Training in context: Toward a person‐by‐situation view of voluntary training

Looking Back and Looking Forward: Trends in Training and Development Research

“…Further, it is perhaps here that training research (as opposed to practice alone) has had the most impact on advancing the field. While not intently studied in recent years, pretraining events affect trainee motivation and learning—for example, trainees possess more positive attitudes about training when they have input into the design decisions or training is voluntary (Baldwin, Magjuka, & Loher, ; Hicks & Klimoski, ), and when coworkers have favorable attitudes (Morrell & Korsgaard, ). More importantly, the posttraining environment has a strong impact on training outcomes (e.g., L. A. Burke & Hutchins, ; ).…”

Personality Traits and Training Initiation Process: Intention, Planning, and Action Initiation

“…Both motivation to learn measured before the course (initial motivation) and post-feedback motivation correlated significantly with conscientiousness. In other studies, conscientiousness was found to be correlated with training motivation (Morrell and Korsgaard, 2011) and training outcomes (Vasilopoulos et al, 2007), but it was not a significant predictor of actually engaging in training (Hurtz and Williams, 2009). Openness to change was positively related with intention to participate in training and with planning to undertake training (Godlewska-Werner et al, 2014).…”

Original article Personality determinants of motivation to undertake vocational training

“…Rule-consciousness [G] was defined by being careful with a significant tendency to do tasks well because of others' expectations (Kucharski, 2004 (Kucharski, 2004;Cattell & Schuerger, 2003). Studies of factors associated with the "Big Five" theory and "NEO-PI-R" revealed an association between conscientiousness, whose definition resembles that of the self-control trait (Cattell & Mead, 2008) and importance ascribed to undertaken training (Łagu-na, 2012) or motivation for learning (Colquitt et al, 2000;Morrell & Korsgaard, 2011). Another personality trait that is associated with intention to participate in other educational forms can be described as a tendency of an individual to seek new ways of improvement, being associated with flexibility and a critical attitude to problems (Kucharski, 2004).…”

“…Moreover, the motivation to learn is also modulated by social cues associated with co-workers' and supervisors' views on the usefulness of training (Morrell & Korsgaard, 2011).…”

“…Undertaking developmental activities can be modulated by such personality traits as conscientiousness (Colquitt, et al) or the levels of extraversion and emotional stability (Wyrzykowski, 2000). Motivation for learning and readiness for voluntary participation in training are associated with the level of conscientiousness (Colquitt et al, 2000;Morrell & Korsgaard, 2011). Barrick and Mount (1991) found that Openness and Extraversion are related to performance in training programmes.…”