欢迎来到冰点文库! | 帮助中心 分享价值,成长自我!
冰点文库
全部分类
  • 临时分类>
  • IT计算机>
  • 经管营销>
  • 医药卫生>
  • 自然科学>
  • 农林牧渔>
  • 人文社科>
  • 工程科技>
  • PPT模板>
  • 求职职场>
  • 解决方案>
  • 总结汇报>
  • ImageVerifierCode 换一换
    首页 冰点文库 > 资源分类 > DOCX文档下载
    分享到微信 分享到微博 分享到QQ空间

    个人和环境对培训效果的多方面影响外文翻译可编辑.docx

    • 资源ID:2482905       资源大小:23.93KB        全文页数:11页
    • 资源格式: DOCX        下载积分:3金币
    快捷下载 游客一键下载
    账号登录下载
    微信登录下载
    三方登录下载: 微信开放平台登录 QQ登录
    二维码
    微信扫一扫登录
    下载资源需要3金币
    邮箱/手机:
    温馨提示:
    快捷下载时,用户名和密码都是您填写的邮箱或者手机号,方便查询和重复下载(系统自动生成)。
    如填写123,账号就是123,密码也是123。
    支付方式: 支付宝    微信支付   
    验证码:   换一换

    加入VIP,免费下载
     
    账号:
    密码:
    验证码:   换一换
      忘记密码?
        
    友情提示
    2、PDF文件下载后,可能会被浏览器默认打开,此种情况可以点击浏览器菜单,保存网页到桌面,就可以正常下载了。
    3、本站不支持迅雷下载,请使用电脑自带的IE浏览器,或者360浏览器、谷歌浏览器下载即可。
    4、本站资源下载后的文档和图纸-无水印,预览文档经过压缩,下载后原文更清晰。
    5、试题试卷类文档,如果标题没有明确说明有答案则都视为没有答案,请知晓。

    个人和环境对培训效果的多方面影响外文翻译可编辑.docx

    1、个人和环境对培训效果的多方面影响外文翻译可编辑外文翻译原文:Individual and contextual influences on multiple dimensions of training effectivenessDan S. Chiaburu, Amanuel G. Tekleab IntroductionThe change in the nature and content of work (Howard, 1995) has impacted organizational choice of human capital development programs. One

    2、 of the most frequently encountered human capital development interventions is training, defined for the purposes of the present study as “a planned intervention that is designed to enhance the determinants of individual job performance” (Campbell and Kuncel, 2001, p. 278). In order to enhance job p

    3、erformance, the skills and behaviors learned and practiced during training have to be transferred to the workplace, maintained over time and generalized across contexts (Holton and Baldwin, 2003). Consequently, as transfer of learning remains a critical issue for researchers and practitioners (Holto

    4、n and Baldwin, 2003; Holton et al., 2000), it becomes necessary to test models that includes important but less-studied training-related determinants.Moreover, several researchers called for examining the training function within the organizational system (Campbell, 1988; Mathieu et al., 1992; Noe,

    5、1986) and proposed training effectiveness models that contain both individual and organizational contextual factors as antecedents of learning and transfer of learning (Baldwin and Ford, 1988; Colquitt et al., 2000; Mathieu and Martineau, 1997). The present model responds to these calls by integrati

    6、ng individual and contextual components. Therefore, the major objective of this study is to expand our knowledge of such factors affecting training effectiveness by examining a model that includes the perceived context (i.e. continuous-learning culture and supervisor support), individual components

    7、(training motivation and performance goal orientation), and training effectiveness. Specifically, this study strives to address three research gaps in the training literature.First, despite the existence of preliminary support for the relationship between contextual factors (e.g. transfer of trainin

    8、g climate and continuous-learning culture) and learning (Tracey et al., 1995) and between work environment and training motivation (Tracey et al., 2001), researchers suggest further exploration of the role of motivation in the relationship between contextual factors and various training outcomes (e.

    9、g. learning, training transfer, generalization, and maintenance). For example, Tracey et al. (2001, pp. 20-21) state: “Future research should examine the impact of training motivation on other types and levels of effectiveness criteria. The impact of additional individual and organizational characte

    10、ristics on training motivation should also be considered.” Similar research needs are proposed and suggested in other studies (Cheng and Ho, 2001; Colquitt et al., 2000; Mathieu and Martineau, 1997; Tracey et al., 2001). For example, while acknowledging that situational characteristics are related t

    11、o training motivation and training outcomes, Colquitt et al. (2000, p. 700) maintain that “the examination of situational characteristics remains surprisingly rare” and call for research related to culture and contextual factors that “have the most positive relationships with training motivation and

    12、 outcomes”. Thus, we not only replicate previous research but also respond to the research calls by testing the relationships among continuous-learning culture, supervisor support, training motivation, and training outcomes (learning, transfer, generalization, and maintenance).Second, although resea

    13、rchers forwarded evidence on the effect of supervisor support on training motivation (e.g. Cohen, 1990; Clark et al., 1993; Facteau et al., 1995; Foxon, 1987) and that of training motivation on training outcomes (Tracey et al., 2001), other studies did not find any relationship between supervisor su

    14、pport and training effectiveness (e.g. Chiaburu and Marinova, 2005; Russell et al., 1985). It is possible for supervisor support to have an indirect effect on training outcomes through training motivation. Thus, since prior studies did not examine this alternative, we address it in this study by tes

