Post-training Self-efficacy Research Articles

Factors affecting teachers’ transfer of ICT training: Considering usefulness and satisfaction in a PLS-SEM transfer training model

The success of the teachers’ trainers’ transfer of training can be affected by several factors like teaching self-efficacy, motivation to learn and transfer, and intention to transfer the gained skills and knowledge. This study seeks to analyze the structural relationships among the above-mentioned constructs by integrating the constructs of perceived usefulness and satisfaction of the ICT training programme. The analysis is conducted on quantitative data collected from 117 teacher educators participating in a national programme on “Teachers training on the use and application of digital technologies in the teaching practice” in Greece. Results of the partial least squares structural equation modeling (PLS-SEM) revealed that perceived usefulness and satisfaction of the training programme had a significant positive effect on the teachers’ self-efficacy and intention to transfer the gained ICT training knowledge and skills. Also, pre-training and post-training self-efficacy exerted a direct influence on the teachers’ intention to transfer, motivation to transfer, and motivation to learn. The potential contribution and practical implications in the field of adult education and teachers’ continuing professional development are discussed in the paper.

Acute Care Nurse Practitioner-Led Extracorporeal Membrane Oxygenation Simulation Training.

Acute Care Nurse Practitioner-Led Extracorporeal Membrane Oxygenation Simulation Training.

The effectiveness of technology delivered instruction in teaching Human Resource Management

In this study, the effectiveness of a technology delivered instruction (TDI), the Human Resource Management simulation, was investigated using a within-subjects design. Sixty-nine upper level undergraduate management students at a mid-Atlantic university in the U.S. completed the Human Resource Competency measure twice, once at the beginning of the semester and again at the end of the semester. Their HR competency improved by 40% at the end of the semester. In addition, the gain in HR competency was positively related to both HRM simulation and HR exam performance. However, student reaction to the simulation in terms of their post-training self-efficacy was not related to the HRM simulation performance. Female students performed significantly lower than did male students on the HRM simulation suggesting that females might be disadvantaged in the increasing popularity of TDI in higher education and industry human resource training and development. Discussion was offered in relation to competency-based teaching practices and future research.

Multidisciplinary education improves school personnel's self-efficacy in managing food allergy and anaphylaxis.

Despite a relatively high risk for allergic reactions, including anaphylaxis, schools are not sufficiently trained and confident in handling children suffering from food allergy. This study aimed to measure the improvement of school personnel's self-efficacy in managing food allergy and anaphylaxis at school after a specific multidisciplinary training course. A total of 592 teachers and school caretakers completed the School Personnel Self-Efficacy-Food Allergy and Anaphylaxis Questionnaire (S.PER.SE-FAAQ) before and after the course. The median difference, along with I quartile and III quartile, in scores between baseline and post-intervention assessment was calculated. A conditional regression tree was fitted for each outcome measured after the educational intervention. At baseline, school personnel reported low self-efficacy in anaphylaxis management (AM), especially in recognizing anaphylaxis symptoms and administering proper drugs. After the specific multidisciplinary training course, all scores improved. AM scores particularly showed a significant increase. School personnel's post-training self-efficacy was found to be related to initial levels. Some indicative threshold values emerged. Remarkably, participants with a low self-efficacy at baseline seemed to particularly benefit from the training. Results highlighted the effectiveness of specific multidisciplinary training courses in improving teachers' and school caretakers' self-efficacy in managing food allergy and anaphylaxis. The S.PER.SE-FAAQ is confirmed to be an easy and helpful tool to assess the level of food allergy and anaphylaxis management in the school staff and training effectiveness.

A Tale of Two Transfers: Disentangling Maximum and Typical Transfer and Their Respective Predictors

