La motivation à la formation comme construit multidimensionnel: le role des objectifs personnels

Abstract

Motivation to leam has been found to be an rmportant factor impacting trainìng \neffectiveness.Its concepfualbasehasbeenan expectancytheory frameworkand it \nhasbeenoperationalizedasa unidimensionalconstruct.This researchproposesthat \nthe motivation to learn can also be a more complex, multidimensionarconstruct \narising from the personalgoals that eachtrainee wants to achievefrom trarning. A \nfactor analysisof a trainingsurveyof 545 employeesfrom six organizationsfound \nsupport for three kinds of prcrsonargoals : (a) improve oie's professional \nknowledge, (b) apply new skills to incieasejob performance,and (c) improve \none.'sstatus in the organization. Support was also found that personariry factors \nsuchasproactivity,needfor dominance,trainingoutcomeexpectations, desiredjob \ncharacteristics,andjob involvementwere relatedto the thrèemotivatronto learn \ngoals'The discussionfocuseson the benefitsof themultidimensionar \nmotìvationto learnandthe needfor researchon the impactof thesepersonalgoals \non learningoutcomes.

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