• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Journal of Applied Psychology >Leadership Training Design, Delivery, and Implementation: A Meta-Analysis
【24h】

Leadership Training Design, Delivery, and Implementation: A Meta-Analysis

机译：领导培训设计，交付和实施：META分析

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Recent estimates suggest that although a majority of funds in organizational training budgets tend to be allocated to leadership training (Ho, 2016; O'Leonard, 2014), only a small minority of organizations believe their leadership training programs are highly effective (Schwartz, Bersin, & Pelster, 2014), calling into question the effectiveness of current leadership development initiatives. To help address this issue, this meta-analysis estimates the extent to which leadership training is effective and identifies the conditions under which these programs are most effective. In doing so, we estimate the effectiveness of leadership training across four criteria (reactions, learning, transfer, and results; Kirkpatrick, 1959) using only employee data and we examine 15 moderators of training design and delivery to determine which elements are associated with the most effective leadership training interventions. Data from 335 independent samples suggest that leadership training is substantially more effective than previously thought, leading to improvements in reactions (delta = .63), learning (delta = .73), transfer (delta = .82), and results (delta = .72), the strength of these effects differs based on various design, delivery, and implementation characteristics. Moderator analyses support the use of needs analysis, feedback, multiple delivery methods (especially practice), spaced training sessions, a location that is on-site, and face-to-face delivery that is not self-administered. Results also suggest that the content of training, attendance policy, and duration influence the effectiveness of the training program. Practical implications for training development and theoretical implications for leadership and training literatures are discussed.
机译：最近的估计表明，尽管组织培训预算中的大多数基金往往会被分配给领导力培训（HO，2016; O'Leonard，2014），只有一小部分组织认为他们的领导培训计划非常有效（Schwartz，Bersin ，＆Pelster，2014），呼吁质疑当前领导力发展举措的有效性。为了帮助解决此问题，此元分析估计领导力培训有效的程度，并确定这些方案最有效的条件。在这样做时，我们估算了四个标准（反应，学习，转让和结果; KirkPatrick，1959）的领导力培训的有效性，只使用员工数据来检查15个主持人的训练设计和交付，以确定哪些元素与之相关最有效的领导培训干预措施。 335个独立样本的数据表明，领导培训比以前认为的基本更有效，导致反应的改善（Delta = .63），学习（Delta = .73），转移（Delta = .82）和结果（Delta = .72），这些效果的强度基于各种设计，交付和实现特征而不同。主持人分析支持使用需求分析，反馈，多种交付方法（特别是练习），间隔训练会话，现场的位置，以及不自适应的面对面的交付。结果还表明，培训，出勤政策和持续时间内容影响了培训计划的有效性。讨论了对领导和培训文献的培训发展和理论影响的实际影响。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号