An Empirical Analysis of the Relationship between Characteristics and Formative Evaluation of Training

Abstract

This paper attempted to signify the use of formative training evaluation. The authors carried out a study at three public-sector training institutions to empirically test the predicted relationship between training characteristics and formative training evaluation under the Kirkpatrick model i.e. reaction and learning. In addition, to study the causal linkage between components of formative training evaluation, the mediating role of reaction in the relationships between training characteristics and learning was also investigated. The principal finding revealed that a set of seven training characteristics explained 59% and 61% variance in reaction and learning respectively. All training characteristics were found to have positive impact on reaction and learning except training contents. For reaction, the most influencing training characteristic was training method followed by training management, training objectives, training environment, and trainer whereas for learning, the greatest variation was also explained by training methods but followed by trainer, training management, training environment, and training material. Moreover, reaction partially mediated the relationships between each training characteristic and learning. The study concluded with areas of future research emphasizing on linking formative evaluation with summative one i.e. behavior and results.

Comparing Training Methods for a New Interactive Whiteboard

“…This questionnaire consisted of open-ended questions and closed-ended questions to be answered using a Likert scale. The questionnaire was based on various training characteristics outlined by Iqbal, M. Z., Maharvi, M. W., Malik, S. A., & Khan, M. M. (2011), and incorporated elements of a survey instrument used by Kirkpatrick (1996).…”

“…However, a negative reaction can impact the possibility of learning (Shenge, 2014). The reaction of trainees to the characteristics of a training program impact the effectiveness of the training program as well as their ability to learn the content (Iqbal et al, 2011). Various training characteristics can influence the effectiveness of a training program such as training objectives, training contents, training material, the trainer, training methods, training environment, and training management (Iqbal et al, 2011) This study will only assess the first two levels of Kirkpatrick's model to determine whether or not the training method should be continued, if it is sufficient means of training for SISTER, or if improvements need to be made in alignment with the reasons for evaluation outlined by Kirkpatrick (2007); determine whether a training program should be continued and improve the training program.…”

Does organizational culture support matter in elucidating the relationship between training antecedents and training effectiveness in Bahrain?

“…However, specialty in a particular subject is not enough and must be complemented by the capacity to transfer it articulately and clearly to the trainees (Ghosh et al, 2012). Iqbal et al (2011) abbreviated the most crucial responsibility played by the trainer in the trainees' learning and reaction. The participants' motivation to learn, eliminating their uncertainty, treating any undesirable previous experiences or observations related to the training course are also the trainer's role.…”

An empirical study of university–industry R&D collaboration in China: Implications for technology in society

“…We used a regression analysis for exploring the relationship among variables. Before applying a regression analysis, data must meet some basic assumptions [31]: validity, reliability, Sample size, linearity and normality [32].…”