Expectancy based measures of trainees’ motivation to learn: An overview and practical implications

Abstract

21st Century organisations have long recognised that survival and success are closely linked to the training and development of their workforce. The time and money invested is only worthwhile, however, if employees are motivated to learn (Colquitt et al., 2000). Indeed, evidence suggests that motivation to learn matters before, during, and after training (Salas et al., 2012).As practitioners who provide training and development courses to organisations we are often confronted with the following two challenges: (1) How should we assess or measure motivation to learn, and (2) how can we leverage it. This paper is concerned with the former.