Effects of proactive personality and conscientiousness on training motivation

Training transfer is a ubiquitous but frequently unmet goal of training initiatives amounting to billions of dollars lost annually and masses of under‐skilled workers due to the lack of application of training content to their job. Although research supports the impact trainee proactive personality, conscientiousness and motivation have on training transfer processes, their interrelationships remain understudied. To fill this gap, we utilized data from a multinational sample of trainees and examined a conditional, indirect process model, where proactive personality interacts with conscientiousness to influence transfer intentions through their effects on motivation to learn. Our results suggest that trainee proactive personality positively influences transfer intentions partially through its influence on motivation to learn and that higher levels of conscientiousness weakens this relationship. Our findings provide further evidence supporting the importance of proactive personality and conscientiousness as factors that need to be accounted for in the design of talent development solutions.     

How identification facilitates effective learning: the evaluation of generic versus localized professionalization training

Worldwide, organizations are keen to ensure that they achieve a performance return from the large investment they make in employee training. This study examines the way in which workgroup identification facilitates trainees’ motivation to transfer learning into workplace performance. A 2 × 2 longitudinal study evaluated the effects of a new generic professionalization training program (NGP) – which tapped into distal work identities, and a standard local professionalization program (SLP) – which spoke more to localized work identities, on participant's motivation to transfer their learning to the workplace. The study found that, compared to participants on the SLP (n = 31), participants on the NGP (n = 35) indicated a reduction in 4 measures (perceived utility of training; workplace participation; relatedness and workplace identification). The authors draw on the social identity approach to illustrate how a reduction in these variables is indicative of a reduction in motivation to transfer learning to the workplace. In short, training which does not speak to meaningful localized identities results in reduced motivation to transfer compared to training that does speak to those identities. More broadly, the study demonstrates the capacity of the social identity approach to meet the increasing demands of training researchers for a comprehensive, multi‐dimensional, theoretical framework through which to understand the interplay of trainee and contextual factors that contribute to effective learning and performance in the workplace.     

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.     

Evaluating training effectiveness in India: Exploring the relationship between training components,metacognition and learning outcomes

This study aims to examine the key training factors that significantly impact the learning outcomes of trainees. A comprehensive framework is proposed to investigate the interrelationships among various training components, trainer performance, training usefulness, and their effects on metacognition and learning. Empirical testing of the model is conducted using the partial least squares structural equation modelling approach, analyzing data collected from 322 public servants in North India. The findings reveal that almost all the focal factors comprising a training programme, such as the usefulness of training, trainer performance and metacognition, positively influence trainees' learning. While training agencies should consider all components of the training programme, the perceived usefulness, trainer performance and trainees' metacognition are particularly influential factors in facilitating learning. Training components and trainer performance predict the usefulness of training. This study integrates all focal factors of a training programme into a comprehensive framework using employee data, explaining a significant portion (45%–64%) of the variance in trainees' learning. These findings emphasize the importance of addressing these focal factors thoughtfully when designing and implementing effective training programmes.     

Effects of work environment on transfer of training: empirical evidence from Master of Business Administration programs in Vietnam

Practical application of newly gained knowledge and skills, also referred to as transfer of training, is an issue of great concern in training issues generally and in Master of Business Administration (MBA) programs particularly. This empirical study examined the influence of the trainees’ work environment on their transfer of training, taking into account the role of trainees’ transfer strategies. The study was conducted on 167 trainees from eight MBA programs in Vietnam in 2007–2008. Path analysis and structural equation modeling were applied to examine the effects of potential factors on transfer of training. The results showed that work environment factors such as supervisory support, job autonomy and preferred support (support as needed by the trainee) were significantly associated with the training transfer. Additionally, trainee's use of transfer strategies mediated the work environment and training transfer relationship.     

