Year: 2011
Type: article
Abstract: Designing effective training programs has been a key challenge for HR and education professionals for years.Today, a deep understanding of learning processes is even more crucial as rapid technological advancements necessitate continuous learning and development of the workforce.The current study aimed to address this need by integrating research on regulatory fit theory (Higgins, 2000) and training and testing a theoretical model of training effectiveness recently developed by Gully and Chen (2010).To that end, a total of 172 university students completed a three-stage project.First, participants underwent an online individual assessment.Next, they watched and responded to one of two versions of a Money Management training program framed and presented in either a promotion focused or a prevention focused manner.Finally, their reactions to and application of the trained material were assessed again several weeks after the completion of the training.Results demonstrated that when the framing and presentation style of the training video matched the learner's dominant chronic regulatory focus, affective, cognitive, and behavioral indicators of training effectiveness were enhanced.These positive effects were observed both immediately after the training program and a few weeks later.Thus, the current project attested that customizing a training program to match or fit learners' basic motivational orientation (i.e., regulatory focus) can result in a series of favorable training outcomes.Theoretical and practical implications, as well as directions for further research are discussed.
Author: Zhivka Yohanova Petkova
Institution: University of Akron
Language: English
Subfield: Applied Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2335918143