1、外文文献翻译译文一、外文原文原文CHARACTERISTICSTHATENHANCETRAININGEFFECTIVENESSINIMPLEMENTINGTECHNOLOGICALCHANGEINSALESSTRATEGYAFIELDBASEDEXPLORATORYSTUDYSHIKHARSARIN,TRINASEGO,AJAYKKOHLIANDGOUTAMCHALLAGALLARESEARCHERSNOTETHATSUPERVISORSCANIMPROVEEMPLOYEESABILITYTOCOPEBYPROVIDINGTHEMWITHRESOURCES,SUCHASSKILLDEVELOP
2、MENTANDTRAINING,THATINCREASETHEIRCAPACITYTODEALWITHSTRESSFULEVENTSSUCHASTECHNOLOGICALORSTRATEGICCHANGESINTHEWORKPLACEEG,KAHNANDBYOSIERE1998SCHURMANANDISRAEL1995ENABLINGACTIONSSUCHASTRAININGCANLEADTOMOREFAVORABLEFEEDBACKABOUTTHECHANGESWANSONANDPOWER2001ANDTOGREATERACCEPTANCEOFCHANGELEITERANDHARVIE199
3、8SEVERALSTUDIESONSFAALSOHIGHLIGHTTHEROLEOFTRAININGASAMAJORFACTORLEADINGTOTHESUCCESSFULIMPLEMENTATION,ACCEPTANCE,ANDUSAGEOFSFATECHNOLOGIESEG,BUTTLE,ANG,ANDIRIANA2006JONES,SUNDARAM,ANDCHIN2002MURTHYETAL2008PULLIG,MAXHAM,ANDHAIR2002SCHILLEWAERTETAL2005LARGELY,CONCEPTUALIZATIONANDMEASUREMENTOFTRAININGIN
4、THESESTUDIESRANGEFROM1THEAMOUNTOFTRAININGRECEIVED,2THEPERCENTAGEOFEMPLOYEESTRAINED,3THETYPEOFTRAININGPROVIDEDIE,CONTENT,AND4THEPERCEIVEDIMPORTANCEOFTHETRAININGTOTHEORGANIZATIONTHARENOU,SAKS,ANDMOORE2007CRONETAL2005SUGGESTTHATTYPICALSALESPERSONTRAININGPROGRAMSCANALSOVARYALONGTHEFOLLOWINGDIMENSIONSSTA
5、NDARDIZATIONIE,COMMONTOALLSALESPEOPLETOPDOWNIE,MANAGEMENTDECIDESMANDATEDIE,NONVOLUNTARYSTRUCTUREDIE,FORMALANDCENTRALIZEDCLASSROOMSETTINGBYINHOUSEOROUTSIDEEXPERTSTOTHEBESTOFOURKNOWLEDGE,NOPREVIOUSSTUDYHASVALIDATEDEMPIRICALLYTHESEORRELATEDDIMENSIONSANDLINKEDTHEMTOTHEEFFECTIVENESSOFTHETRAININGPROGRAMIN
6、THECONTEXTOFCHANGEIMPLEMENTATIONPRIORRESEARCHHASFOCUSEDLARGELYONTRAININGINGENERAL,RATHERTHANONIDENTIFYINGCHARACTERISTICSOFTRAININGTHATMAYFACILITATECHANGEIMPLEMENTATIONWETHEREFOREDRAWUPON37FIELDINTERVIEWSATALARGEDISTRIBUTOROFCOMMERCIALGOODSTOIDENTIFYTHOSEASPECTSOFTRAININGTHATWOULDBERELEVANTFORCHANGEI
