Core self-evaluations and training effectiveness: Prediction through motivational intervening mechanisms.

Stanhope, Daniel; Pond, Samuel B.; Surface, Eric A.

doi:10.1037/a0032599

Cited by 30 publications

(22 citation statements)

References 61 publications

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“…As for positive transfer, this construct is defined as the degree with which trainees actually apply the knowledge, skills and attitudes acquired during training (Baldwin and Ford, 1988). The difficulty in transferring knowledge acquired in training to the workplace effectively has been recognized by several authors (Egan, 2008;Stanhope et al, 2013), indicating that this problem has not received the required attention. Within this rationale, we tested whether a trainee that is motivated to improve work through learning has a more positive transfer of the acquired knowledge.…”

Section: Motivation To Improve Work Through Learningmentioning

confidence: 99%

The mediating role of social support in the evaluation of training effectiveness

Alvelos

Ferreira

Bates

2015

European Journal of Training and Development

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Purpose-The purpose of this study is to contribute to the understanding of factors that affect training effectiveness. According to the literature, social support, perceived content validity, transfer design, the motivation to improve work through learning and positive transfer, contribute to the effectiveness of training. Design/methodology/approach-The sample used consisted of 202 employees with ages between 18 and 60 years, working for an insurance company where they had training for a period of three months. Findings-The results show a relationship between perceived content validity and transfer design, as well as with the motivation to improve work through learning. A mediating role of social support was also evident in this relationship. Finally, the authors highlight the findings of the relationship between motivation to improve work through learning and positive transfer. Originality/value-These findings contribute to the literature by demonstrating how the role of social support can increase training effectiveness in organizations.

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Section: Motivation To Improve Work Through Learningmentioning

confidence: 99%

The mediating role of social support in the evaluation of training effectiveness

Alvelos

Ferreira

Bates

2015

European Journal of Training and Development

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“…Over the last two decades previous research is documenting that in the work setting there are numerous factors that influence the job performance and training is only one of them [12,13]. [4] Found the organizational climate as an affecting factor for training transfer first time in the research.…”

Section: Transfer Climatementioning

confidence: 99%

Determine Process Training Key Factors and Job Performance in Higher Education Sector

Sharif¹,

Obaid²,

Eneizan³

et al. 2018

IJET

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The study was proposed to determine key factors in process training and job performance in higher education sector. These has been a sufficient number of studies suggesting that knowledge sharing, transfer climate and motivation to share knowledge facilitate employee training transfer and might increase job performance. There researches about the process training are still inconclusive in the Palestinian context as there is ambiguity that process-training factors such as knowledge sharing, transfer climate and motivation to share knowledge are associated with training transfer and job performance. Hence the current research aimed to examine how process training factors are related to job performance and to investigate the mediating role of training transfer in this relationship. Being quantitative in nature and having a target population of 7651 academic staffs a random sample of 300 comprises of academic staff from different Palestinian higher education institutes. The result suggested that the relationship of transfer climate and job performance is significantly mediated by training transfer. The study provides the discussion and recommendations too.

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“…Individuals with high core self‐evaluations are less likely to feel that time demands are overwhelming or constraining. From a learning perspective, core self‐evaluations have been shown to have a significant positive relationship with learning motivation and performance in formal learning contexts (Kim et al ., ; Stanhope, Pond, & Surface, ).…”

Section: Introductionmentioning

confidence: 99%

The relationships of work–family conflict and core self‐evaluations with informal learning in a managerial context

Tews

Noe

Scheurer

et al. 2015

J Occupat & Organ Psyc

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Existing research on informal learning has been largely descriptive, anecdotal, and relatively limited regarding its antecedents. This study represents a step forward towards addressing this gap in the training and development literature by examining the relationships of work–family conflict and core self‐evaluations with informal learning among managers. The sample included 225 managers companywide from a casual‐theme restaurant chain in the United States. The results demonstrated that time‐based work interference with family conflict (WIF) had a negative relationship with informal learning, but core self‐evaluations had a positive relationship. Further, core self‐evaluations moderated the WIF–informal learning relationship. Counter to the hypothesized relationship, managers higher in core self‐evaluations engaged in less informal learning as work–family conflict increased. This study broadens the nomological network of informal learning and highlights that organizations need to limit time demands at work that cause work–family conflict to facilitate managers’ informal learning. Practitioner points Limit work–family conflict so managers have the time to invest in informal learning in addition to their family and own recovery. Provide managers with skills in time management and goal setting and provide support necessary to encourage informal learning.

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Core self-evaluations and training effectiveness: Prediction through motivational intervening mechanisms.

Cited by 30 publications

References 61 publications

The mediating role of social support in the evaluation of training effectiveness

The mediating role of social support in the evaluation of training effectiveness

Determine Process Training Key Factors and Job Performance in Higher Education Sector

The relationships of work–family conflict and core self‐evaluations with informal learning in a managerial context

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