Goal orientation and practice condition as predictors of training results

Human Resource Development Quarterly

Volumn 12, Issue 4, 2001, Pages 403-419

  Hertenstein, Edward J ^a  

^a UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85006514230     PISSN: 10448004     EISSN: 15321096     Source Type: Journal    
DOI: 10.1002/hrdq.1005     Document Type: Article

References (59)

1. Ackerman, P. L. (1986). Individual differences in information processing: An investigation of intellectual abilities and task performance during practice. Intelligence, 10, 109–39.
2. Ackerman, P. L. (1987). Individual differences in skill learning: An integration of psychometric and information processing perspectives. Psychological Bulletin, 102, 3–27.
3. Ackerman, P. L. (1988). Determinants of individual differences during skill acquisition: Cognitive abilities and information processing. Journal of Experimental Psychology: General, 117, 288–318.
4. Adams, J. A. (1987). Historical review and appraisal of research on the learning, retention, and transfer of human motor skills. Psychological Bulletin, 101, 41–74.
5. Anderson, J. R. (1985). Cognitive psychology and its implications. New York: Freeman.
6. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
7. Barron, J. M., , M. A.LeowensteinD. A.Black (1987). Employer size: The implications for search, training, capital investment, starting wages, and wage growth. Journal of Labor Economics, 7, 1–19.
8. Bass, B. M., J. A.Vaughan (1966). Training in industry: The management of learning. Belmont, CA: Wordsworth.
9. Bretz, R. D., Jr., R. E.Thompsett (1992). Comparing traditional and integrative learning methods in organizational training programs. Journal of Applied Psychology, 77, 941–951.
10. Button, S. B., , D. M.ZajacJ. E.Mathieu (1996). Goal orientation and organizational research: A conceptual and empirical foundation. Organizational Behavior and Human Decision Processes, 67, 26–48.
11. Cohen, J., P.Cohen (1983). Applied multiple regression/correlational analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum.
12. Cook, T. D., D. T.Campbell (1979). Quasi-experimentation: Design and analysis issues for field settings. Boston: Houghton Mifflin.
13. Crowder, R. G. (1976). Principles of learning and memory. Hillsdale, NJ: Erlbaum.
14. Dempster, F. N., R.Farris (1990). The spacing effect: Research and practice. Journal of Research and Development in Education, 23, 97–101.
15. Donaldson, L., E. E.Scannell (1986). Human resource development: The new trainer's guide. Reading, MA: Addison-Wesley.
16. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048.
17. Dweck, C. S., E. L.Leggett (1988). A social cognitive approach to motivation and personality. Psychological Review, 95, 256–273.
18. Ebbinghaus, H. (1913). Memory: A contribution to experimental psychology (H. A. Ruger & C. E. Bussenius, Trans.). New York: Teachers College, Columbia University. (Originally published 1885.)
19. Eden, D., J.Kinnar (1991). Modeling Galatea: Boosting self-efficacy to increase volunteering. Journal of Applied Psychology, 76, 770–780.
20. Elliot, E. S., C. S.Dweck (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5–12.
21. Endler, N. S., D.Magnusson (1976). Interactional psychology and personality. Washington, DC: Hemisphere.
22. Epstein, S. (1977). Traits are alive and well. In D. Magnusson & N. S. Endler (Eds.), Personality at the crossroads: Current issues in interactional psychology (pp. 83–98). Hillsdale, NJ: Erlbaum.
23. Fisher, S. L., J. K.Ford (1998). Differential effects of learner effort and goal orientation on two learning outcomes. Personnel Psychology, 51, 397–420.
24. Ford, J. K. (1997). Advances in training research and practice: An historical perspective. In J. K. Ford, (Ed.), Improving training effectiveness in work organizations. Mahwah, NJ: Erlbaum.
25. Ford, J. K., , E.SalasS. M.GullyD. A.WeissbeinE. M.Smith (1998). Relationships of goal orientation, metacognitive activity, and practice strategies with learning outcomes and transfer. Journal of Applied Psychology, 83, 218–233.
26. Gist, M. E., T. R.Mitchell (1992). Self-efficacy: A theoretical analysis of its determinants and malleability. Academy of Management Review, 17, 183–211.
27. Godard, J. (1997). Beliefs about unions and what they should do: A survey of employed Canadians. Journal of Labor Research, 18, 621–640.
28. Godard, J., J. T.Delaney (2000). Reflections on the “high performance” paradigm's implication for industrial relations as a field. Industrial and Labor Relations Review, 53, 482–502.
29. Goldstein, I. L. (1986). Training in organizations: Needs assessment, development, and evaluation. Pacific Grove, CA: Brooks/Cole.