7、MPLEMENTATIONTHEPURPOSEOFTHESEINTERVIEWSWASTODRAWONPRACTITIONERSINSIGHTSAND“THEORIESINUSE”INORDERTOIDENTIFYASPECTSOFTRAININGLIKELYTOBEPERTINENTFOREFFECTIVECHANGEIMPLEMENTATIONARGYRISANDSCHON1978ZALTMAN,LEMASTERS,ANDHEFFRING1982THEFIELDINTERVIEWSSUGGESTEDTHREEASPECTSOFTRAININGLIKELYTOBEIMPORTANTDETER
8、MINANTSOFEFFECTIVECHANGEIMPLEMENTATIONINTERVIEWEESFELTTHATTIMELINESSOFTRAININGWASLIKELYTOBECRUCIALINHELPINGSALESPEOPLELEARNTHEIRNEWROLESANDIMPLEMENTTHEMEFFECTIVELYSIMILARLY,THEINTERVIEWEESALLUDEDTOPOTENTIALBENEFITSOFFORMALITYOFTHETRAININGASOPPOSEDTOLETTINGSALESPEOPLEDECIDETHEIROWNTRAININGCONTENT,SEQ
9、UENCE,STRUCTURE,ANDPACINGFORMALITYOFTRAININGENCOMPASSESELEMENTSOFSTANDARDIZATION,STRUCTURE,ANDSETTINGSUGGESTEDBYCRONETAL2005LASTLY,CONSISTENTWITHTHEDIMENSIONOFMANDATEDTRAININGDISCUSSEDBYCRONETAL2005,SALESPEOPLEINOURINTERVIEWSALLUDEDTOVARIATIONSINTHEEXTENTTOWHICHTHEYPERCEIVEDTHETRAININGTOBEVOLUNTARYO
10、RREQUIREDAKEYIDEAEMERGINGFROMTHESEINTERVIEWSWASTHENOTIONTHATTRAININGTHATISVOLUNTARYMAYBEPERCEIVEDASBEINGLESSIMPORTANTANDOFRELATIVELYLOWERQUALITYTHEREWASAFAIRAMOUNTOFVARIANCEACROSSSALESBRANCHESINTHETIMELINESS,FORMALITY,ANDVOLUNTARINESSOFTHETRAININGPROVIDEDTOSALESPEOPLEINTHEFOLLOWINGSECTIONS,WEDRAWUPO
11、NPREVIOUSRESEARCHTODEVELOPFORMALHYPOTHESESLINKINGTHETHREEDIMENSIONSOFTIMELINESS,FORMALITY,ANDVOLUNTARINESSTOTHEPERCEIVEDEFFECTIVENESSOFTHETRAININGANDTOTHESUBSEQUENTABILITYOFSALESPEOPLETOMANAGETHESTRATEGICCHANGEWEALSOEXPLORETHEMODERATINGEFFECTSOFPERCEIVEDIMPACT,SALESPERSONAGE,ANDLEARNINGORIENTATIONON
12、SOMEOFTHEABOVERELATIONSHIPSNEXT,USINGDATAFROMASURVEYOF828SALESPEOPLE,WETESTTHESEHYPOTHESESANDFINDSUPPORTFORMOSTOFTHEMHYPOTHESISDEVELOPMENTTRAININGCHARACTERISTICSANDTHEPERCEIVEDEFFECTIVENESSOFTRAININGPROVIDINGTRAININGTOINDIVIDUALSBEFORESTRESSFULEVENTS,SUCHASCHANGE,AREINTRODUCEDINTOTHEORGANIZATIONISAP
13、ROACTIVEAPPROACHTHATMAYHELPPREVENTINTERPERSONALCONFLICTAMONGCOLLEAGUESCOOPER,DEWE,ANDODRISCOLL2001RESEARCHHASFOUNDTHATEMPLOYEESNEEDTOSPENDTIMEWITHANEWTECHNOLOGYBEFORETHEYFEELTHATTHEYHAVEMASTEREDITCONNERANDRUMELT1991HOWEVER,PREVIOUSRESEARCHHASNOTEXAMINEDEMPLOYEESENSITIVITYTOTHETIMINGOFTRAININGINACHAN
