the study.
Limitations
Qualitative: Describe limitations of the study related to design
and / or methodological weaknesses (including issues related to
limitations of transferability and dependability).
Quantitative: Describe limitations of the study related to design
and/or methodological weaknesses (including issues related to
limitations of internal and external validity, construct validity,
and confounder variables).
Describe any biases that could influence study outcomes and
how they are addressed.
Describe reasonable measures to address limitations.
Limitations in the study are weaknesses in the study that are out
of the student’s control, which can affect the final conclusions
that can be drawn from the study. For example, Snowball
sampling is a limitation because the participants selected for the
study may be referrals of other participants and responses to
questions may be influenced by other participants in the study.

Qualitative: Validity and reliability is a limitation in
qualitative studies. Use the correct qualitative terminology for
validity (credibility) and reliability (dependability) (Bloomberg,
2008). Qualitative studies are conducted in a natural setting
which makes it difficult to replicate in other settings or
environments. Another limitation is found in case studies
because in case study research the behavior of people or
organizations are studied and the results may not reflect the
same behavior in similar environments.
Bloomberg, L. D., & Volpe, M. (2008). Completing your
qualitative dissertation: A road map from beginning to end.
Thousand Oaks, CA: Sage.
Schwandt, T.A. (2015). The Sage dictionary of qualitative
inquiry. Thousand Oaks, CA: Sage.
Quantitative: Survey instruments are a limitation in
quantitative studies. Participants may be constrained by time
and may not have the time to complete surveys. Also, some
survey questions are categorized and forces participants to
respond in certain categories which limits their range of
responses.
Vogt, W. P. & Johnson, R. B. (2011). Dictionary of statistics &
methodology: A nontechnical guide for the social sciences (4th
edition). Thousand Oaks, CA: Sage.
Significance
Identify potential contributions of the study that advance
knowledge in the discipline. This is an elaboration of what the
problem addresses.
Identify potential contributions of the study that advance
practice and/or policy (as applicable).
Describe potential implications for positive social change that

are consistent with and bounded by the scope of the study.
The Significance of the Study is generally about ¾ of a page
and should be aligned to the purpose statement. In this section,
the student will justify the reason why the problem is under
investigation. This section should also include the potential
value, the audience for the research and who will benefit from
the research.
Summary
Summarize main points of the chapter.
Provide transition to chapter 2.
CHAPTER 2
Checklist Items
Pg /NA
Comment History
Introduction
Restate the problem and the purpose.
Provide a concise synopsis of the current literature that
establishes the relevance of the problem.
Preview major sections of the chapter.
One of the key purposes of this chapter is to present,
summarize, critically compare, contrast, and synthesize the
relevant research, as captured in the scholarly literature; but,

the second and perhaps more important purpose is to
show/demonstrate and then articulate what the shortfall is that
exists regarding the topic (the real-world issue) that was
summarized in Chapter 1.
Literature Search Strategy
List accessed library databases and search engines used.
List key search terms and combinations of search terms (with
more detailed search terms located in an appendix if
appropriate).
Qualitative: Describe the iterative search process by explaining
what terms were used in what database to identify germane
scholarship.
Quantitative: Describe scope of literature review in terms of
years searched as well as types of literature and sources
searched, including seminal literature as well as current peer -
reviewed literature.
In cases where there is little current research, and few (if any)
dissertations and/or conference proceedings, describe how this
was handled.
Include a table in the Literature Search Strategy to show the
category of type of literature searched (peer-reviewed journals,
dissertations and books), databases searched, key words
searched, and number of documents searched.
Theoretical Foundation (Quantitative Studies)
Name the theory or theories.

Provide origin or source of the theory.
Describe major theoretical propositions and/or major
hypotheses, including delineation of any assumptions
appropriate to the application of the theory.
Provide a literature and research based analysis of how the
theory has been applied previously in ways similar to the
current study.
Provide the rationale for the choice of this theory.
Describe how and why the selected theory relates to the present
study and how the research questions relate to, challenge, or
build upon existing theory.
Quantitative Comments
In Chapter 1, the theories are briefly introduced that are closely
related to the study and an explanation on how the study will be
built. In this section the theoretical framework needs to be
aligned to the research design and the problem under
investigation.
Conceptual Framework (Qualitative Studies)
Identify and define the concept/phenomenon.
Synthesize primary writings by key theorists, philosophers, and
/ or seminal researchers related to the concept or phenomenon.

Provide key statements and definitions inherent in the
framework.
Describe how the concept or phenomenon has been applied and
articulated in previous research and how the current study
benefits from this framework.
Qualitative Comments
The questions below can be used to describe and assess the
merits of previous studies and could be included when writing
the literature review in the student’s dissertation:
· What was done? Was it effective?
· When did the study take place? What was the accepted belief
at this time?
· Where did the study or event take place?
· Who was involved?
· What methodologies were used? How does this
methodological choice affect the research findings?
· What are the limitations? How were these limitations
addressed?
Qualitative: According to Borgatti, Everett, and Freeman
(1999), in a qualitative study, the conceptual framework is
generally a set of assumptions for fundamental beliefs that
researcher possesses that affects the conclusions drawn.
Include these fundamental beliefs in this section so the reader
will have the tools to better judge the validity of the
conclusions.

Borgatti, S., M. Everett, L. Freeman. 1999. UCINET 5 for
Windows: Software for Social Network Analysis. Analytic
Technologies, Inc., Natick, MA.
Literature Review Related to Key Variables and/or Concepts
Provide an exhaustive review of the current literature that
includes the following information:
Describe studies related to the constructs of interest and chosen
methodology and methods that are consistent with the scope of
the study.
Describe ways researchers in the discipline have approached the
problem and the strengths and weakness inherent in their
approaches.
Justify from the literature the rationale for selection of the
variables or concepts.
Qualitative: Review and synthesize studies related to the key
concepts and/or phenomena under investigation to produce a
description of what is known about them, what is controversial,
and what remains to be studied.
Qualitative: Review and synthesize studies related to the
research questions and why the approach selected is meaningful
Quantitative: Review and synthesize studies related to the key
independent, dependent, and covariate variables to produce a
description and explanation of what is known about the
variables, what is controversial (i.e., mixed findings by
researchers), and what remains to be studied.

