Factors influencing mentees' and mentors' learning throughout formal mentoring relationships

A qualitative case study approach was taken to identify what factors were perceived to influence learning for mentees and mentors during a pilot formal mentoring programme, within a West Midlands Healthcare Trust. Both sides of five dyads were interviewed at regular intervals over a 17-month period (October 2009 to February 2011). The results from this longitudinal study show how learning was expected and achieved by both parties, over time. Factors influencing learning were categorized and later compared to pre-existing theory in relation to sharing experiences, sharing information, discussing politics, reflection, observation and support. Additional categories emerged in relation to questioning and listening skills, and similarity and difference between both parties. A change of emphasis was clear in relation to some factors which influenced learning, as the relationships matured. These findings have theoretical and practical implications for human resource development (HRD) professionals in relation to how formal mentoring programmes are designed and supported over time.     

Personal development plans supporting employee learning and perceived performance: the moderating role of self-directedness

Due to developments in the current dynamic business environment which is more global and competitive than ever, employees’ lifelong learning and the way organizations support their continuous development are pivotal. Many organizations introduce personal development plans (PDPs) to support employees’ learning, however, not always taking into account their personal characteristics. This study had a twofold purpose as it was designed to explore on the one hand the relationship between PDPs in the workplace with employee’s undertaking of learning activities and perceived performance, and on the other hand the possible moderating role of employee self-directedness on this relationship. For this study, data collected by means of a questionnaire at two different organizations were used, one organization foregoing profit and one non-profit activity. The results indicated significant positive relations between the individual supporting factor ‘employee learning and reflection’ and the undertaking of learning activities and perceived performance and between employee self-directedness and the undertaking of learning activities and perceived performance. The same accounted for the moderating effect of employee self-directedness on the interaction between learning and reflection and perceived performance. Some findings were surprising, nevertheless resulted in valuable insights and implications for practice.     

Comparison of the influences of structured on-the-job training and classroom training approaches on trainees’ motivation to learn

Increasing trainees’ learning motivation is critical to help them perform well in the training programme. This paper aims to examine the influences of the structured on-the-job training (S-OJT) and classroom training approaches on trainees’ learning motivation and learning performance. An exploratory study was conducted with 90 students from a vocational school located at the Yunlin County in the Midwest of Taiwan who enrolled in a course entitled ‘hair coloring’. The training modules for S-OJT and classroom training were developed and delivered in the training courses. The survey was administered prior to and after the training courses to assess the influences of the training approaches. It was found that the trainees who received S-OJT generated higher learning motivation and learning performance compared with those who received the classroom training. Moreover, the trainees with lower initial learning motivation were motivated more and generated higher learning performance after receiving S-OJT. This study provides the potential theoretical and practical implications and can serve as reference when choosing the training approach for a designed training programme.     

Is It Always Worth Waiting? The Effect of Autonomy‐supportive Teaching on Short‐term and Long‐term Learning Outcomes

Autonomy is known for its positive effects and its use in management practice. Recently an urgent debate has emerged on its drawbacks on individual outcomes. In this study, we investigate and test a model on the effect on individual learning of an autonomy‐supportive teaching style and its interplay with the learner's previous experience and perceived management support. Specifically, while research has emphasized the positive effect of similar contexts, this study focuses on its differential effect on short‐term and long‐term learning outcomes, challenging the traditional view of autonomy. We also explore how job experience and management support can improve the effects of autonomy on individual learning. We test our model by collecting longitudinal data on a sample of 200 individuals participating in a training programme on managerial skills. Our results show that (1) the extent to which teachers were perceived as autonomy‐supportive presents a linear relationship with short‐term learning outcomes (utility reactions) and a positive curvilinear relationship with training transfer in the long term; (2) learner job experience and perceived management support for learning have a positive moderating effect on the linear relationship between autonomy and learning outcomes.     

Effective design of a global leadership programme

The purpose of this paper is to report level 3 evaluation findings from a leadership development programme. This paper comprises a case study, quantitative data analysis, and results from critical incident semi-structured interviews. A unique research model was developed from a literature review. There are many problems associated with the design and delivery of leadership development programmes. Senior executive-taught workshops, 360° feedback, and action learning were deliberately employed to increase the adoption and application of specific behaviours after the programme. The results substantiate previous findings on the impact of these elements by demonstrating concrete behavioural changes rather than perceived enhancement in leadership capabilities as often cited in other studies. The model should be further tested, applied and refined as necessary.

