USING COMPUTERS TO DELIVER TRAINING: WHICH EMPLOYEES LEARN AND WHY?
ABSTRACT Compared to traditional instructor-led training, computer-delivered training typically offers learners more control over their instruction. In learner-controlled environments, learner choices regarding practice level, time on task, and attention are expected to be critical determinants of training effectiveness. To examine the effect of learner choices in computer-based training, a study was conducted with 78 employees taking an Intranet-delivered training course. Learner choices were assessed and predicted with goal orientation (mastery and performance) and learning self-efficacy, as well as age, education, and computer experience. Results indicate considerable variability among trainees in practice level and time on task, which both predict knowledge gain. Performance orientation interacted with learning self-efficacy to determine practice level, and mastery orientation had an unexpected negative effect. Implications for the use of computers to deliver training and for future research are discussed.
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ABSTRACT: This article is about the analysis of the impact of electronic human resource management of the internal marketing in the Melli Bank of Khoram Abad Province. For this research a sample of 243 people from the Melli Bank of Khoram Abad's staffs, from different places, based on a simple accidental selection method has been chosen. Data gathering was done with the Questionnaire comprised of two parts; electronic human resource management and internal marketing. As the data was normal, regression was used for the analysis of the impact of variables, one-sample t test, was used for the analysis of current status, and Friedman test was used for ranking of the survey's index. The results show that, the electronic human resource management has a significant impact on the internal marketing; so electronic selection and electronic Assessment, from the pack of electronic human resource management are two effective components of the internal marketing. So it can be a basis for designing new strategies in the field of electronic human resources to achieve an effective internal marketing.
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ABSTRACT: Goals are central to understanding motivated behavior, with each discipline emphasizing its consequences, levels, and types of goals. Because knowledge sharing is not mandatory in all organizations, individual personal motivation is critical for voluntary and active engagement in knowledge sharing. This study investigates the structural relationships among two distinctive forms of goal orientations as personal intrinsic motivators (learning goal orientation and performance goal orientation), two distinctive types of knowledge-sharing behaviors (knowledge collecting and knowledge donating), and employee service innovative behavior. The data were derived from 418 respondents working in five-star hotels in Busan, Korea. The positive relationship between learning goal orientation and knowledge collecting was stronger than that of the relationship between learning goal orientation and knowledge donating. The negative relationship between performance goal orientation and knowledge donating was stronger than the relationship between performance goal orientation and knowledge collecting. In addition, the positive relationship between knowledge collecting and employee service innovative behavior was stronger than the positive relationship between knowledge donating and employee service innovative behavior. The study concludes with discussions of the empirical findings, managerial implications, and strengths and limitations. Future research avenues are also offered.International Journal of Hospitality Management 11/2014; 34:324–337. DOI:10.1016/j.ijhm.2013.04.009 · 1.77 Impact Factor
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ABSTRACT: The major objective of the study was to elicit the effect of three instructional methods for teaching of mathematics on low, average and high achiever elementary school students. Three methods: traditional instructional method, computer assisted instruction (CAI) and teacher facilitated mathematics learning software were employed for the teaching of three chapters of six class mathematics textbook (Integers, Algebra and Geometry). Interactive software was developed, using the contents of these three chapters. Two urban and two rural schools were selected containing a male and a female school. Seventy eight students from each of the four randomly selected schools were randomly selected and assigned in to three groups. On the basis of pre-test the students were identified as low, average and high achievers. After the treatment a post test was conducted. The score of the students were analyzed that revealed teacher facilitated mathematics instructional method produced better score when compared with CAI and traditional instructional methods of teaching mathematics for low and average achievers, but no significant difference was observed between instructional techniques for high achievers. It raises the questions; why instructional techniques not affected the high achievers scores? What kind of provisions may be added in the next version of the instructional software?