A Cross-National Investigation of the Measurement Equivalence of Computerized Organizational Attitude Surveys: A Two-Study Design in Multiple Nations

Multinational organizations frequently administer employee surveys online. This process is accompanied, however, by concerns about the psychometric equivalence of measures administered by different modalities. Using data from a large multinational organization (N = 57,861 in Study 1; N = 105,734 in Study 2), the present research examined cross-national generalizability of the measurement equivalence of an organizational attitude survey administered by computer and paper-and-pencil. Results of multiple group confirmatory factor analysis indicated psychometric equivalence of the test modalities in disparate national samples. Implications for the cross-national use of computerized organizational attitude surveys are discussed.     

Evaluating training programs: development and correlates of the Questionnaire for Professional Training Evaluation

Psychometrically sound evaluation measures are vital for examining the contribution of professional training to organizational success in a reliable manner. As training evaluations tend to be both time‐consuming and labor‐intensive, there is an increasing demand for economic evaluation inventories. Simultaneously, evaluation measures have to meet psychometric standards. The present paper develops a time‐efficient training evaluation questionnaire that (1) has psychometrically sound properties; (2) measures more than the participants’ reactions; and (3) is widely applicable across different training contents, thus allowing for comparisons of training programs within and between organizations. The Questionnaire for Professional Training Evaluation is primarily developed for use in practice but is also applicable to field research and covers short‐term as well as long‐term training outcomes. Analyses based on a total of n = 1134 employees show the stability of the factor structure and hint at the questionnaire's differential and discriminant validity. Theoretical and practical implications are discussed.     

The effects of learning organization culture on the practices of human knowledge‐creation: an empirical research study in Korea

This research aims to identify the influence of learning organization culture on the practices of organizational knowledge‐creation. Actionable knowledge‐creation practices are put forward as a variable in preference to the learning process itself because they may be more closely related to the achievement of individual and/or organizational performance improvement. Learning organization culture is defined in terms of the seven dimensions of the learning organization established by Watkins and Marsick and their questionnaire based on these dimensions is adapted for the present study. In order to measure knowledge‐creation practices, the knowledge conversion theory of Nonaka and Takeuchi was applied. Confirmatory factor analysis and measurement of internal consistency analyses were used to examine the psychometric properties of the instruments. Multivariate analyses were utilized for measuring the influential relations between variables. The results indicate that the proposed structural model is a valid concept in the Korean context for the purposes of the present research. Learning organization culture shows a strong and positive impact on organizational knowledge‐creation practices. Conclusions and implications are discussed.     

Managing multiple forms of strategic training fit through the Balanced Scorecard

Although the literature recognizes training as an essential driver of organizational effectiveness, little is still known about how to explicitly focus and align training to organizational strategic priorities. This note proposes a model that bridges the strategic human resource management (SHRM) literature and the Balanced Scorecard (BSC) literature – which is one of the most widely recognized strategic performance evaluation approaches intended to foster organizational alignment by translating the firm's strategy into a multidimensional set of financial and non‐financial measures. After having briefly discussed the main differences between the return on investment (ROI) model, which represents one of the major attempt to make training strategic within the existing evaluation research, and the BSC model applied to training management, this note highlights multiple forms of strategic training fit and suggests how to manage training through various scenarios of BSC development. Specifically, the note illustrates four forms of strategic fit – the vertical fit, the horizontal inter‐functional fit, the horizontal intra‐functional fit and the human capital readiness – and discusses their pursuit in terms of six scenarios of training management through the BSC. The note expands some exploratory empirical evidence on the feasibility and usefulness of training scorecards (i.e. the application of the BSC to training) in order to develop some theoretical insights and practical guidance on how they can be leveraged to foster the strategic alignment of training.     

