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Article
Publication date: 15 June 2021

Shahin Akther and Muhammad Sabbir Rahman

The 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…

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Abstract

Purpose

The 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/approach

This 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.

Findings

The 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/value

The 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.

Details

International Journal of Manpower, vol. 43 no. 2
Type: Research Article
ISSN: 0143-7720

Keywords

Article
Publication date: 7 March 2023

Raphael Papa Kweku Andoh, Elizabeth Cornelia Annan-Prah, Georgina Nyantakyiwaa Boampong, Josephine Jehu-Appiah, Araba Mbrowa Korsah and Emmanuel Afreh Owusu

Research has established that 38%, 56% and 66% of training is not transferred to work immediately, six months and 12 months after training, respectively. This has led scholars to…

Abstract

Purpose

Research has established that 38%, 56% and 66% of training is not transferred to work immediately, six months and 12 months after training, respectively. This has led scholars to advocate the continuous examination of factors that enhance training transfer to have a comprehensive understanding of the factors that enhance it. As a result, this study aims to examine transfer opportunity as a pretraining factor and its influence on assimilated training content (in-training factor); the influence of assimilated training content on motivation to transfer (post-training factor) and training transfer; the influence of motivation to transfer on training transfer; and the mediating role of motivation to transfer in the relationship between assimilated training content and training transfer.

Design/methodology/approach

A structural equation model is developed to test the five hypotheses formulated in this study using survey data obtained from 195 respondents who attended various training programs across different organizations. Following the assessment of the measurement model, the determination of the significance of the hypothesized paths is assessed based on the bias-corrected and accelerated confidence intervals obtained from the bootstrapping of 10,000 subsamples.

Findings

The findings of this study are that: transfer opportunity positively influences assimilated training content; assimilated training content positively influences motivation to transfer and training transfer; motivation to transfer positively influences training transfer; and motivation to transfer plays a complementary mediation role between assimilated training content and training transfer.

Practical implications

The nature of the work environment regarding the opportunity to transfer training influences trainees’ assimilation of the training content when they undergo training. Hence, organizations need to ensure that employees are always afforded the opportunity to transfer training content assimilated from previously attended training programs to assimilate the content of subsequent training programs. Furthermore, for training to culminate in training transfer, organizations and, more specifically, learning and development practitioners ought to pay attention to trainees’ assimilation of the content of training programs.

Originality/value

To the best of the authors’ knowledge, this is the first study to empirically consider transfer opportunity as a direct antecedent of assimilated training content. More so, it is one of few studies to empirically examine the influence of assimilated training content on training transfer.

Details

European Journal of Training and Development, vol. 48 no. 3/4
Type: Research Article
ISSN: 2046-9012

Keywords

Article
Publication date: 13 February 2017

Clare Mapplebeck, Jo Ramsden, Mark Lowton, Sammy Short and Flora Burn

The purpose of this paper is to outline the qualitative evaluation of a training package delivered to offender managers (OMs) working to support the implementation of the national…

Abstract

Purpose

The purpose of this paper is to outline the qualitative evaluation of a training package delivered to offender managers (OMs) working to support the implementation of the national Offender Personality Disorder (OPD) pathway and to examine qualitative changes in the way participants approach case material pre- and post-training.

Design/methodology/approach

In total, 21 pre- and 21 post-training responses to a case vignette were recorded and used in the analysis. OMs were asked what they would like to know more about and what would they focus on with the individual in the vignette. The responses were matched and the vignettes pre- and post-training were identical except for the name of the (fictional) offender.

Findings

The responses were subjected to a thematic analysis and, whilst themes were similar both between questions and within each question over time, post-training responses focussed more on the offender’s relationship with the OM and showed a greater appreciation for the relevance of internal motivations (not just what but why). This tendency was less evident in all responses regarding risk/offending.

Originality/value

The OPD pathway is focussed on learning. The work is innovative and this paper adds to the body of early evidence which will hopefully inform future developments. In particular, the importance of involvement of probation stakeholders in the design and delivery of training is highlighted. In addition, it is expected that future research will focus on the impact of continued supervision for the participants in this study and, as such, this paper forms the beginning of a process of evaluating how and when various workforce development interventions are effective.