Quantitative: Review and synthesize studies related to the
research questions.
The Literature Review is categorized by themes and topics and
is generally between 40-60 pages. The dissertation should …
Running head: LEADER’S TRAINING TRANSFER 1
44
LEADER’S TRAINING TRANSFER
Exploring Supervisor and Peer Support on US Army Junior
Leader’s Transfer of Training
William R Green
Walden University

Exploring Supervisor and Peer Support on US Army Junior
Leader’s Transfer of Training
Chapter 1: Introduction to the Study
The need for competence and quality of services in
organizations has led to the investment on human resource
activities (Pasban & Nojedeh, 2016). Most firms have now
realized that for them to improve the performance of their
employees then they have to invest in training activities (
Elnaga & Imran, 2013). This study may increase the
understanding of how supervisor and peer behaviors are
effective in using or supporting newly learned knowledge and
skills. Training programs have social implications such as
improved work quality, higher productivity, fewer work-related

errors, higher staff motivation as well as increased employee
commitment.
A study of how peer and supervisor behavior facilitate the
transfer of training may be significant for at least two reasons.
First, the Army budget has experienced substantial reductions,
and efficiency has become more important (Crowley, Shanley,
Rothenberg, & Sollinger, 2013). Soldiers, leaders, and units
must remain proficient, even with resource constraints and an
increasing range of tasks and skills. Training has been a
fundamental concern in the organizational context, and Army
leadership relies on training strategies, technology, and
development efforts to prepare soldiers, leaders, and units
(Grossman & Salas, 2011). Therefore, deepening knowledge of
how to improve transfer of training may help overcome
increasing budget constraints.
This paper will explore the supervisor and peer support on the
US army junior leader’s transfer of training. To address this gap
the approach will be qualitative. Assessment of the problem
statement will be used in conjunction with interviews to develop
an understanding of the relevance of training transfer and
program s for formulating problem statement. This study will
further examine the extent to which supervisor and peer support
behaviors can foster or hinder transfer of training within the
military context (U.S. Department of Army, 2011; U.S.
Department of Army, 2012). McDonald (2014) defined the
transfer of training as an ongoing application of knowledge,
skills, and abilities gained through professional development
programs in the workplace. Bhatti and Hoe (2012) indicated that
training transfer is affected largely by two factors namely peer
support and supervisor support.
The major sections of the chapter one include : The back
ground of the study , statement of the problem , purpose
…….Chapter 1 serves as a guide to an understanding of the
background, problem, purpose, theoretical foundations, nature,
definitions, assumptions, scope, significance, delimitations, and
limitations of the study. Within each of these main topic areas,

there is a brief discussion of subtopics of importance related to
the area of research. This first chapter includes the rationale
and significance for exploring supervisor and peer support on
U.S. Army leaders’ transfer of training.
Background of the Study
Training transfer not only describes learning process
parameters, but helps in comprehending the dynamics, which
define the process of learning as well as the required
performance outcomes (Tharanganie, 2013). Training transfer
also encompasses the knowledge of the way learning functions
in an individual (Crowley, Shanley, Rothenberg, &Sollinger,
2013), and contributing human actors, for instance, cognitive
abilities and intrinsic motivators. Similarly, external influences,
for instance, organizational culture (Grossman & Salas, 2011)
alongside external motivators, which are specifically linked to
the performance of employees, for instance, peer and supervisor
assistance should be taken into consideration. Transfer is an
indication of the difficulty linked to the organization, the
training event, the individual trainee, and the learning process.
Because of this, training transfer should be viewed thoroughly
to incorporate the learning process as well as the associated
variables, which negatively and positively influence the process
and affect the ability of the individual to transfer. Transfer and
training does not exist within the isolated classroom setting but
encompasses factors linked to the organization, the training
practice along with the individual trainee. This research will
summarize the current knowledge in the area of training
transfer, identify any strengths and weaknesses in previous
work and thus eliminate the potential weaknesses, while at the
same time bringing to the fore the potential strengths, for
contribution to further studies.
Few studies have directly set out to understand the perceptions
of supervisor and peer support behaviors in relation to the
transfer of training and has resulted in nonexistence of
discrimination in literature. Further limitation is that research is
predominantly quantitative and does provide enrich detail to

understand the behaviors that fosters or hinders transfer of
learning. There is not enough research on organizational support
and does not offer adequate detail to understand the behaviors
foster or hinders perceive peer and supervisor support for
employee learning. Some of the studies (Aguinis and Kraiger,
2009; Kotter, 2001; Lancaster et al., 2013; Martin, 2010; Popper
and Lipshitz, 2000; Schmitt et al., 2011) reviewed were
qualitative. The purpose of this study is to extend the literature
by exploring and describing the peer and supervisor support that
Army leaders perceived as helpful to support their learning.
Describe a gap in knowledge in the discipline that the study will
address and end this ection on why the study is needed .
Problem Statement
The effectiveness of training transfers depends on whether the
ultimate goal of learning specific skills is met, and the skills are
transferred to the work environment (Riley, Hatfield, Freeman,
Fallesen, & Gunther, 2015). Attitudes regarding the utility of
Army courses and schools, and the perceived level of use or
support from supervisors and peers, affect how well leaders
transfer what they have gained from courses to their work
environment. The trainees should be able to transfer and apply
their learned skills to the actual work environment if there is
low training transfer. Several studies have showed the
significance of supervisor support and peer support in training
transfers (Govaerts, Kyndt, & Dochy, 2017). Lack of such
support negatively affects the staff motivation, reducing their
commitment to work and having a negative impact on the
quality of service provided.
The General Problem is that most army leaders do not
understand and know how to assess the effectiveness of training
transfers from the trainee’s perspective : have the objectives of
learning specific skills been met and have these skills been
successfully transferred in the work place.
. The specific research problem (this is fine) of this qualitative
study is that the behaviors that foster or hinder transfer of
training to the workplace at the Army are not well known and

understood , and, consequently, the Army cannot fully address
an important factor of transfer of training. A study on this gap
may include useful information for improving the current rate of
the application of training.
Purpose of Study
The purpose of this qualitative case study is to conduct a
scholarly research to remedy the short fall regarding the
perceptions of Army leaders about supervisor and peer support
behaviors in relation to the transfer of training, including the
gap in the knowledge and understanding on the topic . The
intent of the study is to determine what supervisor and peer
behaviors can foster or hinder transfer of training within the
Army context. McDonald (2014) defined the transfer of training
as an ongoing application of knowledge, skills, and abilities
gained through professional development programs in the
workplace. Bhatti and Hoe (2012) indicated that supervisor
support and peer support are the two most influential factors
affecting the transfer of training. Therefore, this study may
include new insights into this pivotal area of military
institutions.
Research Questions
1. How does the supervisor support and peer support on the US
army junior leaders affect transfer of training?
2. What are the social implications of transfer of training for US
army junior leaders?
3- How do army leaders currently assess and measure the
training transfer outcomes/ results on their trainees.
Conceptual Framework
Expectancy theory is a process motivation theory based on the
idea that work effort is directed toward behaviors that people
believe will lead to desired outcomes . I will work hard
knowing that at the end of the day I will receive a check .. I will
invest my time in studying for my classes knowing that I will
get good grades from my efforts ….