14、GEIMPLEMENTATIONCONTEXTTIMELINESSISDEFINEDASTHEDEGREETOWHICHTHESALESPERSONFEELSTHATHEORSHERECEIVEDCHANGERELATEDTRAININGATANOPPORTUNETIMERELATIVETOTHEPUSHFORCHANGEATTHEIRBRANCHSWANSONANDPOWER2001SUGGESTTHATENABLINGACTIONSTHATPROVIDEFUNCTIONALCOPINGSKILLSLEADSTOMOREFAVORABLEFEEDBACKONTHEINTERVENTIONAN
15、DTHECHANGEINTHECONTEXTUNDERSTUDY,SALESPEOPLEATDIFFERENTBRANCHES,OREVENWITHINTHESAMEBRANCH,RECEIVEDTRAININGATDIFFERENTTIMESSOMESALESPEOPLEINTERVIEWEDDURINGTHEEXPLORATORYPHASEOFTHISPROJECTCOMPLAINEDTHATTRAININGWASNOTTIMELYONESALESPERSONCOMMENTEDTHESALESPEOPLEDONTPUSHONLINESALESASMUCHBECAUSETHEYDONTKNO
16、WMUCHABOUTITTHEYARENOTTRAINEDINITTHEYAREHESITANTIAMRECEIVINGMYTRAININGNOWFORTHEFIRSTTIMEFOURYEARSAFTERTHEFACTBASEDONOURQUALITATIVEDATA,WEEXPECTAPOSITIVECORRELATIONBETWEENPERCEIVEDTIMELINESSOFTHETRAININGANDEVALUATIONSOFTRAININGEFFECTIVENESSTRAININGEFFECTIVENESSREFERSTOTHEDEGREETOWHICHTHESALESPEOPLEPE
17、RCEIVETHETRAININGASPROVIDINGUSEFULINFORMATIONANDSKILLSRELATEDTOTHECHANGETHUS,WEPOSITTHATHYPOTHESIS1TIMELINESSOFCHANGERELATEDTRAININGWILLBEPOSITIVELYRELATEDTOTHEPERCEIVEDEFFECTIVENESSOFTHETRAININGDURINGEXPLORATORYINTERVIEWS,AFEWSALESPEOPLEINDICATEDTHATTHESELFPACEDONLINETRAININGAVAILABLETOTHEMWASHELPF
18、UL,BUTMANYEXPRESSEDADESIREFORMORETRADITIONAL,STRUCTUREDTRAININGFOREXAMPLE,ONESALESPERSONOBSERVEDTRAININGCOULDBEBETTERONLINETRAININGISFINE,BUTWRITTEN,FACETOFACE,ANDSITDOWNTRAININGWOULDBEBETTERTRYINGTODOSELFPACEDONLINETRAININGBETWEENPHONECALLSWASDIFFICULTTHEREWASNOFOLLOWTHROUGHTHENEEDFORFORMALLYSTRUCT
19、UREDTRAININGMAYBEMOSTACUTEINTHEEARLYSTAGESOFCHANGEIMPLEMENTATIONWHENTRAINEESNEEDTOBEPRESENTEDWITHASETOFBEHAVIORSTOBELEARNEDANDWITHANOPPORTUNITYTOOBSERVETHOSEBEHAVIORSMURTHYETAL2008WEDEFINEFORMALITYOFTHETRAININGASTHEDEGREETOWHICHTHECHANGERELATEDTRAININGWASORGANIZED,PLANNED,ANDDELIVEREDINASYSTEMATICMA
