The role of competence level in the self‐efficacy–skills relationship: an empirical examination of the skill acquisition process and its implications for information technology training

The role of computer training has long been critical in organizations as reliance on technology for strategic advantage increases in importance. How to most effectively conduct such training has clear implications for organizations. This study examines one area of training which is not well understood: the role that competence level plays in the self‐efficacy–competence relationship (if indeed it plays a role at all) during skill acquisition. Two opposing conceptual positions are presented from the literature, one that suggests the relationship between self‐efficacy and competence will be stronger early in the skill acquisition process (when competence is minimal), the other suggesting the strength of the relationship will be stronger at mastery. Using a sample of over 600 and structural equation modeling, the relationship between self‐efficacy and competence for six different computing application domains is tested by dividing respondents in each domain in half, according to competence level. Results empirically demonstrate that level of competence makes a significant difference in the domains, that those higher in ability typically have a stronger relationship with self‐efficacy. Results also show that the relationship is weaker for those new to the application and those who have mastered the application. The important implications for training are discussed.     

Employees' perceptions of the opportunities to utilize their competences: exploring the role of perceived competence mobilization

Perceived competence mobilization is the degree to which employees perceive that they have adequate opportunities to utilize their competences in their current jobs. The findings of the research reported here suggest that employees' perceived competence mobilization is associated with a number of favourable employee attitudes, including intrinsic motivation, organizational commitment and intention to stay with the organization. Findings based on cross‐sectional data from 881 public workers indicate that perceived competence mobilization better predicts relevant employee attitudes than any of the other variables included. The indicated effect of perceived competence mobilization on intrinsic motivation overpowers the effect of self‐efficacy (perceived competence), one of the core variables of self‐determination theory. Perceived competence mobilization also appears to mediate many relationships involving self‐efficacy or perceived training opportunities. Hence, continued research into this construct is of potential value to researchers and organizations.     

How gender influences the effect of age on self‐efficacy and training success

Previous research has shown age and gender differences in training, but the results have been mixed and their combined influence is only rarely examined. We fill those gaps by analysing age and gender effects on self‐efficacy and training success. Study participants were trainees in an e‐learning time‐ and self‐management behaviour modelling training programme. We measured self‐efficacy before and after training and time‐ and self‐management behaviour before and 6 weeks after training. We expected the differences between pre‐ and post‐test results to indicate self‐efficacy development and we expected differences between pre‐ and follow‐up tests to indicate training success. A hierarchical regression analysis showed that age and gender interacted in both self‐efficacy development and training success. A structural equation model confirmed that men and women showed different relationships among age, self‐efficacy and training success. Older women showed more positive development compared with older men. We conclude that age and gender should both be considered in future design and training evaluations.     

Ageing and consumption in Finland: The effect of age and life course stage on ecological,economical and self‐indulgent consumption among late middle‐agers and young adults between 1999 and 2014

Previous studies on ageing consumers have mainly focused on chronological age and generational values or studied ageing and consumption with cross‐sectional data. Few quantitative studies exist that examine the effect of age together with life course on consumption using longitudinal data. To bridge this gap, the article examines ageing and attitudes towards consumption in Finland, focusing particularly on late middle‐agers (46–60 year‐olds) in comparison with young adults (18–30 year‐olds) between 1999 and 2014. The article explores three consumption patterns based on attitudinal statements: ecological, economical and self‐indulgent consumption. Through analysis of a nationally representative survey study in Finland (N = 8,543), the article reveals that in all years under examination, late middle‐agers reported more ecological attitudes towards consumption than young adults. In 1999 and 2004, the attitudes of late middle‐agers appeared more economical, but age‐related differences in economical attitudes disappeared between 2009 and 2014. In each year, late middle‐agers reported less self‐indulgent attitudes than young adults, and these age‐related differences did not remarkably change between 1999 and 2014. The results indicate that in 1999 and 2004, ecological and economical attitudes towards consumption were best predicted by age at the year of the study. In later years, ecological attitudes were more closely determined by life course stage, that is household type and other socio‐demographic determinants. Regarding economical attitudes, generational or cohort effects were pronounced among late middle‐agers in 1999. In contrast, the significance of age remained throughout the years for self‐indulgent attitudes, indicating the absence of generational or cohort effects.     

The moderating role of self‐efficacy in the organizational culture–training transfer relationship

This paper aims to examine the combined effects of self‐efficacy and organizational culture on employees' transfer of knowledge/skills acquired through training. The questionnaires were distributed to 252 newly hired employees working in a service organization in Greece. Each of the independent variables examined added incrementally to the prediction of training transfer. Moreover, self‐efficacy was found to act as a moderator in the organizational culture–training transfer relationship. High self‐efficacy was found to strengthen both achievement culture–training transfer as well as humanistic culture‐training transfer relationships, whereas low self‐efficacy weakened these relationships. The study has practical implications by providing insights into ways of engaging employees in transferring the skills acquired during training. This investigation extends previous research by demonstrating that self‐efficacy acts as an accentuating factor in the relationship between organizational culture orientations and new hires' transfer of training.     

