Holton’s Evaluation Model:
New Evidence and
Construct Elaborations

Conclusion

goal orientation

Learning

Perceptions of Training

work improvement process in HRD

Update the model by

to reflect new theory

particularly

motivation

Individual Learner

Dispositional influence

motivation

traits personality

Costa and McCrae
(1992
)

5 factor model personality

openness to experience,

agreeableness,

extraversion,

conscientiousness

neuroticism (or emotional stability),

Colquitt, LePine, and Noe’s (2000)

on the learning

outcome learning


through pretraining self-efficacy.

conscientiousness

Herold, Davis, Fedor, & Parsons,
2002, p. 854

anxiety,insecurity, and nervousness

dependable,

persevering,

disciplined,

achievement oriented

hardworking,

deliberate,

Emotional stability 🚫

based experience

on the job training

to embrace new things

Naquin and Holton (2002)

conscientiousness, neuroticism,
and openness to experience

agreeableness is focus on

a cooperative,

compassionate,

trusting person

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image

Extraversion 🚫

learning oriented

pursue
difficult learning challenges

persist in the face of failure of learning difficulties

positive outcomes

performance oriented

negative or neutral learning outcomes

VS

an internal
locus of control

has

changes in performance are
only possible through changes

ability to improve their skills and performance by exerting effort in training

Job attitudes

Colquitt etal.(2000)

job attitude variables have not received sufficient research attention in the training literature.

Organization comitment

Job involvement

Motivation to ImproveWork Through
Learning (MTIWL)

combining motivation
to learn and motivation to transfer

work commitment

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

Individual Performance

Learning Transfer Research

no validated
framework

work on a conceptual framework

measurement instrument

learning transfer
system

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

constructs measured by the LTSI

transfer design, transfer climate, and motivation

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

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

low to moderate correlation

higher alignment of training with the strategic direction

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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