Toward Optimized Effectiveness of Employee Training Programs

2021 ◽  
Author(s):  
Dilek Uslu ◽  
Justin Marcus ◽  
Yasemin Kisbu-Sakarya
Keyword(s):  
Training Programs ◽  
Meta Analysis ◽  
Employee Training ◽  
Effect Sizes ◽  
Independent Effect ◽  
Workplace Training ◽  
Affective Outcomes ◽  
Training Outcomes ◽  
Training Interventions ◽  
Training Delivery

Abstract. Although organizations invest heavily on employee training, the effectiveness of employee training programs has not been well-established. In the current study, we examine the training delivery features of employee training programs to derive a better understanding of features that may be of best benefit in the improvement of employee affective outcomes. Specifically, and via the use of meta-analysis ( k = 79 studies totaling 107 independent effect sizes), we focus on two broad classes of affective employee training outcomes including attitudinal and motivational outcomes. Results evidence support for the effectiveness of employee workplace training interventions and indicate that employee training programs associated with attitudinal versus motivational outcomes require different features while being delivered to reach optimal effectiveness.

Characteristics of Effective School-Based, Teacher-Delivered Mental Health Services for Children

2019 ◽  
Vol 30 (4) ◽  
pp. 422-432
Author(s):  
Sunyoung Park ◽  
Samantha Guz ◽  
Anao Zhang ◽  
S. Natasha Beretvas ◽  
Cynthia Franklin ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Meta Analysis ◽  
Specific Treatment ◽  
Externalizing Disorders ◽  
Effect Sizes ◽  
Independent Effect ◽  
School Based ◽  
Treatment Characteristics

Purpose: The increasing need for school-based mental health services has altered teachers’ involvement in mental health services. Methods: This study presents a meta-analysis from a previous systematic review to identify which study characteristics result in effective treatment outcomes. Specific treatment characteristics analyzed in this study include type of intervention, treatment modality, length of treatment, and type of measurement. Effect sizes were coded by internalizing and externalizing disorders, depending on the symptoms the corresponding treatments were intended to address. A final sample size included 9 independent effect sizes of internalizing behaviors and 21 effect sizes of externalizing behaviors. Results: Internalizing disorders, social skill interventions, classroom modalities, and medium treatment length were moderating treatment characteristics. No significant effects were found for externalizing disorders. Conclusions: These results further add to the research on teacher’s role in school-based mental health services and provide important information for social workers who work in schools.

A Meta-Analysis on Computer Technology Intervention Effects on Mathematics Achievement for Low-Performing Students in K-12 Classrooms

2020 ◽  
pp. 073563312095206
Author(s):  
Hua Ran ◽  
Murat Kasli ◽  
Walter G. Secada
Keyword(s):  
Instructional Design ◽  
Mathematics Achievement ◽  
Computer Technology ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Effect Sizes ◽  
Independent Effect ◽  
Technology Intervention ◽  
K 12 ◽  
Positive Effect

This meta-analysis extended the current literature regarding the effects of computer technology (CT) on mathematics achievement, with a particular focus on low-performing students. A total of 45 independent effect sizes extracted from 31 empirical studies based on a total of 2,044 low-performing students in K-12 classrooms were included in this meta-analysis. Consistent with previous reviews, this study suggested a statistically significant and positive effect of CT ([Formula: see text] = 0.56) on low-performing students’ mathematics achievement. Of four CT types, the largest CT effect was found with problem-solving system ([Formula: see text] = 0.86), followed by tutoring [Formula: see text] = 0.80), game-based intervention ([Formula: see text] = .58), and computerized practice ([Formula: see text] = .23). Furthermore, other moderators were found to explain variation in CT effects on low-performing students’ mathematics achievement. Study findings contributed to clarifying the effect of CT for low-performing students’ mathematics achievement. Implications for instructional design and practices are also discussed.

Effect of exercise training on quality of life in multiple sclerosis: a meta-analysis

2008 ◽  
Vol 14 (1) ◽  
pp. 129-135 ◽  
Author(s):  
R.W. Motl ◽  
J.L. Gosney
Keyword(s):  
Quality Of Life ◽  
Multiple Sclerosis ◽  
Exercise Training ◽  
Effect Size ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Training Interventions ◽  
Manual Search ◽  
Exercise Stimulus

Using meta-analytic procedures, this study examined the overall effect of exercise training interventions on quality of life (QOL) among individuals with multiple sclerosis (MS). We searched MEDLINE, PSYCHINFO and CURRENT CONTENTS PLUS for the period of 1960 to November 2006 using the key words exercise, physical activity and physical fitness in conjunction with QOL and MS. We further conducted a manual search of bibliographies of the retrieved papers as well as literature reviews and contacted study authors about additional studies. Twenty-five journal articles were located and reviewed, and only 13 provided enough data to compute effect sizes expressed as Cohen's d. One hundred and nine effect sizes were retrieved from the 13 studies with 484 MS participants and yielded a weighted mean effect size of g = 0.23 (95% CI = 0.15, 0.31). There were larger effects associated with MS-specific measures of QOL and fatigue as an index of QOL. The nature of the exercise stimulus further influenced the magnitude of the mean effect size. The cumulative evidence supports that exercise training is associated with a small improvement in QOL among individuals with MS. Multiple Sclerosis 2008; 14: 129—135. http://msj.sagepub.com

