Rowold, J. (2007). Individual influences on knowledge acquisition in a call center training context in Germany. International Journal of Training & Development (11)1. 21-34.
In “Individual influences on knowledge acquisition in a call center training context in Germany,” Rowold (2007) seeks to build on the literature testing the Cannon-Bowers et al. (1995) model of training effectiveness and explore the role of individual characteristics in knowledge acquisition. Data was collected from call center training participants in Germany through survey instruments developed by the researcher using the Cannon-Bowers et al. model as a framework and drawing on Noe and Schmitt’s (1986) motivation to learn scale and Allen and Meyer’s (1990) affective commitment scale. Training participants also took a post test of declarative knowledge on the training. The researcher collected data on demographics, expectations and motivation to learn prior to the training and data on knowledge acquisition, reactions, expectation fulfillment and commitment after the training. Findings revealed a significant positive relationship between trainee education and motivation to learn with knowledge acquisition. There was also a positive relationship between expectations and learning. However, the findings of this study are limited in that knowledge acquisition is difficult to measure in a post-test only design.