Effectiveness of training in organizations: A meta-analysis of design and evaluation features.

The authors used meta-analytic procedures to examine the relationship between specified training design and evaluation features and the effectiveness of training in organizations. Results of the meta-analysis revealed training effectiveness sample-weighted mean ds of 0.60 (k = 15, N = 936) for reaction criteria, 0.63 (k = 234, N = 15,014) for learning criteria, 0.62 (k = 122, N = 15,627) for behavioral criteria, and 0.62 (k = 26, N = 1,748) for results criteria. These results suggest a medium to large effect size for organizational training. In addition, the training method used, the skill or task characteristic trained, and the choice of evaluation criteria were related to the effectiveness of training programs. Limitations of the study along with suggestions for future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Transfer of management training from alternative perspectives.

One hundred seven management training evaluations were meta-analyzed to compare effect sizes for the transfer of managerial training derived from different rating sources (self, superior, peer, and subordinate) and broken down by both study- and training-related variables. For studies as a whole, and interpersonal management skills training studies in particular, transfer effects based on trainees' self-ratings, and to a lesser extent ratings from their superiors, were largest and most varied across studies. In contrast, transfer effects based on peer ratings, and particularly subordinate ratings, were substantially smaller and more homogeneous. This pattern was consistent across different sources of studies, features of evaluation design, and within a subset of 14 studies that each included all 4 rating sources. Across most rating sources, transfer of training was greatest for studies conducted in nonmilitary settings, when raters were likely to have known whether the manager being rated had attended training, when criteria were targeted to training content, when training content was derived from an analysis of tasks and skill requirements, and when training included opportunities for practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Studies in management training evaluation: I. Scaling responses to human relations training cases.

Dimensions of employee-orientation and sensitivity are used in this study of methodology in human relations training. "… is the purpose… to describe a scaling procedure by means of which open-end responses to stimulus films can be reliably scored." After showing 3 films "several groups of academic and industrial Ss" wrote responses to questions relevant to the 2 dimensions of supervisory behavior. 6 sets of responses were scaled by 16 judges, using a forced-distribution scheme. An abbreviated procedure was worked out and scale values obtained "indicate that the master scale method can be utilized with confidence." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Studies in management training evaluation: II. The effects of exposures to role playing.

(see 33: 11142) How effective is role playing as a tool in management human relations training? "A campus conference group of residential contractor foremen participated in this study." A film was shown and role players enacted completion of the criterion case. There were repeated exposures prepost Employee-orientation comparisons. Impact was the important thing-not repeated exposure. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effectiveness of grief therapy: A meta-analysis.

This meta-analysis addressed the question of how effective grief therapy is and for whom, using B. J. Becker's (1988) techniques for analyzing standardized mean-change scores. Analyses were based on 35 studies (N?=?2,284), with a weighted mean effect size (ES) of δ+?=?0.43 (95% confidence interval?=?0.33 to 0.52). Clients in no-treatment control groups showed little improvement (d=?=?0.06), possibly because of the relatively long delay between loss and treatment in most studies (mean delay?=?27 months). Moderators of treatment efficacy included time since loss and relationship to the deceased. Client selection procedures, a methodological factor not originally coded in this meta-analysis, appeared to contribute strongly to variability in ESs: a small number of studies involving self-selected clients produced relatively large ESs, whereas the majority of studies involving clients recruited by the investigators produced ESs in the small to moderate range. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A meta-analysis of controlled research on social skills training for schizophrenia.

A meta-analysis of randomized, controlled trials of social skills training for schizophrenia was conducted. Outcome measures from 22 studies including 1,521 clients were categorized according to a proximal-distal continuum in relation to the presumed site of action of skills training interventions, with content mastery tests and performance-based measures of skills assumed to be most proximal, community functioning and negative symptoms intermediate, and general symptoms and relapse most distal. Results reveal a large weighted mean effect size for content-mastery exams (d = 1.20), a moderate mean effect size for performance-based measures of social and daily living skills (d = 0.52), moderate mean effect sizes for community functioning (d = 0.52) and negative symptoms (d = 0.40), and small mean effect sizes for other symptoms (d = 0.15) and relapse (d = 0.23). These results support the efficacy of social skills training for improving psychosocial functioning in schizophrenia. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Application of a method of evaluating training.

