100 Years of Training and Development Research: What We Know and Where We Should Go

Training and development research has a long tradition within applied psychology dating back to the early 1900’s. Over the years, not only has interest in the topic grown but there have been dramatic changes in both the science and practice of training and development. In the current article, we examine the evolution of training and development research using articles published in the Journal of Applied Psychology (JAP) as a primary lens to analyze what we have learned and to identify where future research is needed. We begin by reviewing the timeline of training and development research in JAP from 1918 to the present in order to elucidate the critical trends and advances that define each decade. These trends include the emergence of more theory-driven training research, greater consideration of the role of the trainee and training context, examination of learning that occurs outside the classroom, and understanding training’s impact across different levels of analysis. We then examine in greater detail the evolution of four key research themes: training criteria, trainee characteristics, training design and delivery, and the training context. In each area, we describe how the focus of research has shifted over time and highlight important developments. We conclude by offering several ideas for future training and development research

Preservice and inservice peer counseling training components in higher educational opportunity programs in Pennsylvania.

The Higher Education Equal Opportunity Act (Act 101), of the Commonwealth of Pennsylvania, took effect in July, 1971. The thrust of this legislation was to provide educational opportunities for economically and educationally disadvantaged students. Supportive intervention strategies such as peer counseling and professional counseling are fundamental ingredients of Act 101 programs. No particular peer counselor model is uniformly endorsed as the most effective for assisting Act 101 students. This study was a comparative, qualitative case study of the preservice and inservice training components of peer counseling programs at East Stroudsburg University, University of Pennsylvania, and Widener University. Program directors and counselors completed a questionnaire and participated in an in-depth interview in order to assess the amount of emphasis placed on various themes, skills, and attitudes during peer counseling preservice and inservice programs. The results of the study indicate there is general agreement among directors and counselors, at all three programs, about content and methodologies. It was concluded that a harmoniously blended theoretical model with the Carkhuff model (1967) as a base, is preferred. The Carkhuff model emphasises the core dimensions of helping: (1) empathic understanding; (2) positive regard; (3) genuineness; and (4) concreteness. The counselors have integrated parts of various theories, such as self-actualization theory, values clarification, skills training, and experiential learning. This eclectic approach represents the theoretical orientation preferred by the participants in this study

From evaluation to meta-evaluation of engineers' training in the automotive industry

This thesis presents and analyses the evaluation of an European wide training programme aimed at engineers working in a large multinational automotive company. The training programme is unique in that it was conceived to address particular operational concerns and involved a multicultural workforce from six European countries. The evaluation of the training, which extends from the pilot stages of the programme through to its full implementation, where Kirkpatrick's four level evaluation framework is used, is the company’s first large scale attempt at systematic training evaluation. The evaluation of the programme is typical in its approach as reflected in the wide body of literature, however the use of meta-evaluation to determine the overall value of the evaluation approach in a commercial context provides originality and the basis for establishing an alternative approach to evaluating vocational training. The main body of the thesis is presented in three parts. Part I provides a critical review of the literature relating to; learning and training; conceptualisations of evaluation; and measurement and evaluation methodology, to establish the foundation for the empirical study. Part II is a detailed analysis of the evaluand, the evaluation methodology employed, and the results and outcomes from the evaluation. Part III provides directions for training evaluation based on a meta-evaluation of the empirical study. The thesis draws conclusions with respect to the role of evaluation in organisational training. The evaluation of training is largely conceptualised in the literature as being concerned with the assessment of value or worth of training to an organisation, which is the prevailing paradigm of Kirkpatrick's training evaluation framework. From the evidence obtained through the empirical study with regard to utility, feasibility, propriety and accuracy, it is concluded that the role of evaluation should be directed towards maximising value or worth of training through the systematic assessment, feedback and optimisation of the identifiable parameters of the training process, with the outcomes of training forming part of an overall evaluation of training framework

Factors That Influence Transfer Of Hazardous Material Training: The Perception Of Selected Fire-fighter Trainees And Supervisors

