Meeting trainees' expectations: the influence of training fulfillment on the development of commitment, self-efficacy, and motivation

Article Abstract:

The development of organizational commitment, academic self-efficacy, physical self-efficacy, and motivation was examined in a socialization-type training context with data collected from 666 military trainees. The hypotheses were that (a) training fulfillment, or the extent to which training meets or fulfills a trainee's expectations and desires, (b) trainee reactions, and (c) training performance would be related to the development of posttraining attitudes. Support was obtained for each hypothesis. Training fulfillment was positively related to posttraining organizational commitment, physical self-efficacy, academic self-efficacy, and training motivation, even after pretraining attitudes and a set of individual variables were controlled. Pretraining motivation, trainee reactions, and training performance were also related to the development of posttraining attitudes. (Reprinted by permission of the publisher.)

Psychological aspects, Analysis, Employee motivation, Organizational research, Employee training, Commitment (Psychology)

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Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation

Article Abstract:

Although training evaluation is recognized as an important component of the instructional design model, there are no theoretically based models of training evaluation. This article attempts to move toward such a model by developing a classification scheme for evaluating learning outcomes. Learning constructs are derived from a variety of research domains, such as cognitive, social, and instructional psychology and human factors. Drawing fromthis research, we propose cognitive, skill-based, and affective learning outcomes (relevant to training) and recommend potential evaluation measures. The learning outcomes and associated evaluation measures are organized into a classification scheme. Requirements for providing construct-oriented evidence of validity for the scheme are also discussed. (Reprinted by permission of the publisher.)_

Models, Measurement, Learning, Occupational training, Teaching models

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Applying trained skills on the job: the importance of the work environment

Article Abstract:

The influence of the work environment on the transfer of newly trained supervisory skills was examined. Participants were 505 supermarket managers from 52 stores. The work environment was operationalized in terms of transfer of training climate and continuous-learning culture. Climate and culture were hypothesized to have both direct and moderating effects on posttraining behaviors. Accounting for pretraining behaviors and knowledge gained in training, the results from a series of LISREL analyses showed that both climate and culture were directly related to posttraining behaviors. In particular, the social support system appeared to play a central role in the transfer of training. Moderating effects were not found. Implications for enhancing the transfer of training are discussed. (Reprinted by permission of the publisher.)

Work environment, Management training, Transfer of training

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