The Current State of Research on Training Effectiveness

Garavan, Thomas N.; O’Brien, Fergal; Duggan, James; Gubbins, Claire; Lai, Yanqing; Carbery, Ronan; Heneghan, Sinead; Lannon, Ronnie; Sheehan, Maura; Grant, Kirsteen

doi:10.1007/978-3-030-48900-7_5

Cited by 5 publications

(4 citation statements)

References 151 publications

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“…The idea of continuum reinforces the training process as a dynamic approach, suitable for each situation, employee and organization, with a common denominator – the goal of better performance (Caetano, 2008). When training is carried out in the workplace it provides a more complete and comprehensive view of the employees about their work (Garavan et al ., 2020a, b; Shah et al ., 2014).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…For instance, Kim and Ployhart (2014) showed that training develops employees' knowledge, skills and abilities that, in turn, enhance their flexibility and adaptability to the context and job changes (Garavan et al ., 2022). This is particularly important when training is a reaction to a crisis or occurs under extreme contexts characterized by high uncertainty and complexity (Garavan et al ., 2020a, b). When employees are faced with extreme events that may threaten their safety and health, training may be a strategy to help them effectively deal with such events and uncertainty (Cheng et al ., 2023).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…The training design, the individual characteristics and the work environment are dimensions pointed out by Holton (1996) as determinants in the success of the training transfer. However, training under extreme contexts, contexts in which uncertainty and complexity are part of daily work, is different and creates challenges for both trainers and trainees (Garavan et al ., 2020a, b; 2021a, b). Despite numerous empirical demonstrations of the suitability of the Holton model (Antunes et al ., 2018; Ben Zammel and Hachana, 2023; Chalterjee et al ., 2018), there are scarce studies that have explored it during moments of crisis, such as COVID-19.…”

Section: Introductionmentioning

confidence: 99%

“…Knowledge is a fundamental tool that allows employees to find solutions to work-related daily challenges and constitutes a competitiveness factor for organizations. Hence, training is a major solution to ensure the adequacy and the actualization of the knowledge for employees to perform their tasks (Garavan et al ., 2020a, b).…”

Section: Introductionmentioning

confidence: 99%

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Training under an extreme context: the role of organizational support and adaptability on the motivation transfer and performance after training

Junça Silva,

Pinto

2024

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PurposeThe present study used the job-demands and resources (JD-R) framework to understand how the training is transferred to an extreme working context through the analysis of job and personal resources (social support from the leader and colleagues and adaptability). Specifically, the authors tested the mediating role of motivation to transfer in the relationship (1) between the perceived support from the supervisor and colleagues and performance after training and (2) between adaptability and performance in an extreme context of the pandemic crisis – the first peak of COVID-19 in Portugal. Further, an inspection of the factors that predicted knowledge transfer and adaptability under an extreme context was carried out.Design/methodology/approachTo do so, necessary training about the new safety rules regarding the pandemic crisis of COVID-19 was implemented in a healthcare institution as a strategy to help healthcare workers deal with the increasing uncertainty and complexity that was threatening their work. It consisted of three sessions (each with one hour of training) regarding procedures, rules and safety norms. The training occurred in May 2020. Overall, 291 healthcare workers participated in the study and answered one online questionnaire one week after training completion.FindingsThe results showed that the motivation to transfer had a significant indirect effect on the relationship between colleagues' and supervisors' support and performance and between adaptability and performance. Additionally, complementary analyses showed that the mediations depended on the levels of self-efficacy in such a way that the indirect relationships were stronger when self-efficacy was higher. Thus, adaptability and support, both from colleagues and the supervisor, are determining factors for knowledge transfer and resultant performance in extreme contexts, such as the COVID-19 pandemic crisis. Lastly, the results showed that the most significant predictors of transference were self-efficacy and the motivation to transfer the learned knowledge. On the other hand, self-efficacy, peer support and the opportunity to use the knowledge were the most significant predictors of adaptability.Practical implicationsThese findings provide support for the role of employee motivation to transfer as a mechanism connecting both perceived support and adaptability to performance outcomes under extreme working contexts.Originality/valueThis study, conducted in the middle of the COVID-19 pandemic context – an extreme and uncertain working context – shows the relevance of both job and individual factors to predict employees' adaptability to such contexts.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Training under an extreme context: the role of organizational support and adaptability on the motivation transfer and performance after training

Junça Silva,

Pinto

2024

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Learning And Development Practitioners in Organisations: Organising, Belonging, Learning And Performing Tensions

Garavan

2023

The Irish Journal of Management

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This paper provides a review of the literature on the learning and development (L&D) role in organisations using the lens of paradox theory. I evaluate prior literature and organise it around four paradoxes: organising, belonging, learning and performing. The L&D organisational role is fraught with paradox due to tensions around organising, belonging, learning and performance. I evaluate the different ways in which L&D practitioners respond to these tensions, I highlight future research avenues and suggest practice implications for L&D practitioners.

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Ecosystem Learning Through Digital Transformation

Simonsen

2024

Advances in Human Resources Management and Organizational Development

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Ecosystem learning is what most educational institutions strive for. However, new theoretical insights on learning have emerged over the past 20 years and a multitude of new digital learning technologies have entered the scene. Consequently, there is a need for new research on ecosystem learning, digital learning technologies and digital transformation. This chapter explores the realization of ecosystem learning through digital learning technologies and digital transformation and analyses and explores the potential of ecosystem learning. The chapter is based on a literature review of theoretical contributions on ecosystems, learning, and digital transformation, and two case studies from the Danish pharmaceutical industry and the Danish insurance industry. Based on the analysis, it was found that ecosystem learning seems to be a successful solution in many industry organizations and the two case studies seem to indicate that multi-tenancy learning platforms and digital transformation initiatives are part of the solution.

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The Current State of Research on Training Effectiveness

Cited by 5 publications

References 151 publications

Training under an extreme context: the role of organizational support and adaptability on the motivation transfer and performance after training

Training under an extreme context: the role of organizational support and adaptability on the motivation transfer and performance after training

Learning And Development Practitioners in Organisations: Organising, Belonging, Learning And Performing Tensions

Ecosystem Learning Through Digital Transformation

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