Mall Haul Videos: Self‐Presentational Motives and the Role of Self‐Monitoring

Mall haul videos or vlogs are short videos in which young women not only present their fashion and beauty purchases but express their evaluations and opinions as well. The attitudes expressed could help the vlogger reap social rewards from a reference group or demonstrate the consistency between privately held attitudes and publicly expressed ones. In four studies, using the self‐monitoring construct to identify which function an attitude may serve for an individual, the self‐monitoring propensity of mall haul vloggers and the social‐adjustive and value‐expressive functions that posting and watching such vlogs fulfill for the individual was explored. In the first study, those who post and do not post mall haul vlogs were surveyed and results suggested that more high self‐monitors than low self‐monitors posted mall haul vlogs. In Study 2, a content analysis was conducted and revealed that low self‐monitors in comparison to high self‐monitors mentioned more brand names in their mall haul vlog. In Study 3, the valence of the product evaluations conveyed in mall haul vlogs by high and low self‐monitors was analyzed. High self‐monitors generated more positive messages than low self‐monitors. Finally in Study 4, the links between self‐monitoring on individuals’ willingness to watch rather than post mall haul vlogs were examined. High self‐monitors were more likely to watch a mall haul vlog when the retailer mentioned was perceived to possess high status (compared to medium or low status); while low self‐monitors were more likely to watch a mall haul vlog when the retailer mentioned was perceived to possess low status (compared to medium or high status). Across all four studies, results indicated that mall haul vlogs were fulfilling a social‐adjustive function for high self‐monitors whereas they were fulfilling a value‐expressive function for low self‐monitors. Implications for marketing are discussed.     

Employee post‐training behaviour and performance: evaluating the results of the training process

Despite the fact that firms invest in training, there is considerable evidence to show that training programmes often fail to achieve the intended result of improving worker and organization performance. The purpose of this paper is to examine the medium‐ to long‐term effects of training programmes on firms by means of an integrated research model combining the principal factors that the existing literature has shown to be related to training transfer and also by examining the relationship between training transfer and operational performance. The transfer factors chosen are training design, trainee self‐efficacy and work environment. The validity of this model is tested by applying the structural equation modelling approach to data from 126 employees who have participated in various training programmes in a number of Greek organizations. The results indicate that the design of a training programme has the strongest impact on post‐training job performance, along with trainees' self‐efficacy and post‐training behaviour.     

The relative importance of specific self‐efficacy sources in pretraining self‐efficacy beliefs

Self‐efficacy is clearly important for learning. Research identifying the most important sources of self‐efficacy beliefs, however, has been somewhat limited to date in that different disciplines focus largely on different sources of self‐efficacy. Whereas education researchers focus on Bandura's original sources of enactive mastery, vicarious experience, verbal persuasion and negative emotional arousal, organizational researchers focus on learning, performance prove and performance avoid achievement goal orientations. To date, however, little research has examined the importance of a specific set of self‐efficacy sources after fully accounting for the influence of other sources. Data were obtained from 278 adult trainees who completed online Microsoft Excel training. Results suggest that once accounting for achievement goal orientation, Bandura's sources of vicarious experience and negative emotional arousal are still important contributors to pretraining self‐efficacy beliefs. As such, organizations seeking to maximize training effectiveness may wish to consider pretraining interventions simultaneously targeting achievement goal orientation, vicarious experience and negative emotional arousal.     

Problem‐Solving Orientations,Financial Self‐Efficacy,and Student‐Loan Repayment Stress

Using data acquired from a four‐time longitudinal survey, we tested a model linking two measures of self‐agency, i.e., problem‐solving orientations and financial self‐efficacy, to student‐loan repayment stress. Of those participants who responded at Wave 4 (N = 855) of a longitudinal study, 396 who had acquired student loans were included in our structural equation model's Mplus analysis. After we controlled for gender, college financial education, ethnicity, and participant annual income, we found that both financial self‐efficacy and negative problem‐solving orientation were related to perceived difficulty. More specifically, those participants with a greater financial self‐efficacy at Wave 4 perceived less difficulty in paying off their loans, while those with a more negative problem‐solving orientation perceived more difficulty in paying off their loans. We also found perceived difficulty to be directly related to the actual difficulty of repaying a loan, and this perceived difficulty was, in turn, associated with loan‐specific stress. We provide implications for financial education.     

