Benefits of Training and Development for Individuals and Teams, Organizations, and Society
TL;DR: A multidisciplinary, multilevel, and global perspective is adopted to demonstrate that training and development activities in work organizations can produce important benefits for each of these stakeholders.
Abstract: This article provides a review of the training and development literature since the year 2000. We review the literature focusing on the benefits of training and development for individuals and teams, organizations, and society. We adopt a multidisciplinary, multilevel, and global perspective to demonstrate that training and development activities in work organizations can produce important benefits for each of these stakeholders. We also review the literature on needs assessment and pretraining states, training design and delivery, training evaluation, and transfer of training to identify the conditions under which the benefits of training and development are maximized. Finally, we identify research gaps and offer directions for future research.
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TL;DR: Experimental vignette methodology (EVM) as discussed by the authors is a way to address the dilemma of conducting experimental research that results in high levels of confidence regarding internal validity but is challenged by threats to external validity versus conducting nonexperimental research that usually maximizes external validity but whose conclusions are ambiguous regarding causal relationships.
Abstract: We describe experimental vignette methodology (EVM) as a way to address the dilemma of conducting experimental research that results in high levels of confidence regarding internal validity but is challenged by threats to external validity versus conducting nonexperimental research that usually maximizes external validity but whose conclusions are ambiguous regarding causal relationships. EVM studies consist of presenting participants with carefully constructed and realistic scenarios to assess dependent variables including intentions, attitudes, and behaviors, thereby enhancing experimental realism and also allowing researchers to manipulate and control independent variables. We describe two major types of EVM aimed at assessing explicit (i.e., paper people studies) and implicit (i.e., policy capturing and conjoint analysis) processes and outcomes. We offer best practice recommendations regarding the design and implementation of EVM studies based on a multidisciplinary literature review, discuss substant...
1,055 citations
Cites background from "Benefits of Training and Developmen..."
...…the training literature has demonstrated that transfer of training is improved by increasing the similarity between the training and job contexts (Aguinis & Kraiger, 2009), improving realism by increasing the similarity between the experimental and natural settings increases the observed effects…...
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TL;DR: In this article, the authors identify the factors relating to trainee characteristics (cognitive ability, self-efficacy, motivation, perceived utility of training), training design (behavioral modeling, error management, realistic training environments) and the work environment (transfer climate, support, opportunity to perform, follow-up) that have exhibited the strongest, most consistent relationships with the transfer of training.
Abstract: Although organizations invest billions of dollars in training every year, many trained competencies reportedly fail to transfer to the workplace. Researchers have long examined the ‘transfer problem’, uncovering a wealth of information regarding the transfer of training. Inconsistencies remain, however, and organizations may find it difficult to pinpoint exactly which factors are most critical. Using Baldwin and Ford's model of transfer, we identify the factors relating to trainee characteristics (cognitive ability, self-efficacy, motivation, perceived utility of training), training design (behavioral modeling, error management, realistic training environments) and the work environment (transfer climate, support, opportunity to perform, follow-up) that have exhibited the strongest, most consistent relationships with the transfer of training. We describe our reasoning for extracting such variables from the literature and conclude by discussing potential implications for practice and future research.
717 citations
Cites background from "Benefits of Training and Developmen..."
...In today’s global economy, the knowledge, skills and abilities necessary to maintain a competitive advantage are growing and changing (Arguinis & Kraiger, 2009)....
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...The global economy and technological advances of today require organizations to make constant adjustments in order to maintain a competitive advantage (Arguinis & Kraiger, 2009)....
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TL;DR: It is argued that training is a systematic process, and what matters before, during, and after training is explained, and steps to take are listed and described and summarized in a checklist for ease of use.
