CHAPTER 2: LITERATURE REVIEW
2.15 Factors Affecting Training Effectiveness
2.15.7 Intention to transfer Learning and Training Effectiveness
Literature relating to training transfer and factors impeding the training or learning transfer back on the job has evolved over the years. However, only a few studies focused on the work environment, especially the support from supervisors, managers, and peers as primary factors influencing the transfer from the training. Additionally, no literature focusing on learning transfer by the civil society organisations have been found, especially from an NPO perspective in South Africa. Although there are many definitions of transfer of training, it is generally established that it involves the application, generalizability, and maintenance of new knowledge and skills (Holton, et al., 2000). Positive training transfer, given that training transfer, is considered to be the primary leverage point by which training influences the improvement of organisational performance can be obtained by facilitating training transfer (Ma, et al., 2018). To ensure that the training worked
70 | P a g e and was worthwhile, the identification of factors that influence training transfer and ultimately improving training effectiveness is very crucial (Ma et al., 2018). Paulsen and Kauffeld (2016) are also of the view that trainee motivation to transfer is a critical element for a successful training transfer. Training effectiveness is a study of a learning system as a whole that provides a macro view of the training outcomes (Alvarez, et al., 2004). Bhatti and Kaur (2010) assert that the transfer of learning is crucial for training effectiveness criteria and ultimately leads to improvement of performance. Gil, Molina, and Ortega (2016), examined the determinants of training transfer in the wine industry in Spain. The results of their study showed that there is a strong relationship between training transfer and organisational environment. This finding was, however, only found from a perspective of management. In contrast, from the perspective of employees, transfer of training was strongly related to what motivates them to transfer training back on the job (Gil et al., 2016). The comparative approach revealed that perspectives of management on the training transfer are mostly on aspects of strategy and intangible resources such as climate transfer.
The findings differ when it comes to employees as they were found to prioritise motivational aspects like satisfaction as enablers for them to transfer training on the job. Hence, the motivation of trainees was found to be statistically significant and had a strong positive relationship with the transfer of training (Gil et al., 2016). Trainee motivation can be regarded as a significant factor affecting the transfer of training, and ultimately effective training outcomes. Abdulghani et al.
(2014) on evaluating the five research methodology workshops assessed the participants’
satisfaction, knowledge and skills gain and impact on practices by Kirkpatrick’s four-level evaluation model. They found characteristics and reactions of trainees to have a positive relationship with learning, training transfer and ultimately, the desired training outcomes.
Furthermore, training participants who showed a positive attitude towards the training and the learning outcomes were the ones who provided suggestions on how the training can be improved.
Further to these findings, the content of the training, the approach or method of training motivated the trainees' willingness to learn and transfer the training back in their work environment.
The results of the study by Lim and Johnson (2002) to examine factors influencing the transfer of training in a Korean three-week human resource training program revealed the following factors as influencers of training transfer: lack of opportunity to apply on the job. Approximately 64.3%
71 | P a g e did not have the opportunity to transfer training back on the job, whereas 15% did not transfer training because it did not relate to their day-to-day job responsibilities. Nearly 9.3% did not transfer learning due to their lack of understanding of the training content. Only 6.9% planned to use what they have learned in future; just about one percentage did not transfer learning. The lack of transfer was due to the perceptiveness that the training did not apply to the Korean situation.
Lastly, the lack of resources, such as equipment was found to be a factor with just below 1% of the respondents. The study further revealed factors such as (organisational commitment, new learning matching with the departmental goals, open communication, supportive work environment, rewarding employees for attending the training, and change-resistant environment) as the factors influencing their non-transferability of learning back in the work environment. The cross-sectional study by Curado et al. (2015) in examining motivation to transfer training by employees in a large insurance company revealed that being voluntarily enrollment showed a higher impact on motivation to transfer than being mandatorily enrolled in a training program.
The training-transfer concepts were discussed based on different researchers. Furthermore, the reviewed studies had similar findings of different factors influencing the transfer of training. Not surprising was that self-motivated to learn, have a higher impact than learning that trainees do not internally desire.
