1、本科毕业论文（设计）外文翻译题目XX企业员工培训的有效性研究学院商学院专业人力资源管理班级学号学生姓名指导教师外文题目INDIVIDUALANDCONTEXTUALINFLUENCESONMULTIPLEDIMENSIONSOFTRAININGEFFECTIVENESS外文出处JOURNALOFEUROPEANINDUSTRIALTRAININGVOL29ISSUE8,20058P604624外文作者DANSCHIABURU,AMANUELGTEKLEAB原文INDIVIDUALANDCONTEXTUALINFLUENCESONMULTIPLEDIMENSIONSOFTRAININGEFFEC
2、TIVENESSDANSCHIABURU,AMANUELGTEKLEABINTRODUCTIONTHECHANGEINTHENATUREANDCONTENTOFWORKHOWARD,1995HASIMPACTEDORGANIZATIONALCHOICEOFHUMANCAPITALDEVELOPMENTPROGRAMSONEOFTHEMOSTFREQUENTLYENCOUNTEREDHUMANCAPITALDEVELOPMENTINTERVENTIONSISTRAINING,DEFINEDFORTHEPURPOSESOFTHEPRESENTSTUDYAS“APLANNEDINTERVENTION
3、THATISDESIGNEDTOENHANCETHEDETERMINANTSOFINDIVIDUALJOBPERFORMANCE”CAMPBELLANDKUNCEL,2001,P278INORDERTOENHANCEJOBPERFORMANCE,THESKILLSANDBEHAVIORSLEARNEDANDPRACTICEDDURINGTRAININGHAVETOBETRANSFERREDTOTHEWORKPLACE,MAINTAINEDOVERTIMEANDGENERALIZEDACROSSCONTEXTSHOLTONANDBALDWIN,2003CONSEQUENTLY,ASTRANSFE
4、ROFLEARNINGREMAINSACRITICALISSUEFORRESEARCHERSANDPRACTITIONERSHOLTONANDBALDWIN,2003HOLTONETAL,2000,ITBECOMESNECESSARYTOTESTMODELSTHATINCLUDESIMPORTANTBUTLESSSTUDIEDTRAININGRELATEDDETERMINANTSMOREOVER,SEVERALRESEARCHERSCALLEDFOREXAMININGTHETRAININGFUNCTIONWITHINTHEORGANIZATIONALSYSTEMCAMPBELL,1988MAT
5、HIEUETAL,1992NOE,1986ANDPROPOSEDTRAININGEFFECTIVENESSMODELSTHATCONTAINBOTHINDIVIDUALANDORGANIZATIONALCONTEXTUALFACTORSASANTECEDENTSOFLEARNINGANDTRANSFEROFLEARNINGBALDWINANDFORD,1988COLQUITTETAL,2000MATHIEUANDMARTINEAU,1997THEPRESENTMODELRESPONDSTOTHESECALLSBYINTEGRATINGINDIVIDUALANDCONTEXTUALCOMPONE
6、NTSTHEREFORE,THEMAJOROBJECTIVEOFTHISSTUDYISTOEXPANDOURKNOWLEDGEOFSUCHFACTORSAFFECTINGTRAININGEFFECTIVENESSBYEXAMININGAMODELTHATINCLUDESTHEPERCEIVEDCONTEXTIECONTINUOUSLEARNINGCULTUREANDSUPERVISORSUPPORT,INDIVIDUALCOMPONENTSTRAININGMOTIVATIONANDPERFORMANCEGOALORIENTATION,ANDTRAININGEFFECTIVENESSSPECIF
7、ICALLY,THISSTUDYSTRIVESTOADDRESSTHREERESEARCHGAPSINTHETRAININGLITERATUREFIRST,DESPITETHEEXISTENCEOFPRELIMINARYSUPPORTFORTHERELATIONSHIPBETWEENCONTEXTUALFACTORSEGTRANSFEROFTRAININGCLIMATEANDCONTINUOUSLEARNINGCULTUREANDLEARNINGTRACEYETAL,1995ANDBETWEENWORKENVIRONMENTANDTRAININGMOTIVATIONTRACEYETAL,200
8、1,RESEARCHERSSUGGESTFURTHEREXPLORATIONOFTHEROLEOFMOTIVATIONINTHERELATIONSHIPBETWEENCONTEXTUALFACTORSANDVARIOUSTRAININGOUTCOMESEGLEARNING,TRAININGTRANSFER,GENERALIZATION,ANDMAINTENANCEFOREXAMPLE,TRACEYETAL2001,PP2021STATE“FUTURERESEARCHSHOULDEXAMINETHEIMPACTOFTRAININGMOTIVATIONONOTHERTYPESANDLEVELSOF
