Date of Graduation

Spring 2008

Degree

Master of Science in Psychology

Department

Psychology

Committee Chair

Carol Shoptaugh

Abstract

According to models of transfer of training, the link between learning and individual performance is moderated by the employees' motivation to transfer and the transfer environment (Holton, 1996). Motivation to transfer can also be enhanced by allowing trainees discretion in training decisions, most often through voluntary participation; this can be thought of as autonomy (Hicks & Klimoski, 1987; Baldwin et al., 1991). Self-Determination Theory indicates that higher levels of autonomy are related to students' conceptual learning and maintenance of the behavior 6 months later (Williams & Deci, 1996). The goal of this study was to examine the relationship between support of motivational needs, intent to transfer and a self-rating of actual transfer of training in an applied setting. Participants were 51 undergraduate student organization leaders at Missouri State University who attended a training workshop designed to train the facilitation of cohesiveness and motivation among organization members. Trainee intent to transfer was positively correlated with autonomy orientation, post-test knowledge, and the Learning Climate Questionnaire (LCQ). However, measures of actual transfer of training were not correlated as expected with the LCQ or autonomy orientation. These results indicate that training was successful in increasing trainee knowledge. Both learning and support for autonomy were correlated with intent to transfer. However, transfer of training measures did not indicate that those with higher levels of pre and post training motivation were more likely to report using what they learned in training on-the-job. This is likely due to sample size and composition issues.

Keywords

training, motivation, autonomy, self-determination, transfer

Subject Categories

Psychology

Copyright

© Samantha Ann Curry

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