Testing the gender similarities hypothesis: differences in subjective task value and motivation to transfer training

ABSTRACT

Are female and male trainees similar or different in their reaction to training programmes, specifically regarding their subjective task value and motivation to transfer? According to the gender similarities hypothesis, women and men are alike on most psychological variables. However, according to research in organizational behaviour, female and male employees differ on certain aspects, such as their job satisfaction and work identity. To test these two views on gender similarities and differences in the context of human resource development and training evaluation, the present study examined the extent to which gender moderated reactions to training. Based on the expectancy-value theory of motivation and self-determination theory, a web-based questionnaire was used to measure six training reactions: intrinsic value, attainment value, utility value, perceived relative cost, autonomous motivation to transfer, and controlled motivation to transfer. The results indicated that women and men differed in their ratings of attainment value but were similar for the remaining five reaction measures. These outcomes support the gender similarities hypothesis. The findings are discussed in terms of their theoretical implications for modelling gender effects in HRD research and their practical significance for promoting training effectiveness and transfer of training.     

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.     

Exploring the influence of pre-training factors on training effectiveness-moderating role of trainees’ reaction: a study in the public sector in India

Organizations invest in training initiative with an objective to improve the performance of its employees and ultimately organizational performance. However, training literature highlights the gap between the learning and the transfer of learning at the workplace. Thus, there is a need to have a deeper understanding of those variables which contributes to training transfer/effectiveness. This study is an attempt to understand those organizational factors that can help in improving training effectiveness. Data was collected at three different points of time (before training, immediately at the end of training and after some time of training) to determine the antecedents of motivation to learn and the training effectiveness. Findings of the study reveal that motivation to learn mediates the relationship between the predictor variables – training needs analysis, training information and type of training, and the resultant variable training effectiveness. Also, trainees’ reaction towards training was found to moderate the relationship between trainees’ motivation to learn and training effectiveness. The study reinforces the significance of organizational factors in ensuring motivation to learn and training effectiveness. Theoretical and managerial implications are discussed in the paper.     

Trainee programme reactions and work performance: the moderating role of intrinsic motivation

This study investigated the moderating role of intrinsic motivation on the relationship between trainee programme reactions and work performance among trainees enrolled in formal trainee programmes. The results from a cross-sectional survey among 114 trainees representing three Norwegian service organizations showed that the relationships between perception of the trainee programme and facets of self-reported work performance were positive only for trainees low in intrinsic motivation. Implications for practice and directions for future research are discussed.     

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.     

Labour migration and National Human Resource Development in the context of post-Soviet Kyrgyzstan

Training participants' cognitions (training self-efficacy and training instrumentality) can be powerful motivational forces (and impact their motivation to learn and motivation to transfer) and influence important distal outcomes (such as training transfer). Our paper provides a set of ideas linking training cognitions with training outcomes. In addition, we support our propositions with a preliminary empirical test, based on a sample of 254 employees, who provide information on their training perceptions of training and development efforts at their organization. The results indicate that although the ‘can do’ (training self-efficacy) is a primary predictor or motivation to learn, the ‘will do’ aspect (training instrumentality) is the primary predictor for motivation to transfer. In addition, training transfer is predicted primarily by motivation to transfer, and has a strong relationship with training instrumentality. Given the paucity of research on the instrumentality aspect, we discuss theoretical and practical implications, and directions for future research.     

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 effect of career exploration on subsequent training performance

In recent models of training effectiveness, it has been proposed that career exploration predicts training outcome variables such as training performance. Implementing the Career Exploration Survey developed by Stumpf and colleagues (1983), the present study explored the impact of sixteen dimensions of career exploration on subsequent training performance. A total of 145 call centre agents participated in the present study. Results demonstrated that four dimensions of career exploration predicted subsequent training performance. More specifically, trainees who (a) scored high on focused career exploration, (b) were more satisfied with information, (c) reported a higher internal search instrumentality, and (d) reported a lower external search instrumentality achieved higher training performance scores. Implications for theory, practice and future research are discussed.     

How does training improve customer service quality? The roles of transfer of training and job satisfaction

This study explores the roles of transfer of training and job satisfaction in the relationship between training and customer service quality. The data were collected from 230 employees and their supervisors and analyzed using structural equation modeling. The results show that training indirectly influences customer service quality through the mediation of transfer of training and job satisfaction. Moreover, training directly and indirectly affects transfer of training through the mediation of job satisfaction, which in turn partially mediates the relationship between transfer of training and customer service quality. Furthermore, perceived organizational support (POS) moderates the relationship between training and transfer of training. This study extends social exchange theory, norm of reciprocity, and goal setting theory. Practical implications and future research directions are discussed.     