The practical implications of this theory : To increase the belief
that employees are capable of performing the job successfully ,
managers must provide required training and clarify job
requirements; provide counseling and coaching to employees
who lack self –confidence , measure job performance accurately
.
Please ensure you include the roles of Army leaders and
managers with respect to this theory
The conceptual framework of this qualitative case study
included transfer of expectancy theory. According to Vroom
(1964), the pioneer of the theory of expectancy, individuals
would choose basing on the need to minimize pain and increase
pleasure. With regard to Vroom’s (1964) theory the instrument
of expectancy and valence supports the level of expectancy
amongst individuals (Nijman &Gelissen, 2011). Valence refers
to the anticipated value or satisfaction an individual considers
would be the outcome gained instead of the real value gained
from an outcome is the expected (Van de Ven & Sun, 2011).
Instrumentality refers to the reward that emanates from
attaining the performance objectives (Tharanganie, 2013).
Combined, instrumentality and valence generate expectancy that
refers to the level that an employee feels that a certain outcome
would emerge (Van de Ven& Sun, 2011). Vroom expresses the
theory through the formula P=f (FxA), which indicates
performance, denoted by ‘P’ constitutes the outcome for ability
denoted by ‘A’ and interactional force denoted by ‘F’.
Comment by Author: Remove transfer. It should just be
Expectancy Theory
The total instrumentality between expectancy and valence refers
to force whereas an individual’s potential of performing an
activity implies ability (Van de Ven& Sun, 2011). The effort of
an individual to transfer is dependent upon combined role
perceptions, traits, cognition, and abilities (Van de Ven & Sun,
2011). To sum it up, the theory of expectancy refers to the
significance a person attaches upon a learning exercise. The
significance relies upon numerous factors associated with

ability and personality of the employee and work environment
factors. With regard to transfer and training, expectancy theory
is considered an individual’s motivational factor (Merriam &
Leahy, 2015). For the employer, the theory can be denoted
using practical terms that involve combining job performance
with reward.
When an employee feels that a real importance originates from
taking part in learning sessions and shifting possibility of the
presence is improved, ability of converting into strong
improvement in individual performance, skill, or knowledge.
Similarly, if there is no benefit perceived, then transfer is not
likely to take place. In their review, (Merriam & Leahy, 2015)
felt it important for using the theory of expectancy for further
research on transfer as an aspect of motivation. Afterwards, the
suggestion was confirmed within results obtained from studies
undertaken by Merriam & Leahy (2015), which consider the
theory a transfer predictor.
Near transfer is a replica of the training transfer element’s
theory (Yamnill & McLean (2001) which states that in the event
that the quantity of transfer between the unfamiliar scenario and
the familiar one is determined through the quantity of elements,
which the two scenarios share. Simply put, transfer revolves
around the common aspects level existing within emerging as
well as initial training scenarios. For a transfer to be considered
efficient a scenario between the job tasks and learning context
should not be general but specific (Holton, 2005). Later,
Thorndike introduced the connectedness or belongingness
concept to the theory, which discovered that individuals would
readily connect when they found out that the both elements are
similar (Mourakani et al, 2015). Depending upon the thematic
concerns, applying instructional design aspects associated with
near transfer would offer an efficient avenue for transfer
compared to other forms of transfer.
Organization Support Theory (OST) has attracted significant
interest due to the potential significance of perceiving the

employee-organization relationships from the perspective of
employees, the clear nature of the POS construct, as well as the
strong POS associations with attitudinal outcomes, job
satisfaction, and influential organizational commitment.
Building upon the study of Baldwin and Ford (1988), and
reviewing other literature on transfer, some challenges linked to
transfers alongside their complexities are placed in 3 groups:
1. The psychological, cognitive, motivational aspects of an
individual employee
2. Learning experience content delivery as well as design
3. Working or organization setting coupled with how an
organization environment affects a trainee’s motivation and
ability to transfer (Holton, 2005).
Nature of the Study
A qualitative case study will serve as the method and design for
establishing Army leaders’ perceptions about the supervisor and
peer support behaviors that may be helpful or unhelpful in
training transfer. Case study research is beneficial in making an
effort to attain more insight and a better understanding of a
person, group, or situation (Lodico, Spaulding, & Voegtle,
2010). A qualitative case study facilitates exploring a
phenomenon within its context using a variety of data sources
(Baxter & Jack, 2008). In such a study, researchers can explore
an issue not through just one lens, but through a variety of
lenses to develop an understanding of multiple facets of the
phenomenon.
Qualitative case study will be more suitable than quantitative
research because the focus of this study is on perceptions of
support behaviors that are helpful and unhelpful in facilitating
transfer from the perspective of trainees attempting to transfer
knowledge and skills back to the workplace. Thus, researchers
can study how to cope with internal psychological processes of
recognizing and interpreting sensory and cognitive stimuli in a
more comprehensive way using a research design focused on
people’s internal mental processes. Other qualitative approaches
considered include phenomenology, ethnography, and

observational studies, but they were insufficient ways to
aggregate the collective knowledge required to describe
behaviors to facilitate transfer. Case studies are the preferred
research strategy when “how” or “why” questions are posed and
when the researcher has little control over events (Yin, 2003).
Participant selection will involve maximum variation sampling.
Maximum variation is applicable for this study because the
phenomenon is seen and understood among different people, in
different settings and at different times. This type of sampling
strategy provides the opportunity to take note of any variations
that are different or distinctive and to ensure representation of
the population. The conceptual framework for this study is
transfer of expectancy theory and OST. The focus on these two
lenses is how peer and supervisor behavior facilitate the transfer
of training (Bhatti & Hoe, 2013). Using case study approach
will generate an in-depth, multi-faceted understanding of
complex issues in its real-life context.
Definitions
The key assumption for training transfer is that an individual’s
performance improves from properly structured training
procedures for employees (Graves, Pleban, Mundell, &Perdomo,
2013). Broad and Newstrom (1992) defined training transfer as
an efficient and on-going application, by workers to their
occupations, and the skills and knowledge transfer acquired in
training towards their occupations. Similarly, Noe and Schmitt
(1986) consider training as organized experiences aimed at
bringing permanent change within a person’s skills, attitudes, or
knowledge. The definition from Baldwin and Ford, and that of
Broad and Newsroom portrays transfer as a learning process
towards an occupation. The definition of Noe and Schmitt
(1986) restricts itself to training; but the concept for transfer of
training is implied.
Assumptions
It is assumed that employees learn from the training and
transfer what they acquire t increased performance. Training
seeks to produce application, which is considered improved

employee performance. The Van den Bossche, Segers, & Jansen
(2010) study asserted that pre-training motivation investigated
contained a key component, the improvement of individual
performance. This shift in performance was also assumed to be
a major aspect that transfer of training had existed and was
aligned with presented definitions. The employee with regard to
specific activities, tasks, or jobs transforms the skills, attitudes,
and knowledge acquired in training into improved performance
(Dermol & Cater, 2013; Govaerts & Dochy, 2014; Blume et al.,
2010). From the research, training transfer can be considered a
learning application. The efficiency of transfer revolves around
the ability of the employee to use knowledge towards increased
or improved job-related performance. Although the study
undertaken by Chiaburu, van Dam, & Hutchins (2010);
Tharanganie (2013); Van den Bossche et al. (2010) examined
the significance emanating from supervisor support with regard
to learning transfer within a task-based environment, it failed to
investigate the effect of supervisor support on learning transfer.
Scope and Delimitation of Studies
The study will focus on the US army junior leaders that are on
various trainings and the supervisors. The study participants
will be active leaders at the US junior army. All the respondents
will have to be actively practicing and not under any form of
disciplinary action. The study incorporated a smaller study
sample size to minimize on the research related costs.
Delimitations of a study are the boundaries and scope that a
researcher decides to include or exclude when developing a
study.
1. This study will include soldiers who attended and completed
an NCO leader development course between 3 and 13 months
prior to this study. Soldiers who did attend a leader
development course will not participate in interviews
2. The interviews will include only soldiers who consent to
participate.
3. The study focuses on the soldier’s experiences and the
meaning attached to the perceptions of those experiences.

