The digitalization process, the shortage of skilled workers, and the rising need for competence change the current work environment for public and private organizations (OECD, 2021; Schwarz and Thielen, 2021). Training programs are key measures of organizations to increase the productivity of their employees in times of changes (Bisbey et al., 2021). Training provides new knowledge and skills with which organizational and environmental changes can be better managed. This has a broad impact on the organization's performance (Holten, 2015; Seidle et al., 2016). For instance, Jacobsen et al. (2021) found in their study about leadership training that it is positively affecting organizational performance in the sense of attained formal objectives. However, the effectiveness of training is not guaranteed and is influenced by several factors, such as pre-training motivation, training transfer and prior knowledge about the training content. Training effectiveness and transfer in this context cannot be analyzed by themselves but need to be measured through learning and non-learning outcomes. According to Hassan et al. (2010) these training outcomes are positively affected by high pre-training motivation. Since the current training research focuses primarily on the effects of pre-training motivation on training outcomes, the antecedents of prior motivation are under-researched. As a result, it is critical for research and practice to examine the factors influencing pre-training motivation and outcomes (Massenberg et al., 2017).

Therefore, the paper investigates the relationship between prior knowledge about training content, pre-training motivation and training outcomes and establishes a new theoretical model. The current state of research is extended, and the variable of prior knowledge is explored. In addition, the influence on the perceived outcomes is considered through the mediating effect of pre-training motivation between prior knowledge and outcomes. Thus, the central argument of the paper is that knowledge about the content of a training program increases the motivation to attend leadership training and therefore the training outcome. Accordingly, the research question is as follows: Does pre-training motivation mediate the relationship between prior knowledge about the content of leadership training and perceived outcomes of leadership training?

Before explaining the methodological approach of the study, the hypotheses and their theoretical background are presented first.

Knowledge and experience play an important role in research on leadership as well as in the Learning Sciences. Both factors are considered to have a relevant influence on the transfer and therefore on the outcome of newly acquired content (Carraher et al., 2002). The outcomes are classified into learning and non-learning outcomes. Following the Human Capital Theory, it can be assumed that higher knowledge leads to a higher perceived linkage between the added value of education and the respective work (Fredman, 2014). Consequently, it can be assumed that prior knowledge about the training content favors the transfer of learned knowledge and skills after specific training, what leads us to the first hypothesis:

H1: Prior knowledge about training content increases the perceived learning and non-learning training outcomes.

Although the relationship between high training motivation and the outcome of training is strongly evident in the current state of research, the antecedents of pre-training motivation such as prior knowledge are overlooked. Kodwani and Kodwani (2021) state “that the conditions under which participants enter training are among the most important factors that affect transfer outcomes” (p. 322). We investigate for the first time that prior knowledge is such a conditional factor in regards to pre-training motivation. Thus, we formulate the second hypothesis as follows:

H2a: Prior knowledge about training content has a positive impact on pre-training motivation.

The positive influence of high motivation on training outcomes has already been empirically corroborated in several studies (Facteau et al., 1995; Hassan et al., 2010; Massenberg et al., 2017). However, in our study we present new data and formulate the following:

H2b: Pre-training motivation has a positive impact on the perceived learning and non-learning training outcomes.

Considering that knowledge about the content must already exist before the decision for training is made and thus influences motivation, this variable can be seen as preceding. The increased motivation leads to a general increase in the outcome of the training participants. Despite the existing evidence of the impact of pre-training motivation on outcomes, there is currently little to no empirical evidence on the mediating role of pre-training motivation. Therefore, we formulate hypothesis 3.

H3: Pre-training motivation mediates the relationship between prior knowledge about training content and perceived training outcome.

As a result of the analysis of the relationship between knowledge, motivation, and outcome as well as the structure of the data collected, two further hypotheses are investigated. It can be assumed that people who took part in the training had more knowledge before the training and their motivation to take part in the training was greater than that of a control group, which decided not to take part in the training. Based on this, two more assumptions are made:

H4a: Prior knowledge about training content is positively related to the treatment group.

H4b: Pre-training motivation is positively related to the treatment group.

The quantitative study is realized using a quasi-experimental control group design. School principals of public schools in the German-speaking part of Switzerland are examined. Surveys are conducted at two measurement points with the use of an online survey. The first measurement point is pre-training and the second is post-training, in a period of two months after completing the training program. The treatment group will complete training for public school principals on the topic of dilemmas. The control group will only participate in the surveys but will not attend any training. Participants will decide for themselves whether they wish to attend such training or not. The dependent variables are learning and non-learning outcomes. The independent variable is knowledge about the training content. Pre-training motivation is the mediator. Several control variables such as age, gender, tenure, training, and job satisfaction were collected to demonstrate the sample's representativeness in relation to the full population. The first results will be available at the conference and will be discussed and including its implications for theory and practice.

With poly-crises as main theme for the EGPA conference, one notable development in Dutch public administration should surely be addressed: the ubiquity of references to the ‘menselijke maat’ in and around all levels of Dutch government. Literally translatable as the ‘humane’ or ‘human measure’, it seems to describe a broadly shared ideal of good public service in reaction to the Toeslagenaffaire, or childcare benefits scandal. But for all its use, it is remarkably unclear what this ‘human measure’ entails exactly. The overall aims of my PhD research, supervised by prof. dr. Gjalt de Graaf, dr. Frédérique Six and dr. Jelle van Baardewijk, are therefore threefold. First, a conceptual clarification of the ‘menselijke maat’ and the challenges it addresses or refers to is needed. This will be provided by an inquiry in administrative theory together with an empirical analysis of documents containing conflicting conceptualizations of the human measure. Second, an understanding of how the human measure plays in administrative praxis is imperative. I will conduct a multiple case study to enable an understanding of the actualization of ‘menselijke maat’ and of what facilitates and obstructs this. Finally, an understanding of the practical actualization of the human measure will have implications for future public governance. These need to be articulated. For this I turn to a philosophical inquiry into the outcomes of the empirical research. At EGPA’s PhD symposium, I would like to present a paper addressing the first aim: that of an empirically grounded conceptual clarification of the ‘menselijke maat’.