Organizational Justice, Motivation to Learn, and Training Outcomes

Liao, Wen‐Chih; Tai, Wei‐Tao

doi:10.2224/sbp.2006.34.5.545

Cited by 30 publications

(26 citation statements)

References 22 publications

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“…This finding was consistent with those of previous studies (Alliger & Janak, 1989;Chuang et al, 2005;Clement, 1982;Liao & Tai, 2006). Thus, it suggested that, for example, when organizations require employees to participate in training programs more effectively, they should enhance learning motivation among trainees to increase their learning.…”

Section: Discussionsupporting

confidence: 91%

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Effects of Individual and Work Environment Characteristics on Training Effectiveness: Evidence from Skill Certification System for Automotive Industry in Thailand

Homklin¹,

Takahashi²,

Techakanont³

2013

IBR

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Previous research over the past two decades has argued Kirkpatrick's model ignored the work environment and individual factors influencing training effectiveness. A focus of this study is to investigate four levels of Kirkpatrick's model with a focus on moderating the influences of individual and work environment characteristic variables, which are learning motivation, self-efficacy, motivation to transfer, and social support. In the present study, we used path analysis to test the hypotheses. The results of this study expand our understanding of the progressive causal relationship of reaction, learning, and behavior to results. In particular, this study confirms the influence of the individual and work environment characteristic on training outcomes and it has implications for enhancing training effectiveness. Although the result of motivation to transfer as a moderating variable has negative effects on the relationship between learning and behavior, social support directly affects behavior change after training and moderates the relationship between learning and behavior. Furthermore, future research on training evaluation should consider the training design variables beyond the training course that may have interfered with the training outcomes.

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Section: Discussionsupporting

confidence: 91%

“…Learning motivation consisted of six items adopted from previous studies (e.g., Bell & Ford, 2007;Liao & Tai, 2006;Lima, Leeb & Nam, 2007).…”

Section: Methodsmentioning

confidence: 99%

Effects of Individual and Work Environment Characteristics on Training Effectiveness: Evidence from Skill Certification System for Automotive Industry in Thailand

Homklin¹,

Takahashi²,

Techakanont³

2013

IBR

View full text Add to dashboard Cite

show abstract

“…Previous studies ISSN 2164-4063 2014 also named "training motivation" as "motivation to learn" Holton, Bates, & Ruona, 2000 ;Kontoghiorghes, 2002 ;Mathieu & Martineau, 1997 ;Tracey et al , 2001) which were proved into same variable in different studies Klein, Noe, & Wang, 2006 ;Liao & Tai, 2006 ;Scaduto, Lindsay, & Chiaburu, 2008;Tai, 2006) which cited both same scales developed by Noe and Schmitt (1986) and Noe and Wilk (1993). Meanwhile, present study rather to call it as unilingual "motivation to learn" attributes trainee's desire to learn the content of a training program (Noe, 1986).…”

Section: Motivation To Learn and Motivation To Transfermentioning

confidence: 64%

How supportive Transfer Climate Affects Individual’s Motivation to Training Transfer

Wen¹,

Lin

2014

IJLD

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Training transfer is an important concern for researchers and practitioners due to the huge budget on training but lower estimation of transfer in practical domains. Researches revealed training design, trainees' characteristics and work environment characteristics are the most important sets of variables in a training context. This study intended to examine individuals' cognition of motivation with perceived organizational transfer climate by structural equation modeling (SEM) from broad industries in Taiwan. 500 questionnaires were sent to participants and 316 usable returns in 63.2% return rate were computed. The results revealed the predictor role of the positive organizational transfer climate to both motivation to learn and motivation to transfer. Both motivation to learn and motivation to transfer predict training transfer and played mediator roles of transfer climate to training transfer. Moreover, motivation to transfer also mediated motivation to learn to training transfer. In addition to confirm the prediction role of positive organizational transfer climate, this study contributed to reinforce the relationship among motivation to learn, motivation to transfer, and training transfer.

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“…Training motivation refers to the intensity and persistence of the efforts that trainees apply to learning-oriented improvement activities before, during, and after training (Tannenbaum & Yukl, 1992). Liao and Tai (2006) suggested that motivation can be classified in terms of its energizing, directing, and maintaining effects. Training motivation could serve as a force that energizes individuals' commitment to training and directs not only their learning but also their attempts to master training materials and apply their acquired knowledge and skills.…”

Section: The Relationship Between Training Transfer and Training Resultsmentioning

confidence: 99%

Training Transfer in the Taiwanese Hotel Industry: Factors and Outcomes

Ma¹,

Chang²

2013

soc behav pers

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In this study we utilized structural equation modeling to determine the causal relationship between hotel employee attendance at training courses and the antecedents of training motivation (i.e., career planning and perceived organizational support), training transfer, and training results (i.e., job performance and organizational commitment). Data were obtained from a sample of 580 respondents who were drawn from 18 hotels in Taiwan that cater to international tourists. The study results indicated that training motivation was positively related to training transfer and that training transfer was positively related to job performance and organizational commitment. In particular, career planning and perceived organizational support enhanced job performance and organizational commitment through training motivation and training transfer.

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Organizational Justice, Motivation to Learn, and Training Outcomes

Cited by 30 publications

References 22 publications

Effects of Individual and Work Environment Characteristics on Training Effectiveness: Evidence from Skill Certification System for Automotive Industry in Thailand

Effects of Individual and Work Environment Characteristics on Training Effectiveness: Evidence from Skill Certification System for Automotive Industry in Thailand

How supportive Transfer Climate Affects Individual’s Motivation to Training Transfer

Training Transfer in the Taiwanese Hotel Industry: Factors and Outcomes

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