2.16 Chapter Conclusion
This chapter reviewed the existing literature as it relates to the aim of the research, which was to explore and understand the effects of training characteristics and work environment characteristics on training effectiveness (reaction, learning, behaviour and result). This chapter outlined the definitions of training, and then it discussed types of training, training evaluation definitions, training evaluation benefits and the challenges, training effectiveness, training evaluation models and their criticisms. Training methods, training content, training objectives, knowledge and behaviour of trainer, training environment, work environment, trainees’ characteristics have somewhat effects towards training effectiveness outcomes (reaction, learning, behaviour and results). The next chapter presents the conceptual framework for this study.
72 | P a g e CHAPTER 3: CONCEPTUAL FRAMEWORK
3.1 Introduction
This chapter presents the conceptual framework behind the training and work environment characteristics that influence the effectiveness of training. This chapter intends to address the significant issues that emerged from the reviewed literature in the previous chapter. The reviewed literature specifically discussed the training literature, training evaluation training effectiveness and training evaluation models adapted for this research. The chapter discusses the adaptation of the conceptual framework, independent variables, dependent variables, mediating variables and training characteristics factors when evaluating the effectiveness of a training programme. The chapter further presents the proposed research questions, hypotheses development and research context.
3.2 Conceptual Framework
A conceptual framework brings together the constructs of the study linked to the researched phenomena and the hypothesised relationships between them. According to Voss, Tsikriktsis and Frohlich (2002), a conceptual framework provides an overview of the categories to be explored further in the research. It also helps to relate the current body of knowledge to the ongoing problem explored in the study. The analysis of the extant literature on training evaluation and effectiveness lead to the proposed framework
The reviewed literature revealed the following issues:
The most commonly used model to evaluate training effectiveness is Kirkpatrick ‘s four- level model; however, only a few studies confirmed that there is a causal relationship between the four levels of training outcomes (reaction, learning, behaviour and results).
Most training evaluations are at level one of Kirkpatrick; however, the research on the reaction level is limited.
This research proposes a conceptual framework (Figure 3.1) drawing on Kirkpatrick ‘s four levels model of training evaluation. It aims to improve, understand and explain the main training characteristics and training environment factors that influence the Governance and non- compliance training effectiveness of the NDA in the trained non-profit organisations based in Gauteng province. The aim is also to enhance the training evaluation efforts of the NDA and also
73 | P a g e make its training programmes more effective. Based on different theoretical perspectives, the training characteristics are training environment, training methods, trainer knowledge and behaviour and training content, while training outcomes are the reaction, learning, behaviour and results. Furthermore, the work environment factors are: availability of resources, supervisor and peer support to transfer learning and organisational culture. The proposed framework by this study expands the Kirkpatrick ‘s model using previous training evaluation research. Extracting from the existing literature (Arthur et al., 2003a; Baldwin et al., 2009; Homklin et al., 2013), this research proposes the inclusion of the training characteristics such as training objectives and training content and their relationship between the four levels proposed by Kirkpatrick ‘s model.
Furthermore, the framework proposes that training characteristics mediate the relationships between learning and behaviour levels. The intention is that this work will result in new developments in training programmes and also provide the NDA with the knowledge to design its training programmes more effectively. The following section discusses the primary constructs that emerged from the reviewed literature in Chapter 2.
The literature suggests that the training should be evaluated before, during and after the training.
Since the NDA evaluate its training only immediately after the training by using Happy-sheets, this study will, therefore, evaluate the effects of training characteristics three years after the completion of the training. This study will also examine selected variables in Kirkpatrick ‘s four levels. Some theorists and researchers, as indicated in the literature, suggest understanding the influence of training characteristics and work environment characteristics on training effectiveness. As such, this study probes the various antecedent variables to be looked into when evaluating the effectiveness of training programmes, including training characteristics (training objectives and training content). Ordinarily, the consideration of training characteristics is significant when evaluating the effectiveness of training. The existing literature on the characteristics of training includes trainee readiness, the training environment, training methods, trainer and training content. The study proposes two training characteristics as the main focus of in conjunction with the four levels of Kirkpatrick’s evaluation model. Previous studies have investigated the impact of training characteristics on trainee reaction while other studies explored the impact of training characteristics on learning.
74 | P a g e 3.2.1 Direct Relationships
In this research, the impact/influence or effects of training characteristics (training objectives and training objectives) on reaction, learning, behaviour and training results will be explored.
Furthermore, the relationships between the four training outcome levels will also be explored to address the objectives of this study.
3.2.2 Moderating Effects
The study will include two dimensions (training objectives and training content) to examine their moderating effect on the relationship between learning and behaviour, behaviour and results.
