Motivational Dynamics in Learning and Transfer Processes: The Case of Mandatory Training

Although mandatory training is widely accepted as a means for developing or maintaining (professional) competencies from a lifelong learning perspective, many questions can be raised about its effectiveness and influence on motivation of participants before, during and after the training. Enrolling in training with a sense of volition and having the experience of choice is indeed critical for one’s motivation and learning process.

To what extent does the obligation to enroll in training influences trainees’ motivation to enter into training, and to what extent does this influence motivational dynamics in the training and transfer context? Are motivational dynamics in the learning process related to the motivational dynamics in the transfer process? To what extent are these similar processes?

Isabel Raemdonck, Professor of Adult Education and Learning at Université Catholique de Louvain, Belgium, will first present a theoretical model developed from a constructivist approach in which motivational dynamics in learning and transfer are presented as interrelated processes. Then, through different empirical studies in trainees enrolled in various mandatory training settings, she will describe the motivational dynamics in learning and transfer processes to answer the questions mentioned above.

Reception to follow in JS Coon 2nd Floor Atrium.

EDITOR'S NOTE: This event was first announced by the School of Psychology. For updates, please check the original posting.