As a result of the delimitations, the findings of this study may
or may not be generalizable to other subpopulations, locations,
or time periods.
Limitations
The major limitation for the study was the constraint of time
thus it was not possible to incorporate a larger sample and the
constraints of resources. The sample of the study was restricted
to the academic classroom context instead of employee setting.
While Colquitt and Simmering (1998) recognize the drawback,
they believe that the study aspects can be applied to the context
of worker training scenario because goal orientation and
conscientiousness, which are key individual attributes, can be
applied across environments.
Significance of the Study
Training transfers play a significant role in the performance and
motivation of employees. The effectiveness of training transfers
depend on whether the ultimate goal of learning specific skills
is met and the skills are transferred to the work environment.
The trainees should be able to transfer and apply their learned
skills to the actual work environment if there is low training
transfer. Several studies have showed the significance of
supervisor support and peer support in training transfers. The
studies showed that lack of such support negatively affects the
staff motivation, reducing their commitment to work and having
a negative impact on the quality of service provided. There
lacks empirical evidence in previous surveys of supervisor
support and peer support in transfer of training within the US
army junior leaders.
Second, this study will involve approaching the problem from a
different methodological point of view. While literature
includes a number of quantitative investigations, a qualitative
approach will give voice to what participants found to assist or
hinder in the transfer process (Lancaster & Milia, 2014). By
exploring peer and supervisor behavior found to support the
transfer process, a more consistent view of their functions on
training transfer could emerge. Finally, this study could serve

as a guideline to create a supportive work culture that provides
employees with the confidence to try new work behaviors and to
provide relevant support at the appropriate time to assist in
improving the organization performance.
Significance to Practice
It is critical to the success of the Army that soldiers and leaders
receive training in knowledge and skills that are transferable to
the work environment. Moreover, it is critical that supervisors
and peers ensure the effectiveness of professional training
programs regarding trainees’ transfer of training. Army
leadership tends to be practical about what it expects from
training. Training helps to make operations more efficient,
effective, and safe. Like other organizations, the Army has an
associated goal of investing in the force and its future success
(Blume et al., 2010). For this reason, instructors and training
administrators want to know whether and in what ways trainees
use what they have learned. These stakeholders want to know
whether a particular training program has been successful and
has had a positive effect on how former trainees can apply their
knowledge and skills to perform critical tasks (Ford &
Weissbein, 1997).
Significance to Theory
As discussed above, this study will involve an attempt to
examine how supervisor and peer behaviors can foster or hinder
transfer of training within the Army context. In the transfer of
training literature, several studies have shown the significance
of peer and supervisor support (Bates, 2001; Bates & Holton,
1999; Holton et al., 1997, 2000; Tracey et al., 1995) and
motivation to transfer (Kontoghiorghes, 2001), but no one has
attempted to understand the behaviors that support or hinder
transfer. This study may demonstrate that Army leaders who
perceive positive outcomes associated with support behavior
feel inspired to transfer their training in the workplace.
Significance to Social Change
This study has several implications for positive social change.
Specifically, the study may contribute to a better understanding

of supervisor and peer support behaviors that are effective in
training transfer. The successful identification of perceptions
that Army leaders have about supervisor and peer support
behaviors may lead senior Army leaders to develop
countermeasures that will remove or minimize barriers that
hinder transfer from occurring. It is also important to identify
factors affecting transfer of training to promote the creation of
an environment that will produce better returns for investment
in training. The findings of this study might be a valuable
contribution to understanding the factors that affect transfer in
the armed forces. Army leaders could use the knowledge
attained to create environments to improve learning transfer.
Implications for positive social change include an increase in
the transfer of learned knowledge and skills among Army
leaders, which may help them to develop impeccable character
and professional competence and may contribute to the success
of the U.S. Army.
Summary and Transition
Supervisor support and peer support have been showed to
affect the transfer of training of employees. The goal
orientation of an employee causes a negative influence their
perception on work and training (Nijman et al., 2006). Trainee
that is objective oriented pursues adjustable responses to
different scenarios. Such may encompass mindset adjustments
towards finding proper solution (Holton, 2005). Therefore,
motivation considers task challenges that cause further
development within an individual (Merriam & Leahy, 2015).
Notably, individuals who are dependent on performance always
opt for adaptive approaches in objective attainment; this may
include the strong desires of the trainee to pull out from the task
making negative attributes regarding capability. In this regard,
it is clear for one to understand why there is a decline in
individual desire or significance in achieving objectives that
have been set (Dweck & Leggett, 1988). This research will
summarize the current knowledge in the area of training
transfer, identify any strengths and weaknesses in previous

work and thus eliminate the potential weaknesses, while at the
same time bringing to the fore the potential strengths, for
contribution to further studies.
CHAPTER 2: LITERATURE REVIEW
Introduction
This chapter will examine or discuss …………….
Restate the problem and the purpose of your study
List the major sections of the chamber
There are two forms of transfer, far and near transfer. In the
near form of transfer simulations or events during learning, tend
to have a direct link with or are same asjob conditions (Merriam
& Leahy, 2015). For instance, employees attending training
possess classroom activities, which indicate the situation
because of their existence at the occupation. The employees are
likely to shift the learned skills to the occupation (Baldwin &
Ford, 1988). The similarity that exists between learning and the
requirements of the occupation are similar within detail levels,
which workers may identify occupation requirements towards
the acquired knowledge, and later ought to shift acquired
abilities, and knowledge to their occupation for improvement of
an individual’s performance (Merriam & Leahy.). Comment by
Author: Is this your introduction ?
Far transfer indicates the dissimilar condition level, which exist
between simulations and training events, as well as the

conditions on the occupation(Baldwin & Ford, 1988; McDonald,
2014; Merriam & Leahy, 2015). In this environment, an
employee acquires training within a specific skill, for instance,
resource allocation or problem solving and then uses the
principles acquired within the classroom on scenarios existing
on the occupation. There is significant distance with regard to
use of abilities, skills or knowledge to particular job activities
when the knowledge is relayed basing on abstraction rules or
principles. Afterwards, workers are positioned for translation of
the rules or principles into concrete activities.
A direct similarity, which the employee can apply as a cognitive
reference point for transfer into a specified setting does not
exist. Therefore, the employee should undertake a higher
generalization level of training towards performance at the
workplace (Sofo, 2007). Principles theory of Goldstein and Ford
(2002) is consistent with the concept of far transfer. This theory
revolves around generalizing common skills across
environments. The emphasis entails using particular principles
in the manner in which they relate with a concept or task
regardless of the transfer environment as long as the person can
use the underlying rules within different environments (Sofo,
2007).
Although literature considers both forms of transfer (far/near)
critical, they are most notable (McDonald 2014; Yamnill &
McLean 2001; Pineda-Herrero, et al., 2014; Merriam &Leahy,
2015). Other kinds of transfer are created in training design of
transfer and instruction. Merriam and Leahy (2015) offer
general views regarding different transfer types, as illustrated
below (table 2). For instance, Yamnill & McLean (2001)
identified two uniquely correlated forms of transfer namely high
and low road.
Low road form of transfer refers to transfer processes, which
exist when the condition of stimulus within a previous learning
context and transfer context are similar of causing well-
developed semi-automatic feedbacks. Low road transfer shares a
similarity with near transfer and is used for describing an

