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People estimate their targets and outcomes through following certain fundamental behaviors and actions. This aspect of decision making referred to as expectancy theory has three components namely efforts, performance and outcomes or rewards (Averbeck & Miller, 2014). The probability in which a person is deemed fit to take a venture or an operation determines his or her performance to a degree abbreviated as effort-performance (EP). The EP probability allows a person to determine whether a person can manage to undertake a task. In this respect, the ability to take an activity identifies the abilities he or she has to conduct it.
The outcomes after tackling a task may influence the level of performance. This paper identifies the reasons why a person should take the task. There may be financial benefits or other types of rewards determining the satisfaction of the person involved. The EP informs that a person has a high chance of fulfilling a task (Averbeck & Miller, 2014). There is high self confidence that a task can be completed successfully. Therefore, it is apparent that trainees are subjected to operations they must perform properly in order to become competitive in the sporting industry.
In sports, the performance of the players and their training is dependent on the efforts they apply during the practices. Essentially, good performance and competitiveness arise from the need for a reward usable to many people. The trainer pays attention on fulfilling the needs of trainees who give the subsequent lessons. Many sports organizations invest in training their employees in order to improve their performances (Schwoerer, May, Hollensbe, & Mencl, 2013). The training activities can become useful to the organization if the learnt skills and knowledge are transferred to the field for a particular outcome. The support of the players and coaches on the sports can be highlighted in the three levels namely pre-training, during training and post-training (Schwoerer et al., 2013).
The instillation of the standard expectancy model that supports the development of training program is imperative. There are various instances where expectancy theory may be implemented. The support on learning new skills within sports is important because it motivates the players through informing them that what they learn is acceptable by their co-players and trainers (Bhatti & Hoe, 2012). The players are motivated to get prepared for the learning activities before the training begins. During the training, there may be high efforts on acquiring skills from the activities. Finally, the peer support motivates the trainees to display their skills within the training program.
The support from the supervisors controls how the managers reinforce the training activities. It is important in training because it depicts that the materials and resources required in the process are provided since the management and supervisors provide support. The supervisors also play an essential role in setting goals for the trainees (Bhatti & Hoe, 2012). In some training method, trainees have characters assigned to them in a bid to resolve situations. The trainees become performers and attain the understanding of their duties. There are various types of role-play depending on the arrangement offered to the performers and the number of trainees taking part in an activity.
Training is a process that involves learning and developing in a bid to release personal potentials and improve performance. On the other hand, mentoring is a process where a person makes significant changes to his or her knowledge and thinking. Training and mentoring are associated in various instances. First, the two are learning processes to show that it takes some time for both coaching and mentoring to be effective. Training makes an individual to release his or her potentials towards achieving the results he/she values. In the same way, mentoring involves making transitions in knowledge and thoughts to attain the personal goals.
The outcome of a particular behavior justifies the credibility of the means. Lack of contentment is apparent when faults are identified and raised on the issue. This implies that outcomes and performance are related since they influence each other.
References
Averbeck, J., & Miller, C. (2014). Expanding Language Expectancy Theory: The Suasory Effects of Lexical Complexity and Syntactic Complexity on Effective Message Design. Communication Studies, 7(9), 72-95.
Bhatti, M. A., & Hoe, C. H. (2012). Resolving the Past Conflict: Role of Peer and Supervisor Support in Training Effectiveness. International Journal of Business and Behavioral Sciences, 6(7), 32-38.
Schwoerer, C., May, D., Hollensbe, E., & Mencl, J. (2013). General and specific self-efficacy in the context of a training intervention to enhance performance expectancy. Human Resource Development Quarterly, 12(5), 111-129.
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