Exploring determinants of pre-training motivation and training effectiveness: a temporal investigation
20 Jan 2021-Vol. 9, Iss: 4, pp 321-337
TL;DR: The authors examined the role of the trainer's reputation, training nomination and training reputation on pre-training motivation and training effectiveness in a business context, and found that self-nomination positively influences pretraining motivation.
Abstract: The present study is an attempt to extend previous findings and examine the role of the trainer's reputation, training nomination and training reputation on pre-training motivation and training effectiveness in a business context.,The authors hypothesized that trainer reputation, training nomination and training reputation would affect pre-training motivation; and that pre-training motivation would act as a mediator between these three variables and training effectiveness. The sample is constituted by 251 managerial-level employees at a large firm in India who completed pre-training and post-training surveys. These data were then analyzed using structural equation modeling and other inferential techniques.,The results suggested that self-nomination positively influences pre-training motivation. Similarly, positive training and trainer reputations also affect pre-training motivation. Pre-training motivation mediates the relationship between trainer reputation, training nomination, training reputation and training effectiveness.,The method bias and measurement error cannot be ruled out. The data were collected from employees in a single firm via self-reports, and, ceteris paribus, it would be advantageous to broaden the sampling frame to cover multiple organizations with data collected using more than one methodology. However, the temporal lag of 45 days used herein between collecting predictor data and criterion data can reasonably be expected to have mitigated this problem to some extent.,The findings regarding the reputation suggest that what trainees know or what they believe they know about the trainer or the training program they are going to attend will have a significant impact on their pre-training motivation, and subsequently on the training effectiveness. It is also essential to understand how trainees get information about training. Most often, this information travels through various informal channels and passes through many people, and thus trainees may get inadequate or incorrect information about the training program and the trainer.,Previous research indicates that only a small proportion of training actually gets transferred to the job (Mackay, 2007). This study augments the literature by putting forward empirical evidence that could be leveraged by firms' senior management teams pursuant of optimizing investments in the training of employees.
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TL;DR: In this paper, the authors examined the pre-training and post-training variables influencing employee training effectiveness in the banking industry in this era of the digital age and found that a significant influence of pretraining (i.e., training environment, trainer quality) and post training factors (e.g., trainee motivation, trainee selfefficacy, and authentic leadership practices) towards the bank's staff training effectiveness.
Abstract: PurposeThe purpose of this study is to examine the pre-training and post-training variables influencing employee training effectiveness in the banking industry in this era of the digital age.Design/methodology/approachThis study adopted a cross-sectional research design and a structured questionnaire to survey the participants (i.e., bank employees) (n = 702) for data collection. The data gathered from the surveyed respondents were analyzed using the Partial Least Square to Structural Equation Modeling (PLS-SEM) approach to test the proposed hypotheses.FindingsThe research findings suggest a significant influence of pre-training (i.e., training environment, trainer quality) and post-training (i.e., trainee motivation, trainee self-efficacy, and authentic leadership practices) factors towards the bank's staff training effectiveness in this era of digital age.Originality/valueThe research is one of the pioneer attempts on training effectiveness that significantly open opportunity for financial institutions such as banks to meet the challenge of the fourth industrial revolution from a developing country perspective. The current study also contributes to the extension of the theoretical and managerial doctrine in terms of the relationship among the pre-and post-training factors to enhance training effectiveness under the scope of the financial sector's employees to manage human resources and their development in the digital age.
14 citations
TL;DR: In this paper , an online quantitative survey with a sample of state-funded teachers consisting of civil, honorary, and contract teachers was conducted to elaborate on the relationship between training management, effectiveness, and its impact on the teaching creativity of public teachers from kindergarten to upper secondary level.
Abstract: The COVID-19 pandemic makes it difficult for the teaching and learning process to be conducted freely using all learning modes due to the limited interaction between teachers and students by distance. Therefore, teachers must creatively utilize various learning models to ensure students are properly taught during the pandemic. In this regard, this study aims to elaborate on the relationship between training management, effectiveness, and its impact on the teaching creativity of public teachers from kindergarten to upper secondary level. This is an online quantitative survey with a sample of state-funded teachers consisting of civil, honorary, and contract teachers. These three types of teachers were included in the category of teachers of the State Civil Apparatus. The accidental sampling technique was used to obtain data from 405 respondents through the questionnaire distribution for a month. This was greater than the initial target of 200 people as a condition for the eligibility of the number of respondents when using structural equation modeling (SEM)—AMOS analysis. A total of four hypotheses were proposed in this study, with three accepted and one rejected. The result showed that training management contributed significantly to training effectiveness but had a minimal contribution to increasing teachers teaching creativity during the pandemic. Furthermore, training effectiveness had a significant contribution to the invention of teaching teachers and was a full mediator. This study also found the lack of references about management training and the relationships built. Proper management is a key factor in encouraging the effectiveness of activity, but it is unable to improve the creativity of teaching teachers directly. The role of training effectiveness was significant because it increases the contribution of training management to teacher teaching creativity. This research also showed that the training carried out on ASN only be successful with good management. The effectiveness of teachers teaching creativity can only be increased through training, especially during a pandemic.
