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1 – 10 of over 1000T. Brad Harris, Wonjoon Chung, Christina L. Frye and Dan S. Chiaburu
The purpose of this paper is to investigate the interplay between perceptions of instructor competence and trainees’ motivational orientations (autonomy orientation) as predictor…
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.
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Carolyn M. Axtell, Sally Maitlis and Shawn K. Yearta
Describes an exploratory investigation conducted to examine factors affecting the initial and sustained transfer of interpersonal skills training to the workplace. Demonstrates…
Abstract
Describes an exploratory investigation conducted to examine factors affecting the initial and sustained transfer of interpersonal skills training to the workplace. Demonstrates the ongoing role of trainee motivation in the immediate and longer term transfer of learned skills to work. Suggests that initial transfer of skills is an important prerequisite of subsequent skill application in the workplace. Concludes that factors which promote initial transfer of training, such as the perceived relevance/usefulness of the course, appear to have an indirect effect on later use of trained skills. Also concludes that, in the long term, individuals with more autonomy in their jobs are more likely to apply learned skills, perhaps because they are more able to create opportunities for using trained skills at work. This may be especially true for those with high levels of motivation. Discusses the implications of these findings both for individuals learning new skills, and for organizations optimizing the utility of their training provision.
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Nienke A. Boere, Bastian de Jong, Joost Jansen in de Wal and Frank Cornelissen
Transfer motivation has been identified as a pivotal factor influencing transfer of training. However, the role of training content has often been overlooked as explanatory…
Abstract
Purpose
Transfer motivation has been identified as a pivotal factor influencing transfer of training. However, the role of training content has often been overlooked as explanatory variable for the rate of transfer motivation. This study aims to examine to what extent experiences in transfer motivation and its personal and contextual antecedents depend on whether the training content is soft or hard skill. To this end, this study used the perspective of the unified model of task-specific motivation.
Design/methodology/approach
A total of 1,122 trainees (462 soft skill and 660 hard skill) filled out a questionnaire representing the components of transfer motivation and its personal- and contextual antecedents. Data were analyzed by means of multi group structural equation modeling.
Findings
The results showed mean differences between soft- and hard-skill trainings in personal- and contextual antecedents of transfer motivation and for different types of transfer motivation. However, no differences in transfer intention were found.
Practical implications
The outcomes provide insight as to what practitioners and trainers could do in training design and work environments to raise personal and contextual antecedents and to what extent a differentiation should be made between soft- and hard-skill trainings. This can eventually help them in raising transfer motivation among trainees.
Originality/value
To the best of the authors’ knowledge, this study is the first that examines whether experiences in personal and contextual antecedents of transfer motivation, transfer motivation and transfer intention differ for trainings consisting of different characteristics.
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Fernando José Moreira Coelho, Carla Marques, Armando Loureiro and Vanessa Ratten
The purpose of this paper is to understand in a qualitative context, the importance of the EMPRETEC entrepreneurship training in an emerging country context of Brazil. This helps…
Abstract
Purpose
The purpose of this paper is to understand in a qualitative context, the importance of the EMPRETEC entrepreneurship training in an emerging country context of Brazil. This helps to understand the capacity of entrepreneurship education to improve the ability of individuals to generate new business opportunities.
Design/methodology/approach
The data were collected through three semi-structured interview scripts and analyzed with the support of the NVIVO qualitative analysis software using Bardin content analysis.
Findings
The findings support the assertion that in emerging economies, entrepreneurship education is increasingly important in transforming society through enabling individuals to progress in their careers and life.
Research limitations/implications
It was concluded that the EMPRETEC course fulfilled the objective of encouraging entrepreneurial behavior and stimulating the trainees to contribute to the economic growth of the country. The implication was that participation in entrepreneurship education is strictly interconnected to the success of the trainees.
Practical implications
The study found that there are positive practical outcomes for the trainees’, teachers’ and managers’ perceptions involved in the Entrepreneurship Training Program – EMPRETEC.
Originality/value
The paper helps understand the role of the trainees’ (EMPRETECos), teachers’ and managers’ perceptions of the Program at SEBRAE/Recife about the impact of the Entrepreneurship Training Program – EMPRETEC.
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Derk‐Jan J.M. Nijman, Wim J. Nijhof, A.A.M. (Ida) Wognum and Bernard P. Veldkamp
The purpose of this article is to provide further insight into the relationship between supervisor support and transfer of training, by taking into account the effects of other…
Abstract
Purpose
The purpose of this article is to provide further insight into the relationship between supervisor support and transfer of training, by taking into account the effects of other transfer‐influencing factors in a systemic approach of the transfer process.
Design/methodology/approach
A review of studies on factors affecting transfer of training was conducted, with a specific focus on the effects of supervisor support, resulting in the development of a research model of the transfer process. All components of the model were measured by means of questionnaires for former trainees and their supervisors, and stepwise regression analyses were carried out to examine the relationships in the model.
Findings
Results indicate indirect relationships between supervisor support and transfer of training, by means of both trainees' motivation to transfer and the transfer climate. The indirect effect of supervisor support on transfer of training is only slight, however. Learning results are shown to be the strongest predictor of transfer of training.
Research limitations/implications
Owing to the small sample size structural equation modelling techniques could not be used, thus limiting the possibility to test the model as a single entity. The use of perceptional measures implies the risk of response tendencies from trainees and supervisors. Further research using different measures and different timing of measurement during the training and transfer process is recommended.
Practical implications
Results of this study indicate that supervisor support that is intended to enhance transfer of training can best be directed at improvement of the transfer climate at the workplace.
Originality/value
The paper provides both researchers and practitioners with a further insight into the complex effects of supervisor support on transfer of training, indicating the importance of taking into account the effects of other transfer‐influencing factors.
