Integrating a transfer perspective into evaluations of leadership training

Purpose: In previous studies, outcomes of leadership training have varied, with some studies suggesting large effects and others small. Although the transfer of training literature suggests a number of factors that influence training outcomes, this knowledge has seldom been used when evaluating the outcomes of leadership training. The purpose of the present study is therefore to examine how factors related to transfer of training influence outcomes of leadership training.

Design: In the present research, follower-rated outcomes of a leadership training programme in Denmark (N = 298) was examined from a transfer of training perspective.

Findings: Using Baldwin and Ford’s Transfer of Training Model as a framework, analyses revealed that leaders’ utility reactions (i.e., perception of usefulness) and learning were linked to transfer of training. In addition, leaders’ perceptions of transfer were associated with post-intervention follower-rated transformational leadership and collective self-efficacy.

Practical implications: Making sure that leaders find the training useful for their everyday activities (i.e. positive utility reactions) and that they have time to learn the training content is important to enable transfer, and that leaders to use trained skills back at work.

Originality: The findings indicate the importance of understanding how leaders’ perception of the training content influence leadership training outcomes, and that these perceptions need to be part of the evaluation of leadership training. In addition, the findings suggest that factors predicting transfer of leadership training differ from other types of training.