Organizations wishing to develop leaders could be guided by the model and findings of this research. A novel and innovative design model was developed from a literature review, tested against a leadership programme in a large well-known multi-national organization, and later refined based on the empirical results. It will be of value to HRD managers and researchers.     

Using evidence-based practices to enhance transfer of training: assessing the effectiveness of goal setting and behavioural observation scales

Using evidence-based practices we designed goal setting interventions, used in conjunction with behavioural observation scales (BOS), to facilitate transfer from a 2-day performance coaching programme. A total of 210 managers from public sector organisations took part in the study. Transfer was assessed using self-administered surveys and subordinate feedback (in the form of BOS). Transfer was high across all measures; however, our experimental design did not detect any positive effects for learning or behavioural outcome goals relative to being urged to Do Your Best (DYB). Results suggest that providing managers with BOS that outline the key skills covered in the training programme, having them set goals or urging them to do their best to use these skills back at work, and having workplace colleagues assess their performance at work using these BOS, may be sufficient to bring about transfer.     

Perception of Risk and the Attribution of Responsibility for Accidents

Accidents, one often hears, “happen”; we accept, and even expect, that they will be part of daily life. But in situations in which injury or death result, judgments of responsibility become critical. How might our perceptions of risk influence the ways in which we allocate responsibility for an accident? Drawing from attribution and risk perception theory, this study investigates how perceived controllability and desirability of risk, in addition to perceived danger and recreational risk‐taking, relate to attributions of responsibility for the cause of unintentional injury in a unique setting: U.S. national parks. Three parks, Mount Rainier, Olympic, and Delaware Water Gap, provide the setting for this survey‐based study, which considers how park visitors (N = 447) attribute responsibility for the cause of a hypothetical visitor accident. Results suggest that respondents tended to make more internal (i.e., related to characteristics of the victim), rather than external (i.e., related to characteristics of the park, or park management) attributions. As respondents viewed park‐related risk as controllable, they were more likely to attribute the cause of the accident to the victim. Moreover, among other significant variables, having experienced a similar accident predicted lower internal causal attribution. Opportunities for future research linking risk perception and attribution variables, as well as practical implications for the management of public outdoor settings, are presented.     

Transfer of training: A review and new insights

Even successful training programs cannot guarantee that newly learned knowledge and skills will be transferred to the workplace. This has led to researchers’ interests in understanding the transfer process. Notwithstanding that transfer issues have been studied for several decades, the recent emphasis on ‘workplace learning’, especially the so‐called ‘situated learning’ approach, suggests that conventional training transfer research may be inadequate to understand the dynamics of performance improvement through training. Against this, the authors point to the increased policy emphasis on the development of transferable generic skills, which underscores the ongoing importance of training transfer. This review paper suggests that the role of trainees themselves has not been dealt with sufficiently in research, which leads to a new direction for studying the transfer of training.     

Combined military training and academic instruction in Eritrea

ABSTRACT

The study explored public perceptions on the combined military training and academic instruction in Eritrea. The sample consisted of 100 school leavers, 10 parents, and 20 teachers. The research instruments were questionnaire and interview guide. The findings revealed that the combined military and academic instruction was perceived to be negative, since it is government imposed and puts more emphasis on military training and the harsh military environment in which academics is carried out. However, learning diverse skills, promoting national unity, and creating patriotic spirit were mentioned as some positive outcomes of the system. The study recommends that the government needs to carry out the military training and academic studies in separate locations, liberalize education, and enable parents to have a voice in school decisions.     

Management development in small firms

This paper is a review of the literature concerning management development in small firms. It looks at the benefits in terms of growing a small firm and whether the lack of management skills contributes to their failure. In addition, this paper looks at some of the barriers to management development, including the attitudes and characteristics of the entrepreneur, and also looks at learning models that may be appropriate for small firms. The paper also looks at the authors’ views on the effectiveness of management development for small firms, the barriers to learning as well as the skills required. Management development programmes are now widely accepted as a means of improving the competitiveness of firms and the economy as a whole. Although management education and training has, in the past, been designed mainly for larger firms, there is a growing awareness of the requirements of small businesses. Government initiatives designed to encourage start‐ups and to boost the growth of small firms have emphasized the importance of management development. This review of the literature shows that, on balance, management development programmes are effective for small firms. The main benefits appear to be survival and growth, reduction in failure and improvement in performance. The skills required include leadership and management, developing management systems and techniques and team building. Other skills include planning, delegation and financial management. The paper concludes that there is a need for further research into the effectiveness of management development programmes, the skills required and the barriers to learning in small firms and, also, whether they have an impact on the survival, growth and profitability of small firms.     