The role of consumer-consumer interaction and consumer-brand interaction in driving consumer-brand engagement and behavioral intentions

Grounded on service-dominant logic (S-D logic), a vital issue for marketers is to understand how the multiple approaches encouraging consumer participation (CP), as manifested by consumer-consumer interaction (CCI) and consumer-brand interaction (CBI), reflect on the extent of consumer-brand engagement (CBE). This study examines the role of CCI and CBI in driving the CBE's cognitive, emotional and behavioral dimensions, and their effect on consumers' behavioral intentions based on repurchase intention and ongoing search behavior. Data collected from 316 Malaysian consumers using a self-administrated online survey was analyzed using Partial Least Square – Structural Equation Modelling (PLS-SEM). The findings demonstrate the importance of the two forms of CP in strengthening the CBE dimensions, revealing that the cognitive engagement is an influential driver of consumers' ongoing search behavior, while emotional engagement and behavioral engagement are significant predictors of consumers' repurchase intention. We provide meaningful implications for marketers to manage CP on social-media platforms.     

Individualism–collectivism and the role of goal orientation in organizational training

This research examines how individualism–collectivism and goal orientation impact training effectiveness through study of an internationally diverse sample of engineers who were undergoing technical training. In light of contemporary views of individualism–collectivism, we argue that collectivism will moderate the influence of learning and performance goal orientations on training by shaping the impact of one's perceived social context on existing performance concerns and goals. Using a sample from a large multinational corporation, we examined the effects of individualism–collectivism and goal orientation on training transfer intentions, motivation to learn, and test performance. Mixed support for our hypotheses was found. Collectivists were found to exhibit higher levels of training transfer intentions and motivation to learn. However, when collectivism was combined with a performance goal orientation, its effects on training outcomes were diminished. Applications for organizations and future extensions of the present research are discussed.     

The evolution of growth intentions: Toward a cognition-based model

This research examines the relationship between growth intentions, cognitive style, and perceived competitive conditions, with a focus on whether and why intentions change over time. Drawing on qualitative data from a sample of 30 entrepreneurs over a five-year span, we find that entrepreneurs' cognitive style moderates the relationship between perceptions of the competitive environment and growth intentions. Entrepreneurs with differing cognitive styles vary in their approaches toward formulating and revising growth intentions. Relative to analytic entrepreneurs that exhibit greater stability in their intentions, holistic entrepreneurs are prone to greater variations in growth intentions. The findings have implications for future research, practice, public policy, and entrepreneurship training and development.     

Food,exercise and lifestyle: an initial teacher training perspective

All too often, we are told via the media that our children are overweight, under‐exercised and eating poor diets. This is disconcerting at the best of times but even more so when we, as a country, are reviewing our farming and food production practices. So what is our perception of food and how does this relate to the lives we lead? These questions were put to initial teacher‐trainees (ITT) at the University of Gloucestershire. They will be the teachers of tomorrow, playing a significant role in the development and lifestyles of our children. The answers received were varied; both encouraging and giving cause for concern. This paper describes an action research project based around the analysis of those answers in the light of current research into food and health. Throughout the paper, published research findings relating to school children's perception of food and nutrition are compared with the trainee teachers’ views. The comparison draws striking similarities. The implications of this point to the way we teach food and nutrition in schools and on our ITT programme at the University of Gloucestershire. Whilst praising the good practice that already exists, this paper recognises that there is a need to adequately equip trainee teachers, especially at primary level, to educate children towards a more holistic understanding of the food we eat and how it relates to the lifestyles we lead.     

The Interaction of Learning Styles and Teaching Methodologies in Accounting Ethical Instruction

Ethical instruction is critical for trainee accountants. Various teaching methods, both active and passive, are normally utilised when teaching accounting ethics. However, students’ learning styles are rarely assessed. This study evaluates the learning styles of accounting students and assesses the interaction of teaching methods and learning styles in an ethics instruction environment. The ethical attitudes and preferred learning styles of a cohort (137) of final year accounting students were evaluated pre-instruction. They were then subject to three different teaching methods while studying ethics during an auditing course. When ethical attitudes and preferred learning styles were re-assessed post-instruction, the teaching methods were found to have influenced active learners more than passive ones. Furthermore, when learning styles matched teaching methods used, usefulness was assessed as high but when learning styles and teaching methods differed, usefulness deteriorated significantly. Students displayed a preference for passive learning styles, despite being so advanced in their education. The implications are that instructors should consider learning styles before deciding on appropriate teaching methods, in accounting ethics environments.     