This study examined the influence of factors on transfer of training and was based on the work of Broad and Newstrom (1992). For the purpose of this study the Broad and Newstrom (1992) transfer of training barriers are rephrased into positive statements. The nine transfer of training factors are: (1) reinforcement on the job; (2) little interference from immediate (work) environment; (3) supportive organizational culture; (4) trainees\u27 perception of training programs being practical; (5) trainees\u27 perception of relevant training content; (6) trainees\u27 being comfortable with change and associated effort; (7) trainer being supportive and inspiring; (8) trainees\u27 perception of training being well designed/delivered, and (9) peer support. This study explored the degree to which these factors influenced transfer of training in terms of on-the-job application. The study found supportive organizational culture to be the strongest predictor of transfer of training to on-the-job application. In addition, the degree of influence of Broad and Newstrom\u27s (1992) nine factors varied with the thirteen locations. The study also found perception gaps between fire fighter trainees and their supervisor on factors influencing transfer of training. They differed on four factors: Supportive organizational culture, Perception of training programs being practical, Trainer being supportive and inspiring, and Perception of training being well designed/delivered

Thematic Network Project Aligning a European Higher Education Structure in Sport Science - Report of the First Year

The motivation for creating a new ERASMUS Thematic Network project was related to potential fundamental changes in the structure of the Higher Education sector because of the Bologna process. While these changes are clearly influencing the development of the sport science sector in Europe, their actual implementation in the educational system is particularly complex, heterogeneous and sometimes contradictory especially in the sport science sector. For these reasons, the Bologna process strengthens the need of pooling together and capitalising on previous experience and developments made in the sector in order to fully support the process activated by the Bologna Declaration and to take into consideration all its implications. The project relates to the impact of the Bologna declaration on the “Alignment of Educational Structures in the Sport Sector” by concentrating on two major foci of interest in the sport science sector. The first focus concerns the integration of the programmes and time frames of the educational structures; the second intends to ensure that the identified structures relate to the needs of the labour market. To achieve these, the generic and sector specific competences will be defined with the aid of the methodology set up in the frame of the Pilot Project “Tuning Educational Structure in Europe”. For the two key aspects, the impact and the opportunities provided by ICT and e-learning facilities with specific adaptation to the sector will be analysed, compared and evaluated for further implementation at different levels. Given the complexity of what is called “sport and physical activity”, the project focuses on four main areas in the sports science sector: Sport Management, Physical Education, Health and Fitness, Sport Coaching. These are the key areas in the environment of sport and physical activity both for their prevalence in the educational and research offer and for the impact on the labour market. The involvement of a significant number of partners from the new applicant countries will also allow that their educational systems - which have often been characterised by very different standards and structures in the sport sector - could be incorporated in the European alignment but also bring a significant support with specific experience and practices to the new process. The target groups of the project are primarily European sport science students, teachers and policy makers at universities and institutions dealing with education and research in the mentioned areas. Key employer organisations, groups and networks in the areas identified will also be involved in the data collection and implementation of the results: i.e. directors and institute managers, researchers, teachers, students, graduates, designers of curricula, managers of communication and information inside the institutions, and national and regional governments, national and international associations and confederations of sport organisations as well as workers' unions and associations of employers in the sector

Effects of individual characteristics on expatriates' adjustment and job performance

Purpose– Researchers have been focusing on the predictors of expatriates' adjustment and job performance at different levels (individual level, organizational level and societal level), but still some of the predictors have been ignored or unclear in the expatriate literature. The purpose of this paper is to develop a comprehensive framework in order to better understand the role of individual factors in expatriate adjustment and job performance.Design/methodology/approach – The review of past research is used to develop a conceptual framework.Findings – This conceptual paper provides theoretical ground for individual factors which include Big Five, self‐efficacy, previous international experience, cultural sensitivity and social network and proposes that expatriate adjustment (work, general and interaction adjustment) mediates the relationship between individual factors (personality traits (Big Five), self‐efficacy, previous international experience, cultural sensitivity and social network) and expatriate job performance (rated by peer and supervisor).Practical implications– This paper also provides practical implications for the managers and professionals involved in expatriates' selection, training and performance management.This paper suggests that managers involved in selection of candidates for international assignment should consider personality traits, level of self‐efficacy, previous international experience, social network and cultural sensitivity at the time of selection of candidates for international assignment. Furthermore, managers should design pre‐departure training programs in a way that enhances candidates' self‐efficacy level, overcomes cultural sensitivity, and motivates them to expand social network. Finally, managers should explain to the candidates how they can use their personal skills and knowledge to gain work, general and interactions adjustment in order to achieve job tasks.Originality/value– The proposed framework is developed based on the past theoretical review in order to cover the gap and contribute to the body of knowledge in expatriate literature.Based on the proposed framework, this paper invites researchers to empirically test the suggested propositions in order to further strengthen and develop understanding about individual factors including Big Five and other expatriates' adjustment and job performance predictors

Personal development in the workplace : the concept and its usage in selection and training

