The Perils of Participation: Effects of Choice of Training on Trainee Motivation and Learning

Abstract

This study presents an empirical test of the effects of trainee choice of training on subsequent motivation and learning. 207 trainees were randomly assigned to one of three conditions: (a) no choice of training; (b) choice of training-but choice not received; (c) choice of trainingwith choice received. A pilot study was used to create a unique training context whereby trainees could be differentiated on the three conditions of choice, while all ultimately received the identical training module. Results indicated that, after controlling for cognitive ability, those trainees having a choice of training did have greater motivation to learn, provided they were ultimately given the training of their choice. On the other hand, trainees allowed to choose but whose choice was not the training module subsequently delivered were less motivated and learned less than those not asked to participate in the choice of training at all. These findings suggest that, in an organizational training context, there may be some "perils of participation." Implications for future research and practice are discussed.

Factors That Influence Training Effectiveness: A Conceptual Model And Longitudinal Analysis

“…In particular, there have been a number of studies that have shown that training motivation is related to trainee reactions (e.g., Mathieu et al, 1992;Tannenbaum et al, 1991), learning (e.g., Baldwin et al, 1991;Clark, 1990;Hicks, 1984;Mathieu et al, 1992), performance/transfer (e.g., Baldwin et al, 1991;Facteau, Dobbins, Russell, Ladd, & Kudisch, 1992;Ralls & Klein, 1991), and completion of training (Biersner et al, 1977;Mobley et al, 1979).…”

“…Baldwin et al (1991) found that trainees who were asked to specify training preferences, but were subsequently assigned to a different type of training, exhibited lower motivation to learn than those trainees who were not asked for their preferences at all.…”

“…Technical Report 93-011 Baldwin, Magjuka, and Loher (1991) showed that soliciting trainees' input as to which training they want to attend can enhance motivation -if they are allowed to attend their training of choice.…”

Action Learning: A Positive Predictor of Motivation and Commitment for Bankers in Pakistan

“…Employee motivation argument is that action learning opportunities make the work more interesting (Knudsen, & Smith, 1934;Wagner, & Gooding, 1987;Baldwin, Magjuka, & Loher, 1991;McGill, & Beaty, 2001). According to Fernet, Senecal, Guay, Marsh and Dowson (2008), action learning is a potential solution to employees' lack of motivation as specific work tasks with some challenging problems improve the self-efficacy and self determination of employees as well as reduce the job burnout and turnover intensions.…”

Features of the Value Function for Voice and Their Consistency across Participants from Four Countries: Great Britain, Mexico, The Netherlands, and the United States

“…With respect to how voice should be solicited, the genuineness of the voice solicitation is of critical concern. If participants feel that a decision maker fails to give participant input adequate consideration, or if the voice solicitation is perceived as disingenuous, the outcome is likely to be frustration and resentment (e.g., Baldwin, Magjuka, & Loher, 1991;Folger, 1977).…”