ISSN:1044-8004    

DOI:10.1002/hrdq.3920020102

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1991

数据来源: WILEY

摘要:

AbstractThis article combines theories of self‐directed learning, self‐leadership, and self‐efficacy to explore ways of facilitating adult learning and human resource development. The authors propose an integrated framework, open to testing, that combines experiential learning, behavioral modeling, elimination of threat, and persuasion as mechanisms for enhancing self‐efficacy perceptions, self‐leadership skills, and ultimately adult learning and ap

ISSN:1044-8004    

DOI:10.1002/hrdq.3920020103

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1991

数据来源: WILEY

摘要:

AbstractAfter summarizing the principal ideas and prescriptions in the preceding article, suggestions are made for further explicating and developing the issues. Two areas needing additional specification are identified. It is suggested that a model of self‐learning also incorporate substantive issues pertaining to learners as their own training designers and to the interaction of ability and motivational dispositions with instruction in self‐learning. Finally, the critical role of self‐learning in helping to meet the enormous training needs of the next two or three decades is stated in emphatic

ISSN:1044-8004    

DOI:10.1002/hrdq.3920020104

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1991

数据来源: WILEY

ISSN:1044-8004    

DOI:10.1002/hrdq.3920020105

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1991

数据来源: WILEY

摘要:

AbstractThe organizational literature has suggested that all management actions send signals to employees that affect perceptions and influence behavior. This study investigated the effects of three pretraining signals—course information provided to trainees, accountability to supervisor, and program status (mandatory or voluntary)—on subsequent intentions to transfer program learning. Data collected from 193 trainees in the engineering group of a manufacturing firm indicated that trainees reported greater intentions to transfer learning to the workplace when they (1) received information prior to the training program, (2) recognized that they would have some accountability for learning with their supervisor, and (3) perceived a program as mandat

ISSN:1044-8004    

DOI:10.1002/hrdq.3920020106

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1991

数据来源: WILEY

摘要:

AbstractSeveral knowledge‐sharing and problem‐solving roundtable groups, composed primarily of marketing executives from Fortune 500 companies, were studied through participant observation, analysis of audiotapes of the meetings, and unstructured follow‐up interviews. Ten categories of potential learning benefit were identified through theme analysis: (1) new knowledge, (2) conditions for discovery and insight, (3) colleague resource networks, (4) awareness of information resources, (5) broad knowledge base, (6) new cognitive skills, (7) definition and clarification of terminology, (8) confirmation of thought, (9) awareness of knowledge deficits, and (10) self‐comparison of professional competence. These ten benefits were then classified into three major domains (information access, cognitive development outcomes, and self‐evaluation) and analyzed for taxonomy de

ISSN:1044-8004    

DOI:10.1002/hrdq.3920020107

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1991

数据来源: WILEY

摘要:

AbstractThe results of this experimental study verify that truck drivers, truck mechanics, and their managers learn significantly more when their individual learning style perceptual preferences are matched with the appropriate instructional method. Furthermore, the results verify that these employees express significantly more positive attitudes toward company‐sponsored training programs when instruction complements their individual learning style preference

ISSN:1044-8004    

DOI:10.1002/hrdq.3920020108

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1991

数据来源: WILEY

摘要:

AbstractThis study explored the gap between training research and practice. It addressed this question by obtaining training practitioner perceptions of the value of training research in specific areas and the ways in which training research is used in organizations. The data revealed that trainers want to know how to improve “external relations” of the training function and that they have a variety of questions they feel are not being addressed in the current research literature. The research implications of these practitioner perceptions are discus

ISSN:1044-8004    

DOI:10.1002/hrdq.3920020109

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1991

数据来源: WILEY

ISSN:1044-8004    

DOI:10.1002/hrdq.3920020110

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1991

数据来源: WILEY

ISSN:1044-8004    

DOI:10.1002/hrdq.3920020111

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1991

数据来源: WILEY