Relationship of Training Motivation to Participation in Training and Development
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Recent studies have used structural and job
characteristics, as well as employee demographics, to explain training
engagement at the organizational level. However, reviewers claim that an
individual's motivation for training should also play a role in their
participation. Scholars contend that anticipating a valuable gain from
education, is a critical antecedent to involvement (Ford and Noe, 1992), rather
than the traditional measure of motivation to study. Learning motivation,
self-efficacy, and motivation through expectation are the three categories of
pre-training motivation.
Learning motivation is a basic and direct technique to
assess how trainees perceive their participation, nevertheless, it is
transparent and provides very little diagnostic information, and explicates
little about why certain trainees are more motivated than others (Mathieu and
Martineau, 1997). In expectation-based motivation, employees are driven by the
idea that their efforts to attend training will lead to the acquisition of
skills, knowledge, and competencies that will lead to the desired achievements
(Noe, et al., 1997). It combines the elements of expectation (E),
instrumentality (I), and valence (V). The VIE approach is superior to other
pre-training motivational strategies because it goes beyond self-efficacy
perceptions, places training participation in a motivational schema that
captures the context of trainees' job role, and links individual motivation to
perceived rewards obtainable to their organizations (Mathieu and Martineau,
1997).
According to Mathieu and Martineau (1997), an advantage
of the VIE technique is that the three components can be fragmented to make
identification easier. Expectancy theory, on the other hand, has number of
drawbacks, one of which is its complexity.
Employees' motivation for further training is based on
expectations and a desire to learn, which explains their participation in
further training and development. In addition to interpersonal, expert, and
institutional considerations, as well as support from supervisors, employees'
motivation for further training is based on expectations and a tendency to
learn, which explains their participation in further training and development
(Tharenou, 2001).
Participation in training and development is not
explained by expectation-based motivation, like motivation to learn. Both
appear to be critical components. Employees are more inclined to participate in
training and development as they assume the skills and knowledge gained will
assist them in achieving their desired goals. Rather than transferring its
effects, in combination with supervisory support, motivation via expectancy and
motivation in learning predicts involvement in training and development (Farr and
Middlebrooks, 1990).
Figure 01
Managerial assistance may be more important than other
aspects of the workplace because it is the closest to employee participation.
To participate in training and education, low-level employees must have their
employers' permission. Supervisors also encourage subordinates to participate
in training and development and, as well as assist them in developing skills
and transferring those skills to the workplace.
Employer support in the form of approvals and rewards, as
well as a nice learning environment, are all factors that influence employee
training motivation. Those who have a higher interest in learning and
motivation through expectation take advantage of the help provided by their employers
more than those who have a lower desire to learn and motivation through
expectation. Eventually, they will reach their targeted goals and learning
objectives (Tharenou, 2001).
References
Farr, J. and Middlebrooks, C., 1990. Maintaining professional competence. San Francisco: JosseyBass Publishers, pp.195-213.
Ford, K. and Noe, R., 1992. Emerging issues and new directions for training research. Research in Personnel and Human Resources Management, 10,pp.345-384.
Mathieu, J. and Martineau, J., 1997. Improving training effectiveness in work organizations. Hillsdale: Erlbaum, pp.193-221
Noe, R., Wilk, S., Mullen, E. and Wanek, J., 1997. Improving training effectiveness in work organizations. Hillsdale: NJ: Erlbaum, pp.153-189.
Tharenou, P., 2001. The relationship of training motivation to participation in training and development. Journal of Occupational and Organizational Psychology, 74(5), pp.599-621.
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The current studies elaborates that learning as essential mediating mechanism. Every business organisations try to train human capital base innovative and creative way to be competitive in the market. (Bontis, Crossan, & Hulland, 2002; Noe, Tews, & Dachner, 2010), Motivation to train among the employees has greater impact on a successful training. Empowerment is strong tool to motivate in training for employees. Rather than 'we receive training, we find training' to be more productive concept is the sign of motivation towards training.
ReplyDeleteHuman resource departments have the most crucial roles in the organizations; especially in competitive World where there is a cutthroat competition exists. The only thing, which distinguished the organization from the competitors, is the Human resource, because human assets are more important than the financial assets. Therefore, only those organizations can lead, which really takes care of their employee and provide the necessary training, skills and expertise. It is very much evident and proved that employees are the only factors who made all the great organizations, and still those are organizations are having great competitive advantages who spend enormous amount on them training and development and make them really a great asset for the organization.
ReplyDeleteMotivation to learn explains how an individual participates in learning events at the workplace and how he/she is dedicated to development activities (Birdi et al., 1997;Noe et al., 2014). Motivation to learn is about employee engagement in learning and development activities (Tharenou, 2001), and higher motivation to learn leads to more active participation in learning programs which often translates in positive outcomes (Colquitt et al., 2000;Shanti et al., 2016). Literature portrays that the relationship between learning measures and individual motivation is significant and positive (Noe and Schmitt, 1986). ...
ReplyDeleteThe most important resource of the organization is its people. Training and development play a significant role to maintain and improve the knowledge and skills of the employees towards achieving the goals and objectives of the organization. Training output can be increased if employees are motivated to participate in the training program instead of forcing them to do so. The best way to motivate employees to participate in training is by making every training program practical and relevant. Analyze performance objectives, ask employees what they’re struggling with or how they could improve, and then give them the training they need to get better at their jobs (Zoe, 2020).
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