Motivation to Learn
2.6 The Theory of Planned Behaviour
The Theory of Planned Behaviour (TPB) originated in the field of social psychology as a predictor for human behaviour (Ajzen 1991; Ajzen & Fishbein 1980; Fishbein & Ajzen 1975). The TPB predicts that the most important determinant of a person’s behaviour is behaviour intent. The individual’s intention to perform a behaviour is a combination of his or her attitude toward performing the behaviour, the prevailing subjective norms and the perceived behavioural controls on the individual (Ajzen 1991).
Figure 2.6 outlines the TPB model, which illustrates that one’s intentions give rise to one’s behaviour. Acting on this relationship between intention and behaviour are: one’s attitude towards the behaviour; the subjective norms surrounding the behaviour; and one’s perceived behavioural controls. Based on TPB, peoples’ attitudes towards their own behaviours refer to the degree to which they have made favourable or unfavourable evaluations of the behaviour in question. Subjective norms are the perceived social pressures from significant others to perform or not to perform the behaviour and perceived behavioural controls refer to the perceived ease or difficulty of performing the behaviour (Ajzen 1991:188). In combination, one’s attitude toward the behaviour, subjective norms and perceived behavioural controls lead to the formation of a behavioural intention. According to Ajzen (1991), the more favourable the attitude and subjective norm with respect to the behaviour, and the greater the
perceived behavioural control, the stronger should be an individual’s intention to perform the behaviour under consideration.
50 Figure 2.6 The Theory of Planned Behaviour
Source: Ajzen, I 1991, ‘The theory of planned behaviour,’ Organisational Behaviour and Human Decision Processes, vol.50, p.182.
A review of 185 independent studies that used TPB to predict human behaviour by Armitage and Conner (2001) found that, the TPB accounted for 27 to 39 percent of the variance in behaviour and intention respectively, providing support for the efficacy of the TPB as a predictor of intention and behaviour. In the international literature, the TPB has been widely used in empirical research to predict human behaviours in different settings. For example, the theory has been used to better understand consumers’ intentions to attend a sport event (i.e., hockey) (Cunningham & Kwon 2003). In their study attitude, subjective norms and perceived behavioural controls were positively associated with intentions to attend a sport event. Other studies variously utilised TPB to predict individual’s intentions to use a search engine as a learning tool (Liaw 2004); to predict drivers’ compliance with speed limits (Elliot, Armitage & Baughan 2003); to predict hunting behaviours (Hrubes & Ajzen 2001); to predict dishonest actions (Beck & Ajzen 1991); and to predict teachers’ intentions to provide dietary counselling (Astrom & Mwangsi 2000). Further, the
Attitude toward the behaviour Subjective norm Perceived behavioural control Intention Behaviour
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TPB has also been applied in a workplace context to assess the extent to which senior managers intended to encourage knowledge sharing (Lin & Lee 2004). Together, these studies point to the efficacy of the TPB in understanding human behaviour through people’s intentions. In terms of the present thesis, the TPB has the potential to provide an insight into an individual’s intention to share the knowledge and skills learned in training with others in the workplace.
2.7 Summary
This chapter described the concept of training, transfer of training and motivation to transfer training through an international search of the research literature. While training was defined as a planned learning experience designed to bring about permanent change in an individual’s knowledge, attitudes, or skills, transfer of training was described as the degree to which trainees apply the knowledge, skills and attitudes to their job. A trainee’s motivation to transfer, on the other hand, was described as a trainee’s desire to use the training on the job. Although, over time, researchers have expressed different views about transfer of training by proposing variously: concepts of positive, negative and zero transfer; general and specific transfer; and far and near transfer, it was argued in this chapter, that there was general agreement that transfer of training will occur only when trainees have the desire (motivation) to use the knowledge and skills learned in training on the job.
The two dominant evaluation models found in the literature were discussed in order to paint a picture of the factors which may influence a trainee’s motivation to transfer
training: the Kirkpatrick (1994) evaluation model and the LTSI (Holton et. al. 2000). The Kirkpatrick (1994) evaluation model provided a starting point in HRD evaluation but ultimately did not provide a strong guide to the whole training process as it focused only on training outcomes (reaction, learning, behaviour and results) and did not account for the impact of other variables such as motivation and work environment on behaviour change. The LTSI (Holton et. al. 2000), on the other hand, provided some indication that motivation to transfer is influenced by secondary influence variables, that is, performance-self efficacy and learner readiness.
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The chapter then moved to the key model outlining motivation to transfer described the Human Resource Development (HRD) Evaluation Research and Measurement Model (Holton 1996). Based on this model, motivation to transfer is hypothesised to be influenced by intervention fulfilment, job attitudes, learning, expected utility and
transfer climate. Other variables such as intervention readiness, personality characteristics, ability, motivation to learn and transfer design were hypothesised to have an indirect influence on motivation to transfer. These factors were supported by several studies discussed in the chapter.
Arguably, a key omission in the models presented in this chapter was their failure to include knowledge sharing as a potential variable influencing motivation to transfer training. This chapter introduced the concept of knowledge sharing and reported its benefits. The chapter indicated that the theory of planned behaviour may be used to provide an insight into an individual’s intention to share learned knowledge and skills with others in the workplace, providing a set of variables to test the relationship of
knowledge sharing with motivation to transfer training.
In the next chapter, the development of conceptual framework and the methodology chosen for the present thesis is detailed.
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