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Advances in Developing Human Resources Halton's Evaluation Model: New…

- - - - personality
        
        agreeableness
        
        received weak support.
        
        neuroticism (or emotional stability)
        
        received strong support in the literature
        
        extraversion
        
        no relationship with training outcomes
        
        openness to experience
        
        received strong support in the literature
        
        conscientiousness
        
        received strong support in the literature
  - - - job involvement
        
        as consistently been shown to be a significant predictor
        of motivation
      - organizational commitment
        
        mediated the effects of conscientiousness
        on motivation
        
        strong and
        direct effect on both dimensions of motivation
  - - - completed by trainees may have a role in predicting learning and performance outcomes
      - tentative conclusions
        
        there is no support
        for including affective reactions in the model
        
        research suggests that utility reactions offer
        small but significant predictive power to the model
- - - - resulted in a framework that
        defines 16 constructs that make up the learning transfer system
      - defines and measures all the variables that should be measured
  - - - Motivation to
        Learn (MTL)
      - Motivation to Transfer (MTT)
    - - still conceptualized as separate constructs
- - - - a low to moderate correlation was found
        between managers’ and trainees’ engagement in transfer enhancing behaviors perceptions that training was congruent with the strategic
        direction of the firm
      - trainees who reported very high usage of training perceived a significantly
        higher alignment of training with the strategic direction of the firm