odella, dr. francesca, university of trento [email protected]

saseconf07saseconf07 11

Training courses and motivation to Training courses and motivation to work: a different perspective of work: a different perspective of employment impact and evaluation of employment impact and evaluation of employability.employability.

Odella, Dr. Francesca, Odella, Dr. Francesca, University of TrentoUniversity of Trento

[email protected]@soc.unitn.it

SASE 2007


Characteristics of training at the firm Characteristics of training at the firm levellevel

Training and motivationTraining and motivation Motivation: social or individual trait?Motivation: social or individual trait? A case study in motivation and training A case study in motivation and training

coursescourses Final observations: employability and Final observations: employability and

motivationmotivation


Characteristics of training at the firm Characteristics of training at the firm levellevel

GermanyGermany JapanJapan ItalyItalyRelevance of Relevance of trainingtraining

Employment Employment specificspecific

Career specificCareer specific Task specificTask specific

Core elementCore element Acquisition of Acquisition of skillsskills

Learning by Learning by doingdoing

Acquisition of Acquisition of knowledgeknowledge

Expected Expected individual individual resultsresults

Improvement Improvement of professional of professional competencecompetence

Sharing of Sharing of experiences experiences

and and competencescompetences

Competence in Competence in actionaction

Links with Links with productionproduction

Preliminary Preliminary and and

anticipatedanticipated

On the job e On the job e continuouscontinuous

Separate and Separate and dependant dependant

activityactivity

Time Time prospectiveprospective

Long termLong term Long termLong term Short termShort term


Motivation in training coursesMotivation in training courses

Training courses are developed with the aim to Training courses are developed with the aim to provide participants skills, knowledge and other provide participants skills, knowledge and other elements of formal learningelements of formal learning

A preliminary experience of the work activity is A preliminary experience of the work activity is also given by means of stages and other forms of also given by means of stages and other forms of participation to a real work setting/ organizationparticipation to a real work setting/ organization

Both these activities are supported and sustained Both these activities are supported and sustained by individual motivation (search for success, fear by individual motivation (search for success, fear of failure, risk taking vs conformity traits).of failure, risk taking vs conformity traits).


What is the role of motivation?What is the role of motivation?

Enhances learning processes (tasks and objectives)Enhances learning processes (tasks and objectives) Support reward systems in organizations and Support reward systems in organizations and

groupsgroups Plays a role in innovation processes (individual/ Plays a role in innovation processes (individual/

group)group)

Despite this relevance literature on motivation is Despite this relevance literature on motivation is more focused on children and adolescence more focused on children and adolescence learning; few research on adult peoplelearning; few research on adult people


Individual and social sources of Individual and social sources of motivation - Imotivation - I

Origins of motivation are debated and specifically whether Origins of motivation are debated and specifically whether motivation is originate by individual trait or by social motivation is originate by individual trait or by social processes. The drive to act towards a specific objective processes. The drive to act towards a specific objective can be explained as an individual need but the sources of can be explained as an individual need but the sources of this impulse can be various.this impulse can be various.

In social psychology the search for the sources of In social psychology the search for the sources of motivation is related to the identification of preferences motivation is related to the identification of preferences (Mc (Mc Clelland, 1953)Clelland, 1953); different aspects of the personality can ; different aspects of the personality can influence the performance and the effectiveness of influence the performance and the effectiveness of learning.learning.


Individual and social sources of Individual and social sources of motivation -IImotivation -II

The concept of level of aspiration is used to explain The concept of level of aspiration is used to explain individual performance; and the difference between individual performance; and the difference between intrinsic and extrinsic motivation accounts for the type intrinsic and extrinsic motivation accounts for the type of relation that the individual tends to establish with the of relation that the individual tends to establish with the learning context.learning context.

The interpersonal web of relations and the structure of The interpersonal web of relations and the structure of the tasks in learning contexts is also linked with the tasks in learning contexts is also linked with motivation and can reinforce as well as reduce its role.motivation and can reinforce as well as reduce its role.

Organizational and group norms (from pure Organizational and group norms (from pure instrumental to moral involvement of members) are instrumental to moral involvement of members) are also elements that interfere either positively or also elements that interfere either positively or negatively with individual motivation processes.negatively with individual motivation processes.


Motivation in training coursesMotivation in training courses

Aim of the study: analyze the role of motivation in training Aim of the study: analyze the role of motivation in training courses -- Participants to training courses (European courses -- Participants to training courses (European social funds) report an equal highly positive (95%) social funds) report an equal highly positive (95%) evaluation of training activity regardless of the evaluation of training activity regardless of the employment status. Why this positive judgment? employment status. Why this positive judgment?

