Explicating Individual Training Decisions
Tóm tắt
In this paper, we explicate individual training decisions. For this purpose, we propose a framework based on instrumentality theory, a psychological theory of motivation that has frequently been applied to individual occupational behavior. To test this framework, we employ novel German individual data and estimate the effect of subjective expected utility (SEU) from continuing vocational training (CVT), the effect of restricting factors, and the effect of personal characteristics on the willingness to pay for CVT. Our results imply that SEU is generally the main driver of training decisions. In contrast, financial restrictions are most decisive for persons who are more likely to participate in training (i.e., training tendency). Time restraints also help explain why some individuals are entirely unwilling to participate. Moreover, regional infrastructure is a crucial training determinant. We also find that age and vocational qualifications do not directly affect training decisions. However, persons in specific occupational settings (e.g., low occupational status, overly challenging workplace situations) do exhibit a lower training tendency. Additionally, the training behavior of these persons appears to be more rigid, making them less likely to react to changes in their cognitive attitudes to training.
Tài liệu tham khảo
Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs: Prentice-Hall.
Backes-Gellner, U., Mure, J., & Tuor, S. (2007). The Puzzle of Non-Participation in Continuing Training – An empirical Study of Chronic vs. Temporary Non-Participation. Zeitschrift für Arbeitsmarktforschung, 40(2–3), 295–311.
Behringer, F., & Descamps, R. (2009). Determinants of employer-provided training: A comparative analysis of Germany and France. In F. Behringer, B. Käpplinger, & G. Pätzold (Eds.), Zeitschrift für Berufs- und Wirtschaftspädagogik. Beiheft 22 (pp. 94–123). Stuttgart: Franz Steiner.
Berger, J.-L., & D’Ascoli, Y. (2012). Motivations to Become Vocational Education and Training Educators: A Person-Oriented Approach. Vocations and Learning, 5(3), 225–249.
Blundell, R., Dearden, L., Meghir, C., & Sianesi, B. (1999). Human Capital Investment: The Returns from Education and Training to the Individual, the Firm and the Economy. Fiscal Studies, 20(1), 1–23.
Brant, R. (1990). Assessing Proportionality in the Proportional Odds Model for Ordinal Logistic Regression. Biometrics, 46(4), 1171–1178.
Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper and Row.
Descy, P., & Tessaring, M. (2005). The value of learning: evaluation and impact of education and training. Luxemburg: Office for Official Publications of the European Communities
Eerde, W. V., & Thierry, H. (1996). Vroom’s Expectancy Models and Work-Related Criteria: A Meta-Analysis. Journal of Applied Psychology, 81(5), 575–586.
Fazio, R. H. (1990). Multiple Processes by which Attitudes Guide Behavior: The MODE Model as an Integrative Framework. Advances in Experimental Social Psychology, 23(1), 75–109.
Fourage, D., Schils, T., & de Grip, A. (2013). Why Do Low-Educated Workers Invest Less in Further Training? Applied Economics, 45(18), 2587–2601.
Gabay-Egozi, L., Shavit, Y., & Yaish, M. (2010). Curricular Choice: A Test of a Rational Choice Model of Education. European Sociological Review, 26(4), 447–463.
Galbraith, J., & Cummings, L. (1967). An Empirical Investigation of the Motivational Determinants of Task Performance: Interactive Effects between Instrumentality-Valence and Motivation-Ability. Organizational Behavior and Human Performance, 2, 237–257.
Gegenfurtner, A. (2013). Dimensions of Motivation to Transfer: A Longitudinal Analysis of Their Influence on Retention, Transfer, and Attitude Change. Vocations and Learning, 6(2), 187–205.
Georgopoulos, B., Mahoney, G., & Jones, N. (1957). A Path-Goal Approach to Productivity. Journal of Applied Psychology, 41(6), 345–353.
Gould, W., & Wolfe, R. (1998). An approximate likelihood-ratio test for ordinal response models. Stata Technical Bulletin, 42(March 1998), 24–27.
