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Differential Effects of Pretraining Influences on Readiness to Change 6

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Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 39083 46Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Related works: 1 40 Anupama Narayan, Debra Steele-Johnson, Kristin M. Delgado & Phillis A. Cole 6 []Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Age;Readiness to change -- Nonoptimal training conditions;Transtheoretical model of change -- Pretraining influences -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:

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Action note: In: The Journal of Psychology: Interdisciplinary and Applied 141 (1): 2007. pp.47-60 Summary: Other editions:

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Item type	Current location	Home library	Collection	Call number	Status	Date due	Barcode	Item holds
Book	PLM	PLM Periodicals Section	Periodicals	BF1.F22 (Browse shelf)	Available		PER 1127DE

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Abstract : Training and development are integral to organizational change but are difficult to accomplish effectively in dynamic and complex work environments. Such environments can lead to nonoptimal training conditions that reduce individuals' readiness to change and training effectiveness. On the basis of the transtheoretical model of change (J. O. Prochaska, C. C. DiClemente, & J. C. Norcross, 1992), the authors examined pretraining influences (choice, social support, and motivation to learn) on readiness to change under nonoptimal training conditions. They examined specific dimensions of readiness to change rather than a global readiness to change construct. Participants were 183 driving under the influence (DUI) offenders participating in a court-mandated, alcohol-related Weekend Intervention Program. Perceived choice to attend training, social support, and motivation to learn affected readiness to change when individuals were resisting, considering, acting on, or maintaining behavior or attitude change. These effects were also dependent on age. Results suggest how training effectiveness could be improved when trainees are least likely to learn. 56

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