Degrees of Autonomy in Training Participation: What Are the Consequences?

• In Event: Training and Workplace Learning

Abstract

The purpose of the present study was to examine how the degree of autonomy in training participation (voluntary versus mandatory participation) moderates the influence of achievement goals on the transfer of training in corporate settings. Based on the notion of autonomy in Basic Psychological Needs Theory, a meta-analysis was performed including k=28 studies (N=4,394 participants) of the past 25 years (1987–2012). Our results indicate that the correlation between mastery-approach orientation and transfer was higher when training participation was voluntary rather than mandatory. Similarly, the correlation between performance-avoidance orientation and transfer was lower when training participation was mandatory rather than voluntary. No difference was found for performance-approach orientation. Implications for theory building and the design of workplace training are discussed.

Authors

• Andreas Gegenfurtner, Maastricht University

• Nikola Kosmajac, University of Turku

• Maximilian Knogler, Technische Universität München

• Markus Gebhardt, Technische Universität München