The brighter side effects: Identification and attainment

Organizations that are becoming more diverse and relying on teams to achieve performance outcomes often employ organizational interventions to deliver these outcomes. Although some negative or null side effects have been demonstrated related to these interventions, we argue that many positive side effects are often not captured or are disregarded and warrant further attention. Using examples from the training literature, we provide evidence for positive side effects of organizational interventions. We also identify lapses in the field’s approach to the measurement of the effects of organizational interventions and how this prevents our attempts to improve these interventions to create better and more holistic outcomes for employees and organizations. We suggest opportunities to improve interventions that can be applied in our diverse workplaces.

Team Belonging: Integrating Teamwork and Diversity Training Through Emotions

With the worldwide focus shifting toward important questions of what diversity means to society, organizations are attempting to keep up with employees’ needs to feel recognized and belong. Given that traditionally team and diversity trainings are provided separately, with different theoretical backgrounds and goals, they are often misaligned and ineffective. We review 339 empirical articles depicting a team, diversity, or emotional management training to extract themes and determine which methods are most effective. Although research has demonstrated the importance of belonging for providing positive workplace outcomes, we found that the traditional design of these trainings and lack of emotional management prevent a balance between team and diversity goals, preventing belonging. We propose an integrative training with emotional management to help teams foster optimal belonging, where members can unite together through their differences. Accordingly, our themes inform this training model that can inspire future research into more effective training.

Towards an analysis of the transfer of training: empirical evidence from schools in Spain

Purpose

The transfer of training has been identified with the effectiveness of training. The purpose of this work is to analyse the impact of training stages (training needs analysis, application and evaluation) as they relate to training transfer.

Design/methodology/approach

The study participants correspond to a sample of 116 teachers with managerial responsibilities (management teams and department heads) from 17 secondary schools in Spain. This work hypothesises five significant relationships: needs analysis and application of training, application and transfer of training, evaluation and analysis of training needs, evaluation and application of training and evaluation and transfer of training. The hypotheses were tested using structural equations, namely, the partial least squares–structural equation modelling technique and SmartPLS version 3.2.9.

Findings

The relationships between application and transfer of training, between evaluation of training and needs analysis, application and transfer of training are positively contrasted. The relationship between the analysis and application of training is not contrasted.

Originality/value

This work analyses the relationship between the training process’s different phases (analysis, application and evaluation) in the training output (training transfer) and emphasises the role of evaluation in the training process.