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The impact of organizational support on the transfer of learning to practice

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  • Futris, Ted G.
  • Schramm, David G.
  • Richardson, Evin W.
  • Lee, Tae Kyoung

Abstract

Child welfare professionals (CWPs) participate in trainings to facilitate the adoption of emerging and promising practices. Although organizational support has been argued to facilitate the association between training impact and transfer of learning, empirical examination of this process is limited. Based on data from 511 CWPs who completed a one-day training to offer relationship and marriage education (RME), we examined the moderating effects of organizational support on the association between learning impact (i.e., competency and utility reaction) and subsequent application of RME with clients within six months post-training. Results from structural equation modeling showed that perceived support from administrators and co-workers post-training was not as influential to trainees who demonstrated higher learning impact. However, those who reported lower levels of learning impact were more likely to apply the training materials if they perceived greater organizational support when compared to those who felt less support from administrators and co-workers. Implications for child welfare organizations and future trainings are discussed.

Suggested Citation

  • Futris, Ted G. & Schramm, David G. & Richardson, Evin W. & Lee, Tae Kyoung, 2015. "The impact of organizational support on the transfer of learning to practice," Children and Youth Services Review, Elsevier, vol. 51(C), pages 36-43.
    • Handle: RePEc:eee:cysrev:v:51:y:2015:i:c:p:36-43
    DOI: 10.1016/j.childyouth.2015.01.019
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    References listed on IDEAS

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    1. Scarrow, Andrea & Futris, Ted G. & Fuhrman, Nicholas E., 2014. "The factors associated with child welfare professionals' application of relationship education," Children and Youth Services Review, Elsevier, vol. 46(C), pages 265-275.
    2. Antle, Becky F. & Barbee, Anita P. & van Zyl, Michiel A., 2008. "A comprehensive model for child welfare training evaluation," Children and Youth Services Review, Elsevier, vol. 30(9), pages 1063-1080, September.
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    5. Antle, Becky F. & Frey, Shannon E. & Sar, Bibhuti K. & Barbee, Anita P. & van Zyl, Michiel A., 2010. "Training the child welfare workforce in healthy couple relationships: An examination of attitudes and outcomes," Children and Youth Services Review, Elsevier, vol. 32(2), pages 223-230, February.
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    8. Collins, Mary Elizabeth & Amodeo, Maryann & Clay, Cassandra, 2007. "Training as a factor in policy implementation: Lessons from a National Evaluation of Child Welfare Training," Children and Youth Services Review, Elsevier, vol. 29(12), pages 1487-1502, December.
    9. Bellamy, Jennifer L., 2008. "Behavioral problems following reunification of children in long-term foster care," Children and Youth Services Review, Elsevier, vol. 30(2), pages 216-228, February.
    10. Schramm, David G. & Futris, Ted G. & Galovan, Adam M. & Allen, Kimberly, 2013. "Is relationship and marriage education relevant and appropriate to child welfare?," Children and Youth Services Review, Elsevier, vol. 35(3), pages 429-438.
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    Cited by:

    1. Coll, Kenneth M. & Stewart, Roger A. & Day, Alexander & Scholl, Stacey & Hauser, Nicole, 2022. "Evaluating an innovative integrated training for child and youth services: Lessons learned," Evaluation and Program Planning, Elsevier, vol. 92(C).
    2. Jesse Chandler, "undated". "Technical Appendix: Considerations for Measuring T/TA Performance," Mathematica Policy Research Reports 4a1a00e145df4090b5e1f6e63, Mathematica Policy Research.
    3. Arnold, Amy Laura & Richardson, Evin W. & Cenizal, Robyn, 2016. "Ready or not: The influence of readiness on healthy marriage and relationship education training outcomes," Children and Youth Services Review, Elsevier, vol. 63(C), pages 67-73.

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