Motivation in Training and Development: A Phase Perspective

For decades, interest in training motivation focused primarily on the determinants and consequences of motivational processes in the context of formal training environments. Building on a continuing stream of theory and research on learning motivation in educational psychology (e.g., Pintrich, 2003), industrial-organizational (IO) scientists focused on the identification of personal (e.g., need for achievement, and cognitive abilities) and situational (e.g., goal type, and provision of feedback) factors that influence goal choice, attentional effort, task interest, persistence during learning, and their effects on learning outcomes (e.g., knowledge and performance; e.g., see Goldstein, 1991; Noe, 1986; Tannenbaum & Yukl, 1992).