Research on transfer of training has been characterized by a lack of precision in distinguishing between the ability to transfer (i.e., “can do”), and the motivation to transfer (i.e., “will do”). Drawing from job performance research that has made this distinction, we argue that transfer of training can fall along a maximum/typical continuum, with one end reflecting how much trainees could potentially transfer (maximum) and the other capturing how much trainees will transfer (typical). A meta-analysis was conducted to identify relationships among four learning outcomes (declarative knowledge, skill acquisition, posttraining self-efficacy, and motivation to transfer), three stable antecedents (cognitive ability, conscientiousness, and workplace support), and transfer of training. 144 papers provided input for a meta-analytic correlation matrix, which formed the basis of regression analyses for hypothesis testing. Maximum and typical transfer were only weakly correlated and, as hypothesized, were predicted by different antecedents. Specifically, ability factors including declarative knowledge, skill acquisition, and cognitive ability were stronger predictors of maximum transfer, whereas motivation factors including posttraining self-efficacy, motivation to transfer, conscientiousness, and workplace support were stronger predictors of typical transfer. Additional mediation analyses revealed that learning outcomes mediated the effects of stable antecedents differently on maximum/typical transfer. These findings refine the understanding of the transfer construct space and suggest that future work on transfer should explicitly consider the maximum/typical continuum. This is the first paper to demonstrate the maximum/typical transfer distinction, thus offering potential explanation to inconsistent findings and highlighting the need for increased precision in transfer measurement.

Training Undergraduate Students to Use Immediacy

After they had learned exploration skills, 132 undergraduate helping skills students were taught to use the insight skill of immediacy. After training, students increased in self-efficacy for using immediacy, and catharsis and cohesion increased among lab group members. Students who completed training first (nondelay) had higher self-efficacy post-training than those in a delay condition before they had training. Self-efficacy for immediacy increased after lecture, modeling, and large-group discussion; decreased between lecture and lab; and increased after lab practice. Qualitative results indicated that practice was the most helpful component. Students with the highest initial self-efficacy and prior helping experience (PHE) had the highest post-training self-efficacy, whereas those with the lowest self-efficacy or the highest PHEs had the greatest self-efficacy increases. In addition, cultural background played a role in learning and using immediacy.

Drivers and effects of post-implementation learning on ERP usage

Many organizations adopting enterprise resource planning (ERP) systems are failing to achieve their anticipated business goals, the major reason being system under-utilization. It is imperative to understand the way users learn to use ERP systems effectively. This is especially important given the integrated and complex nature of the ERP system, which forces users to continually learn new skills after implementation. This study aims to explore the role played by post-implementation learning in ERP usage. Moreover, we identify social capital and post-training self-efficacy as antecedents to post-implementation learning. A survey method was employed to collect data from 659 ERP users. This study finds that post-implementation learning contributes to ERP usage, and that social capital and post-training self-efficacy are important antecedents to post-implementation learning. Our findings provide academics and practitioners with an understanding of how post-implementation learning can be manipulated to improve ERP usage.

Comparison of Self-Efficacy and Its Improvement After Artificial Simulator or Live Animal Model Emergency Procedure Training

The objective of this study is to compare post-training self-efficacy between artificial simulators and live animal training for the performance of emergency medical procedures. Volunteer airmen of the 81st Medical Group, without prior medical procedure training, were randomly assigned to two experimental arms consisting of identical lectures and training of diagnostic peritoneal lavage, thoracostomy (chest tube), and cricothyroidotomy on either the TraumaMan (Simulab Corp., Seattle, Washington) artificial simulator or a live pig (Sus scrofa domestica) model. Volunteers were given a postlecture and postskills training assessment of self-efficacy. Twenty-seven volunteers that initially performed artificial simulator training subsequently underwent live animal training and provided assessments comparing both modalities. The results were first, postskills training self-efficacy scores were significantly higher than postlecture scores for either training mode and for all procedures (p < 0.0001). Second, post-training self-efficacy scores were not statistically different between live animal and artificial simulator training for diagnostic peritoneal lavage (p = 0.555), chest tube (p = 0.486), and cricothyroidotomy (p = 0.329). Finally, volunteers undergoing both training modalities indicated preference for live animal training (p < 0.0001). We conclude that artificial simulator and live animal training produce equivalent levels of self-efficacy after initial training, but there is a preference in using a live animal model to achieve those skills.

