We will now look at two more factors in the motivation to transfer category. The first one, transfer effort-performance expectations. The expectation that effort devoted to transferring learning will lead to changes in job performance. And secondly, performance-outcome expectations. The expectation that changes in job performance will lead to valued outcome. These factors are based on Vroom's classic theory of motivation. In the expectancy motivation theory, Vroom separates effort, so motivation to transfer and the persistent effort to an individual uses and applying learns skills and knowledge to their work, from performance expectation and expected outcomes. Expectancy theory assumes that behavior results from conscious choices made to maximize any positive benefit for the individual and minimize any negative impact. It's the cognitive process an individual goes through when making choices. Transfer effort-performance expectations is the belief that if a learner puts in enough effort in trying to apply what they've learned, they can alter their performance and ultimately change behavior. They believe that if they work differently or harder based on their learning, then their performance will improve positively. The third level in motivation expectancy is performance-outcome expectations. This is the belief that as a result of a learner's effort and change in behavior or successful performance back on the job that this will lead to a positive and valued outcome. That valued outcome is, of course, what the individual perceives as being a value. And one person's perception will invariably differ from another's. Expectancy theory is not about self-interest in rewards, but rather the associations people make towards expected outcomes and the contribution they feel they can make through their improved performance to those valued outcomes. So, transparency in the learning process and what outcomes may be expected if learners create value from applying the learning is important. Low performance expectations in a learner, and as performance self-efficacy beliefs are directly linked to motivation, may suggest that their motivation levels are low. It may also indicate learners' lack confidence in the self-assurance in the belief that they can successfully overcome obstacles and change their performance through learning transfer. This factor is very important in learning transfer as it helps us to understand the strength of an individual's belief in his or her capacity to define tasks, solve problems, and address the challenges involved in the transfer process. We can support learners in being more confident to increase their performance expectations by designing programs that emphasize skill practice that is directly relevant to how those skills will be used on the job. So, role play, simulations, modeling, mastery experiences, which move participants step by step through levels of difficulty, uphold the skill practice experiences with clear and effective feedback about performance, and learn as a challenge to use their learning in mastery experiences and do so successfully. They're likely to develop stronger efficacy beliefs and more likely to use what they've learned in their work. There are a variety of factors that contribute to a learner's expectancy beliefs, and these can be strengthened by putting in place strong support systems, making information and resources available, making sure that the person isn't overloaded with work, so that their belief and confidence in a positive outcome grows.