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View of Literature……………………………………………………….15 Human Resource Development………………………………………..15 Social Learning Theory………………………………………… ACOMPARISON OF THE INFLUENCES OF DIFFERENT TRAINING APPROACHES ON TRAINEES’PERCEPTIONS OF SELF-EFFICACY TO ACHIEVE TRAINING OUTCOMES AMONG BANKERS IN TAIWAN Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University By WenRou Huang, B.B.A., M.A., M.L.H.R College of Education and Human Ecology The Ohio State University 2009 Dissertation Committee: Ronald L. Jacobs, Advisor Raymond A. Noe Joe A. Gliem Copyright by Wen-Rou Huang 2009 ABSTRACT The purpose of this study was to compare the influences of the classroom training and the structured on-the-job training (S-OJT) approaches on trainees’ self-efficacy to achieve the training outcomes among bankers in Taiwan. Based on the conditions for training effectiveness identified in the literature, the study examined whether trainees with the structured on-the-job training approach and with the classroom training approach differed in their self-assessment of self-efficacy to achieve training outcomes. In addition, this study explored the relationships between the variables of trainees’general self-efficacy and self-efficacy to achieve training outcomes and the two training approaches. Two survey instruments were developed to measure the variables. One asked trainees about the influence of the classroom training approach on their self-efficacy to achieve the training outcomes, and the other asked trainees about the influence of the structured on-the-job training on their self-efficacy to achieve the training outcomes. The questionnaires were randomly distributed to trainees in the Training and Development Center of the Taiwan Academy of Banking and Finance (TABF) from February 21 to March 21. Three hundred two respondents (147 for the classroom training questionnaire and 155 for the S-OJT questionnaire) provided complete data; the overall response rate was 61 percent. ii The results showed that the trainees with the structured on-the-job training approach had higher levels of self-efficacy to achieve the training outcomes than those with the classroom training approach. In addition, the results showed that, for the trainees with high general self-efficacy, structured on-the-job training and classroom training had equal influence on the trainees’self-efficacy to achieve the training outcomes. However, for trainees with low general self-efficacy, those who received structured on-the-job training had higher self-efficacy to achieve the training outcomes than those who received the classroom training. Furthermore, the results showed that there was a moderate relationship between the trainees’general self-efficacy and their self-efficacy to achieve training outcomes for the total sample and for the classroom training group. However, the correlation between general self-efficacy and self-efficacy to achieve training outcomes for the S-OJT group showed a low or weak relationship. The results of this study have several useful implications for future research in the HRD area as well as for practitioners in business, adult education, and human resource management. iii DEDICATION Dedicated to my son, Andrew Z. Juang, my husband, and my parents. iv ACKNOWLEDGEMENTS A lot of people have helped me during this long learning journey. I would like to first thank my advisor, Dr. Ronald Jacobs, for his sincere encouragement and support when I had difficulty in the research and in life. I also appreciate his trust in my capability to conduct the research and his experienced coaching, which helped me in spite of my hesitancy, to become a more confident person in my professional life and to develop my capacity as an independent researcher. In addition, special thanks are due for his concern and love for my son, Andrew. Without Dr. Jacobs’support, understanding and patience, I could not have provided good care to my son and completed the Ph.D. study at the same time. I would like to convey deep appreciation to Dr. Stephen Hills, who was my advisor when I was a master’s student in the Fisher Business College, and was a member of my general exam committee in International Human Resource Management. He not only guided me in my academic and professional life in IHRM, but also in my personal values. I deeply appreciate his care and support in the past 10 years. I would like to continue by thanking Dr. Raymond Noe for his insightful teaching and creative inspiration in research ideas and for serving on the committee for my dissertation. I also want to express my thanks to Dr. Joe A. Gliem for his v instruction in research methods and for serving on both of my committees. I would like to express special thanks to Dr. John Wanous, from the Department of Human Resource Management, for serving