Work motivations as antecedents and outcomes of leadership: Integrating self-determination theory and the full range leadership theory

While some research has documented links between supervisors’ leadership style and subordinates’ motivation, little is known about what drives leadership behaviors in the first place. This study aimed to contribute to the scholarly literature on motivational antecedents of leadership by drawing on the self-determination theory (SDT) of motivation and the full range leadership theory. We traced work motivation throughout the leadership process, starting with supervisors’ work motivations as potential antecedents of leadership styles and proceeding to how leadership styles associate with subordinates’ work motivations. A 2-2-1 multilevel mediational model tested on 61 supervisors and their 244 subordinates showed that supervisors’ autonomous work motivation was linked with subordinates’ ratings of supervisors’ transformational leadership which, in turn, was linked with subordinates’ autonomous work motivation. Furthermore, supervisors’ transactional leadership mediated the association between their controlled motivation and their subordinates’ controlled motivation, whereas supervisors’ passive-avoidant leadership mediated the link between their amotivation and their subordinates’ amotivation. Our integration of the full spectrum of SDT’s conceptualization of motivation with the full range of leadership theory provides insights into the motivational processes that naturally direct supervisors toward transformational, transactional, or passive-avoidant leadership styles and their consequent reflection in subordinates’ motivations. The work has both theoretical and practical implications.     

培训迁移的有关理论和研究

本文回顾了国外近年来对培训迁移的研究,重点讨论了影响培训迁移的三种自变量以及迁移动机、迁移设计和迁移气氛,然后介绍了Holton 的培训迁移模型,最后指出了培训迁移研究中应当注意的问题。     

The Impact of in-Service Training and Motivation on Job Performance of Technical & Vocational Education Teachers: Role of Person-Job Fit

In-service education and training (INSET), motivation and person-job fit of workers are considered vital for the performance of employees. The focused purpose of the study is to examine the associations between in-service training and motivation impact on job performance of Technical Vocational Education and Training (TVET) teachers, while examining the moderating role of person-job fit. Using convenience sampling technique, data is collected from TVET teachers in South Asia. The finding of this study revealed a significant impact for in-service training and motivation on job performance. This research study is useful for the HR managers and practitioners to utilize their employee’s true potential to get the desired results.

     

Universal-deterministic and probabilistic hypotheses in operations management research: a discussion paper

Abstract

Based on Karl Popper’s approach to science, this conceptual article aims at promoting a discussion on important issues debated in the OM literature. Our focus is on the different types of hypotheses used in OM investigations and the implications of this for the formulation and testing of theory with an emphasis on case study research. Given that Popper’s methodology calls for an adequate testing of scientific propositions (universal-deterministic or probabilistic), we illustrate how case study research can be used to conduct a severe test of a scientific theory. It is also explained how case studies can be utilized to propose universal-deterministic hypotheses that should then be tested. Our investigation further discusses why it is important to clearly acknowledge the differences between the two types of hypotheses. Otherwise, inadequate research designs, deficient policy advice, and other similar problems, can arise. Topics for future research and discussion are also offered.     

The role of self-determination theory in marketing science: An integrative review and agenda for research

The marketing literature is replete with the repeated use of traditional theories of behaviour, such as ‘the consumer decision model,’ the ‘theory of buyer behaviour,’ the ‘theory of reasoned action,’ the ‘theory of planned behaviour,’ and ‘the model of goal-directed behaviour.’ The conclusions and criticisms that are drawn from these theories stem from the many ways in which these theories are applied, which reduces the efficiency of these approaches in the sense of predictability and generalizability across different cultures. Moreover, these theories have minimal influence on autonomously motivated behaviours. Despite these limitations, marketing scientists have overwhelmingly applied these theories to predict consumer intention and behaviour. However, theories that are actually capable of explaining consumers' motivations have been surprisingly ignored in the marketing literature; for instance, ‘self-determination theory’ (SDT) is a leading theory of human motivation that has been proven effective at identifying the contingencies that affect motivation and behaviour. Therefore, the goal is to review the marketing research in which SDT is used. To this end, we review all empirical studies published on the subject over a 20-year period. Several clusters of research are identified in which SDT appears to be more promising in addressing marketing problems. Finally, we provide directions for future research in greater detail.     