9、EFFECTIVENESSCRITERIATHEIMPACTOFADDITIONALINDIVIDUALANDORGANIZATIONALCHARACTERISTICSONTRAININGMOTIVATIONSHOULDALSOBECONSIDERED”SIMILARRESEARCHNEEDSAREPROPOSEDANDSUGGESTEDINOTHERSTUDIESCHENGANDHO,2001COLQUITTETAL,2000MATHIEUANDMARTINEAU,1997TRACEYETAL,2001FOREXAMPLE,WHILEACKNOWLEDGINGTHATSITUATIONALC
10、HARACTERISTICSARERELATEDTOTRAININGMOTIVATIONANDTRAININGOUTCOMES,COLQUITTETAL2000,P700MAINTAINTHAT“THEEXAMINATIONOFSITUATIONALCHARACTERISTICSREMAINSSURPRISINGLYRARE”ANDCALLFORRESEARCHRELATEDTOCULTUREANDCONTEXTUALFACTORSTHAT“HAVETHEMOSTPOSITIVERELATIONSHIPSWITHTRAININGMOTIVATIONANDOUTCOMES”THUS,WENOTO
11、NLYREPLICATEPREVIOUSRESEARCHBUTALSORESPONDTOTHERESEARCHCALLSBYTESTINGTHERELATIONSHIPSAMONGCONTINUOUSLEARNINGCULTURE,SUPERVISORSUPPORT,TRAININGMOTIVATION,ANDTRAININGOUTCOMESLEARNING,TRANSFER,GENERALIZATION,ANDMAINTENANCESECOND,ALTHOUGHRESEARCHERSFORWARDEDEVIDENCEONTHEEFFECTOFSUPERVISORSUPPORTONTRAINI
12、NGMOTIVATIONEGCOHEN,1990CLARKETAL,1993FACTEAUETAL,1995FOXON,1987ANDTHATOFTRAININGMOTIVATIONONTRAININGOUTCOMESTRACEYETAL,2001,OTHERSTUDIESDIDNOTFINDANYRELATIONSHIPBETWEENSUPERVISORSUPPORTANDTRAININGEFFECTIVENESSEGCHIABURUANDMARINOVA,2005RUSSELLETAL,1985ITISPOSSIBLEFORSUPERVISORSUPPORTTOHAVEANINDIRECT
13、EFFECTONTRAININGOUTCOMESTHROUGHTRAININGMOTIVATIONTHUS,SINCEPRIORSTUDIESDIDNOTEXAMINETHISALTERNATIVE,WEADDRESSITINTHISSTUDYBYTESTINGTHERELATIONSHIPBETWEENSUPERVISORSUPPORTANDTRAININGEFFECTIVENESSTHROUGHTRAININGMOTIVATIONTHIRD,WEFOCUSOURATTENTIONONONEIMPORTANTBUTLESSEXAMINEDCOLQUITTETAL,2000MOTIVATION
14、ALASPECTINTRAINING,GOALORIENTATIONINDIVIDUALSPARTICIPATEINTRAININGPROGRAMSNOTONLYWITHSPECIFICGOALSINMIND,BUTALSOWITHSPECIFICGOALORIENTATIONSIEPATTERNSOFAPPROACHINGGOALSINACHIEVEMENTSITUATIONSFORMALLY,PERFORMANCEGOALORIENTATIONISDEFINEDAS“APREFERENCETODEMONSTRATEANDVALIDATEONESCOMPETENCEBYSEEKINGFAVO
15、RABLEJUDGMENTSANDAVOIDINGNEGATIVEJUDGMENTSFROMOTHERS”VANDEWALLE,2001,P163THUS,INDIVIDUALSWITHHIGHPERFORMANCEGOALORIENTATIONAREINTERESTEDINDEMONSTRATINGTASKCOMPETENCETHROUGHGAININGPOSITIVEANDAVOIDINGNEGATIVEJUDGMENTSOFCOMPETENCEEMPIRICALSTUDIESDEMONSTRATETHATSUCHPERFORMANCEORIENTEDINDIVIDUALSTENDTOAV