Details

Journal of Forensic Practice, vol. 19 no. 1
Type: Research Article
ISSN: 2050-8794

Keywords

Article
Publication date: 11 July 2016

Selma Ebrahim, Sally Robinson, Samantha Crooks, Sari Harenwall and Angus Forsyth

The purpose of this paper is to evaluate the impact of knowledge and understanding framework (KUF) awareness-level training with mental health staff in a UK NHS Mental Health…

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Abstract

Purpose

The purpose of this paper is to evaluate the impact of knowledge and understanding framework (KUF) awareness-level training with mental health staff in a UK NHS Mental Health Trust.

Design/methodology/approach

In total, 181 mental health professionals completed three day KUF awareness-level training to promote understanding and positive attitudes in working with personality disorder (PD). Attitudes to PD were evaluated using the PD – Knowledge and Skills Questionnaire (Bolton et al., 2010) at pre and post training and at three and six months follow up. Quantitative data were analysed and descriptive statistics were obtained. Qualitative methods were also used to evaluate the integration of learning into work-based practice with five participants.

Findings

Participants reported a favourable reaction to the training. Understanding and positive emotions about working with PD increased significantly post training (gains maintained at three and six months follow up). Capability in working with PD was increased post training and at three, but not six months. Qualitative analysis suggests clinical practice was positively impacted upon three months following training.

Research limitations/implications

This research suggests awareness-level KUF training can have a positive impact on the attitudes, understanding and clinical practice of mental health practitioners towards people with a PD. It confirms earlier research on a decrease in capability post training, and explores strategies to further develop capability with this client group.

Originality/value

Despite the promotion of KUF awareness-level training by the Department of Health there is limited evaluation of the approach with mental health professionals in practice. This study reports on an evaluation of KUF training within a large mental health trust with three and six months follow up data. Qualitative evaluation three months after course completion indicates improved practice and application of course principles when working with individuals with PD.

Details

The Journal of Mental Health Training, Education and Practice, vol. 11 no. 3
Type: Research Article
ISSN: 1755-6228

Keywords

Article
Publication date: 26 February 2019

Amitabh Deo Kodwani and Sanjeev Prashar

The purpose of this paper is to decipher the possibility of ensuring the effectiveness of sales training by focusing on selected organization-related variables and thereafter aims…

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Abstract

Purpose

The purpose of this paper is to decipher the possibility of ensuring the effectiveness of sales training by focusing on selected organization-related variables and thereafter aims at making recommendations for enhancing the overall sales training effectiveness. Variables that are under organizations’ control, like training transfer climate, training evaluation and degree of choice (mandatory or by choice) were selected for this study. The study also attempted to understand how these variables influence at pre-training stage and post-training stage.

Design/methodology/approach

This cross-sectional research involved both exploratory and conclusive phases. To test the postulated hypotheses, data were collected in two phases from sales executives of a large oil and gas petrochemical company having the presence across India. A total of 370 sales executives, who were the part of a sales training program, were approached twice, one before the training and once after the eight weeks of training. Data from the respondents who completed both pre- and post-training survey (255) were used for analyses.

Findings

The results indicate that all the three predictor variables – training awareness, perceived transfer climate and the presence of an appropriate training evaluation mechanism, influence trainees’ motivation to learn. The results depict that motivation to learn mediates the association between the predictor variables and the resultant variable. Also, degree of choice was found to moderate the association between motivation to learn and sales training effectiveness. The research reinforces the significance of pre-training factors in designing sales training programs to ensure its better effectiveness.

Research limitations/implications

The present study captures organizational-level variables as they are under the control of the organization and can be managed. The study included both motivation to learn and training effectiveness in the hypothesized model to understand the motivational issues in a holistic perspective. The outcomes of this research strengthen the role of trainees’ motivation to learn as a connecting variable between organizational-level variables and sales training effectiveness. Thus, the outcome of this study contributes to the literature on training motivation as well as training effectiveness.