Ad–self‐congruency effects: Self‐enhancing cognitive and affective mechanisms

This article explores how the drive for self‐enhancement influences responses to ads depicting images that are self‐congruent along the dimensions of femininity and individualism/collectivism. Participants' schematics on the portrayed dimension were found to exhibit higher levels of cognitive self‐referencing and positive affect when the ad image was congruent with their ideal self‐schemata than when it was not. Greater self‐referencing and positive affect were found, in turn, to promote more favorable ad attitudes, thereby resulting in more positive brand attitudes. © 2005 Wiley Periodicals, Inc.     

Using animated agents in learner‐controlled training: the effects of design control

Animated agents have the potential to increase engagement and learning during online training by acting as personalized tutors. However, little is known about the conditions that make these agents most effective. In this study, 183 e‐learners completed a Microsoft Excel training course. Approximately half were assigned an agent with predetermined features. The others were allowed to choose their agent's appearance, personality, feedback style or all of the above features. Offering multiple choices increased learning. Unexpectedly, choice of feedback style alone decreased self‐efficacy. Choosing the agent's appearance increased self‐efficacy and the number of training modules completed. Overall, this study expands the learner control literature, identifying a new form of learner control that has some beneficial effects on knowledge acquisition.     

Instructional skills for on‐the‐job training and experiential learning: an empirical study of Japanese firms

Despite the effectiveness of on‐the‐job training (OJT), few systematic empirical studies have been conducted on how OJT trainers instruct trainees in firms. The primary goal of this study was to investigate the characteristics of the trainer's instructional skills for OJT using survey data collected from 715 employees covering 22 firms. Results indicate that excellent OJT trainers use four types of instructional skills: (1) stretching trainee objectives, (2) monitoring their progress, (3) providing positive feedback, and (4) promoting reflection on results. The findings suggest that excellent OJT trainers facilitate trainees' experiential learning by promoting deliberate practice and reflective practice. Theoretical and managerial implications are also discussed.     

The Best I Can Be: How Self‐Accountability Impacts Product Choice in Technology‐Mediated Environments

Technology‐mediated environments are important not only as the location for an increasing proportion of purchases, but also as an even more pervasive part of the purchase journey. While most research into online consumer behavior focuses on attitudes as an antecedent of product choice, this article focuses on an important but hardly explored variable that may be impacted by technology‐mediated environments: self‐accountability. Laboratory experiments suggest that self‐accountability may influence online purchases, but this has not been confirmed in field studies. Furthermore, although this prior work suggests that self‐accountability may impact product choice through the elicitation of guilt, the role of positive emotions has not been explored. Using two surveys with online retailers, this paper (a) shows that in a technology‐mediated environment, self‐accountability influences product choice; (b) proposes and confirms a complementary route for this effect through pride that is stronger than that through guilt; and (c) evidences the relationship between self‐accountability and perceived consumer effectiveness. These results show a clear opportunity for digital marketers to encourage self‐accountability, to thereby elicit pride and not just guilt, and hence to impact consumer decision making in technology‐mediated environments, particularly when choices have sustainability implications.     

Exploring the role of memory for self‐selected ad experiences: Are some advertising media better liked than others?

Advertising media are associated with different degrees of self‐selected versus intrusive ad experiences. The role of such media differences in attitudes toward advertising was explored in a nationwide survey. The survey provides a national picture of attitudes toward specific ad media ranging from advertising media that deliver highly self‐selected ad experiences (catalogs and business classifieds) to highly intrusive ones (TV). A total of 2,514 adults were surveyed regarding their opinions about ads in (1) TV, (2) radio, (3) catalogs, (4) business classifieds, (5) out‐of‐home, or (6) advertising in general. Media that allow for self‐selected experiences, where perceived interest in an ad is the basis for attention to it, were evaluated much more favorably than more intrusive advertising media. Catalogs and business classifieds elicited the most favorable opinions; TV advertising elicited the least, and these media differences generally cut across demographic lines. Also, although more educated and affluent consumers generally held less favorable views of advertising, preliminary results suggested that this did not hold true for media that allow for self‐selected processing. An additional study suggested that memory for advertisements plays a significant role in the evaluation of a self‐selected ad medium (catalogs). That is, consumers' strongest memories are for those ads to which they paid the most attention, and consequently these engaging ads have a disproportionate influence on opinions toward the ad medium. © 2004 Wiley Periodicals, Inc.     

Core self‐evaluations and salespeople

A schemata drawn from the literature addressing core self‐evaluations was tested with the use of a sample of commissioned salespeople. Research propositions were tested for the internal locus of control, high self‐efficacy beliefs group and for the external locus of control, low self‐efficacy group of salespeople. Support was derived for several of the propositions. However, the relationship between performance and cell membership indicated that both internal, high self‐efficacy beliefs salespeople and external, high self‐efficacy beliefs salespeople perform at a higher level than those in the other cells. © 2006 Wiley Periodicals, Inc.     