An investigation into the relationship between training evaluation and the transfer of training

The purpose of this study was to investigate the relationship between training evaluation and the transfer of training in organizations. We hypothesized that training evaluation frequency will be related to higher rates of transfer because evaluation information can identify weaknesses that lead to improvements in training programs and create greater accountability among stakeholders for training outcomes. The data were obtained from 150 training professionals who were members of a training and development association in Canada. The results indicated that training evaluation frequency is positively related to training transfer. However, among Kirkpatrick's four levels of evaluation criteria, only behavior and results criteria were related to higher rates of transfer of training, indicating that the level of evaluation criteria is important for training transfer. These results indicate the importance of organizational‐level initiatives such as training evaluation in addition to individual‐level practices for facilitating the transfer of training.     

Voluntary or mandatory training participation as a moderator in the relationship between goal orientations and transfer of training

Trainees can participate in organizational training programs voluntarily or mandatorily. To date, research has reported mixed evidence on the question whether voluntary or mandatory participation is associated with higher motivation and transfer of training. Grounded in the frameworks of participatory design, the notion of autonomy in basic psychological needs theory, and the 2 × 2 model of achievement goals, this meta‐analysis examined the relationship between goal orientations and transfer of training in contexts of voluntary and mandatory training participation with a sample of N = 4729 trainees in k = 29 studies. Goal orientations were conceptualized in four dimensions: mastery‐approach, mastery‐avoidance, performance‐approach, and performance‐avoidance. Results of the primary meta‐analysis indicated that mastery‐approach orientation had the most positive correlation with transfer of training, followed by performance‐approach, mastery‐avoidance and performance‐avoidance goal orientation. Meta‐analytic subgroup analysis examined the effects of two conditions for training participation: voluntary participation and mandatory participation. The findings indicated that training participation significantly moderated the correlation coefficients of mastery‐approach and performance‐avoidance goal orientation, with more positive estimates when training enrollment was voluntary. Contrary to expectations, the correlation coefficient between performance‐approach goal orientation and transfer of training was more positive when entry into training programs was obligatory and mandated. Implications for future research and the practice of training design and delivery are discussed.     

The moderating role of self‐efficacy in the organizational culture–training transfer relationship

This paper aims to examine the combined effects of self‐efficacy and organizational culture on employees' transfer of knowledge/skills acquired through training. The questionnaires were distributed to 252 newly hired employees working in a service organization in Greece. Each of the independent variables examined added incrementally to the prediction of training transfer. Moreover, self‐efficacy was found to act as a moderator in the organizational culture–training transfer relationship. High self‐efficacy was found to strengthen both achievement culture–training transfer as well as humanistic culture‐training transfer relationships, whereas low self‐efficacy weakened these relationships. The study has practical implications by providing insights into ways of engaging employees in transferring the skills acquired during training. This investigation extends previous research by demonstrating that self‐efficacy acts as an accentuating factor in the relationship between organizational culture orientations and new hires' transfer of training.     

A model for evaluating the effectiveness of middle managers' training courses: evidence from a major banking organization in Greece

Contemporary management thinking embraces the organizational training theory that sustainable success rests, to a great extent, upon a systematic evaluation of training interventions. However, the evidence indicates that few organizations take adequate steps to assess and analyse the quality and outcomes of their training. The authors seek to develop the existing literature on training evaluation by proposing a new model, specific to management training, which might encourage more and better evaluation by practitioners. Their thesis is that training evaluation is best if it can be based on criteria derived from the objectives of the training and they draw on the management effectiveness literature to inform their proposed model. The study seeks to examine the effect of six evaluation levels – reactions, learning, job behaviour, job performance, organizational team performance and some wider, societal effects – in measuring training interventions with regard to the alterations to learning, transfer and organizational impact. The model was tested with data obtained from 190 middle managers employed by a large banking organization in Greece and the results suggest that there is considerable consistency in the evaluation framework specified. The paper discusses these results and draws conclusions about their practical implications. The study's limitations are considered and some future research needs identified.     

