Improving individual learning for trainees with low conscientiousness

摘要

Purpose - The purpose of this paper is to examine the role of situational factors in improvingrnlearning for trainees with low conscientiousness.rnDesign/methodology/approach - A sample of 117 employees completed a survey questionnaire inrnthe context of a training intervention. Perceptions of conscientiousness, legitimacy, and accountabilityrnwere used to predict employee learning in a training context. Moderated multiple regression was usedrnto test the hypotheses.rnFindings - Results support interactions of conscientiousness and perceived accountability to predictrnlearning such that learners who are low in conscientiousness showed higher levels of learning whenrnperceived accountability was considered strong than when perceived accountability was consideredrnweak. There was no support for the proposed interaction of conscientiousness and perceivedrnlegitimacy to predict learning.rnPractical implications - Results support the view that organizations should implement formalrncontrols to increase perceived accountability and improve learning. Trainees with lowrnconscientiousness had higher levels of learning in situations with strong accountability perceptions.rnOriginality/value - The study is one of the few to evaluate perceived accountability in a field study,rnwhereas most previous research has evaluated this concept in lab experiments. Therefore, the findingsrnsupport the wide range of perceived accountability that exists in most organizations. The results implyrnthe need for more accountability controls within an organization to increase learning in a trainingrncontext.