Well begun is half done: Toward an understanding of predictors for initial training transfer

As organizations face a rapidly changing marketing environment, they have an increased investment in training programs that aim to improve employees’ hard skills to successfully execute tasks and soft skills for healthy social relationships. Although managers question the transfer problem in hard- and soft-skills training, researchers have limited knowledge on this topic. This study focuses on improving the initial training transfer, an essential phase of the transfer process. Specifically, drawing on signaling theory, we introduce training characteristics (i.e., training content validity and transfer design) as the antecedents. This study also assesses the potential underlying mechanisms by examining the roles of training engagement and training criticality. Using a sample of 182 employees enrolled in a typical hard- and soft-skills training program (i.e., quality management training), we test a mediation model. As expected, the results indicate that both training content validity and transfer design positively impact initial training transfer. Furthermore, the links between training characteristics and initial training transfer are mediated by training engagement and training criticality. This study contributes to the research on initial training transfer by exploring training characteristics as the antecedents and integrating the research on transfer and personal attitudes under hard- and soft-skills training.     

The influence of learning activity on low-skilled workers’ skill improvement in the South Korean manufacturing industry

The main purpose of this study was to explore how low-skilled worker’s learning activity influences skill improvement. Using a unique 2007 Human Capital Corporate Panel data-set from the South Korean manufacturing industry, we operationalize skill improvement over time among low-skilled workers. A worker is classified as ‘low skilled’ if he or she has a low education level and poor technical skills. Regression models show that low-skilled workers’ informal learning positively influences their skill improvement. In contrast, we note that supervisors negatively influence skill improvement of low-skilled workers when measuring the change in technical skill proficiency. Quality circle programmes also have a positive influence on skill improvement. In conclusion, skills can be improved through planned interventions that increase collaboration on the job. The results from this study help to highlight the importance of designing learning interventions for low-skilled workers that take account of their underlying education and skills.     

How power relations structure the evaluation process for HRD Programmes

Centring on the impact of power and politics embedded in the evaluation of training programmes, this study aimed to understand how organizational power relations affect the evaluation process for a training programme. A qualitative case study for the managerial leadership development programme of a Korean insurance company was designed. The HRD practitioners held control throughout the evaluation, and their dominant power was maintained and reproduced by other stakeholders' recognition of their expertise in training and development area. However, due to the structural relationship between the HRD unit and the corporate management, the HRD practitioners perceived themselves as marginalized. Unequal power relations were sustained in the evaluation mostly by stakeholders' self-regulation of their conduct in terms of norms, standards and expectations about their roles. This study found that despite the immense criticism of reaction measures, their continuing use in evaluation could be traced to their meaning as a political bargaining tool.     

TRANSFERABLE CONTROL

In this paper, we introduce the notion of transferable control, defined as a situation where one party (the principal, say) can transfer control to another party (the agent) but cannot commit herself to do so. One theoretical foundation for this notion builds on the distinction between formal and real authority introduced by Aghion and Tirole, in which the actual exercise of authority may require noncontractible information, absent which formal control rights are vacuous. We use this notion to study the extent to which control transfers may allow an agent to reveal information regarding his ability or willingness to cooperate with the principal in the future. We show that the distinction between contractible and transferable control can drastically influence how learning takes place: with contractible control, information about the agent can often be acquired through revelation mechanisms that involve communication and message‐contingent control allocations; in contrast, when control is transferable but not contractible, it can be optimal to transfer control unconditionally and learn instead from the way in which the agent exercises control. (JEL: C70, C72, D23, L2)     

Stimulating lifelong professional growth by guiding job characteristics

This article reports some findings from a broader study concerning the development of professional expertise. The aim of the part that is described in this article was to find out whether certain job-related factors situated in the domain of socio-technical systems design (STSD), that is, control capacity, job satisfaction, and learning value of the job, influence the development of professional knowledge, skills, and capabilities throughout the career. The sample consisted of 559 middle- and higher-level employees working in eight large Dutch companies. Theoretical contributions from learning theory, human resource management and work, and organizational psychology are used to conceptualize the phenomenon of professional expertise and to develop a theory of expertise development in careers. By providing insight into the relationships between several job-related factors, on the one hand, and the development of professional expertise, on the other, this research is intended to contribute to theory building in adult development and learning. Influential job characteristics that are situated in the domain of STSD seem to be of high importance in view of a further human resource development. Paying close attention to an individual's job and its content is indispensable in order to guide growth throughout the career and to enable life-long development of professional expertise.     