individual’s ability of adapting to a new setting using past
knowledge because of the similarity characterizing the two
settings. High road transfer describes significant mental efforts.
During such scenario, a person tries creating schemas involving
two learning contexts, which do not contain noticeable
similarities (Yamnill & McLean, 2001). Within such context,
training has a close relation with far transfer because a person
will consider general concept or principle constructs and use
them on several but different settings (Tharanganie, 2013). This
intentional search for links requires a cognition level, which
does not respond intuitively as low road form of transfer.
Table 2.Types of Transfer
Type of transfer
Explanation
Positive transfers
Levels to which trainees have learned attitudes and knowledge
that they may use efficiently within work practice. Previously
acquired attitudes and knowledge enhance the acquisition of
attitudes and knowledge.
Negative transfers
The level where occurrence of an undesired outcome after it has
followed a course exists. Previously acquired attitudes and
knowledge hamper the acquisition of new attitudes and
knowledge.
Far Transfers
Transfer whereby first training activities as well as the
subsequent learning tasks differ significantly.
Near Transfers
Transfer when the first learning activities as well as the
subsequent learning tasks differ slightly.
Low road transfers
Transfers that revolve around varied as well as intensive
learning that exist by automatically applying acquired skills and
knowledge within emerging contexts.
High road transfers
Transfers that revolve around conscious abstracts of previously

learned skills from a single context towards another.
General transfers
The trainee learned some practical skills and techniques that
he/she may useon activities instead of initial training activities.
Specific transfers
The training activity appears very specific to an extent that
transfer may not occur on other activities.
Horizontal transfer
Transferring from an activity and joining another
Vertical transfers
Transfer in given activities through increasing knowledge
As a person learns within the work environment, all factors
found in transfer combine to form forces, which generate the
transfer mechanism for all individuals. While the real format for
transfer as indicated by Merriam and Leahy (2015) have been
investigated using empirical research (Macdonald, 2014), a
raging debate still exists regarding how the transfer mechanism
interact within the transfer and learning process, as well as the
level of its existence (Barnard, et al. 2001;Mancy,n.d.). This
notion is understandable considering that for effective
behavioral learning to occur, the cognitive ability for learning
should be present within the person (Barnard et al., 2001).
The element of cognitive ability with respect to motivation to
learning transfer is indicated using a study of employee
workplace learning skills as well as transfer. Workplace literacy
skills are required for efficient employment (Graves et al.,
2013). Nijman et al., (2006) examined occupation-based
conditions and learning skills amongst employees in a
Department of Transportation (DoT) at a state level in southern

US. The study sample comprised 1079 DoT employees with 79
mechanics, 481 technical supervisors, and 178 foremen and
investigated job-related workplace literacy skills and 319
Mobile Equipment Operators.
Literature search strategy
The literature search will rely relied on books, journals and
articles that will be related ..were related to transfer of training
vis-à-vis supervisor support and peer support. The literature
search was also based on the qualitative and quantitative data
collection process. The most significant literature search
strategy for this research was a qualitative and quantitative
survey. During this training process, two surveys were
administered to the students. At the middle stage of the learning
process, the students received the first study whereas at the
closure of the training another study was given. This study had
compiled portions of studies conducted previously in different
areas such as goal orientation, conscientiousness, valence,
expectancy, and learning motivation. Several terms including
transfer, transfer training, learning transfer, supervisor and peer
support, and peer behavior were used iteratively for
identification of germane scholarship from leadership training
and transfer databases; Additionally, literature searches were
undertaken in Learning Transfer Systems Inventory (LTSI)
published reports, journal articles, reports and workbooks; peer
and supervisor leadership handbooks were also used. In cases
where there was scant current research and few theses, the
investigator sought help from the US Army Department.
Comment by Author: Please use future tense . This is a
proposal . You have not conducted the actual research
Comment by Author: So you’ve also conducted your study
The feedback regarding how students performed was given after
the students sat two examinations at the middle course and upon
completion. Students were not forced to complete the surveys;
however, completing exams was mandatory. The correlations of
zero orders, standard deviations, and averages for the entire
variables were ascertained. Afterwards, Colquitt and Simmering

(1998) placed the students in groups of negative and positive. In
this classification, negativity was denoted by low levels of
conscientiousness and learning, whereas positivity was
represented by significant levels of conscientiousness and
learning. Both categories used the size of binomial effects to
express the relationship that exists between motivation towards
learning and the patterns. In contrast, the positive category had
37% of the students, and this group was motivated prior to
getting their feedback whereas those motivated after feedback
constituted about 39% unlike learners in the negative category.
Additionally, students in the positive pattern group were 29%
likely to score good marks in the initial test and 27% likely to
score better grades in the second test. It emerged that
Conscientiousness and learning orientation were related
positively with learning motivation.During the process of
learning, students with conscientiousness and learning
orientation personality variables also exhibited greater levels of
motivation.Moreover, Colquitt and Simmering (1988)
multiplying the framework of valence and expectancy within a
theoretical perspective described how conscientiousness and
motivation to learn are mediated partly by expectancy and
valence. Seemingly, persevering, self-disciplined, and reliable
people had a higher likelihood of perceiving the correlation that
characterizes performance and effort, and this caused them to
value greater levels of performance (Colquitt & Simmering,
1998). Similarly, it was found that learning orientation had a
positive correlation with learning motivation with greater levels
of valence, expectancy, and learning orientation being exhibited
by individuals.
However, it is worth noting that the study is characterized by
drawbacks. The sample of the study was restricted to the
academic classroom context instead of employee setting. While
Colquitt and Simmering (1998) recognize the drawback, they
believe that the study aspects can be applied to the context of
worker training scenario because goal orientation and
conscientiousness, which are key individual attributes , can be

applied across environments. However, this should be
ascertained using further research prior to sustaining a
generalization. While analyzing the study, one can find a causal
connection that the motivation level of an individual revolves
around the values at its disposal as stipulated by the theory of
expectancy (Vroom, 1964). The expression of motivation and
value takes place through transfer and learning activity. When
trainees put the level of valence on learning, then a reasonable
link could be established between motivation level and the
value. For instance, when a trainee feels there is significant
importance in the training course, he or she would display
considerable levels of learning motivation as well as transfer
learning, which will be depicted with a certain performance
improvement level. Such performance improvement satisfies
valence amongst employees.
Theoretical foundation Please discuss the two theories that
represent the conceptual framework of your study : Expectancy
theory and ….. Justify from the literature the rationale for
selection of the these theories .
You probably need to reframe and or rename this section
Personality traits may affect the motivation of an individual to
transfer and learn (Tharanganie, 2013). Bates and Holton
(2004), building upon the assertion of Barnard (2005) assertion
that attributes associated with personality may influence
performance as well as transfer at the workplace, suggests that
5attributes of personality –Five Factor Model (FFM) (Riley et
al., 2011) are critical. The FFM (table 3) comprises
conscientiousness, compatibility, openness towards experiences,
extraversion, and emotional strength (negative pole:
neuroticism). Of the five traits, the three stability-linked
attributes namely conscientiousness, open towards new
experiences alongside emotional stability were found to contain
evidence that is supportive of positive transfer (Holton, 2005).
For instance, traits linked to conscientiousness for instance,
dependability, commitment towards higher performance
standards and an effort to succeed. Individuals having a higher