20、NNERBEHAVIORMODELINGTRAININGSUGGESTSTHATINFORMATIONANDBEHAVIORSSHOULDBEPRESENTEDINANORGANIZEDWAYTOFACILITATECOGNITIVEORGANIZATIONOFACQUIREDKNOWLEDGETAYLOR,RUSSEFT,ANDCHAN2005THETRANSFEROFDESIREDSKILLSISMORELIKELYTOOCCURWHENKNOWLEDGEANDBEHAVIORSAREORGANIZEDINTOANAGEABLEMODULESANDWHENTHELEARNINGEXPERI
21、ENCEISAPPROPRIATELYPACEDCRONETAL2005TANNENBAUMANDYUKL1992FURTHERMORE,INFORMATIONPROVIDEDTHROUGHFORMALCHANNELSISUSEDMOREOFTENMALTZANDKOHLI1996STUDIESCONDUCTEDINTHECONTEXTOFHIGHEREDUCATIONSUGGESTTHATINSTRUCTIONANDINSTRUCTORSWHOAREPERCEIVEDTOBEMOREORGANIZEDAREEVALUATEDMOREPOSITIVELYEG,PASWANANDYOUNG200
22、2THUS,WEEXPECTAPOSITIVECORRELATIONBETWEENFORMALITYOFTHETRAININGANDTHEPERCEIVEDEFFECTIVENESSOFTHETRAININGWEPOSITHYPOTHESIS2FORMALITYOFTHECHANGERELATEDTRAININGWILLBEPOSITIVELYRELATEDTOTHEPERCEIVEDEFFECTIVENESSOFTHETRAININGPREVIOUSRESEARCHSUGGESTSTHATNONMANDATEDWORKPLACETECHNOLOGIESIE,ADOPTIONISVOLUNTA
23、RYAREPERCEIVEDMOREFAVORABLYANDAREMORELIKELYTOBEUSEDHARTWICKANDBARKI1994HOWEVER,LITTLEISKNOWNABOUTTHEEFFECTSOFMANDATINGTRAININGINIMPLEMENTINGTECHNOLOGICALCHANGEINSALESSTRATEGYVOLUNTARINESSISDEFINEDASTHEDEGREETOWHICHSALESPEOPLEPERCEIVETHATPARTICIPATIONINCHANGERELATEDTRAININGISVOLUNTARYRATHERTHANMANDAT
24、EDVOLUNTARINESSISNOTADICHOTOMOUSIE,YESORNOPROPOSITIONOFTENSALESPEOPLEAREINFORMEDTHATTHETRAININGISVOLUNTARYBUTTHEYARE“STRONGLYENCOURAGED”TOPARTICIPATESOMEOFTHEEXPLORATORYINTERVIEWDATASUGGESTTHATSALESPEOPLEREACTNEGATIVELYTOMANDATEDTRAININGONESALESPERSONOBSERVEDWEWEREGIVENANULTIMATUMTOGETONWITHTHEONLIN
25、ESALESTRAININGPROGRAMORTOGETOURRESUMESTOGETHERITWASMEANTTOCONVEYMANAGEMENTSCOMMITMENTTHUS,WEMIGHTEXPECTTHATMANDATORYTRAININGWOULDBEPERCEIVEDASLESSEFFECTIVETHANVOLUNTARYTRAININGEG,CRONETAL2005HOWEVER,SALESPEOPLEANDSALESMANAGERSMAYTREATANANNOUNCEDCHANGEINSALESSTRATEGYWITHSKEPTICISMUNTILTHEYARECONVINCE