Evaluation of a training program for Italian general practitioners to improve substance abuse early identification and brief intervention and identification of cardiovascular risk

General practitioners (GPs) often cite inadequate training as one of the reasons for not performing early identification and brief intervention (EIBI) for substance use disorders. Providing “more” medical education on EIBI is an important step for policy makers. From an economic and public health point of view, it is important to know how much is “more.” We summarize the results of a one-day continuing medical education (CME) training of Italian GPs on EIBI, unhealthy lifestyles, and cardiovascular risk. An eight-hour CME interdisciplinary training day was offered to the 1040 GPs in the Udine region of Italy. Lessons by expert GPs, cardiologists, and public health professionals were offered on CV risk reduction by provision of EIBI and brief motivational interviewing to address unhealthy lifestyles. Video role-playing presentations were shown and discussed in the afternoon session. Of the 774 GPs who attended the training day, 563 (72.7%) completed a pre- and post-training questionnaire assessing EIBI general knowledge, self-efficacy, and professional satisfaction level using 11-point (0-10) scales. We analyzed the correlation between pre- and post-training self-efficacy on different lifestyles counseling using the Wilcoxon Mann-Whitney test and the correlation between professional satisfaction level and self-efficacy on lifestyles counseling using the Spearman Rank Correlation Coefficient. After training, a significant improvement in general knowledge and self efficacy were demonstrated by most of the participants (p = 0.0001) . Pre- and post-training differences were all significant, but GPs showed less self-efficacy on addressing alcohol use (p = 0.5902) compared with addressing tobacco use (p = 0.8961), weight control (p = 0.3008), and physical activity (p = 0.4054). Self-efficacy was linked to professional satisfaction level. One day of interdisciplinary CME training on EIBI and cardiovascular risk reduction increased GPs’ self-efficacy, but professional satisfaction needs to also be addressed in future training programs. Practical implementation should follow a short time after training so as not to reduce the effect.

The impact of extraversion and pre-training self-efficacy on levels of training outcomes

The purpose of this study was to examine the impact of extraversion and pre-training self-efficacy as individual characteristics on varying levels of training outcomes. Data were collected from 109 male employees entering a training programme on efficient communication in organizations. The research was conducted in two stages: before training and immediately after training. The results showed that extraversion was positively related to pre-training self-efficacy, which was positively related to affective reactions, utility reactions and post-training self-efficacy. Affective reactions were also found to have a stronger relationship than utility reactions with declarative knowledge. An hypothesized model and three alternative models were tested. The results revealed stronger support for the hypothesized model.

Drivers and effects of enterprise resource planning post-implementation learning

The use of enterprise resource planning (ERP) systems has grown enormously since 1990, but the failure to completely learn how to use them continues to produce disappointing results. Today's rapidly changing business environment and the integrative applications of ERP systems force users to continuously learn new skills after ERP implementation. This study explores the effects of post-implementation learning on ERP usage and ERP impact and identifies the factors that can impact post-implementation learning, such as social capital and post-training self-efficacy. This study employs a survey method to examine the perceptions of ERP users. The theoretical model is tested by using structural equation modelling on a dataset of 812 users. This study finds that post-implementation learning has a significant positive effect on ERP usage and ERP impact, and that social capital and post-training self-efficacy are important antecedent factors of post-implementation learning. Post-training self-efficacy also significantly affects ERP usage and ERP impact. The implications for research, practice and future research directions are discussed.

Inducing Maximal Versus Typical Learning Through the Provision of a Pretraining Goal Orientation

Goal setting has been used in a variety of contexts in an effort to induce maximal effort and to facilitate greater performance outcomes than would otherwise be achieved through an individual's more typical efforts. Do pretraining goals induce trainees to maximize learning efforts in training? Does the type of goal matter? We meta-analytically cumulated the results of 61 independent studies (N = 10,151) that examined the efficacy of pretraining goals. Results suggest pretraining goals (regardless of type) yield higher performance on posttraining cognitive, skill, and affective learning assessments than “no-goal” conditions. Performance-oriented goals facilitated better performance on measures of declarative knowledge, whereas mastery-oriented goals yielded greater learning on higher levels of cognitive learning and for all levels of skill-based learning. Further, mastery-oriented goals fostered greater posttraining self-efficacy, more positive attitudes toward training, and better intentions to transfer training material than performance-oriented goals and no-goal conditions. Implications for research and practice are discussed.

