Communicating Influence: Positioning the Trainer as an Organizational Leader

Autor/in	Mathis, Robin Smith
Titel	Communicating Influence: Positioning the Trainer as an Organizational Leader
Quelle	In: Journal of Workplace Learning, 32 (2020) 8, S.549-568 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-5626
DOI	10.1108/JWL-05-2020-0096
Schlagwörter	Trainers; Leadership Training; On the Job Training; Workplace Learning; Labor Force Development; Trainees; Employee Attitudes; Power Structure; Learning Experience; Compliance (Psychology); Identification (Psychology); Trust (Psychology); Leadership Qualities; Interaction; Organizational Communication + Suchen Sie Ihr Suchwort? Ausbildungslehrer; Trainer; Führungslehre; Training-on-the-Job; Arbeitskräftebestand; Auszubildender; Weibliche Auszubildende; Arbeitnehmerinteresse; Lernerfahrung; Führungseigenschaft; Interaktion
Abstract	Purpose: This study aims to examine participants' perspectives in organization-sponsored training and provides support for further research positioning the trainer as an organizational leader. Design/methodology/approach: The interactions described in the trainees' experiences were examined through a social constructivist lens. Interviews were conducted to collect data. Narratives were analyzed to reach interpretation. Findings: Interview results identified four themes, namely, relevance and applicability of training received, the formation of attitudes and preferences among the trainee participants, immediacy in the use of the training received and relational and organizational influence that furthers leader-member exchange in the workplace. Research limitations/implications: This study examined participants' perspectives in workplace training and provides support for further research: examining communication's role in workplace learning; exploring the training process; and positioning the trainer as an organizational leader. Practical implications: This study provides empirical data to support changes in instructional communication models and exploring the process of training. Trainers' relational building with trainees could impact many outcomes in their training efforts that are detailed in this study. Originality/value: This study uses a collection of methods to address the trainees' experience in formal workplace learning. It demonstrates the power of trainers to influence what the trainees think of training content, format and relational learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01