Can do or will do? The importance of self-efficacy and instrumentality for training transfer

By Dan S. Chiaburu, D. Lindsay. 2008

222 citations recorded by the source corpus.

Subfields: Applied Psychology, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/99a7709c6add109f2146d3857085f623ab9e0ff9

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In Applied Psychology

In Organizational Behavior and Human Resource Management

Citations in the corpus

The Transfer of Training: What Really Matters (2011, background): “Training has high utility or instrumentality when trainees perceive a clear link between required performance and outcomes that they value (Chiaburu & Lindsay, 2008).”
Modelling graduate skill transfer from university to the workplace (2016, unknown): “Thoms, Moore and Scott (1996) found a significant correlation between extraversion and self-efficacy, the latter broadly acknowledged as a strong predictor of transfer (Chiaburu and Lindsay 2008).”
Building a Bridge of Understanding: How Barriers to Training Participation Become Barriers to Training Transfer (2009, background): “), motivation as well as trainee-focused interventions (in particular, those based in self-efficacy, goal setting; and relapse prevention) designed to increase trainee transfer ( Chiaburu and Lindsay, 2008”
Leader influences on training effectiveness: motivation and outcome expectation processes (2008, unknown): “…through a similar mechanism (Guerrero & Sire, 2001), and to work where the relationship between instrumentality and training outcomes has been demonstrated, although without an explicit connection to leaders as intervening on trainees’ expectancies (Chiaburu & Lindsay, 2008; Tziner et al., 2007).”
Trust in organization as a moderator of the relationship between self‐efficacy and workplace outcomes: A social cognitive theory‐based examination (2018, background): “However, the “can do” attitude represented by self-efficacy needs to be supplemented with a “will do” aspect to facilitate its implications to have a higher job satisfaction (e.g., Chiaburu & Lindsay, 2008).”
Social Support in the Workplace and Training Transfer: A longitudinal analysis (2010, unknown): “…to transfer is the trainee’s intended effort to utilize skills and knowledge learned in training setting to a real world work situation (Noe, 1986), and has been found to directly influence transfer outcomes (Axtell et al., 1997; Chiaburu & Lindsay, 2008; Nijman, Nijhof, Wognum, & Veldkamp, 2006).”