Limits of Entrepreneurial Training
Research Paper Title:
“(S)training experiences: Toward understanding decreases in entrepreneurial self-efficacy during action-oriented entrepreneurship training”
Authors:
Background:
Is there a potential dark side of action-oriented entrepreneurship training? While most participants benefit from action-oriented entrepreneurship training, such programs can paradoxically also have negative effects. In light of research that suggests that not everyone profits equally, this study examines under which conditions entrepreneurship training might have negative effects. To this end, the authors theorize about the role of error mastery orientation in building entrepreneurial self-efficacy from handling problems during action-oriented entrepreneurship training.
Highlights:
We examine the potential dark side of action-oriented entrepreneurship training.
Longitudinal study; analyses based on 415 lagged observations / 109 participants
Problems experienced during training can decrease entrepreneurial self-efficacy.
Error mastery orientation explains conditions under which problems are not harmful.
Within-training self-regulatory processes depend on error mastery orientation.
Methodology:
Number of studies: 1
Sample description: Quantitative - Field Study
Sample size: 415 lagged observations from 109 training participants who were part of 29 student teams
Hypothesis:
H1: Problems experienced during training are negatively related to entrepreneurial self-efficacy during training. (supported for number but not for the severity of problems)
H2: The relationship between problems and entrepreneurial self-efficacy is moderated by error mastery orientation, such that the relationship will be positive in the case of high error mastery orientation and negative in the case of low error mastery orientation. (partially supported)
H3: Entrepreneurial self-efficacy during training is positively related to post-training entrepreneurial self-efficacy. (supported)
H4: Entrepreneurial self-efficacy (during training and post-training) positively relates to entrepreneurial goal intentions. (supported)
Results:
Our study results supported our theorized model and the important role of error mastery orientation in explaining why action-oriented entrepreneurship training might have negative effects. While participants with low error mastery orientation experienced a decrease in entrepreneurial self-efficacy when facing problems during training, participants with high error mastery orientation were able to buffer the negative effects of problems on entrepreneurial self-efficacy.
Furthermore, we showed that the training processes were relevant because problems and entrepreneurial self-efficacy during training had positive and significant direct and indirect relationships with post-training entrepreneurial self-efficacy and entrepreneurial goal intentions.
Conclusion:
Our study contributes to the literature on action-oriented entrepreneurship training by shifting the perspective from beneficial effects to the potential dark side of action-oriented entrepreneurship training. Specifically, the study suggests that error mastery orientation is a critical factor in understanding why participants' episodic experiences of problems during training might or might not negatively influence their entrepreneurial self-efficacy.