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Kennon M Sheldon, Daniel B Turban, Kenneth G Brown, Murray R Barrick and Timothy A Judge
In this chapter we argue that self-determination theory (SDT; Deci & Ryan, 2000) provides a useful conceptual tool for organizational researchers, one that complements traditional…
Abstract
In this chapter we argue that self-determination theory (SDT; Deci & Ryan, 2000) provides a useful conceptual tool for organizational researchers, one that complements traditional work motivation theories. First, we review SDT, showing that it has gone far beyond the “intrinsic versus extrinsic motivation” dichotomy with which it began. Then we show how the theory might be applied to better understand a variety of organizational phenomena, including the positive effects of transformational leadership, the nature of “true” goal-commitment, the determinants of employees’ training motivation, and the positive impact of certain human resource practices. We note that SDT may yield significant new understanding of work motivation, and suggest opportunities to refine the theory for research on work-related phenomena.
Jerry Hallier and Philip James
Goffman’s concept of cooling out the mark (Goffman, E., “On cooling the mark out: some aspects of adaptation and failure”, Psychiatry: Journal of the Study of Interpersonal…
Abstract
Goffman’s concept of cooling out the mark (Goffman, E., “On cooling the mark out: some aspects of adaptation and failure”, Psychiatry: Journal of the Study of Interpersonal Relations, Vol. 15 No. 4, 1952, pp. 451‐63) is proposed as helpful for understanding self‐regulating groups’ attempts to pacify transferring colleagues who are facing admission failures. A longitudinal study of an air traffic control company is used to examine what happens to the status and operation of a long‐standing group‐regulated cooling out process when the rejection of applicant colleagues suddenly increases following the onset of mass job moves. Groups saw the tradition of using cooling out to obscure trainee complaints about admission decisions as less important than publicising failure by pressing management to address their new staffing problems. The pressures surrounding the decline of cooling out were also found to weaken the common basis of these groups’ established occupational identity. Specialized occupational and group constructions emerged that linked identity and task on the basis of unit location, specialist operational skills, and even desirable age profiles. The conclusion drawn is that while the very act of turning away from the cooling out tradition may undermine the process of self‐regulation, it may, paradoxically, represent a necessary step in the transformation of the group from one type of self‐regulated identity to another.
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Marco van Gelderen and Paul Jansen
Autonomy is a primary motive for a large majority of small business starters. As an explanation of why people want their own (autonomous) business it is tautological. This study…
Abstract
Purpose
Autonomy is a primary motive for a large majority of small business starters. As an explanation of why people want their own (autonomous) business it is tautological. This study sets out to focus on an explanation of the autonomy motive itself: why small business starters want autonomy.
Design/methodology/approach
Data were collected using semi‐structured interviews with a sample of 167 nascent entrepreneurs.
Findings
There are two types of autonomy motives: a proximal motive which is associated with task characteristics of being self‐employed (decisional freedom), and distal motives for which autonomy is instrumental (to avoid a boss or restrictions; to act in a self‐endorsed and self‐congruent manner; and to be in charge).
Research limitations/implications
Autonomy measures should either operationalise autonomy only in a proximal sense without regard to underlying motive sources, or take distal motives into account and offer items that reflect these autonomy motive sources.
Practical implications
Persons who resist bosses and rules now must be a boss and set rules themselves. People who want to express their personality and creativity in their work might be so busy and occupied that there will be little space left for personality and creativity expression. People who want autonomy because of the power and control it brings them may find that as a small business owner they have to deal with several types of uncertainty. Practitioners must resolve these tensions.
Originality/value
In spite of the intimate relationship between freedom and entrepreneurial motivation, this is perhaps the first paper to focus exclusively on autonomy as a start‐up motive.
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This case explores how driver training school create experience value for their trainees. It describes the development of driver training industry, the foundation and new training…
Abstract
This case explores how driver training school create experience value for their trainees. It describes the development of driver training industry, the foundation and new training mode of Rongan Driving School, changes and challenges of environment for Rongan facing and so on, which will guide readers to discuss six influence factors of customer experience, six dimensions of customer-experience value, the relationship between them, and the influence of social environment. Rongan's innovative training mode of “pay after learning, time-based billing, one car for one person”, provides a good training experience for driving trainees. It has become the benchmark of the national driving training industry within six years.
Albertos Azaria, Efthymios Valkanos and Nick Dukakis
The purpose of this paper is to examine the impact of the Greek recession on the design of adult vocational training through the financial crisis effects on entrepreneurship and…
Abstract
Purpose
The purpose of this paper is to examine the impact of the Greek recession on the design of adult vocational training through the financial crisis effects on entrepreneurship and, in particular, the significance of the conditions of the in-house experiential learning effective implementation in the new macroeconomic circumstances.
Design/methodology/approach
An overall theoretical approach is attempted through the bibliographic review and the analysis of selected scientific forums’ data.
Findings
The results of the literature review yielded 24 important factors-prerequisites that influence the implementation of in-house experiential adult education. The importance of the in-house experiential learning and the role of adult educators are emphasized in the direction of the essential skills acquisition that shall provide employees and enterprises with intellectual and practical assistance, so that they may adjust to the new macroeconomic environment.
Practical implications
This effort has provided a number of useful proposals to each recipient involved in adult education and training in order to reinforce the support of the business world as much as possible, especially during the time period of recession, and to reduce unemployment.
Originality/value
Starting from the fact that the macroeconomic recession itself constitutes an inevitable experience of an entire social, economic and educational system, the present study attempts a realistic approach of the significance of in-house experiential education and training in the direction of successful adjustment of enterprises, employees, adult educators and the State itself against the challenges of our times.
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