The role of organizational learning climate and individual's learning goal orientation in training and development activity participation of R&D organization employees Informal vs. formal training and development activities
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May 31, 2013
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Abstract
The study examined the relationships between organizational learning climate and individual's learning goal orientation and employee's participation in training and development activities and whether the relationships differ between informal versus formal training and development activities. Multi-level analyses on survey data from a total of 1,087 employees of 11 R&D organizations showed that learning climate and learning goal orientation were positively related to participation in training and development activities even after organizational training budget was controlled for. Further, organizational learning climate was more closely related to formal training and development activities while individual's learning goal orientation was more closely related to informal training and development activities. The theoretical and practical implications as well as directions for future research were discussed.
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Lee, S. (2013). The role of organizational learning climate and individual’s learning goal orientation in training and development activity participation of R&D organization employees: Informal vs. formal training and development activities. Korean Journal of Industrial and Organizational Psychology, 26(2), 177–194. https://doi.org/10.24230/kjiop.v26i2.177-194
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Empirical Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Button, S. B., Mathieu, J. E., & Zajac, D. M. (1996). Goal orientation in organizational research: A conceptual and empirical foundation. Organizational Behavior and Human Decision Processes, 67, 26-48.
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Colquitt, J. A., LePine, J. A., & Noe, R. A. (2000). Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research. Journal of Applied Psychology, 85, 678-707.
DeShon, R. P., & Gillespie, J. Z. (2005). A motivated action theory account of goal orientation. Journal of Applied Psychology, 90, 1096-1127.
Dragoni, L. (2005). Understanding the emergence of state goal orientation in organizational work groups: The role of leadership and multilevel climate perceptions. Journal of Applied Psychology, 90, 1084-1095.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
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Enos, M. D., Kehrhahn, M. T., & Bell, A. (2003). Informal learning and the transfer of learning: How managers develop proficiency. Human Resource Development Quarterly, 14(4), 369-387.
Garofano, C. M., & Salas, E. (2005). What influences continuous employee development decisions? Human Resource Management Review, 15(4), 281-304.
Hurtz, G. M., & Williams, K. J. (2009). Attitudinal and motivational antecedents of participation in voluntary employee development activities. Journal of Applied Psychology, 94, 635-653.
James, L. R., & Jones, A. P. (1974). Organizational climate: A review of theory and research. Psychological Bulletin, 81, 1096-1112.
James, L. R., Demaree, R. G., & Wolf, G. (1993). rwg: An assessment of within-group interrater agreement. Journal of Applied Psychology, 78, 306-309.
Kirkman, B. L., Mathieu, J. E., Cordery, J. L., Rosen, B., & Kukenberger, M. (2011). Managing a new collaborative entity in business organizations: Understanding organizational communities of practice effectiveness. Journal of Applied Psychology, 96, 1234-1245.
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LeBreton, J. M., & Senter, J. L. (2008). Answers to 20 questions about interrater reliability and interrater agreement. Organizational Research Methods, 11(4), 815-852.
Marsick, V. J., & Volpe, M. (1999). The nature and need for informal learning. Advances in Developing Human Resources, 1(3), 1-9.
Maurer, T. J., & Tarulli, B. A. (1994). Investigation of perceived environment, perceived outcome, and person variables in relationship to voluntary development activity by employees. Journal of Applied Psychology, 79, 3-14.
Mischel, W., & Shoda, Y. (1995). A cognitive- affective systems theory of personality: Reconceptualizing the invariances in personality and the role of situations. Psychological Review, 102, 246-268.
Muthén, L. K. & Muthén, B. O. (2010). Mplus User’s Guide. (6th ed.). Los Angeles, CA: Muthén & Muthén.
Noe, R. (2009). Employee Training & Development. New York: McGraw-Hill/Irwin.
Noe, R. A., & Wilk, S. L. (1993). Investigation of the factors that influence employees participation in development activities. Journal of Applied Psychology, 78, 291-302.
