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Supervisor’s Role as an Antecedent of Training Transfer and Motivation to Learn in Training Programs
Azman Ismail,Hasan Al Banna Mohamed,Ahmad Zaidi Sulaiman,Suriawati Sabhi
Acta Universitatis Danubius : Oeconomica , 2010,
Abstract: Training and development program literature highlights two major characteristics of supervisor’s role: support and communication. The ability of supervisors to provide adequate support and practice good communication style in relation to training programs may lead to increased training transfer and motivation to learn. Though the nature of this relationship is significant, little is known about the predictive properties of supervisor’s roles in training program literatures. Therefore, this study was conducted to measure the effect of supervisor’s role on training transfer and motivation to learn using 110 usable questionnaires gathered from employees who have attended training programs in a state public work agency in East Malaysia, Malaysia. The results of exploratory factor analysis confirmed that the measurement scales used in this study satisfactorily met the acceptable standards of validity and reliability analyses. Further, the outcomes of stepwise regression analysis showed four important findings: first, support insignificantly correlated with motivation to learn. Second, communication significantly correlated with motivation to learn. Third, support significantly correlated with transfer of training. Finally, communication significantly correlated with transfer of learning. Statistically, this result confirms that support is an important antecedent of motivation to learn and communication is an important antecedent of motivation to learn. Conversely, support and communication are important antecedents of training transfer in the studied organization. In addition, discussion, implications and conclusion are elaborated.
Linking supervisor’s role in training programs to motivation to learn as an antecedent of job performance Linking supervisor’s role in training programs to motivation to learn as an antecedent of job performance  [cached]
Azman Bin Ismail,Lucy Loh Ching Sieng,Muhammad Madi Bin Abdullah,Sebastian K. Francis
Intangible Capital , 2010, DOI: 10.3926/ic.130
Abstract: According to the literature pertaining to human resource development (HRD), a supervisor’s role in training programs has two major characteristics: support and communication. The ability of supervisors to play effective roles in training programs may increase employees’ job performance. More importantly, extant research in this field reveals that the effect of the supervisor’s role in training programs on job performance is indirectly affected by the motivation to learn. The nature of this relationship is less emphasized in training management literature. Therefore, this study was conducted to measure the effect of the supervisor’s role in training programs and the motivation to learn on job performance using 91 usable questionnaires gathered from employees who have worked in a state library in East Malaysia, Malaysia. The outcomes of stepwise regression analysis displayed that the inclusion of motivation to learn in the analysis had increased the effects of the two supervisor’s role elements of support and communication on job performance. This result demonstrates that the motivation to learn acts as a mediating variable in the training model of the organizational sample. The implications of this study to the theory and practice of training programs, methodological and conceptual limitations as well as future directions are elaborated. According to the literature pertaining to human resource development (HRD), a supervisor’s role in training programs has two major characteristics: support and communication. The ability of supervisors to play effective roles in training programs may increase employees’ job performance. More importantly, extant research in this field reveals that the effect of the supervisor’s role in training programs on job performance is indirectly affected by the motivation to learn. The nature of this relationship is less emphasized in training management literature. Therefore, this study was conducted to measure the effect of the supervisor’s role in training programs and the motivation to learn on job performance using 91 usable questionnaires gathered from employees who have worked in a state library in East Malaysia, Malaysia. The outcomes of stepwise regression analysis displayed that the inclusion of motivation to learn in the analysis had increased the effects of the two supervisor’s role elements of support and communication on job performance. This result demonstrates that the motivation to learn acts as a mediating variable in the training model of the organizational sample. The implications of this study to the theory and
The Effectiveness of Indonesian English Teachers Training Programs in Improving Confidence and Motivation
Herlina Wati
International Journal of Instruction , 2011,
Abstract: This study intends to identify the effectiveness of the English teachers training program of elementary school English teachers in Riau province, Indonesia. The study also intends to identify the further needs of the English teachers in attending the training program. Fifty five English teachers who had attended the training program were the subjects of the study. Data were collected through a set of questionnaire that consists of five sections. The responses were analyzed by using the Statistical Package for Social Science (SPSS) 11.5. Statistical analysis was used to analyze the responses. The research findings revealed that English language training program was highly effective in terms of overall effectiveness and in improving teachers’ confidence and motivation as EFL teachers. But in terms of improving the basic English knowledge as the most important aspect for being effective EFL teachers was still not effective yet. This aspect becomes the essential needs of teachers for attending the next training program as stated by the majority of teachers that they need basic English knowledge must be given early in the training program. Besides that, the teachers also claimed they need the training program should be longer (long term training) because it has proved the training was effective as the useful forum to make them effective English teachers.