    15、ting the relationship between supervisor support and training effectiveness through training motivation.Third, we focus our attention on one important but less examined (Colquitt et al., 2000) motivational aspect in training, goal orientation. Individuals participate in training programs not only wi

    16、th specific goals in mind, but also with specific goal orientations (i.e. patterns of approaching goals in achievement situations). Formally, performance goal orientation is defined as “a preference to demonstrate and validate ones competence by seeking favorable judgments and avoiding negative judg

    17、ments from others” (VandeWalle, 2001, p. 163). Thus, individuals with high performance goal orientation are interested in demonstrating task competence through gaining positive and avoiding negative judgments of competence. Empirical studies demonstrate that such performance-oriented individuals ten

    18、d to avoid challenges, decrease their effort and persistence following failure, and fear negative evaluation by others (Button et al., 1996). In training transfer situations, researchers posit that: “performance-oriented individuals would look for cues as to whether he/she should attempt to learn an

    19、d transfer trained skills” (Ford and Weissbein, 1997, p. 38). Although goal orientation has been examined in the training literature in relationship with learning and other training outcomes (e.g. Fisher and Ford, 1998; Kozlowski et al., 2001), it has not been linked with more comprehensive training

    20、 effectiveness criteria such as training maintenance and generalization. This is intriguing, given that meta-analytic research (e.g. Colquitt et al., 2000; p. 701) suggests that “another mechanism that may help build on their integrative theory is state goal orientation”. Thus, the current study als

    21、o addresses this issue by testing the moderating role of performance goal orientation on the relationship between training motivation and training effectiveness criteria.In addition, consistent with the training effectiveness literature, we take a multidimensional view of training effectiveness. Spe

    22、cifically, our model goes beyond measuring post-training knowledge (or declarative knowledge), by incorporating also distal factors such as training transfer, and less-examined components, such as training generalization and training maintenance. Declarative knowledge refers to trainees mastery of t

    23、he training contents as evidenced by post-training test scores. This is what other researchers (e.g. Anderson, 1982, 1985; Gagne, 1984) also refer to as the first level of cognition. For this study, we define transfer of training as “the degree to which trainees effectively apply the knowledge, skil

    24、ls, and attitudes gained in a training context to the job” (Baldwin and Ford, 1988, p. 63). Training maintenance is formally defined as the reproduction of trained skills in a new setting, while training generalization refers to the adaptation of trained knowledge and skills to a more complex task s

    25、ituation (Ford et al., 1998). Figure 1 presents the hypothesized relationships in this study.Perceived context: continuous-learning culture and training motivationA number of contextual/work environment factors have been identified as important elements in training effectiveness. Of these factors, w

    26、e focus on continuous-learning culture, defined as “an organization wide concern, value, belief, and expectations that general knowledge acquisition and application is important” (Tracey et al., 1995, p. 245), since organizations increasingly rely on continuous learning and continuous improvement to

    27、 retain competitive advantage (London and Mone, 1999).Theory-building efforts such as a meta-analysis of Colquitt et al. (2000) indicate that such perceptions of context are directly related to training motivation. The more employees perceive that the organization supports continuous-learning, the m

    28、ore the value is salient to them, thus raising their motivation to participate in developmental activities such as training (London and Mone, 1999). Although continuous-learning culture has been sometimes operationalized as an organizational-level variable in some prior studies, it is logical to exp

    29、ect that the individual perception of such a culture is critical to the employees training-related motivation, which is also an individual factor. Therefore, we hypothesize,H1. Trainees perception of a continuous-learning culture present in the organization will be positively related to their traini

    30、ng motivation.Supervisor support and training motivationIn a number of organizations, we observe that immediate supervisors play a significant role in their subordinates training motivation (e.g. Facteau et al., 1995; Weiss et al., 1980). Indeed, in a study involving several organizations, Cohen (19

    31、90) found that trainees with more supportive supervisors attended training programs with stronger beliefs in the programs usefulness, which is an important factor in employee motivation (e.g. Tharenou, 2001). Similar results were also found by other researchers (e.g. Clark et al., 1993; Facteau et a

    32、l., 1995).Farr and Middlebrooks (1990) applied the expectancy theory framework to explain the process how supervisory support might influence training motivation. They suggest that supervisor support may positively influence motivation because it positively impacts trainees expectancies and instrume

    33、ntalities. Specifically, it is highly likely that immediate supervisors cue the implications of training participation to employees through performance evaluations at the end of the year and through discussions during the performance period. In addition, it is highly likely that these supervisors provide support for employees to successfully participate in


    注意事项

    本文(个人和环境对培训效果的多方面影响外文翻译可编辑.docx)为本站会员主动上传,冰点文库仅提供信息存储空间,仅对用户上传内容的表现方式做保护处理,对上载内容本身不做任何修改或编辑。 若此文所含内容侵犯了您的版权或隐私,请立即通知冰点文库(点击联系客服),我们立即给予删除!

    温馨提示:如果因为网速或其他原因下载失败请重新下载,重复下载不扣分。




    关于我们 - 网站声明 - 网站地图 - 资源地图 - 友情链接 - 网站客服 - 联系我们

    copyright@ 2008-2023 冰点文库 网站版权所有

    经营许可证编号:鄂ICP备19020893号-2


    收起
    展开