How to prompt training effectiveness? An investigation on achievement goal setting intervention in workplace learning

• Published in: The journal of workplace learning 2023-02, Vol.35 (1), p.75-91
• Main Authors: Jiang, Yan, Lin, Weihan, Huang, Xiaoshan, Duan, Lian, Wu, Yihua, Jiang, Panpan, Wang, Xingheng
• Format: Article
• Language: English
• Subjects: Achievement; Achievement Need; Adaptive learning; Behavior; Control Groups; Deep learning; Distance learning; Educational Improvement; Employees; Foreign Countries; Goal Orientation; Goal setting; Intervention; Learning Processes; Learning Strategies; Motivation; Program Effectiveness; Workplace Learning
• ISSN: 1366-5626; 1366-5626; 1758-7859
• DOI: 10.1108/JWL-01-2022-0012

Purpose The purpose of this study is to propose and examine an integrated learning model for improving training effectiveness in workplace learning. Specifically, this study investigated the effect of achievement goal-setting intervention across three groups of new employees from a multinational medical company. During a three-day remote training program, the role of each achievement goal orientation (AGO) in goal setting intervention and their relations with trainees’ applied learning strategies were examined. This study proposed and validated an integrated training model for improving remote workplace learning effectiveness. Design/methodology/approach This study was based on two data sources, the pre- and posttests scores; time on task (deep learning: completing reflective practice) and time on content learning (surface learning: watching tutorials) retrieved from an adaptive learning platform. A total number of 133 participants were recruited in this study, and they were randomly assigned to three interventional groups. The intervention was grounded from the AGO theory and goal setting theory. A series of statistical analysis were conducted to examine the effect of each type of achievement goal setting as a prompt for new employees’ learning behavior and performance. Findings Results indicated that setting mastery goal at the beginning of the training program leads to productive learning outcomes. Compared with the groups being required to set performance goal (final rank) or not to set any goal for the training purpose, trainees’ who were assigned to set a mastery goal (final performance score) performed statistically significantly higher than the other groups. Additionally, learners who set mastery goal spent higher proportion of time on deep learning than learners from the other groups. The results proved mastery goal setting as an effective prompt for boosting workplace learning effectiveness. Practical implications Organizations and institutions can take setting mastery approach goals as a prompt at the beginning of the training to increase learning effectiveness. In this way, trainees are promoted to apply more deep learning strategies and achieve better learning outcomes while setting mastery goal for their training purpose. Originality/value To the best of the authors’ knowledge, this study was the first to combine the intervention of goal setting and types of AGOs into workplace learning. This study adds to previous research on goal setting th