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

Motivation to leam has been found to be an rmportant factor impacting trainìng effectiveness.Its concepfualbasehasbeenan expectancytheory frameworkand it hasbeenoperationalizedasa unidimensionalconstruct.This researchproposesthat the motivation to learn can also be a more complex, multidimensionarconstruct arising from the personalgoals that eachtrainee wants to achievefrom trarning. A factor analysisof a trainingsurveyof 545 employeesfrom six organizationsfound support for three kinds of prcrsonargoals : (a) improve oie's professional knowledge, (b) apply new skills to incieasejob performance,and (c) improve one.'sstatus in the organization. Support was also found that personariry factors suchasproactivity,needfor dominance,trainingoutcomeexpectations, desiredjob characteristics,andjob involvementwere relatedto the thrèemotivatronto learn goals'The discussionfocuseson the benefitsof themultidimensionar motìvationto learnandthe needfor researchon the impactof thesepersonalgoals on learningoutcomes.