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Full-Text Articles in Business
Service-Learning And Negotiation: Engaging Students In Real-World Projects That Make A Difference, Amy Kenworthy-U'Ren
Service-Learning And Negotiation: Engaging Students In Real-World Projects That Make A Difference, Amy Kenworthy-U'Ren
Amy L. Kenworthy
In recent years, the normative approach to teaching negotiation (i.e., using a combination of lectures, case discussions, and simulation exercises) has been under scrutiny. Calls for change stem from the need to increase the "real-world" applicability of our courses. The author presents service-learning as a potential pedagogical solution. In doing so, she addresses the fit between service-learning and recent calls for change in teaching negotiation; discusses issues related to student learning, course design, and faculty member involvement; and provides sample reflections from past service-learning negotiation students.
Team Learning, Development, And Adaptation, Steve W. J. Kozlowski, Bradford S. Bell
Team Learning, Development, And Adaptation, Steve W. J. Kozlowski, Bradford S. Bell
Bradford S Bell
[Excerpt] Our purpose is to explore conceptually these themes centered on team learning, development, and adaptation. We note at the onset that this chapter is not a comprehensive review of the literature. Indeed, solid conceptual and empirical work on these themes are sparse relative to the vast amount of work on team effectiveness more generally, and therefore a thematic set of topics that are ripe for conceptual development and integration. We draw on an ongoing stream of theory development and research in these areas to integrate and sculpt a distinct perspective on team learning, development, and adaptation.
Toward A Theory Of Learner-Centered Training Design: An Integrative Framework Of Active Learning, Bradford S. Bell, Steve W. J. Kozlowski
Toward A Theory Of Learner-Centered Training Design: An Integrative Framework Of Active Learning, Bradford S. Bell, Steve W. J. Kozlowski
Bradford S Bell
[Excerpt] The goal of this chapter, therefore, is to develop an integrative conceptual framework of active learning, and we do this by focusing on three primary issues. First, we define the active learning approach and contrast it to more traditional, passive instructional approaches. We argue that the active learning approach can be distinguished from not only more passive approaches to instruction but also other forms of experiential learning based on its use of formal training components to systematically influence trainees' cognitive, motivational, and emotion self-regulatory processes. Second, we examine how specific training components can be used to influence each of …
Advances In Technology-Based Training, Bradford Bell, Steve Kozlowski
Advances In Technology-Based Training, Bradford Bell, Steve Kozlowski
Bradford S Bell
[Excerpt] There is a growing utilization of technology-based training in the workplace. The 2005 State of the Industry Report published by the American Society for Training and Development (ASTD) revealed that in the average organization, technology-based training accounted for 28.1 percent of all training hours in 2004 (Sugrue and Rivera, 2005). The report also revealed that the utilization of technology-based training has almost doubled since 2002 and is projected to further increase to 32.5 percent in 2005. In this chapter, we examine this trend and explore recent advances in technology-based training. We begin by discussing the environmental factors pushing companies …
Disentangling Achievement Orientation And Goal Setting: Effects On Self-Regulatory Processes, Steve Kozlowski, Bradford Bell
Disentangling Achievement Orientation And Goal Setting: Effects On Self-Regulatory Processes, Steve Kozlowski, Bradford Bell
Bradford S Bell
The Heckhausen and Kuhl (1985) goal typology provided the conceptual foundation for this research, which examined the independent and integrated effects of achievement orientation and goal setting approaches on trainees’ self-regulatory activity. Using a complex computer-based simulation, the authors examined the effects of three training design factors cutting across these two theoretical domains – goal frame, goal content, and goal proximity – on the nature, focus, and quality of the self-regulatory activities of 524 trainees. Results revealed that all three factors had a significant influence on self-regulation, with goal content exhibiting the greatest influence. In line with expectations, congruent learning …
Developing Adaptability: A Theory For The Design Of Integrated-Embedded Training Systems, Steve W. J. Kozlowski, Rebecca J. Toney, Morell E. Mullins, Daniel A. Weissbein, Kenneth G. Brown, Bradford S. Bell
Developing Adaptability: A Theory For The Design Of Integrated-Embedded Training Systems, Steve W. J. Kozlowski, Rebecca J. Toney, Morell E. Mullins, Daniel A. Weissbein, Kenneth G. Brown, Bradford S. Bell
Bradford S Bell
[Excerpt] This convergence of forces – environmental, technological, and economic – is driving a reconceptualization of the nature of training systems. Training is shifting from an inefficient, time consuming, and expensive enterprise to one that can be delivered efficiently, as needed, and just-in-time. It is shifting from an off-site single episode to a systematic series of learning experiences that are integrated in the workplace and embedded in work technology. It is shifting from a primary emphasis on retention and reproduction to a broader emphasis that also includes the development of adaptive knowledge and skills (Kozlowski, 1998). Training will not be …
Self-Assessments Of Knowledge: Where Do We Go From Here?, Bradford Bell, Jessica Federman
Self-Assessments Of Knowledge: Where Do We Go From Here?, Bradford Bell, Jessica Federman
Bradford S Bell
[Excerpt] In this paper, we argue that there remain several unanswered questions surrounding self-assessments of knowledge that must be addressed before we can reach a more definitive conclusion on the viability of these measures. The answers to these questions may provide further evidence that self-assessments should not be used as an indicator of learning or they may serve to qualify the conditions under which self-assessments can be used with reasonable confidence. In either case, addressing these issues is critical if work in this area is to influence how researchers and practitioners evaluate trainees’ learning.