26、DTHATMANAGEMENTISFULLYCOMMITTEDTOTHECHANGEMANAGEMENTDECISIONSABOUTTHETRAINING,INCLUDINGTHEDECISIONTOMAKETRAININGMANDATORYORNOT,MAYSERVEASCUESABOUTTHECHANGEANDTHEFIRMSCOMMITMENTTOTHECHANGEININFORMATIONASYMMETRICENVIRONMENTS,THESIGNALINGCONCEPTSUGGESTSTHATSALESPEOPLEWHOAREOFTENATANINFORMATIONDISADVANT
27、AGEUNDERSUCHCONDITIONSWILLMAKEATTRIBUTIONSABOUTMANAGERSINTENTIONSBASEDONTHETACTICSTHATTHEMANAGERSUSEKIRMANIANDRAO2000WHENSUBSTANTIVEINFORMATIONABOUTTHECHANGEISNOTFORTHCOMINGTHROUGHDIRECTCHANNELS,SALESPEOPLEWILLMAKEINFERENCESABOUTMANAGERIALCOMMITMENTBASEDONCUESEVIDENTINMANAGEMENTOFACHANGERELATEDTRAIN
28、INGPROGRAMSIXANDSORGE2008SUGGESTTHATINDIVIDUALSAREMORELIKELYTOTRUSTMANAGEMENTSINTENTIONSWHENCUESARECONSISTENTANDUNAMBIGUOUSREQUIRINGSALESPEOPLETOPARTICIPATEINATRAININGPROGRAMWOULDSIGNALAHIGHLEVELOFCOMMITMENTTOTHECHANGEANDACOMMITMENTTOASSISTINGSALESPEOPLETHROUGHTHETRANSITIONMOREOVER,THECOMMITMENTOFRE
29、SOURCESBYAFIRMTOACOURSEOFACTIONAFFECTSEMPLOYEEPERCEPTIONSOFTHATCOURSEOFACTIONMENONETAL1999WHENSALESPEOPLESEETHATSIGNIFICANTRESOURCESHAVEBEENALLOCATEDTOTRAINING,THEYMAYPERCEIVETHETRAININGTOBEHIGHERINQUALITYTHUS,WEEXPECTANEGATIVECORRELATIONBETWEENTRAININGVOLUNTARINESSANDTHEPERCEIVEDEFFECTIVENESSOFTRAI
30、NINGWEPOSITHYPOTHESIS3VOLUNTARINESSWILLBENEGATIVELYRELATEDTOTHEPERCEIVEDEFFECTIVENESSOFCHANGERELATEDTRAININGMODERATINGEFFECTOFTHEPERCEIVEDIMPACTOFCHANGEPERCEIVEDIMPACTOFCHANGEISTHEDEGREETOWHICHASALESPERSONBELIEVESTHATTHECHANGEWILLHAVEAFAVORABLEEFFECTONHISORHERWELLBEINGONTHEJOBSEVERALSTUDIESONSFANOTE
31、THATTHEPERCEIVEDUSEFULNESSOFTECHNOLOGYHASASIGNIFICANTINFLUENCEOVERTHEACCEPTANCE,ADOPTION,ANDUSAGEOFANEWSFATECHNOLOGYBUTTLE,ANG,ANDIRIANA2006JONES,SUNDARAM,ANDCHIN2002SCHILLEWAERTETAL2005THESESTUDIESSUGGESTTHATSALESPEOPLEWHOBELIEVETHATTHETECHNOLOGICALCHANGEWILLHAVEAHIGHLYBENEFICIALIMPACTWILLBEMOREMOT