Abstract: Organizations in the United States alone spend billions on training each year. These training and development activities allow organizations to adapt, compete, excel, innovate, produce, be safe, improve service, and reach goals. Training has successfully been used to reduce errors in such high-risk settings as emergency rooms, aviation, and the military. However, training is also important in more conventional organizations. These organizations understand that training helps them to remain competitive by continually educating their workforce. They understand that investing in their employees yields greater results. However, training is not as intuitive as it may seem. There is a science of training that shows that there is a right way and a wrong way to design, deliver, and implement a training program. The research on training clearly shows two things: (a) training works, and (b) the way training is designed, delivered, and implemented matters. This article aims to explain why training is important and how to use training appropriately. Using the training literature as a guide, we explain what training is, why it is important, and provide recommendations for implementing a training program in an organization. In particular, we argue that training is a systematic process, and we explain what matters before, during, and after training. Steps to take at each of these three time periods are listed and described and are summarized in a checklist for ease of use. We conclude with a discussion of implications for both leaders and policymakers and an exploration of issues that may come up when deciding to implement a training program. Furthermore, we include key questions that executives and policymakers should ask about the design, delivery, or implementation of a training program. Finally, we consider future research that is important in this area, including some still unanswered questions and room for development in this evolving field. Language: en
691 citations
Cites background or methods from "Benefits of Training and Developmen..."
...Aguinis and Kraiger (2009) cited multiple studies in European countries that link training practices and policies to measures of organizational effectiveness....
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...As has been noted, Aguinis and Kraiger (2009) recently concluded that existing research provides strong evidence that well-designed training programs provide benefits to individuals, teams, organizations, and society....
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...Indeed, Aguinis and Kraiger (2009) presented several case studies of the role of training in promoting economic development within nations....
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...Aguinis and Kraiger (2009) cited multiple studies in European countries that link training practices and policies to measures of organizational effectiveness. Studies like these show that training is a key component in building and maintaining an effective employee workforce, which in turn drives various metrics of corporate well-being. In addition, training is also a key component in leadership development (Collins & Holton, 2004), another factor integral to corporate success. Finally, at the societal level, investments in workforce development through training are often seen as a primary mechanism for national economic development. Indeed, Aguinis and Kraiger (2009) presented several case studies of the role of training in promoting economic development within nations....
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...This review differs from prior ones published in the Annual Review of Psychology by three of the current authors (Aguinis & Kraiger, 2009; Salas & Cannon-Bowers, 2001; Tannenbaum & Yukl, 1992) in that our focus is on providing clear principles as to what matters (and therefore what to do, what to…...
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01 Jan 2011
TL;DR: In this paper, organizational responsibility is defined as context-specific organizational actions and policies that take into account stakeholders' expectations and the triple bottom line of economic, social, and environmental performance.
Abstract: The goals of this chapter are to introduce organizational responsibility research and practice to the field of industrial and organizational (I/O) psychology and to encourage I/O psychology researchers and practitioners to embrace organizational responsibility in their research and practice. Although its definition is elaborated in detail later in the chapter, organizational responsibility is defined as context-specific organizational actions and policies that take into account stakeholders’ expectations and the triple bottom line of economic, social, and environmental performance. In contrast with other topics included in this handbook, organizational responsibility does not seem to be a topic that receives much attention in the literature of mainstream I/O psychology, or even psychology in general. To assess the accuracy of this assertion, I conducted a search in January 2009 using the PsycINFO database and the key words corporate responsibility in all titles and abstracts. The review period covered all items (i.e., books, collections, journals, book chapters, dissertations, conference proceedings, editorials, encyclopedias, handbooks, and textbooks) in all languages included in PsycINFO until that date. There were 52 hits. However, only two of these were for items published in psychology journals (Dumas, 2007; Konczak, 2005). Moreover, neither of these items reported original research; instead, they were book reviews. The remaining 50 items were books, chapters, dissertations, and articles published outside of the field of psychology in journals such as Business Ethics: A European Review, Journal of Business Ethics, Corporate Communications, Journal of Management Development, Electronic Journal of Business Ethics and Organization Studies, and Corporate Reputation Review. I conducted the same search on the Business Source Premier database, and the result was 1,917 hits. Of this total, 757 items were articles published in academic journals; 486 were published in magazines and other periodicals, such as The Economist, Fortune, and Supply Management; 547 appeared in trade publications, such as Accountancy, Communication World, Marketing Magazine, and Money Management; and 127 appeared in other sources, such as books. Why this difference in publication rates in I/O psychology compared with other organizational studies disciplines? There are at least four reasons. First, organizational responsibility is an issue that is studied typically at the organizational level of analysis. Although it has shifted its emphasis to include the group level of analysis, most I/O psychology research still addresses primarily the individual level of analysis. In fact, an examination of the chapters included in this handbook suggests that the majority of topics address issues that have been studied primarily at the individual level of analysis. Second, related to the level of analysis reason, the terms organizational responsibility and corporate responsibility are not labels typically used in I/O psychology research. However, because of the interest in the individual
474 citations
TL;DR: The developed taxonomy (BCTTv1) provides a methodology for identifying content of complex BCIs and a foundation for international cross-disciplinary collaboration for developing more effective interventions to improve health.
