In order to remain effective in an increasingly digital workplace, many organizations have shifted towards the automatic and electronic collection of employee performance data. For example, employees completing computer-based training may be monitored to collect objective performance information for either developmental or administrative purposes. Though this allows for more objective employee feedback and evaluation, little remains known about the effect of pervasive electronic monitoring on key self-regulatory processes which underlie learning. This study was designed with this gap in mind and explores the relationship between electronic monitoring type (developmental or administrative), goals, and feedback perceptions, feedback usage, and learning. In order to understand this relationship, the current study extends classical theories of performance management and self-regulation to supplement emerging research on electronic monitoring. Results of this experiment suggest that monitoring purpose does not have a strong impact on state goals. Monitoring purpose, however, may affect feedback perceptions. Using the results of this study, evidence-based recommendations can be made for the theoretical understanding and practical of monitored training.
|Advisor:||Behrend, Tara S.|
|Commitee:||Costanza, David P., Dodge, Tonya, Ely, Katherine, Hill, N. Sharon|
|School:||The George Washington University|
|Department:||Organizational Sciences and Communication (I/O Psyc)|
|School Location:||United States -- District of Columbia|
|Source:||DAI-B 76/08(E), Dissertation Abstracts International|
|Subjects:||Social psychology, Educational psychology, Occupational psychology|
|Keywords:||E-learning, Electronic monitoring, Industrial/organizational psychology, Training|
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