Training and Personal Development

Cavanagh, Thomas M.; Kraiger, Kurt

doi:10.1002/9781118736982.ch13

Cited by 8 publications

(10 citation statements)

References 89 publications

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“…However, surprisingly, positive affect did not play a role in regard to transfer motivation. Both self-efficacy and motivation are generally considered affective training outcomes (Kraiger, 2002). More research is needed, both theoretical and empirical, to explain why just trainer behaviors relate to transfer motivation, given that neither felt obligation nor positive affect provide an explanation.…”

Section: Discussionmentioning

confidence: 99%

“…In summary, our first goal is to investigate whether trainees respond to just trainer behaviors, as derived from Colquitt’s justice typology, with increased affective (transfer motivation and transfer self-efficacy) and cognitive (training task performance) outcomes, which are important criteria for training success (e.g., Ford et al, 2018; Goldstein & Ford, 2002). According to Kraiger (2002), affective outcomes generally refer to trainee attitudes and perceptions and cognitive outcomes refer to knowledge. The second goal is to explore whether perceived obligation and positive affect can provide explanations for these outcomes.…”

Section: Trainer Just Behaviors and Affective And Cognitive Training ...mentioning

confidence: 99%

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Do Just Trainer Behaviors Matter?

Roch,

Zhuang,

Park

et al. 2024

Journal of Personnel Psychology

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Abstract. We explore whether justice-related trainer behaviors can contribute to positive training outcomes, with just behaviors defined according to the organizational justice literature. We also explore possible psychological mechanisms that may explain why just trainer behaviors matter, focusing on positive affect and felt obligation. The importance of just world beliefs is also investigated. In 100 individual training sessions, we manipulated trainer behaviors, just or unjust, and primed trainees with a message regarding whether the world is just. Just trainer behaviors related directly to increased trainee transfer motivation and indirectly to both transfer self-efficacy (via positive affect) and training performance (via general justice perceptions). Belief in a just world played no significant role.

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Section: Discussionmentioning

confidence: 99%

Section: Trainer Just Behaviors and Affective And Cognitive Training ...mentioning

confidence: 99%

Do Just Trainer Behaviors Matter?

Roch,

Zhuang,

Park

et al. 2024

Journal of Personnel Psychology

View full text Add to dashboard Cite

show abstract

“…The increasing mobility of employees across organizations and careers gives even more saliency to this topic: it is not possible to grow as a professional (but even to remain employable) without considering one’s job as a life-long learning experience (Huang, 2020; Schmidt, 2007). Thus, it is highly likely that employees satisfied with their training experiences feel a need to develop personally and professionally and think that the training opportunities occurring at work fulfill that need (Baron and Parent, 2015; Kraiger and Cavanagh, 2014). On the other hand, the fact that the item with the highest weight in defining the satisfied cluster referred to employee needs met, suggests that the association between the variables may be influenced by employee personal and professional needs, as well as other personal beliefs and preferences.…”

Section: Discussionmentioning

confidence: 99%

Job training satisfaction and knowledge sharing in IT company: a case study

Buonomo

Piccinini

Benevene

et al. 2022

JWL

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Purpose This research aims to understand whether and how the perceptions that employees build and share over time about training activities and opportunities at work are linked to the knowledge management processes within the organization. This study aims at measuring how different levels of job training satisfaction are linked to employee perceptions of knowledge-sharing (KS) practices at work. Design/methodology/approach A total of 179 employees from an information and technology firm in Italy took part in the study, by completing questionnaires on job training satisfaction, KS practices and job-related variables (i.e. years of experience, hours of training in the previous year, job role and organizational area of belonging). Findings Findings showed that high job training satisfaction is related to positive perceptions of KS practices, so that when employees are satisfied with their job training experiences, they are more likely to value and recognize those practices. Research limitations/implications The relation between job training satisfaction and KS practices needs to be extended to different sectors and organizations to be generalized. Social implications Training activities within the organization are at the core of knowledge management practices and constitute a main source of sustainable competitive advantage; human resource management should reconsider the importance of monitoring training perceptions inside the organization, to become more conscious of the value and impact of these practices, in particular about training strategies. Originality/value Although great attention has been given to single-training satisfaction, only few studies consider the wider impact of job training satisfaction and its possible impact on knowledge sharing.

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“…Lecture and demonstration are good ways to teach people about concepts but are not good ways to teach people how to do things such as data analysis or coding. Practical skills are best learned in a hands-on setting, which requires guided practice and coaching [ 28 , 29 ]. When lecture is combined with guided practice, learners can develop desired skills grounded in understanding of larger ideas and concepts [ 5 , 30 ].…”

Section: Balance the Conceptual With The Practicalmentioning

confidence: 99%

Nine quick tips for efficient bioinformatics curriculum development and training

McClatchy

Bass²,

Gatti

et al. 2020

PLoS Comput Biol

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Biomedical research is becoming increasingly data driven. New technologies that generate large-scale, complex data are continually emerging and evolving. As a result, there is a concurrent need for training researchers to use and understand new computational tools. Here we describe an efficient and effective approach to developing curriculum materials that can be deployed in a research environment to meet this need.

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Training and Personal Development

Cited by 8 publications

References 89 publications

Do Just Trainer Behaviors Matter?

Do Just Trainer Behaviors Matter?

Job training satisfaction and knowledge sharing in IT company: a case study

Nine quick tips for efficient bioinformatics curriculum development and training

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