A model that proposed dispositional influences on training-related aspects of motivation was developed. More specifically, the model predicted influences of the Big Five personality variables on motivation to learn and transfer motivation, while controlling for general attitudes toward training. The model was tested empirically, drawing on a sample of ninety-four employees from call centers who participated in a training program. Results indicated that motivation to learn was predicted by extraversion and agreeableness, and transfer motivation was predicted by motivation to learn, extraversion, and emotional stability. The impact of extraversion on transfer motivation was partially mediated by motivation to learn. In sum, the importance of dispositional factors in training research was explored and clarified. Implications for theory and practice are discussed.Both scientists and practitioners are interested in understanding and enhancing the effectiveness of organizational training programs. Traditionally, training research has mainly focused on the role of training design characteristics and training context. In addition, the role of trainees' individual differences in the training context has been explored (Holton, 1996). Empirical research showed that trainees' general cognitive ability (Ree & Earles, 1991), self-efficacy (Gist, Stevens, & Bavetta, 1991), personality (Colquitt, LePine, & Noe, 2000), and other individual characteristics influence training effectiveness. The study examined here focused on the role of trainees' personality in the process of developing their pretraining and posttraining motivation. Prior research demonstrated that both pre-and posttraining motivation are crucial for the HUMAN effectiveness of training programs (Colquitt et al., 2000). The study of training and motivation theory has generated a new model that describes the influence of personality on training-related motivation. The test of this model provides new insights for training theory.Not only from a theoretical point of view but also for practitioners, the question of how to boost motivation for training is important. For effective training and development, it seems important to ensure high degrees of trainees' motivation to learn and to transfer as early as possible (Goldstein & Ford, 2002;Seyler, Holton, Bates, Burnett, & Carvalho, 1998) within all kinds of organizations and training programs. For example, if significant influences on training motivation were identified, these factors could be used for the design of trainee selection, pretraining interventions, training, and posttraining interventions. These steps can help to motivate trainees and foster training outcomes such as better levels of performance (Cannon-Bowers, Salas, Tannenbaum, & Mathieu, 1995;Salas & Cannon-Bowers, 2001).This article first describes different training-related aspects of motivation. It then discusses potential effects of personality variables on the development of these training-related aspects of motivation and develops a theoretical mo...
