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.
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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, an exploratory model describing the influence on trainee career and job attitudes on training outcomes (learning, behavior change, performance improvement) has been proposed, which suggests that job involvement and career planning are antecedents of learning and behavior change.
Abstract: Studies of the influence of trainee characteristics on training effectiveness have focused on the ability level necessary to learn program content. Motivational and environmental influences on training effectiveness have received little attention. The purpose of this study was to test an exploratory model describing the influence on trainee career and job attitudes on training outcomes (learning, behavior change, performance improvement). Results of the study suggest that job involvement and career planning are antecedents of learning and behavior change. Future research directions and practical implications of the results are discussed. Training can be defined as a planned learning experience designed to bring about permanent change in an individual's knowledge, attitudes, or skills (Campbell, Dunnette, Lawler, & Weick, 1970). Training effectiveness is usually determined by assessing some combination of the criteria presented in Kirkpatrick's (1967) hierarchical model of training outcomes. This hierarchy is composed of four levels of training effects: trainees' reactions to the program content and training process (reaction), knowledge or skill acquisition (learning), behavior change (behavior), and improvements in tangible individual or organizational outcomes such as turnover, accidents, or productivity (results). A number of training evaluation studies have provided support for the hierarchical model (e.g., Clement, 1978; Fromkin, Brandt, King, Sherwood, & Fisher, 1975; Latham, Wexley, & Purcell, 1975).
976 citations
TL;DR: In this article, a model of individual and situational influences on individuals' training-related motivation and training effectiveness based on valence-instrumentality-expectancy theory was developed.
Abstract: A model of individual and situational influences on individuals’ training-related motivation and training effectiveness based on valence-instrumentality-expectancy theory was developed. A training ...
901 citations
TL;DR: In this article, the influence of social support for training from four organizational constituents (top management, supervisors, peers, and subordinates) and task constraints in the work environment on pretraining motivation and training transfer were evaluated.
729 citations
TL;DR: The authors examined the development of organizational commitment, academic self-efficacy, physical selfefficacy and motivation in a socialization-type training context with data collected from 666 military trainees.
Abstract: The development of organizational commitment, academic self-efficacy, physical self-efficacy, and motivation was examined in a socialization-type training context with data collected from 666 military trainees. The hypotheses were that (a) training fulfillment, or the extent to which training meets or fulfills a trainee's expectations and desires, (b) trainee reactions, and (c) training performance would be related to the develpoment of posttraining attitudes. Support was obtained for each hypothesis.
724 citations
TL;DR: In this article, the authors identify the factors relating to trainee characteristics (cognitive ability, self-efficacy, motivation, perceived utility of training), training design (behavioral modeling, error management, realistic training environments) and the work environment (transfer climate, support, opportunity to perform, follow-up) that have exhibited the strongest, most consistent relationships with the transfer of training.
Abstract: Although organizations invest billions of dollars in training every year, many trained competencies reportedly fail to transfer to the workplace. Researchers have long examined the ‘transfer problem’, uncovering a wealth of information regarding the transfer of training. Inconsistencies remain, however, and organizations may find it difficult to pinpoint exactly which factors are most critical. Using Baldwin and Ford's model of transfer, we identify the factors relating to trainee characteristics (cognitive ability, self-efficacy, motivation, perceived utility of training), training design (behavioral modeling, error management, realistic training environments) and the work environment (transfer climate, support, opportunity to perform, follow-up) that have exhibited the strongest, most consistent relationships with the transfer of training. We describe our reasoning for extracting such variables from the literature and conclude by discussing potential implications for practice and future research.
717 citations