Trainees' reactions to training: shaping groups and courses for happier trainees

The extensive use of training demands more extensive evaluations of its real effects. Human resource scholars attempt to develop multi-dimensional training evaluation models, often ignored by practitioners, whereas training managers tend to evaluate only reaction evaluations, the first dimension in several models. To provide more practically relevant research, this study includes five training parameters in a model that assesses trainees' overall satisfaction with training (OST), which results from perceived usefulness of training, perceived trainer performance and perceived training efficiency. Structured survey data from a sample of 13,753 trainees, grouped in 1230 courses, involving 3047 companies, and financed by an Italian inter-professional fund, confirm the role of all three antecedents of OST. Moreover, of the five course- and participant-related variables, participation of female workers (which is also a moderator variable), the length of the course and the type of target audience influence trainees' OST. These results provide useful implications for practitioners in shaping their courses and audiences to maximise the trainees' reactions.     

Employee perceptions and their influence on training effectiveness

Studies of the benefits of human resource development (HRD) for organisations have assumed a direct connection between training strategy and a hierarchy of performance outcomes: learning, behavioural change and performance improvement. The influence of workplace practices and employees' experiences on training effectiveness has received little attention. This study investigates evaluation strategies designed to elicit greater training effectiveness, and explores the influence of trainees' perceptions and work environment factors on this. Drawing on detailed case study findings, the authors highlight the importance of management practices, trainees' perceptions of the work environment and systems of reward in explaining behaviour change after training.     

Workforce training transfer: A study of the effect of relapse prevention training and transfer climate

Considerable evidence suggests that a substantial part of organizations' investment in training is often wasted due to poor learning transfer and trainee relapse. This study investigated the effects of two different relapse prevention (RP) modules designed to supplement a training program on employee coaching skills. The coaching program was delivered to 78 research scientists from five departments of a large Midwestern firm. The transfer “climate” of those five represented departments was also assessed. Results indicated that the RP modules did modestly influence trainees' use of transfer strategies, but the impact was contingent on the nature of the transfer climate.¹© 1999 John Wiley & Sons, Inc.     

Women in management: towards a research agenda

Relationships between specific supervisory support behaviours and training transfer among subordinates were investigated in the context of a team-building training programme. Ninety-nine employees who attended outdoor team-building training and their supervisors rated the extent to which trainees transferred each of twenty-one trained skills to the work-place. Additionally, trainees responded to an open-ended question regarding what, if anything, they applied from the training to the work-place. Ratings of transfer, provided by both trainees and their supervisors, and coded responses to the open-ended question indicated that: (1) most trainees transferred only a small to moderate amount of skills from the outdoor training; (2) the amount of training transfer varied across trainees; and (3) skills reportedly transferred the most concerned seeking and listening to the views and ideas of other team members.

Trainees also rated whether their supervisors displayed each of twenty-seven specific supervisory support for training behaviours, derived from a comprehensive list developed by Broad (1982). Partial correlations were computed between each of the twenty-seven supervisory support behaviours and an overall measure of training transfer, controlling for trainees' ratings of the quality of their relationship with their supervisor. This analysis suggested that the supervisory support behaviours most critical for transfer of this team-building training were: (1) supervisors' use of skills and terminology from the training programme; (2) creating opportunities for trainees to make decisions based on newly learned skills; (3) reinforcing trainees' use of trained skills; (4) creating opportunities to practise new skills; and (5) providing feedback on skill use. The implications of these results for training practitioners and researchers are discussed.     

“A GEM” for increasing the effectiveness of diversity training

Questions about diversity training's utility and effectiveness remain despite its widespread use and the significant investments many firms make in such training. As a result, some HR practitioners have doubts about its relevance in the workplace. In this paper, we envision a future state of diversity training whereby diversity is embedded into work practices and programs through direct knowledge transfer, continuous skill development, and accountability for learning. We recommend four specific guidelines that HR leaders can follow to achieve this “future state” called A.G.E.M.—Approach, Goals, Executive Commitment, and Mandatory Attendance. We suggest that following the A.G.E.M. approach will lead to the kind of transformative behavioral changes required for effective diversity training programs.     

Trading off learning and performance: Exploration and exploitation at work

Employees are increasingly given control over how they learn, and their choices for training are diverse and varied, yet employees must balance competing demands. On one hand, they are expected to be increasingly efficient in their current job duties – on the other hand, they are expected to develop new skills and competencies that enable them to adapt and respond to changing job demands. Drawing from the organizational learning literature, we propose a model of worker and work characteristics that inform choices between two mindsets related to learning at work. The first mindset is exploration, or the pursuit of learning outside one’s current knowledge domain; the second mindset is exploitation, the refinement/deepening of one’s existing knowledge stock focusing on the task at hand. We further propose that these strategic choices, or trade-offs, influence employee learning and performance in unique ways, with different implications for both routine and adaptive performance. Finally, we incorporate the notions of feedback loops and risk assessments that influence ongoing decisions between exploration and exploitation mindsets. Recommendations for future research and extensions of the theoretical model are also proposed.     