Safety training: An overview of current needs

Abstract

This article considers the changing nature of the demands and pressures faced by today's training practitioner. It emphasizes that safety is no longer a matter of ‘tin hats, safety guards and first aid boxes’, and explores the problems created by new legislation and rapidly changing technology. It also points up the skills required by the safety practitioner in effectively dealing with his/her organization, and the constraints placed on them by social and economic factors. The article reviews the training implications of this developing scenario.     

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.     

The relationship between transformational leadership behaviors,psychological, and training outcomes in elite military recruits

Two studies examined the effects of a differentiated model of transformational leadership on follower outcomes. In Study 1, 484 UK Royal Marine recruits completed questionnaires about their trainers' leadership behaviors and their own attitudes towards training. Training outcome was measured as successful completion of training or non-completion. Discriminant function analyses identified that fostering acceptance of group goals, inspirational motivation, appropriate role model, individual consideration, and contingent reward significantly discriminated between pass and failure. A separate discriminant function analyses revealed that the attitudinal variables of self-confidence, resilience, and satisfaction also successfully discriminated between pass and failure. Study 2 used a true experimental design to examine the effectiveness of a transformational leadership intervention. Participants were 85 experimental and 67 control recruits who completed questionnaires at weeks 5 and 15 of recruit training. Results revealed that 3 of the 5 key leadership behaviors, and all of the 3 recruit attitudinal variables measured, were significantly enhanced by the intervention.     

The impact of organisational alignment on the effectiveness of firms’ sustainability strategic performance measurement systems: an empirical analysis

Sustainability is becoming a mainstream issue for many organisations. A limited number of studies exist, however, on integrating sustainability into daily practices. Indeed, most of the research to date addresses only the definition and motivation for companies’ interest in environmental and social concerns. This paper contributes to the research on integrating sustainability into companies’ daily activities both directly and indirectly. It analyses the extent to which top management’s commitment to sustainability directly affects structural and social alignment and the effectiveness of measurement systems that monitor sustainability strategic performance and indirectly impacts firms’ social and environmental performance. Based on a quantitative analysis of survey responses from 405 large European companies, this paper documents the limited impact of social alignment to firms’ social and environmental performance. More specifically, the results challenge the diffuse belief that the alignment and commitment of middle managers to sustainability strategies as defined by the upper echelons have a relevant impact on the company’s social and environmental performance.     

社会共治下的食品企业失信经营问题三方演化博弈研究

针对食品企业失信经营的问题,借鉴日常活动理论,从机会、动机和控制方法三个方面,对企业失信经营进行了分析。在监管机构传统监管与共治监管两种方式下,基于演化博弈方法,构建了食品企业、消费者、监管机构的三方演化博弈模型。依据企业失信经营获利的大小,从博弈均衡上对食品企业失信经营问题进行了研究,并运用Matlab对博弈模型进行了分析验证。通过对两种监管方式的效率和应用范围进行深入分析,研究结果表明处罚和赔偿可有效降低食品企业失信经营的动机;当企业失信经营动机较小时,传统监管方式即可有效威慑食品企业,从而使其选择诚信经营策略;当企业失信动机较大时,即便使用共治监管方式仍无法有效监管食品企业失信经营。     

Behaviour Modelling: Its Record and Potential in Training and Development

Behaviour modelling training is an approach to training systems design which has a strong conceptual base in social learning theory (Bandura, 1977). In the mid 1970s, Goldstein and Sorcher produced a now well-known book which described the application of behaviour-modelling techniques to supervisory training. In the last 15 years or so the conceptual basis of behaviour modelling has progressed (Bandura, 1986) and there has been a steady stream of studies (see Decker and Nathan, 1985; Goldstein and Gessner, 1988) investigating the use and potential of the approach in organizational settings. The first half of this article provides an overview of the conceptual basis for behaviour modelling training and examines the extent to which behaviour modelling practice provides a valid operationalization of underlying theory. The remainder of the article is concerned with issues of evaluation and applicability. Research on the use of behaviour-modelling techniques has shown consistently good reaction and learning data (i.e. trainees like the material and are able to learn from it). Evidence concerning the transfer of learning back to the job (i.e. behaviour change and organization impact) is much more equivocal. The available evidence is reviewed and used to produce an account of the record and potential of behaviour modelling training.