Technology as a Tool for Leadership Development: Effectiveness of Automated Web-Based Systems in Facilitating Tacit Knowledge Acquisition

Boyce, Lisa A.; LaVoie, Noelle; Streeter, Lynn A.; Lochbaum, Karen E.; Psotka, Joseph

doi:10.1080/08995600802345220

Cited by 15 publications

(6 citation statements)

References 20 publications

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“…For example, a number of studies reported positive correlations between mastery-approach goals and transfer of training (e.g. Boyce et al, 2008;Chiaburu et al, 2010;Dragoni et al, 2009;Laine & Gegenfurtner, 2013;Nordstrom et al, 1998;Tziner et al, 2007;Van de Walle et al, 2010;Wilson et al, 2002). A few studies also identified negative correlations between masteryapproach goal orientation and transfer (Holladay & Quiñones, 2003), particularly in training programs that were mandated (Orvis et al, 2009;Towler & Dipboye, 2001).…”

Section: Goal Orientations and Transfer Of Trainingmentioning

confidence: 99%

Voluntary or mandatory training participation as a moderator in the relationship between goal orientations and transfer of training

Gegenfurtner

Könings

Kosmajac

et al. 2016

Int J Training Development

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Trainees can participate in organizational training programs voluntarily or mandatorily. To date, research has reported mixed evidence on the question whether voluntary or mandatory participation is associated with higher motivation and transfer of training. Grounded in the frameworks of participatory design, the notion of autonomy in basic psychological needs theory, and the 2 × 2 model of achievement goals, this meta‐analysis examined the relationship between goal orientations and transfer of training in contexts of voluntary and mandatory training participation with a sample of N = 4729 trainees in k = 29 studies. Goal orientations were conceptualized in four dimensions: mastery‐approach, mastery‐avoidance, performance‐approach, and performance‐avoidance. Results of the primary meta‐analysis indicated that mastery‐approach orientation had the most positive correlation with transfer of training, followed by performance‐approach, mastery‐avoidance and performance‐avoidance goal orientation. Meta‐analytic subgroup analysis examined the effects of two conditions for training participation: voluntary participation and mandatory participation. The findings indicated that training participation significantly moderated the correlation coefficients of mastery‐approach and performance‐avoidance goal orientation, with more positive estimates when training enrollment was voluntary. Contrary to expectations, the correlation coefficient between performance‐approach goal orientation and transfer of training was more positive when entry into training programs was obligatory and mandated. Implications for future research and the practice of training design and delivery are discussed.

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Section: Goal Orientations and Transfer Of Trainingmentioning

confidence: 99%

Voluntary or mandatory training participation as a moderator in the relationship between goal orientations and transfer of training

Gegenfurtner

Könings

Kosmajac

et al. 2016

Int J Training Development

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“…9 A few projects articles have described individual military personal technologies. [10][11][12] Most studies of health-related personal technologies have been confined to the civilian arena. [13][14][15][16][17] With the rapidly growing sophistication of personal technology, knowledge must be continuously updated to be useful.…”

Section: Introductionmentioning

confidence: 99%

Soldiers' Personal Technologies on Deployment and at Home

Bush

Fullerton

Crumpton

et al. 2012

Telemedicine and e-Health

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We measured high rates of personal technology use by service members at home across all popular electronic media. Soldiers at home essentially resembled civilian consumers in their use of popular technologies. Some technologies, including the Internet, gaming, and TV, were widespread on deployment. Others, most notably cellphones, were more restricted by availability, connectivity, opportunity, and military regulation in the warzone. Results will enable researchers and technology developers target their efforts on the most promising and popular technologies for psychological health in the military.

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“…A tailored intervention would identify the most needed skills and present the corresponding activities that the learner should work on. This approach of training, combined with the sharing of tacit knowledge (Le Bellu, Lahlou, & Nosulenko, 2010), has shown success in various fields, such as leadership development (Boyce, LaVoie, Streeter, Lochbaum, & Psotka, 2008;Hedlund et al, 2003), and has yet to be tried in improving teen drivers' hazard perception skills.…”

Section: Discussionmentioning

confidence: 99%

Progression of hazard perception knowledge, licensure status and driving experience among teen drivers

Bonfiglio

Lee

LaVoie

et al. 2014

Proceedings of the Human Factors and Ergonomics Society Annual

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Inexperience contributes to the elevated crash risk among novice teen drivers. Hazard perception is considered a kind of experiential knowledge that is acquired slowly over time. We proposed a process for better understanding and identifying the progression for hazard perception knowledge and its relation to driving experience among novice teen drivers. Semi-structured interviews were conducted to elicit teen drivers' perception of hazards, and then combinations of hazards were used to compose two representative driving scenarios. A written survey was subsequently used to further explore teens' perspective on hazards contextualized in the two scenarios and their level of experience with each hazard. Results show that there was a progression of experience which contributes to their development of driving tacit knowledge over time. With more experience and more advancement in their licensure status, teens with an unrestricted license reasoned about the driving hazards more holistically, took into account environmental characteristics, and drove to more variety of places. These findings can be used in designing learning activities and interventions for teen drivers, and the progression of experience can be included for tailoring activities to individual experience level.

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Technology as a Tool for Leadership Development: Effectiveness of Automated Web-Based Systems in Facilitating Tacit Knowledge Acquisition

Cited by 15 publications

References 20 publications

Voluntary or mandatory training participation as a moderator in the relationship between goal orientations and transfer of training

Voluntary or mandatory training participation as a moderator in the relationship between goal orientations and transfer of training

Soldiers' Personal Technologies on Deployment and at Home

Progression of hazard perception knowledge, licensure status and driving experience among teen drivers

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