A study of supervisor factors and their relationship to transfer of learning in a sales training course

There is a lack of research that addresses the relationship between supervisor factors, whether positive or negative, with learning transfer. There is also a lack of research that can identify specific ways that supervisors can be involved throughout the instructional design process to enhance transfer of learning and the effectiveness of course design. Additionally, the literature points out that the lack of transfer that is being seen is costing corporations billions of dollars every year. The purpose of this study was to examine the relationship between supervisor support and supervisor sanctions on the transfer of learning from training to the job. Additionally, the study examined what information, practices, and recommendations supervisors should provide to instructional designers about how they may be involved in the instructional design process to enhance transfer of learning and the effectiveness of course design. It was alleged that by understanding the relationship between supervisor factors on learning transfer and by understanding and identifying practical ways managers could contribute or participate in the instructional design process that learning transfer could be enhanced. A mixed method research approach was used to collect quantitative data from 377 sales representatives using a validated Learning Transfer Systems Inventory developed by Holten and Bates (2008), and quantitative data were collected from 7 of the sales representative's supervisors through telephone interviews. The conclusions of the study reported that supervisor support and supervisor sanctions were significant predictors of learning transfer. The qualitative data supported the inclusion of supervisors throughout the instructional design process and provided several practical recommendations about what information supervisors should supply and what practices instructional designers should incorporate in their work. The research also provided opportunity for future areas of research related to learning transfer. These recommendations included the development of a manager advisory board to provide feedback and evaluation through each phase of the instructional design process, designing coaching resources to be utilized after a learning event, and provide managers with choices when implementing training that takes learner differences and preferences into account.