Implementing on‐the‐job training: critical success factors

Post Offices Inc. in The Netherlands has developed and implemented a new instruction model for the training of desk employees. The quality of the new instruction model was assessed by means of the evaluation model of Jacobs and Jones for on‐the‐job training. It is concluded that the implementation of the training model has not been completely successful. Critical success factors, such as the performance of the mentors as well as the quality of the self‐study material, have to be improved. Mentors are expected to serve as a behavioural model, to provide feedback, arrange an adequate environment for self‐study, motivate trainees for self‐study and evaluate trainees’ progress on a regular basis. This study shows that mentors must be fully convinced of the benefit of a new instructional model, if not, the implementation will not be successful. Besides, the study shows that the quality of the self‐study material depends very much on the similarity between the knowledge needed in work and the knowledge presented in the self‐study material.     

The perception of self‐efficacy in coping with economic risks among young adults: an application of psychological theory and research

The present study was prompted by the paucity of research about the perception among young people of their ability to cope with economic risks of contemporary society. The variables used in this exploration were attitudes to money. The variable of emotion management was included on the rationale that stress and negative emotions tend to arise from demands to manage economic aspects of life. The links between a sense of economic self‐efficacy and these variables were examined using a questionnaire filled out by 120 respondents. The findings revealed considerable correspondence between economic self‐efficacy and the notion of adhering to meticulous saving plans as well as firmer self‐control of emotions. Profiles that successfully discriminated between low and high sense of economic self‐efficacy were identified. The results further our understanding of the interplay between psychological factors and the self‐perception of efficacy in dealing with economic change.     

The social–psychological bases of anticonsumption attitudes

This article proposes that the increasing number of individuals voluntarily reducing their levels of consumption may be motivated by underlying social–psychological stress related to living in a consumer society. Of the three primary motivational bases of the self (esteem, efficacy, and authenticity), it is argued that only self‐esteem and self‐efficacy can be acquired through consumption. The current growth of the voluntary simplicity movement, it is argued, is among those individuals who have met the need for esteem and efficacy through consumption, but have failed to achieve a sense of authenticity. Evidence from interviews with participants in the voluntary simplicity movement is presented in support of this proposition. Anticonsumption attitudes, it is concluded, result from a process of self‐inquiry triggered by the failure to feel authentic through one's consumption activities. Implications of anticonsumption attitudes in reaction to consumer culture are discussed. © 2002 John Wiley & Sons, Inc.     

Involving consumers in peer‐facilitated home‐based food hygiene training

A community‐based food hygiene initiative was piloted in the Toxteth–Granby area of Liverpool between December 2001 and March 2002. The project aimed to increase awareness and behaviour, related to poor food purchase, storage and handling practices, by actively involving members of the local community in home‐based peer‐facilitated training. Facilitators (23) were actively recruited from within the Toxteth–Granby community, and undertook a 4‐day induction and training programme, which included successful completion of the CIEH Basic Food Hygiene course. Facilitators subsequently recruited and visited nearly 1000 households (992) within the Toxteth–Granby electoral ward, undertook an observation sheet, a detailed questionnaire, and spent approximately 1 hour delivering food hygiene training. Facilitators returned to all households within an 8‐week period, and completed further observation sheets and questionnaires, for use in a comparative analysis. Facilitators and householders received incentives for their involvement in the project. Analysis of the data collected showed that general awareness of a range of food hygiene issues was high (such as hand washing before handling food), and most participants (73.8%) were able to recognise the main symptoms of food borne disease. As a result of the home‐based hygiene training there were significant changes in knowledge, attitudes, and food handling practices, including the use of refrigerators, purchase of chilled and frozen foods, washing or peeling of fruits and vegetables, and the cooking of meat‐based products. The project demonstrates that it is possible for communities to improve their food hygiene awareness and food handling behaviours through home‐based peer‐facilitated training programmes, with minimal input from professionals.     

The Direct and Indirect Effects of Self‐Efficacy on Salespeople's Emotional Exhaustion and Work‐Family Conflict: A Study Using the Job Demands‐Resources Model

This study integrates Social Cognitive Theory with the Job Demands‐Resources Model to examine self‐efficacy in relation to emotional exhaustion and work‐family conflict (WFC) in a sample of 192 employees. The results obtained through structural equation analysis show: a negative association between self‐efficacy and both work overload and emotional exhaustion; a positive relationship between work overload and both emotional exhaustion and WFC; that work overload mediates the relation between self‐efficacy and both emotional exhaustion and WFC; that role ambiguity moderates the relation of self‐efficacy with work overload; and that tenure in the sales territory moderates the relation of work overload with WFC. Copyright © 2018 ASAC. Published by John Wiley & Sons, Ltd.