The Social Psychology of Organizations.

The main purpose of this paper is to draw attention to some facts and ideas that perhaps can help to identify problems or fields for development and research within the evaluation of training. Topics for group discussion are preceded by material on some basic concepts of evaluation and educational measurement. The ratio scale, the interval scale, the ordinal scale, and the nominal scale are given as examples of kinds of scales used in educational measurement; the problem of norms is discussed; potential purposes of evaluation or educational measurement are outlined; and some characteristics of a good measuring instrument are explained. The author also defends the inclusion of evaluation as an Integral part of a model for planning and carrying out educational programs. (BW) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. *********************************************************************** U S DEPARTMENT OF HEALTH, EDUCATION &WELFARE NATIONAL INSTITUTE OF EDUCATION EVALUATION OF TRAINING

/pdf/evaluation-of-training-4s7htqhxas.pdf

Evaluation of Training.

Abstract : A study is reported of the variations in organizational commitment and job satisfaction, as related to subsequent turnover in a sample of recently-employed psychiatric technician trainees. A longitudinal study was made across a 10 1/2 month period, with attitude measures collected at four points in time. For this sample, job satisfaction measures appeared better able to differentiate future stayers from leavers in the earliest phase of the study. With the passage of time, organizational commitment measures proved to be a better predictor of turnover, and job satisfaction failed to predict turnover. The findings are discussed in the light of other related studies, and possible explanations are examined. (Modified author abstract)

/pdf/organizational-commitment-job-satisfaction-and-turnover-1m9aenmhzm.pdf

Organizational Commitment, Job Satisfaction and Turnover Among Psychiatric Technicians. Technical Report No. 16.

The process of the transfer of training has a great impact on job productivity, effectiveness and satisfaction. Studies focusing specifically on the role of managers in the process have, however, been limited in number. The general aim of this study is to determine the impact of managers' reinforcement on participants' job attitude, productivity, effectiveness and satisfaction in the process of the transfer of knowledge, skill and attitude to be acquired through a training programme into the workplace. The study involves a group of sales representatives participating in the Basic Sales Training Program for Sales Representatives and their supervisors in the Coca-Cola Bottlers of Turkey. Using experimental and control groups, the study is based on Kirkpatrick's four-stage evaluation model. The findings obtained are discussed and evaluated with respect to the roles of managers in the transfer of training.

The Manager's Role in Enhancing the Transfer of Training: A Turkish Case Study

The purpose of this study was to translate and validate an Arabic version of the Learning Transfer System Inventory (LTSI) for use in Jordan. The study also investigated the perceptions of transfer system characteristics across selected individual and situational variables. The LTSI was administered to 450 employees of 28 different public and private sector organizations operating in Jordan. Principal axis factoring with oblique rotation was used to uncover the underlying structure of the Arabic version of the LTSI. Results showed a latent factor structure that is highly consistent with the English version of the LTSI. Results also indicated that transfer system perceptions differed across levels of education, years of experience, types of training, choice of training, sector of the organization and task of the organization. Implications for the field of human resource development are also provided.

/pdf/construct-validation-of-an-arabic-version-of-the-learning-3mr378x2ki.pdf

Construct validation of an Arabic version of the Learning Transfer System Inventory for use in Jordan

The goal of the present research was to contribute to an understanding of the transfer of training process. This study used a conceptual model based on a comprehensive training evaluation model to examine the extent to which secondary influences on training effectiveness, motivational elements, environmental elements, ability/enabling elements, and learning from computerbased training were associated with and explained the variance in supervisory ratings of performance. Subjects were production operators in a Fortune 500 size petrochemical manufacturing firm. This study examined a revised conceptualization of transfer climate, one in which transfer climate variables were determined based on their referent or source in the work environment. As a set, transfer climate variables were shown to account for the largest proportion (R2 = .36, p < .001) of the variance in performance ratings. Of seven climate dimensions measured, the most powerful predictors of performance to emerge were interpersonal climate dimensions. Peer support, group resistance to change, and supervisor sanctions all emerged as significant predictors of performance. These findings strongly suggest that interpersonal transfer climate dimensions such as work group members belief about themselves as a group, normative expectations about group members work behavior, and supportive interpersonal relationships are highly influential factors dictating the use of training on the job. Results also showed that content validity was (a) positively and significantly correlated (r = .53, p < .001) with performance utility; (b) correlated ix Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. to a lessor degree with performance (r = .18, p < .08); and (c) a significant predictor of performance (P = .44, p < .001) in a regression model. In terms of the conceptual model used for this study, the results suggest that content validity may be appropriate as a secondary variable influencing performance through its motivational value as well as an ability/enabling variable influencing performance directly. The results of this study provide partial support for a conceptual model based on Holton’s (1996) comprehensive training evaluation and measurement model. The findings suggest that only through the use of comprehensive, integrated models of the training process can the cause and effect of training success or failure be reliably identified.

The Impact of Training Content Validity, Organizational Commitment, Learning, Performance Utility, and Transfer Climate on Transfer of Training in an Industrial Setting.

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The Impact of Training Content Validity, Organizational Commitment, Learning, Performance Utility, and Transfer Climate on Transfer of Training in an Industrial Setting.