3.3 Further Development of the Conceptual Framework
In addition to the factors mentioned in the conceptual framework above, the study discusses the additional elements mentioned in the literature review chapter, which are necessary when evaluating the effectiveness of training. This study will explore the causal relationships between Kirkpatrick ‘s four levels: reaction, learning, behaviour and results (as shown in Figure 3.1).
Furthermore, the study will explore the impact of the training environment and training content on the intention to transfer learning. It will also investigate the impact of the trainer knowledge and behaviour on reactions and intention to transfer learning. Additionally, the impact of training content on results are examined.
75 | P a g e Figure 3. 1Conceptual Framework of the Study
Training Objectives
Relevance
Clearly Expressed
Accomplishment Training Content
content relevance
Relatedness to Job Tasks
Easiness of Skills and information to apply
Relatedness to improved competencies
Reaction
Learning
Behaviour
Results (Training Outcome)
H5
H6
Causal Relationship
Direct Effect/Impact
Moderating Effect
H7 H3a
H3b H4b
H4a
76 | P a g e 3.4 Development of the Study Hypotheses
The primary research questions are as follows:
a) What are the effects of training characteristics on training effectiveness (learning and transfer of learning)?
b) What are the moderating effects of training content and training objectives on the relationships between the training outcomes (learning, behaviour, behaviour and results)?
c) What are the learned lessons from the application of this approach to the NDA training of NPOs?
Hence this study is mainly concerned with achieving the following research objectives:
To examine the effects of training characteristics (training content and training objectives) on training outcomes, reaction, learning, behaviour and results;
To investigate the moderating effects of training characteristics (training content and training objectives) on the relationship between learning, behaviour and results;
To examine the relationships between the four levels of Kirkpatrick’s model towards the NDA training effectiveness;
To develop a conceptual framework and test the hypotheses to expound on the impact of training characteristics on training effectiveness of the NPO Governance and non- compliance training.
Provide recommendations to maximise the effectiveness of training in practice
The primary research questions informed the hypotheses of the study. The hypotheses are discussed further in the following sections of this chapter.
3.5 Dependent Variable: Training Effectiveness
The importance of understanding the effectiveness of training is mainly to improve the process of training so that the set training objectives and goals are accomplished (Homklin et al., 2014) and training evaluations are used to determine if those objectives were met. In this regard, Alliger et al. (1997) affirm that training evaluation is essential to understand the level of success of training
77 | P a g e intervention. Noe (2016) maintain that organisations must first identify the criteria for evaluation and training outcomes to be able to determine the effectiveness of a training programme when conducting training evaluations. As such, assessing the training effectiveness as defined by Borate et al. (2014, p. 7) is “the determination of the level of acquired practical skills and any changes in behaviour that result from undertaken the training”. The reaction of trainees to training, acquired learning, behavioural change of trainees and organisational results as described in Kirkpatrick ‘s model, aim to evaluate training effectiveness (Alliger & Janak, 1989). Kirkpatrick’s four levels model assist evaluators in being able to identify complex processes and present the results in a simple and clear format (Goldstein, 1993). As a result, this study uses a reaction, learning, behaviour and results as dependent variables to understand the impact of training characteristics, trainee characteristics and work environment characteristics and their relationships with reaction, learning, behaviour and results.
3.6 Training Characteristics Affecting Training Effectiveness
The training design determines how the programme is developed, organised and delivered (Kirkpatrick & Kirkpatrick, 2006). Training characteristics play a vital role in the design and delivery of training. Training characteristics refer to training content, training objectives, methods, environment, and trainer performance and behaviour (Charney & Conway, 2005; Diamantidis &
Chatzoglou, 2012; Kirkpatrick & Kirkpatrick, 2006; Nikandrou et al., 2009).
Previous studies have indicated that the trainees’ reaction to the training, ability to learn new skills and knowledge and to transfer learning back in their jobs is as a result of the perceived efficiency and usefulness of the training (Diamantidis & Chatzoglou, 2012; Lee & Pershing, 2002). The training characteristics, individuals as well as organisation characteristics all influence the effectiveness of training, before, during and after (Ford & Kraiger, 1995; Salas & Cannon-Bowers, 2001; Tannenbaum & Yukl, 1992). The focus of this study is to evaluate the effect of training characteristics, trainees’ characteristics and work environment characteristics on the training outcomes, which are trainees’ reaction, learning, intention to transfer learning, behaviour and results. The study is a post-training evaluation three years later.