Gritz, R. (1993). The impact of training on the frequency and duration of employment. Journal of Econometrics, 57(1), 21–51.
Hall, J. (2006). Positive Externalities and Government Involvement in Education. Journal of Private Enterprise, 22(2), 165–175.
Jodlbauer, S., Selenko, E., Batinic, B., & Stiglbauer, B. (2011). The relationship between job dissatisfaction and training transfer. International Journal of Training and Development, 16(1), 39–53.
Kinicki, A. (1989). Predicting Occupational Choices after Involuntary Job Loss. Journal of Vocational Behavior, 35(2), 204–218.
Kyndt, E., Govaerts, N., Dochy, F., & Baert, H. (2011). The Learning Intention of Low-Qualified Employees: A Key for Participation in Lifelong Learning and Continuous Training. Vocations and Learning, 4(3), 211–229.
Lawler, E., & Suttle, J. (1973). Expectancy Theory and Job Behavior. Organizational Behavior and Human Performance, 9, 482–503.
Leuven, E. (2005). The Economics of Private Sector Training: A Survey of the Literature. Journal of Economic Surveys, 19(1), 91–111.
Loewenstein, M., & Spletzer, J. (1999). General and Specific Training: Evidence and Implications. The Journal of Human Resources, 34(4), 710–733.
Lynch, L. (1991). The Role of Off-the-Job vs. On-the-Job Training for the Mobility of Women Workers. The American Economic Review, 81(2), 151–156.
Miner, J. (2003). The Rated Importance, Scientific Validity, and Practical Usefulness of Organizational Behavior Theories: A Quantitative Review. Academy of Management Learning and Education, 2(3), 250–268.
Mitchell, T. (1974). Expectancy Models of Job Satisfaction, Occupational Preference and Effort: A Theoretical, Methodological, and Empirical Appraisal. Psychological Bulletin, 81(12), 1053–1077.
Mitchell, T., & Albright, D. (1972). Expectancy Theory Predictions of the Satisfaction, Effort, Performance and Retention of Naval Aviation Officers. Organizational Behavior and Human Performance, 8, 1–20.
OECD (2011). Education at a Glance 2011 – OECD Indicators. Paris: OECD
Offerhaus, J. (2013). The type to train? Impacts of personality characteristics on further training participation. SOEPpapers on Multidisciplinary Panel Data Research, (531–2013).
Osborn, D. (1990). A Reexamination of the Organizational Choice Process. Journal of Vocational Behavior, 36(1), 45–60.
Rheinberg, F. (2008). Intrinsic motivation and flow. In J. Heckhausen & H. Heckhausen (Eds.), Motivation and action (pp. 323–348). Cambridge: University Press.
Simon, H. (1959). Theories of Decision-Making in Economics and Behavioral Science. The American Economic Review, 49(3), 253–283.
Stanovich, K., & West, R. (2000). Individual differences in reasoning: Implications for the rationality debate? Behavioral & Brain Sciences, 23, 645–665.
United Nations (2001). World Population Ageing: 1950–2050. New York: United Nations Publications
Vroom, V. (1964). Work and Motivation. New York: Wiley Sons.
Vroom, V. (2005). On the origins of expectancy theory. In K. Smith & M. Hitt (Eds.), Great Minds in Management: The Process of Theory Development (pp. 239–258). New York: Oxford University Press.
Wahba, M., & House, R. (1974). Expectancy Theory in Work and Motivation: Some Logical and Methodological Issues. Human Relations, 27(2), 121–147.
Walter, M., & Müller, N. (2013). Determinants of Individual Continuing Training 2010 (BIBB-DICT-Survey 2010). suf_1.0. Bonn: Federal Institute for Vocational Education and Training. doi: 10.7803/611.10.1.1.10
Williams, R. (2006). Generalized ordered Logit/ Partial Proportial Odds Models for Ordinal Dependent Variables. The Stata Journal, 61(1), 58–82.