Noe, R. A., Tews, M. J., & Dachner, A. M. (2010). Learner engagement: A new perspective for enhancing our understanding of learner motivation and workplace learning. Academy of Management Annals, 4, 279-315.
Noe, R. A., Wilk, S. L., Mullen, E. J., & Wanek, J. E. (1997). Employee development: Construct validation issues. In J. K. Ford (Ed.), Improving training effectiveness in work organizations (pp.153-189). Mahwah, New Jersey: Lawrence Erlbaum.
Orvis, K. A., & Leffler, G. P. (2011). Individual and contextual factors: An interactionist approach to understanding employee self- development. Personality and Individual Differences, 51(2), 172-177.
Orvis, K. A., & Ratwani, K. L. (2010). Leader self-development: A contemporary context for leader development evaluation. Leadership Quarterly, 21(4), 657-674.
Ostroff, C., Kinicki, A. J., & Tamkins, M. M. (2003). Organizational culture and climate. In W. C. Borman & D. R. Ilgen (Eds.), Handbook of psychology: Industrial and organizational psychology, Vol. 12 (pp.565-593). New York, NY: Wiley.
Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92, 128-150.
Rowold, J., & Kauffeld, S. (2009). Effects of career-related continuous learning on competencies. Personnel Review, 38(1-2), 90 -101.
Schneider, B., Susan S. W., & Michelle C. P. (1998). Linking service climate and customer perceptions of service quality: Test of a causal model. Journal of Applied Psychology, 83, 150-163.
Schneider, B., Ehrhart, M. G., & Macey, W. H. (2011). Perspectives on organizational climate and culture. In S. Zedeck (Ed.), APA handbook of industrial and organizational psychology, Vol. 1. (pp.373-414). Washington, DC: American Psychological Association.
Scott, S. G., & Bruce, R. A. (1994). Determinants of innovative behavior: A path model of individual innovation in the workplace. Academy of Management Journal, 37, 580-607.
Shrout, P. E., & Fleiss, J. L. (1979). Intraclass correlations: Uses in assessing rater reliability. Psychological Bulletin, 86(2), 420-428.
Singer, J. (1998). Using SAS PROC MIXED to fit multilevel models, hierarchical models, and individual growth models. Journal of Educational and Behavioral Statistics, 23(4), 323-355.
Stevens, C. K., & Gist, M. E. (1997). Effects of self-efficacy and goal-orientation training on negotiation skill maintenance: What are the mechanisms? Personnel Psychology, 50, 955-978.
Tannenbaum, S. (1997). Enhancing continuous learning: Diagnostic findings from multiple companies. Human Resource Management, 36, 437-452.
Tannenbaum, S. I., Beard, R., McNall, L. A., & Salas, E. (2010). Informal learning and development in organizations. In S. W. J. Kozlowski & E. Salas (Eds.). Learning, training, and development in organizations (pp.303-332). New York: Routledge.
Tharenou, P. (2001). The relationship of training motivation to participation in training and development. Journal of Occupational and Organizational Psychology, 74, 599-621.
VandeWalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 57(6), 995-1015.
VandeWalle, D., & Cummings, L. L. (1997). A test of the influence of goal orientation on the feedback-seeking process. Journal of Applied Psychology, 82, 390-400.
Walumbwa, F. O., Cropanzano, R., & Hartnell, C. A. (2009). Organizational justice, voluntary learning behavior, and job performance: A test of the mediating effects of identification and leader-member exchange. Journal of Organizational Behavior, 30(8), 1103-1126.
Zohar, D. (1980). Safety climate in industrial organizations: Theoretical and applied implications. Journal of Applied Psychology, 65, 96-102.
Zohar, D. (2010). Thirty years of safety climate research: Reflections and future directions. Accident Analysis and Prevention, 42(5), 1517-1522.
이종한, 이종구, 석동헌 (2011). 조직 안전풍토의 하위요인 확인 및 안전행동과의 관계. 한국 심리학회지: 산업 및 조직, 24(3), 627-650.