16、OIDCHALLENGES,DECREASETHEIREFFORTANDPERSISTENCEFOLLOWINGFAILURE,ANDFEARNEGATIVEEVALUATIONBYOTHERSBUTTONETAL,1996INTRAININGTRANSFERSITUATIONS,RESEARCHERSPOSITTHAT“PERFORMANCEORIENTEDINDIVIDUALSWOULDLOOKFORCUESASTOWHETHERHE/SHESHOULDATTEMPTTOLEARNANDTRANSFERTRAINEDSKILLS”FORDANDWEISSBEIN,1997,P38ALTHO
17、UGHGOALORIENTATIONHASBEENEXAMINEDINTHETRAININGLITERATUREINRELATIONSHIPWITHLEARNINGANDOTHERTRAININGOUTCOMESEGFISHERANDFORD,1998KOZLOWSKIETAL,2001,ITHASNOTBEENLINKEDWITHMORECOMPREHENSIVETRAININGEFFECTIVENESSCRITERIASUCHASTRAININGMAINTENANCEANDGENERALIZATIONTHISISINTRIGUING,GIVENTHATMETAANALYTICRESEARC
18、HEGCOLQUITTETAL,2000P701SUGGESTSTHAT“ANOTHERMECHANISMTHATMAYHELPBUILDONTHEIRINTEGRATIVETHEORYISSTATEGOALORIENTATION”THUS,THECURRENTSTUDYALSOADDRESSESTHISISSUEBYTESTINGTHEMODERATINGROLEOFPERFORMANCEGOALORIENTATIONONTHERELATIONSHIPBETWEENTRAININGMOTIVATIONANDTRAININGEFFECTIVENESSCRITERIAINADDITION,CON
19、SISTENTWITHTHETRAININGEFFECTIVENESSLITERATURE,WETAKEAMULTIDIMENSIONALVIEWOFTRAININGEFFECTIVENESSSPECIFICALLY,OURMODELGOESBEYONDMEASURINGPOSTTRAININGKNOWLEDGEORDECLARATIVEKNOWLEDGE,BYINCORPORATINGALSODISTALFACTORSSUCHASTRAININGTRANSFER,ANDLESSEXAMINEDCOMPONENTS,SUCHASTRAININGGENERALIZATIONANDTRAINING
20、MAINTENANCEDECLARATIVEKNOWLEDGEREFERSTOTRAINEESMASTERYOFTHETRAININGCONTENTSASEVIDENCEDBYPOSTTRAININGTESTSCORESTHISISWHATOTHERRESEARCHERSEGANDERSON,1982,1985GAGNE,1984ALSOREFERTOASTHEFIRSTLEVELOFCOGNITIONFORTHISSTUDY,WEDEFINETRANSFEROFTRAININGAS“THEDEGREETOWHICHTRAINEESEFFECTIVELYAPPLYTHEKNOWLEDGE,SK
21、ILLS,ANDATTITUDESGAINEDINATRAININGCONTEXTTOTHEJOB”BALDWINANDFORD,1988,P63TRAININGMAINTENANCEISFORMALLYDEFINEDASTHEREPRODUCTIONOFTRAINEDSKILLSINANEWSETTING,WHILETRAININGGENERALIZATIONREFERSTOTHEADAPTATIONOFTRAINEDKNOWLEDGEANDSKILLSTOAMORECOMPLEXTASKSITUATIONFORDETAL,1998FIGURE1PRESENTSTHEHYPOTHESIZED
22、RELATIONSHIPSINTHISSTUDYPERCEIVEDCONTEXTCONTINUOUSLEARNINGCULTUREANDTRAININGMOTIVATIONANUMBEROFCONTEXTUAL/WORKENVIRONMENTFACTORSHAVEBEENIDENTIFIEDASIMPORTANTELEMENTSINTRAININGEFFECTIVENESSOFTHESEFACTORS,WEFOCUSONCONTINUOUSLEARNINGCULTURE,DEFINEDAS“ANORGANIZATIONWIDECONCERN,VALUE,BELIEF,ANDEXPECTATIO
23、NSTHATGENERALKNOWLEDGEACQUISITIONANDAPPLICATIONISIMPORTANT”TRACEYETAL,1995,P245,SINCEORGANIZATIONSINCREASINGLYRELYONCONTINUOUSLEARNINGANDCONTINUOUSIMPROVEMENTTORETAINCOMPETITIVEADVANTAGELONDONANDMONE,1999THEORYBUILDINGEFFORTSSUCHASAMETAANALYSISOFCOLQUITTETAL2000INDICATETHATSUCHPERCEPTIONSOFCONTEXTAR
