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Motivation and career-development training programs: Use of regulatory focus to determine program effectiveness

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dc.contributor.author Anthony, Peter John
dc.contributor.author Weide, Jeffrey
dc.date.accessioned 2015-12-04T19:11:38Z
dc.date.available 2015-12-04T19:11:38Z
dc.date.issued 2015 spa
dc.identifier.citation Anthony, P. J., Weide, J. (2015). Motivation and career-development training programs: Use of regulatory focus to determine program effectiveness. HLRC. Higher Learning Research Communications, 5(2), 24-33. spa
dc.identifier.issn 21576254
dc.identifier.uri http://hdl.handle.net/11268/4650
dc.description.abstract Higgins (2005) developed a motivational theory that distinguishes between two foci: preventative and promotion. Individuals with a preventative focus are motivated to complete activities due to a necessity or expectation. However, those with a promotion focus find motivation from advancement, self-improvement, or social impact. Writers typically use Higgins’ theory on workplace teams and psychology, yet the theory has usefulness for determining training program effectiveness (Carter, 2011; Freeman, 2009; Gaither, 2009; Kohn, 2009; Richmond, 2009; Whiteford, 2009). However, there is a noticeable gap between this motivational theory and how training programs are developed, particularly to meet the needs of project managers and consultants. spa
dc.description.sponsorship SIN FINANCIACIÓN spa
dc.language.iso eng spa
dc.subject.other Career Development spa
dc.subject.other Regulatory Focus spa
dc.title Motivation and career-development training programs: Use of regulatory focus to determine program effectiveness spa
dc.type article spa
dc.description.impact No data (2015) spa
dc.identifier.doi 10.18870/hlrc.v5i2.214
dc.rights.accessRights openAccess spa
dc.subject.uem Enseñanza superior spa
dc.subject.unesco Enseñanza superior spa
dc.subject.unesco Motivación spa
dc.peerreviewed Si spa


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