Alliger, G. M., Tannenbaum, S. I., Bennett, W., Traver, H, & Shotland, A. (1997). A meta-analysis of the relations among training criteria. Personnel Psychology, 50, 341-358.
Bell, B. S., & Kozlowski, S. W. J. (2008). Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability. Journal of Applied Psychology, 93, 296-316.
Boyce, L. A., Zaccaro, S. J., & Wisecarver, M. Z. (2010). Propensity for self-development of leadership attributes: Understanding, predicting, and supporting performance of leader self-development. Leadership Quarterly, 21(1), 159-178.
Button, S. B., Mathieu, J. E., & Zajac, D. M. (1996). Goal orientation in organizational research: A conceptual and empirical foundation. Organizational Behavior and Human Decision Processes, 67, 26-48.
Chen, G., Thomas, B., & Wallace, J. C. (2005). A multilevel examination of the relationships among training outcomes, mediating regulatory processes, and adaptive performance. Journal of Applied Psychology, 90, 827-840.
Colquitt, J. A., LePine, J. A., & Noe, R. A. (2000). Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research. Journal of Applied Psychology, 85, 678-707.
DeShon, R. P., & Gillespie, J. Z. (2005). A motivated action theory account of goal orientation. Journal of Applied Psychology, 90, 1096-1127.
Dragoni, L. (2005). Understanding the emergence of state goal orientation in organizational work groups: The role of leadership and multilevel climate perceptions. Journal of Applied Psychology, 90, 1084-1095.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
Enos, M. D., Kehrhahn, M. T., & Bell, A. (2003). Informal learning and the transfer of learning: How managers develop proficiency. Human Resource Development Quarterly, 14(4), 369-387.
Garofano, C. M., & Salas, E. (2005). What influences continuous employee development decisions? Human Resource Management Review, 15(4), 281-304.
Hurtz, G. M., & Williams, K. J. (2009). Attitudinal and motivational antecedents of participation in voluntary employee development activities. Journal of Applied Psychology, 94, 635-653.
James, L. R., & Jones, A. P. (1974). Organizational climate: A review of theory and research. Psychological Bulletin, 81, 1096-1112.
James, L. R., Demaree, R. G., & Wolf, G. (1993). rwg: An assessment of within-group interrater agreement. Journal of Applied Psychology, 78, 306-309.
Kirkman, B. L., Mathieu, J. E., Cordery, J. L., Rosen, B., & Kukenberger, M. (2011). Managing a new collaborative entity in business organizations: Understanding organizational communities of practice effectiveness. Journal of Applied Psychology, 96, 1234-1245.
Koene, B. A. S., Vogelaar, A. L. W., & Soeters, J. L. (2002). Leadership effects on organizational climate and financial performance: Local leadership effect in chain organizations. Leadership Quarterly, 13(3), 193-215.
Kozlowski, S. W., Brown, K. G., Weissbein, D. A., Cannon-Bowers, J. A., & Salas, E. (2000). A multilevel approach to training effectiveness: enhancing horizontal and vertical transfer. In K. J. Klein & S. W. J. Kozlowski (Eds.), Multilevel theory, research, and methods in organizations (pp.157-210). San Francisco, CA: Jossey-Bass.
LeBreton, J. M., & Senter, J. L. (2008). Answers to 20 questions about interrater reliability and interrater agreement. Organizational Research Methods, 11(4), 815-852.
Marsick, V. J., & Volpe, M. (1999). The nature and need for informal learning. Advances in Developing Human Resources, 1(3), 1-9.
Maurer, T. J., & Tarulli, B. A. (1994). Investigation of perceived environment, perceived outcome, and person variables in relationship to voluntary development activity by employees. Journal of Applied Psychology, 79, 3-14.
Mischel, W., & Shoda, Y. (1995). A cognitive- affective systems theory of personality: Reconceptualizing the invariances in personality and the role of situations. Psychological Review, 102, 246-268.
Muthén, L. K. & Muthén, B. O. (2010). Mplus User’s Guide. (6th ed.). Los Angeles, CA: Muthén & Muthén.