conscientiousness level post better performance in training
activities and tend to have stronger training results compared to
those without high conscientiousness levels (Holton, 2005).
Comment by Author: This has nothing to do with
Expectancy Theory
Table 3: Description of Traits in the 5-Factor Model
Comment by Author: Is this your third theory ?
Name of trait
Traits associated
Openness
Being artistically sensitive, intelligent, broad-minded, original,
curious, cultured, and
Imaginative
Conscientiousness
Being persevering, achievement-oriented, hardworking,
organized, responsible, thorough, and careful
Agreeableness
Being tolerant, softhearted, remorseful, social, responsible, and
respectful
Neuroticism
A feeling of insecurity, emotional, embarrassment, stress, and
anxiety
Extraversion
Being artistically sensitive, intelligent,broad-minded, original,
curious, cultured, and
Imaginative
Being active, talkative, assertive, gregarious and sociable
Colquitt and Simmering (1998) investigated goal orientation
and conscientiousness with regard to motivation to determine
the way such traits affect a trainee in the entire training process,
particularly when trainees encounter challenges in the initial
stages. The two describe objective orientation as: -a “strong
variable with two forms: (a) a literacy orientation whereby
growing competency through development of new skills is the

main idea and (b) orientation linked to performance whereby
practicing competence through fulfillment of the standards
considered normative is essential. The survey was held for 6
weeks of the training session. The reason behind such setting
entailed providing the researchers with opportunities via a
conclusive longitudinal procedure compared to those used in the
past research. All trainees were given a feedback that is related
to performance. The feedbacks were returned at the
commencement and during the learning process.
The researchers applied the theory of expectancy advanced by
Vroom (1964) and which states that trainees would be highly
motivated to learn because:(a) they identify a correlation
between expectancy and the impetus they put in, and (b) they
see valence in the achieved outcomes. Through Vroom’s model,
goal orientation alongside conscientiousness is assumed to be
related positively at the time of feedback as dictated by
expectancy and value. The study undertaken by Simmering and
Colquitt (1998) had 100 university students taking part in a
training course in management for 6 weeks. The process of
collecting data was undertaken in turns for precision. The
facilitators experimented the model using trainees in a
classroom setting. The facilitator controlled the processes of
accessing and collecting data and the contents were not shared
with those being trained. The objective of performance for all
trainees depended on the existing average score obtained after 7
days in class and the set grade was about 0.26 points. All
trainees were given a statement detailing goal performance at
the commencement of another lesson. Notably, this study
omitted 9 students whose average score was above 3.75; this is
because an increase of 0.26 is likely to increase the average
score to more than 5.0.
Merriam and Leahy (2015) undertook an analysis for studies
conducted in the United States for determining whether job
performance can be predicted accurately using the 5-factor
model. More than thirty-five studies from a group with 100
studies were identified. Studies specifically addressing business

enterprises in the US with most respondents drawn from the US
took part in the study. Countries located in Europe and which
yielded considerable relationships were not analyzed. The
chosen studies did not feature in earlier meta-analyses during
the study. The investigator sought to locate all unpublished and
published studies, which produced relational data or statistics
for calculating relational statistics. The process of analysis was
undertaken by two investigators, the author as well as an
experienced psychology investigator. Using the process of
classification in an earlier analysis of researches undertaken in
Europe and the Asia, Nijman et al., (2006) autonomously
categorized all chosen studies. After the process was completed,
all investigators examined various drawbacks until there was a
consensus.
Theoretical framework Nothing below has anything to do with
your theoretical frame work ( Expectancy theory and
Organizational theory )
The fact that being open is crucial role in transferring the
acquired skills to the job, the literature does not provide a clear
picture. A number of arguments are puzzled with whether
openness could provide sufficient motivational desires (Herold
et al 2002). When the trainee is open to change as his or her
own behavior, it is more obvious that the openness level
amongst trainees towards learning and the way it can be
transferred could be approached with high demand. Conversely,
a trainee who has the lower openness levels towards learning
and how skills are transferred is demotivated. Nevertheless,
according to the argument that believes that transfer could be a
comprehensive process that must involve the following; the
training event, the trainee, and the work surrounding. Therefore,
it is reasonable concluding that being open plays a critical role
in the way skills and knowledge are transferred. However,
openness does not assure the trainee that transfer must happen.
The shortcomings associated with FFM in overall terms
and openness in particular cannot be reflected. The strengths of
personality and its role in transfer are very significant with

regard to the literature perspective (Van Den Bossche et al.,
2010). Personality should be used in the process of transferring
knowledge because of its vital nature when determining the
trainees’ traits and the social interaction (Holton, 2005).
Additionally, personality should be used within the process of
transferring what has been acquired in training to the job as
indicated in previous studies (Bossche et al., 2010; Holton,
2005). It is worth to note, the personality among individual
differ on its impact on the learning and transfer. Nevertheless,
personality is considered a very crucial factor since it also helps
to ascertain the likelihood of transfer of the traits among the
trainees’ traits in any given study (Holton,2005; Merriam &
Leahy, 2010). Therefore, there are evidences for one to
understand the fact that variables present within trainees present
a huge effect in processes associated with transferring acquired
skills to the workplace. More often, those being trained and
possess positive goals have a likelihood of transferring skills
from training set up to employment environment. However,
employees without motivation are likely to be reluctant towards
the learning transfer process.
2.8.3 Goal Orientation
Goal orientation refers to the process aimed at
demonstrating or developing someone’s abilities (Holton, 2005).
Seemingly, orientation of objectives is associated with children
learning studies especially the mental disabled ones. Dweck and
Leggett (1988), undertook additional research about personal
attributes and motivating factors amongst young people. The
study sought to get an insight regarding the similarity exhibited
by young people in performances under similar situations.
Young people should develop models to easily respond as well
as interpret the scenarios in a very effective way (Dweck and
Leggett, 1988). As such, the framework was based on the one’s
conception that later indicated particular motivational and
behavioral response when an event was encountered.
Notably, the goal is often expressed in as an action or an
aim of the individual based on the framework (Nijman et al.,

