Decoding training effectiveness: the role of organisational factors
TL;DR: In this article, a conceptual model based on previous research work is hypothesised and tested to examine various organisational factors, which have not been studied sufficiently, that influence training transfer, and the authors found that training transfer climate, training awareness, participation and involvement in training decision and training assessment mechanism were found to be positively and significantly related to perceived training transfer.
Abstract: Organisations invest heavily in training and development initiatives (Miller, 2012). However, a small percentage of what is learnt by the trainees from training gets transferred to the job (Mackay, 2007). The purpose of this study is to extend previous findings and examine various organisational factors, which have not been studied sufficiently, that influence training transfer.,A conceptual model based on previous research work is hypothesised and tested. The sample included 123 full-time employees working at one of the major public sector organisations operating in India.,The result suggested that training transfer climate, training awareness, participation and involvement in training decision and training assessment mechanism were found to be positively and significantly related to perceived training transfer.,Typical limitations consistent with self-report measures (e.g. social desirability) apply to this study as well. Another limitation was the small sample size. Future studies should assess a large sample size. Future research may assess the extent to which not only trainees but also other training stakeholders, such as trainers and supervisors, feel accountable and responsible for training and its transfer. This would provide a stronger test of the accountability hypothesis. It would also be worthwhile to study the type of evaluation/assessment mechanism that would be more appropriate for training transfer.,Organisations should take care of these organisational factors for increasing the transfer of training at the workplace. Organisations can have better control over these factors compared to individual-related variables. Future research studies may also look at the role of evaluation/assessment feedback in training transfer. Finally, the mediating or moderating role of some of the organisational factors can also be considered for future research work.,This study is an attempt to add value to the present literature on training transfer by focusing on organisational factors. Most factors studied were neglected by previous research studies. Hence, this is a moderate attempt to add to the transfer of training literature.
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18 Sep 2019
TL;DR: In this article, the fundamental concepts of training, job satisfaction, and job training satisfaction are introduced, and the key factors and models to develop successful training programs are presented, as well as the relationships between training and job performance.
Abstract: Training is an important ongoing investment in human assets to assist employees in learning skills and acquiring knowledge to achieve organizational goals. To maximize training effectiveness, three major activities of needs assessment, program design and delivery, and training evaluation need to be well-prepared to make trainees be satisfied with the training. Job training satisfaction proposed by Schmidt in 2007 was defined as how people feel about the aspects of the job training they receive in the workplace. Research has shown that well-designed and prepared training activities in a training program will result in job training satisfaction (JTS), which then influences employee’s work-related attitudes such as job satisfaction (JS). This will further affect their intentions of turnover and job performance. Thus, in this chapter, the fundamental concepts of training, job satisfaction, and job training satisfaction will be introduced. The key factors and models to develop successful training programs will be presented. The relationships between training, job training satisfaction, job satisfaction, and job performance will be elaborated. The purpose of this chapter elucidates the importance of JTS, which human resource practitioners should always bear in mind when designing and delivering a training program.
17 citations
Cites background from "Decoding training effectiveness: th..."
...managers for training activities, training resources, organizational procedures, reward systems, culture, and climate [4, 8, 18, 21]....
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...In other words, transfer mechanisms such as climate for transfer, management and peer support, opportunity to perform, training awareness, and using self-management strategies need to be included in the design of a training program for maximizing transfer [4, 21, 44]....
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TL;DR: In this article, the authors contribute to the science-practice gap regarding the application of evidence-based actions for maximising training effectiveness in corporate practice by contributing to the Science Practice Gap.
Abstract: The present study aimed at contributing to the science-practice gap regarding the application of evidence-based actions for maximising training effectiveness in corporate practice. Training and dev...
14 citations
Cites background from "Decoding training effectiveness: th..."
...To improve transfer, factors significantly related to the transfer of training have been identified in a meta-analytic review (Blume et al. 2010) and also in various studies (e.g. Baldwin, Ford, and Blume 2017; Kodwani 2017)....
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...2010) and also in various studies (e.g. Baldwin, Ford, and Blume 2017; Kodwani 2017)....
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...For example, training awareness, participation and involvement in training decision as trainee characteristics, training transfer climate as work environment, or training assessment mechanism as training design were detected (Kodwani 2017)....
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TL;DR: In this paper, the authors examined the pre-training and post-training variables influencing employee training effectiveness in the banking industry in this era of the digital age and found that a significant influence of pretraining (i.e., training environment, trainer quality) and post training factors (e.g., trainee motivation, trainee selfefficacy, and authentic leadership practices) towards the bank's staff training effectiveness.
