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Author(s): Qing Zheng [sup.1] [sup.2] , Lei Wang [sup.1] [sup.2] Author Affiliations: (1) grid.11135.37, 0000 0001 2256 9319, School of Psychological and Cognitive Sciences and Beijing Key Laboratory of Behaviour [...], It has been well documented that employees' conscientiousness positively affects work outcomes. However, few studies have examined the effect of employee conscientiousness differentiation within a team. Drawing on the organizational trust model, this study investigated whether team members' conscientiousness diversity can affect team cohesion by affecting intrateam trust. Using the time-lag design, we tested 912 employees from 114 teams in an insurance enterprise three times. The results show that individual conscientiousness differentiation within a team is negatively correlated with intrateam trust, while intrateam trust is positively correlated with team cohesion. Intrateam trust plays a mediating role between conscientiousness diversity and team cohesion. Moreover, team coaching plays a moderating role between team conscientiousness diversity and intrateam trust. Specifically, the negative effect of team conscientiousness diversity on intrateam trust exists only when team coaching is low.

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. Keywords: frame-of-reference training, goal orientation, self-efficacy, training transfer, training effectiveness DOI: 10.1037/a0020856

Effectiveness of transformational leadership training has often been researched descriptively. This study, using a true experimental design, empirically evaluates the effectiveness of transformational leadership training. Role of training motivation in explaining the training effectiveness is discussed. Consistent with the hypothesis, the results of the study reveal a significant and positive effect of transformational leadership training on employees' satisfaction with the trained supervisors. Furthermore, trainees' (supervisors) motivation towards a transformational leadership training program significantly and positively affects the attitudinal outcomes., INTRODUCTION Emotional and symbolic aspects of leadership have remained an avenue of great interest for management researchers since 1980s. The theory of transformational leadership influenced by the work of James [...]

Frame-of-reference training has been shown to be an effective intervention for improving the accuracy of performance ratings (e.g., Woehr & Huffcutt, 1994). Despite evidence in support of the effectiveness of frame-of-reference training, few studies have empirically addressed the ultimate goal of such training, which is to teach raters to share a common conceptualization of performance (Athey & McIntyre, 1987; Woehr, 1994). The present study tested the hypothesis that, following training, frame-of-reference-trained raters would possess schemas of performance that are more similar to a referent schema, as compared with control-trained raters. Schema accuracy was also hypothesized to be positively related to rating accuracy. Results supported these hypotheses. Implications for frame-of-reference training research and practice are discussed. Keywords: frame-of-reference training, rating accuracy, schema accuracy

A model of informal training that combines learning through experiences and learning from others is proposed. Workers on average can learn from others 10% of their own human capital upon entering one plant and catch half of their learning from others' potential in just two years.

Organizations continue to use technology to train and share information. This study focused specifically on how trainers and trainees interact in the mediated Web conference training context. Using the rhetorical and relational goal theory of instructional communication, this 2 x 2 experimental study tested the effects of trainer-controlled and trainee-controlled interactivity on instructional outcomes that benefit trainers and trainees. It was hypothesized that trainer and trainee-initiated and controlled interactivity would enhance trainee learning (HI) and satisfaction with the Web conference training program (H2). These hypotheses were not supported. It was also hypothesized that trainercontrolled interactivity would enhance trainee perceptions of the trainer's credibility (H3). This hypothesis was supported with the caring dimension of credibility being most impacted when trainers allowed their trainees to interact with one another. Keywords: Web Conferencing; Training; Rhetorical and Relational Goal Theory of Instructional Communication; Organizational Communication; Interactivity; Credibility; Web-Based Learning

Research presented concerns the relationship between computer training and task-specific self-efficacy, examining the computer-related beliefs and behaviors of newly employed computer programmers. Findings suggest that programmers who rated themselves highly on their computer knowledge and performance during training also experienced an increased level of post-training efficacy.

Newly-employed workers have been seen to adjust their attitudes over the first 6 months of employment to reconcile early expectations with experience. They demonstrate awareness of company norms and corporate culture while maintaining the uniqueness of their experiences and natures.

Research presented examines the influence of computer training programs on employee computer technology self-efficacy. Topics addressed include designing technical education to maximize transferable performance to the office, previous computer use that affected levels of self-efficacy, and recommendations for organizations wishing to increase productivity.

Research on the interpersonal processes affecting computer-related performance indicates gender, computer experience and user outlook helps to determine user performance. Research results may contribute to more effective computer training methods.

Byline: Susanne P. Reilly (1), James W. Smither (2), Michael A. Warech (3), Richard R. Reilly (4) Abstract: In a 2 x 2 x 2 crossed factorial design, trained or untrained subjects viewed a videotape and evaluated performance on either a familiar (college lecturer) or unfamiliar (salesperson) job. Prior to viewing the videotape, some subjects reviewed positive information about the ratee's prior performance, whereas other subjects did not review any prior performance information. To determine whether assimilation or contrast effects occurred, we compared ratings provided by subjects who reviewed positive information about prior performance with ratings provided by subjects who did not review any prior performance information. A three-way interaction was obtained. Ratings of performance on the familiar job by untrained or trained subjects revealed only a small assimilation effect. However, when rating performance on the unfamiliar job, a large assimilation effect was observed among untrained subjects, whereas a large contrast effect was observed among trained subjects. The results indicate that rater error training may reverse, rather than reduce or eliminate, rating errors that arise from knowledge of a ratee's prior performance. Implications for further understanding and reducing assimilation and contrast effects are discussed. Author Affiliation: (1) Chase Manhattan Bank, USA (2) La Salle University, USA (3) WLH Consulting, Inc, USA (4) Stevens Institute of Technology, USA Article History: Registration Date: 08/09/2004

Participation in 4 different types of development activity was studied in a sample of manufacturing employees (N = 1,798). It was found that similar sets of variables were linked to greater participation in 3 activities: required training courses in work time, work-based development activity in work time, and career planning activity in work time or an individual's own time. Three kinds of reported benefits were studied, and the occurrence of these benefits was found to vary between different types of development activity. Overall job satisfaction and organizational commitment were significantly associated with prior participation in required training courses and work-based development activity. However, voluntary learning in one's own time was completely unrelated to these work attitudes.

