A grounded theory study of training transfer among army noncommissioned officers

Abstract

Abstract The researcher used a qualitative grounded theory research process to analyze and code data collected on leaders' ability to influence training transfer in Army units. Participants in the current study consisted of 18 senior Army noncommissioned officers (NCOs) assigned to an Army recruiting battalion located in Atlanta, Georgia. NCOs participated in the research based on interest in addressing problems related to the lack of documented training‐transfer practices that could be used to improve training processes with subordinates at Army units. Participants were asked five open‐ended questions on how they valued Army school training, what behaviors and practices they used on return from leadership training, how commissioned officers assisted them on their return from training, what long‐term continuous activities were implemented on return, and what their perspectives were on applying newly gained knowledge after attending leadership courses. Findings indicated the utilization of five primary influences that effectively influence training‐transfer practices and behaviors to enhance performance, which led to the core phenomenon of training transfer. Through constant comparison and coding of collected data, five influences—leadership practices, perceived value of training, continuous and quality learning, operational support, and shared leadership knowledge—emerged as key behaviors and practices that supported the Leadership Competence and Support Application model, which depicts how senior NCO leaders use training‐transfer practices and effective leadership to ensure team development.

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