Trainer attributes as drivers of training effectiveness

Abstract

Purpose The purpose of this paper is to discover trainer variables that act as driving forces on training effectiveness. This can be a catalyst for improving the quality of training outcomes thereby making training firms more competitive as well as bridge the gap in literature. Design/methodology/approach This qualitative research study used the grounded theory methodology. Data analysis was performed using open, axial and selective coding with a discursive set of theoretical propositions emerging. Qualitative data were collected through a focus group, one-on-one interviews and secondary sources. The subjects comprised primarily 26 past participants to the researcher’s firm’s training programs. Findings Seven major trainer attributes – facilitator disposition, real life examples, group work, interaction, participant involvement, stories/illustrations and demonstrations – were recognized by trainees whose post-training appraisals confirm that the training was effective. These trainer attributes combine with environmental factors to trigger trainee characteristics leading to behavior change and performance improvement. Research limitations/implications The paper makes a significant contribution to training evaluation literature. Researchers can take up any of the discovered attributes to further refine training evaluation theories or models. Practical implications New knowledge can be utilized to improve quality training presentations to improve learning outcomes. Organizational performance improvement, which is the desired return on investment of training, can better be achieved. Originality/value The paper goes beyond conceptual models to empirical discovery.