The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research

2018 ◽  
Vol 88 (4) ◽  
pp. 479-507 ◽  
Author(s):  
Jean Stockard ◽  
Timothy W. Wood ◽  
Cristy Coughlin ◽  
Caitlin Rasplica Khoury
Keyword(s):  
Direct Instruction ◽  
Mixed Models ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Single Subject ◽  
Affective Outcomes ◽  
Half Century ◽  
Study Designs ◽  
Single Subject Designs

Quantitative mixed models were used to examine literature published from 1966 through 2016 on the effectiveness of Direct Instruction. Analyses were based on 328 studies involving 413 study designs and almost 4,000 effects. Results are reported for the total set and subareas regarding reading, math, language, spelling, and multiple or other academic subjects; ability measures; affective outcomes; teacher and parent views; and single-subject designs. All of the estimated effects were positive and all were statistically significant except results from metaregressions involving affective outcomes. Characteristics of the publications, methodology, and sample were not systematically related to effect estimates. Effects showed little decline during maintenance, and effects for academic subjects were greater when students had more exposure to the programs. Estimated effects were educationally significant, moderate to large when using the traditional psychological benchmarks, and similar in magnitude to effect sizes that reflect performance gaps between more and less advantaged students.

scholarly journals A Guide to Conducting a Meta-Analysis with Non-Independent Effect Sizes

2019 ◽  
Author(s):  
Mike W.-L. Cheung
Keyword(s):  
Ad Hoc ◽  
Meta Analysis ◽  
Real Data ◽  
Effect Sizes ◽  
Independent Effect ◽  
New Techniques ◽  
Missed Opportunities ◽  
Research Questions ◽  
Conventional Models ◽  
Traditional Approaches

Conventional meta-analytic procedures assume that effect sizes are independent. When effect sizes are non-independent, conclusions based on these conventional models can be misleading or even wrong. Traditional approaches, such as averaging the effect sizes and selecting one effect size per study, are usually used to remove the dependence of the effect sizes. These ad-hoc approaches, however, may lead to missed opportunities to utilize all available data to address the relevant research questions. Both multivariate meta-analysis and three-level meta-analysis have been proposed to handle non-independent effect sizes. This paper gives a brief introduction to these new techniques for applied researchers. The first objective is to highlight the benefits of using these methods to address non-independent effect sizes. The second objective is to illustrate how to apply these techniques with real data in R and Mplus. Researchers may modify the sample R and Mplus code to fit their data.

scholarly journals A Meta-analysis of Employment Discrimination Against Muslims and Arabs

2018 ◽  
Author(s):  
Timothy Bartkoski ◽  
Ellen Herrmann ◽  
Chelsea Witt ◽  
Cort Rudolph
Keyword(s):  
Meta Analysis ◽  
Experimental Studies ◽  
Research Literature ◽  
Effect Sizes ◽  
Independent Effect ◽  
Work Setting ◽  
Employment Decisions ◽  
Quantitative Review ◽  
Almost All ◽  
Future Work

Muslim and Arab individuals are discriminated against in almost all domains. Recently, there hasbeen a focus on examining the treatment of these groups in the work setting. Despite the great number of primary studies examining this issue, there has not yet been a quantitative review of the research literature. To fill this gap, this meta-analysis examined the presence and magnitude of hiring discrimination against Muslim and Arab individuals. Using 46 independent effect sizes from 26 sources, we found evidence of discrimination against Muslim and Arab people in employment judgments, behaviors, and decisions across multiple countries. Moderator analyses revealed that discrimination is stronger in field settings, when actual employment decisions are made, and when experimental studies used “Arab” (vs. “Muslim”) targets. However, primary studies provide inconsistent and inaccurate distinctions between Arabs and Muslims, therefore future work should be cautious in categorizing the exact aspect of identity being studied.

scholarly journals A Systematic Review and Meta-Analysis of the Effects of Food Safety and Hygiene Training on Food Handlers

Foods ◽  
2020 ◽  
Vol 9 (9) ◽  
pp. 1169
Author(s):  
Andrea Insfran-Rivarola ◽  
Diego Tlapa ◽  
Jorge Limon-Romero ◽  
Yolanda Baez-Lopez ◽  
Marco Miranda-Ackerman ◽  
...  
Keyword(s):  
Systematic Review ◽  
Food Safety ◽  
Effect Size ◽  
Meta Analysis ◽  
Practice Effect ◽  
Effect Sizes ◽  
Food Handlers ◽  
Training Interventions ◽  
Randomized Control ◽  
Knowledge Attitude And Practice