2006). Similarly, the individual concept advances behavi oral
patterns, which could be based on performance and learning.
The fact that Dweck and Leggett research was only conducted in
children, it was realized that adults also exhibited the same
traits well (Colquitt & Simmering, 1998). According to the
theory of Dweck and Leggett (1988), they came up with two
classes of goals namely; learning goals and performance goals.
As such, the theory of Performance Goal Orientation was
characterized by describing the individuals that were more
concerned about achieving favorable ratings for their
capabilities. Precisely, more often people will always choose
objectives, which are achievable within a short time frame to be
lauded by others (Chiaburuet al., 2010).
Secondly, the learning goal orientation discusses about
those people who are more concerned about increasing their
own competence or getting new ideas (Ford et al. 1998). The
personal selection on goal orientation can be based on self -
motivation (Birdi& Reid, 2013). In this case, the motivational
factors emanate from openness avoidance levels towards
different situations. According to Merriam & Leahy (2015), the
significance of goal orientation is all about understanding about
how people react to the situations of achievement. The traits
pattern of an individual within goal orientation preference could
be referred to as predictors (Colquitt & Simmering, 1998).
Evidently, such allegations were established by the research,
which was conducted on goal orientation (Dweck & Leggett,
1988). As such, the study was attributed largely to the
orientation goals and how people perceived their self-
intellectual capability. The learning orientation process
perceives personal capability from a perspective of increasing
aspect. The aspect of cognition is multifaceted and could be
developed via experience as well as learning. As such, hard
work and capability are considered as positive associates
(Dweck & Leggett, 1988, p. 258). Similarly, the positive
associates were the same as those studies cited by Noe and
Schmitt‘s to school administrators motivation. The capability is

believed to be uncontrollable and fixed (VandeWalle &
Cummings, 1997). However, people who are driven by
performance will consider attainment while measuring for
capability; thus, trainees are likely to develop fears of
underperforming in their tasks (Dweck & Leggett, 1988).
More often, an individual’s goal orientation later causes a
negative influence on how the trainee considers hard work
(Nijman et al., 2006). Trainees who are objective oriented
pursue adjustable responses to different scenarios. Such may
encompass mindset adjustments towards finding proper solution
(Holton, 2005). Therefore, motivation considers task challenges
that cause further development within an individual (Merriam &
Leahy, 2015). Notably, individuals who are dependent on
performance always opt for adaptive approaches in objective
attainment; this may include the strong desires of the trainee to
pull out from the task making negative attributes regarding
capability. In this regard, it is clear for one to understand why
there is a decline in individual desire or significance in
achieving objectives that have been set (Dweck & Leggett,
1988).
The study undertaken by Colquitt and Simmering (1998)
was further modified by Ford who conducted the research on
relationship on the following factors; cognitive activity, goal
orientation, and practice methods within the environment
training. In addition, he was able to allow the trainees to have
their chosen activities and training programs. According to this
theory, manipulating training activities amongst trainees could
enhance acquisition of knowledge as well as shift complex
skills to the workplace. In this case, the theory model was
conducted to enable one understand the relationship that existed
between cognitive ability, training and orientation of objectives.
According to this theory, a trainee’s objective orientation is
likely to influence techniques adopted in the training process,
and which are positively associated with metacognive activity
and being open towards the training activity. However, people
who value performance, consider efficiency a critical aspect in

the learning process, thus apply strategies that achieve the
objectives without straining in the learning process.
In addition, performance-oriented persons or trainees
negatively relate the metacognitive activities. The research
model was conducted on 93 undergraduate students who had
been admitted to the university to study the psychology course.
In this case, the participants were managed under the computer-
simulated work as the naval operator radar. As such, the work
of the naval operator was to do the tracking on a number of
naval targets. Thereafter, the naval operator would then be able
to determine whether the target was friendly or unfriendly
within the shortest time possible. The naval operator then would
finally command certain responses by either allowing the ship
to proceed in a safer manner and respond to the threats
promptly. If the participants had failed to do so then marks were
deducted from the examination the participant had done. In the
preparation of the work, the participants are permitted to select
the training scenarios for the training. In this case, the
preparation for the training scenery had some stress to the
participants especially negative penalties that adversely cost
them. The threat penalty circle resulted into penalties that
caused the deduction of marks of the participants.
This process involved three training days and participants
were allowed to choose to have answers using feedback
alternative in software. Notably, when the training ended, those
people being trained were required to show their capability on
how they could undertake tasks that are simulated by a
computer in their capacity as military engineers during
experiments that lasted for only ten minutes. Furthermore, there
were two more additional work components, which were
incorporated during the second training session. In this regard,
the initial trial had ambiguity caused by cues within the data
being evaluated within the five-point decision example. The
decision ascertained on had to ascertain on the possible fear; in
this case, every trainee in the program was able to practice
through single selection scenario that presented three level s of

complexity and intensity.
Participants could choose 15 scenarios of practicing the tasks.
Each case represented a different complexity level. Each
respondent was given a matrix for selecting and arranging the
training as they desired. At the end of training, all respondents
were given 12 practice trials of five minutes followed by
completing a survey tool accompanied by a transfer activity of
12 minutes. Activities to be transferred was characterized by
greater complexity and level of intensity compared to all
training exercises. A survey of forty-five questions linked to
knowledge, training activity and goal orientation was used.
More training progression was monitored to assess whether the
respondent followed a training process that is complex. Overal l,
the activity being transferred was evaluated basing on how the
individual performed. Evaluation of performance was
undertaken using a grading mechanism with circled penalties,
and when respondents located a target with 5 points. In the end,
investigators created conceptualized models representing the
respondents’ selection as well as training process. The model
was developed with a structure of four parts that include:
or learning
methods identified as activity level, identical
elements, and metacognition
-efficacy, performance,
final training, and knowledge
The conceptual model design is in the form of a dynamic model.
The growth starts from personal variations whereby a person
chooses a learning technique alongside causal links toward a
kind of performance result. An individual’s goal orientation
offers a parameter for action regarding the way he/she acquires
the skills taught. In view of this, an assumption indicating
depiction of correlations via a specified variable within the
models along with a single goal orientation exists. To determine
these correlations and the model, data was evaluated

regressively. Inclusion of the variables in the analysis equation
depends upon their arrangement within the framework.
Outcomes show the difference that characterizes the two
constructs, that is, performance and learning. Additionally, the
constructs are linked differently with additional aspects within
the conceptualized framework. An initial examination of the
influence from learning techniques as well as orientation of the
objectives formed the analysis for the three learning results.
Finally, the manner in which the transferred performance is
affected by the three learning outcomes, learning strategies and
goal orientation on transfer performance was investigated.
Significant correlations in terms of statistics constituted
learning orientation that had a positive correlation with
metacognition; however, neither of the two forms of orientation,
that is, performance and learning had any connection with
common aspects of tasks. From the outcomes, it can be inferred
that a positive correlation between knowledge and
metacognition, and between activity and knowledge.
Additionally, a positive correlation existed between the level of
tasks and the performance being transferred and metacognition.
Finally, self-efficiency alongside orientation of objectives
constituted a critical part. Notably, literacy orientation along
with self-efficiency was related positively, whereas self-
efficacy and goal orientation were related negatively. Simply
put, this study shows that learning-minded individuals are
linked to positive learning results than people who are driven by
performance are. People who are driven by performance display
greater relations towards neutral literacy results.
This study’s importance of the study lies in its ability to
indicate the correlation separating specific constructs from goal
orientation constructs represented within the conceptual model
of the study. An individual’s ability of knowledge acquisition
coupled with the way such knowledge is transferred is on a
level linked to personality and the manner in which an
individual interacts with the surroundings as illustrated in
subsequent learning behavior as well as orientation. Apart from

