Measuring Performance Improvement

Bates, Reid

doi:10.1177/152342239900100104

Cited by 17 publications

(7 citation statements)

References 30 publications

(37 reference statements)

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“…Yet there is little empirical support for the notion that HRD positively affects organizational performance (Torraco, 1999). Given the challenges in measuring performance (see Bates, 1999), a more productive line of inquiry may be to examine the relationship between training and desired workplace attitudes, which in turn have been found to relate positively to organizational effectiveness.…”

Section: Problem Statement and Theoretical Frameworkmentioning

confidence: 97%

The relationship between training and organizational commitment: A study in the health care field

Bartlett

2001

Human Resource Dev Quarterly

415

393

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Section: Problem Statement and Theoretical Frameworkmentioning

confidence: 97%

The relationship between training and organizational commitment: A study in the health care field

Bartlett

2001

Human Resource Dev Quarterly

415

393

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“…Perhaps the main reason for the high degree of interest in the concept of performance lies in the multiple perspectives of this construct (Bates, ). There is a consensus among the authors in this field that whichever concept of performance is proposed, it is necessary to clarify whether it refers to behavioral aspects or to result‐goal aspects (Campbell, ; Sonnentag & Frese, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Job Performance Analysis: Scientific Studies in the Main Journals of Management and Psychology from 2006 to 2015

Fogaça¹,

Rêgo²,

Melo³

et al. 2018

Perf Improvement Qrtly

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The aim of this article is to offer an overview of studies related to job performance, presenting the results of a bibliometric review of empirical studies appearing in the principal journals of management and psychology (according to the Journal Citation Reports [JCR] index) in the period 2006–2015. We want to understand how researchers are studying job performance (e.g., which methods are employed, which variables relate to performance, and how the construct has been defined). This review is particularly relevant given that there is an absence of reviews during the past 10 years. In addition, the adoption of management, applied psychology, and business journals is justified because they are areas that traditionally publish articles on organizational behavior, the field of study into which the variable job performance is inserted. Our study analyzed 175 articles that investigated the theme job performance. The results showed the importance of performance in organizational studies, especially in understanding which factors (or variables) contribute to an increase in job performance. Therefore, it is recommended that more research be conducted to further develop this field of study, with our research being a step toward comprehending the job performance construct.

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“…These models have stressed the interdependence of the enviro n m e n t i n p u t s -p rocesses-outputs and feedback in positive HRD interventions (Swanson, 1999). Unifying features of this literature are its emphasis on hard and soft outcomes and on the properties of good measurement (Bates, 1999). At the individual level, a number of attempts have been made to identify the effects of HRD interventions on hard and soft dependent variables including job competences, complex relational skills and cost reduction (Mulder, 1999).…”

Section: The Old Orthodoxy?mentioning

confidence: 99%

Company‐based education programmes: what's the pay‐off for employers?

Martin

Pate

Beaumont

2001

Human Res Mgmt Journal

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This article addresses the question of whether company‐based programmes of education repay employer investment in terms of learning transfer to the workplace. Building on earlier work by the authors, we use an in‐depth longitudinal case study of a long‐standing programme of continuous education sponsored by the US‐based NCR corporation in Scotland. As educators, we expected to find that the programme would have been associated with positive outcomes, based on the belief that 'embrained' or formal, abstract knowledge can be transferred to the workplace. We were aware, however, that research in this area has not been promising in demonstrating learning transfer, in part because such a process is mediated by the quality of the transfer climate. Drawing on survey data and in‐depth interviewing of a sample cohort, we found that the programme of company‐based education had significant implications for learning transfer. Surprisingly, however, transfer climate had little influence on the willingness of employees to use their knowledge to make improvements or generate innovations at work. Finally, we found that these data supported situated learning theory, stressing the importance of tacit knowledge, informal learning, the communal nature of workplace learning and the difficulties in evaluating learning transfer. We believe that these results have important implications for the literature on the evaluation of HRD interventions, for human resource development (HRD) specialists interested in developing programmes of so‐called lifelong learning and for practitioners working in the area of organisational learning and learning organisations.

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Measuring Performance Improvement

Cited by 17 publications

References 30 publications

The relationship between training and organizational commitment: A study in the health care field

The relationship between training and organizational commitment: A study in the health care field

Job Performance Analysis: Scientific Studies in the Main Journals of Management and Psychology from 2006 to 2015

Company‐based education programmes: what's the pay‐off for employers?

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