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Holton’s Evaluation Model: New Evidence and Construct Elaborations…
Holton’s Evaluation Model:
New Evidence and
Construct Elaborations
Conclusion
work improvement process in HRD
Update the model by
to reflect new theory
particularly
MTIWL
to engage in work-relevant learning experiences offered
strong transfer designs that stress practice
with high levels of simple MTL
job application than persons
goal orientation
learning oriented
pursue
difficult learning challenges
persist in the face of failure of learning difficulties
positive outcomes
an internal
locus of control
ability to improve their skills and performance by exerting effort in training
performance oriented
negative or neutral learning outcomes
changes in performance are
only possible through changes
Learning
Individual Learner
Dispositional influence
traits personality
motivation
Colquitt, LePine, and Noe’s (2000
)
on the learning
on the job training
to embrace new things
outcome learning
based experience
Extraversion :forbidden:
through pretraining self-efficacy.
conscientiousness
Herold, Davis, Fedor, & Parsons,
2002, p. 854
dependable,
persevering,
disciplined,
achievement oriented
hardworking,
deliberate,
anxiety,insecurity, and nervousness
Costa and McCrae
(1992
)
5 factor model personality
openness to experience,
agreeableness,
extraversion,
conscientiousness
neuroticism (or emotional stability),
Naquin and Holton (2002)
agreeableness is focus on
a cooperative,
compassionate,
trusting person
conscientiousness, neuroticism,
and openness to experience
Perceptions of Training
Morgan
and Casper (2000)
suggested that models of training effectiveness such as the Holton model might benefit from incorporating
a multidimensional treatment of participant reactions
Utility Reactions
behavioral intentions and tested the effect of the affective and utility reaction
measures on learning and performance
Job attitudes
Colquitt etal.(2000)
job attitude variables have not received sufficient research attention in the training literature.
Organization comitment
Job involvement
combining motivation
to learn and motivation to transfer
work commitment
Individual Performance
Learning Transfer Research
no validated
framework
work on a conceptual framework
measurement instrument
transfer systemis a broader construct than transfer
climate but includes all factors traditionally referred to as transfer climate
completely understood and influenced by
examining the entire system
organizational performance
Montesino(2002)
the linkage between training, the strategic direction of the organization,transfer enhancing behaviors, and usage of training on the job.
trainees
higher alignment of training with the strategic direction
low to moderate correlation
Bates and Khasawneh (2004)
examined the effects of a learning organization culture and selected dimensions of transfer climate on
organizational innovation, an important organizational outcome from learning
organization interventions
motivation
Emotional stability :forbidden:
VS
has
Motivation to ImproveWork Through
Learning (MTIWL)
learning transfer
system
constructs measured by the LTSI
transfer design, transfer climate, and motivation
