Factors Affecting Motivation to Transfer Training

Abstract

This study examines the relationship of motivation to transfer skills and knowledge learned in a computer-based training programme with five groups of variables: individual or general attitudes, situational specific attitudes, reactions, learning, and work environment factors. Hierarchical regression analysis produced a model which explained 60.5% of the variance in motivation to transfer. Individual attitudes and environmental variables explained most of the variance in motivation. A number of mediated relationships were suggested.Billions of dollars are spent each year on training in an effort to increase productivity so businesses can stay competitive in the face of fierce global competition and a rapidly changing environment [1]. Training is focused on trying to change behaviour or teach new behaviours to individual trainees [2]. However, little is still known about factors that impact on a trainee's decision to use training. From a cognitive perspective of motivation, individuals make behavioural choices based on a combination of factors [3]. Understanding the factors that influence individuals' choices, in particular their choice to use or not use training on the job, would be valuable in determining how to motivate trainees to make behavioural choices that benefit the organisation.This study focuses on how individual and general attitudes, training situation specific attitudes, reaction, learning and environmental factors affect trainees' motivation to use computer-based training in an industrial setting. Computer-based training, particularly in an industrial setting, has had relatively little attention in the training and development literature. Due to its cost effectiveness and its ability to meet the time demands of shift workers, computer-based training has become a popular delivery mechanism in a number of industries facing increased training requirements resulting from federal mandates [4].This research has important theoretical and practical implications. From a theoretical standpoint, a test of key components, mainly outside the training design, in a more comprehensive conceptual framework of training effectiveness gives guidance to future research and theory testing efforts. From a practical standpoint, a better understanding of why some trainees are more motivated to transfer training than others can help focus and improve interventions by (a) guiding needs assessments; (b) aiding in design of new as well as improving the design of existing training programmes; and (c) providing for more thorough training evaluations. All of these factors support the potential for greater learning, transfer of training, and ultimately, improved individual and organisational performance.The primary purpose of this study then was to empirically and systematically examine a computer-based training (CBT) programme in a field setting to determine the influence of selected variables that are believed to affect trainees' motivation to transfer training. Background literatureOnly a few studies have focused primarily on a...

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