When push comes to shove: How coach versus student athlete misconduct affects event attendance intentions

Though onand off-the-field misconduct is common among U.S. college athletic programs, little is known regarding the ramifications that may result. Drawing on social learning theory, the current research suggests consumers intentions (e.g., likelihood of attending a game) differ depending on violator's team role. Across one qualitative and five experimental studies, we demonstrate that consumers' intentions are influenced by violator's team role, such that likelihood of attending a game is lower when a coach (vs. student athlete) misbehaves, an effect driven by evaluation of the academic institution. This effect is robust across both winning and losing records and moderated by perceived fairness of the university's actions toward the violator.     

Creating the right customer experience online: The influence of culture

The effective role of experiential marketing in the differentiation of brands has been documented in both traditional and online services. The digital context of e-retailing makes it both a suitable platform for experiential consumption and an easily accessible shopping method across cultures. In spite of this, investigation of the impacts of cultural differences on the desire for experiential benefits has been very limited in the e-retailing literature. Using Hofstede's (2001) cultural dimensions, this article studies how two student samples of North American and Chinese customers react differently to the experiential values offered on the websites of e-retailing services. The findings support our hypotheses and suggest that offering experiential values on a company's website is more influential for North American than for Chinese customers. More specifically, the influences of experiential values on site involvement and customers' patronage intentions are stronger for North Americans than for Chinese visitors. On the other hand, the impacts of site involvement on site attitudes and the influence of site attitudes on patronage intentions are stronger for Chinese compared with North American customers.     

A Hong Kong view of offensive advertising

Considerable research has been conducted on offensive advertising in Western countries. However, not much is known about consumers' views of offensive advertising in an Asian context. This research, which was conducted in Hong Kong, aimed at identifying what product/service advertisements consumers find offensive, what executional styles consumers find offensive, consumers' tolerance of offensive advertisements in different media and the effects of offensive advertisements on consumers' purchase intentions. The results from a survey of 200 consumers showed that chat-line services and funeral services were considered the most offensive products or services to be advertised. When looking at the manner of advertising, sexist themes, indecent language and nudity were found to be the major reasons for the respondents finding advertisements offensive. In general, direct mail was considered to be a medium that prompts lower tolerance by consumers to potentially offensive advertisements while men and women's magazines were considered to be media that prompt higher tolerance to potentially offensive advertisements. Finally, it was found that levels of advertising offensiveness had an effect on purchase intentions.     

Learning transfer: the views of practitioners in Ireland

Considerable expenditure on human resource development (HRD) has not necessarily resulted in a significant impact on organizational performance, and research suggests that the failure to transfer learning may be an important explanation. The search for factors affecting transfer has been extensive, as shown in Grossman and Salas's article in this issue, but, as they also show, more research is needed. The purpose of the present study is to ascertain the views of HRD practitioners (in Ireland) about the factors that they believe are relevant to the transfer of learning in the workplace. The aim is to discover whether practitioners have identified potential factors which researchers have not explored or not explored sufficiently. This group of practitioners was chosen because of the considerable control they wield over significant tranches of organizational resources. The method first involved engagement with 28 senior HRD practitioners in a workshop setting to create a transfer inventory based on their expert opinion. The initial inventory was then responded to online by a group of 314 practitioners indicating the relevance of the items to the question of transfer. Factor analysis was used to achieve parsimony among items, and 21 potential factors were identified. This study focused on the 15 factors adjudged by practitioners to be most relevant. It is concluded that trainer effectiveness, organizational linkage and training event climate, all deemed relevant by practitioners, may justify further research.     

Leaving the Home Turf: How Brands Can Use Webcare on Consumer-generated Platforms to Increase Positive Consumer Engagement

The level of brand-related consumer engagement is considered to be a key determinant of successful social media activities. However, due to the commonly high levels of consumers who merely consume instead of being actively engaged, companies seek strategies to increase consumer engagement. Additionally, a large part of consumers' engagement does not occur on platforms controlled by the brand, but on consumer-generated platforms. Based on social learning theory we propose webcare as a reaction to positive engagement to be an effective marketing tool for reinforcing observing consumers' engagement intentions, especially on consumer-generated platforms. In an experimental online study we reveal that webcare can be used to increase engagement intentions on consumer-generated platforms, and that consumers' surprise explains this reinforcing effect. Moreover, we show that in these consumer-dominated spaces, personal webcare is more effective in driving consumer engagement intentions than impersonal webcare, and that this effect is explained by consumers' perceptions of a brand's conversational communication style. The results indicate that brand managers should leave their home turf and use webcare on consumer-generated social media platforms outside of their direct control.     