This study examined the effects of three different types of ergonomics training methods upon employee knowledge, attitude and behavior. Employees within intact processing lines (N = 104) were randomized into four groups, one group serving as a control group. Pre- and post-test measures were implemented. Results showed training to have a significant effect upon knowledge of ergonomics. No significant differences were noted among all four groups according to empowerment and human factors measures. Training had a significant impact upon employee's job satisfaction, and the recognition and reporting of health hazards associated with their jobs. Keywords: evaluation, ergonomics, training

A longitudinal field study examined the moderating and mediating effects of self-efficacy on the relationship between training and the adjustment of newcomers during their 1st year of employment. The results provided some support for the hypothesis that initial self-efficacy moderates the relationship between training and adjustment. Training was more strongly related to posttraining self-efficacy, ability to cope, job performance, and intention to quit the profession for newcomers with low levels of initial self-efficacy. Some support was also found for the hypothesis that posttraining self-efficacy mediates the relationship between training and adjustment; however, evidence of complete mediation was found only for ability to cope. Posttraining self-efficacy partially mediated the relationships between training and job satisfaction, organizational and professional commitment, and intention to quit the organization and the profession. Research and practical implications of these findings for the training and the socialization of newcomers are discussed. (Reprinted by permission of the publisher.)

We proposed a model that included individual and situational antecedents of self-efficacy development during training. Initial performance and self-efficacy levels, achievement motivation, and choice were examined as individual variables. Constraints, operationalized at both the individual and aggregate levels of analysis, were examined as situational influences. Mid-course efficacy was hypothesized to have positive linear relationships with training reactions and subsequent performance, and an interactive relationship with performance when training reactions were considered as a moderator. Survey data were gathered at two points in time from 215 students enrolled in 15 eight-week long university bowling classes. All of the hypothesized antecedents of mid-course self-efficacy were significant except aggregate and individual situational constraints, although both constraints related negatively to training reactions. Time 2 self-efficacy exhibited significant positive influences on training reactions and subsequent performance, but the hypothesized moderated relationship was not supported., We proposed a model that included individual and situational antecedents of self-efficacy development during training. Initial performance and self-efficacy levels, achievement motivation, and choice were examined as individual variables. Constraints, operationalized at both the individual and aggregate levels of analysis, were examined as situational influences. Mid-course efficacy was hypothesized to have positive linear relationships with training reactions and subsequent performance, and an interactive relationship with performance when training reactions were considerd as a moderator. Survey data were gathered at two points in time from 215 students enrolled in 15 eight-week long university bowling classes. All of the hypothesized antecedents of mid-course self-efficacy were significant except aggregate and individual situational constraints, although both constraints related negatively to training reactions. Time 2 self-efficacy exhibited significant positive influences on training reactions and subsequent performance, but the hypothesized moderated relationship was not supported. (Reprinted by permission of the publisher.)

The development of organizational commitment, academic self-efficacy, physical self-efficacy, and motivation was examined in a socialization-type training context with data collected from 666 military trainees. The hypotheses were that (a) training fulfillment, or the extent to which training meets or fulfills a trainee's expectations and desires, (b) trainee reactions, and (c) training performance would be related to the development of posttraining attitudes. Support was obtained for each hypothesis. Training fulfillment was positively related to posttraining organizational commitment, physical self-efficacy, academic self-efficacy, and training motivation, even after pretraining attitudes and a set of individual variables were controlled. Pretraining motivation, trainee reactions, and training performance were also related to the development of posttraining attitudes. (Reprinted by permission of the publisher.)

This study investigated the relation of the 'Big Five' personality dimensions (Extraversion, Emotional Stability, Agreeableness, Conscientiousness, and Openness to Experience) to three job performance criteria (job proficiency, training proficiency, and personnel data) for five occupational groups (professionals, police, managers, sales, and skilled/semi-skilled). Results indicated that one dimension of personality, Conscientiousness, showed consistent relations with all job performance criteria for all occupational groups. For the remaining personality dimensions, the estimated true score correlations varied by occupational group and criterion type. Extraversion was a valid predictor for two occupations involving social interaction, managers and sales (across criterion types). Also, both Openness to Experience and Extraversion were valid predictors of the training proficiency criterion (across occupations). Other personality dimensions were also found to be valid predictors for some occupations and some criterion types, but the magnitude of the estimated true score correlations was small (p < .10). Overall, the results illustrate the benefits of using the 5-factor model of personality to accumulate and communicate empirical findings. The findings have numerous implications for research and practice in personnel psychology, especially in the subfields of personnel selection, training and development, and performance appraisal. (Reprinted by permission of the publisher.)

This laboratory experiment investigated the effects of trainer expressiveness, lecture organization, and trainee goal orientation on training outcomes. Participants (N = 135) listened to lectures that differed in organization and trainer expressiveness. Participants completed recall and problem-solving tests immediately and 2 days later. The results indicated that participants had the highest recall after an expressive and organized lecture. The findings for problem-solving performance were more complex. Participants with a high mastery orientation had their poorest problem-solving performance after listening to an organized and inexpressive lecture, whereas participants with a low mastery orientation did not respond to the effects of organization or expressiveness.