Effects of Farmers' Motivation on Their Participation in Publicly Funding Training Programs in Sichuan Province, China  [cached]
Yurong Zhu,Jinxiu Yang
Journal of Agricultural Science , 2012, DOI: 10.5539/jas.v4n10p68
Abstract: Taken Sichuan province, China as target, this paper studied the effect of farmers’ motivation on their participation in publicly funding training, and compared the influence before, during and after the training. Results show that effects are there really, autonomous motivation factors (Sense of competence, self-determination, to master the knowledge for self-improvement, to improve one’s own skill level) produce significantly positive effects on the different participating stages. However, the controlling motivation factor (have to participate in training for not offending village or township cadres) has significant negative influence on the participation. This paper suggests improving the curriculum setting, training mode and supervision of the current training work, aiming at the feature of farmers’ training motivation, thus stimulating the farmers to highly participation in training and improving the effect of public training.
ESP in-service teacher training programs: Do they change Iranian teachers’ beliefs, classroom practices and students’ achievements?
Peyman Rajabi,Gholam Reza Kiany,Parviz Maftoon
Ibérica , 2012,
Abstract: Dudley-Evans and St John (1998) coined the term “practitioner” for ESP teachers since, they claimed, many pivotal roles such as course designers, materials developers, researchers, evaluators, and classroom teachers should be taken on by an ESP instructor. That is why teaching English for Specific Purposes (ESP) requires a special approach to the training of the teachers who are supposed to teach English through content. The present study aimed at investigating the underlying effects of an ESP in-service teacher training program on the beliefs and instructional practices of Iranian ESP teachers as well as students’ achievements. A population of 423 Iranian ESP teachers responded to a survey questionnaire on teachers’ beliefs and classroom practices. This was followed by selecting 120 teachers and assigning them into two experimental and two control groups. The experimental groups participated in a ten week ESP in-service teacher training program. The outcomes of Chi-square, Mann-Whitney U, and Wilcoxon Signed Rank tests clearly revealed the influential and constructive role of the training program on the beliefs and classroom practices of ESP teachers. The study also found significant difference between the achievements of students who enjoyed trained ESP instructors in comparison to those who received untrained ESP instructors.
The Other Side of Goal Orientation and Training Outcomes: Mediating Role of Training Motivation  [PDF]
Hassan Rasool, Fuwad Bashir,   Rauf-i-Azam, Zafar Moeen Nasir
Journal of Service Science and Management (JSSM) , 2015, DOI: 10.4236/jssm.2015.85074
Abstract: The effect of goal orientation on training motivation and training outcomes is measured from a sample of 216 employees. The empirical evidence confirms that state goal orientation is a three dimensional construct (performance, learning and refusal) and it predicts training motivation and training outcomes. It establishes that training programs in organizations have learning and less explored “non-learning” outcomes. And training motivation mediates the relationship between goal orientation and both outcomes. Implications of these new insights for academicians and practitioners are discussed.
Supervisor's role in training programs as a manager of learning program
LogForum , 2011,
Abstract: According to the training literature, a supervisor's role in training programs has two major elements: supervisor support and supervisor communication. The ability of supervisors to play effective roles in training programs may increase employees' motivation to learn. The nature of this relationship is interesting, but the role of supervisor's role as a predicting variable is less emphasized in a training program models. Therefore, this study was conducted to examine the effect of supervisor's role in training programs on motivation to learn using 152 usable questionnaires gathered from non-academic employees who have worked in a technological based public university, Malaysia. The outcomes of stepwise regression analysis showed that the supervisor support and supervisor communication significantly associated with motivation to learn. Statistically, this result demonstrates that supervisor's role in training programs does act as an important predictor of motivation to learn in the organizational sample. In addition, discussion, implication and conclusion are elaborated.
