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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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