78 | P a g e 3.7 Training Characteristics
The following sections present the hypotheses that were developed based on the relationship between the training characteristics and training outcomes three years after the completion of a training intervention.
3.7.1 Trainer Knowledge and Training Effectiveness
It is evident from previous studies that the trainer or instructor’s performance or knowledge has a significant effect on the perceptions of trainees on training effectiveness (Indira, 2008; Iqbal et al., 2011). A trainer is a person who is responsible for conveying the training objectives to the trainees and plays a critical role in achieving efficacy within the training programme (Latif, 2012).
Furthermore, Ghosh et al. (2012) argue that the role of the training instructor is not only to inspire the trainees to participate in discussions but must have specific characteristics. They described such characteristics as clarity in giving instructions, comfort with the subject matter, clarity in responding to questions, ability to keep the sessions lively and exciting, ability to use teaching aids effectively and rapport with trainees. In terms of the influence of the trainer’s performance on learning new skills and knowledge by trainees, the behaviour and performance of the trainer such as teaching style, ability to communicate influences the perceptions of trainees (reaction) about the usefulness of the training as well as their ability to learn new skills and knowledge (learning) from the training (Charney & Conway, 2005; Kirkpatrick, 1967). Trainer’s knowledge on the subject matter is significantly related to the reactions of trainees to the training (Indira, 2008; Iqbal et al., 2011). Trainer performance in the previous studies had a significant effect on trainees ‘ability to learn new skills and knowledge from the training (Gauld & Miller, 2004; Iqbal et al., 2011;
Nikandrou et al., 2009). Therefore, the study suggests that the trainer’s performance and behaviour are more likely to influence the trainee’s learning. Since the performance and behaviour of the trainer have a positive effect on learning (Gauld & Miller, 2004; Iqbal et al., 2011; Nikandrou et al., 2009), Nikandrou et al. (2009) add that the performance of the trainer during the training session can affect the perceived usefulness of the training by the trainees.
3.7.2 Training Environment and Training Effectiveness
Harris and Tessmer (1992) stress that the training environment is one of the essential elements not to be ignored when designing and delivering training as it supports the trainees in their learning.
79 | P a g e Iqbal et al. (2011) found a significant relationship between the training environment, training contents, methods, materials, trainer and trainee reactions. Similarly, Towler and Dipboye (2001) assert that training characteristics such as training environment have an impact on the trainees
‘reaction to the training. Comparably, Diamantidis and Chatzoglou (2012) also are of the firm view that if the training environment fits the aims of the programme, the trainer will be motivated to deliver a successful training. As a result, if trainees perceive the training environment to be sufficient and conducive, then they will more likely react positively to the training.
3.7.3 Training Objectives and Training Effectiveness
Training objectives are imperative for the design of training. According to Glaister et al. (2013), the training objectives are critical for linking training assessments with training design and delivery. Tziner et al. (1991) suggest that setting clear training objectives may contribute towards the improved transfer of learning. Prior research showed a positive relationship between objective and goal setting and transfer of knowledge (Diamantidis & Chatzoglou, 2012; Morin & Latham, 2000). Reber and Wallin (1984) followed up with the worker’s use of safe procedures nine months after the training and found a positive relationship between goal achievement and progress. Since training objectives are considered valuable input for the design of a training programme and have shown to have significant effects on results. The absence of training objectives and goals have adverse effects on the training evaluation process (Goldstein & Ford, 2002). Furthermore, training objectives were found to have a significant effect on trainees ‘reaction and behavioural change (Diamantidis & Chatzoglou, 2012). Other studies found a significant relationship between training objectives and results (Homklin et al., 2014; Lin et al., 2011).
3.7.4 Training Content and Training Effectiveness
Nikandrou et al. (2009) found training content and its relevance to the everyday task to have a significant effect on the transfer of learning. Several studies also have found a relationship between the training content and the transfer of learning back on the job (Bates et al., 2007; Bates & Holton, 2004; Holton et al., 2000; Kirwan & Birchall, 2006;). Similarly, Hutchins (2009) suggest that if the training content and material are similar to the work environment, it will improve the skills and knowledge (learning) of the trainees. According to Farr, Hofmann and Ringenbach (1993) , all the outcomes of training (reaction, learning, behaviour and results) are influenced by the relevance