32、IVATEDTOACTIVELYPARTICIPATEINCHANGERELATEDTRAININGEXPECTANCYTHEORYHASBEENTHEDOMINANTFRAMEWORKFORUNDERSTANDINGSALESPERSONMOTIVATIONCHONKO1986GRAYANDWERTGRAY1999THECENTRALTENETOFEXPECTANCYTHEORYISTHATEXPECTEDOUTCOMESMOTIVATEINDIVIDUALBEHAVIORFEATHER1982THISLINEOFTHINKINGSUGGESTSTHATASALESPERSONWHOEXPE
33、CTSTHECHANGETOHAVEAHIGHLYFAVORABLEIMPACTONHIMORHERWILLBEMOTIVATEDTODEVELOPTHESKILLSNEEDEDTOMANAGEANDIMPLEMENTTHETECHNOLOGICALCHANGEMOTIVATIONDRIVENBYTHEEXPECTEDBENEFITSOFCHANGEWOULDLIKELYMITIGATESOMEEFFECTSOFTHECHARACTERISTICSOFTHETRAININGPROGRAMSALESPEOPLEWHOEXPECTAFAVORABLEIMPACTFROMTHECHANGEMAYBE
34、MORESENSITIVETOTHEAVAILABILITYOFTIMELYTRAINING,BUTTHEYMAYBELESSSENSITIVETOOTHERTRAININGCHARACTERISTICSSUCHASWHETHERTHETRAININGISVOLUNTARYORWHETHERITISFORMALLYSTRUCTUREDTHUS,WEEXPECTTHATPERCEIVEDIMPACTOFTHECHANGETOMODERATETHERELATIONSHIPSBETWEENTRAININGCHARACTERISTICSANDTHEPERCEIVEDEFFECTIVENESSOFCHA
35、NGERELATEDTRAININGWEPOSITHYPOTHESIS4THEPOSITIVEEFFECTOFTIMELINESSONTRAININGEFFECTIVENESSWILLBESTRONGERFORSALESPEOPLEWHOPERCEIVETHECHANGETOHAVEAMOREFAVORABLEIMPACTHYPOTHESIS5THEPOSITIVEEFFECTOFFORMALITYONTRAININGEFFECTIVENESSWILLBEWEAKERFORSALESPEOPLEWHOPERCEIVETHECHANGETOHAVEAMOREFAVORABLEIMPACTHYPO
36、THESIS6THENEGATIVEEFFECTOFVOLUNTARINESSONTRAININGEFFECTIVENESSWILLBEWEAKERFORSALESPEOPLEWHOPERCEIVETHECHANGETOHAVEAMOREFAVORABLEIMPACTMODERATINGEFFECTOFTHESALESPERSONSAGEASTHEYAGE,SALESPEOPLEBECOMEMORERESISTANTTOCHANGEFU2009ANDTONEWTECHNOLOGYMORRISANDVENKATESH2000BECAUSEOFTHEIRINCREASEDFEAROFCHANGEA
37、NDOFTECHNOLOGY,OLDERSALESPEOPLEMAYEXPERIENCEGREATERANXIETYORDISTRESSINTHECONTEXTOFATECHNOLOGICALCHANGEFOROLDERSALESPEOPLE,TIMELINESSOFCHANGERELATEDTRAININGMAYBEMORECRITICALTHANFORYOUNGERSALESPEOPLETIMELYTRAININGWOULDREDUCEANXIETYAMONGOLDERSALESPEOPLEANDWILLALLOWTHEMTIMETOLEARNABOUTNEWTECHNOLOGIESAND