Trainees' reactions to training: an analysis of the factors affecting overall satisfaction with training

The study examines a relatively neglected, but important, aspect of the analysis and evaluation of training, namely trainees' immediate reaction to training. In particular, we focused on an analysis of the factors that affect participants' overall satisfaction with training. We first identified three key situational antecedents of training satisfaction, including trainees' perceptions of the efficiency and usefulness of the training, and their perceptions of trainer performance. Specific hypotheses relating each of these factors to training satisfaction were then developed and tested using data from a sample of about 3000 trainees from a range of Italian companies participating in a large-scale regionally-funded training programme involving over 300 different training courses. The results revealed that, although all three hypothesised antecedents were significantly positively related to training satisfaction, the perceived usefulness of training had the strongest effect. Importantly, the results also suggest the lack of any clear compensatory effects of the three antecedents on training satisfaction. Theoretical and policy implications of the findings are discussed.     

Underlining micro socio-psychological mechanisms of buyer-supplier relationships: Implications for inter-organizational learning agility

The nature and patterns of vertical work relationships between buyers and suppliers is a key subject of inquiry in organization and management research. However, the mechanisms conducive to transforming transaction-based relationships into commitment-based relationships remain elusive. Although commitment-based relationships can produce various outcomes, little is known about whether and how these work relationships build and facilitate inter-organizational capabilities and their performance implications. This article presents a theoretical model that clarifies the micro socio-psychological mechanisms by which buyers and suppliers can develop inter-organizational learning agility. By drawing on theoretical insights in the areas of social exchange, micro-foundations, positive work relationships, commitment, and dynamic capabilities, it suggests that three mechanisms – respectful engagement, rich and ongoing communication, and advice seeking and giving – can transition buyer-supplier relations from transactional ties to commitment-based ties. It is argued that relationship commitment is a key to building inter-organizational learning agility by enacting three mechanisms: psychological availability, generativity and reflective reframing. The discussion centers on the fundamentals for developing this stream of research.     

Accountability – are We Better off Without It?

Abstract

Public managers increasingly lament about negative effects of accountability. Despite these reports and the importance of accountability in public organizations, it is yet unknown when it has positive or negative effects on managers. Overcoming two major obstacles in accountability research, this study therefore investigates ‘how accountability affects public manager's work behaviour’. Firstly, this study applies a cognitive theory offering a promising way out of the current theoretical dead-end. Secondly, the quasi-experimental research design makes the complex concept of accountability more tangible and findings transferable to practice. Moreover, individual level characteristics such as motivation are used to investigate a potential interaction between contingency and individual level characteristics. Results indicate both positive and negative effects of accountability on work behaviour and hence strongly challenge the positive normative connotation of accountability.     

The causal effects of organizational internal labor market on firm-specific learning – the mediating effect of willingness to internal transfer

While most of the research work addressed the internal labor market (ILM) issues from the aspect of internal and social equity point of view, our current research is, however, aimed to present the ILM model from the angle of learning the employees' firm-specific and job-specific skills. We took one step further to explore the determinants of firm-specific learning within the organizational ILM using three main criterion comprised of (1) job-related training, (2) advancement via sequence of jobs, and (3) long-term attachment to the organization. With a survey tackling the willingness to transfer internally among employees as our mediator, questionnaires were disseminated among the five traditional manufacturing industries selected in Taiwan. Our statistical results not only demonstrate the positive direct effects of all the dimensions of ILM on firm-specific learning, but also testify the indirect positive effects of ILM through willingness for internal transfer on firm-specific learning.     

Ranking professional forecasters by the predictive power of their narratives

This article presents the first ever ranking of professional forecasters based on the predictive power of the narrative of their regular research reports. The ranking is generated by applying the fully automated four-step procedure – called NLP-ForRank – developed in this article. The four steps are data scraping from the internet; data preparation; application of the natural language processing (NLP) models; and evaluation of the predictive power of the NLP indexes with linear regression, Granger causality, vector autoregression (VAR), and random forest forecasting models. Applying this procedure to five large Polish banks and to many time series shows that including the constructed NLP indexes in the forecasting models lowers the forecast errors, and that the optimal model almost always contains the NLP index. The financial news agencies could consider publishing this type of ranking on a regular basis as it would foster accountability, transparency, and a more competitive environment in the professional forecasting industry.     

Is employee training really gender-neutral? Introducing a sex/gender-sensitive model of training

This integrative literature review reflects on the discourse in training theory and practice that employee training is gender-neutral. In a review of 78 multidisciplinary empirical studies from across the world, 90% of studies show that sex/gender impacts the work environment of training participants, their characteristics, interaction with the training design, and/or training outcome. This suggests that a gender-neutral approach to training may not reflect the reality of sex/gender differences; hence, there is a need for reflectivity on the role of sex/gender in training theory and practice to ensure that employee training is inclusive and equitable. This review introduces a sex/gender-sensitive model of training to guide future research and practice, including the recommendation to move beyond decontextualised, binary sex-category based research towards a situated and intersectional understanding of the multiple aspects of sex and gender in training.     