What is the role of individual motivation in influencing the What is the role of individual motivation in influencing the effectiveness of training courses? Which role play the effectiveness of training courses? Which role play the social aspects (organizational, group relationships)?social aspects (organizational, group relationships)?

Which elements of the learning context are more effective Which elements of the learning context are more effective in providing participants a good training experience and in providing participants a good training experience and can improve their employability?can improve their employability?


Impact of motivation on individual perception of employment status

Training courses

Training participant

Individual perception of training efficacy

unemployed

Positive evaluation

employed


The design of the studyThe design of the study

Qualitative and in-depth study of a sample of participants Qualitative and in-depth study of a sample of participants to training courses one year after their experience.to training courses one year after their experience.

Sampling was based on one-year database of participants Sampling was based on one-year database of participants to European social funds courses (626) and take in to European social funds courses (626) and take in account age, gender, educational level and type of courses account age, gender, educational level and type of courses attended. Selected subjects were 50 (25 male and 25 attended. Selected subjects were 50 (25 male and 25 female) and a second equal characteristic sample was also female) and a second equal characteristic sample was also prearranged.prearranged.

Interviewers were also trained on purpose to perform the Interviewers were also trained on purpose to perform the colloquium and to collect information about impact of colloquium and to collect information about impact of training courses on personal life of participants (time training courses on personal life of participants (time management, family impact, personal aspirations..).management, family impact, personal aspirations..).


Gender and education rappresentativenessGender and education rappresentativeness

17

5

6

15

5

2women men

High school degree

University degree

Vocational training


Analysis of interviewsAnalysis of interviews

Multi-methods techniques (Brewer e Hunter, 1989) with Multi-methods techniques (Brewer e Hunter, 1989) with qualitative coding of interviews (blind coding qualitative coding of interviews (blind coding techniques), content analysis and quantitative analysis techniques), content analysis and quantitative analysis of text (Spad-T).of text (Spad-T).

Main area of investigation in the interviews were those Main area of investigation in the interviews were those specific aspects of motivation linked with (individually specific aspects of motivation linked with (individually perceived ) impact of courses.perceived ) impact of courses.

The relationship between the structure of courses The relationship between the structure of courses (content, learning context, organizational elements) (content, learning context, organizational elements) and the impact on the trainee experience and and the impact on the trainee experience and motivation was also explored.motivation was also explored.



Motivational aspects In the participants’ experience

Effort Type of effort, organizational problems, time and family constraints, family and work situation

Perception of training Relevance of training for prospective employers, availability of information, relevance on the job market

Reasons to participate A – status achievement or B - improvement of personal situation at work

Evaluation of the training activity

Teachers, content of training, practical organization, formal and informal acquisition of skills

Relationship between training and placement

Status of trainee at the beginning of courses and at the end, self-evaluation of effectiveness



Mapping of participants perception of the motivational Mapping of participants perception of the motivational aspects on the basis of education and gender aspects on the basis of education and gender differences; comparison of responses among groups, differences; comparison of responses among groups, homogeneity and differences at individual level.homogeneity and differences at individual level.

Two axes (X frequency of aspect, Y relevance of Two axes (X frequency of aspect, Y relevance of aspect); Symbols: circle (univ. degree) square aspect); Symbols: circle (univ. degree) square (vocational training), diamond (high school degree)(vocational training), diamond (high school degree)

Maps in the display: Reasons to participate,Maps in the display: Reasons to participate, Evaluation of the training activity, Relationship between training and placement


Reasons to participateReasons to participate((univ. degree, high scholl degree, vocational training)univ. degree, high scholl degree, vocational training)

Ragioni della scelta

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0,50

1,00

1,50

2,00

2,50

3,00

3,50

4,00

4,50

0,00 1,00 2,00 3,00 4,00 5,00 6,00

FREQUENZA DELLE CITAZIONI

RIL

EVA

NZ

A D

EL

LE

CIT

AZ

ION

I


Relationship between training and placement (univ. Degree – vocational training)(univ. Degree – vocational training)

RAPPORTO STATUS- PLACEMENTinterviste ai laureati e qualificati

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0,50

1,00

1,50

2,00

2,50

3,00

3,50

0,00 1,00 2,00 3,00 4,00 5,00 6,00 7,00 8,00


RIL

EVA

NZ

A D

EL

LE

CIT

AZ

ION

I

lau_m1 lau_m 4 lau_m 6 lau_m 7 lau_f 2 lau_f 3 lau_f 5 lau_f 8 lau_f 9

qual_m3 qual_m8 qual_f1 qual_f2 qual_f4 qual_f5 qual_f6 qual_f7


Evaluation of the training activityEvaluation of the training activity(univ. Degree – vocational training)(univ. Degree – vocational training)

