Barriers Encountered in the Transfer of Educational Training to Workplace Practice in Saudi Arabia

Mohamed Almannie


This study introduces a critical issue in the practicality of training programs, not only in Saudi Arabia, but also in other developing countries where billions of dollars are spent on training human resources without evaluation of these programs on workplace practice and organization development. This study investigates barriers encountered in the transfer of training to workplace practice in a sample of 90 teachers and school principals, who completed the LTSI questionnaire. We found that although trainees have high expectations for training programs, they faced several barriers in the workplace: 65% of trainees showed limited transfer of training to the workplace due to a lack of encouragement from management; 55% had difficulties applying what they had learned; 45% of trainees considered their work environment unsuitable for transfer of training lessons; 72% faced a lack of cooperation from management; and 64% faced a lack of cooperation from colleagues. This study confirms the results of an earlier study on female school principals in Saudi Arabia. We recommend that the Ministry of Education limit such barriers by training managers and supervisors to be receptive to changes in workplace practice, to be accountable for providing better environments, and to be active in giving feedback on training lessons to employees. This study has implications in Saudi Arabia, and other developing countries facing these same barriers.

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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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