Methods for Managing Different Perspectives of Project Success

The results of an exploratory study of UK organizations into methods for meeting project key performance indicators (KPIs) are presented. The paper explores: influences on the use of methods to manage project KPIs; the need for and existence of methods; the factors that facilitate the meeting of the KPIs. It is concluded that the use of methods varies depending upon the perceived importance of the project, the type of project, the client-team relationship and whether an organization performance management system exists. With project management capability often decreasing, in part due to a failure to meet psychosocial project KPIs, a need for methods linked to the KPIs was identified. However, the study found relatively low levels of adoption of such methods. Where psychosocial project KPIs were being met the following facilitating factors emerged: top-level policies, organization-wide training, integration with existing management processes, building into project management system. Situations were found where decision-makers did not consider the psychosocial KPIs of programme and project managers. This was seen to contribute to a failure by organizations to manage necessary increases in their project management capability and to be acting as a possible barrier to long-term, sustainable improvements in performance.     

An Empirical Study of the Effect of Knowledge Management Processes at Individual,Group, and Organizational Levels*

To enhance our understanding of knowledge management, this paper focuses on a specific question: How do knowledge management processes influence perceived knowledge management effectiveness? Prior literature is used to develop the research model, including hypotheses about the effects of four knowledge management processes (internalization, externalization, socialization, and combination) on perceived individual‐level, group‐level, and organizational‐level knowledge management effectiveness. The study was conducted at the John F. Kennedy Space Center of the National Aeronautics and Space Administration using a survey of 159 individuals and two rounds of personal interviews. Structural equation modeling was performed to test measurement and structural models using the survey data. The emergent model suggests that internalization and externalization impact perceived effectiveness of individual‐level knowledge management. Socialization and combination influence perceived effectiveness of knowledge management at group and organizational levels, respectively. The results also support the expected upward impact in perceived effectiveness of knowledge management, from individual to group level, as well as from group level to organizational level. The study's limitations and implications for practice and future research are described.     

Understanding the Antecedents of Effective Knowledge Management: The Importance of a Knowledge‐Centered Culture*

Within the context of knowledge management, little research has been conducted that identifies the antecedents of a knowledge‐centered culture—those organizational qualities that encourage knowledge creation and dissemination. In this study, the existing literature on organizational climate, job characteristics, and organizational learning (in the form of cooperative learning theory) are linked with the current thinking and research findings related to knowledge management to develop a theoretical model explaining the relationships among organizational climate, the level of cooperative learning that takes place between knowledge workers, and the resulting level of knowledge created and disseminated as measured by team performance and individual satisfaction levels. The study goes on to empirically test the proposed research model by investigating the climate of organizations, and seeks to understand the linkage between a set of organizational and individual characteristics and knowledge‐related activities found in cooperative learning groups and the resulting work outcomes. The hypothesized research model is tested using LISREL with data collected from 203 information systems (IS) professionals engaged in systems development activities. The paper concludes with a discussion of the implications the results have for future research and managerial practice.     

Exploring Factors Influencing the Risky Cycling Behaviors of Young Cyclists Aged 15–24 Years: A Questionnaire-Based Study in China

Road traffic crashes are the leading cause of death for young people, among whom cyclists account for a higher percentage of injuries and deaths than any other road users. This study aimed to examine the factor structure of the Young Cyclist Behavior Questionnaire (YCBQ) and investigate the relationships among demographic characteristics, cycling use-related variables, perceived risk, perceived cycling skills, and risky cycling behaviors among young people. A sample of 448 cyclists (mean age of 20.37 years) completed the questionnaire. Exploratory factor analysis, confirmatory factor analysis, and structural equation modeling were utilized. The YCBQ had a clear factorial structure, items with high factor loadings, and good internal consistency. The five-factor structure included traffic violations, impulsive behaviors, ordinary violations, distractions, and errors. Risky cycling behaviors could be explained by gender, age, perceived risk, and perceived cycling skills, with the model explaining 37% of the variance. Gender had the greatest impact on risky cycling behaviors; male individuals were more likely to engage in risky behaviors. Young cyclists with higher levels of perceived risk had lower probabilities of engaging in risky cycling behaviors. Cyclists with lower scores on perceived cycling skills were more likely to report engaging in risky cycling behaviors. Age significantly explained risky behaviors; the younger the cyclist was, the higher his or her risky behaviors score. This research provides a theoretical foundation for the prevention of risky behaviors among young cyclists. Regarding intervention design, attention to the identified gender differences, the need to strengthen the ability to perceive risk, and the importance of road safety education for young cyclists may promote safer cycling.