Managerial training effectiveness

Powell, K. Skylar; Yalcin, Serkan

doi:10.1108/00483481011017435

Cited by 88 publications

(25 citation statements)

References 53 publications

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“…Evidence that coaching has a significantly positive impact on individual-level results in particular indicates that businesses can expect positive performance and impact improvements from investment in coaching. By contrast, Powell and Yalcin (2010) reported the smallest effects for results criteria in their meta-analysis of managerial training interventions explaining their findings with reference to potential issues in training transfer, leading to a smaller impact of training on results outcomes. We earlier described how coaching encourages development activities that are personalized to individual need, and carried out in day-to-day work.…”

Section: Criterion Effects Of Coachingmentioning

confidence: 94%

“…In the training literature, Kirkpatrick (1967) model of evaluation criteria proposes that the evaluation of training should be performed at four levels: Reactions, learning, behaviour, and results. Kirkpatrick's model is widely applied in research and practice (e.g., Alliger, Tannenbaum, Bennett, Traver, & Shotland, 1997;Arthur, Bennett, Edens, & Bell, 2003;Powell & Yalcin, 2010;Tharenou, Saks, & Moore, 2007) and represents a logical organization and progression of outcomes from basic individual reactions to training through to training transfer and organizational results. Kraiger, Ford, and Salas (1993) argued that when evaluating training, it was necessary to examine learning-based outcomes in a more sophisticated way, rather than combining learning and transfer outcomes as in the Kirkpatrick levels.…”

Section: Outcome Criteria Of Coaching and Their Measurementmentioning

confidence: 99%

“…These effect sizes appear to be comparable to those obtained for other types of organizational interventions. For example, in their meta-analysis of the training effectiveness literature, Arthur et al (2003) obtained effect sizes ranging from 0.60 to 0.63, whereas Powell and Yalcin (2010) found a smaller effect size of 0.24 for managerial training interventions. Looking at wider interventions, findings from Arthur et al (2005), Smither et al's (2005) meta-analysis of multisource feedback on performance reported much smaller effect sizes ranging from 0.05 to 0.15.…”

Section: Criterion Effects Of Coachingmentioning

confidence: 99%

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The effectiveness of workplace coaching: A meta‐analysis of learning and performance outcomes from coaching

Jones

Woods

Guillaume

2015

J Occupat & Organ Psyc

415

385

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This study presents a meta-analysis synthesizing the existing research on the effectiveness of workplace coaching. We exclusively explore workplace coaching provided by internal or external coaches and therefore exclude cases of manager-subordinate and peer coaching. We propose a framework of potential outcomes from coaching in organizations, which we examine meta-analytically (k = 17). Our analyses indicated that coaching had positive effects on organizational outcomes overall ( = 0.36), and on specific forms of outcome criteria (skillbased  = 0.28, affective  = 0.51; individual-level results  = 1.24). We also examined moderation by a number of coaching practice factors (use of multi-source feedback; type of coach; coaching format; longevity of coaching). Our analyses of practice moderators indicated a significant moderation of effect size for type of coach (with effects being stronger for internal coaches compared to external coaches) and use of multi-source feedback (with the use of multisource feedback resulting in smaller positive effects). We found no moderation of effect size by coaching format (comparing face-to-face, with blended face-to face and e-coaching) or duration of coaching (number of sessions or longevity of intervention). The effect sizes give support to the potential utility of coaching in organizations. Implications for coaching research and practice are discussed.Keywords: Coaching; Coaching Effectiveness; Learning and Performance; Meta-analysis Effectiveness of Workplace Coaching 3 Practitioner Points  Our meta-analysis supports the positive effects of workplace coaching as an approach to employee learning and development in organizations, with a variety of criteria  Our findings indicate that coaching was more effective when conducted by internal coaches and when multi-source feedback was excluded  Workplace coaching was effective whether conducted face-to-face or using blended techniques (i.e. blending face-to-face with e-coaching). The Effectiveness of Workplace Coaching: A Meta-analysis of Learning and Performance Outcomes from CoachingIs workplace coaching effective in terms of delivering individual learning and development, and improvements in performance and results for organizations? Despite the huge growth in the use of coaching as a strategy for employee learning and development (ICF, 2012), there remains a paucity of scientific evidence examining its benefits for organizations, coupled with a generally poor specification of the types of outcomes that can be expected from coaching.In this study, we report a meta-analysis of the effects of coaching on performance, and other learning and development outcome criteria. We also examine moderators of these effects, focusing on the techniques and features of specific coaching interventions. Our systematic review of studies evaluating the benefits of coaching in organizations advances the literature in three main ways. First, we address problems of criterion specification in the coaching literature by proposing and examini...

