Influences of Individual and Situational Characteristics on Measures of Training Effectiveness

Abstract

A model of individual and situational influences on individuals’ training-related motivation and training effectiveness based on valence-instrumentality-expectancy theory was developed. A training program designed to improve proofreading skills was tested with 106 university-employees. The findings supported the hypothesized relationship between learning and performance. Further, a hypothesized moderated relationship between training motivation and reactions, as related to learning, was supported. We obtained minimal support for the hypothesized antecedents of training-related motivation. A revised model was formulated in which reactions to training play a complex role, moderating some relationships yet mediating others.