coherently present this: One of the first things that a manager should do before a training program is decide who should attend training. This involves more than just the identification of employees' needs for training. Recall from our earlier discussion that trainee characteristics are an important determinant of learning and retention as well as transfer. Therefore, it is important that trainees selected to attend training programs will learn the training material and apply what they learn on the job. As indicated in Chapter 3, a person analysis can help to identify important trainee characteristics associated with training success as well as the extent to which a trainee is ready for training. The extent to which a trainee is likely to learn and benefit from a training program is known as readiness to learn or trainability. Readiness to learn/trainability refers to the extent to which an individual has the knowledge, skills, abilities, and the motiva- tion to learn the training content. An equation for readiness to learn and trainability combines ability, motivation, and perceptions of the work environment as follows24: Readiness to Learn and Trainability 5 (Ability 3 Motivation 3 Perceptions of the Work Environment) According to this equation, trainees are more likely to learn and are more train- able when they have the ability to learn the training content, are motivated to learn, and perceive the work environment as supportive of their learning and their use of new knowledge and skills on the job. All three of these components are important and they are not additive. In other words, being high on one factor will not make up for or compensate for a low rating on another factor. For example, a trainee might have the ability to learn and be motivated to learn, but if he/she does not believe that the work environment will support learning, then he/she will score low on readiness to learn and trainability. Therefore, it is important that all three components are high before trainees attend a training program. One way to determine whether an employee has the ability to learn the training content is to have him/her take a trainability test, as described in Chapter 8. A train- ability test measures an individual's ability to learn and perform training tasks. If employees lack the motivation to attend training, there are several ways for man- agers to increase training motivation. First, they can meet with employees to discuss their training needs and decide on a training plan to meet those needs. Prior to actually attending a training program, managers should discuss the program and its benefits with employees and set goals for learning and applying what they learn on the job. They should also discuss the objectives of a training program so that employees know what is expected and what they will be accountable for in terms of learning and using new knowledge and skills on the job. Trainees who know that they will be required to participate in follow-up activities or will be evaluated have stronger intentions to transfer.25 Employees also need to know why they are attending a training program and the potential benefits. It is up to management to inform trainees about the importance and relevance of a training program and the benefits of learning and transfer. Trainees need to know what's in it for them, or what is sometimes called WIIFM (What's in it for me?). This is best represented by what is known as valence, which refers to trainee beliefs about the desirability of outcomes obtained from training. Valence has been found to be strongly related to motivation to learn and transfer. Thus, managers should empha- size the benefits that trainees will receive from training (e.g., improved performance, promotions, career mobility) in an effort to strengthen trainees' valence.26 Some evidence exists that trainees are more motivated and more likely to learn when they are given the choice of attending a training program than when attendance is mandatory. In one study, managers who could choose whether to attend a performance- appraisal workshop achieved more from attending the workshop than those who were forced to attend. Providing detailed information about the workshop that was designed to facilitate the managers' attendance decisionrather than just providing the typical positive overviewalso resulted in greater achievement.27 Some, however, argue that it is better to make attendance mandatory. The idea behind this argument is that by making attendance mandatory, managers communicate the importance of training and ensure that all employees are using the same skills.28 One study found that a mandatory training course resulted in higher intentions to transfer.29 However, this appears to be the case when training is highly valued in an organization. When training is not so highly valued, providing employees with some choice is beneficial. The main point is that trainee involvement and input in the training process, whether discussing training needs, allowing trainees to decide what training programs to attend, and/or providing input regarding training content and methods can enhance training motivation, learning, and transfer. Finally, managers also need to show their support for training before an employee attends a training program. One way to do this is to have them complete a survey and respond to questions about the need for and potential application of training mate- rial. For example, managers who have requested training might be required to answer questions such as: "What is the training need? What are the employees doing now and what should they be doing? Why do you believe that training will solve the problem? What do you want employees to be able to do after the training?" Having managers complete a contract can also commit them to a training program and ensure their support for it (an example of a contract is shown in Table 9.5). Super- visors can also demonstrate their support for training by providing employees release time to prepare for training and by providing encouragement.