Effects of training framing, general self‐efficacy and training motivation on trainees' training effectiveness

Abstract

PurposeThe purpose of this paper is to examine the effects of training framing from supervisors on trainee self‐efficacy and training motivation, and further test how these variables subsequently influence overall training effectiveness.Design/methodology/approachThe design of the study includes longitudinal, self‐report and objective measures. Data were collected from 126 employees who entered a training program aiming at introduction of computer software operation and design. Participants were asked to complete three questionnaires at the beginning, the midpoint, and the end of the course. Finally, the trainees' learning performances were obtained from the test held at the end of the training program.FindingsConfirms the importance of supervisors training framing – which predicts the self‐efficacy and training motivation of trainee, subsequently affects their reactions, learning and transfer motivation.Research limitations/implicationsThe sample of this study consisted of more young employees (the oldest was 35 years old), which perhaps limits its generalization. While this study found that supervisors' training framing impacted trainees' attitudes and in turn further influenced their training outcomes, other contextual determinants of trainees' motivation, such as another type of training framing, post‐training accountability, and organizational climate remain unexplored. Future research should further examine the interactive effects of these variables on training effectiveness.Practical implicationsMainly, organizations should increase trainees' self‐efficacy and training motivation prior to the actual training program. Specifically, to increase trainees' self‐efficacy and training motivation, managers can provide training‐related information, such as training attributes, training environment, content complexity, and the like. If trainees perceive the information as realistic, the more self‐efficacy they will generate, the more motivated they are for training, and finally, the more effective training outcomes they will achieve.Originality/valueThis paper has enhanced our understanding in modeling trainees' attitudes and training effectiveness. The results have suggested that both individual and contextual factors impacted training outcomes, and offer one practical implication to organizational training.

The Impact of Self-Efficacy towards Training Motivation at Kolej Poly-Tech MARA Kuantan, Malaysia

“…Tai (2006) in his study, the role played by immediate supervisor is crucial to develop employee's self-efficacy hence improve training motivation that supported with Kirkpatrick theory. Study found, it give an impact towards trainees reaction, learning and transfer motivation.…”

“…Employees with higher self-efficacy tend to be more productive and motivated to participate in the training program and willing to learn new knowledge (Tai, 2006). Empirical studies have shown a positive relationship between self-efficacy and training motivation (Colquitt, 2000).…”

“…Evidence from past research has shown that self-efficacy has a strong relation between learning and motivation (Pajares, 2002;Zumrah, 2013). Colquitt et al (2000), state that Self-efficacy has a direct impact with training motivation hence (Tai, 2006) state that if trainee's have a strong determination to learn the skills and knowledge, it reflect the successful of training program.…”

Educational Development of NGO Beneficiaries in Bangladesh: A Disjunction between Programmes and Implementation

“…Five items assess health, four items assess education, and seven items assess micro-credit, respectively.  The four dimensions of training evaluation is represented by 28 items derived from Barker (1997), Barcala, Martin, and Gutierrez (2000), Wilson (2000), Pau (2001), Price (2001), Tai (2006), and Al-Eisa, Furayyan, and Alhemoud (2009), consisting of three adopted, 20 adapted, and five constructed to measure NGOs' training programmes. 11 items assess training-reaction, seven items assess training-learning, five items assess training-behaviour, and five items assess training-result.…”

Influence of Gender and Attitude of Pre-Service Teachers towards On-Line Instruction in a Selected University in South-western Nigeria

“…Other studies in this category are Bong and Choi (2000); Thompson, Meriac and Cope (2002);Meyer et-al (2002);Brown, et-al. (2003); Tai (2006); Crippen and Earl (2007); Yukselturk and Bulut (2007). Other studies examined gender, access to and use of the online environment.…”