Foodborne diseases are a significant cause of morbidity and mortality worldwide. Studies have shown that the knowledge, attitude, and practices of food handlers are important factors in preventing foodborne illness. The purpose of this research is to assess the effects of training interventions on knowledge, attitude, and practice on food safety and hygiene among food handlers at different stages of the food supply chain. To this end, we conducted a systematic review and meta-analysis with close adherence to the PRISMA guidelines. We searched for training interventions among food handlers in five databases. Randomized control trials (RCT), quasi-RCTs, controlled before–after, and nonrandomized designs, including pre–post studies, were analyzed to allow a more comprehensive assessment. The meta-analysis was conducted using the random-effects model to calculate the effect sizes (Hedges’s g) and 95% confidence interval (CI). Out of 1094 studies, 31 were included. Results showed an effect size of 1.24 (CI = 0.89–1.58) for knowledge, an attitude effect size of 0.28 (CI = 0.07–0.48), and an overall practice effect size of 0.65 (CI = 0.24–1.06). In addition, subgroups of self-reported practices and observed practices presented effect sizes of 0.80 (CI = 0.13–1.48) and 0.45 (CI = 0.15–0.76) respectively.

scholarly journals The Effectiveness of Working Memory Training Programs for Special Needs and Typically Developing Students in Arab Countries: A Meta-Analysis Study

2020 ◽  
Vol 44 (3) ◽  
pp. 41-73
Keyword(s):  
Working Memory ◽  
Special Needs ◽  
Training Programs ◽  
Meta Analysis ◽  
Working Memory Training ◽  
Effect Sizes ◽  
Memory Training ◽  
Transfer Effects ◽  
Far Transfer ◽  
Near Transfer

Working memory training programs have attracted great interest, with claims that the training programs can have diverse beneficial effects. The purpose of this article was to examine near- and far-transfer effects following working-memory training and identify the significant moderators related to these effects. Twenty- three research articles were included in the meta-analysis. The results showed that near-transfer effects of verbal and visual-spatial working memory skills had effect sizes ranging from 3.22 to 2.99 respectively. Far-transfer effects of reading comprehension and academic achievement had effect sizes ranging from 3.17 to 2.43 respectively. Two significant moderators, namely, learner status (typically/special needs) and duration of training sessions(less 40 m/more 40 m) had an impact on near-transfer effects only.

scholarly journals The Effects of ADHD Teacher Training Programs on Teachers and Pupils: A Systematic Review and Meta-Analysis

2020 ◽  
pp. 108705472097280
Author(s):  
Rebecca J. Ward ◽  
Sarah J. Bristow ◽  
Hanna Kovshoff ◽  
Samuele Cortese ◽  
Jana Kreppner
Keyword(s):  
Systematic Review ◽  
Teacher Training ◽  
Training Programs ◽  
Meta Analysis ◽  
Training Interventions ◽  
Teacher Training Programs ◽  
Post Test ◽  
Mean Differences ◽  
Meta Analyses

Objective: To synthesize the evidence on the efficacy of ADHD teacher training interventions for teachers’ ADHD knowledge and reducing pupils’ ADHD-type behaviors. Method: Six electronic databases were systematically searched up to 14/04/20. Meta-analyses were performed to pool standardized mean differences (SMD). Results: 29 studies were included in the systematic review, and 22 meta-analyzed. SMD for teacher knowledge within subjects at post-test and follow-up was 1.96 (95% confidence interval = 1.48, 2.43) and ‒1.21 (–2.02, –0.41) respectively. Between subjects analyses at post-test showed SMD = 1.56 (0.52, 2.59), with insufficient data at follow-up. At post-test, SMD for pupils’ behavior within and between subjects was 0.78 (0.37, 1.18), and 0.71 (–0.11, 1.52), respectively. Medium-to-high risk of bias was found in all but one study. Conclusion: ADHD teacher training programs may be effective in initially improving ADHD teachers’ knowledge. There is inconsistent evidence for their efficacy to reduce students’ ADHD-type behaviors.

scholarly journals A Meta-Analysis of the Effects of Mental Contrasting With Implementation Intentions on Goal Attainment

2021 ◽  
Vol 12 ◽  
Author(s):  
Guoxia Wang ◽  
Yi Wang ◽  
Xiaosong Gai
Keyword(s):  
Goal Attainment ◽  
Implementation Intentions ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Self Regulation ◽  
Effect Sizes ◽  
Medium Effect ◽  
Independent Effect ◽  
Mental Contrasting ◽  
Medium Effect Size

Mental contrasting with implementation intentions (MCII) is a self-regulation strategy that enhances goal attainment. This meta-analysis evaluated the efficacy of MCII for goal attainment and explored potential moderators. A total of 21 empirical studies with 24 independent effect sizes (15,907 participants) were included in the analysis. Results showed that MCII to be effective for goal attainment with a small to medium effect size (g = 0.336). The effect was mainly moderated by intervention style. Specifically, studies with interventions based on interactions between participants and experimenters (g = 0.465) had stronger effects than studies with interventions based on interactions between participants and documents (g = 0.277). The results revealed that MCII is a brief and effective strategy for goal attainment with a small to moderate effect; however, because of some publication bias, the actual effect sizes may be smaller. Due to small number of studies in this meta-analysis, additional studies are needed to determine the role of moderator variables.

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