Motivation and Career-Development Training Programs: Use of Regulatory Focus to Determine Program Effectiveness

Abstract

<p>Higgins (2005) developed a motivational theory that distinguishes between two foci: preventative and promotion. Individuals with a preventative focus are motivated to complete activities due to a necessity or expectation. However, those with a promotion focus find motivation from advancement, self-improvement, or social impact. Writers typically use Higgins’ theory on workplace teams and psychology, yet the theory has usefulness for determining training program effectiveness (Carter, 2011; Freeman, 2009; Gaither, 2009; Kohn, 2009; Richmond, 2009; Whiteford, 2009). However, there is a noticeable gap between this motivational theory and how training programs are developed, particularly to meet the needs of project managers and consultants.</p> <p> </p> <p>Richmond (2009) highlighted that training is essential to the development of skill and competencies in complex and critical career paths. Project managers and consultants, particularly those tied to government projects, require a complex set of abilities in order to effectively complete projects on time and within budget. Without proper training programs, these individuals are not able to perform at the highest level possible. To explore how a project manager or consultant’s motivation can affect the effectiveness of training programs, this research study outlines the applicability of adapting career-development training programs to the learner’s motivational focus.</p>