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Section: Criterion Effects Of Coachingmentioning

confidence: 94%

Section: Outcome Criteria Of Coaching and Their Measurementmentioning

confidence: 99%

Section: Criterion Effects Of Coachingmentioning

confidence: 99%

See 1 more Smart Citation

The effectiveness of workplace coaching: A meta‐analysis of learning and performance outcomes from coaching

Jones

Woods

Guillaume

2015

J Occupat & Organ Psyc

415

385

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“…Meanwhile, district level managers are significant for the functioning of the health system, especially in settings that have undergone decentralization [14, 15]. To ensure adequate numbers and distribution of health managers, several strategies have been employed, ranging from policy legalization to training programs with varying degrees of implementation and success [16, 17]. …”

Section: Introductionmentioning

confidence: 99%

Building a competent health manager at district level: a grounded theory study from Eastern Uganda

Tetui

Hurtig

Ekirpa-Kiracho

et al. 2016

BMC Health Serv Res

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Background: Health systems in low-income countries are often characterized by poor health outcomes. While many reasons have been advanced to explain the persistently poor outcomes, management of the system has been found to play a key role. According to a WHO framework, the management of health systems is central to its ability to deliver needed health services. In this study, we examined how district managers in a rural setting in Uganda perceived existing approaches to strengthening management so as to provide a pragmatic and synergistic model for improving management capacity building. Methods: Twenty-two interviews were conducted with district level administrative and political managers, district level health managers and health facility managers to understand their perceptions and definitions of management and capacity building. Kathy Charmaz's constructive approach to grounded theory informed the data analysis process. Results: An interative, dynamic and complex model with three sub-process of building a competent health manager was developed. A competent manager was understood as one who knew his/her roles, was well informed and was empowered to execute management functions. Professionalizing health managers which was viewed as the foundation, the use of engaging learning approaches as the inside contents and having a supportive work environment the frame of the model were the sub-processes involved in the model. The sub-processes were interconnected although the respondents agreed that having a supportive work environment was more time and effort intensive relative to the other two sub-processes. Conclusions: The model developed in our study makes four central contributions to enhance the WHO framework and the existing literature. First, it emphasizes management capacity building as an iterative, dynamic and complex process rather than a set of characteristics of competent managers. Second, our model suggests the need for professionalization of health managers at different levels of the health system. Third, our model underscores the benefits that could be accrued from the use of engaging learning approaches through prolonged and sustained processes that act in synergy. Lastly, our model postulates that different resource investments and a varied range of stakeholders could be required at each of the sub-processes.

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“…In other words, we attempt to formalize learning and detach it from work, and next complain that it is so hard to make it relevant to the daily work situation. With studies showing the low effectiveness of many formal training efforts (e.g., Alliger, Tannenbaum, Bennett, Traver, & Shotland, 1997 ;Powell & Yalcin, 2010 ;although Arthur, Bennett, Edens, & Bell, 2003 , painted a more positive picture), the question of whether transfer of formal training deserves so much attention becomes adamant. Should we in the business of human resource development (HRD) not rather aim to try and understand how people (can) learn in the workplace, with formal training being merely one context among many in which learning can take place?…”

mentioning

confidence: 99%

Time to ‘Flip’ the Training Transfer Tradition: Employees Create Learning Paths Strategically

Poell

2017

Human Resource Development Quarterly

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Managerial training effectiveness

Cited by 88 publications

References 53 publications

The effectiveness of workplace coaching: A meta‐analysis of learning and performance outcomes from coaching

The effectiveness of workplace coaching: A meta‐analysis of learning and performance outcomes from coaching

Building a competent health manager at district level: a grounded theory study from Eastern Uganda

Time to ‘Flip’ the Training Transfer Tradition: Employees Create Learning Paths Strategically

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