Abstract: Background
Meeting global health challenges requires effective behaviour change interventions (BCIs). This depends on advancing the science of behaviour change which, in turn, depends on accurate intervention reporting. Current reporting often lacks detail, preventing accurate replication and implementation. Recent developments have specified intervention content into behaviour change techniques (BCTs) – the ‘active ingredients’, for example goal-setting, self-monitoring of behaviour. BCTs are ‘the smallest components compatible with retaining the postulated active ingredients, i.e. the proposed mechanisms of change. They can be used alone or in combination with other BCTs’ (Michie S, Johnston M. Theories and techniques of behaviour change: developing a cumulative science of behaviour change. Health Psychol Rev 2012;6:1–6). Domain-specific taxonomies of BCTs have been developed, for example healthy eating and physical activity, smoking cessation and alcohol consumption. We need to build on these to develop an internationally shared language for specifying and developing interventions. This technology can be used for synthesising evidence, implementing effective interventions and testing theory. It has enormous potential added value for science and global health.
Objective
(1) To develop a method of specifying content of BCIs in terms of component BCTs; (2) to lay a foundation for a comprehensive methodology applicable to different types of complex interventions; (3) to develop resources to support application of the taxonomy; and (4) to achieve multidisciplinary and international acceptance for future development.
Design and participants
Four hundred participants (systematic reviewers, researchers, practitioners, policy-makers) from 12 countries engaged in investigating, designing and/or delivering BCIs. Development of the taxonomy involved a Delphi procedure, an iterative process of revisions and consultation with 41 international experts; hierarchical structure of the list was developed using inductive ‘bottom-up’ and theory-driven ‘top-down’ open-sort procedures (n = 36); training in use of the taxonomy (1-day workshops and distance group tutorials) (n = 161) was evaluated by changes in intercoder reliability and validity (agreement with expert consensus); evaluating the taxonomy for coding interventions was assessed by reliability (intercoder; test–retest) and validity (n = 40 trained coders); and evaluating the taxonomy for writing descriptions was assessed by reliability (intercoder; test–retest) and by experimentally testing its value (n = 190).
Results
Ninety-three distinct, non-overlapping BCTs with clear labels and definitions formed Behaviour Change Technique Taxonomy version 1 (BCTTv1). BCTs clustered into 16 groupings using a ‘bottom-up’ open-sort procedure; there was overlap between these and groupings produced by a theory-driven, ‘top-down’ procedure. Both training methods improved validity (both p < 0.05), doubled the proportion of coders achieving competence and improved confidence in identifying BCTs in workshops (both p < 0.001) but did not improve intercoder reliability. Good intercoder reliability was observed for 80 of the 93 BCTs. Good within-coder agreement was observed after 1 month (p < 0.001). Validity was good for 14 of 15 BCTs in the descriptions. The usefulness of BCTTv1 to report descriptions of observed interventions had mixed results.
Conclusions
The developed taxonomy (BCTTv1) provides a methodology for identifying content of complex BCIs and a foundation for international cross-disciplinary collaboration for developing more effective interventions to improve health. Further work is needed to examine its usefulness for reporting interventions.