The effects of training design,individual characteristics and work environment on transfer of training

This study aims to gain insight into some of the factors that determine the transfer of training to the work context. The present research examined the relationship between three types of predictors on transfer of training, including training design, individual characteristics and work environment. Data was collected at two points in time from 182 employees in a large grocery organization. The results indicated that transfer design, performance self‐efficacy, training retention and performance feedback were significantly related to transfer of training. Contrary to expectation, supervisory support was not significantly related to transfer of training. These results suggest that in order to enhance transfer of training, organizations should design training that gives trainees the ability to transfer learning, reinforces the trainee's beliefs in their ability to transfer, ensures the training content is retained over time and provides appropriate feedback regarding employee job performance following training activities.     

The consumer experience: The impact of supplier effort and consumer effort on customer satisfaction

Existing research on experiential offers often examines the impact of such offers on consumers’ evaluations (e.g., customer satisfaction). Yet existing research has neglected that experiential offers typically involve effort from both the supplier and the consumer – and neglected that effort can influence evaluations. To address this gap, the present study examines the impact of supplier effort and the consumer's own effort on the consumer's evaluation of experiential offers in terms of customer satisfaction. Two experiments, comprising two different experiential offers, were carried out. In both experiments, supplier effort (low vs. high) and consumer effort (low vs. high) were manipulated. Customer satisfaction was the dependent variable. The results show that high supplier effort boosts customer satisfaction, and that the effects of consumer effort are either absent or indirect with a negative impact. Moreover, the results indicate that a supplier effort-consumer effort gap (i.e., the consumer perceives that the supplier has expended more effort than the consumer) contributes positively to customer satisfaction.     

Aligning corporate transfer intentions and subsidiary HRM practice implementation in multinational corporations

We study HRM practice implementation in subsidiaries of multinational corporations (MNCs) and diverge from extant research by focusing on alignment, which we conceptualize as the degree to which subsidiary implementation of HRM practices corresponds with the subsidiary-specific transfer intentions of corporate headquarters. In explaining alignment we examine different aspects of the headquarters–subsidiary relationship, namely, the extent of formal control, interpersonal relationships and subsidiary strategic HRM capabilities. Based on a sample of 105 subsidiaries from 12 Nordic MNCs, the results highlight the importance of expatriates, trust and the strategic HRM capabilities of the subsidiary HR function. We conduct post hoc analyses to shed further light on (i) the relationship between our independent variables and the two separate components of alignment – corporate intentions and subsidiary implementation, and (ii) two different types of misalignment – excessive and insufficient.     

Assessing the antecedents of transfer intentions in a training context

This study examined the underlying structure of transfer climate and those aspects of transfer climate that were related to pre‐training self‐efficacy, pre‐training motivation, and post‐training transfer implementation intentions. Positive and negative affectivity (PA and NA) were also measured in order to better understand the relationship of these variables to trainees’ perceptions of the transfer climate and the other training‐related variables. Transfer climate was best represented by two underlying constructs, although these were correlated. After controlling for PA and NA, none of the transfer climate variables were significantly related to pre‐training self‐efficacy, while only positive reinforcement was significantly related to pre‐training motivation. Pre‐training self‐efficacy was also a significant predictor of pre‐training motivation, even after controlling for PA and NA. Negative affectivity was the only significant predictor of post‐training transfer implementation intentions. Further research needs to clarify whether PA and NA are contributors to the trainees’ perceptions of the transfer climate or are a product of these perceptions.     

Effets des conceptions de l'erreur,de la motivation à apprendre et du soutien social sur l'intention de transférer les nouveaux apprentissages : un modèle de médiation modérée

This study aims to assess whether trainees' errors orientation can influence their motivation to learn and their intention to transfer learning. Data were collected from 275 trainees participating in a corporate training program offered by a Canadian government agency. Results show that the concept of learning by error positively influences trainees' levels of motivation and their intention to transfer learning. Results also confirm the mediating role motivation plays between the concept of learning by error and the intention of transferring learning. Finally, results confirm the moderating role of social support on the relationship between motivation to learn and the intention to transfer learning. Practical and theoretical implications of these results are discussed. Copyright © 2017 ASAC. Published by John Wiley & Sons, Ltd.