Impact of task experience and individual factors on training-emphasis ratings.

Ford, J. Kevin; Smith, Eleanor; Sego, Douglas J.; Quiñones, Miguel Á.

doi:10.1037/0021-9010.78.4.583

Cited by 23 publications

(13 citation statements)

References 29 publications

(39 reference statements)

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“…That is, the more trainees' familiarity with the training contents, the more self‐efficacy was generated, and the greater the willingness to attend the training program. This finding was consistent with previous studies (Bandura, 1986; Ford et al , 1993; Mathieu and Martineau, 1997). For example, Bandura proposed that in a similar circumstance, employees' work‐related experience would influence their self‐efficacy.…”

Section: Discussionsupporting

confidence: 94%

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

2006

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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.

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Section: Discussionsupporting

confidence: 94%

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

2006

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“…On the other hand, for experienced SMEs this memory has probably faded and, therefore, time spent on each task provides the simplest way to evaluate task importance. The level of con®dence in these crosssectional results has been boosted by a later replication using a longitudinal design (Ford et al, 1991). The question is, which raters provide the most accurate rendition of task importance?…”

Section: Inaccuracy As Disagreementmentioning

confidence: 96%

Accuracy or consequential validity: which is the better standard for job analysis data?

Sánchez¹,

Levine²

2000

J. Organiz. Behav.

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The value of research on the accuracy of job analysis is questioned. It is argued that the traditional criteria employed to evaluate job analysis accuracy (i.e., interrater agreement and deviations from proxy true scores) provide information of little practical value. Alternative criteria focusing on the consequences of job analysis data are suggested. Consequence-oriented criteria are clari®ed through a review of the various inferential leaps or decision points that job analysis supports. In addition, the consequences of job analysis are also thought to be a function of the rules governing the making of jobanalysis-based inferences which, unfortunately, are sometimes unspeci®ed in even the most molecular job analysis methodologies.

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“…As shown in Figure 2, individual differences may have a direct effect on motivation to learn. Although a complete discussion of the role of individual difference constructs in training motivation is beyond the scope of this article (see Ford, Smith, Sego, &Quinones, 1993, andNoe, 1986, for reviews), some antecedents are noteworthy in the diversity training context. First, personality traits such as goal orientation and conscientiousness have a generally positive effect on motivation to learn (Colquitt & Simmering, 1998).…”

Section: Hypothesis 5 Employees Who Believe That Their Work Groups Smentioning

confidence: 98%

Motivation to learn and diversity training: Application of the theory of planned behavior

Wiethoff

2004

Human Resource Dev Quarterly

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Although training programs are an important component in most companies' diversity initiatives, little theoretical guidance is available for their implementation. This article proposes a model based on the theory of planned behavior, which addresses the roles of attitude, subjective norms, and perceived behavioral control in motivation to learn from a diversity training program. The model suggests a number of hypotheses that could be tested to enhance our understanding of the motivation-to-learn construct. Additionally, the model provides practical advice for companies seeking to implement successful diversity training programs.In a recent Society for Human Resource Management (SHRM) survey, 66 percent of 321 responding companies reported a strong commitment to diversity (Kluttz, 2002). These companies recognize a number of reasons to encourage the diversification of their workforce. Projected changes in the demographic composition of the population are often cited as a rationale (Digh, 1998). Many organizations also have found that diversity provides a strategic advantage (Flynn, 1998) and helps them serve an increasingly diverse customer base (Miller, 1999). Furthermore, evidence suggests that companies with innovative human resource development programs that encourage full employee participation may reap benefits of enhanced shareholder value (Orlando & Johnson, 2001).Most diversity programs begin with some form of awareness training for employees (Flynn, 1998). Indeed, recognizing the importance of effective training programs to overall diversity initiatives, corporate spending on diversity training remains strong even in economic slowdowns (Leonard, 2002;Kluttz, 2002 264Wiethoff these programs also seek to develop employees' communication skills to ensure that their interactions are free from prejudicial responses that pose potential legal liability for the organization.Despite the recognized importance of diversity training programs, neither human resource practitioners nor researchers who study diversity in organizations have developed theory-based models to explain how these programs succeed or fail. Caveats such as "make top management support for the program visible" and "tie diversity initiatives to performance evaluations" are known to be correlated with effective programs (Dobbs & Brown, 1997), but how and why these commonly accepted mandates work is yet to be determined. Given the large amounts of money and time that companies have already devoted to diversity initiatives, and the projected increase in spending for these programs in coming years (Kluttz, 2002), it is important to comb the literature carefully to develop theory-based assessments to determine, before the fact, whether a diversity training program has a good chance of succeeding. This article seeks to provide some insight into this area.I use the theory of planned behavior (TPB) to explain how and why adult learners, such as employees of an organization, are motivated to learn diversityfriendly behaviors. I begin with brief overviews ...

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Impact of task experience and individual factors on training-emphasis ratings.

Cited by 23 publications

References 29 publications

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

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

Accuracy or consequential validity: which is the better standard for job analysis data?

Motivation to learn and diversity training: Application of the theory of planned behavior

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