Abstract

This study was implemented to look into a time-serial and structural relationship among pre-training motivation as a pre-training variable, instructor and usefulness reaction as during-training variables, and learning and transfer of training motivation as post-training variables. As a result of testing the relationship with 252 employees who participated in a corporate finance training course, it was found that pre-training motivation affected usefulness reaction, and usefulness, instructor reaction, and pre-training motivation positively influenced learning. Learning also had a positive impact on transfer of training motivation. In particular, usefulness reaction played an important role in learning, but usefulness did not have a direct influence on transfer of training motivation. Usefulness reaction only indirectly affected transfer of training with a positive mediation of learning. These findings revealed the inappropriateness of concurrent practices that generally measured the degree of enjoyment and happiness when gauging reaction instead of usefulness and instructor reaction. Other practical implications for corporate training were discussed along with research limitations.