Training Evaluation: Knowing More Than Is Practiced

Worldwide, organizations are keen to ensure that they achieve a performance return from the large investment they make in employee training. This study examines the way in which workgroup identification facilitates trainees’ motivation to transfer learning into workplace performance. A 2 × 2 longitudinal study evaluated the effects of a new generic professionalization training program (NGP) – which tapped into distal work identities, and a standard local professionalization program (SLP) – which spoke more to localized work identities, on participant's motivation to transfer their learning to the workplace. The study found that, compared to participants on the SLP (n = 31), participants on the NGP (n = 35) indicated a reduction in 4 measures (perceived utility of training; workplace participation; relatedness and workplace identification). The authors draw on the social identity approach to illustrate how a reduction in these variables is indicative of a reduction in motivation to transfer learning to the workplace. In short, training which does not speak to meaningful localized identities results in reduced motivation to transfer compared to training that does speak to those identities. More broadly, the study demonstrates the capacity of the social identity approach to meet the increasing demands of training researchers for a comprehensive, multi‐dimensional, theoretical framework through which to understand the interplay of trainee and contextual factors that contribute to effective learning and performance in the workplace.

Section: Introductionmentioning

confidence: 93%

How identification facilitates effective learning: the evaluation of generic versus localized professionalization training

Bjerregaard

Haslam

Morton

2016

“…Wang & Spitzer, 2005), such practice in reality is often reported as difficult and problematic (Goodall et al. , 2004) because of the absence of a coherent and contextual‐based approach to evaluation (Wang & Wilcox, 2006). Wright et al.…”

Section: Analysis Of the Policy Structurementioning

confidence: 99%

Management development in China: a policy analysis

Wang

Rothwell

Sun

2009

Self Cite

This study analyzes the current structure of Chinese management development (MD) policy. It identifies three critical challenges facing Chinese managers and reviews related MD policies. It considers the evolution of major MD-related policies in the context of broader social, economic and institutional changes in China. Five principal findings inform the conclusion that with the experience accumulated in three decades of reform practices, MD policy in China should no longer be based on the principle of 'groping for stones to cross the river'. Rather, there should be established an accountability and evaluation mechanism for a well-defined MD policy implementation process. This should accelerate the management learning process in China and overcome the country's shortage of management skills.

“…Although a large amount of money is spent on training, it is estimated that only 10–20 percent from what is learned during the training is applied in the workplace (Kirwan & Birchall, 2006). For training to be beneficiary, individuals participating in this training need to take new knowledge back to the workplace and apply what they have learned (Hatala & Fleming, 2007; Wang & Wilcox, 2006). This effective and continuing application of the knowledge and skills gained by trainees to their jobs is known as transfer of training (Broad & Newstrom, 1992; Kirwan & Birchall, 2006).…”

Section: Introductionmentioning

confidence: 99%

Transfer of training: the role of feedback in supportive social networks

Bossche

Segers

Jansen³

2010

The transfer of training to the workplace often fails to occur. The authors argue that feedback generated within the work environment about the application of newly learned skills in the workplace helps to close the gap between the current performance and the desired goal of full application of what is learned during training. This study takes a social network perspective and explores the role of feedback generated within the social network in fostering motivation-to-transfer and the transfer of training. The results show that the number of people providing feedback and the helpfulness of this feedback are positively related to the motivation for and actual transfer of training. The frequency of feedback appears to be negatively related. This study underlines the importance of feedback in turning the workplace into a learning environment fostering the transfer of training. It also suggests the value of adopting a social network perspective. IntroductionRapid advancements in knowledge and technology require professionals to develop themselves continually. As organizations try to improve their performance, investments are made to increase the performance of employees through professional development (Cromwell & Kolb, 2004). Training is among the means to support this professional development. Although a large amount of money is spent on training, it is estimated that only 10-20 percent from what is learned during the training is applied Feedback and transfer of training 81in the workplace (Kirwan & Birchall, 2006). For training to be beneficiary, individuals participating in this training need to take new knowledge back to the workplace and apply what they have learned (Hatala & Fleming, 2007;Wang & Wilcox, 2006). This effective and continuing application of the knowledge and skills gained by trainees to their jobs is known as transfer of training (Broad & Newstrom, 1992;Kirwan & Birchall, 2006). Yet, research indicates that this transfer to the workplace is confronted with many challenges (Burke & Hutchins, 2007;Curry et al., 1994;Kirwan & Birchall, 2006).Within the different factors discerned as influencing the transfer process, support provided by the organizational environment has been found to be a main indicator for transfer of training . Although the crucial role of support is stressed, the specific role of feedback received minor attention in the transfer of training research. This paper argues that, particularly, the feedback that is provided by the environment on the application of newly learned skills in the workplace helps to close the gap between the current performance and the desired goal of full application of what is learned during the training. To gain insight into the patterns of feedback within the participants' social network, this paper takes a social network perspective (Hatala & Fleming, 2007). This perspective focuses on the interpersonal mechanisms and the social structures that exist among people within an organization (Wasserman & Faust, 1994). In this way, it becomes possible to unrav...