Symposium on the Evaluation of Training: Editorial

Phillips, Patricia Pulliam; Phillips, Jack J.

doi:10.1111/1468-2419.00136

Cited by 43 publications

(57 citation statements)

References 9 publications

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“…Some 84 per cent of managers indicated that they use feedback to improve the training programmes. Our results are consistent with the findings of Phillips and Phillips (2001), who reported an increasing global trend towards the evaluation of training programmes. Table 8 shows the areas where at least a third of the managers have been trained.…”

Section: Training and Developmentsupporting

confidence: 93%

Human resource development in the Sultanate of Oman

Budhwar¹,

Al-Yahmadi

Debrah

2002

Int J Training Development

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This study explores the scenario of human resource development (HRD) in the Sultanate of Oman. The investigation was conducted with the help of a questionnaire survey in stateowned enterprises (SOEs). The research findings highlight an increased emphasis on HRD initiatives at a national level inOmani firms. There is a significant degree of awareness among the top managers regarding the benefits of a strategic approach to HRD. Despite all this, the implementation of HRD programmes has not been particularly successful. This is because the state has not been able to develop the skills and competencies of the Omani workforce to the levels required under the sixth national five-year plan. The article makes a number of recommendations in this regard. It also highlights key research areas for further examination.

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Section: Training and Developmentsupporting

confidence: 93%

Human resource development in the Sultanate of Oman

Budhwar¹,

Al-Yahmadi

Debrah

2002

Int J Training Development

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“…However, Kirkpatrick's evaluation model has been increasingly questioned and criticized. For example, its use as a primary typology for functionalizing evaluation has been challenged (Holton, 1996;Kaufman & Keller, 1994;Phillips & Phillips, 2002;Swanson & Holton, 1999). The noteworthy question in human resource development (HRD) is whether the current conceptualization of evaluation is sufficient for answering the many questions that involve the effectiveness of the organizations' training and development efforts (Preskill, 1997).…”

Section: Introductionmentioning

confidence: 99%

Effects of Individual and Work Environment Characteristics on Training Effectiveness: Evidence from Skill Certification System for Automotive Industry in Thailand

Homklin¹,

Takahashi²,

Techakanont³

2013

IBR

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Previous research over the past two decades has argued Kirkpatrick's model ignored the work environment and individual factors influencing training effectiveness. A focus of this study is to investigate four levels of Kirkpatrick's model with a focus on moderating the influences of individual and work environment characteristic variables, which are learning motivation, self-efficacy, motivation to transfer, and social support. In the present study, we used path analysis to test the hypotheses. The results of this study expand our understanding of the progressive causal relationship of reaction, learning, and behavior to results. In particular, this study confirms the influence of the individual and work environment characteristic on training outcomes and it has implications for enhancing training effectiveness. Although the result of motivation to transfer as a moderating variable has negative effects on the relationship between learning and behavior, social support directly affects behavior change after training and moderates the relationship between learning and behavior. Furthermore, future research on training evaluation should consider the training design variables beyond the training course that may have interfered with the training outcomes.

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“…In spite of considerable, and to a large extent well founded, criticism, the Kirkpatrick typology is widely recognised as a useful general framework for conceptualising learning outcomes (e.g. Phillips & Phillips, 2001).…”

Section: Learning Outcomesmentioning

confidence: 99%

Formal and integrated strategies for competence development in SMEs

Kock

Ellström

2011

Journal of European Industrial Training

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Abstract:Purpose -The purpose of this paper is to increase our understanding of the relationships between the workplace as a learning environment, strategies for competence development used by SMEs and learning outcomes. Specifically, there is a focus on a distinction between formal and integrated strategies for competence development, the conditions under which these strategies are likely to be used, and their effects in terms of individual learning outcomes. Design/methodology/approach -The study was based mainly on questionnaire data collected through a survey of 14 SMEs that had received support from the European Social Fund"s Objective 3 programme. In addition, data collected through interviews and analyses of documents were used. Findings -The results indicate interactions between the strategy of competence development used by the firms (formal vs. integrated) and the type of learning environment in the workplace (constraining vs. enabling). The use of an integrated strategy in an enabling learning environment was the most successful combination in terms of learning outcomes, while the use of an integrated strategy in a constraining learning environment was the least successful combination. Research implications/limitations -There is a need to elaborate the theoretical and empirical basis of the distinction between formal and integrated strategies for competence development, and to study the effects of the two types of strategy, not only for individual learning outcomes, but also for effects at an organizational level. Practical implications -HRD practitioners need to question a traditional reliance on formal training, as the presented results indicate the importance of using competence development strategies that are based on an integration of formal and informal learning. Originality/value -The study indicates that the effects of competence development efforts are likely to be a function not only, or primarily, of the training methods and strategies that are used, but also a function of the characteristics of the learning environment of the workplace.

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Symposium on the Evaluation of Training: Editorial

Cited by 43 publications

References 9 publications

Human resource development in the Sultanate of Oman

Human resource development in the Sultanate of Oman

Effects of Individual and Work Environment Characteristics on Training Effectiveness: Evidence from Skill Certification System for Automotive Industry in Thailand

Formal and integrated strategies for competence development in SMEs

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