A pilot study on the effectiveness of tele-analogy-based problem-solving training for people with brain injuries

People with brain injuries must often deal with cognitive problems, including social problem solving. The present study evaluated the effectiveness of a 20-session, online, interactive, skill-training programme on the solving of problems using analogies. It was hypothesized that the programme could help people with brain injuries learn better problem-solving skills through systematic, theoretically driven learning strategies. Fifteen Hong Kong-Chinese with brain injuries participated in this pilot study. They were randomly assigned to an online programme, a computer-assisted programme or a therapist-administered programme. The three programmes had a similar structure and contents, including basic components problem solving, reflective sessions and functional problem solving. Outcome measures included the Category Test of Halstead-Reitan Test Battery, and a daily problem-solving performance and self-efficacy checklist. The results showed that the subjects of the three programmes generally demonstrated higher post-training self-efficacy and basic problem-solving skills. The group using the online programme, however, showed better and quicker improvements in problem-solving performance, and demonstrated a general trend towards making fewer errors in complex problem-solving tasks. In conclusion, people with brain injuries can use the successful problem-solving experiences obtained in the training programmes with different delivery modes to solve daily living problems that are similar in nature. However, the generalizability of the effects of the programme is still to be determined.

General and specific self‐efficacy in the context of a training intervention to enhance performance expectancy

AbstractA pretest‐posttest field study investigated self‐efficacy, both general and specific, in an intensive training experience to prepare new recruits for their work assignments. Specific issues addressed include (1) the effects of the training experience on general self‐efficacy (GSE), work‐specific selfefficacy (SSE), and performance expectancy; (2) the effects of pretraining attitudes and beliefs on posttraining GSE and work SSE; and relations between posttraining self‐efficacy beliefs and posttraining performance expectancy. Training increased GSE, SSE, and performance expectancy. Unlike GSE, work SSE was influenced by pretraining motivation, training self‐efficacy, and performance expectancy. The implications of the findings for HRD research and practice are discussed from the perspectives of understanding individual characteristics of trainees, choosing methods to enhance self‐efficacy, and the appropriateness of measuring general and specific self‐efficacy before training (to guide planning) and after training (as an evaluation dimension)

Self-Efficacy of Part-Time Employees in University Athletics: The Influence of Organizational Commitment, Valence of Training, and Training Motivation

This study examined the impact of organizational commitment and valence on training motivation and, in turn, the impact of training motivation on posttraining self-efficacy. Data were collected from 264 part-time university athletic department employees both prior to and following a mandatory training session. Structural equation modeling indicated that organizational commitment (b = .53, p &lt; .001) and valence (b = .26, p &lt; .001) held positive associations with training motivation, accounting for 45% of the variance. Additionally, training motivation held a significant association with posttraining self-efficacy (b = .37, p &lt; .001), accounting for 13% of the variance. The results demonstrate (a) salient antecedents of training motivation, and (b) the importance of training motivation in realizing training outcomes within the context of university athletic departments.

Learning orientation and goal orientation context: Relationships with cognitive and affective learning outcomes

AbstractA field experiment of ninety‐six employees tested a model of the relationships among dispositional learning orientation, self‐efficacy, goal orientation context, and declarative knowledge. Specifically, the model predicted positive influences of task‐specific self‐efficacy (pre‐ and mid‐training) and declarative knowledge in the relationship between learning orientation and posttraining self‐efficacy. In addition, the model included a positive path from goal orientation context (0 = performance; 1 = learning) to posttraining self‐efficacy. Finally, the model included the interactive effect of learning orientation and goal orientation context on posttraining self‐efficacy. The setting was an introductory Microsoft Access 97 software training course. But for three, the hypotheses were supported, including the hypothesized interaction effect. Tests of three alternative models showed poorer fits to the data than the hypothesized model.

Developing and Validating an Observational Learning Model of Computer Software Training and Skill Acquisition

Computer skills are key to organizational performance, and past research indicates that behavior modeling is a highly effective form of computer skill training. The present research develops and tests a new theoretical model of the underlying observational learning processes by which modeling-based training interventions influence computer task performance. Observational learning processes are represented as a second-order construct with four dimensions (attention, retention, production, and motivation). New measures for these dimensions were developed and shown to have strong psychometric properties. The proposed model controls for two pretraining individual differences (motivation to learn and self-efficacy) and specifies the relationships among three training outcomes (declarative knowledge, post-training self-efficacy, and task performance). The model was tested using PLS on data from an experiment (N= 95) on computer spreadsheet training. As hypothesized, observational learning processes significantly influenced training outcomes. A representative modeling-based training intervention (retention enhancement) significantly improved task performance through its specific effects on the retention processes dimension of observational learning. The new model provides a more complete theoretical account of the mechanisms by which modeling-based interventions affect training outcomes, which should enable future research to systematically evaluate the effectiveness of a wide range of modeling-based training interventions. Further, the new instruments can be used by practitioners to refine ongoing training programs.

