Employee perceptions and their influence on training effectiveness

Adviser: Ming-Puu Chen Presenter: Yu-Ting Tsai 2007.10.09

Santos, A. & Stuart, M. (2003). Employee perceptions and their influence on training effectiveness. Human Resource Management Journal, 13(1), 27-45.

Introduction
Economic studies identify training and development investments as key determinants of organizational performance and economic growth. (Mason et al, 1996; Prais, 1995; Romer, 1993) The mainstream HR literature has devoted little empirical attention to the issue of how companies evaluate the effectiveness of training investments and, in particular, the way in which employee perceptions, attitudes and experiences might have an impact on training effectiveness.

Introduction
The article presents evidence from a detailed case study designed to explore the effectiveness of training at the workplace.

2 central empirical objectives First, it aims to evaluate employees' experiences of, and attitudes towards, training activity and the organization context of training investments. Secondly, it assesses how these experiences of training shape the 'transfer' of training into the workplace and thus mediate effectiveness.

1.Evaluating training effectiveness

Levels of outcomes (1)
The HR and training literatures emphasize the organizational benefits to be gained from adopting a systematic approach to HRD whereby the ongoing development of employees skills underpins broader business objectives. (Keep, 1989) Core elements of a systematic approach to training often include identifying needs, planning, delivery and evaluation. The evaluation stage is arguably the most problematic part of the training process. (Reid and Barrington, 1997) Only 3% of UK establishments undertook any cost-benefit analysis
(Deloitte Haskins and Sells, 1989: 46)

1.Evaluating training effectiveness

Levels of outcomes (2)
Kirkpatrick model4 levels of training outcomes (Kirkpatrick, 1967) Level 1 reactions ()
trainees' reactions to the program content and training process

Level 2 learning ()
knowledge or skill acquisition at the end of the program

Level 3 behavior ()
behavior change in the job

Level 4 results ()
improvements in tangible individual or organizational outcomes such as turnover, accidents or productivity
ASTDKirkpatrick model is the most commonly used evaluation framework
(Bassi and Cheney, 1997)

The model is widely accepted in the field of industrial/organizational psychology

(Cascio, 1987)

1.Evaluating training effectiveness

Levels of outcomes (3-1)
CIRO (Warr et al , 1976) Context evaluation()
focuses on factors such as the correct identification of training needs and the setting of objectives in relation to organization culture and climate

Input evaluation ()
concerned with the design and delivery of the training activity

Reaction evaluation()
looks at gaining and using information about the quality of trainees' experiences

Outcome evaluation()
focuses on the achievements gained from the activity and is assessed at three levels

1.Evaluating training effectiveness

Levels of outcomes (3-2)
Immediate Evaluation Intermediate Evaluation
attempts to measure changes in knowledge, skills or attitude before a trainee returns to the job

refers to the impact of training on job performance and how learning is transferred back into the workplace

Ultimate Evaluation

attempts to assess the impact of training on departmental or organizational performance in terms of overall results

Kirkpatrick (1994) and Warr et al (1976) recognize, that the cause-effect chain is often difficult to demonstrate, especially with regard to ultimate level evaluations.

1.Evaluating training effectiveness

Levels of outcomes (4)
CAIPO framework (Easterby Smith, 1986) Context evaluation
focuses on factors outside and beyond the training program

Administration evaluation
concerned with the mechanisms of nomination, selection and briefing before any training starts, and any follow-up activities

Input evaluation
examines the content and methods of training

Process evaluation
focus on what actually happens during a training activity and how the participants experience it

Outcome evaluation
concerned with establishing the outputs or outcomes of employee training and development

1.Evaluating training effectiveness

Evaluation issues
Many training and development programs are monitored only at the reactions level (Bramley, 1996) and articles regularly appear lamenting the lack of evaluation efforts (Goldstein, 1993). whether the training provided was effective?

1.Evaluating training effectiveness

Trainee attitudes, motivation and expectations
Noe and Schmitt (1986) found that trainees with high job involvement were more motivated to learn and transfer skills to the work setting. The effectiveness of a training program can also be influenced by events prior to training (Baldwin and Magjuka, 1991) as well as post-training activities (Baldwin and Ford, 1988). Supervisor and peer support, goal setting, feedback mechanisms, the opportunity to use new skills and the availability of resources are all thought to influence the process of transfer (Noe, 1986).

2.Methodology-Case study
A financial services organization The company was at the frontier of good practice in HRD, moving towards implementing many of the people management processes that Tyson and Doherty (1999) describe as `best practice'.

Finance Co.

A key component of this was an increased emphasis on training and development activities.

2.Methodology-Case study
A questionnaire 3 issues
1. employees' experiences of training and development 2. employees' perceptions with regard to training outcomes 3. work environment factors affecting training transfer

Target population
4,055 employees working in the core financial services business
(45%head office and 55%branches)

Questionnaires were posted directly to individuals through the company's internal mail system and a pre-paid envelope was enclosed, addressed to the researcher to guarantee anonymity and confidentiality of responses An overall response rate of 47.7 %

3.Employees Perceptions
The training environment

3.Employees Perceptions
Perceived outcomes

3.Employees Perceptions
Transfer of training(1)

3.Employees Perceptions
Transfer of training(1)

3.Employees Perceptions
Transfer of training(2)

A lack of opportunity to use skills!!

3.Employees Perceptions
Transfer of training(3)

4.Discussion
Developed an evaluation procedure that focused on individual behavior and the transfer of training rather than on achieving 'ultimate goals. Managers were highly involved in discussing training needs, setting development goals and reviewing progress and providing coaching and guidance, training was more likely to have a favorable impact on employees' motivation, job satisfaction and personal growth. Higher pay or better promotion prospects were significantly more likely to transfer training to the workplace. establishing more explicit links between personal development and career progression and reward.