个人和环境对培训效果的多方面影响外文翻译可编辑.docx

个人和环境对培训效果的多方面影响外文翻译可编辑.docx

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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：

Individualandcontextualinfluencesonmultipledimensionsoftrainingeffectiveness

DanS.Chiaburu,AmanuelG.TekleabIntroduction

Thechangeinthenatureandcontentofwork（Howard,1995）hasimpactedorganizationalchoiceofhumancapitaldevelopmentprograms.Oneofthemostfrequentlyencounteredhumancapitaldevelopmentinterventionsistraining,definedforthepurposesofthepresentstudyas“aplannedinterventionthatisdesignedtoenhancethedeterminantsofindividualjobperformance”（CampbellandKuncel,2001,p.278）.Inordertoenhancejobperformance,theskillsandbehaviorslearnedandpracticedduringtraininghavetobetransferredtotheworkplace,maintainedovertimeandgeneralizedacrosscontexts（HoltonandBaldwin,2003）.Consequently,astransferoflearningremainsacriticalissueforresearchersandpractitioners（HoltonandBaldwin,2003;Holtonetal.,2000）,itbecomesnecessarytotestmodelsthatincludesimportantbutless-studiedtraining-relateddeterminants.

Moreover,severalresearcherscalledforexaminingthetrainingfunctionwithintheorganizationalsystem（Campbell,1988;Mathieuetal.,1992;Noe,1986）andproposedtrainingeffectivenessmodelsthatcontainbothindividualandorganizationalcontextualfactorsasantecedentsoflearningandtransferoflearning（BaldwinandFord,1988;Colquittetal.,2000;MathieuandMartineau,1997）.Thepresentmodelrespondstothesecallsbyintegratingindividualandcontextualcomponents.Therefore,themajorobjectiveofthisstudyistoexpandourknowledgeofsuchfactorsaffectingtrainingeffectivenessbyexaminingamodelthatincludestheperceivedcontext（i.e.continuous-learningcultureandsupervisorsupport）,individualcomponents（trainingmotivationandperformancegoalorientation）,andtrainingeffectiveness.Specifically,thisstudystrivestoaddressthreeresearchgapsinthetrainingliterature.

First,despitetheexistenceofpreliminarysupportfortherelationshipbetweencontextualfactors（e.g.transferoftrainingclimateandcontinuous-learningculture）andlearning（Traceyetal.,1995）andbetweenworkenvironmentandtrainingmotivation（Traceyetal.,2001）,researcherssuggestfurtherexplorationoftheroleofmotivationintherelationshipbetweencontextualfactorsandvarioustrainingoutcomes（e.g.learning,trainingtransfer,generalization,andmaintenance）.Forexample,Traceyetal.（2001,pp.20-21）state:

“Futureresearchshouldexaminetheimpactoftrainingmotivationonothertypesandlevelsofeffectivenesscriteria.Theimpactofadditionalindividualandorganizationalcharacteristicsontrainingmotivationshouldalsobeconsidered.”Similarresearchneedsareproposedandsuggestedinotherstudies（ChengandHo,2001;Colquittetal.,2000;MathieuandMartineau,1997;Traceyetal.,2001）.Forexample,whileacknowledgingthatsituationalcharacteristicsarerelatedtotrainingmotivationandtrainingoutcomes,Colquittetal.（2000,p.700）maintainthat“theexaminationofsituationalcharacteristicsremainssurprisinglyrare”andcallforresearchrelatedtocultureandcontextualfactorsthat“havethemostpositiverelationshipswithtrainingmotivationandoutcomes”.Thus,wenotonlyreplicatepreviousresearchbutalsorespondtotheresearchcallsbytestingtherelationshipsamongcontinuous-learningculture,supervisorsupport,trainingmotivation,andtrainingoutcomes（learning,transfer,generalization,andmaintenance）.

Second,althoughresearchersforwardedevidenceontheeffectofsupervisorsupportontrainingmotivation（e.g.Cohen,1990;Clarketal.,1993;Facteauetal.,1995;Foxon,1987）andthatoftrainingmotivationontrainingoutcomes（Traceyetal.,2001）,otherstudiesdidnotfindanyrelationshipbetweensupervisorsupportandtrainingeffectiveness（e.g.ChiaburuandMarinova,2005;Russelletal.,1985）.Itispossibleforsupervisorsupporttohaveanindirecteffectontrainingoutcomesthroughtrainingmotivation.Thus,sincepriorstudiesdidnotexaminethisalternative,weaddressitinthisstudybytestingtherelationshipbetweensupervisorsupportandtrainingeffectivenessthroughtrainingmotivation.