Does training have to be fun? A review and conceptual model of the role of fun in workplace training

The role of fun features in training has yet to be systematically examined from an academic perspective. The purpose of this paper is to aid academic research and training practice by addressing four important issues. First, we discuss the meaning of fun in the context of workplace training. Second, we review and critique the existing research on fun features in training. Third, based on Kahn's (1990) theory of psychological engagement, we propose a conceptual model to guide research to help increase our understanding of the role of fun features in training. Fourth, we discuss opportunities for future research as well as practical implications and caveats. Our intent is to provide a stronger theoretical basis for understanding and researching fun features in training and to provide more nuanced guidance for training practice.     

Expatriate success may depend on a “learning orientation”: Considerations for selection and training

To support globalization, managers increasingly are sent to live and work in other countries. An unsuccessful expatriate assignment is costly for the organization and damaging to the individual's career, yet few companies have adequate processes for selecting and training expatriate managers. The concept of “learning orientation” is proposed as a valuable dimension for assessment and training. Employees with weaker learning orientation tend to withdraw from situations that could result in low judgment of performance; those with stronger learning orientation adapt and continue. The described approach can benefit employees and their families and can increase the organization's chance for international success. © 1999 John Wiley & Sons, Inc.     

Modes of cross-cultural leadership adjustment: adapting leadership to meet local conditions and/or changing followers to match personal requirements?

In this article, we present a study that explores modes of cross-cultural leadership adjustment (CLA) and investigates the forces influencing them. Nigel Nicholson’s theory of work role transitions was used as the theoretical foundation to explore work role requirements (consisting of role discretion and novelty of job demands) as potential predictors of modes of CLA. Our data were collected from expatriate senior managers working in Thailand. The results show that the majority of our expatriate executives make adjustments to their leadership approach and try to change Thai employees – thus demonstrating the adoption of an exploration mode of adjustment – and that role requirements, Thai employee characteristics, the local hierarchy system and the expatriate leaders’ perceptions all influence the latter’s modes of adjustment. Based on our findings, we develop a theoretical framework and a number of research propositions. Finally, we discuss the implications of our findings.     

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

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.     

Passion Isn't Always a Good Thing: Examining Entrepreneurs' Network Centrality and Financial Performance with a Dualistic Model of Passion

We propose a conceptual model that links entrepreneurs' passion, network centrality, and financial performance, and test this model with small business managers in formal business networking groups. Drawing on the dualistic model of passion, we explore the relationships that harmonious and obsessive passion have with financial performance, mediated by network centrality. Results indicate that harmoniously passionate entrepreneurs had higher out‐degree centrality in their networking group (i.e., they were more inclined to seek out members to discuss work issues), which increased the income they received from peer referrals and, ultimately, business income. Obsessively passionate entrepreneurs had lower in‐degree centrality (i.e., they were less likely to be approached by peers), and in turn received less income from referrals and less business income. These findings highlight that entrepreneurial passion does not always result in positive financial outcomes – the type of passion makes a difference. Implications for research and practice are discussed.     

Determinants of sales manager job satisfaction. An analysis of Spanish industrial firms

The objective of the current work is to analyse the determining factors of sales manager job satisfaction. In particular, we study the effect of various human resources management (HRM) practices – compensation, promotion, training and job design – on this satisfaction, using a model empirically tested on a sample of Spanish industrial firms. The results of the empirical analysis of the model, which uses data from a postal survey, indicate that human resources practices based on compensation – level and type – as well as on the job design – resources and autonomy – appear to be the fundamental determinants of sales manager job satisfaction. In the research we confirm that there is a growing need for firms to combine economic and non-economic incentives in order to satisfy their executives.     

Relationships among three facets of family-supportive work environments,work–family conflict and job satisfaction: a research in Greece

The purpose of the present study is to extend the line of current enquiry related to family-supportive work environments (FSWEs), and their relationships to work–family conflict (WFC) and job satisfaction. Three facets of a FSWE are examined: family (non-) supportive culture, family-supportive management (FSM) and the model of ideal worker. Data were collected through a questionnaire survey from 612 employees. The results indicate that among the three facets of a FSWE, FSM appears to better predict both WFC and job satisfaction. Furthermore, WFC was negatively related to job satisfaction. An intriguing result is that the ideal worker model – manifested via long hours of work, visibility, availability and the dominance of organisation's needs over the family ones – was found to be positively related to job satisfaction, whilst it has no impact on WFC. Finally, the implications for practice and future research are discussed.     

Partnerships and the private recruitment industry

This article, based on a postal survey and qualitative interview‐based research, examines the relationship between major private recruitment bureaux and their clients in the UK, with particular attention to the recruitment and selection of temporary workers. The private recruitment industry is growing and large bureaux are seeking closer partnership arrangements with clients. Contracts for labour services are being developed on a 'preferred' supplier basis – similar in type to the approach taken for the purchase or supply of goods or components. However, formal preferred supplier contracts with temporary work bureaux were used by only a minority of clients, usually larger organisations or those having projects or workplaces with high volume demand. While such bureaux seek models of relational contracting or partnering, many clients prefer less fully engaged or 'semi‐distanced' relations facilitated by the informal dimensions of inter‐organisational contacts.