30. Harrison, A. W., , Jr., , K. R.ThompsonW. A.HochwarterR. K.Rainer (1997). Testing the self-efficacy-performance linkage of the social-cognitive theory. The Journal of Social Psychology, 137, 79–87.
31. Holtmann, A. G., T. L.Idson (1991). Employer size and on-the-job training decisions. Southern Economic Journal, 58, 33–55.
32. Houle, C. O. (1963). The inquiring mind. Madison: The University of Wisconsin Press.
33. Hunter, J. E., R. F.Hunter (1984). Validity and utility of alternative predictors of job performance. Psychological Bulletin, 96 (1), 72–98.
34. Ingham, J. M. (1991). Matching instruction with employee perceptual preference significantly increases training effectiveness. Human Resource Development Quarterly, 2, 53–64.
35. Kanfer, R. (1990). Motivation theory and industrial and organizational psychology. In M. D. Dunnette & L. M. Hough (Eds.), Handbook of industrial and organizational psychology (pp. 75–170). Palo Alto, CA: Consulting Psychologists Press.
36. Kanfer, R., , L.NelsonB.DugdaleT. C.MurthaP. L.Ackerman (1994). Goal setting, conditions of practice, and task performance: A resource allocation perspective. Journal of Applied Psychology, 79, 826–835.
37. Kaplan, D. M., E. J.Hertenstein (1999, Jan.) Union participation: A labor education perspective. Poster session presented at the 51st Annual Meeting of the Industrial Relations Research Association (IRRA), New York.
38. Kincaid, M. (1925). A study of individual differences in learning. Psychological Review, 32, 34–53.
39. Kraiger, K., , E.SalasJ. K.Ford (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation [Monograph]. Journal of Applied Psychology, 78, 311–328.
40. Martocchio, J. J. (1994). Effects of conception of ability on anxiety, self-efficacy, and learning in training. Journal of Applied Psychology, 79, 819–825.
41. Martocchio, J. J., E. J.Hertenstein (1999, Apr.). Learning orientation and goal orientation context: Relationships with learning outcomes. Poster session presented at the Society for Industrial and Organizational Psychology (SIOP) Conference, Atlanta.
42. Martocchio, J. J., J.Webster (1992). Effects of feedback and cognitive playfulness on performance in microcomputer software training. Personnel Psychology, 45, 553–578.
43. Marx, R. D. (1982). Relapse prevention for managerial training: A model for the maintenance of behavioral change. Academy of Management Review, 7, 27–40.
44. McGeoch, G. O. (1935). The conditions of reminiscence. American Journal of Psychology, 47, 65–89.
45. Mitchell, G. (1998). The trainer's handbook: The AMA guide to effective training (3rd ed.). New York: American Management Association.
46. Murtha, T. C., , P. L.AckermanR.Kanfer (1996). Toward an interactionist taxonomy of personality and situations: An integrative situational-dispositional representation of personality traits. Journal of Personality and Social Psychology, 71, 193–207.
47. Nadler, L., Z.Nadler (1989). Developing human resources. San Francisco: Jossey-Bass.
48. Noe, R. A. (1986). Trainees' attributes and attitudes: Neglected influences on training effectiveness. Academy of Management Review, 11, 736–749.
49. Pace, R. W., , G. E.MillsP. C.Smith (1991). Human resource development: The field. Englewood Cliffs, NJ: Prentice Hall.
50. Phillips, J. M., S. M.Gully \(1997). Role of goal orientation, ability, need for achievement, and locus of control in the self-efficacy and goal-setting process. Journal of Applied Psychology, 82, 792–802.
51. Porter, G., J. W.Tansky (1996). Learning orientation of employees: Moving toward organization-based assessment. Human Resource Development Quarterly, 7, 165–178.
52. Sims, R. R. (1998). Reinventing training and development. Westport, CT: Quorum Books.
53. Skarlicki, D. P., G. P.Latham (1997). Leadership training in organizational justice to increase citizenship within a labor union: A replication. Personnel Psychology, 50, 617–633.
54. Tannenbaum, S. I.J. A.Cannon-BowersE.SalasJ. E.Mathieu (1991). Meeting trainees' expectations: The influence of training fulfillment on the development of commitment, self-efficacy, and motivation. Journal of Applied Psychology, 76, 759–769.
55. Thorndike, E. L., R. S.Woodworth (1901). The influence of improvement in one mental function upon the efficiency of other functions. Psychology Review, 8, 247–261.
56. VandeWalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 57, 995–1015.
57. Whitley, J. D. (1971). Effects of practice distribution on learning a fine motor task. The Research Quarterly, 41, 576–583.
58. Wonderlic, E. F. Associates. (1992). Wonderlic personnel test and scholastic level exam. Libertyville, IL: Wonderlic and Associates.
59. York, K. M., , A. R.ZajackL. A.Barclay (1997). Preventing sexual harassment: The effect of multiple training methods. Employee Responsibilities and Rights Journal, 10, 277–289.