Third,wefocusourattentionononeimportantbutlessexamined（Colquittetal.,2000）motivationalaspectintraining,goalorientation.Individualsparticipateintrainingprogramsnotonlywithspecificgoalsinmind,butalsowithspecificgoalorientations（i.e.patternsofapproachinggoalsinachievementsituations）.Formally,performancegoalorientationisdefinedas“apreferencetodemonstrateandvalidateone'scompetencebyseekingfavorablejudgmentsandavoidingnegativejudgmentsfromothers”（VandeWalle,2001,p.163）.Thus,individualswithhighperformancegoalorientationareinterestedindemonstratingtaskcompetencethroughgainingpositiveandavoidingnegativejudgmentsofcompetence.Empiricalstudiesdemonstratethatsuchperformance-orientedindividualstendtoavoidchallenges,decreasetheireffortandpersistencefollowingfailure,andfearnegativeevaluationbyothers（Buttonetal.,1996）.Intrainingtransfersituations,researcherspositthat:

“performance-orientedindividualswouldlookforcuesastowhetherhe/sheshouldattempttolearnandtransfertrainedskills”（FordandWeissbein,1997,p.38）.Althoughgoalorientationhasbeenexaminedinthetrainingliteratureinrelationshipwithlearningandothertrainingoutcomes（e.g.FisherandFord,1998;Kozlowskietal.,2001）,ithasnotbeenlinkedwithmorecomprehensivetrainingeffectivenesscriteriasuchastrainingmaintenanceandgeneralization.Thisisintriguing,giventhatmeta-analyticresearch（e.g.Colquittetal.,2000;p.701）suggeststhat“anothermechanismthatmayhelpbuildon[their]integrativetheoryisstategoalorientation”.Thus,thecurrentstudyalsoaddressesthisissuebytestingthemoderatingroleofperformancegoalorientationontherelationshipbetweentrainingmotivationandtrainingeffectivenesscriteria.

Inaddition,consistentwiththetrainingeffectivenessliterature,wetakeamultidimensionalviewoftrainingeffectiveness.Specifically,ourmodelgoesbeyondmeasuringpost-trainingknowledge（ordeclarativeknowledge）,byincorporatingalsodistalfactorssuchastrainingtransfer,andless-examinedcomponents,suchastraininggeneralizationandtrainingmaintenance.Declarativeknowledgereferstotrainee'smasteryofthetrainingcontentsasevidencedbypost-trainingtestscores.Thisiswhatotherresearchers（e.g.Anderson,1982,1985;Gagne,1984）alsorefertoasthefirstlevelofcognition.Forthisstudy,wedefinetransferoftrainingas“thedegreetowhichtraineeseffectivelyapplytheknowledge,skills,andattitudesgainedinatrainingcontexttothejob”（BaldwinandFord,1988,p.63）.Trainingmaintenanceisformallydefinedasthereproductionoftrainedskillsinanewsetting,whiletraininggeneralizationreferstotheadaptationoftrainedknowledgeandskillstoamorecomplextasksituation（Fordetal.,1998）.Figure1presentsthehypothesizedrelationshipsinthisstudy.

Perceivedcontext:

continuous-learningcultureandtrainingmotivation

Anumberofcontextual/workenvironmentfactorshavebeenidentifiedasimportantelementsintrainingeffectiveness.Ofthesefactors,wefocusoncontinuous-learningculture,definedas“anorganizationwideconcern,value,belief,andexpectationsthatgeneralknowledgeacquisitionandapplicationisimportant”（Traceyetal.,1995,p.245）,sinceorganizationsincreasinglyrelyoncontinuouslearningandcontinuousimprovementtoretaincompetitiveadvantage（LondonandMone,1999）.

Theory-buildingeffortssuchasameta-analysisofColquittetal.（2000）indicatethatsuchperceptionsofcontextaredirectlyrelatedtotrainingmotivation.Themoreemployeesperceivethattheorganizationsupportscontinuous-learning,themorethevalueissalienttothem,thusraisingtheirmotivationtoparticipateindevelopmentalactivitiessuchastraining（LondonandMone,1999）.Althoughcontinuous-learningculturehasbeensometimesoperationalizedasanorganizational-levelvariableinsomepriorstudies,itislogicaltoexpectthattheindividualperceptionofsuchacultureiscriticaltotheemployees'training-relatedmotivation,whichisalsoanindividualfactor.Therefore,wehypothesize,H1.Trainees'perceptionofacontinuous-learningculturepresentintheorganizationwillbepositivelyrelatedtotheirtrainingmotivation.

Supervisorsupportandtrainingmotivation

Inanumberoforganizations,weobservethatimmediatesupervisorsplayasignificantroleintheirsubordinates'trainingmotivation（e.g.Facteauetal.,1995;Weissetal.,1980）.Indeed,inastudyinvolvingseveralorganizations,Cohen（1990）foundthattraineeswithmoresupportivesupervisorsattendedtrainingprogramswithstrongerbeliefsintheprograms'usefulness,whichisanimportantfactorinemployeemotivation（e.g.Tharenou,2001）.Similarresultswerealsofoundbyotherresearchers（e.g.Clarketal.,1993;Facteauetal.,1995）.

FarrandMiddlebrooks（1990）appliedtheexpectancytheoryframeworktoexplaintheprocesshowsupervisorysupportmightinfluencetrainingmotivation.Theysuggestthatsupervisorsupportmaypositivelyinfluencemotivationbecauseitpositivelyimpactstrainees'expectanciesandinstrumentalities.Specifically,itishighlylikelythatimmediatesupervisorscuetheimplicationsoftrainingparticipationtoemployeesthroughperformanceevaluationsattheendoftheyearandthroughdiscussionsduringtheperformanceperiod.Inaddition,itishighlylikelythatthesesupervisorsprovidesupportforemployeestosuccessfullyparticipatein