CHAPTER 2: LITERATURE REVIEW
2.15 Factors Affecting Training Effectiveness
2.15.5 Training Content and Training Effectiveness
Training content should involve theoretical and practical aspects, as well as the transfer of new knowledge and skills (Gauld & Miller, 2004). Training content is training materials, such as manuals, handouts, and notes. Schraeder (2009) suggests that the training content by using training methods such as PowerPoint slides, materials, overheads and handouts must all be well-organised to ensure the quality of the training. These materials affect learning outcomes (Kirkpatrick &
Kirkpatrick, 2006). Similarly, the effectiveness of the training process is achievable through the efficiency and relevance of the training content that represents the effective use of training resources (AlYahya & Mat, 2013).
According to Giangreco, Sebastiano and Peccei (2009), trainees measure the training to be useful to them based on the balance between theory and practical content. Similarly, when trainees perceive an imbalance between theoretical and practical training issues, their level of satisfaction
65 | P a g e with the training will generally found to be little. The perceived usefulness of the training content affects the reaction, learning, and behaviour of trainees (Nikandrou, et al., 2009). As an example, Bjerregaard et al. (2016) in their study sampled 400 care staff working at eight different care homes to gain a better understanding of what motivates them to transfer their learning on the job. This longitudinal study evaluated the effects of two training programs, one who tapped into distal work identities, and the other spoke more to localised work identities of participant’s motivation to transfer their learning to the workplace. The observed patterns of the study indicate that style and type of training affect the level of trainees ‘attitude and transfer of training on the job.
Furthermore, the findings revealed that “training which is more generic and distal is less likely to tap into, and thereby less likely to support or enhance, meaningful workgroup identification compared to training which is more localised and proximal” (Bjerregaard, et al., 2016, p. 20).
Another interesting finding of the study was that training content relatedness to the actual day-to- day work activities revealed a significant influence on reaction, learning and an increase in the motivation of trainees to transfer learning. This finding coincides with the study by Grossman and Salas (2011) . They found a positive relationship of relatedness to the trainees’ attitude and perception of the training, learning, and transfer of learning. It also appeared in Bjerregaard et al., (2016) that the training programs undermined the trainees’ motivation to transfer their learning into the workplace. Nikandrou et al. (2009) discovered the perceived usefulness of the training content to have a significant effect on the reaction, learning, and behaviour of the training recipients.
The study by Renta-Davids et al. (2016) revealed a significant relationship between training delivery methods and student learning. Given this finding, they emphasised the importance of training delivery methods on ensuring the effectiveness of a training programme. Likewise, Al- Eisa, Furayyan, and Alhemoud (2009) concede that the similarity of training content increases the confidence of trainees to learn and transfer their new skills and knowledge back on the job. Hodge, Wright, and Bennett (2017) posit learning as an essential and desired outcome of most training interventions, and it is generally only substantial changes in behaviour that knowledge becomes useful. They further emphasised that if training recipients perceive the training content to be
66 | P a g e irrelevant, then no relevant learning and change in behaviour will occur, and this non-occurrence of learning and change in behaviour will make the training ineffective. These analyses are consistent with other previous studies that the training factors such as training content validity influence the training transfer and success of the training program (Baldwin & Ford, 1998). All the studies reviewed in the section above revealed that the validity, simplicity, and relevance of training content have a significant influence on learning, and change in trainees’ behaviour, which ultimately leads to training effectiveness. Similarly, May and Kahnweiler (2000) are of the view that trainees need a sufficient time to practice what they have learned (new skills and knowledge) back on the job, and the content of the training should be relevant and similar to the actual day-to- day work. Warr and Bunce (1995) found the perceived usefulness of the training content to be significantly affecting the trainee satisfaction. Chen et al. (2007). On the contrary, showed that the usefulness of training content and its relevance to the workplace ensure that trainees will be satisfied with the training programme.
Similarly, Nikandrou et al., (2009) support Clark et al. (1993) argument that the perceptions of trainees on the relevance of the training content (job utility) or its usefulness for their work affects the transfer of learning. Furthermore, Bhatti and Kaur (2010) proclaim that the similarity of the training content to the workplace leads to positive reactions and increases the chances of transferring learning back in the work environment. The validity and relevance of training content are fundamental to the transfer of learning back on the job as it enhances the positive reactions of trainees and improves self- efficacy (Bhatti & Kaur, 2010). Therefore, this study explores the effect of training content on learning and transfer of learning back on the job.
The training content affects learning. For example, Holton (2005, p. 41) states, “When trainees feel the training content (material and methods of training) are relevant to their jobs, they maximise their abilities to apply their knowledge to the workplace”. Furthermore, Liebermann and Hoffmann (2008) found direct effect between learning and intention to transfer learning. Velada et al. (2007) found trainees who acquired new knowledge and skills from the training to be more likely to transfer them back in the day-to-day jobs. Kirkpatrick (1996) argues that change in behaviour happens if learning has occurred. In Kirkpatrick‘s model, the change in behaviour which is concerned about the ability of trainees to transfer new skills and knowledge back on the job is used
67 | P a g e to measure training effectiveness (Latif, 2012). Furthermore, Grohmann, Beller and Kauffeld (2018) found a significant relationship between training content and transfer of learning back on the job. The following section discusses how the work environment affect the transfer of learning back on the job (behaviour).