38、TOADJUSTTOTHECHANGETHUS,WEPOSITHYPOTHESIS7THEPOSITIVEEFFECTOFTIMELINESSONPERCEIVEDEFFECTIVENESSOFTRAININGWILLBESTRONGERWITHTHESALESPERSONSAGE（节选）JOURNALOFPERSONALSELLINGSCHURMANANDISRAEL1995。从而使行动或者训练可以导致更多关于变化SWANSONANDPOWER2001和更大程度变化的良好信息反馈LEITERANDHARVIE1998。有几项在销售能力自动化上的研究同样也强调培训是作为一个能够导致成功的实现，
39、接受和销售能力自动化技术使用的主要因素的角色EG,BUTTLE,ANG,ANDIRIANA2006JONES,SUNDARAM,ANDCHIN2002MURTHYETAL2008PULLIG,MAXHAM,ANDHAIR2002SCHILLEWAERTETAL2005。在很大程度上，培训的概念化和测量在这些研究中延伸（1）接受培训的数量；（2）员工培训的百分比；（3）提供培训的类型IE,CONTENT；（4）培训对组织环境属性的重要程度THARENOU,SAKS,ANDMOORE2007。CRON等人提出典型的销售员培训计划同样可以在下列维度中变化标准化（例如，公共销售员）；自上而下（例如，管
40、理决定）；强制执行（例如，非随意的）；结构化（即正式和集中的）；课堂环境（内部或外部专家）。据我们所知，在早先的研究中没有实证验证这些或者相关维度，以及与此相关的在变革实施的情况下有效培训计划安排。先前的研究很大程度上主要集中在一般培训，而不是对可能促进变革实施的培训特征的识别。因此我们利用一个大经销商的商业产品的37场访谈来鉴定各个方面的培训对变革实施可能产生的重大作用。这些访谈的目的是利用从业者的洞察力和“实践中的理论”来鉴定哪些方面的培训可能是恰当有效的实施方式ARGYRISANDSCHON1978ZALTMAN,LEMASTERS,ANDHEFFRING1982。现场采访提出培训的三个
41、方面可能是变更有效实施的很重要的决定因素。受访者觉得培训的及时性可能是帮助销售人员学习他们的新角色和有效实施的重要因素。同样的，受访者也提到培训形式的潜在效益（与让销售人员决定自己的培训内容、顺序、结构和节奏截然相反）。CRON等人认为培训的形式包括标准化元素，结构和设置建议2005。最后，CRON等人讨论符合强制培训的维度2005，在访谈中销售人员提到在一定程度上提高培训有效性的因素是自愿的或者是必需的。这些访谈所呈现出的一个主要观念是自愿培训的概念，视作次之重要的以及可以降低培训质量的因素。在销售网点有相当大的分歧关于提供给销售人员的培训的及时性，形式和自愿性。在接下来的段落里，我们可以利
42、用以前的研究来开发正式的假设，关于培训及时性，形式和自愿性这三个维度对培训有效性和销售人员后来的经营战略变革能力的影响。我们也探讨感知影响的调节作用，销售人员的年龄和学习方向与上述某项的关系。其次，根据828个销售人员的调查中得出的数据，我们验证了这些假设并且找到了大多数对这些假设的支持。假设发展培训特征和培训知觉有效性在面临压力事件之前提供培训，比如改变，是一个前瞻性的引入组织的方法，可以帮助预防同事之间的人际冲突COOPER,DEWE,ANDODRISCOLL2001。研究发现员工在他们认为自己掌握新技术之前会花费很大时间在上面CONNERANDRUMELT1991。然而，以前的研究并没有
43、发现在一个变革实施的环境中雇员培训时机的敏感性。培训及时性被定义为销售员在何种程度觉得他或者她接受相关改变的培训在一个恰当的时间相对于呼吁更能改变他们的分公司。SWANSON和POWER2001提出在介入和改变中提供功能的应对技能授权行为来获得更多的有利反馈。在此背景下，研究销售人员在不同的分支机构，甚至在同一分支机构下，不同的时间接受培训。一些销售员在计划探索性阶段的访谈中抱怨培训是不及时的。一个销售人员说销售员在网上销售没有同样多的干劲是因为他们并不了解。他们没有接受过相关培训。他们是犹豫的。我收到了到现在为止第一次的培训工作四年后这一事实。基于定性数据，我们认为培训的及时性和培训效果评估
44、存在一种正相关。培训的效果在某种程度上是指销售人员认为培训为改变提供有用的信息和技能。因此，我们假定，假设1变化有关的培训及时性与培训有效性存在正相关。在考察访问中，一些销售人员表明自定进度的网路培训对他们是有帮助的，但是许多人仍表示他们希望能有更传统的、结构化的培训。例如，一个销售人员观察得出结论培训可以做得更好。网络培训是好的，但是摘录的，面对面坐下来的培训效果会更好。试图完成自定进度的网络培训的电话控制是很难的。同样没有可能贯穿始终。正式结构的培训可能是在变革实施的最初阶段亟需的，实习生需要参加去学习一套行为以及得到一个观察那些行为的机会MURTHYETAL2008。我们定义培训的形式是