cognition, an individual’s ability to decipher the concept taught
draws influence from other aspects as well. An individual’s
behavior (personality) constitutes an aspect that should be
considered to determine the way an individual acquires
knowledge and skills in the learning process. Within the survey,
people with orientation for learning faced training with greater
cognitive ability than those that are oriented in performance.
The approaches used by trainees in the training process
replicates the outcomes obtained from studies undertaken by
Nijman et al. (2006) regarding orientation of objectives.
An individual commences training using personality and
cognitive traits, which would affect the mode of behaving, how
the face training, as well as the way the skills acquired are
transferred. Additionally, a factor associated with learning
acquired in the current survey revolves around modes of
personal selection of training techniques individuals adopt. An
individual’s capability of choosing acquisition strategies basing
upon the understanding that exists for individual limitations as
well as abilities tends to be constructive, especially how
learning is created for increase of the learning experience.
However, this attribute is linked to people with high meta-
cognitive ability and learning orientation.
As the studies indicate, questions alongside issues exist with
regard to orientation of objectives as well as towards the
survey. Conversely, performance-oriented people failed to get
proper response in the training. When facilitators utilized clear
response mechanisms within the training, the outcomes of the
performance-oriented person compared to the learning-minded
person would remain different in terms of statistics as the study
discovered. Moreover, general questions associated with goal
orientation remain, for instance, if goal orientation is altered
overtime, and if that is the case, which means can be used to
achieve it. Does orientation of objectives constitute a strong
attribute or whether one can create it? If one has significant
knowledge and skill about a particular concept, will these affect
the way objectives are oriented within training scenarios.

Although the aforementioned questions and potential within
future studies still exist, the survey offers extensive
understanding of learning techniques, meta-cognitive activity,
goal orientation, and the way such concepts are associated with
transfer and training.
With regard to factors linked to the level of organization,
Nijman et al. (2006) considered work environment and
transferring conditions critical in enhancing transfer. Transfer
climate encompasses several factors including peer and
supervisory support, but also extrinsic and intrinsic rewards for
applying new knowledge, opportunities of using new
knowledge, practice opportunities, training accountability, and
task cues. Work environment factors comprise of socio-
technical system design-variables (such as information sharing,
employee involvement and promoting job involvement), job
design variables (for instance, job match, promoting task
autonomy), quality management variables (for instance,
customer focus, the commitment demonstrated by workers),
alongside dynamic variables of learning (for instance, rewards
for learning, prioritizing dynamic training learning). Having
301 workers as a sample within a US marketing department,
Merriam and Leahy (2015) discovered evidence that supports
predictors of motivation for transferring performance, and work
climate.
Even though allegations indicating the critical nature of transfer
scenarios in the learning process exist, researches undertaken
empirically on the issue tend to generate inconsistent outcomes.
(Holton, 2005) discovered the successful nature of post-training
initiatives within scenarios considered to be complementary to
employees’ aspirations at the workplace. Dermol and Carter
(2013) did not find any impact emanating from the support of
supervisors instead; they found constructive outcomes for
support from peers within three studies involving 178-workers
who had received training. Additionally, Bhatti et al. (2013) did
not find any impact associated with the support of supervisors
in four surveys conducted amongst cashiers in a money-lending

firm. A critical research that can help one to understand the
variety of outcomes emanates from Barnard (2005) that
investigated the support of supervisors as well as peers towards
training transfer, Barnard (2005).
Baldwin and Ford‘s study (1988) confirms the learning
application of Chiaburu and Marinova by asserting that the
acquired trait should be generalized to the context of the and
maintained for a specified period for effectiveness.
Additionally, Lancaster et al.’s work (2013) indicates the
learning application concept by stating that for successful
transfer to take place, a constructive shift within performance
should exist. However, the works of Lancaster et al. (2013) did
not investigate system-wide aspects to ascertain if the process
of training did not offer the change required nor did the survey
consider the impediments, which are faced by trainees when
trying to transfer the learning to the place of work. When
learning cannot be transformed to performance, which may be
visible in the workplace, the training outcomes within the
context of job performance is negligible (Birdi& Reid, 2013).
Costs linked to the training would not be considered cost-
effective for the organization unless there is achievement of
application with regard to improved or increased employee
performance. Therefore, training transfer efficiency is indicated
by some kind of improvement in performance (Velada et al.
2007). Knowledge application is transferrable in a manner that
is demonstrated by the trainee; this is noticed at the workplace.
Therefore, Thus, the complexity linked to transfer requires
investigation. Building on the transfer concepts, the framework
found in transfer of training require further investigation in the
structure of the organization. The function of training transfer
research entails formulating and understanding the process of
learning and the way learning is transferred in organizational
and individual perspectives.
Table 2.1 Principles of Training Design Principles (Baldwin
&Ford, 1988)

Identical features
"Transfer increases to the level that response elements and
identical stimulus in the transfer and training environments."
General rules
"Transfer increases when trainees are taught theoretical
principles, general rules, and applicable skills underlying the
training content."
Stimulus variability
Constructive transfer increases when different training stimulus
is used."
Practice conditions
"Practice conditions include several specific issues of design,
including over learning, feedback, part, or full training,
distributedor massed training."
About 25 studies were investigated with regard to the attributes
of the trainee. Baldwin and
Ford (1988) identified 9 elements, which influence transfer
conditions as well as training output from the studies. The nine
characteristics include:
· Informed decision/realistic information
· Relapse prevention
· Training selection
· Feedback
· Goal setting
· Trainee’s intelligence level
· Perceived training value
· Need for Achievement
· Job involvement.
Summary of Literature
Transfer of training is a critical factor in the organizational
processes of a business setting. The costs linked to training
workers and the required performance outcomes are
indispensable for organizations to succeed. The transfer process
encompasses three key elements namely the organization
setting, the training, and the trainee. The review of literature

indicates that transfer should incorporate such aspects with the
belief that transfer is continuous process, which is determined
by the variation level that would be distinct to each individual
and training situation. Thus, thus, transfer should be considered
within the variation and interaction parameters. Due to the
variations and distinctiveness, transfer researchers have resorted
to investigate transfer elements holistically and individually to
create a wide picture for the transfer process. Through this, the
desire to investigate transfer across organizational environments
becomes clear. The literature review offered a training transfer
overview, including transfer models, and the significance of
work environment, training and personal factors in training
transfer, including the way learning transfer may be determined
using Holton’s (2005) LTSI measuring tool. However, currently,
no studies have examined the perceptions of Army leaders about
supervisor and peer support behaviors in relation to the transfer
of training. This study was aimed at filling this gap within the
published literature.
References
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theory and practice (pp. 345-390). London, England: Sage.
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Management, 36, 1065-1105. doi:0.1177/0149206309352880
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