The use of the concept of Personal Development is widespread in the commercial world, particularly with respect to Selection and Training. Here the use of the term by Managers and (Personal Development) Trainers is investigated through questionnaires and semi-structured interviews. Although both groups use the concept freely, neither group is able to clearly articulate what they mean. Managers' emphasis external changes (acquisition of skills/attainment of goals) whereas Personal Development Trainers delineate a separate notion of Personal Growth, which relates to internal change (a way of being rather than of doing).In Selection Managers rely extensively on 'intuition', making decisions on the basis of tacit criteria relating to 'personal qualities' that are not part of the formal specification of the post.In relation to Training both groups identify 'Key Insights' as the product. Benefits relate to both 'being' (awareness) and 'doing' (improved performance).A distinction becomes apparent between Personal Development, which relates to directly to improvement in work performance, and Personal Growth, which is seen to increase personal 'skills', and enhance personal 'qualities'. The research establishes a list of Key Insights, the foremost of which is 'Self Awareness'.It is evident that Managers are looking beyond KSA's (Knowledge Skills and Abilities) to encompass BVP's (Beliefs, Values and Personality) in both the selection and training of employees. To facilitate this a greater understanding of the concepts of Personal Development and Personal Growth is needed. It is suggested that the identification of Key Insights provide a structure to enable clarification of thinking by both: Managers and Trainers

Roles and Responsibilities of a Coach Developer in a Youth Soccer Setting in the United States

Although coaching has a long history guided in the apprenticeship or mentorship model (Taylor & Garratt, 2013), research has primarily focused on the athlete, rarely on the coach, and almost never on whom the coach is serving as an apprentice to, or being mentored or supported by. Internationally, this role has been termed a ‘coach developer,’ but the formalized title and role of the coach developer is still a rather new concept (ICCE, 2014), with most research focused on the coach developer working at elite levels. Therefore, the purpose of this study was to explore the roles and responsibilities of a coach developer in the United States youth soccer sport context, specifically within a single organization. Using a two-round modified Delphi approach, six panelists agreed 108 of the 184 tasks were the responsibility of the regional coach developer, 131 tasks were important to the role of the coach developer, and 51 tasks were completed at least weekly by the coach developer. Of the 184 tasks, 48 were agreed to be the current responsibility of, and important to, the weekly coach developer role. This is an increase from the 22 tasks that were identified in the organization’s onboarding materials. Furthermore, one task reached a consensus for responsibility but not importance, while 20 tasks reached a consensus for importance but not responsibility. The discrepancies demonstrate an opportunity for growth within the coach developer role at the organization. This study echoes Cale and Abraham (2016) and Harvey and colleagues (2021) recommendation’s regarding the need for the identification of more specific knowledge, skills, and attitudes for coach developer positions in order to better inform professional development opportunities, especially for those functioning in the youth sport context

Внедрение программы развития потенциала сотрудников в компании по торговле металлом в сфере малого бизнеса г.Екатеринбурга, РФ : магистерская диссертация

Master's thesis is made on 77 pages (A4 format, Times new Roman font, font size 14, interval 1.5). Number of tables – 10 (without attachments). Number of drawings – 35 (without attachments). Master's thesis consists of an introduction, three chapters, conclusion, references, applications. The theoretical part presents the basic concepts, the evolution of concepts, characteristics, factors, nature and relationships with other variables. In the practical part the General characteristics of the studied company and staff, the analysis of the work to identify employees with high potential, as well as emotional burnout are analyzed. On the basis of the obtained results, recommendations were given on the development and implementation of the program of capacity development and reduction of emotional burnout of employees in the company's activities.Магистерская диссертация выполнена на 77 страницах (формат А4, шрифт Times New Roman, размер шрифта 14, интервал1.5). Количество таблиц – 10 (без вложений). Количество рисунков – 35 (без вложений). Магистерская диссертация состоит из введения, трех глав, заключения, списка литературы, приложений. В теоретической части представлены основные понятия, эволюция понятия, характеристики, факторы, природа и отношения с другими переменными. В практической части анализируются общие характеристики исследуемой компании и персонала, анализ работы по выявлению работников с высоким потенциалом, а также эмоционального выгорания. На основе полученных результатов были даны рекомендации по разработке и внедрению в деятельность компании программы развития потенциала и снижения эмоционального выгорания сотрудников

Leading your Research Team in Science

This short and practical guide offers valuable recommendations, stories and exercises, to guide readers towards a really successful career as an independent investigator in science. A must-read for early-career researchers, as well as those advising them and anyone else serious about science. This title is available as Open Access via Cambridge Core