Satisfaction guaranteed? Enhanced impact of trainer competence for autonomous trainees

Abstract

Purpose – The purpose of this paper is to investigate the interplay between perceptions of instructor competence and trainees’ motivational orientations (autonomy orientation) as predictor of trainee satisfaction. Design/methodology/approach – Simulating a realistic training initiative, the paper examines survey responses from a sample (n=132) of students enrolled in an introductory business course at a large US university. Findings – Perceptions of instructor competence predict course satisfaction over and above trainees’ motivational orientations. Further, trainee satisfaction is an interactive function of both instructor competence and trainee orientations, with instructor competence being more important for trainees with high autonomy. Research limitations/implications – The results of the present study should be considered in the light of the limitations, including limited generalizability, an exclusive focus on trainee satisfaction as outcome, and a test of only one moderator. Practical implications – This study confirms the need for instructors to be knowledgeable, organized and prepared, and to establish rapport with their trainees in order to promote high levels of satisfaction with the instruction – even for trainees who are often assumed to naturally thrive in training (i.e. those high in autonomy). Social implications – If extended to other contexts and settings, the results point out toward the need to consider multiple venues, including both trainer and trainee-based factors to increase trainees’ course or program satisfaction. In a broader sense, aptitude-treatment (Cronbach, 1957) remains a valid perspective and needs to receive renewed attention. Originality/value – The current literature suggests that positive course reactions (e.g. high trainee satisfaction) can enhance learning, learning transfer, and ultimately application of acquired knowledge and skill. This study provides support for the notion that trainee satisfaction is a function of both instructor competence and trainees’ motivational orientations. Training professionals can enhance training outcomes by emphasizing trainer and trainee factors when designing initiatives. Related, trainee motivational orientations should not be viewed as a substitute for highly competent trainers.

Rules of engagement: the joint influence of trainer expressiveness and trainee experiential learning style on engagement and training transfer

“…Yet related work in other domains, as well as notable exceptions in the training literature, do suggest that certain trainer characteristics have direct (e.g. Finn et al ., ; Towler, ; Towler & Dipboye, ) and conditional effects on important training outcomes (Harris et al ., , ), thus deserving more attention.…”

“…Hayes & Allinson, ) and, likewise, that training programs are more effective when focused on the match between instructional strategies and trainee characteristics (i.e. the interactionist perspective; Awoniyi et al ., ; Harris et al ., , ; Hayes & Allinson, ; Kolb, ).…”

Development of the Concept Framework for Participation in Training Programmes for Academic Staff at Public Universities in Malaysia

“…In addition, training is seen as a continuous learning process that affects one's behavior (Sanders, Oomens, Blonk, & Hazelzet, 2011). It is an application of knowledge to improve the worker's performance at the workplace on all the tasks given (Harris et al, 2014;da Cunha et al, 2015). (Brad Harris et al, 2014) Exercises are created for the purpose of focusing on specific work skills improvement (Aminah Ahmad, 2009;Hahn et al, 2015;Noe, 1986).…”

“…It is an application of knowledge to improve the worker's performance at the workplace on all the tasks given (Harris et al, 2014;da Cunha et al, 2015). (Brad Harris et al, 2014) Exercises are created for the purpose of focusing on specific work skills improvement (Aminah Ahmad, 2009;Hahn et al, 2015;Noe, 1986). Therefore, the actual concept of training is aimed to develope people as an individual to be more confident and competent in their lives and in their work (Dodd et al, 2002).…”

Developing Trainers for a Changing Business Environment: The Role of Informal Learning in Career Development

“…This study assumes that as flex professionals, trainers prefer to autonomously implement their training modules and facilitation processes to achieve learning goals based on their trainees’ various needs (Mazmanian, Orlikowski, & Yates, 2013). There are multiple routes to achieving learning goals through content knowledge and delivery style in instructional design (Harris, Chung, Frye, & Chiaburu, 2014; Rangel et al, 2015). Trainers often need to create improvised facilitation activities during unscripted scenarios that arise while advising their trainees.…”