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The Interactive Effects of Person and Situation Variables on Training Motivation A thesis proposal by Elizabeth McCune. Committee members: Dr. Donald Truxillo (chair) Dr. Talya Bauer Dr. Mo Wang. Acknowledgments. Committee members Jerry Gjesvold & Gillian Leitchling
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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
Acknowledgments • Committee members • Jerry Gjesvold & Gillian Leitchling • Michael Buck & Dave Cadiz • Friends and supporters!
Training in Organizations • $55 - $200 billion spent annually on training activities (Bassi & VanBuren, 2001) • Increasing need for a flexible workforce
Training Research • Criticized on theoretical grounds • Shift in focus to individual differences • Emergence of training motivation as an important construct
Purpose of the Proposed Study Examine how personality and situational variables interact to influence training motivation
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
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
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)
Situational Variables • Fairness perceptions (Quinones, 1995) • Transfer of training climate (Tracey et al., 1995) • Negative pretraining events (Smith-Jentsch et al., 1996)
Hypotheses for Fairness Perceptions Competence (H1) Dutifulness (H2) Achievement Striving (H3) Ideas (H4) Values (RQ1) Activity (RQ2) Positive Emotions (H5) Proactivity (H6) Fairness Perceptions Training Motivation
Hypotheses for Transfer Climate Competence (H7) Dutifulness (H8) Achievement Striving (H9) Ideas (H10) Values (RQ3) Activity (RQ4) Positive Emotions (RQ5) Proactivity (H11) Transfer Climate Training Motivation
Hypotheses for Negative Pretraining Events Competence (H12) Dutifulness (H13) Achievement Striving (H14) Ideas (H15) Values (RQ6) Activity (RQ7) Positive Emotions (H16) Proactivity (H17) Negative Pretraining Events Training Motivation
Method • Participants • N = ~200 • Field sample • Power analysis results • N = 200, R-squared = .04 power = .8
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
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
Method (continued) • Time 2 measures • Posttraining knowledge, self-efficacy, motivation; transfer climate, and perceived utility
Proposed Analyses • Descriptive analysis • Distributional assumptions • Outliers • Reliability analysis • Correlation matrix
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
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
Implications • Theoretical • Utility of the facets • Importance of fairness perceptions in training • Identification of person X situation interactions in training
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