Impact of guided exploration and enactive exploration on self-regulatory mechanisms and information acquisition through electronic search

The roles of intrinsic motivation and capability-related factors in cognitive effort-based decision-making

Individual differences in cognitive effort-based decision-making can be used to reveal human motivations to invest effort into a given task. Preferences among options that differ by dimensions related to demand levels (i.e., the interaction of task characteristics and performance measures) are also heavily influenced by how likely a person can succeed at a given option. However, most existing cognitive effort-based research has focused primarily on demand-related factors, leading to confounding inferences about the motivation behind these choices. This study used an adaptive algorithm to adjust relative demand levels for three cognitive tasks to investigate general and individual differences in demand preferences. The results highlight an overall pattern of individual differences in intrinsic motivation to perform challenging tasks, supporting research that found cognitive effort aversive to some but attractive to others. These results suggest that relative demand levels and intrinsic task factors drive the motivation to select an action.

Do Social Exchange Relationships Influence Total-Quality-Management Involvement? Evidence from Frontline Employees of International Hotels

This study delves into the assessment of the quality of social exchange relationships in the workplace, specifically focusing on leader-member exchange (LMX) and team-member exchange (TMX), to forecast employee Total Quality Management (TQM) involvement within the hospitality industry. Employing Structural Equation Modeling (SEM), the study evaluates multiple hypotheses, utilizing data collected from 811 frontline employees in international tourist hotels located in Taiwan. The findings demonstrate that both LMX and TMX exhibit direct positive influences on employee TQM involvement. Moreover, through mediated path analyses, it is evident that both LMX and TMX exert indirect positive impacts on employee TQM involvement, by means of self-efficacy and job satisfaction. These results elucidate a clear causal chain mechanism underlying the behavior of employee TQM involvement within such social relationships. The study's revelations carry significant implications for the hospitality industry, shedding light on the nuanced dynamics of these social relationships and their impact on employee behavior concerning TQM involvement. The discussions encompassing the implications of these findings in the realm of hospitality are thoroughly explored and detailed.

The Chain Mediating Effect of Network Behavior and Decision Self-Efficacy between Work Skills and Perceived Employability Based on Social Cognitive Theory

The purpose of this study is to investigate the chain mediating effects of networking behaviors and decision self-efficacy between work skills development and perceived employability. Structural equations modeling is used to analyze data collected from 813 Chinese students. The results show the following: first, the work skills development is positively correlated with perceived employability. Second, network behavior and decision self-efficacy each have a mediating effect between work skills development and perceived employability. Finally, this study found a chain mediating effect of network behavior and decision self-efficacy between work skills development and perceived employability. Therefore, this research shows that Work-Integrated Learning (WIL) needs to focus not only on skills development and employability outcomes but also on developing a strong network-based platform for stakeholders. In addition, higher education institutions and workplaces should also provide career guidance and counseling centers to help students build confidence in career decision-making and ensure students' mental health care and healthy career development.

Team Belonging: Integrating Teamwork and Diversity Training Through Emotions

With the worldwide focus shifting toward important questions of what diversity means to society, organizations are attempting to keep up with employees’ needs to feel recognized and belong. Given that traditionally team and diversity trainings are provided separately, with different theoretical backgrounds and goals, they are often misaligned and ineffective. We review 339 empirical articles depicting a team, diversity, or emotional management training to extract themes and determine which methods are most effective. Although research has demonstrated the importance of belonging for providing positive workplace outcomes, we found that the traditional design of these trainings and lack of emotional management prevent a balance between team and diversity goals, preventing belonging. We propose an integrative training with emotional management to help teams foster optimal belonging, where members can unite together through their differences. Accordingly, our themes inform this training model that can inspire future research into more effective training.

