The Interactive Effects of Person and Situation Variables on Training Motivation A thesis proposal by Elizabeth McCune

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The Interactive Effects of Person and Situation
Variables on Training MotivationA thesis
proposal by Elizabeth McCune

• Committee members
• Dr. Donald Truxillo (chair)
• Dr. Talya Bauer
• Dr. Mo Wang

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Acknowledgments

• Committee members
• Jerry Gjesvold Gillian Leitchling
• Michael Buck Dave Cadiz
• Friends and supporters!

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Training in Organizations

• 55 - 200 billion spent annually on training
  activities (Bassi VanBuren, 2001)
• Increasing need for a flexible workforce

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Training Research

• Criticized on theoretical grounds
• Shift in focus to individual differences
• Emergence of training motivation as an important
  construct

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Purpose of the Proposed Study

• Examine how personality
• and situational variables
• interact to influence
• training motivation

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Proposed Model
Person Variables Competence, Dutifulness,
Achievement Striving Ideas, Values Activity,
Positive Emotions Proactivity
Situation Variables Fairness Perceptions Transfer
Climate Negative Pretraining Events
Training Motivation
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Theoretical Background

• Colquitt, LePine, Noe (2001)
• Training motivation as a mediator of learning
  outcomes
• Considered individual and situational antecedents
• Did not test for potential interactions

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Individual Differences

• Five Factor Model
• Conscientiousness, openness to experience,
  extraversion (Barrick Mount, 1991)
• FFM facets (Major et al., 2006)
• Conscientiousness competence, dutifulness,
  achievement striving
• Openness to experience ideas, values
• Extraversion activity, positive emotions
• Proactive personality (Bateman Crant, 1993)

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Situational Variables

• Fairness perceptions (Quinones, 1995)
• Transfer of training climate (Tracey et al.,
  1995)
• Negative pretraining events (Smith-Jentsch et
  al., 1996)

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Hypotheses for Fairness Perceptions
Competence (H1) Dutifulness (H2)
Achievement Striving (H3) Ideas
(H4) Values (RQ1)
Activity (RQ2)
Positive Emotions (H5)
Proactivity (H6)
Training Motivation
Fairness Perceptions
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Hypotheses for Transfer Climate
Competence (H7) Dutifulness (H8)
Achievement Striving (H9) Ideas
(H10) Values (RQ3)
Activity (RQ4)
Positive Emotions (RQ5)
Proactivity (H11)
Training Motivation
Transfer Climate
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Hypotheses for Negative Pretraining Events
Competence (H12) Dutifulness (H13)
Achievement Striving (H14) Ideas
(H15) Values (RQ6)
Activity (RQ7)
Positive Emotions (H16)
Proactivity (H17)
Training Motivation
Negative Pretraining Events
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Method

• Participants
• N 200
• Field sample
• Power analysis results
• N 200, R-squared .04 power .8

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Method (continued)

• Procedure
• The training 4 hr, mandatory supervisor training
  aimed at handling behavior problems in the
  workplace
• Time 1 survey administered before training
• Time 2 survey administered after training

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Method (continued)

• Time 1 measures
• Required pretraining knowledge, self-efficacy,
  motivation, demographics
• Optional facets of conscientiousness, openness
  to experience, and extraversion proactivity,
  fairness perceptions, and negative pretraining
  events

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Method (continued)

• Time 2 measures
• Posttraining knowledge, self-efficacy,
  motivation transfer climate, and perceived
  utility

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Proposed Analyses

• Descriptive analysis
• Distributional assumptions
• Outliers
• Reliability analysis
• Correlation matrix

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Proposed Analyses (continued)

• Hierarchical multiple regression
• DV Training motivation at Time 2
• Step 1
• Pretraining motivation
• Step 2
• Situational variable
• Personality variable of interest
• Step 3
• Interaction term

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Proposed Analyses (continued)

• Example Fairness Perceptions X Competence (H1)
• DV Training motivation at Time 2
• Step 1
• Pretraining motivation
• Step 2
• Centered fairness perceptions
• Centered competence
• Step 3
• fairness perceptions X competence

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Implications

• Theoretical
• Utility of the facets
• Importance of fairness perceptions in training
• Identification of person X situation interactions
  in training

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Implications (continued)

• Practical
• How to maximize trainee motivation
• Emphasize importance of considering person and
  context in needs analysis
• Identification of trainees who are more likely to
  succeed or fail

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Thank you