Chasing the goal(s): how a goal-setting intervention influences transfer motivation, its antecedents and transfer of training for different training types

Abstract

Despite organizational investments in employee training, transfer of training remains low. One important component influencing transfer of training is transfer motivation, which is predicted by personal and contextual antecedents. Previous research has shown that goal-setting can increase transfer of training. However, it is unclear what antecedents of transfer of training are influenced through goal-setting and if these effects differ for different training types. Using the lens of the Unified model of Task-specific Motivation, this study investigated the effects of goal-setting on antecedents of transfer of training. Data were collected among 615 participants, which were randomly assigned to a goal-setting or control group. Both groups filled in a questionnaire directly after the training and indicated transfer after six weeks. Results showed beneficial effects of goal-setting for subjective norm and perceived freedom of action, whereas effects for transfer motivation were mixed. Moreover, effects of goal-setting differed for different training types. Most effects of goal-setting were found among hard-skill trainings and no effects among in-person trainings. Importantly, we found no differences for personal antecedents, transfer intention or transfer of training itself. Our results underline the necessity to intensify intervention designs and to consider specific training characteristics to raise transfer of training.