Active Learning: Effects Of Core Training Design Elements On Self-Regulatory Processes, Learning, And Adaptability, Bradford S. Bell, Steve W. J. Kozlowski
Active Learning: Effects Of Core Training Design Elements On Self-Regulatory Processes, Learning, And Adaptability, Bradford S. Bell, Steve W. J. Kozlowski
Bradford S Bell
This research describes a comprehensive examination of the cognitive, motivational, and emotional processes underlying active learning approaches, their effects on learning and transfer, and the core training design elements (exploration, training frame, emotion-control) and individual differences (cognitive ability, trait goal orientation, trait anxiety) that shape these processes. Participants (N = 350) were trained to operate a complex computer-based simulation. Exploratory learning and error-encouragement framing had a positive effect on adaptive transfer performance and interacted with cognitive ability and dispositional goal orientation to influence trainees’ metacognition and state goal orientation. Trainees who received the emotion-control strategy had lower levels of state …
Current Issues And Future Directions In Simulation-Based Training In North America, Bradford Bell, Adam Kanar, Steve Kozlowski
Current Issues And Future Directions In Simulation-Based Training In North America, Bradford Bell, Adam Kanar, Steve Kozlowski
Bradford S Bell
A number of emerging challenges including globalization, economic pressures, and the changing nature of work have combined to create a business environment that demands innovative, flexible training solutions. Simulations are a promising tool for creating more realistic, experiential learning environments to meet these challenges. Unfortunately, the current literature on simulation-based training paints a mixed picture as to the effectiveness of simulations as training tools, with most of the previous research focusing on the specific technologies used in simulation design and little theory-based research focusing on the instructional capabilities or learning processes underlying these technologies. This article examines the promise and …
Adaptive Guidance: Enhancing Self-Regulation, Knowledge, And Performance In Technology-Based Training, Bradford S. Bell, Steve W. J. Kozlowski
Adaptive Guidance: Enhancing Self-Regulation, Knowledge, And Performance In Technology-Based Training, Bradford S. Bell, Steve W. J. Kozlowski
Bradford S Bell
Considerable research has examined the effects of giving trainees control over their learning (Steinberg, 1977, 1989; Williams, 1993). The most consistent finding of this research has been that trainees do not make good instructional use of the control they are given. Yet, today’s technologically based training systems often provide individuals with significant control over their learning (Brown, 2001). This creates a dilemma that must be addressed if technology is going to be used to create more effective training systems. The current study extended past research that has examined the effects of providing trainees with some form of advisement or guidance …
Reactions To Skill Assessment: The Forgotten Factor In Explaining Motivation To Learn, Bradford S. Bell, J. Kevin Ford
Reactions To Skill Assessment: The Forgotten Factor In Explaining Motivation To Learn, Bradford S. Bell, J. Kevin Ford
Bradford S Bell
This study examined the effects of trainees’ reactions to skill assessment on their motivation to learn. A model was developed that suggests that two dimensions of trainees’ assessment reactions – distributive justice and utility – influence training motivation and overall training effectiveness. The model was tested using a sample of individuals (N = 113) enrolled in a truck driving training program. Results revealed that trainees’ who perceived higher levels of distributive justice and utility had higher motivation to learn. Training motivation was found to significantly predict several measures of training effectiveness. Trainees’ performance on the pre-training assessment and trait goal …
The Impact Of Task- And Team-Generic Teamwork Skills Training On Team Effectiveness, Aleksander P. J. Ellis, Bradford S. Bell, Robert E. Ployhart, John R. Hollenbeck, Daniel R. Ilgen
The Impact Of Task- And Team-Generic Teamwork Skills Training On Team Effectiveness, Aleksander P. J. Ellis, Bradford S. Bell, Robert E. Ployhart, John R. Hollenbeck, Daniel R. Ilgen
Bradford S Bell
This study examined the effects of training team members in three task- and teamgeneric teamwork skills: planning and task coordination, collaborative problem solving, and communication. We first examined the degree to which task- and team-generic teamwork skills training impacted team performance on a task unrelated to the content of the training program.We then examined whether the effects of task- and team-generic teamwork skills training on team performance were due to the transfer of skills directly related to planning and task coordination, collaborative problem solving, and communication. Results from 65 four-person project teams indicated that task- and team-generic teamwork skills training …