Self‐regulated learning and training effectiveness

In recent years, training has shifted towards a more learner‐centred perspective. At the same time, rapidly changing workplaces emphasize the importance of self‐regulatory processes in the workplace. In the light of these trends, this research investigates the role of self‐regulated learning in training effectiveness. A theoretical model in which self‐regulated learning plays a central role in training evaluation was developed and validated using the structural equation method with a sample of 137 individuals. The results indicate that self‐regulated learning mediates the relationship between training climate and both transfer motivation and training evaluation. These findings indicate that the concept of self‐regulated learning plays a key role in the relationship between training context variables and organizational outcomes and offer new insights into the way organizations can improve training effectiveness.     

Consequences of concern: ethics,social responsibility,and well‐being

Prior research has studied the antecedents of beliefs regarding ethics and social responsibility (ESR). However, few studies have examined how individual well‐being may be related to such beliefs. In this exploratory study, we assessed the relationship between perceived importance of ESR – both individually and of one's company – and indicators of physical and psychological well‐being. Results demonstrated that perceived importance of ESR was associated with three aspects of well‐being: exuberance for life, sleep problems, and job stress. The results are discussed in terms of future directions for research, and the need for a conceptual framework connecting individual and organizational perceptions of ESR and outcomes of well‐being.     

Exploring the role of goal theory in understanding training motivation

A model to test conceptions from goal theory within an existing framework of training motivation was developed and tested with employees participating in training in a non‐profit organization. It was hypothesized that goal orientation ('distal factors’) along with self‐efficacy, expectancy and valence (‘proximal factors’) would predict goal intentions as well as training outcomes such as affective responses to training, perceptions of training utility and intention to transfer or use the training provided. Results revealed that goal orientation predicted a significant proportion of variance in the proximal antecedents (valence (33 per cent), expectancy (39 per cent) and self‐efficacy (31 per cent)) whereas the proximal antecedents explained 43 per cent of the variance in goal intentions. In turn, goal intentions were related to training outcomes (affect (b = 0.7), utility (b = 0.6) and transfer intention (b = 0.5)). Goal intentions mediated the relationship between proximal antecedents and training outcomes, providing evidence that goal intentions play a pivotal role in the causal path from proximal factors to training outcomes. Valence alone was found to be a significant mediator of the relationship between goal orientation and goal intentions.     

Consumers' engagement with social media activation campaigns: Construct conceptualization and scale development

This study conceptualizes the consumers' engagement with social media activation campaigns, which are important tools in improving the interactions between brands and consumers. We offer a comprehensive definition of this construct and discuss the nature and dimensionality of it. Further, this paper reports the development and validation of a 12‐item scale for measuring the aforementioned construct. This scale development process comprises four studies. Study 1 begins by generating a pool of items and then employs both a panel of experts and some Instagram users to examine the content validity of the items. To validate the scale, this paper carries out several online surveys in subsequent studies. Study 2 uses exploratory and confirmatory factor analysis (CFA) to remove the problematic items and evaluate the dimensionality of the construct. In Study 3, we conduct iterative CFAs to purify the scale and reassess the psychometric properties of the scale. Study 4 uses structural equation modeling to test the nomological validity. Our analyses reveal that consumers' engagement with social media activation campaigns is a second‐order construct encompassing three first‐order dimensions (cognitive, emotional, and behavioral engagement). The results also support the reliability, content validity, convergent validity, discriminant validity, known group validity, and nomological validity of the engagement scale.     

The development and validation of an organizational cohesion inventory

This study develops a scale, organizational cohesion inventory (OCI), which measures cohesion at the organizational level. The OCI contains six dimensions: employee centripetalism, leader cohesiveness, task cooperation, interpersonal harmony, benefit sharing, and value identification. We conducted three studies to develop and validate the OCI in the Chinese context. In Study 1, we generated and selected scale items, and examined the construct validity of the OCI. Study 2 tested its incremental validity and nomological validity. Study 3 assessed its concurrent validity. In general, results of the three studies show that the OCI has good psychometric properties. It is therefore could be useful for more thorough and comprehensive studies on organizational cohesion.     

