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A decade of training evaluation and training effectiveness research was reviewed to construct an integrated model of training evaluation and effectiveness. This model integrates four prior evaluation models and results of 10 years of training effectiveness research. It is the first to be constructed using a set of strict criteria and to investigate the evaluation and effectiveness relationships with an evaluation measure proposed several years ago, posttraining attitudes. Evaluation measures found to be related to posttraining attitudes were cognitive learning, training performance, and transfer performance. Training effectiveness variables found to be related to posttraining attitudes were pretraining self-efficacy, experience, posttraining mastery orientation, learning principles, and posttraining interventions. Overall, 10 training effectiveness variables were found to consistently influence training outcomes. Results also reveal that reaction measures and training motivation are two areas needing further development and research. These findings as well as other areas requiring research attention are discussed.
Keywords: training; training evaluation; training effectiveness; posttraining attitudes; training motivation; organizational characteristics; training characteristics; individual characteristics
Among the many recent contributions to the training literature, training evaluation and training effectiveness have received considerable attention (e.g., Broad & Newstrom, 1992; Goldstein, 1991; Holton, 2003; Holton & Baldwin, 2000; Kraiger, 2002; Noe & Colquitt, 2002; Torres & Preskill, 2001). In particular, expansions of Kirkpatrick's (1976) four-level evaluation strategy (Holton, 1996; Kraiger, 2002; Kraiger, Ford, & Salas, 1993; Tannenbaum, Cannon-Bowers, Salas, & Mathieu, 1993) and comprehensive conceptual models of training effectiveness (Holton, 1996; Tannenbaum et al., 1993) have emerged as important works. However, one evaluation measure proposed more than 10 years ago, posttraining attitudes, has not been sufficiently incorporated into evaluation models. In addition, a comprehensive update of all the variables now believed to contribute to training effectiveness has not been done for several years. As a result, the purpose of this article is to review the past decade of research on training evaluation and effectiveness and summarize these findings with an integrated model of training evaluation and effectiveness (IMTEE). This article will begin by clarifying the distinction between training evaluation and training effectiveness. This will be followed by a review of prior evaluation models and effectiveness models found in the literature. Finally, the IMTEE, which is based on the past 10 years of research, will be...