THE RELATIONSHIP OF TRAINING MOTIVATION TO PARTICIPATION IN TRAINING AND DEVELOPMENT.

By Phyllis Tharenou. 2001

284 citations recorded by the source corpus.

The aim of this study was to assess how training motivation in terms of the expectation of gaining valued outcomes (i.e. motivation through expectation) and motivation to learn explains participation in training and development. Direct, mediator, and moderated explanations were tested. Survey data were gathered at Time 1 and a year later at Time 2, providing a longitudinal sample of 1705 Australians. Multiple regression analyses showed that, the higher the training motivation (both types), the more employees participated in training and development in the next 12 months, as they also did from higher supervisor support. Training motivation did not mediate the effects of the work environment on participation but moderated the prediction by employer support. Employer support predicted participation in training and development in the next 12 months more for employees with higher than lower training motivation. Motivation to learn and motivation through expectation, chiefly instrumentality, similarly explained participation in training and development.

Subfields: Applied Psychology

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In Applied Psychology

Citations in the corpus

Teachers'motivation to participate in training and to implement innovations (2014, background): “…to engage in occupational training and development is determined by internal motivations (e.g., curiosity, knowledge) and external ones (e.g., compliance with authority, professional benefits) (Dia, Smith, Cohen-Callow, & Bliss, 2005; Garst & Ried, 1999; Noe & Wilk, 1993; Tharenou, 2001).”
Adults' Learning Motivation: Expectancy of Success, Value, and the Role of Affective Memories. (2012, background): “Also, empirical research on participation in non-mandatory professional development and training activities draws on self-efficacy (i.e., expectancy of success) and attitude (i.e., value; Salas & Cannon-Bowers, 2001; Tharenou, 2001).”
Using Simulation-Based Training to Enhance Management Education (2009, background): “The training literature has suggested that motivation is critical for training to be effective (Matheiu & Martineau, 1997; Tannenbaum & Yukl, 1992; Tharenou, 2001).”
Linking proactive personality and the Big Five to motivation to learn and development activity. (2006, background): “However, previous research has demonstrated that motivation to learn is antecedent to development activity (Birdi et al., 1997; Noe & Wilk, 1993; Tharenou, 2001).”
Propensity for self-development of leadership attributes: Understanding, predicting, and supporting performance of leader self-development (2010, background): “Tharenou (2001) provides support for an interaction effect between organizational support, which she operationalized as organizational policies and resources, and expectancy motivation on participation in training and development programs.”
Why do low-educated workers invest less in further training? (2010, background): “In addition, Tharenou (2001) argues that negative experiences (e.g. failure in taking exams) in the earlier schooling life of the low educated can further reduce their willingness to participate in training.”
Antecedents of Employees’ Involvement in Work-Related Learning (2013, background): “297 were not related to the participation in formal learning activities (Tharenou, 2001).”
Formal Development Opportunities and Withdrawal Behaviors by Employees in Small and Medium‐Sized Enterprises (2010, methodology): “Our specific measurement items were adapted from scales used by Tharenou (2001) and the Business NZ Skills and Training Survey (Department of Labour 2003).”
Motivating Knowledge Sharing in Knowledge Management Systems (2014, background): “For example, research has shown that individual differences and situational factors interact to influence other types of voluntary employee behavior such as participation in employee development activities and training (e.g., Maurer & Tarulli, 1994; Tharenou, 2001).”
An empirical examination of the effects of self‐efficacy, supervisor support and motivation to learn on transfer intention (2009, background): “It has been indicated that an employee who has high motivation for training is more likely to notice these signals and respond more to training climate cues, encouraging participation in training ( Tharenou, 2001”