Title: Effect of using the attention, relevance, confidence, and satisfaction model of learning motivation on the function of reverse mentoring

Authors: Yin-Che Chen

Addresses: Graduate Institute of Human Resource and eLearning Technology, National Hsinchu University of Education, 521 Nanda Rd., Hsinchu City, 30014, Taiwan

Abstract: Learning motivation is a direct antecedent of training, of which mentoring has been considered a strategy that organisations use to implement in-service training and transfer of techniques and experiences. Therefore, we explored the effect of using the attention, relevance, confidence, and satisfaction (ARCS) model of learning motivation on the function of reverse mentoring, conducting purposive sampling and analysing 225 questionnaires. The analysis results revealed that training aided in strengthening the effectiveness of reverse mentoring. A high education level and internal and external education training increased ARCS learning motivation, which was significantly, positively correlated to reverse mentoring. According to regression analysis, the control variables for reverse mentoring explained 8% of the variance. After the ARCS variable was introduced, the explained variance increased by 32%. Finally, we propose suggestions regarding management practice as a reference for organisations in implementing education training and reverse mentoring.

Keywords: reverse mentoring; mentoring function; learning motivation; ARCS; attention; relevance; confidence; satisfaction; in-service training.

DOI: 10.1504/IJHRDM.2016.078195

International Journal of Human Resources Development and Management, 2016 Vol.16 No.3/4, pp.161 - 175

Received: 08 Jul 2015
Accepted: 08 Feb 2016
Published online: 08 Aug 2016 *

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