As the nature of work becomes more complex, teams have become necessary to ensure effective functioning within organizations. The healthcare industry is no exception. As such, the prevalence of training interventions designed to optimize teamwork in this industry has increased substantially over the last 10 years (Weaver, Dy, & Rosen, 2014). Using Kirkpatrick's (1956, 1996) training evaluation framework, we conducted a meta-analytic examination of healthcare team training to quantify its effectiveness and understand the conditions under which it is most successful. Results demonstrate that healthcare team training improves each of Kirkpatrick's criteria (reactions, learning, transfer, results; d = .37 to .89). Second, findings indicate that healthcare team training is largely robust to trainee composition, training strategy, and characteristics of the work environment, with the only exception being the reduced effectiveness of team training programs that involve feedback. As a tertiary goal, we proposed and found empirical support for a sequential model of healthcare team training where team training affects results via learning, which leads to transfer, which increases results. We find support for this sequential model in the healthcare industry (i.e., the current meta-analysis) and in training across all industries (i.e., using meta-analytic estimates from Arthur, Bennett, Edens, & Bell, 2003), suggesting the sequential benefits of training are not unique to medical teams. Ultimately, this meta-analysis supports the expanded use of team training and points toward recommendations for optimizing its effectiveness within healthcare settings. (PsycINFO Database Record

Saving lives: A meta-analysis of team training in healthcare.

A review and meta-analysis of studies assessing trainee reactions are presented. Results suggest reactions primarily capture characteristics of the training course, but trainee characteristics (e.g., anxiety and pretraining motivation) and organizational support also have a moderate effect on reactions. Instructional style (rho = .66) followed by human interaction (rho = .56) were the best predictors of reactions. Reactions predicted pre-to-post changes in motivation (beta = .51) and self-efficacy (beta = .24) and were more sensitive than affective and cognitive learning outcomes to trainees' perceptions of characteristics of the training course. Moderator analyses revealed reactions- outcomes correlations tended to be stronger in courses that utilized a high level rather than a low level of technology, and affective and utility reactions did not differ in their relationships with learning outcomes. The current study clarifies the nomological network of reactions and specifies outcomes that are theoretically related to reactions.

A review and meta-analysis of the nomological network of trainee reactions.

Purpose – This paper aims to advance the debate regarding the use of training evaluation tools, chiefly the Kirkpatrick model, in reaction to minimal use of the tools reported in the literature and the economic changes that have characterised the industrialised world in the past 20 years.Design/methodology/approach – The main argument – the need to design new evaluation tools – emerges from an extensive literature review of criticism of the Kirkpatrick model. The approach is deductive; the argument emerges from extant literature.Findings – The main findings of the literature review show that the major criticisms of the Kirkpatrick model, though rigorous, are not relevant in today's post‐industrial economy. Issues of complexity, accuracy and refinement, which are relevant in stable industrial organisations, must be revised in the new economic world.Research limitations/implications – This paper is based on a literature review and presents a call for new research. As such, it is not grounded in original emp...

Are we doing the right thing?: food for thought on training evaluation and its context

From both a practical and a theoretical point of view, it is important to identify factors that foster knowledge acquisition in organizational training programs. Recent models of training effectiveness have proposed relationships between trainees’ characteristics and subsequent learning. The present study tested the impact of trainees’ pretraining expectations, post-training reaction to training, expectation fulfillment and commitment on declarative knowledge acquisition, while controlling for education and motivation to learn. Participants were call center agents (N = 84), working in 10 call centers in Germany. Results showed that, in addition to education and motivation to learn, only expectation fulfillment significantly predicted learning. Implications for practice and future research were discussed.

Individual influences on knowledge acquisition in a call center training context in Germany

The extensive use of training demands more extensive evaluations of its real effects. Human resource scholars attempt to develop multi-dimensional training evaluation models, often ignored by practitioners, whereas training managers tend to evaluate only reaction evaluations, the first dimension in several models. To provide more practically relevant research, this study includes five training parameters in a model that assesses trainees' overall satisfaction with training (OST), which results from perceived usefulness of training, perceived trainer performance and perceived training efficiency. Structured survey data from a sample of 13,753 trainees, grouped in 1230 courses, involving 3047 companies, and financed by an Italian inter-professional fund, confirm the role of all three antecedents of OST. Moreover, of the five course- and participant-related variables, participation of female workers (which is also a moderator variable), the length of the course and the type of target audience influence train...

Trainees' reactions to training: shaping groups and courses for happier trainees

This study assesses the influence of training intervention session process measures (affective reactions and session impacts) on immediate learning outcomes among 57 male and female telecommunications company employees, receiving instruction on a computer-based account management system. Hierarchical multiple regression found affective reaction (e.g. session warmth and trainer empathy) and session impact (e.g. usefulness and role clarity) measures explained up to 16.5 per cent of the variance in immediate learning outcomes, having statistically controlled for demographic variables and trainer differences. Furthermore, the results suggested early training experiences were related to later training learning outcomes. The results underline the need for training effectiveness research to gain a greater understanding of the mechanisms which underpin learning outcomes in organisational training contexts.



Cette e´tude e´value l’influence des mesures prises au cours d’une session de formation (re´actions affectives et effet de la session) sur les re´sultats d’un apprentissage imme´diat aupre`s de 57 employe´s d’une compagnie de te´le´communications, hommes et femmes, recevant un enseignement relatif a` un syste`me informatif de gestion de comptes. Une analyse par re´gression multiple hie´rarchique a permis de constater qu’une re´action affective (a` savoir la cordialite´ de la session et l’empathie des formateurs) et que des mesures ayant un effet sur la session (a` savoir l’utilite´ et la clarte´ des roles) ont explique´ jusqu’a` 16,5% de la variance dans les re´sultats de cette formation, apre`s controle statistique des variables de´mographiques et des diffe´rences touchant aux au formateur. En outre, les re´sultats sugge`rent que des expe´riences de formations ante´rieures e´taient lie´es aux effets de la formation. Ces re´sultats soulignent la ne´cessite´ d’une recherche sur l’efficacite´ de la formation afin d’accrotre la compre´hension des me´canismes qui la sous-tendent dans des contextes de formation organisationnelle.

Immediate Learning in Organisational Computer Training as a Function of Training Intervention Affective Reaction, and Session Impact Measures

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Immediate Learning in Organisational Computer Training as a Function of Training Intervention Affective Reaction, and Session Impact Measures