Practical implications

The findings of this study are significant for sales organizations or the organizations offering sales training aiming to enhance overall training effectiveness. Training managers must focus on these factors and ensure that all the pre-training organizational-level variables are very well-taken care of. This implies that the trainees need to be well informed about the training calendar, training policies, training content, expectations from them and how the program will be evaluated after training, along with appropriate positive transfer climate. Organizations should also include proper training evaluation mechanism to measure training at different levels.

Originality/value

This study is an attempt to decipher the possibility of ensuring the effectiveness of sales training by focusing on select organization-related variables, and thereafter aims at making recommendations for enhancing the overall sales training effectiveness. The study’s uniqueness lies in simultaneous examination of influence of various variables, and that too at two different points of time (before and after the training). These two perspectives are apparently missing in the existing sales training literature.

Details

Benchmarking: An International Journal, vol. 26 no. 4
Type: Research Article
ISSN: 1463-5771

Keywords

Article
Publication date: 3 August 2023

Pham Thu Trang

Although training is essential to continuous improvement, scant literature examines post-training facilitators for continuous improvement. The study aims to explore the…

Abstract

Purpose

Although training is essential to continuous improvement, scant literature examines post-training facilitators for continuous improvement. The study aims to explore the relationship between training and continuous improvement, the mediating role of self-efficacy and the moderate role of training transfer climate.

Design/methodology/approach

This study utilizes the questionnaire survey of 455 Vietnamese employees to test the link between continuous improvement training and continuous improvement, the moderate role of the training transfer climate and the mediating role of self–efficacy.

Findings

Research results reveal that training positively influences continuous improvement. Furthermore, self-efficacy fully intervenes in the link between training and continuous improvement. Finally, the training transfer climate positively moderates this link.

Originality/value

Although the link between training and continuous improvement is suspicious, there is scant research on post-training facilitators of continuous improvement applications. To the best of the author's knowledge, this study is one of the first to explore the moderation role of transfer climate and the mediation role of self-efficacy in the relationship between training and continuous improvement.

Details

The TQM Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1754-2731

Keywords

Article
Publication date: 24 July 2009

T.C. Brown and Martin McCracken

The purpose of this paper is to look at the issues concerning barriers that managers face in relation to participation in training and transfer of training, which have become…

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Abstract

Purpose

The purpose of this paper is to look at the issues concerning barriers that managers face in relation to participation in training and transfer of training, which have become increasingly important to HRD scholars and practitioners. To date, these areas have largely been examined independently. This paper aims to argue that there is an increasing need to understand and explore these two areas in unison.

Design/methodology/approach

Although this paper is primarily conceptual in nature, in order to investigate a model derived from relevant literature, survey data from 137 Canadian employees, mostly from the broader public sector, was examined. These respondents completed a short transfer of training questionnaire three months after a one‐day managerial training programme. In this study, open‐ended questions investigating training barriers are analysed.

Findings

The exploratory examination of information from participants of a managerial training programme suggests that the model which links literature on participation in training and transfer of training warrants additional examination. Most significantly, there was substantial overlap between the participation and transfer barriers with the most common barriers being linked to “lack of time” and “unsupportive culture”.

Research limitations/implications

The main limitation of this paper is the relatively small sample size with regard to data concerning barriers to transfer. However, the authors feel that a key implication is that a “bridge of understanding” is created concerning the numerous factors that impact participation in training, transfer of training and the relationships between them. Hence, HRD practitioners and scholars can now use this model to begin to understand how they might improve the overall quality of training programmes and to further explore the relationship between transfer and participation.

Originality/value

The conceptual model developed further integrates the respective literatures pertaining to management training participation and transfer of learning in the workplace. The proposed model shows how barriers to participation can become barriers to transfer and how barriers to transfer from one programme may become barriers to participation to subsequent learning activities.