English teacher training programs focused on reflection
Fandi?o-Parra,Yamith José;
Educación y Educadores , 2011,
Abstract: there is an evident need for teacher training programs in english as a foreign language, particularly ones that respond to the professional interests and needs of student teachers and teacher trainers. the primary objective is to propose reflection and questioning as a strategy to help teacher training programs in english as a foreign language go from simply implementing or transplanting models or concepts to generating practices that make it possible to build know-how based on and concerning the teacher's own reality. documental research is the method used. goals, guidelines, principles and focuses are proposed to create sound university programs in teaching english as a foreign language.
A Survey to Assess Family Physicians’ Motivation to Teach Undergraduates in Their Practices  [PDF]
Marcus May, Peter Mand, Frank Biertz, Eva Hummers-Pradier, Carsten Kruschinski
PLOS ONE , 2012, DOI: 10.1371/journal.pone.0045846
Abstract: Background In Germany, family physicians (FPs) are increasingly needed to participate in undergraduate medical education. Knowledge of FPs’ motivation to teach medical students in their practices is lacking. Purpose To describe a novel questionnaire that assesses the motivation of FPs to teach undergraduates in their practices and to show the results of a subsequent survey using this instrument. Methods The questionnaire was developed based on a review of the literature. Previously used empirical instruments assessing occupational values and motivation were included. A preliminary version was pretested in a pilot study. The resulting 68-item questionnaire was sent to 691 FPs involved in undergraduate medical education. Reliability was assessed and subgroups were analyzed with regard to differences in motivation. Results A total of 523 physicians in n = 458 teaching practices participated (response rate 75.7%). ‘Helping others’ and ‘interest’ were revealed as the predominant motives. Responses showed a predominantly intrinsic motivation of the participating FPs. Their main incentives were an ambition to work as a medical preceptor, to generally improve undergraduate education and to share knowledge. Material compensation was of minor importance. Time restraints were indicated as a barrier by some FPs, but were not a general concern. Conclusion German FPs involved in medical education have altruistic attitudes towards teaching medical students in their practices. Motivational features give an important insight for the recruitment of FP preceptors as well as for their training in instructional methods.
Training Needs Assessment at Assir General Educational Directorate, Saudi Arabia  [PDF]
Ikhlas I. Altarawneh, Amal Ibrahim Ahmed Aseery
American Journal of Industrial and Business Management (AJIBM) , 2016, DOI: 10.4236/ajibm.2016.62018
Abstract: The aim of the current study is to explore the current management and practices for Training Needs Assessment (TNA) process at Assir General Educational Directorate (AGED) in Abha, Saudi Arabia. It aims also to shed the light on the most important concerns, problems, and challenges that face Training and Development (T & D) processes and programs and to propose practical suggestions and recommendations to improve TNA process and practices and overcome T & D problems and challenges in AGED. The study adopted the quantitative deductive approach through a survey research strategy. A self-administrated questionnaire which was constructed based on previous studies was the main data collection method used to capture the data from almost all the administrative female supervisors (70) working at AGED. The findings of this study show that: in spite of the importance of identifying and assessing training needs of individuals, the majority of the study participants have never identified training needs for the people that they supervise. They do not rely on systematic techniques when identifying trainees; however, they use their own subjective manners. Moving individuals from one work place to another; low morale of individuals; students’ dissatisfaction; increasing complains and lack of skills were among the most important indicators of training needs. Lectures, guidance and supervision, group discussions and practical show were the most common T & D techniques and used methods. Main challenges of T & D were: the inability to identify training needs, insufficient numbers of qualified training centers, lack of motivation to participate in T & D because of the lack of support from the external environment such as (family, friends, etc.) and lack of time and budget to support the training processes. The study has made significant contributions to the body of knowledge at academic and practical levels and has come up with good recommendations to improve management of TNA, which will affect the effectiveness of T & D processes and programs in AGED; all were presented in the final chapter of this dissertation.
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