Self-regulation,self-Control,and management training transfer

Kuhl (1996, Enzyklopädie der Psychologie, Serie Motivation und Emotion, Bd. 4, Motivation, Volition und Handlung (pp. 665–765). Göttingen: Hogrefe) differentiates between two modes of action control: self-regulation and self-control. The purpose of the present study is to investigate the relevance of self-regulation and self-control in management training transfer. Three hypotheses were derived from Kuhl's theory. The first is that self-regulators remember intentions better than self-controllers. The second is that self-regulation is associated with positive emotions, whereas self-control is associated with negative emotions. The final hypothesis is that self-regulation increases the success of training transfer, whereas self-control impedes the success of training transfer. To test these hypotheses, a longitudinal field study was conducted with 82 managers participating in two 2-day training sessions. Self-regulation and self-control were measured at the outset of the training session using the Volitional Components Inventory (VCI) (Kuhl & Fuhrmann, 1998, Lifespan perspectives an motivation and control (pp. 15–49). Hillsdale; NJ: Erlbaum). The dependent variables — intention memory, emotions, intention realization, and criteria fulfillment — were assessed three months after the course. The results corroborate Hypotheses 1 and 2; partial support was found for Hypothesis 3. Discussing these results, several suggestions for improving managers’ self-regulation are proposed.