24、EDIRECTLYRELATEDTOTRAININGMOTIVATIONTHEMOREEMPLOYEESPERCEIVETHATTHEORGANIZATIONSUPPORTSCONTINUOUSLEARNING,THEMORETHEVALUEISSALIENTTOTHEM,THUSRAISINGTHEIRMOTIVATIONTOPARTICIPATEINDEVELOPMENTALACTIVITIESSUCHASTRAININGLONDONANDMONE,1999ALTHOUGHCONTINUOUSLEARNINGCULTUREHASBEENSOMETIMESOPERATIONALIZEDASA
25、NORGANIZATIONALLEVELVARIABLEINSOMEPRIORSTUDIES,ITISLOGICALTOEXPECTTHATTHEINDIVIDUALPERCEPTIONOFSUCHACULTUREISCRITICALTOTHEEMPLOYEESTRAININGRELATEDMOTIVATION,WHICHISALSOANINDIVIDUALFACTORTHEREFORE,WEHYPOTHESIZE,H1TRAINEESPERCEPTIONOFACONTINUOUSLEARNINGCULTUREPRESENTINTHEORGANIZATIONWILLBEPOSITIVELYRE
26、LATEDTOTHEIRTRAININGMOTIVATIONSUPERVISORSUPPORTANDTRAININGMOTIVATIONINANUMBEROFORGANIZATIONS,WEOBSERVETHATIMMEDIATESUPERVISORSPLAYASIGNIFICANTROLEINTHEIRSUBORDINATESTRAININGMOTIVATIONEGFACTEAUETAL,1995WEISSETAL,1980INDEED,INASTUDYINVOLVINGSEVERALORGANIZATIONS,COHEN1990FOUNDTHATTRAINEESWITHMORESUPPOR
27、TIVESUPERVISORSATTENDEDTRAININGPROGRAMSWITHSTRONGERBELIEFSINTHEPROGRAMSUSEFULNESS,WHICHISANIMPORTANTFACTORINEMPLOYEEMOTIVATIONEGTHARENOU,2001SIMILARRESULTSWEREALSOFOUNDBYOTHERRESEARCHERSEGCLARKETAL,1993FACTEAUETAL,1995FARRANDMIDDLEBROOKS1990APPLIEDTHEEXPECTANCYTHEORYFRAMEWORKTOEXPLAINTHEPROCESSHOWSU
28、PERVISORYSUPPORTMIGHTINFLUENCETRAININGMOTIVATIONTHEYSUGGESTTHATSUPERVISORSUPPORTMAYPOSITIVELYINFLUENCEMOTIVATIONBECAUSEITPOSITIVELYIMPACTSTRAINEESEXPECTANCIESANDINSTRUMENTALITIESSPECIFICALLY,ITISHIGHLYLIKELYTHATIMMEDIATESUPERVISORSCUETHEIMPLICATIONSOFTRAININGPARTICIPATIONTOEMPLOYEESTHROUGHPERFORMANC
29、EEVALUATIONSATTHEENDOFTHEYEARANDTHROUGHDISCUSSIONSDURINGTHEPERFORMANCEPERIODINADDITION,ITISHIGHLYLIKELYTHATTHESESUPERVISORSPROVIDESUPPORTFOREMPLOYEESTOSUCCESSFULLYPARTICIPATEINANDCOMPLETETHETRAININGPROGRAMSTHUS,WEFORWARDTHEFOLLOWINGHYPOTHESISH2PERCEIVEDSUPERVISORSUPPORTWILLBEPOSITIVELYRELATEDTOEMPLO
30、YEETRAININGMOTIVATIONTRAININGMOTIVATIONANDTRAININGEFFECTIVENESSFORTRAININGPROGRAMSTOBEEFFECTIVE,PARTICIPANTSSHOULDBELIEVETHATPARTICIPATINGINLEARNINGWOULDLEADTODESIREDREWARDSGOLDSTEINANDFORD,2002TRAINEESWITHHIGHERTRAININGMOTIVATIONWOULD,THEREFORE,BELIEVETHATPARTICIPATIONINTHEPROGRAMANDTHESUBSEQUENTKN
