How Identification Facilitates Effective Learning: The Evaluation of Generic versus Localized Professionalization Training

Autor/inn/en	Bjerregaard, Kirstien; Haslam, S. Alexander; Morton, Thomas
Titel	How Identification Facilitates Effective Learning: The Evaluation of Generic versus Localized Professionalization Training
Quelle	In: International Journal of Training and Development, 20 (2016) 1, S.17-37 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3736
Schlagwörter	Identification; Workplace Learning; Employees; Transfer of Training; Performance; Longitudinal Studies; Professional Development; Self Concept; Motivation; Context Effect; Trainees + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Employee; Arbeitnehmer; Beschäftigter; Training; Transfer; Ausbildung; Achievement; Leistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Selbstkonzept; psychologische; Motivation (psychologisch); Auszubildender; Weibliche Auszubildende
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01