Faculty Development through Training Effectiveness: Role of Training Contents, Social Support and Instrumentality

Abstract

Purpose. Faculty development is important for educational institutions to effectively manage learning process and achieve desired goals. Therefore, educational institutions offer various types of training programs to enhance skills, knowledge and abilities of their faculty members but are often less concerned about the effectiveness of training programs. Therefore, the purpose of this study was to examine the role of training contents, social support and instrumentality in ensuring the training effectiveness. Methodology. This study used quantitative research design with deductive reasoning and explanatory survey research with a cross-sectional approach to explore, analyze and explain the effect of training effectiveness and effects of training contents, social support and instrumentality on transfer of training. Data was collected from 230 faculty members who had recently attended faculty development training programs. Findings. Results show that training contents and instrumentality are critical for training effectiveness whereas social support shows a weak relationship with training effectiveness Findings of this study also explain that intrinsic rewards have stronger positive effects on training transfer in contrast with extrinsic rewards. Implications to Research and Practice. Findings of this study would be helpful for trainers, educators and policymakers in the educational sector to design training programs considering the training contents and instrumentality. There is no research in past with focus on faculty development through training effectiveness specifically focusing on training contents, social support and instrumentality.