31、OWLEDGEGAINWILLLEADTOVALUEDOUTCOMESNOE,1986INTHISSTUDYWEFOCUSONFOUROUTCOMESOFTRAININGMOTIVATIONDECLARATIVEKNOWLEDGE,TRAININGTRANSFER,TRAININGMAINTENANCE,ANDTRAININGGENERALIZATIONITISLOGICALTOEXPECTTHATINDIVIDUALSWHOAREHIGHLYMOTIVATEDTOATTENDTHETRAININGPROGRAMANDTOGIVEDUEATTENTIONTOTHECONTENTSOFTHETR
32、AININGPROGRAMASARESULT,THEYAREMORELIKELYTOSCOREHIGHERPOINTSONTHEPOSTTRAININGTESTINDEED,PRIORSTUDIESHAVEALSOPROVIDEDEVIDENCEONTHERELATIONSHIPBETWEENTRAININGMOTIVATIONANDDECLARATIVEKNOWLEDGEORPOSTTRAININGKNOWLEDGEFOREXAMPLE,NOEANDSCHMITT1986CONDUCTEDONEOFTHEFIRSTSTUDIESTHATTESTEDTHISRELATIONSHIPANDFOU
33、NDSTRONGSUPPORTFORTHEHYPOTHESISTHISFINDINGWASSUBSEQUENTLYSUPPORTEDINOTHERSTUDIESEGMATHIEUETAL,1992WEALSOEXPECTTHATTRAININGMOTIVATIONWILLBEPOSITIVELYRELATEDTODISTALOUTCOMES,SUCHASTRAININGTRANSFER,MAINTENANCE,ANDGENERALIZATIONSPECIFICALLY,TRAINEESWHOAREHIGHLYMOTIVATEDTOATTENDTHETRAINING,ASDESCRIBEDABO
34、VE,AREMORELIKELYTOSEETHETRAININGASAMEANSTOOBTAINSOMEFUTUREBENEFITSTHESEBENEFITSWILLONLYBEFULLYREALIZEDIFTHETRAINEESCANEITHERUTILIZEWHATTHEYLEARNEDONTHEJOBIETRAININGTRANSFER,INANEWSETTINGIETRAININGMAINTENANCE,AND/ORTOMORECOMPLEXTASKSITUATIONSIETRAININGGENERALIZATIONINDEED,BOTHTHEORYANDEMPIRICALEVIDEN
35、CESUPPORTSTHERELATIONSHIPBETWEENTRAININGMOTIVATIONANDTRAININGTRANSFEREGBALDWINETAL,1991CHIABURUANDMARINOVA,2005FACTEAUETAL,1995HICKSANDKLIMOSKI,1987MATHIEUETAL,1992WARRANDBUNCE,1995ANDTRAININGGENERALIZATIONANDMAINTENANCEBALDWINANDFORD,1988BASEDONTHESECONCEPTUALARGUMENTSANDONTHEEMPIRICALEVIDENCE,WEHY
36、POTHESIZEH3EMPLOYEETRAININGMOTIVATIONWILLBEPOSITIVELYRELATEDTOTHEIRAPOSTTRAININGDECLARATIVEKNOWLEDGE,BTRANSFEROFTRAININGSKILLS,CGENERALIZATIONOFTRAININGSKILLS,ANDDMAINTENANCEOFTRAININGSKILLSTHEMODERATINGROLEOFGOALORIENTATIONINADDITIONTOTHEDIRECTRELATIONSHIPSDESCRIBEDABOVE,WEPROPOSETHATTRAININGMOTIVA
37、TIONWILLINTERACTWITHGOALORIENTATIONININFLUENCINGTRAININGOUTCOMESGOALORIENTATIONISCONCEPTUALIZEDASAMENTALFRAMEWORKFORHOWINDIVIDUALSINTERPRETANDSELECTSETSOFBEHAVIORALRESPONSESTOACHIEVEMENTSITUATIONS,SUCHASCHALLENGINGTASKSEGLEARNING,TRANSFER,MAINTENANCEANDGENERALIZATIONINTHISSTUDY,WEPARTICULARLYEXAMINE
38、THEROLEOFPERFORMANCEGOALORIENTATIONASAMODERATOROFTHERELATIONSHIPBETWEENTRAININGMOTIVATIONANDTRAININGEFFECTIVENESSCRITERIABYEXAMININGTHISMODERATINGEFFECT,WERESPONDTOCALLSBYMATHIEUETAL1992ANDFORDANDWEISSBEIN1997THECOREPROPOSITIONOFDWECKANDLEGGETTS1988THEORYISTHATGOALORIENTATIONINFLUENCESTHEINDIVIDUALS
