This study follows the idea that the key to understanding team meeting effectiveness lies in uncovering the microlevel interaction processes throughout the meeting. Ninety-two regular team meetings were videotaped. Interaction data were coded and evaluated with the act4teams coding scheme and INTERACT software. Team and organizational success variables were gathered via questionnaires and telephone interviews. The results support the central function of interaction processes as posited in the traditional input-process-output model. Teams that showed more functional interaction, such as problem-solving interaction and action planning, were significantly more satisfied with their meetings. Better meetings were associated with higher team productivity. Moreover, constructive meeting interaction processes were related to organizational success 2.5 years after the meeting. Dysfunctional communication, such as criticizing others or complaining, showed significant negative relationships with these outcomes. These negative effects were even more pronounced than the positive effects of functional team meeting interaction. The results suggest that team meeting processes shape both team and organizational outcomes. The critical meeting behaviors identified here provide hints for group researchers and practitioners alike who aim to improve meeting success.
The study investigates interaction patterns in work group discussions, focusing specifically on complaining and solution-oriented statements. Thirty-three work group discussions in three German industrial enterprises were coded with the Cassel Competence Grid (CCG). Lag sequential analysis results showed that complaining begets further complaining statements, while simultaneously inhibiting the expression of solution-oriented statements. Likewise, when solutions are proposed they are followed by further discussion of solutions. If support is expressed for either complaint or solution statements, circles of these two types of interaction arise. To inhibit complaining, the results point to the importance of structuring statements.
Psychometrically sound evaluation measures are vital for examining the contribution of professional training to organizational success in a reliable manner. As training evaluations tend to be both time‐consuming and labor‐intensive, there is an increasing demand for economic evaluation inventories. Simultaneously, evaluation measures have to meet psychometric standards. The present paper develops a time‐efficient training evaluation questionnaire that (1) has psychometrically sound properties; (2) measures more than the participants’ reactions; and (3) is widely applicable across different training contents, thus allowing for comparisons of training programs within and between organizations. The Questionnaire for Professional Training Evaluation is primarily developed for use in practice but is also applicable to field research and covers short‐term as well as long‐term training outcomes. Analyses based on a total of n = 1134 employees show the stability of the factor structure and hint at the questionnaire's differential and discriminant validity. Theoretical and practical implications are discussed.
The present study aims at exploring the critical role of motivation to transfer within the training transfer process. In a sample of N = 252 employees of one industrial company, one peer rating and several self-ratings of transfer were used to investigate the mediating role of motivation to transfer in the relationship between training characteristics and training transfer. We furthermore used an online survey with N = 391 employees from different branches to corroborate the first analysis in a more diverse sample and to explore differential effects of motivation to transfer. The participants' motivation to transfer was successfully identified as a mediational link between training characteristics and transfer. Moreover, quantile regression revealed that the positive effects of motivation to transfer on training transfer differ across quantiles. Understanding the role of motivation to transfer within the transfer process in greater detail helps to identify crucial parameters for successful transfer. Because motivation to transfer was found to be a linking mechanism between training characteristics and transfer, training professionals should enhance it by means of different instructional methods. Quantile regression results point out that motivation to transfer should especially be emphasized and monitored depending on characteristics of the training participants. The present study answers the call for research on process. This is one of the first studies that successfully applied quantile regression to training transfer research, suggesting new directions for future research.Critical role of motivation to transfer 85
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