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Goal-orientation theory and research offer a lens to better understand the mechanisms of experiential learning in developmental assignments for managers. This study presents a research model that depicts how goal orientations influence the development of leadership skills from experience. The model indicates how individual and situational characteristics interact and influence managers' learning outcomes. By extension, the model proposes how situations could be altered to increase how much managers learn from work experiences. Future research directions on experiential learning as part of management development are also proposed. (Contains 1 figure.)

Empirical evidence supporting frame-of-reference (FOR) training as an effective intervention for calibrating raters is convincing. Yet very little is known about who does better or worse in FOR training. We conducted a field study of how motivational factors influence affective, cognitive, and behavioral learning outcomes, as well as near transfer indexed by achieving professional certification. Relying on goal orientation theory, we hypothesized effects for 3 goal orientations: learning, prove performance, and avoid performance. Results were generally supportive across learning outcomes and transfer. Findings further supported a hypothesized interaction between learning self-efficacy and avoid performance goal orientation, such that higher levels of learning self-efficacy mitigated the negative effects of higher performance avoid tendencies. (Contains 3 figures, 3 tables, and 5 footnotes.)

This study examined the moderating role of the individual differences of goal orientation and affectivity on self-efficacy development. Consistent with hypotheses, results indicate that both positive and negative affectivity moderate the impact of an enactive mastery training program on efficacy development, with those higher in positive affectivity having greater change in self-efficacy as a result of training than those lower in positive affectivity, and those lower in negative affectivity having greater change in self-efficacy as a result of training than those higher in negative affectivity. The moderating impact of mastery and performance goal orientation appears to be much more complex, with initial levels of self-efficacy playing an important role in the interaction between goal orientation and efficacy development. Overall, results suggest self-efficacy development resulting from training varies depending on disposition of trainees and initial levels of efficacy.

We examined direct and interaction effects of learners' characteristics (cognitive ability, prior knowledge, prior experience, and motivation to learn) and classroom characteristics (videoconferencing and class size) on learning from a 16-week course. A 2x2 quasi-experimental design varied the class size between large (approximately 60 students) and small (approximately 30 students) and between traditional classes with the instructor always present and classes taught using a videoconferencing system with the instructor present at each site every other week. Theory regarding instructor immediacy was used to predict that larger and videoconferenced classes would have negative effects on learner reactions and learning, but that highly motivated learners would overcome the negative effects on learning. Interactions between videoconferencing and motivation to learn, and class size and motivation to learn, were found in support of the theory. Research and practice implications are discussed. (Contains 6 tables, 2 figures, and 2 notes.)

Employees with access to e-learning courses targeting computer skills were tracked during a year-long study. Employees' perceptions of peer and supervisor support, job characteristics (such as workload and autonomy), and motivation to learn were used to predict total time spent using e-learning. Results suggest the importance of motivation to learn and workload in determining aggregate time spent in e-learning courses. Time in courses predicted subsequent differences in computer-related skill and performance improvement as judged by participants' supervisors. Implications of these findings for the design and administration of e-learning programs are discussed.

Literature review and interviews with 22 experts examined how and why electronic learning is being used by organizations. Growth in synchronous communication, blended solutions, and improved access were found. Review of research evidence suggested that most people can learn effectively with technology, technology can reduce training costs with large numbers of learners, and high attrition may occur if e-learning is viewed as optional. (Contains 51 references.) (SK)

A review and meta-analysis of studies assessing trainee reactions are presented. Results suggest reactions primarily capture characteristics of the training course, bur trainee characteristics (e.g., anxiety and pretraining motivation) and organizational support also have a moderate effect on reactions. Instructional style (p = .66) followed by human interaction (p = .56) were the best predictors of reactions. Reactions predicted pre-to-post changes in motivation ([beta] = .51) and self-efficacy ([beta] = .24) and were more sensitive than affective and cognitive learning outcomes to trainees' perceptions of characteristics of the training course. Moderator analyses revealed reactions-outcomes correlations tended to be stronger in courses that utilized a high level rather than a low level of technology, and affective and utility reactions did not differ in their relationships with learning outcomes. The current study clarifies the nomological network of reactions and specifies outcomes that are theoretically related to reactions. Keywords: trainee reactions, meta-analysis, training evaluation, course design, course satisfaction

To purchase or authenticate to the full-text of this article, please visit this link: http://dx.doi.org/10.1111/j.1559-1816.2007.00263.x Byline: Daniel B. Turban (a1), Hwee Hoon Tan (b), Kenneth G. Brown (c), Kennon M. Sheldon (a) Abstract: We extended self-determination theory by examining personality antecedents and self-regulatory consequences of perceived locus of causality (PLOC), which is the extent to which individuals perceive their actions as caused by internal or external reasons. We theorized that personality would influence PLOC and that individuals with internal PLOC would engage in more self-regulatory activities, which would in turn predict performance and enjoyment. We used structural equation modeling with data collected from 260 students at 4 time points to test our hypotheses. The model fit the data well. Although personality had direct effects on the self-regulatory activities of effort and meta-cognitive strategies, in addition to the indirect effects via PLOC, tests confirmed that including the indirect effects produced the best-fitting model. Author Affiliation: (a)University of Missouri-Columbia (b)Singapore Management University (c)University of Iowa Article note: (1) Correspondence concerning this article should be addressed to Daniel Turban, 403D Cornell Hall, Department of Management, University of Missouri, Columbia, MO 65211. E-mail: turban@missouri.edu

Although D. L. Kirkpatrick (1959, 1996) popularized the concept of trainee reactions over 40 years ago, few studies have critically examined trainees' reactions to learning events. In this article, research on mood and emotion is used to develop a theoretical framework for research on trainee reactions. Two studies examine the factor structure of reactions and their nomological network. In Study 1, 178 undergraduate and 101 graduate students listened to a computer-delivered multimedia lecture. Results suggest that (a) reactions can be conceptualized as hierarchical, with overall satisfaction explaining associations among distinct reaction facets (enjoyment, relevance, and technology satisfaction), and (b) reactions are predicted by trainee characteristics. In Study 2, 97 undergraduates experienced the same lecture in 1 of 3 randomly assigned delivery technologies. Reactions were influenced by technology and were related to learning process (engagement) and outcomes (intentions regarding delivery technology, content, and learning). Both studies support the theoretical framework proposed. Keywords: training evaluation, training outcomes, trainee reactions, affective reactions, learning process