Social support and motivation to transfer as predictors of training transfer: testing full and partial mediation using meta‐analytic structural equation modelling

Social support and motivation to transfer are important components in conceptual models on transfer of training. Previous research indicates that both support and motivation influence transfer. To date, however, it is not yet clear if social support influences transfer of training directly, or if this influence is mediated by motivation to transfer. Conceptually, some models assume that motivation to transfer fully mediates the influence of social support on transfer (full mediation models), whereas other models also include direct relationships between social support and transfer of training (partial mediation models). In addition, some models specify finer sub‐dimensions of social support, such as supervisor support, peer support, supervisor sanctions and feedback/coaching. What is the relative influence of these dimensions on the transfer of training? To what extent does motivation to transfer mediate the influence of different support dimensions and transfer? Aimed at answering these questions, the present meta‐analysis (k = 32 studies, N = 5487 participants) examined the relationships between social support, motivation to transfer and transfer of training. Social support was conceptualized in four dimensions: supervisor support, peer support, supervisor sanctions and feedback/coaching. Meta‐analytic structural equation modelling was used to test a partial mediation model and a full mediation model. Full mediation resulted in a better model fit. Peer support was the strongest predictor of motivation to transfer, and feedback/coaching was the strongest predictor of transfer of training. Theoretical and practical implications of the findings for developing conceptual models, measurement instruments and training interventions are discussed.     

Is it ‘you’ or ‘your workplace’? Predictors of job‐related training in the Anglo‐American world

This paper examines the determinants of job‐related training and workplace voice. Using data from a unique 2016 cross‐national survey of Australian, British, Canadian and American employees, the paper contrasts two classic formulations in the literature; (1) the neoclassical/human capital approach which predicts that individual characteristics (such as age and education) which increase the efficiency of learning, will have the largest impact on the allocation of training (i.e. younger and more educated employees will be afforded training) and (2) the traditional institutional approach which favors the structural characteristics present at the industry and firm level, the nature of the job itself and the strategic choices of firms as the major predictors of job‐related training. We find that age – a key factor in the human capital model – plays a significant role in the allocation of training but that education (in keeping with recent evidence) does not. In sum the human capital model provides, at best, only a partial explanation for the differences in training observed across individuals. In contrast, variables invoked by the institutional literature (i.e. occupation level; industry; ownership type; and market structure) are highly significant and account for a much greater proportion of the variance in training observed across workers. Other institutional factors such as the presence of a union and a human resource department were strong positive predictors of job‐related training. But most important were product‐market strategy and employee voice. Respondents working in firms utilizing a ‘high road/high quality’ product/service strategy and with a workplace consultative committee were significantly more likely to receive training than similar workers employed in observably similar firms. This last finding supports the industrial relations view of voice as an important channel by which training is optimally delivered inside the firm.     

Employee voice and lifelong education capabilities in France and Germany: two models of responsibility

This paper discusses the scope of the employee’s voice in lifelong education decisions, with a focus on qualified assembly‐line workers and professional development schemes allowing their upward mobility out of the assembly line. Using a capability approach, it investigates voice as part of people’s agency. Beyond examining the channels that allow employees to have a say in training matters – weak definition of voice – it addresses voice as a process that participates in the conversion of the available training resources and opportunities into lifelong education achievements – strong definition of voice. Comparing two subsidiaries of a multinational firm, one located in Germany and the other in France, we ask under what institutional and organizational conditions employees are able to express and then achieve what they value. In adopting a multi‐level perspective which integrates qualitative data of an institutional, organizational and individual nature, we show how in France and Germany the worker’s voice in training matters pertains to two different models of responsibility sharing. In Germany the worker’s voice is associated with self‐determination and self‐care as a consequence of the externalization of lifelong education outside the confines of the firm; this results in a weak voice that requires personal or family resources in order to get converted into a strong voice. In France, where national legislation obliges firms to devote a percentage of the gross wage bill to training, companies have historically played an important role in the lifelong education of workers, so that until the country’s last training reforms introducing a personal training account in 2014, the worker’s voice was strongly shaped by organizational factors. Whether this voice is weak or strong depends upon the organizational strategy, processes and involvement in lifelong training.     