Investigating the Effects of Error Management Training versus Error Avoidance Training on the Performance of Veterinary Students Learning to Tie Surgical Knots

Although errors can be a powerful impetus for learning, conventional pedagogy often emphasizes error-avoidance strategies that reward correct answers and disfavor mistakes. Error management training (EMT) takes an explicitly positive approach to errors, using them to create an active and self-directed learning environment. Using a surgical knot-tying model, we aimed to determine the efficacy of EMT among veterinary students with no prior surgical experience. We hypothesized that EMT would result in improved performance in unfamiliar scenarios (adaptive transfer) compared with an error-avoidance method. In this prospective double-blinded study, 42 students were equally divided between error avoidance training (EAT) and EMT groups. Performance in instrument- and hand-tied knots was evaluated for technique, time, number of attempts, and, when applicable, knot-leaking pressure. All participants demonstrated significant improvement between a pre-test and an analogous test 48 hours after training for all six outcomes (Wilcoxon matched pairs; two-tailed ps ≤ .013). An adaptive transfer test found no significant differences between EMT and EAT at 48 hours (ps ≥ .053). All participants demonstrated a significant performance decline in six of eight outcomes at 7 weeks post-training (ps ≤ .021). This decline was not significant for four of six EMT outcomes yet significant for five of six EAT outcomes. These data suggest that students trained in both EMT and EAT experience comparable gains in short-term performance, including adaptive transfer. Compared with EAT, EMT may help attenuate performance decline after a sustained period of quiescence. Educators may consider actively incorporating EMT into veterinary curricula.

The Effect of Leaders' Coaching Behaviors on Employee Learning Orientation: A Regulatory Focus Perspective

Although scholars have recognized leaders’ importance in facilitating employee learning, the potential role that leaders’ specific behaviors play in followers’ learning outcomes remains elusive. Based on the literature, we identified two styles of leaders’ coaching behaviors that may promote followers’ learning, namely encourage-to-explore behaviors and guide-to-learn behaviors. We expect that these two styles of coaching behaviors would have different relationships with employee learning orientation, moderated by employees’ regulatory focus. To test our hypotheses, we conducted two studies: an experimental study using scenarios of leader behavior with data collected from 124 undergraduate students (study 1), and a field study with data from 334 pairs of employees and their direct supervisors (study 2). Results showed that encourage-to-explore behaviors had a positive relationship with employee learning orientation, whereas guide-to-learn behaviors had an inverted U-shaped relationship with employee learning orientation. When employees had low levels of promotion regulatory focus, encourage-to-explore behaviors showed a positive correlation with employee learning orientation. However, when they had low levels of prevention regulatory focus, employee learning orientation increased as the guide-to-learn behaviors increased; this increased up to an intermediate level and then decreased. As such, this study provides novel theoretical and empirical insights into leadership and learning literature.

From task characteristics to learning: A systematic review

Although many theoretical approaches propose that job characteristics affect employee learning, the question is why and how job characteristics influence learning. The present study reviews the evidence on the relationships among learning antecedents (i.e., job characteristics: demands, variety, autonomy and feedback), learning processes (including motivational, meta-cognitive, cognitive and behavioral processes) and learning consequences. Building on an integrative heuristic model, we quantitatively reviewed 85 studies published between 1969 and 2005. Our analyses revealed strong evidence for a positive relation between job demands and autonomy on the one hand and motivational and meta-cognitive learning processes on the other. Furthermore, these learning processes were positively related to learning consequences.

Learner Control and e-Learning: Taking Stock and Moving Forward

Research has historically adopted one of two views toward learner discretion in training: Learner discretion is controlled by training characteristics (i.e., the instruction-centric view), or learner discretion is a substantive learning process, the understanding of which is essential to developing more effective training (i.e., the learner-centric view). More recently, training scholars have followed the general trend in scientific psychology toward increasingly nuanced and interactionist views of individual behavior. That is, the effectiveness of providing learner discretion is a joint and interactive function of both instruction-centric and learner-centric processes. Taken together, learner-centric, instruction-centric, and interactionist-centric processes propose a constellation of constructs necessary to understand learner control. Here we review the diverse literatures examining learner-control-related constructs and derive specific practical recommendations for designing e-learning. These recommendations follow from the interactionist perspective of learning in modern work environments.