45、作为变化有关的培训的组织，计划，交付的系统化方式的程度上的。行为模拟培训表明，信息和行为应以一种组织方式来获得知识促进组织认知。预期技能的转让在知识和行为被组织成易于操作的模块或者学习经验处在相称的步调时是极有可能发生的CRONETAL2005TANNENBAUMANDYUKL1992。此外，信息提供通过正式的管道会被应用更多MALTZANDKOHLI1996。在高等教育背景下所做的研究提出更有条理的说明和培训师会得到更加积极地评价。因此，我们认为培训的形式和培训的有效性存在一种正相关。我们假定假设2变化有关的培训形式将会与培训有效性存在一种正相关。以前的研究表明，NONMANDATED工作场
46、所的技术（例如，自愿接受）是被认为更顺利而且更可能被使用的HARTWICKANDBARKI1994。然而，很少有人了解在销售策略实施技术变革中实行强制培训的影响。培训自愿被定义的程度是指销售人员认为参与变化有关的培训自愿多于强制。自愿不是简单两个（例如,“是”或者“不是”）主张时常在销售人员那里了解到，这种培训是自愿的但是他们“大力提倡”去参与。一些探索性面谈的资料表明，销售人员对强制培训具有消极反应。一个销售人员观察提出我们被告知了基本原理网上销售（训练）计划中获得成功或者一起获得我们的简历。这意味着传达管理人员的承诺。因此，我们认为强制培训将会比自愿培训效果来的要差EG,CRONETAL2
47、005。然而，销售人员和销售经理可能探讨决定销售策略改变态度，直到他们深信管理人员全面致力于改变。关于培训的管理决策，包括规定培训是否强制性的决定，可以作为线索的变化和改公司的承诺变化。在信息不对称的环境下，信号概念表明，销售人员（通常在信息劣势的条件下）将会在管理者使用的策略基础上确定管理者意图的属性KIRMANIANDRAO2000。当培训的实质性信息不是通过直接渠道来临，销售人员将会根据变化有关的培训管理中的明显提示推断管理承诺。SIX和SORGE2008提出当提示是始终一致并且清晰明确的时候，个人会更可能信任管理人员的意图。要求销售人员参加培训计划需要一个高水平的改变和帮助销售人员通过
48、过渡的承诺。此外，公司的一连串的资源承诺影响雇员的认知而产生一连串的行动MENONETAL1999。当销售人员发现重要的资源已经被分配给培训，他们将会觉得培训的质量更高了。因此，我们期望培训自愿和培训有效性存在负相关。我们假定假设3自愿性将会对培训有效性带来消极影响。变化的有效性的调节作用有效性的变化程度是一名销售人员认为这种变化将会在他或她健康工作产生有利的影响。在国家林业局科技许多研究中提出，技术的感官有效性有重大的影响在接受，采用和新技术的使用BUTTLE,ANG,ANDIRIANA2006JONES,SUNDARAM,ANDCHIN2002SCHILLEWAERTETAL2005。这些
49、研究表明，销售人员认为，科学技术进步有一种十分有益的影响将会更主动地参与变化相关的培训。期望理论为理解销售人员的动机建立显性的框架CHONKO1986GRAYANDWERTGRAY1999。期望理论的核心原则是，预期效果推动个人行为FEATHER1982。这种思路表明，一个销售人员期望改变对他或她有积极地影响，为技术变革的管理和实施需要积极发展技能。变化的预期效益推动动机将可能会减轻培训计划特征的一些影响。销售人员期待变化的良好影响，对培训及时有效性的敏感，但他们可能不太敏感对培训的其他特征比如是否自愿或者形式是否正式。因此，我们期望，知觉改变的影响，适度的关系在培训特征和变化有关的培训有效性。我们假设假设4及时性具有积极地影响对培训效力将会使理解变化有一个更有利的影响的销售人员变得更强大。假设5形式积极影响对培训效力比较弱，当销售人员理解变化有更有利的影响。假设6培训自愿的负面影响对培训有效性比较弱，当销售人员理解变化有更有利的影响。销售人员年龄的调节作用由于他们的年龄，销售人员变得更加难以改变FU2009和创造新技术MORRISANDVENKATESH2000。由于技术和变化增加了恐惧，老的销售人员在一个技术变革的背景下经历更大的焦虑和苦恼。对于老的销售人员，变化有关的培训及时性可能比年轻销售人员更危险。培训的及时性将会减少老的销售人员的焦虑，并让他们有
