Ph.D. (Doctor of Philosophy)
Department of Educational Technology, Research and Assessment (ETRA)
Organizations spend millions of dollars training employees in ways to improve their skills –recently through mandatory professional development delivered virtually or through online asynchronous platforms. This research investigated how social exchange theory and self-efficacy theory inform faculty participants’ motivation to transfer such knowledge and skills from mandatory online trainings into their workplace practices. Faculty who had attended mandatory online training were asked to complete a 25-item survey about their motivation to transfer information from the training into their workplace practice as well as their perceived utility of training and their training self-efficacy. This study examined the extent to which motivation to transfer mandatory online training information to workplace practice is related to employees’ perceptions about the utility of such trainings and their training self-efficacy.
Austin, Tori, "University Faculty Perceptions of Mandatory online Training as Related to Training Self-Efficacy, Motivation, and Utility" (2023). Graduate Research Theses & Dissertations. 7126.
Northern Illinois University
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