Abstract: PurposeThe purpose of this study is to examine the pre-training and post-training variables influencing employee training effectiveness in the banking industry in this era of the digital age.Design/methodology/approachThis study adopted a cross-sectional research design and a structured questionnaire to survey the participants (i.e., bank employees) (n = 702) for data collection. The data gathered from the surveyed respondents were analyzed using the Partial Least Square to Structural Equation Modeling (PLS-SEM) approach to test the proposed hypotheses.FindingsThe research findings suggest a significant influence of pre-training (i.e., training environment, trainer quality) and post-training (i.e., trainee motivation, trainee self-efficacy, and authentic leadership practices) factors towards the bank's staff training effectiveness in this era of digital age.Originality/valueThe research is one of the pioneer attempts on training effectiveness that significantly open opportunity for financial institutions such as banks to meet the challenge of the fourth industrial revolution from a developing country perspective. The current study also contributes to the extension of the theoretical and managerial doctrine in terms of the relationship among the pre-and post-training factors to enhance training effectiveness under the scope of the financial sector's employees to manage human resources and their development in the digital age.
14 citations
23 Mar 2021
TL;DR: In this article, the authors explored and provided empirical evidence for the combined effects of individual characteristics, training design factors as well as environmental factors (as pre-training factors) on training transfer.
Abstract: The purpose of this paper is to explore and provide empirical evidence for the combined effects of individual characteristics, training design factors as well as environmental factors (as pre-training factors) on training transfer.,Primary data were collected from 235 managerial-level full-time employees in two phases with a temporal gap of two months. Both procedural and statistical measures were used to minimize the common method variance problem. Hierarchical regression analysis was conducted to analyze the data.,The results of this study clearly point out that all four predictor variables (voluntary participation, prior training information, training needs identification and training evaluation) positively and significantly influence training transfer.,The study contributes to the training transfer literature in three ways. One, the authors have shown the positive influence of pre-training factors (together as well as independently) on training transfer. The study is grounded in a strong theoretical framework, thus fulfilling the previous gap. This study brings more clarity to those variables (such as voluntary training) which are having contradicting views in the extant literature.,The study has significant findings for the organizations operating in the current business scenario in their endeavor to enhance learning transfer, which is very low and a major cause of concern for every organization. If management is aware of the success factors of training transfer, they can ensure a better training transfer.,The training transfer literature showcases two significant gaps; first of all, it lacks in using appropriate motivational theories, and second, there is variability in the results. This paper bridges both the gaps and attempts to advance our understanding of training transfer grounded in the theoretical framework by focusing on the role of individual, motivational and situational factors of training transfer to understand better which predictor variables can improve training transfer.
10 citations
TL;DR: In this paper, training literature highlights the gap between training literature and organizational performance, highlighting the need to invest in training initiative with an objective to improve the performance of its employees and ultimately organizational performance.
Abstract: Organizations invest in training initiative with an objective to improve the performance of its employees and ultimately organizational performance. However, training literature highlights the gap ...
10 citations
Cites background from "Decoding training effectiveness: th..."
...…on individual factors, training design factors and situational factors for improving motivation to learn as well as training effectiveness (Colquitt, LePine, and Noe 2000; Facteau et al. 1995; Hurtz and Williams 2009; Kodwani 2017; Smith-Jentsch, Salas, and Brannick 2001; Walsh and Magley 2018)....
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...Training information refers to the information about the training given to the trainees well before the commencement of training (Kodwani 2017)....
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References
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TL;DR: In this article, the authors examined the linkages between systems of high performance work practices and firm performance and found that these practices have an economically and statistically significant impact on both intermediate outcomes (turnover and productivity) and short and long-term measures of corporate financial performance.
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TL;DR: In this article, the authors comprehensively evaluated the links between systems of high performance work practices and firm performance and found that these practices have an economically and statistically significant impact on both intermediate employee outcomes (turnover and productivity) and short and long-term measures of corporate financial performance.
Abstract: This study comprehensively evaluated the links between systems of High Performance Work Practices and firm performance. Results based on a national sample of nearly one thousand firms indicate that these practices have an economically and statistically significant impact on both intermediate employee outcomes (turnover and productivity) and short- and long-term measures of corporate financial performance. Support for predictions that the impact of High Performance Work Practices on firm performance is in part contingent on their interrelationships and links with competitive strategy was limited. The impact of human resource management (HRM) policies and prac
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TL;DR: In this article, the effects of training design, trainee, and work-environment factors on conditions of transfer are reviewed and critiqued, including the need to test various operationalizations of training and work environment factors that have been posited as having an impact on transfer.
Abstract: Transfer of training is of paramount concern for training researchers and practitioners. Despite research efforts, there is a growing concern over the “transfer problem.” The purpose of this paper is to provide a critique of the existing transfer research and to suggest directions for future research investigations. The conditions of transfer include both the generalization of learned material to the job and the maintenance of trained skills over a period of time on the job. The existing research examining the effects of training design, trainee, and work-environment factors on conditions of transfer is reviewed and critiqued. Research gaps identified from the review include the need to (1) test various operationalizations of training design and work-environment factors that have been posited as having an impact on transfer and (2) develop a framework for conducting research on the effects of trainee characteristics on transfer. Needed advancements in the conceptualization and operationalization of the criterion of transfer are also discussed.
3,059 citations