The impact of personality on training‐related aspects of motivation: Test of a longitudinal model

Abstract

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...

Original article Personality determinants of motivation to undertake vocational training

“…This is clear not only for the employers, but also for employees, who undertake various forms of vocational training (London & Smither, 1999a). Statistical data suggest that incomes of individuals involved in continuous education increase more rapidly than in those who do not show educational activity -this relationship was documented for both 2005and 2007(Czapiński & Panek, 2009.…”

“…Analysis of the available resources showed that many of the studies dealt with personality traits associated with the "Big Five" theory. Rowold (2007) found that extraversion alone could be associated with motivation to undertake training, whereas extraversion and agreeableness promote motivation for learning, and extraversion and emotional stability promote transfer motivation. Another study showed that motivation for learning is associated with proactive personality, openness to experience, extraversion and conscientiousness (Major et al, 2006).…”

“…This is not an equivalent of the attitude to the training; it refers to the general attitude to participation in training, rather than to the attractive programme of a specific course. The motivation to undertake training is comprised of three variables: attitude to training, motivation for learning, and transfer motivation (Rowold, 2007). Research proved that motivation to undertake training, defined as the degree of involvement in the educational process, in order to gain knowledge and experience, is significantly positively correlated with motivation for achievements, organizational involvement and attitude to training; in contrast, the motivation to undertake training is not modulated by the sense of self-efficacy (Carlson, Bozeman, Kacmar, Wright & McMahan, 2000).…”

“…Furthermore, it is motivation that determines the behaviour during training, way of learning, and the usefulness of the gained competencies. Identification of factors that determine the motivation to undertake training is important, as stronger motivation is reflected by better performance at work, implemented due to newly gained knowledge (Rowold, 2007).…”

Factors Affecting Training Effectiveness in Synchronous, Dispersed Virtual Environments

“…The validity of CSE has been demonstrated in a variety of organizational constructs (e.g., Erez & Judge, 2001;Judge, 2009;Judge & Bono, 2001), and CSE's trait indicators have been repeatedly associated with learning and training (e.g., Stanhope, Pond, & Surface, 2013;Chen, Gully, & Eden, 2004;Rowold, 2007;Spector, 1982;Williams, Thayer, & Pond, 1991). In particular, Stanhope et al (2013) found that CSE related directly and indirectly to affective, cognitive, and skill-based learning.…”