How identification facilitates effective learning: the evaluation of generic versus localized professionalization training

Bjerregaard, Kirtstien, Haslam, S. Alexander and Morton, Thomas (2016) How identification facilitates effective learning: the evaluation of generic versus localized professionalization training. International Journal of Training and Development, 20 1: 17-37. doi:10.1111/ijtd.12067


Author Bjerregaard, Kirtstien
Haslam, S. Alexander
Morton, Thomas
Title How identification facilitates effective learning: the evaluation of generic versus localized professionalization training
Journal name International Journal of Training and Development   Check publisher's open access policy
ISSN 1468-2419
1360-3736
Publication date 2016-03-01
Year available 2016
Sub-type Article (original research)
DOI 10.1111/ijtd.12067
Open Access Status Not Open Access
Volume 20
Issue 1
Start page 17
End page 37
Total pages 21
Place of publication Chichester, West Sussex, United Kingdom
Publisher Wiley-Blackwell Publishing
Collection year 2017
Language eng
Abstract Worldwide, organizations are keen to ensure that they achieve a performance return from the large investment they make in employee training. This study examines the way in which workgroup identification facilitates trainees' motivation to transfer learning into workplace performance. A 2 × 2 longitudinal study evaluated the effects of a new generic professionalization training program (NGP) - which tapped into distal work identities, and a standard local professionalization program (SLP) - which spoke more to localized work identities, on participant's motivation to transfer their learning to the workplace. The study found that, compared to participants on the SLP (n=31), participants on the NGP (n=35) indicated a reduction in 4 measures (perceived utility of training; workplace participation; relatedness and workplace identification). The authors draw on the social identity approach to illustrate how a reduction in these variables is indicative of a reduction in motivation to transfer learning to the workplace. In short, training which does not speak to meaningful localized identities results in reduced motivation to transfer compared to training that does speak to those identities. More broadly, the study demonstrates the capacity of the social identity approach to meet the increasing demands of training researchers for a comprehensive, multi-dimensional, theoretical framework through which to understand the interplay of trainee and contextual factors that contribute to effective learning and performance in the workplace.
Keyword Identification
Effective learning
Professionalization training
Employee training
New generic professionalization training program
NGP
Standard local professionalization program
SLP
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
School of Psychology Publications
 
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