Examining the factor structure of participant reactions to training: A multidimensional approach

Morgan, Ronald B.; Casper, Wendy J.

doi:10.1002/1532-1096(200023)11:3<301::aid-hrdq7>3.0.co;2-p

Cited by 106 publications

(102 citation statements)

References 26 publications

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“…Third, there is a growing recommendation to test the role of reaction as a mediator between the factors that influence reaction and motivation to transfer (Gegenfurtner et al, 2009;Bhatti & Kaur, 2010). Such effort can expand the existing knowledge that mostly regard reaction as direct predictors of training criteria (Morgan & Casper, 2000). This study provides empirical evidence about the role of reaction as a mediator in the relationship between religiosity and motivation to transfer.…”

Section: Responsibility Of the Conference Organization Committeementioning

confidence: 72%

Examine The Factor That Influence Training Reaction, And Its Consequence On Employee

Zumrah¹,

Khalid²,

Ali³

et al. 2016

European Proceedings of Social &Amp; Behavioural Sciences

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This study examines the relationship between religiosity, training reaction and motivation to transfer. Structured equation modelling is conducted on survey data from 306 public sector employees in Malaysia. The result of this study highlight the importance of religiosity as a trainee characteristic factor that can influence employee reaction toward the training program, and ultimately demonstrate positive intention to transfer the training outcomes in the workplace. The findings of this study is very important because the relationship between religiosity, reaction and motivation to transfer has not been examined in the literature, particularly the relationship between religiosity and reaction, and the role of reaction as a mediator between religiosity and motivation to transfer.

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Section: Responsibility Of the Conference Organization Committeementioning

confidence: 72%

Examine The Factor That Influence Training Reaction, And Its Consequence On Employee

Zumrah¹,

Khalid²,

Ali³

et al. 2016

European Proceedings of Social &Amp; Behavioural Sciences

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“…La perception en regard des enseignements reçus est importante puisqu'elle agit comme un moteur pour la motivation à changer les comportements chez les participants (Kirkpatrick et Kirkpatrick, 2007). Cette évaluation a été réalisée à l'aide d'un questionnaire autoadministré dans lequel le participant indique le niveau d'accord qu'il porte à onze énoncés relatifs à diverses dimensions de l'atelier de formation, comme les objectifs, le contenu, les modalités pédagogiques, la qualité de l'animation, la pertinence relativement au métier (Lee et Pershing, 1999 ;Morgan et Casper, 2000). En accord avec Lozano et collaborateurs (2008), une échelle ordinale à quatre niveaux allant de « tout à fait en accord » à « tout à fait en désaccord » est utilisée pour la cotation des énoncés, puisque ce nombre a été jugé satisfaisant pour les qualités psychométriques de questionnaires.…”

Section: B Variables Dépendantesunclassified

Conception et évaluation d’ateliers de formation visant à développer un comportement préventif au travail chez les élèves en apprentissage d’un métier

Lecours¹,

Sauvageau²,

Cantin³

et al. 2017

pistes

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“…Training organizations use Kirkpatrick model for TE but their results are not found in literature (Indira, 2008) especially, those which are based on trainees' reaction and learning (Morgan and Casper, 2000). Therefore, the authors selected three public-sector training institutions in Islamabad Viz.…”

Section: Sample and Proceduresmentioning

confidence: 99%

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

Iqbal¹

2010

IBR

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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.

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Examining the factor structure of participant reactions to training: A multidimensional approach

Cited by 106 publications

References 26 publications

Examine The Factor That Influence Training Reaction, And Its Consequence On Employee

Examine The Factor That Influence Training Reaction, And Its Consequence On Employee

Conception et évaluation d’ateliers de formation visant à développer un comportement préventif au travail chez les élèves en apprentissage d’un métier

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

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