Learning Agility: In Search of Conceptual Clarity and Theoretical Grounding

As organizations become more complex and dynamic, individuals' ability to learn from experience becomes more important. Recently, the concept of learning agility has attracted considerable attention from human resource professionals and consultants interested in selecting on and developing employees' ability to learn from experience. However, the academic community has been largely absent from this discussion of learning agility, and the concept remains ill defined and poorly measured. This article presents a constructive critique of the existing literature on learning agility, seeks to clarify the definition and conceptualization of the construct, and situates learning agility within a broader nomological network of related constructs. We conclude by discussing several important directions for future research on learning agility.

Costs and benefits of more learner freedom: meta-analyses of exploratory and learner control training methods

OBJECTIVE

Individual meta-analyses were conducted for six training methods as part of a U.S. Army basic research project. The objective was to identify evidence-based guidelines for the effectiveness of each training method, under different moderating conditions, for cognitive skill transfer in adult learning. Results and implications for two of these training methods, learner control (LC) and exploratory learning (EL), are discussed. LC provides learners with active control over training variables. EL requires learners to discover relationships and interactions between variables.

BACKGROUND

There is mixed evidence on the effectiveness of both LC and EL learning methods on transfer relative to more guided training methods. Cognitive load theory (CLT) provides a basis for predicting that training strategies that manage intrinsic load of a task during training and minimize extraneous load will avail more resources that can be devoted to learning.

METHOD

Meta-analyses were conducted using a Hedges's g analysis of effect sizes. Control conditions with little to no learner freedom were contrasted with treatment conditions manipulating more learner freedom.

RESULTS

Overall more LC was no different from training with limited or no learner control, and more EL was less effective than limited or no exploration; however, each can be effective under certain conditions. Both strategies have been more effective for cognitive skill learning than for knowledge recall tasks. LC exhibited more benefit to very near transfer, whereas EL's benefit was to far transfer.

CONCLUSION

Task type, transfer test, and transfer distance moderate the overall transfer cost of more learner freedom.

APPLICATION

The findings are applicable to the development of instructional design guidelines for the use of LC and EL in adult skill training.

Error framing effects on performance: cognitive, motivational, and affective pathways

Our purpose was to examine whether positive error framing, that is, making errors salient and cuing individuals to see errors as useful, can benefit learning when task exploration is constrained. Recent research has demonstrated the benefits of a newer approach to training, that is, error management training, that includes the opportunity to actively explore the task and framing errors as beneficial to learning complex tasks (Keith & Frese, 2008). Other research has highlighted the important role of errors in on-the-job learning in complex domains (Hutchins, 1995). Participants (N = 168) from a large undergraduate university performed a class scheduling task. Results provided support for a hypothesized path model in which error framing influenced cognitive, motivational, and affective factors which in turn differentially affected performance quantity and quality. Within this model, error framing had significant direct effects on metacognition and self-efficacy. Our results suggest that positive error framing can have beneficial effects even when tasks cannot be structured to support extensive exploration. Whereas future research can expand our understanding of error framing effects on outcomes, results from the current study suggest that positive error framing can facilitate learning from errors in real-time performance of tasks.

Towards a New Training Transfer Portfolio: A Review of Training-Related Studies in the Last Decade

This study updates and expands the reviews of empirical studies on training transfer published by Salas and Cannon-Bowers (2001), Cheng and Ho (2001) and Cheng and Hampson (2008). The authors identified 58 empirical studies since 1998 and integrate all transfer variables that have been subject of relevant studies. This is done by moving towards a new training transfer portfolio that is comprised of 13 categories of 36 subtransfer variables. The purpose of this new training transfer portfolio is to facilitate the company's investment decision into transfer variables which (1) can be influenced by the company itself (sphere of control) and (2) which are worth the organizational and financial effort (cost-value ratio).

