Effect Of Using The Attention, Relevance, Confidence, And Satisfaction Model Of Learning Motivation On The Function Of Reverse Mentoring
Learning motivation is a direct antecedent of training, of which mentoring has been considered a strategy that organizations 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 analyzing 225 questionnaires. The analysis results revealed that the questionnaire exhibited favorable reliability and goodness of fit. Systemizing training, mentors assuming managerial positions, and internal and external 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 organizations in implementing education training and reverse mentoring.
Keywords- Reverse Mentoring, ARCS, Learning Motivation.