Details

Journal of European Industrial Training, vol. 33 no. 6
Type: Research Article
ISSN: 0309-0590

Keywords

Article
Publication date: 31 October 2022

Raphael Papa Kweku Andoh, Emmanuel Afreh Owusu, Elizabeth Cornelia Annan-Prah and Georgina Nyantakyiwaa Boampong

This study aims to examine the web of relationships among training value, employee internal states (psychological empowerment, employee engagement and motivation to transfer) and…

Abstract

Purpose

This study aims to examine the web of relationships among training value, employee internal states (psychological empowerment, employee engagement and motivation to transfer) and training transfer.

Design/methodology/approach

Data is obtained from different categories of employees a few months after attending different training programs organized by their organization. Structural equation modeling is used to analyze the data. Bias-corrected and accelerated (BCa) confidence intervals are used to determine the significance of the hypothesized paths.

Findings

This study finds that training value relates to motivation to transfer, psychological empowerment and employee engagement. Motivation to transfer also relates to training transfer and employee engagement. Again, psychological empowerment relates to motivation to transfer, employee engagement and training transfer. Concerning the mediated relationship, psychological empowerment and motivation to transfer fully mediate the relationship between training value and training transfer.

Practical implications

Internal states must be the focus of human resource department (HRD) scholars in their quest to discover training transfer improvement mechanisms. HRD practitioners and organizations generally should also prioritize the enhancement of the internal states of employees to aid training transfer.

Originality/value

In this study, training transfer facilitating factors particularly employee internal states are explored by examining the web of relationships comprising training value, motivation to transfer, psychological empowerment, employee engagement and training transfer in a pentagonal model using a homogeneous sample with a common understanding of training transfer due to the similarities in their training as well as job conditions.

Details

The Learning Organization, vol. 29 no. 6
Type: Research Article
ISSN: 0969-6474

Keywords

Article
Publication date: 1 June 1997

Carolyn M. Axtell, Sally Maitlis and Shawn K. Yearta

Describes an exploratory investigation conducted to examine factors affecting the initial and sustained transfer of interpersonal skills training to the workplace. Demonstrates…

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Abstract

Describes an exploratory investigation conducted to examine factors affecting the initial and sustained transfer of interpersonal skills training to the workplace. Demonstrates the ongoing role of trainee motivation in the immediate and longer term transfer of learned skills to work. Suggests that initial transfer of skills is an important prerequisite of subsequent skill application in the workplace. Concludes that factors which promote initial transfer of training, such as the perceived relevance/usefulness of the course, appear to have an indirect effect on later use of trained skills. Also concludes that, in the long term, individuals with more autonomy in their jobs are more likely to apply learned skills, perhaps because they are more able to create opportunities for using trained skills at work. This may be especially true for those with high levels of motivation. Discusses the implications of these findings both for individuals learning new skills, and for organizations optimizing the utility of their training provision.

Details

Personnel Review, vol. 26 no. 3
Type: Research Article
ISSN: 0048-3486

Keywords

Book part
Publication date: 9 May 2012

James Lloyd Bierstaker, James E. Hunton and Jay C. Thibodeau

The current study examines the effect of fraud training on auditors' ability to identify fraud risk factors. This is important because most auditors have little or no direct…

Abstract

The current study examines the effect of fraud training on auditors' ability to identify fraud risk factors. This is important because most auditors have little or no direct experience with fraud; thus, research that investigates the potential effect of indirect experience through training is vitally important to fraud detection and audit quality. A total of 369 experienced auditors completed a complex audit simulation task that involved 15 seeded fraud risk red flags. A total of 143 auditors participated in a 30-minute training session focused specifically on fraud risk, while the remaining 226 auditors learned about general internal control risk during this time block. The results indicate that auditors with fraud training identified significantly more red flags and obtained greater knowledge about fraud risk than auditors who did not receive the training. Considering that the fraud training consumed only 30 minutes out of a 64-hour training session, the findings suggest that even modest exposure to fraud training is quite effective.

Details

Advances in Accounting Behavioral Research
Type: Book
ISBN: 978-1-78052-758-1

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