Eric A Surface

Frame-of-Reference Training Effectiveness: Effects of Goal Orientation and Self-Efficacy on Affective, Cognitive, Skill-Based, and Transfer Outcomes

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.

Employee Surveys Administered Online Attitudes Toward the Medium, Nonresponse, and Data Representativeness

This field study of military and civilian workers offers a multimethod approach for studying nonrespondents while investigating (a) how employees feel about taking surveys online, (b) whether dissatisfaction with Web-based survey media discourages response, and (c) the representativeness of attitudinal data produced by workers who opt to complete an online climate survey. Results suggested that employees were not as comfortable with Web-based surveys as suggested in previous research. Moreover, issues pertaining to the online medium discouraged workers from completing the Web-based climate survey. Additional factors driving active and passive nonresponse were also uncovered. Overall, those who did and did not complete the survey held similar views of organizational climate. Results are discussed in terms of the factors driving nonresponse bias.

If You Pay for Skills, Will They Learn? Skill Change and Maintenance Under a Skill-Based Pay System

Although the use of skill-based pay has increased in popularity, empirical investigations of the effectiveness of this compensation strategy have been scarce. The fundamental premise of skill-based pay is that contingent monetary reward will promote individual learning. The authors empirically examine this essential principle with data spanning 5 years, using latent growth analysis. Results demonstrate that skill-based pay is related to individual skill change and maintenance. Whether or not individuals earn skill-based pay on their initial attempt is associated with subsequent rates of learning. In addition, the frequency with which skill-based pay is received and the total amount earned are both associated with skill development and maintenance.

Core self-evaluations and training effectiveness: : Prediction through motivational intervening mechanisms.

Understanding the processes through which trainee characteristics influence learning is important for identifying mechanisms that drive training effectiveness. We examine the direct and indirect paths through which core self-evaluations (CSE) impact learning. We also include general cognitive ability (GCA) to explore whether CSEs paths to effectiveness differ from those of a well-documented predictor of learning. We proposed a model in which CSE contributes to training effectiveness through its influence on motivational intervening mechanisms, and we tested this model empirically with military personnel (N = 638) who participated in job-required training. The data supported a partially mediated model. Irrespective of inclusion of GCA as a control variable, motivation and effort allocation (MEA) process variables (i.e., training motivation, midtraining self-efficacy, and midtraining goal setting) mediated (or partially mediated) the relationship between CSE and training outcomes that included affective (e.g., intentions to transfer), cognitive (e.g., declarative knowledge), and skill-based (e.g., proficiency) learning. Conversely, GCA had neither direct nor indirect effects on affective learning but did demonstrate direct effects on cognitive and skill-based learning. Results support the utility of including CSE in training research and practice, suggest that MEA serves as an explanatory mechanism for CSEs relation to learning outcomes, and demonstrate that CSE and GCA differentially influence training effectiveness and do so through different explanatory mechanisms.

Exploring qualitative training reactions: : Individual and contextual influences on trainee commenting.

Training reactions are the most common criteria used for training evaluation, and reaction measures often include opportunities for trainees to provide qualitative responses. Despite being widely used, qualitative training reactions are poorly understood. Recent trends suggest commenting is ubiquitous (e.g., tweets, texting, Facebook posts) and points to a currently untapped resource for understanding training reactions. In order to enhance the interpretation and use of this rich data source, this study explored commenting behavior and investigated 3 broad questions: who comments, under what conditions, and how do trainees comment? We explore both individual difference and contextual influences on commenting and characteristics of comments in 3 studies. Using multilevel modeling, we identified significant class-level variance in commenting in each of the 3 samples of trainees. Because commenting has only been considered at the individual level, our findings provide an important contribution to the literature. The shared experience of being in the same class appears to influence commenting in addition to individual differences, such as interest in the topic (Studies 1 and 2), satisfaction (Studies 2 and 3), and entity beliefs (Study 3). Furthermore, we demonstrated that item wording may have an impact on commenting (Study 3) and should be considered as a potential lever for training professionals to influence commenting behavior from trainees. Training professionals, particularly those who regularly administer training evaluation surveys, should be aware of nonresponse to open-ended items and how that may impact the information they collect, use, and present within their organizations.

Foreign Language Training Transfer: Individual and Contextual Predictors of Skill Maintenance and Generalization

Foreign language proficiency is a critical skill in which many U.S. military personnel receive extensive training. However, very little research has examined the factors associated with the successful transfer of this training. This study therefore investigates the impact of individual and contextual variables on two different types of foreign language skill transfer measures in a military context. Archival data were analyzed from 133 U.S. Army Special Forces (Green Berets) teams, including 919 Soldiers who had completed job-required foreign language training. Results indicate that initial skill acquisition had a positive impact on both the maintenance and generalization of language skills. The posttraining time interval between training and transfer measurement was negatively associated with skill maintenance, suggesting significant skill decay over time. The team context also accounted for significant variability in skill transfer, and the team mean skill level moderated the relationship between individual initial skill and subsequent generalization to job performance.

Group differences and measurement equivalence: Implications for command climate survey research and practice

Military organizations use survey methodology to assess attitudes related to command climate. Many commands are staffed with both military and civilian personnel. However, no previous research has examined the equivalence of a command climate surveys measurement properties across these types of personnel. Differences in the personnel systems and organizational socialization could lead to different views of various facets of a command climate survey, making direct comparisons or aggregations of group-level data inappropriate. Furthermore, men and women may also view aspects of command climate surveys differently. Using two administrations of a command climate survey in a U.S. Major Army Command, our findings reveal only small differences between male and female samples. More notable differences existed between military and civilian personnel. Nevertheless, the measurement equivalence demonstrated for both male–female and military–civilian comparisons was adequate to justify cross-group comparisons and aggregation of survey responses.