Purpose The purpose of this study is to propose and examine an integrated learning model for improving training effectiveness in workplace learning. Specifically, this study investigated the effect of achievement goal-setting intervention across three groups of new employees from a multinational medical company. During a three-day remote training program, the role of each achievement goal orientation (AGO) in goal setting intervention and their relations with trainees’ applied learning strategies were examined. This study proposed and validated an integrated training model for improving remote workplace learning effectiveness. Design/methodology/approach This study was based on two data sources, the pre- and posttests scores; time on task (deep learning: completing reflective practice) and time on content learning (surface learning: watching tutorials) retrieved from an adaptive learning platform. A total number of 133 participants were recruited in this study, and they were randomly assigned to three interventional groups. The intervention was grounded from the AGO theory and goal setting theory. A series of statistical analysis were conducted to examine the effect of each type of achievement goal setting as a prompt for new employees’ learning behavior and performance. Findings Results indicated that setting mastery goal at the beginning of the training program leads to productive learning outcomes. Compared with the groups being required to set performance goal (final rank) or not to set any goal for the training purpose, trainees’ who were assigned to set a mastery goal (final performance score) performed statistically significantly higher than the other groups. Additionally, learners who set mastery goal spent higher proportion of time on deep learning than learners from the other groups. The results proved mastery goal setting as an effective prompt for boosting workplace learning effectiveness. Practical implications Organizations and institutions can take setting mastery approach goals as a prompt at the beginning of the training to increase learning effectiveness. In this way, trainees are promoted to apply more deep learning strategies and achieve better learning outcomes while setting mastery goal for their training purpose. Originality/value To the best of the authors’ knowledge, this study was the first to combine the intervention of goal setting and types of AGOs into workplace learning. This study adds to previous research on goal setting theory and AGO theory for the practical application and proposes an effective model for learners’ adaptive remote learning. Findings of this study can be used to provide educational psychological insights for training and learning in both industrial and academic settings.

No abstract

Purpose: The present study seeks to examine the efficacy of different training modalities on increasing workplace learning, representatives' intent to transfer what they learned into their work, and importantly how training impacts actual work performance. These relationships are tested in the context of a Chinese division of a multinational pharmaceutical company, where pharmaceutical representatives are tasked with relaying relevant efficacy and safety information on pharmaceutical products to health care professionals who prescribe them to patients. Methods: The present study employed a three-group between-subjects experimental design. Representatives received varying forms of training (instruction only, instruction plus reflection, and instruction, reflection, plus direct feedback; Gibbs, 1981; Gibbs & Simpson, 2005) based on experimental conditions. After three training sessions over the course of six weeks,

This study examined the temporal co-occurrences of self-regulated learning (SRL) activities and three types of knowledge (i.e., task information, domain knowledge, and metacognitive knowledge) of 34 medical students who solved two tasks of varying complexity in a computer-simulated environment. Specifically, we explored the effects of task complexity on SRL activities, types of knowledge, and their interplay using epistemic network analysis (ENA). We also compared the differences between high and low performers. The results showed that the use of SRL activities, especially the planning and monitoring activities, was more intensive in a difficult task compared to an easy task. Students also used more domain knowledge to solve the difficult task. For both tasks, domain knowledge and metacognitive knowledge co-occurred most frequently, followed by the co-occurrence of domain knowledge and planning. Nevertheless, the interplay of SRL activities and types of knowledge is generally different between the two tasks. Moreover, we found that high performers used significantly more metacognitive knowledge than low performers in the easy task. However, no significant differences were found in the use of SRL activities between high and low performers in both tasks. This study makes theoretical, methodological, and practical contributions to the area of SRL in clinical reasoning.

No abstract