Reactions to skill assessment: The forgotten factor in explaining motivation to learn

Bell, Bradford S.; Ford, J. Kevin

doi:10.1002/hrdq.1191

Cited by 56 publications

(39 citation statements)

References 56 publications

(67 reference statements)

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“…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

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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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“…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

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“…Previous researchers have noted that perceived benefit of training impacted in different ways on training motivation, such as motivation to learn, pre-training motivation, post-training motivation and motivation to transfer. However, scholars have interpreted it in numerous ways; for example, the perceived benefit of training for job needs was interpreted as job relevance, job utility, training fulfillment, content validity, perceived importance and content relatedness (Axtell, Maitlis, & Yearta, 1997;Bell & Ford, 2007;Clark, Dobbins & Ladd, 1993;Gegenfurtner, Festner, Gallenberger, Lehtinen, & Gruber, 2009;Nikandrou, Brinia, & Bereri, 2009;Seyler, Holton, Bates, Burnett, & Carvalho, 1998;Tannenbaum, Mathieu, Salas, & Cannon-Bowers, 1991;Tsai & Tai, 2003). Meanwhile, the perceived benefit of training for personal needs is referred to as 'self-assessed needs' by Myers (1997).…”

Section: Interactive Effect Of Perceived Benefit Of Training On Dispomentioning

confidence: 99%

Integrated Theoretical Model for Employees’ Intention to Participate in Non-Mandatory Trainings

Sutha¹,

Kailasapathy²,

Jayakody³

2016

IJBM

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The significance of non-mandatory training is presently being acknowledged across the globe and currently its importance has been raised to a level near to that of compulsory training. However, research evidence indicates that if the training is non-mandatory, employees are generally reluctant to participate in training programs. Yet, a study of the current literature suggests there is no appropriate theoretical framework to predict and explain the motivational and inhibitory factors underlying employee participation in non-mandatory training. This paper addresses this lacuna, drawing from the Adult Learning theory, the Expectancy theory and the Perceived Organizational Support (POS) theory; it argues that the perception of a supportive environment in the organization, the fostering of employees' dispositional characteristics, job involvement and career motivation, working together enhance employees' intention to participate in the non-mandatory training programs. Building on this argument further, it is proposed that when the perceived benefit of training is stronger, its effect on employee dispositional characteristics, job involvement and career motivation pertaining to participation in non-mandatory training becomes stronger. Being one of the early attempts at theorizing on employees' intention to participate in non-mandatory training, this paper hopes to provide an appropriate theoretical foundation for the empirical work in this field, while providing an insight for managers involved in non-mandatory training of employees.

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“…Training motivation refers to individuals who have high inner desires that strongly encourage them to attend and learn necessary knowledge, up to date skills, new abilities and positive attitudes in training programs (Azman & Nurul 2010;Machin & Treloar 2004;Noe 2010). Training motivation has also been largely seen as a mediating function for training effectiveness (Bell & Ford 2007;Rowold 2007;Gegenfurtner et al 2009). However, job utility or the degree to which training can be useful in job performance was what exactly contributes towards high training motivation (Aziz & Ahmad 2011).…”

Section: Introductionmentioning

confidence: 99%

Motivasi Latihan Sebagai Pembolehubah Pengantara dalam Perhubungan di antara Pentadbiran Latihan dan Pemindahan Latihan

Ismail

Foboy

Bakar

et al. 2015

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Reactions to skill assessment: The forgotten factor in explaining motivation to learn

Cited by 56 publications

References 56 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

Integrated Theoretical Model for Employees’ Intention to Participate in Non-Mandatory Trainings

Motivasi Latihan Sebagai Pembolehubah Pengantara dalam Perhubungan di antara Pentadbiran Latihan dan Pemindahan Latihan

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