Design Thinking: A Cognitive Resource for Improving Workforce Analytics and Training Evaluation

Autor/inn/en	Zafar, Natasha; Asadullah, Muhammad Ali; Haq, Muhammad Zia Ul; Siddiquei, Ahmad Nabeel; Nazir, Sajjad
Titel	Design Thinking: A Cognitive Resource for Improving Workforce Analytics and Training Evaluation
Quelle	In: European Journal of Training and Development, 47 (2023) 5-6, S.653-675 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-9012
DOI	10.1108/EJTD-09-2021-0150
Schlagwörter	Foreign Countries; Human Resources; Labor Force Development; Design; Thinking Skills; Prediction; Data Analysis; Corporations; Program Evaluation; Job Training; Evaluation Methods; Pakistan + Suchen Sie Ihr Suchwort? Ausland; Humankapital; Arbeitskräftebestand; Denkfähigkeit; Vorhersage; Auswertung; Unternehmen; Programme evaluation; Programmevaluation; Berufsqualifizierender Bildungsgang
Abstract	Purpose: The firms use training evaluation practices (TEPs) to determine the return of billions of dollars spent on employee training and development activities. The firms need to modernize the set of TEPs for evidence-based workforce management decisions. This study aims to examine a mediation mechanism to explain how human resource (HR) professionals' design thinking (DT) mindset strengthens the set of TEPs using predictive workforce analytics (PWAs). Design/methodology/approach: The authors used SPSS computational named MLMED to test the proposed relationships by collecting data from 180 management professionals serving in subsidiaries of multinational corporations in Pakistan. Findings: The statistical results demonstrated that DT is not directly related to firms' TEPs. However, the statistical results supported the mediating role of firms' use of PWAs between DT and TEPs. Originality/value: The findings offer a new perspective for firms to use HR professionals' DT mindset for modernizing the set of existing HR practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01