The predictive qualities of operator characteristics for process control performance: the influence of personality and cognitive variables

This article examines the relationship between operator characteristics and process control performance. Thirty-nine trainee operators participated in a 4-h training session of a simulated process control task and a testing session in which various system faults had to be managed. Cognitive ability, cognitive flexibility, self-efficacy and personality traits were measured as operator characteristics. Cognitive ability related positively to system control performance but not to diagnostic performance. Participants with low cognitive flexibility performed best on system control, whereas participants with high cognitive flexibility performed best on diagnostic performance. A hierarchical regression analysis revealed that cognitive ability, cognitive flexibility and declarative knowledge accounted for about 30% of the variability of system control. The findings suggest that consideration of cognitive ability and cognitive flexibility be increased in personnel selection for complex work environments.

Self-Regulation in Error Management Training: Emotion Control and Metacognition as Mediators of Performance Effects

In error management training, participants are explicitly encouraged to make errors and learn from them. Error management training has frequently been shown to lead to better performance than conventional trainings that adopt an error avoidant approach. The present study investigated self-regulatory processes mediating this effect. Fifty-five volunteer students learned a computer program under 1 of 3 conditions: error avoidant training, error management training, or error management training supplemented with a metacognitive module. As predicted, both forms of error management training led to better transfer performance than did error avoidant training (d = 0.75). Mediation hypotheses were fully supported: Emotion control and metacognitive activity (from verbal protocols) mediated performance differences. These findings highlight the potential of promoting self-regulatory processing during training.

Feedback Specificity, Exploration, and Learning

Greater feedback specificity is generally considered to be beneficial for performance and learning, but the evidence for this generalization is limited. The authors argue that increasing the specificity of feedback is beneficial for initial performance but discourages exploration and undermines the learning needed for later, more independent performance. The results of their transfer experiment demonstrate that increasing the specificity of feedback positively affected practice performance, but its benefits did not endure over time or modification of the task. In addition, feedback specificity negatively affected levels of exploration during practice and interacted with exploration strategies to affect learning. The results suggest that those who received feedback of varying specificity may have learned through different but equally beneficial mechanisms.

Computer technology applications in industrial and organizational psychology

This article reviews computer applications developed and utilized by industrial-organizational (I-O) psychologists, both in practice and in research. A primary emphasis is on applications developed for Internet usage, because this "network of networks" changes the way I-O psychologists work. The review focuses on traditional and emerging topics in I-O psychology. The first topic involves information technology applications in measurement, defined broadly across levels of analysis (persons, groups, organizations) and domains (abilities, personality, attitudes). Discussion then focuses on individual learning at work, both in formal training and in coping with continual automation of work. A section on job analysis follows, illustrating the role of computers and the Internet in studying jobs. Shifting focus to the group level of analysis, we briefly review how information technology is being used to understand and support cooperative work. Finally, special emphasis is given to the emerging "third discipline" in I-O psychology research-computational modeling of behavioral events in organizations. Throughout this review, themes of innovation and dissemination underlie a continuum between research and practice. The review concludes by setting a framework for I-O psychology in a computerized and networked world.

Growing Primacy of Human Agency in Adaptation and Change in the Electronic Era

The extraordinary advances in electronic technologies and global human interconnectedness present novel adaptational challenges and expanded opportunities for people to shape their social future and national life. The present article analyzes these pervasive transformational changes from an agentic theoretical perspective rooted in the exercise of perceived personal and collective efficacy. By acting on their efficacy beliefs, people ply the enabling functions of electronic systems to promote their education, health, affective well-being, worklife, organizational innovativeness and productivity and to change social conditions that affect their lives. Technology influences, and is influenced by, the sociostructural nature of societies. The codetermining sociostructural factors affect whether electronic technologies and globalization serve as positive forces that benefit all or divisive ones in human lives.

Training Performance Raters Through Error-based Experiential Learning

Human resource managers need to understand issues relating to rater error. There are well-established ways to introduce these concepts to those training in the field. However, they require a substantial period of training to be successful. Their use in a tertiary setting can be severely constrained by time limitations. An alternative approach to these traditional training styles is that of error-based experiential learning. This training strategy immerses students in erroneous experiences that are then explored and used as a learning platform to build models of good practice. The training process used to structure the exercise is described in detail, illustrating the various errors committed by the trainees. Student feedback from the exercise and some likely risks attached to the activity are also discussed.