Perceptions of training-related factors and personal variables as predictors of transfer implementation intentions

A number of factors influence the outcomes of computer skills training and the likelihood of successful transfer. The first empirical test of a conceptual model of training transfer sought to explain how trainees' perceptions of various in-training transfer-enhancing activities such as overlearning, fidelity, stimulus variability, principles-meaningfulness, self-management activities, relapse prevention, and goal setting would predict the self-efficacy and implementation intentions (rather than actual transfer outcomes) of computer skills trainees. As expected, posttraining self-efficacy and transfer enhancing activities both predicted transfer implementation intentions. Pretraining self-efficacy also significantly predicted posttraining self-efficacy, trainees' level of learning during training and transfer enhancing activities, providing support for the conceptual model of training transfer.

Utility of a brief self-efficacy scale in clinical training program evaluation.

Self-efficacy is often studied as a predictor of professional practice behaviors or as an outcome of clinical training, using brief scales with little validation. This study examines the utility of a brief self-efficacy scale in the evaluation of a clinical training program. Subjects were 119 registered dietitians who participated in diabetes training. Hypothesized relationships between self-efficacy ratings and indices of skill mastery, participation in training, and subsequent practice change were examined. Self-efficacy ratings after training correlated significantly with relevant prior experience (r = .4 and .29, p < .01) but not total experience and with knowledge post-test score (r = .21, p < .02). Self-efficacy for all 12 program objectives increased significantly after training. Post-training self-efficacy for two program objectives correlated significantly with self-reported successful practice changes related to those objectives (r = .4, p < .04 and r = .51, p < .01). The data suggest that brief self-efficacy assessments can contribute meaningfully to clinical training program evaluation.

The Impact of Enactive Exploration on Intrinsic Motivation, Strategy, and Performance in Electronic Search

On a re´alise´ une investigation expe´rimentale des effets de l’exploration e´nactive sur la motivation intrinse`que, la strate´gie et la performance dans une tache de recherche e´lectronique. L’exploration e´nactive recouvre une part d’exploration autonome et de gestion des erreurs que les sujets de la condition expe´rimentale ont e´te´ incite´s a` exploiter lors de la phase pratique d’un programme de formation. Les sujets controle be´ne´ficiaient de la même formation de base et e´taient confronte´s a` la même phase pratique sans l’incitation a` l’exploration e´nactive. Celle‐ci suscitait une motivation intrinse`que plus forte mais n’influenc¸ait pas les facteurs d’autore´gulation. Les sujets expe´rimentaux avaient aussi de meilleurs re´sultats dans les tâches de transfert re´alise´es avec une expectation pre´cise de la performance. L’efficacite´ perc¸ue a` l’issue de la formation et la satisfaction avaient un impact positif sur la qualite´ des strate´gies retenues dans les tâches de transfert, mais la motivation intrinse`que nuisait a` la qualite´ de la strate´gie. La discussion porte sur la fac¸on dont les consignes introduisant a` l’exploration e´nactive influencent la motivation intrinse`que et sur l’impact de la motivation intrinse`que sur la strate´gie et la performance dans les tâches complexes.An experiment was conducted to investigate the effects of enactive exploration on intrinsic motivation, strategy, and performance on an electronic search task. Enactive exploration includes elements of self‐guided exploration and error management, which participants in the experimental condition were encouraged to utilise during the practice segment of a training programme. Participants in the comparison condition received the same basic training and completed the same practice segment without the enactive exploration intervention. Enactive exploration produced higher intrinsic motivation than the comparison condition but did not influence other self‐regulatory factors. Participants trained in the enactive exploration mode also had higher performance levels on transfer tasks performed under stringent performance expectations. Post‐training self‐efficacy and satisfaction had a positive influence on the quality of strategies used on the transfer tasks but intrinsic motivation was negatively related to strategy quality. The ways in which enactive exploration instructions influence intrinsic motivation and the effects of intrinsic motivation on strategy and performance on complex tasks are discussed.