Funding
This project was funded by the Medical Research Council Ref: G0901474/1. Funding also came from the Peninsula Collaboration for Leadership in Applied Health Research and Care.
447 citations
References
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Book•
15 May 2009
TL;DR: In this paper, the effects of investment in education and training on earnings and employment are discussed. But the authors focus on the relationship between age and earnings and do not explore the relation between education and fertility.
Abstract: "Human Capital" is Becker's study of how investment in an individual's education and training is similar to business investments in equipment. Becker looks at the effects of investment in education on earnings and employment, and shows how his theory measures the incentive for such investment, as well as the costs and returns from college and high school education. Another part of the study explores the relation between age and earnings. This edition includes four new chapters, covering recent ideas about human capital, fertility and economic growth, the division of labour, economic considerations within the family, and inequality in earnings.
12,071 citations
5,204 citations
TL;DR: A recent review examines the field of leadership development through three contextual lenses: (1) understanding the difference between leader development and leadership development ( conceptual context); (2) reviewing how state-of-the-art development is being conducted in the context of ongoing organizational work ( practice context); and (3) summarizing previous research that has implications for leadership development as mentioned in this paper.
Abstract: Interest in leadership development is strong, especially among practitioners Nonetheless, there is conceptual confusion regarding distinctions between leader and leadership development, as well as disconnection between the practice of leadership development and its scientific foundation The present review examines the field of leadership development through three contextual lenses: (1) understanding the difference between leader development and leadership development ( conceptual context); (2) reviewing how state-of-the-art development is being conducted in the context of ongoing organizational work ( practice context); and (3) summarizing previous research that has implications for leadership development ( research context) The overall purpose is to bridge the practice and science of leadership development by showing the importance of building both human and social capital in organizations Specific practices that are reviewed include 360-degree feedback and executive coaching, mentoring and networking, and job assignments and action learning Practices and research are framed in terms of a general need to link leader development, which is primarily based on enhancing human capital, with leadership development that emphasizes the creation of social capital in organizations
2,049 citations
TL;DR: Meta-analytically summarizes the literature on training motivation, its antecedents, and its relationships with training outcomes such as declarative knowledge, skill acquisition, and transfer and shows that training motivation explained incremental variance in training outcomes beyond the effects of cognitive ability.
Abstract: This article meta-analytically summarizes the literature on training motivation, its antecedents, and its relationships with training outcomes such as declarative knowledge, skill acquisition, and transfer. Significant predictors of training motivation and outcomes included individual characteristics (e.g., locus of control, conscientiousness, anxiety, age, cognitive ability, self-efficacy, valence, job involvement) and situational characteristics (e.g., climate). Moreover, training motivation explained incremental variance in training outcomes beyond the effects of cognitive ability. Meta-analytic path analyses further showed that the effects of personality, climate, and age on training outcomes were only partially mediated by self-efficacy, valence, and job involvement. These findings are discussed in terms of their practical significance and their implications for an integrative theory of training motivation.
2,033 citations
TL;DR: In a longitudinal, randomized field experiment, this paper tested the impact of transformational leadership, enhanced by training, on follower development and performance and found that the leaders in the experimental group had a more positive impact on direct followers' development and on indirect followers' performance than did the leaders of the control group.
Abstract: In a longitudinal, randomized field experiment, we tested the impact of transformational leadership, enhanced by training, on follower development and performance. Experimental group leaders received transformational leadership training, and control group leaders, eclectic leadership training. The sample included 54 military leaders, their 90 direct followers, and 724 indirect followers. Results indicated the leaders in the experimental group had a more positive impact on direct followers' development and on indirect followers' performance than did the leaders in the control group.
1,819 citations
"Benefits of Training and Developmen..." refers methods or result in this paper
...Dvir et al. (2002) implemented a longitudinal randomized field experiment, using cadets in the Israel Defense Forces, in which experimental group leaders received transformational leadership training....
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...Similar to results of Dvir et al. (2002), Towler (2003) found some evidence in support of the effectiveness of charismatic influence training on the performance and attitudes of the participants who watched the videotapes....
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