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In recent models of training effectiveness, it has been proposed that career exploration predicts training outcome variables such as training performance. Implementing the Career Exploration Survey developed by Stumpf and colleagues (1983), the present study explored the impact of sixteen dimensions of career exploration on subsequent training performance. A total of 145 call centre agents participated in the present study. Results demonstrated that four dimensions of career exploration predicted subsequent training performance. More specifically, trainees who (a) scored high on focused career exploration, (b) were more satisfied with information, (c) reported a higher internal search instrumentality, and (d) reported a lower external search instrumentality achieved higher training performance scores. Implications for theory, practice and future research are discussed.

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From both a practical and a theoretical point of view, it is important to identify factors that foster knowledge acquisition in organizational training programs. Recent models of training effectiveness have proposed relationships between trainees’ characteristics and subsequent learning. The present study tested the impact of trainees’ pretraining expectations, post-training reaction to training, expectation fulfillment and commitment on declarative knowledge acquisition, while controlling for education and motivation to learn. Participants were call center agents (N = 84), working in 10 call centers in Germany. Results showed that, in addition to education and motivation to learn, only expectation fulfillment significantly predicted learning. Implications for practice and future research were discussed.

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A model that proposed dispositional influences on training-related aspects of motivation was developed. More specifically, the model predicted influences of the Big Five personality variables on motivation to learn and transfer motivation, while controlling for general attitudes toward training. The model was tested empirically, drawing on a sample of ninety-four employees from call centers who participated in a training program. Results indicated that motivation was predicted by extraversion and agreeableness, and transfer motivation was predicted by motivation to learn, extraversion, and emotional stability. The impact of extraversion on transfer motivation was partially mediated by motivation to learn. In sum, the importance of dispositional factors in training research was explored and clarified. Implications for theory and practice are discussed.

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Purpose - This study aims to explore the simultaneous impact of employees' participation in non-technical training, technical training, and coaching on subsequent job performance, job involvement, and job satisfaction. Design/methodology/approach - The present study was based on a sample of German call center employees and on a longitudinal, multiple-sources-of-data research design. Findings - It was found that non-technical training impacted subsequent soft skills and that technical training predicted subsequent hard skills as well as job involvement. Moreover, employees' participation in coaching predicted job satisfaction. Research limitations/implications - The present study was the first to demonstrate positive effects of technical training on job involvement, and of coaching on job satisfaction. In sum, validity of several developmental interventions was highlighted. Practical implications - Organizations designing and implementing various developmental interventions should pay attention to the relative effectiveness of these interventions on various organizational-relevant outcome criteria. Originality/value - For the first time, the simultaneous impact of multiple human resource development interventions on several outcome criteria was tested empirically.

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This paper reports psychometric properties of a German version of the Career Exploration Survey (CES-G). The instrument's 16 scales allow for a detailed description of career exploration. Based on data from two studies (N 1 = 1023; N 2 = 816), confirmatory factor analyses supported the 16-factor model. With regard to construct validity, several CES-G scales were related to subsequent job involvement. Several demographic characteristics (e.g., age, gender, chronological distance to final school exams) were found to be related to career exploration. The results suggest that the CES-G is a valid and interesting clinical and research tool for assessing career exploration.

Abstract taken from 'International journal for educational and vocational guidance' reproduced by permission of the copyright owner. Show less