Factors affecting the acquisition and transfer of novel attribute relationships to new product categories

This article investigates two factors posited to affect consumers' ability to learn a novel attribute relationship (e.g., “no pesticides → USDA organic symbol”) and apply this recently acquired knowledge when making judgments in a new product category. The first factor concerns the nature of the attribute encoding process and, in particular, whether it allows for comparison of examples. The second factor focuses on the relationship between the learning and transfer domains, and examines the influence of perceptual similarity (manipulated two ways: similarity in the elements comprising the attribute relationships, and similarity between the base and target domains) on the transfer process. Study 1 revealed a significant improvement in inter‐domain transfer when a relationship was learned in a multiple‐domain/multiple‐attribute learning environment over a single‐domain/single‐attribute environment. When attribute and domain diversity were examined separately (Study 2), it was found that attribute, but not domain, diversity produced the greatest improvements in transfer. Study 3 showed that the benefits of adding a perceptual similarity cue were most apparent when the transfer conditions were neither too easy (within domain and within attribute) nor too difficult (inter‐domain and inter‐attribute). © 2009 Wiley Periodicals, Inc.     

Applying a Danish version of the Learning Transfer System Inventory and testing it for different types of education

The purpose of this study was to answer two research questions. First, will an exploratory factor analysis of a Danish version of the Learning Transfer System Inventory (LTSI) result in a factor structure which is consistent with the original American LTSI factor structure? Second, does the mean score in the factor analysis vary in a statistically significant way across different types of education, suggesting that the LTSI may be more suitable a measure in some educational contexts than others? To answer these questions survey data from 411 students following four different types of formal education – adult vocational training, academy profession programs, diploma programs and master's degree programs – were analysed. Principal component analysis was used to answer research question one. Factorial ANOVA was used to answer question two. The analysis resulted in fewer factors than in the original American LTSI. The study also found that the mean score differs in a statistically significant way between the different types of education. Specifically, LTSI may be more suitable in measuring transfer systems and therefore promoting transfer in relation to short courses offering training in specific skills than in relation to long‐term continuing education.     

Linking positive affect and motivation to transfer within training: a multilevel study

Motivation to transfer is a critical element for successful training transfer. Whereas recent research has shown that training‐related factors such as training design are related to motivation to transfer, participants’ affective experiences have been neglected. Based on the broaden‐and‐build theory of positive emotions, we conducted a multilevel study to investigate the relationship between positive affect and motivation to transfer at the individual and at the group level of analysis. A total of 867 training participants drawn from 78 three‐day training programmes were surveyed on the first day (T1) and the last day (T2) of the training. As expected, positive affect was found to be related to motivation to transfer at both T1 and T2. Furthermore, the relationship between positive affect at T1 and motivation to transfer at T2 was mediated by motivation to transfer at the individual and the group level at T1 and by positive affect at the individual level at T2.     

Cross-national invariance of the entrepreneurial orientation scale

This study utilizes data from 1279 SMEs spanning seven countries to assess the cross-national invariance of the Covin and Slevin entrepreneurial orientation scale. We first examine the psychometric properties of the scale across the full sample and each of the individual countries, identifying the optimal model for invariance testing. We then conduct a series of tests for invariance, utilizing the American sample as a reference in each. Study results highlight the optimality of a three-factor, six-item scale, and provide additional information regarding the level of measurement equivalence that exists between the U.S. and each of the other countries analyzed.