Exploring the role of goal theory in understanding training motivation

Smith, Rebecca; Jayasuriya, Rohan; Caputi, Peter; Hammer, David

doi:10.1111/j.1468-2419.2007.00295.x

Cited by 51 publications

(44 citation statements)

References 58 publications

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“…In TOWARD A UNIFIED MODEL 11 concert with their conceptualization, trainees in the action phase are focused on attaining transfer, that is: on implementing and using the newly trained knowledge and skills in the workplace. Smith et al (2008) and Weisweiler et al (2013) stated that transfer intentions are necessary but not sufficient for transfer to occur. These authors point out that the union of Ajzen's theory of planned behaviour and Gollwitzer's implementation intentions has the potential to reduce the gap between intention formation and actual transfer behaviour.…”

Section: Phase 2: Actualizing Implementation Intentions For Transfermentioning

confidence: 99%

Toward a unified model of motivation for training transfer: a phase perspective

Quesada-Pallarès

Gegenfurtner

2015

Motivationsforschung Im Weiterbildungskontext

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Understanding behaviour change after training is a complex endeavour in science. Although motivation theories provide avenues for understanding why individuals change their behaviour after training, training research has adopted those theories sporadically, resulting in a fragmented understanding of trainee motivation. This study aims to present a unified model for understanding behaviour change after training. The model integrates elements from prevailing motivation theories in three phases: (a) forming transfer intentions, influenced by attitudes, norms, and perceived transfer control, (b) actualizing implementation intentions for transfer, and (c) strengthening transfer commitment. Conceptual and instructional implications for training research are discussed.Keywords: transfer of training; motivation to transfer; theory of planned behaviour; implementation intentions; adult education.

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Section: Phase 2: Actualizing Implementation Intentions For Transfermentioning

confidence: 99%

Toward a unified model of motivation for training transfer: a phase perspective

Quesada-Pallarès

Gegenfurtner

2015

Motivationsforschung Im Weiterbildungskontext

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“…Transfer motivation can interact with performance self-efficacy, expectations, and training reactions (R. Smith, Jayasuriya, Caputi, & Hammer, 2008). The learning transfer system inventory measures transfer effort-performance expectations by measuring the expectation that investing effort to use trained skills and knowledge at work will improve future job performance, and measures performance outcome expectations by measuring the expectation that increased job performance will lead to other outcomes that the trainee values.…”

Section: Transfer Motivationmentioning

confidence: 99%

Skill Acquisition and Training

Johnson¹,

Proctor²

2016

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Skill Acquisition and Training: Achieving Expertise in Simple and Complex Tasks describes the building blocks of cognitive, motor, and teamwork skills, and the factors to take into account in training them. The basic processes of perception, cognition, and action that provide the foundation for understanding skilled performance are discussed in the context of complex task requirements, individual differences, and extreme environmental demands. The role of attention in perceiving, selecting, and becoming aware of information, in learning new information, and in performance is described in the context of specific skills.A theme throughout this book is that much learning is implicit; the types of knowledge and relations that can profitably be learned implicitly and the conditions under which this learning benefits performance are discussed. The question of whether skill acquisition in cognitive domains shares underlying mechanisms with the acquisition of perceptual and motor skills is also addressed with a view to identifying commonalities that allow for widely applicable, general theories of skill acquisition. Because the complexity of real-world environments puts demands on the individual to adapt to new circumstances, the question of how skills research can be applied to organizational training contexts is an important one. To address this, this book dedicates much of its content to practical applications, covering such issues as how training needs can be captured with task and job analyses, and how to maximize training transfer by taking trainee self-efficacy and goal orientation into account.This comprehensive yet readable textbook is optimized for students of cognitive psychology looking to understand the intricacies of skill acquisition, while being accessible to a range of students and practitioners.

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“…It is also useful to examine the unique contribution a new measure makes to a set of criteria by examining relationships with and without other, well-established predictors (Van Iddekinge & Ployhart, 2008). We assessed training motivation with five items (α = .89), from Smith, Jayasuriya, Caputi, and Hammer (2008). We assessed training motivation with five items (α = .89), from Smith, Jayasuriya, Caputi, and Hammer (2008).…”

Section: Development Of Trainee Reactions Measurementioning

confidence: 99%

Coming Full Circle With Reactions: Understanding the Structure and Correlates of Trainee Reactions Through the Affect Circumplex

Howardson¹,

Behrend

2016

AMLE

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Research suggests that the structure of trainee reactions is captured with as few as one or as many as eleven dimensions. It is commonly understood that reactions contain both affective and cognitive components. To date, however, training research focuses largely on affective reactions that range from pleasant to unpleasant (i.e., valence). Here, we expand and further refine the construct of affective trainee reactions by including reactions that are more and less activating versions of pleasantness (e.g., excitement and calm, respectively) and unpleasantness (e.g., stress and boredom, respectively). We develop and validate a new measure based on this model and argue that the structure of affective reactions has implications for better understanding learning and course reputation outcomes. Results from a short online training indicate that reactions were best explained by four factors: pleasant activation (e.g., excitement), pleasant deactivation (e.g., calm), unpleasant activation (e.g., tension), and unpleasant deactivation (e.g., boredom). In addition to these four factors, results also show a general activation factor underlying all items, which produces a bifactor measurement model. The relationships between these reactions and training outcomes suggest what is most beneficial for course reputation outcomes (i.e., pleasant activating reactions) may not benefit learning; what is most beneficial for learning (i.e., pleasant deactivating reactions) may benefit course reputation outcomes but slightly less so.

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Exploring the role of goal theory in understanding training motivation

Cited by 51 publications

References 58 publications

Toward a unified model of motivation for training transfer: a phase perspective

Toward a unified model of motivation for training transfer: a phase perspective

Skill Acquisition and Training

Coming Full Circle With Reactions: Understanding the Structure and Correlates of Trainee Reactions Through the Affect Circumplex

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