References
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TL;DR: In this paper, the authors summarize 35 years of empirical research on goal-setting theory and describe the core findings of the theory, the mechanisms by which goals operate, moderators of goal effects, the relation of goals and satisfaction, and the role of goals as mediators of incentives.
Abstract: The authors summarize 35 years of empirical research on goal-setting theory. They describe the core findings of the theory, the mechanisms by which goals operate, moderators of goal effects, the relation of goals and satisfaction, and the role of goals as mediators of incentives. The external validity and practical significance of goal-setting theory are explained, and new directions in goal-setting research are discussed. The relationships of goal setting to other theories are described as are the theory's limitations.
4,052 citations
TL;DR: In this article, the effects of training design, trainee, and work-environment factors on conditions of transfer are reviewed and critiqued, including the need to test various operationalizations of training and work environment factors that have been posited as having an impact on transfer.
Abstract: Transfer of training is of paramount concern for training researchers and practitioners. Despite research efforts, there is a growing concern over the “transfer problem.” The purpose of this paper is to provide a critique of the existing transfer research and to suggest directions for future research investigations. The conditions of transfer include both the generalization of learned material to the job and the maintenance of trained skills over a period of time on the job. The existing research examining the effects of training design, trainee, and work-environment factors on conditions of transfer is reviewed and critiqued. Research gaps identified from the review include the need to (1) test various operationalizations of training design and work-environment factors that have been posited as having an impact on transfer and (2) develop a framework for conducting research on the effects of trainee characteristics on transfer. Needed advancements in the conceptualization and operationalization of the criterion of transfer are also discussed.
3,059 citations
TL;DR: Meta-analytically summarizes the literature on training motivation, its antecedents, and its relationships with training outcomes such as declarative knowledge, skill acquisition, and transfer and shows that training motivation explained incremental variance in training outcomes beyond the effects of cognitive ability.
Abstract: This article meta-analytically summarizes the literature on training motivation, its antecedents, and its relationships with training outcomes such as declarative knowledge, skill acquisition, and transfer. Significant predictors of training motivation and outcomes included individual characteristics (e.g., locus of control, conscientiousness, anxiety, age, cognitive ability, self-efficacy, valence, job involvement) and situational characteristics (e.g., climate). Moreover, training motivation explained incremental variance in training outcomes beyond the effects of cognitive ability. Meta-analytic path analyses further showed that the effects of personality, climate, and age on training outcomes were only partially mediated by self-efficacy, valence, and job involvement. These findings are discussed in terms of their practical significance and their implications for an integrative theory of training motivation.
2,033 citations
TL;DR: The chapter presents the performance-contingent rewards that actually enhance intrinsic motivation when administered in a way that places emphasis on effective performance rather than on reward acquisition.
Abstract: Publisher Summary The chapter discusses the empirical exploration of intrinsic motivational processes. Intrinsically motivated behaviors, motivated by the underlying need for competence and self-determination, are investigated in a variety of ways at the physiological, psychological, and operational levels. One of the two general approaches; the incongruity theories and the competence and/or self-determination theories generally guides those focused on the psychological level. The chapter presents the performance-contingent rewards that actually enhance intrinsic motivation when administered in a way that places emphasis on effective performance rather than on reward acquisition. The research literature that explored the nature of intrinsic motivation and the effects of rewards and controls on intrinsic motivation highly support the competence and self-determination formulation of intrinsic motivation and also the propositions of cognitive evaluation theory. The results of individual studies provided the basis for greater understanding of the phenomena and greater specificity of the theory. Understanding of motivational processes is critical for explicating and predicting human behavior as well as a variety of interrelated beliefs, attitudes, and affects, the complex referred to as motivational subsystems. The chapter also describes a field study conducted in the fourth, fifth, and sixth grades of four elementary schools.
1,227 citations
TL;DR: In this paper, the authors provide an integrative and analytical review of factors impacting transfer of training, and synthesize the developing knowledge regarding the primary factors influencing transfer to identify variables with substantive support and to discern the most pressing gaps.
Abstract: Given the proliferation of training transfer studies in various disciplines, we provide an integrative and analytical review of factors impacting transfer of training. Relevant empirical research for transfer across the management, human resource development (HRD), training, adult learning, performance improvement, and psychology literatures is integrated into the review. We synthesize the developing knowledge regarding the primary factors influencing transfer—learner characteristics, intervention design and delivery, and work environment influences—to identify variables with substantive support and to discern the most pressing gaps. Ultimately, a critique of the state of the transfer literature is provided and targeted suggestions are outlined to guide future empirical and theoretical work in a meaningful direction.
1,156 citations