How charismatic trainers inspire others to learn through positive affectivity

Do charismatic trainer behaviors influence training outcomes?Participants who viewed a charismatic trainer had positive reactions to the trainer.Positive reactions were related to trainee positive affectivity.Trainee positive affectivity was related to recall one week after training.Trainee recall was related to skill transfer one week after training. We focus on how charismatic trainer behaviors, such as visionary content, intellectual stimulation and individual attention, influence affective, cognitive and skill-based learning outcomes during computer-based training. Using an experimental design, 92 undergraduates were presented with an on-line Excel training program that contained narration that was either charismatic or non-charismatic. Path analysis results indicate that participants who viewed videos narrated by a charismatic trainer (as opposed to a non-charismatic trainer) had positive reactions to the trainer, which was related to positive affectivity. Trainee positive affectivity was subsequently related to recall one week after training, and this recall was related to skill transfer one week after training. The results confirmed that charismatic trainers influence skills acquisition through boosting positive affect.

[1]  E. A. Locke,et al.  Generalizing From Laboratory to Field Settings. , 1987 .

[2]  J. Conger.  Inspiring others: the language of leadership , 1991 .

[3]  Steve Harvey,et al.  Instructor's Transformational Leadership: University Student Attitudes and Ratings , 2003, Psychological reports.

[4]  W. Timothy Coombs,et al.  Communicating Visions , 1993 .

[5]  Michael Frese,et al.  ACTION TRAINING FOR CHARISMATIC LEADERSHIP: TWO EVALUATIONS OF STUDIES OF A COMMERCIAL TRAINING MODULE ON INSPIRATIONAL COMMUNICATION OF A VISION , 2003 .

[6]  J. Bono,et al.  Charisma, positive emotions and mood contagion , 2006 .

[7]  P. Pintrich,et al.  Motivational and self-regulated learning components of classroom academic performance. , 1990 .

[8]  R. MacCallum,et al.  Power analysis and determination of sample size for covariance structure modeling. , 1996 .

[9]  James C. Anderson,et al.  STRUCTURAL EQUATION MODELING IN PRACTICE: A REVIEW AND RECOMMENDED TWO-STEP APPROACH , 1988 .

[10]  William L. Gardner,et al.  Perceptions of leader charisma and effectiveness: The effects of vision content, delivery, and organizational performance , 1999 .

[11]  J. Colquitt,et al.  Toward an integrative theory of training motivation: a meta-analytic path analysis of 20 years of research. , 2000, The Journal of applied psychology.

[12]  Richard E. Mayer,et al.  A Personalization Effect in Multimedia Learning: Students Learn Better When Words Are in Conversational Style Rather Than Formal Style. , 2004 .

[13]  B. Fredrickson.  The role of positive emotions in positive psychology. The broaden-and-build theory of positive emotions. , 2001, The American psychologist.

[14]  P. Bentler,et al.  Cutoff criteria for fit indexes in covariance structure analysis : Conventional criteria versus new alternatives , 1999 .

[15]  E. Salas,et al.  The science of training: a decade of progress. , 2001, Annual review of psychology.

[16]  E. Salas,et al.  Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. , 1993 .

[17]  K. Brown.  An examination of the structure and nomological network of trainee reactions: a closer look at "smile sheets". , 2005, The Journal of applied psychology.

[18]  Edwin A. Locke,et al.  Direct and indirect effects of three core charismatic leadership components on performance and attitudes. , 1996 .

[19]  J. P. Rushton,et al.  Teacher personality traits and student instructional ratings in six types of university courses , 1990 .

[20]  B. Bass.  Bass & Stogdill's handbook of leadership: Theory, research, and managerial applications, 3rd ed. , 1990 .

[21]  A. Towler,et al.  EFFECTS OF CHARISMATIC INFLUENCE TRAINING ON ATTITUDES, BEHAVIOR, AND PERFORMANCE , 2003 .

[22]  R. Kline.  Principles and practice of structural equation modeling, 3rd ed. , 2011 .

[23]  Rob B. Briner,et al.  Changing Moods: The Psychology of Mood and Mood Regulation , 1996 .

[24]  A. Erez,et al.  The influence of positive affect on the components of expectancy motivation. , 2002, The Journal of applied psychology.

[25]  Peter J. Frost,et al.  A laboratory study of charismatic leadership. , 1989 .

[26]  Arthur P. Brief,et al.  Motivational agendas in the workplace: The effects of feelings on focus of attention and work motivation. , 1996 .

[27]  Janis A. Bulgren,et al.  The Use and Effectiveness of Analogical Instruction in Diverse Secondary Content Classrooms. , 2000 .

[28]  A. Brief,et al.  Organizational behavior: affect in the workplace. , 2002, Annual review of psychology.

[29]  Michael E. Wasserman,et al.  Trainee Reactions to Learner Control: An Important Link in the E-Learning Equation , 2010 .

[30]  R. L. Dipboye,et al.  Effects of trainer expressiveness, organization, and trainee goal orientation on training outcomes. , 2001, The Journal of applied psychology.

[31]  Michael P. Clements.  Decision-based Evaluation , 2005 .

[32]  K. K. Jensen.  Training teachers to use verbal immediacy , 1999 .

[33]  Michael E. Wasserman,et al.  Power to the people: using learner control to improve trainee reactions and learning in web-based instructional environments. , 2009, The Journal of applied psychology.

[34]  Donald P. Ely.  Trends in Educational Technology 1995 , 1996 .

[35]  Thomas A. Rietz,et al.  The Effects of Videoconferencing, Class Size, and Learner Characteristics on Training Outcomes. , 2008 .

[36]  Richard J. Hazler,et al.  Student-faculty interactions: An underemphasized dimension of counselor education. , 1993 .

[37]  Katherine Ely,et al.  A review and meta-analysis of the nomological network of trainee reactions. , 2008, The Journal of applied psychology.

[38]  E. Skinner,et al.  Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. , 1993 .

[39]  Rex B. Kline,et al.  Principles and Practice of Structural Equation Modeling , 1998 .

[40]  D. Watson,et al.  Development and validation of brief measures of positive and negative affect: the PANAS scales. , 1988, Journal of personality and social psychology.

[41]  H. Kelley,et al.  Communication and Persuasion: Psychological Studies of Opinion Change , 1982 .

[42]  Sherry J. Holladay,et al.  Speaking of Visions and Visions Being Spoken , 1994 .

[43]  L. Pessoa,et al.  Positive emotions broaden the scope of attention and thought‐action repertoires , 2005, Cognition & emotion.

[44]  A. Isen,et al.  Positive affect facilitates creative problem solving , 1987 .

[45]  R. Schmidt,et al.  New Conceptualizations of Practice: Common Principles in Three Paradigms Suggest New Concepts for Training , 1992 .

[46]  Traci Sitzmann,et al.  The Seductive Details Effect in Technology-Delivered Instruction. , 2008 .

[47]  Kathleen E. Cox,et al.  Creating Contexts for Involvement in Mathematics. , 1998 .

[48]  David Watson,et al.  Emotion, mood, and temperament: Similarities, differences--and a synthesis. , 2001 .