Data were processed with Ward Edwards' formulation of value of training which includes estimates of proficiency level attained, worth of a trained man in dollars, and training costs in dollars. Difficulties which were encountered and techniques of overcoming them are reported. Results of the evaluation, which appear to be realistic, are reported. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rating formats and rater training redux: A context-specific approach for enhancing the effectiveness of performance management.

In this paper, we critically examine previous research on rating formats and rater training in the context of performance appraisal. Historically, the goal of this body of research has been to search for ways of maximizing the psychometric quality of performance evaluation data. Our central thesis is that there are a number of avenues for broadening this research. Accordingly, we propose a conceptual model that hopefully serves as a conceptual framework for future work in these 2 traditional performance appraisal research streams. For example, both rating formats and rater training research may be useful for facilitating and improving the feedback and employee development process, as well as reducing the potential existence of rater biases. In addition, format and training research may focus upon ways of enhancing both rater and ratee reactions to the appraisal system. A key feature of our model is the integration of national culture as a moderator of the relations between specific formats, training programs, and various outcomes. We consider both the national culture of raters and ratees, and focus specifically on comparisons between Western and East Asian cultures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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

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 (ρ = .66) followed by human interaction (ρ = .56) were the best predictors of reactions. Reactions predicted pre-to-post changes in motivation (β = .51) and self-efficacy (β = .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. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The impact of error training and individual differences on training outcomes: An attribute-treatment interaction perspective.

The authors examined the effectiveness of error training for trainees with different levels of cognitive ability, openness to experience, or conscientiousness. Participants (N=181) were randomly assigned to control, error-encouragement, or error-avoidance conditions and trained to perform a decision-making simulation. Declarative knowledge, task performance, and self-efficacy were measured posttraining. Findings suggest the effectiveness of error training is dependent on the cognitive ability or dispositional traits of trainees. High cognitive ability or more open individuals benefit more from error-encouragernent training than low cognitive ability or less open individuals. Conscientiousness has a negative effect on self-efficacy when trainees are encouraged to make errors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Team versus individual training, training task fidelity, and task organization effects on transfer performance by three-man teams.

Transfer performance of teams was measured in a simulated radar-controlled aerial intercept task. Superior performance occurred after training on an independently organized task (as compared to that after training which required verbal interaction among controllers), and superior performance occurred in an independently organized transfer task. However, these 2 variables interacted such that performance on an interaction condition of the transfer task was equivalent to that on an independently organized task if prior training was under the independent task organization. Training task fidelity influenced performance only on the interaction transfer task, with superior performance following a high-fidelity training situation in which controllers could acquire the same skills to be required in transfer for communication to interceptor pilots. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Stimulus and response fidelity in team training.

Transfer performance of 2-man teams was observed in a simulated radar-controlled aerial intercept task following either high or low stimulus (S-) fidelity and either high or low response (R-) fidelity training treatments. Both high S- and high R-fidelity training treatments resulted in superior transfer task performance; however, the effects of high R-fidelity training were relatively brief. It was concluded that whereas both are desirable, it is less important to provide high R-fidelity training at least for tasks where the major output requires verbal communication skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Transfer of team skills as a function of type of training.

5 groups varying in training context (team vs. individual) and skill acquisition (individual, coordination, and communication skills) were compared at transfer on team (coordination of interceptions) and individual (number of interceptions) performance of a simulated radar-controlled aerial intercept task. Individual performance was unaffected by the training variables, but team performance was a positive function of the emphasis on coordination skills during training. When acquisition of coordination skills was held constant, context had no effect on transfer performance. Intrateam communications retarded performance but prohibiting these communications during training did not lessen their disruptive effect at transfer. This inhibitory influence of team communications reflected the verbal transmittal of information irrelevant to the task or more readily obtainable from the radar scopes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Transfer of training between quickened and unquickened tracking systems.

