Why Trainees Evaluate the Same Trainer Differently? Examining a Dual-Process Model of Training Effectiveness

Autor/inn/en	Baig, Muhammad Usman Anwar; Naqvi, Sayyed Muhammad Mehdi Raza
Titel	Why Trainees Evaluate the Same Trainer Differently? Examining a Dual-Process Model of Training Effectiveness
Quelle	In: European Journal of Training and Development, 47 (2023) 1-2, S.1-23 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-9012
DOI	10.1108/EJTD-04-2021-0047
Schlagwörter	Training; Program Effectiveness; Trainers; Social Science Research; Researchers; Interpersonal Communication; Satisfaction; Communication Skills; Behavior; Professional Development + Suchen Sie Ihr Suchwort? Ausbildung; Ausbildungslehrer; Trainer; Social scientific research; Sozialwissenschaftliche Forschung; Researcher; Forscher; Interpersonale Kommunikation; Zufriedenheit; Kommunikationsstil
Abstract	Purpose: It is commonly observed in trainings that all trainees do not get satisfied with the performance of the trainer. The usual way to increase the satisfaction of trainees is a stress on improving task communication of the trainer. It is based on the assumption that effective task communication essentially fosters training effectiveness. This study aims to provide preliminary evidence that effective task communication can also obstruct training effectiveness besides promoting it. To achieve this objective, the authors hypothesized a dual-process model of training effectiveness based on uncertainty reduction theory. Design/methodology/approach: This was a field study in which the authors collected time-lagged data from seven trainings. The trainings were designed to impart technical knowledge of multilevel analyses to professional social science researchers. Confirmatory factor analysis for ordinal indicators was used to test the measurement properties of the model and scales. Structural equation modeling for ordinal indicators was used to test hypotheses. Findings: This study provided evidence of an overall positive effect of the trainer's task communication on the trainee's communication satisfaction. A complex mediation analysis also revealed the existence of two opposite psychological processes. While the first process transmitted the positive effect of task communication to communication satisfaction, the other process diminished this positive effect. Implications for the theory and practice of training are discussed. Originality/value: Training scholars and practitioners universally believe that an effective task communication of trainers essentially promotes training effectiveness. This study has provided empirical evidence that this assumption is an incomplete picture of a complex reality that requires further investigation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01