VALUTAZIONE DELLA FORMAZIONEinterviste a laureati e qualificati

0,00

0,50

1,00

1,50

2,00

2,50

3,00

3,50

4,00

0,00 1,00 2,00 3,00 4,00 5,00 6,00 7,00 8,00 9,00 10,00


RIL

EV

AN

ZA

DE

LL

E C

ITA

ZIO

NI

lau_m1 lau_m 4 lau_m 6 lau_m 7 lau_m 10 lau_f 2 lau_f 3 lau_f 5 lau_f 9

lau_f 8 qual_m8 qual_f1 qual_f4 qual_f5 qual_f6 qual_f7


Synthesis of resultsSynthesis of results

Reasons to participate: Homogeneity of perception among educational Reasons to participate: Homogeneity of perception among educational groupsgroups Univ. Degree trainees emphasize the relevance of training for their career Univ. Degree trainees emphasize the relevance of training for their career

and are highly motivated in participating to a professional skills enhancing and are highly motivated in participating to a professional skills enhancing context; High school degree trainees have more variety of reasons and see context; High school degree trainees have more variety of reasons and see training courses also as an opportunity to change type of work activity; training courses also as an opportunity to change type of work activity; while participants with a vocational degree evaluate the training experience while participants with a vocational degree evaluate the training experience as a crucial element in their career.as a crucial element in their career.

Relationship between training and placement: Less homogeneity of Relationship between training and placement: Less homogeneity of responses among participants, gender and age play a crucial role.responses among participants, gender and age play a crucial role. Only a limited group of Univ. and high school trainees have modified Only a limited group of Univ. and high school trainees have modified

positively their aspiration level as a consequence of participating to the positively their aspiration level as a consequence of participating to the training activity. Motivation to improve professional condition (status) is training activity. Motivation to improve professional condition (status) is linked to cultural preferences and self-perception of role in the labour linked to cultural preferences and self-perception of role in the labour market.market.

Evaluation of training activities: educational level plays a role in the Evaluation of training activities: educational level plays a role in the formation of two groups.formation of two groups. First group (high school and vocational degrees) gives equal relevance to First group (high school and vocational degrees) gives equal relevance to

content and emotional aspects of training, while the second group (Univ. content and emotional aspects of training, while the second group (Univ. and high school degree) rewards more content specific activities.and high school degree) rewards more content specific activities.


Final observations: Employability and Final observations: Employability and motivationmotivation

Organizational culture and systems of rewards can act as Organizational culture and systems of rewards can act as obstacles / incentives for individual motivation. Specifically obstacles / incentives for individual motivation. Specifically practical experiences in training courses can be effective only if practical experiences in training courses can be effective only if there is a balanced emphasis on individual motivation and is also there is a balanced emphasis on individual motivation and is also supported by organizational elements (supervision, reporting, task supported by organizational elements (supervision, reporting, task and competence tracking)and competence tracking)

Employability of subjects is reinforced by motivational elements; Employability of subjects is reinforced by motivational elements; motivation enhances competences and specific traits of the motivation enhances competences and specific traits of the individual which are formally testified in training courses, it also individual which are formally testified in training courses, it also give the subject self- perceptions of his/her capabilities and give the subject self- perceptions of his/her capabilities and improves interactions at work and in the job market.improves interactions at work and in the job market.

Motivation can also be seen as a resource internal to the Motivation can also be seen as a resource internal to the individual that can support phases of change at work and in life-individual that can support phases of change at work and in life-course and more specifically social positioning of the individual course and more specifically social positioning of the individual towards the others.towards the others.


kudoskudos

The study was realized in 2004 as part of a wider project on The study was realized in 2004 as part of a wider project on the impact of training activities in the regional labour market of the impact of training activities in the regional labour market of Trentino Alto Adige and was performed under the supervision Trentino Alto Adige and was performed under the supervision of A.M. Ajello (University of Rome, Faculty of Psychology).of A.M. Ajello (University of Rome, Faculty of Psychology).

I wish to thank the director of the ESF training division at PAT, I wish to thank the director of the ESF training division at PAT, the supervisor and the group of young researchers that the supervisor and the group of young researchers that performed and analyzed part of the interviews.performed and analyzed part of the interviews.

odella, dr. francesca, university of trento [email protected]

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