Positive transfer of training was found to occur in switching from unquickened (knowledge of results delayed due to a loose display-control relationship) tracking system to a quickened (knowledge of results is instantaneous) tracking system, or in switching from a quickened to an unquickened system. Different amounts of training provided no difference in the extent of transfer, however, and transfer between the two systems was not complete. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A practicum training program.

"It is the purpose of this paper to describe the development of a state hospital practicum program." "The Southeast Louisiana Hospital from its inception was planned as a facility which would offer unique opportunities in training and research for its professional personnel… . The present census of the hospital is about 360 patients." Fellows in clinical psychology have opportunities for training in diagnostic services, in psychotherapy, and in research. The nature of opportunities for experience in each of these areas is briefly outlined. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comparison of error in five sorting procedures for ordinal ranking.

The effect or sorting procedures on ranking error was investigated. Different groups of Ss ranked a series of 50 stimulus cards using 5 different sorting methods. Significant differences in ranking errors among the 5 methods were observed, with a "free" procedure showing less error than "structured" procedures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mental rotation: Cross-task training and generalization.

It is well established that performance on standard mental rotation tasks improves with training (Peters et al., 1995), but thus far there is little consensus regarding the degree of transfer to other tasks which also involve mental rotation. In Experiment 1, we assessed the effect of mental rotation training on participants' Mental Rotation Test (MRT) scores. Twenty-eight participants were randomly assigned to one of three groups: a “One-Day Training,” “Spaced Training,” or “No Training” group. Participants who received training achieved higher scores on the MRT, an advantage that was still evident after 1 week. Distribution of training did not affect performance. Experiment 2 assessed generalization of mental rotation training to a more complex mental rotation task, laparoscopic surgery. Laparoscopic surgical skills were assessed using Fundamentals of Laparoscopic Surgery (FLS) tasks. Thirty-four participants were randomly assigned to a “Full Mental Rotation Training, MRT and FLS,” “MRT and FLS,” or “FLS-only” group. MRT results from Experiment 1 were replicated and mental rotation training was found to elicit higher scores on the MRT. Further, mental rotation training was found to generalize to certain laparoscopic surgical tasks. Participants who obtained mental rotation training performed significantly better on mental-rotation dependent surgical tasks than participants who did not receive training. Therefore, surgical training programs can use simple computer or paper-based mental rotation training instead of more expensive materials to enhance certain aspects of surgical performance of trainees. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A program for training college teachers of psychology: Mark II.

Changes in the program for training psychology teachers at the University of Michigan earlier reported (see 26: 59) are discussed. Major sections are: Selection, Training, Initial Experience, Teaching Experience and the Teaching Seminar, and Evaluating the Program. In the teaching seminar, 2 focal points in discussing the role of phychology in a liberal and general education are (a) a list of objectives for introductory psychology prepared by McKeachie and (b) Claude Buxton's book, College Teaching: A Psychologist's View. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Specificity effects in training and transfer of speeded responses.

In 3 experiments, participants, on signal, moved a cursor from a central position to 1 of 8 numerically labeled locations on the circumference of a clock face. Movements were controlled by a mouse in 1 of 4 conditions: vertical reversal, horizontal reversal, combined reversals, or normal (i.e., no reversals). Participants were trained in 1, 2, or 3 of these conditions and were tested 1 week later with either the same or a different condition. There were improvements across training and perfect retention across the delay. There was little or no transfer, however, even when training involved combined reversals or multiple conditions. These results illustrate severe specificity of training and are interpreted in terms of acquired inhibition of normal responses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluation of training in creative problem solving.

"The experiment was designed to evaluate the effects of a creative problem-solving course on creative abilities and selected personality variables." There were 3 matched groups of 54 Ss each. 1 group was enrolled in courses in creative problem solving; the other 2 were enrolled in other courses. 11 prepost test measures were used. "Results are interpreted to indicate that the creative problem-solving course produces a significant increment on certain ability measures associated with practical creativity and on the personality variable dominance." (PsycINFO Database Record (c) 2010 APA, all rights reserved)