on the committee for my Ph.D. candidacy exam and for continuing to serve on the committee after his retirement. I owe Dr. Yuemin Kang, Dr. Venkat Bendapudi and Dr. Larry Miller special thanks for their encouragement and kind help in my Ph.D. learning process. I would like to express sincere appreciation to Dr. Yi-Fang Lee, Dr. Michele Suhie and Dr. Marie-Élène Roberge for their support and assistance in my study and dissertation. It has always been a pleasure to discuss the research topics with them, and to learn from their suggestions and perspectives. I am also very thankful to the colleagues, Dr. Jeeyon Paek, Dr. Yi-Chun Lin, Dr. Hyosun Kim, Dr. Younghee Joo, and Brian Wang at the Workforce Development and Education Department for their friendship and encouragement. Special appreciation goes to Mr. Tyrone Chen, Mr. Min-Hung Chen and the other staff members at the Training and Development Center of the Taiwan Academy of Banking and Finance (TABF) for supporting my study and for generously allowing me to collect data in their center. I wan to express warm thanks to Cathy Rosen for her encouragement and assistance in my study and to thank all my friends in Columbus, especially to Hsiu-Han Yu and her family, for their love and care for my son and me. I want to express deep appreciation and endless love to my son, Andrew Z. Juang, for joining me in my life. He has given me power to face the challenges and difficulties encountered in my study and also shared both the happy and unhappy sides of vi my life. A special thanks also goes to my husband, Yi-Je Juang, for his love and support during these years. My deepest appreciation goes to my parents, Jiuan-Yi Chen and Tzuen-Ding Huang, and all of my family for their unconditional love and endless support. Finally, I thank God for all the blessings bestowed upon me in my study and life. vii VITA March 20, 1973 …………………… Born –Douliu, Taiwan 1996 ………………………………… B.B.A. International Trade, TungHai University, Taiwan 1997 –1998 ………………………… M.A. Workforce Education & Lifelong Learning, The Ohio State University 1999 –2000 ………………………….. M.L.H.R. Labor and Human Resource The Ohio State University 2003 –2006 …………………………...Student Administrative Associate The Ohio State University PUBLICATIONS Research Publication 1. Huang, W. R. & Jacobs, R. L. (2009). A comparison of the influences of different training approaches on trainees’perceptions of self-efficacy to achieve training outcomes among bankers in Taiwan. In Proceedings of the 8th International Asian Conference of the Academy of Human Resource Development, Bahrain: Academy of Human Resource Development. 2. Huang, W. R. (2005). Developing new employees at Hospitality International Hotels. In R. L. Jacobs (Ed.) Workplace Training Learning: Cases from cross-cultural perspectives (pp. 15-24). Prentice Hall, Pearson Education South Asia Pte Ltd. viii 3. Huang, W. R. & Jacobs, R. L. (2005). Developing skilled frontline employees: Reducing ISO 9000 change resistance through HRD strategy. In Proceedings of the Fourth Asian Conference of the Academy of Human Resource Development, Taipei, Taiwan: Academy of Human Resource Development. 4. Huang, W. R. & Jacobs, R. L. (2004, November). Impact of ISO certification on training and development activities in the electronics industry in Taiwan. In Y. Moon, A. M. Osaman-Gani, S. Kim, G. L. Roth, & H. Oh (Eds.), Proceedings of the Third Asian Conference of the Academy of Human Resource Development, Seoul, Korea: Academy of Human Resource Development. 5. Huang, W. R. & Jacobs, R. L. (2004, March). Impact of ISO certification on training and development activities in the electronics industry in Taiwan. In T. M. Egan (Eds.), Proceedings of the Academy of Human Resource Development (pp. 1180-1187). Austin, Texas: Academy of Human Resource Development. FIELDS OF STUDY Major Field: Education Human Resource Development Ronald L. Jacobs, Ph.D. Management and Human Resource Raymond A. Noe, Ph.D. International Human Resource Management Stephen Hills, Ph.D. Research Methods and Statistics Joe A. Gliem, Ph.D. ix TABLES OF CONTENTS Abstract…………………………………………………………………………………..ii Dedication………………………………………………………………………………..iv Acknowledgments………………………………………………………………………..v Vita………………………………………………………………………………...........viii List of Tables……………………………………………………………………………xii List of Figures…………………………………………………………………………..xvi Chapter 1: Introduction……………………………………………………………….....1 Statement of the Problem……………………………………………….4 Research Questions……………………………………………………..9 Limitations of the Study……………………………………………….10 Significance……………………………………………………………11 Definition of Terms……………………………………………………12 Chapter 2: Review of Literature……………………………………………………….15 Human Resource Development………………………………………..15 Social Learning Theory…………………………………………..........26 Training
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