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Exploring qualitative training reactions: individual and contextual influences on trainee commenting.
Reanna Poncheri Harman1, J Kemp Ellington2, Eric A Surface1
1SWA Consulting Inc.
The Journal of Applied Psychology
|December 16, 2014
Summary
Qualitative training reactions are often misunderstood, but commenting behavior offers insights. Class experiences and individual factors influence trainee comments, impacting training evaluation data.
Area of Science:
- Organizational Psychology
- Human Resource Development
- Educational Measurement
Background:
- Training evaluation commonly uses qualitative reactions, yet these are poorly understood.
- Commenting behavior, prevalent in online interactions, represents an untapped data source for training evaluation.
- Existing research on training reactions primarily focuses on individual-level analysis.
Purpose of the Study:
- To explore commenting behavior in training evaluations.
- To identify individual and contextual factors influencing trainee commenting.
- To understand the characteristics of trainee comments.
Main Methods:
- Three studies were conducted to investigate commenting behavior.
- Multilevel modeling was used to analyze commenting variance.
- Individual difference (interest, satisfaction, beliefs) and contextual (class-level) influences were examined.
Main Results:
- Significant class-level variance in commenting was found across all three samples.
- Individual differences, such as interest and satisfaction, influenced commenting.
- Item wording was identified as a factor impacting commenting behavior.
Conclusions:
- Training evaluation should consider class-level influences on qualitative reactions, not just individual factors.
- Training professionals can leverage item wording to affect trainee commenting.
- Awareness of nonresponse to open-ended items is crucial for accurate data interpretation.
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