I learn therefore I apply? Towards a better understanding of the way antecedents influence the transfer of training content to work practice

Despite heavy investments in employee trainings, the transfer of training content towards work remains low. Previous research has identified transfer motivation as a pivotal factor influencing transfer of training, which in turn is predicted by personal and contextual antecedents. To conceptualize these components, the Unified Model of Task-specific Motivation (UMTM) can be used. However, the interplay between different components in predicting transfer of training is not well understood and it is unclear whether the UMTM can be used to investigate this interplay. The aim of this dissertation is to get more insight into this interplay through the lens of the UMTM. It was therefore examined whether the UMTM could be used in the transfer of training context to predict transfer of training, whether transfer motivation profiles exist that differ on personal- and contextual antecedents and transfer of training and whether a goal-setting intervention can raise (predictors of) transfer of training. Results indicate that the UMTM predicts transfer of training and provides insight which components predict transfer of training. Moreover, multiple transfer motivation profiles were found that differ in personal and contextual antecedents and transfer of training. Finally, effects of goal-setting on (predictors of) transfer of training were limited. Results of this dissertation indicate that the UMTM can be used to examine predictors of transfer of training and underline the complex interplay between these components. Moreover, recommendations towards practitioners and trainers are provided for how personal and contextual antecedents and transfer motivation can be raised to foster transfer of training.