The differences between hard and soft skills and their relative impact on training transfer

Laker, Dennis R.; Powell, Jimmy Lee

doi:10.1002/hrdq.20063

Cited by 319 publications

(322 citation statements)

References 23 publications

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“…Therefore, both team and individuals' performance is examined, scrutinized and continuously developed in order to increase overall staff effectivity. Hard factors such as routines, training exercises and procedures have traditionally been focused upon for military performance development; however, an increased interest on soft factors such as leadership styles, interpersonal skills, social effectivity and personality has become increasingly important (Blass & Ferris, 2007;Bartone, Eid, Johnsen, Larberg, & Snook, 2009;Laker & Powell, 2011;Ohlsson, Hedlund, & Larsson, 2016).…”

Section: Introductionmentioning

confidence: 99%

An Exploratory Study of the Relationship Between the Big-Five Personality Dimensions and Political Skills with Military Staff Members’ Perceived Performance

Ohlsson

Johansen

Larsson

2017

Scandinavian Journal of Work and Organizational Psychology

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The purpose was to explore the relationship and mediation effects between the Big Five personality dimensions, and political skill with military staff members' perceived performance. The sample included 185 Armed Forces International staff members from several military education facilities. The results indicated that the PSI and several personality dimensions were positively correlated with individuals' perceived performance. In addition, the personality dimension Conscientiousness acted as a statistically significant mediator between an individual's use of political skills and their perceived performance. Practical considerations and future research directions are suggested.

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Section: Introductionmentioning

confidence: 99%

An Exploratory Study of the Relationship Between the Big-Five Personality Dimensions and Political Skills with Military Staff Members’ Perceived Performance

Ohlsson

Johansen

Larsson

2017

Scandinavian Journal of Work and Organizational Psychology

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“…The focus has been on both input and output factors in which the transfer of training is defined as "the extent to which, what is learned in training is applied on the job and enhances job related performance" (Laker & Powell, 2011). Input factors tend to focus on elements such as trainee characteristics, training design, and the working environment.…”

Section: The Transfer Of Training -Evidence To Datementioning

confidence: 99%

Training Transfer: the Case for ‘Implementation Intentions’

2017

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As organizations adopt a more inclusive or pluralistic approach to talent management, there is an emphasis on the engagement of a broader segment of the workforce to deliver both strategic and operational objectives. Accompanying this is investment in learning, training and development activity which is intended to enhance the achievement of the objectives based on the assumption of the effective transfer of training to improve performance or behavioural outcomes. Ensuring that training investment is converted to measurable outcomes is therefore a priority for many organizations and Return on Investment in Training (ROIT) is increasingly sought in the same way as for any other corporate investment. This article synthesizes developments in goal setting theory and highlights a limitation with regards to the theory being applied to the contemporary workplace. It proposes that implementation intentions and the associated 'if/then' plans offer the chance to mediate this. Key to these plans being successful is for them to be embedded at the learning design stage creating a clear link between the need for the learning/training and agreed objectives. A large part of the success of implementation intentions is that control of behaviour is given to situational cues in the workplace and these can be reinforced by supportive line managers and peers. But it is essential that they are also aware of the implementation intention plan in order to offer informed support. A holistic learning environment is key to the success of any intervention but given the importance of situational cues when considering implementation intentions it is vital that both learners and those who support them in the workplace are aware of the specific roles they play and the impact they have.

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“…First, although organizations perceive soft skills as challenging to teach (Laker & Powell, 2011;von Stetten et al, 2014), they are increasingly in demand, difficult to recruit, and, therefore, require organization-internal development. Second, to train generation Y's talents, HRM needs to be able to consider not only organizational needs but also employees' desires.…”

Section: Developmentmentioning

confidence: 99%

On the Untapped Value of e-HRM – a Literature Review

Wirtky¹,

Laumer²,

Eckhardt³

et al. 2016

CAIS

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Abstract:The "war for talent" is still on. Annually conducted surveys have indicated for years that one third of all organizations are unable to fill vacant job positions with suitable candidates. Responding to these and other challenges, human resource management (HRM) is expected to transform itself. General opinion holds that the HRM transformation has just begun and that the potential of IT in HRM is not yet fully exploited. Examining the value potential of IT in HRM, existing IS research predominately studies the impact of IT on HRM. We contribute by examining the reverse impact in three steps. First, we use Thompson's theory of organizations in action to examine the expected impact of the HRM transformation on IT ("to-be" situation). Second, we use Kohli and Grover's IT value typology and review 20 years of the publication history ("as-is" situation). Finally, we relate expectations to actual review findings. We find that the HRM transformation should lead to a major shift in technology type used in organizations. However, this shift is not recognized yet, which is why our literature review reveals considerable unaddressed value potential of IT in HRM. We finish the paper by outlining IS research avenues in the context of HRM.

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The differences between hard and soft skills and their relative impact on training transfer

Abstract: Most research and conceptualizing of training transfer assumes that the content of the training is irrelevant in whether or not or to what extent transfer is

Cited by 319 publications

References 23 publications

An Exploratory Study of the Relationship Between the Big-Five Personality Dimensions and Political Skills with Military Staff Members’ Perceived Performance

An Exploratory Study of the Relationship Between the Big-Five Personality Dimensions and Political Skills with Military Staff Members’ Perceived Performance

Training Transfer: the Case for ‘Implementation Intentions’

On the Untapped Value of e-HRM – a Literature Review

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