Hostname: page-component-78c5997874-fbnjt Total loading time: 0 Render date: 2024-10-30T23:48:51.613Z Has data issue: false hasContentIssue false

The brighter side effects: Identification and attainment

Published online by Cambridge University Press:  29 March 2022

Nishka Khoobchandani
Affiliation:
Claremont McKenna College
Shania Sharma
Affiliation:
Claremont McKenna College
Alicia S. Davis
Affiliation:
Claremont Graduate University
Jennifer Feitosa*
Affiliation:
Claremont McKenna College
*
*Corresponding author. Email: jfeitosa@cmc.edu

Abstract

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.

Type
Commentaries
Copyright
© The Author(s), 2022. Published by Cambridge University Press on behalf of the Society for Industrial and Organizational Psychology

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alhejji, H., Garavan, T., Carbery, R., O’Brien, F., & McGuire, D. (2016). Diversity training programme outcomes: A systematic review. Human Resource Development Quarterly, 27(1), 95149. https://doi.org/10.1002/hrdq.21221 CrossRefGoogle Scholar
Bezrukova, K., Spell, C. S., Perry, J. L., & Jehn, K. A. (2016). A meta-analytical integration of over 40 years of research on diversity training evaluation. Psychological Bulletin, 142(11), 12271274. https://doi.org/10.1037/bul0000067 CrossRefGoogle ScholarPubMed
Buckley, P., & Bachman, D. (2017, July 31). Meet the US workforce of the future. Deloitte Insights. https://www2.deloitte.com/us/en/insights/deloitte-review/issue-21/meet-the-us-workforce-of-the-future.html Google Scholar
Burke, L. A., & Hutchins, H. M. (2007). Training transfer: An integrative literature review. Human Resource Development Review, 6(3), 263296. https://doi.org/10.1177/1534484307303035 CrossRefGoogle Scholar
Chang, E. H., Milkman, K. L., Gromet, D. M., Rebele, R. W., Massey, C., Duckworth, A. L., & Grant, A. M. (2019). The mixed effects of online diversity training. Proceedings of the National Academy of Sciences, 116(16), 77787783. https://doi.org/10.1073/pnas.1816076116 CrossRefGoogle ScholarPubMed
Grossman, R., & Feitosa, J. (2018). Team trust over time: Modeling reciprocal and contextual influences in action teams. Human Resource Management Review, 28(4), 395410. https://doi.org/10.1016/j.hrmr.2017.03.006 Google Scholar
Hart, S. L., Steinheider, B., & Hoffmeister, V. E. (2019). Team-based learning and training transfer: A case study of training for the implementation of enterprise resources planning software. International Journal of Training and Development, 23(2), 135152. https://doi.org/10.1111/ijtd.12150 CrossRefGoogle Scholar
Hirschmann, K., Rosler, G., & Fortin, A. H. VI. (2020). “For me, this has been transforming”: A qualitative analysis of interprofessional relationship-centered communication skills training. Journal of Patient Experience, 7(6), 10071014. https://doi.org/10.1177/2374373520962921 CrossRefGoogle ScholarPubMed
Kirkpatrick, D. L. (1994). Evaluating training programs (1st ed.). Berrett-Koehler.Google Scholar
Lyubovnikova, J., West, T. H. R., Dawson, J. F., & West, M. A. (2018). Examining the indirect effects of perceived organizational support for teamwork training on acute health care team productivity and innovation: The role of shared objectives. Group & Organization Management, 43(3), 382413. https://doi.org/10.1177/1059601118769742 CrossRefGoogle Scholar
Salas, E., DiazGranados, D., Klein, C., Burke, C. S., Stagl, K. C., Goodwin, G. F., & Halpin, S. M. (2008). Does team training improve team performance? A meta-analysis. Human Factors, 50(6), 903933. https://doi.org/10.1518/001872008X375009 CrossRefGoogle ScholarPubMed
Tan, J. A., Hall, R. J., & Boyce, C. (2003). The role of employee reactions in predicting training effectiveness. Human Resource Development Quarterly, 14(4), 397411. https://doi.org/10.1002/hrdq.1076 CrossRefGoogle Scholar
van Kleef, G. A. (2017). The social effects of emotions are functionally equivalent across expressive modalities. Psychological Inquiry, 28(2–3), 211216. https://doi.org/10.1080/1047840X.2017.1338102 CrossRefGoogle Scholar
Watts, L. L., Gray, B. E., & Medeiros, K. E. (2021). Side effects associated with organizational interventions: A perspective. Industrial and Organizational Psychology: Perspectives on Science and Practice, 15(1), 7694.Google Scholar