Noe, R. (2009). Employee Training & Development. New York: McGraw-Hill/Irwin.
Noe, R. A., & Wilk, S. L. (1993). Investigation of the factors that influence employees participation in development activities. Journal of Applied Psychology, 78, 291-302.
Noe, R. A., Tews, M. J., & Dachner, A. M. (2010). Learner engagement: A new perspective for enhancing our understanding of learner motivation and workplace learning. Academy of Management Annals, 4, 279-315.
Noe, R. A., Wilk, S. L., Mullen, E. J., & Wanek, J. E. (1997). Employee development: Construct validation issues. In J. K. Ford (Ed.), Improving training effectiveness in work organizations (pp.153-189). Mahwah, New Jersey: Lawrence Erlbaum.
Orvis, K. A., & Leffler, G. P. (2011). Individual and contextual factors: An interactionist approach to understanding employee self- development. Personality and Individual Differences, 51(2), 172-177.
Orvis, K. A., & Ratwani, K. L. (2010). Leader self-development: A contemporary context for leader development evaluation. Leadership Quarterly, 21(4), 657-674.
Ostroff, C., Kinicki, A. J., & Tamkins, M. M. (2003). Organizational culture and climate. In W. C. Borman & D. R. Ilgen (Eds.), Handbook of psychology: Industrial and organizational psychology, Vol. 12 (pp.565-593). New York, NY: Wiley.
Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92, 128-150.
Rowold, J., & Kauffeld, S. (2009). Effects of career-related continuous learning on competencies. Personnel Review, 38(1-2), 90 -101.
Schneider, B., Susan S. W., & Michelle C. P. (1998). Linking service climate and customer perceptions of service quality: Test of a causal model. Journal of Applied Psychology, 83, 150-163.
Schneider, B., Ehrhart, M. G., & Macey, W. H. (2011). Perspectives on organizational climate and culture. In S. Zedeck (Ed.), APA handbook of industrial and organizational psychology, Vol. 1. (pp.373-414). Washington, DC: American Psychological Association.
Scott, S. G., & Bruce, R. A. (1994). Determinants of innovative behavior: A path model of individual innovation in the workplace. Academy of Management Journal, 37, 580-607.
Shrout, P. E., & Fleiss, J. L. (1979). Intraclass correlations: Uses in assessing rater reliability. Psychological Bulletin, 86(2), 420-428.
Singer, J. (1998). Using SAS PROC MIXED to fit multilevel models, hierarchical models, and individual growth models. Journal of Educational and Behavioral Statistics, 23(4), 323-355.
Stevens, C. K., & Gist, M. E. (1997). Effects of self-efficacy and goal-orientation training on negotiation skill maintenance: What are the mechanisms? Personnel Psychology, 50, 955-978.
Tannenbaum, S. (1997). Enhancing continuous learning: Diagnostic findings from multiple companies. Human Resource Management, 36, 437-452.
Tannenbaum, S. I., Beard, R., McNall, L. A., & Salas, E. (2010). Informal learning and development in organizations. In S. W. J. Kozlowski & E. Salas (Eds.). Learning, training, and development in organizations (pp.303-332). New York: Routledge.
Tharenou, P. (2001). The relationship of training motivation to participation in training and development. Journal of Occupational and Organizational Psychology, 74, 599-621.
VandeWalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 57(6), 995-1015.
VandeWalle, D., & Cummings, L. L. (1997). A test of the influence of goal orientation on the feedback-seeking process. Journal of Applied Psychology, 82, 390-400.
Walumbwa, F. O., Cropanzano, R., & Hartnell, C. A. (2009). Organizational justice, voluntary learning behavior, and job performance: A test of the mediating effects of identification and leader-member exchange. Journal of Organizational Behavior, 30(8), 1103-1126.
Zohar, D. (1980). Safety climate in industrial organizations: Theoretical and applied implications. Journal of Applied Psychology, 65, 96-102.
Zohar, D. (2010). Thirty years of safety climate research: Reflections and future directions. Accident Analysis and Prevention, 42(5), 1517-1522.