Developing the Training Strategy
Journal of Applied Psychology 2003, Vol. 88, No. 2, 234 –245
Copyright 2003 by the American Psychological Association, Inc. 0021-9010/03/$12.00 DOI: 10.1037/0021-9010.88.2.234
Effectiveness of Training in Organizations: A Meta-Analysis of Design and Evaluation Features
Winfred Arthur Jr.
Texas A&M University
Winston Bennett Jr.
Air Force Research Laboratory
Pamela S. Edens and Suzanne T. Bell
Texas A&M University
The authors used meta-analytic procedures to examine the relationship between specified training design and evaluation features and the effectiveness of training in organizations. Results of the meta-analysis revealed training effectiveness sample-weighted mean ds of 0.60 (k 15, N 936) for reaction criteria, 0.63 (k 234, N 15,014) for learning criteria, 0.62 (k 122, N 15,627) for behavioral criteria, and 0.62 (k 26, N 1,748) for results criteria. These results suggest a medium to large effect size for organizational training. In addition, the training method used, the skill or task characteristic trained, and the choice of evaluation criteria were related to the effectiveness of training programs. Limitations of the study along with suggestions for future research are discussed.
The continued need for individual and organizational development can be traced to numerous demands, including maintaining superiority in the marketplace, enhancing employee skills and knowledge, and increasing productivity. Training is one of the most pervasive methods for enhancing the productivity of individuals and communicating organizational goals to new personnel. In 2000, U.S. organizations with 100 or more employees budgeted to spend $54 billion on formal training (“Industry Report,” 2000). Given the importance and potential impact of training on organizations and the costs associated with the development and implementation of training, it is important that both researchers and practitioners have a better understanding of the relationship between
Copyright 2003 by the American Psychological Association, Inc. 0021-9010/03/$12.00 DOI: 10.1037/0021-9010.88.2.234
Effectiveness of Training in Organizations: A Meta-Analysis of Design and Evaluation Features
Winfred Arthur Jr.
Texas A&M University
Winston Bennett Jr.
Air Force Research Laboratory
Pamela S. Edens and Suzanne T. Bell
Texas A&M University
The authors used meta-analytic procedures to examine the relationship between specified training design and evaluation features and the effectiveness of training in organizations. Results of the meta-analysis revealed training effectiveness sample-weighted mean ds of 0.60 (k 15, N 936) for reaction criteria, 0.63 (k 234, N 15,014) for learning criteria, 0.62 (k 122, N 15,627) for behavioral criteria, and 0.62 (k 26, N 1,748) for results criteria. These results suggest a medium to large effect size for organizational training. In addition, the training method used, the skill or task characteristic trained, and the choice of evaluation criteria were related to the effectiveness of training programs. Limitations of the study along with suggestions for future research are discussed.
The continued need for individual and organizational development can be traced to numerous demands, including maintaining superiority in the marketplace, enhancing employee skills and knowledge, and increasing productivity. Training is one of the most pervasive methods for enhancing the productivity of individuals and communicating organizational goals to new personnel. In 2000, U.S. organizations with 100 or more employees budgeted to spend $54 billion on formal training (“Industry Report,” 2000). Given the importance and potential impact of training on organizations and the costs associated with the development and implementation of training, it is important that both researchers and practitioners have a better understanding of the relationship between