In Phyllis Tharenou’s article, “The Relationship of Training Motivation to Participation in Training and Development”, the question being asked is how motivation through the expectation and motivation to learn may explain certain participation in training and development. In the past there has been a lot of research done on motivation through expectation, but no research has looked in to the results of participation in training and development, or have looked at it as compared to the concept of the motivation to learn. The author states, “This study seeks to add to knowledge by assessing how training motivation (both motivation to learn and motivation through expectation) explains participati

The second article by Jacquelyn DeMatteo entitled, “The Effects of Accountability on Training Effectiveness”, looks in to the effects of accountability on training effectiveness. During this study trainees had to attend a training program on interviewing skills. The trainees received one of three sets of accountability instructions with manipulated accountability instructions, which were either presented before or after the training sessions. The idea behind this study was to investigate the potential of accountability to improve the effectiveness of training. There were four hypotheses tested. First, trainees under conditions of accountability will learn more from the training session than those under condition of no-accountability. Second, accountable trainees will engage in strategies to enhance learning during the training more than subjects that were unaccountable. Third, accountable trainees will show higher levels of motivation to transfer and satisfaction with training. Lastly, participants that receive pre-training accountability instruction will demonstrate increased levels of learning and the use of learning strategies that the trainees that receive post-training accountability instructions. In order to conduct this study 154 undergraduates from a large southeastern university were used as the trainees. These students were in a management class and for their participation received extra credit. Of the group of subjects, fifty percent were male (n=75) and fifty percent were female. Seventy-eight percent were business majors and the mean age was 22 (sd=3.6). A control group that had no-accountability was included. The study was conducted in a conference room outside of class, in groups of eight to fourteen people. The groups were randomly assigned to either the control or the four experimental conditions. Learning, motivation to transfer, note taking behavior, and satisfaction with training served as the dependent measures. There was a 45-minute session on how to conduct an effective interview, and the students were given one of three sets of accountability instructions. Upon completion of the training session, the trainees were asked to complete a learning measure and fill out two surveys. The results showed that more key points were taken during the lecture when trainees were given accountability information before training than when they were given no accountability information or post-training accountability information. After reviewing the scores, it was shown that the scores were higher on the post-training conditions than in the pre-training conditions, and the no-accountability conditions. These results were consistent with hypotheses one and two, but hypothesis three was not supported. Hypothesis four was also supported by the fact that when presenting accountability information before the training sessions the results were much higher test scores and note taking behavior than when presenting accountability information after training. The results suggest that accountability may be an important for enhancing training effectiveness. It is also suggested that organizations should hold trainees accountable for the material covered in training to obtain greater learning, and also that the utility of training programs can be increased as a result of increasing accountability.

Some topics in this essay:
Japan UK, Training Development”, Training Effectiveness”, Germany Japan, Country Factors”, , training development, German MNEs, participation training, participation training development, training motivation, motivation learn, motivation expectation, accountability information, employer support, accountability instructions, Phyllis Tharenou’s, foreign owned, Jacquelyn DeMatteo, Olga Tregaskis, national origin, foreign owned subsidiaries, accountability information training, training development practices, practices foreign owned,