The first of three papers from this symposium, "The Effects of Personality, Affectivity, and Work Commitment on Motivation to Improve Work through Learning" (Sharon S. Naquin, Elwood F. Holton III), examined the degree to which the Five-Factor Model (FFM) of personality, affectivity, and work commitment dimensions influenced motivation to improve work through learning. Findings indicated that 57 percent of the variance in motivation to improve work through learning was explained by positive affectivity, work commitment, and extroversion. The second paper investigated "The Relationship between Work Environment and Employees' Self-Directed Learning Readiness [SDLR] in Korean Companies" (Ji-Hye Park). The study found that employees showed significantly different perception of all environment factors, SDLR, and teamwork and that taking risks explained their SDLR. The final study reported in the symposium, "Predicting Motivation to Learn and Motivation to Transfer in a Service Organization" (Constantine Kontoghiorghes), attempted to identify key predictors of motivation to learn and motivation to transfer, as well as examined the relationship between the two variables. Organizational commitment, task cues, and co-worker commitment to quality work were found to be the strongest predictors of motivation to learn. Motivation to learn, motivating job, and being expected to use the newly learned skills and knowledge were found to be the most important predictors of motivation to transfer. (Contains 109 total references.) (KC)