39、COGNITIVEANDBEHAVIORALPATTERNSINACHIEVEMENTSETTINGSFROMACOGNITIVEPERSPECTIVE,PERFORMANCEORIENTEDINDIVIDUALSPERCEIVETHATTHEIRABILITIESAREFIXEDTOASPECIFICLEVEL,FOCUSONPERFORMINGBETTERTHANOTHERS,ANDSETNORMATIVEBASEDSTANDARDSFORTHEMSELVESDWECK,1986DWECKANDLEGGETT,1988ELLIOTANDDWECK,1988ASARESULT,INDIVID
40、UALSHIGHINPERFORMANCEORIENTATIONUSESHORTTERMANDSURFACELEVELLEARNINGSTRATEGIESMEECE,1994ANDEXHIBITLESSPERSISTENCEWHILEPERFORMINGATASKDWECK,1986INTERMSOFBEHAVIOR,INDIVIDUALSHIGHINPERFORMANCEGOALORIENTATIONHAVEADESIRETODEMONSTRATETHEIRCOMPETENCETOOTHERSANDTOBEPOSITIVELYEVALUATEDBYOTHERSFARRETAL,1993SUC
41、HAFOCUSONPERFORMANCEISASSOCIATEDWITHWHATRESEARCHERSCALLA“MALADAPTIVERESPONSEPATTERN”VANDEWALLE,2003,P584OTHERCHARACTERISTICSOFTHISPATTERNAREDECREASEDINTERESTINDIFFICULTTASKS,WITHDRAWALFROMTASKS,ANDANORIENTATIONTOWARDLESSCHALLENGINGMATERIALANDTOWARDTASKSONWHICHSUCCESSISLIKELYAMESANDARCHER,1988AMES,19
42、92DWECKANDLEGGETT,1988ELLIOTANDDWECK,1988DIENERANDDWECK,1978DIENERANDDWECK,1980GRAHAMANDGOLAN,1991PINTRICHANDDEGROOT,1990GIVENTHEEVIDENCEPRESENTEDABOVE,ANDPROVIDEDTHATTRAINEESWEREAWARETHATTHEIRKNOWLEDGEWILLBEMEASUREDATTHEENDOFEACHCOURSE,WEPROPOSEANINTERACTIVEEFFECTOFPERFORMANCEGOALORIENTATIONONTRAIN
43、INGOUTCOMESSPECIFICALLY,FORINDIVIDUALSHIGHINPERFORMANCEGOALORIENTATION,THERELATIONSHIPBETWEENTRAININGMOTIVATIONANDDECLARATIVEKNOWLEDGEWILLBEPOSITIVEANDSTRONGBECAUSETHESETRAINEESFOCUSONEARNINGHIGHERSCORESONTHETEST,USINGTECHNIQUESSUCHAS,FOREXAMPLE,MEMORIZATIONONTHEOTHERHAND,TRAINEESWITHLOWPERFORMANCEG
44、OALORIENTATIONARELESSWORRIEDABOUTTHEIRTESTSCOREAND,THEREFORE,MAYFOCUSONLEARNINGTHEBASICSOFTHETRAININGCONTENTSTHUS,WEHYPOTHESIZEH4AEMPLOYEEPERFORMANCEGOALORIENTATIONWILLMODERATETHERELATIONSHIPBETWEENTRAININGMOTIVATIONANDPOSTTRAININGDECLARATIVEKNOWLEDGESUCHTHATTHERELATIONSHIPWILLBEPOSITIVEANDSTRONGERU
45、NDERHIGHPERFORMANCEGOALORIENTATIONTHANUNDERLOWPERFORMANCEGOALORIENTATION译文个人和环境对培训效果的多方面影响介绍工作性质和内容的变化霍华德,1995影响组织选择的人力资本的发展项目。其中一个经常出现干预人力资本发展的问题就是培训，把其研究目的定义为“一个有计划的干预,是设计用来提高个人工作表现的决定因素”（坎贝儿和KUNCEL,2001,P278）。为了提高工作绩效，在培训期间学到的技能和实践行为，要转移到工作场所，随着时间的推移能够保持并在具体环境中推广（HOLTON和鲍德温，2003）。因为对研究者和实践者来说培训转移
46、仍是一个关键问题HOLTONANDBALDWIN,2003；HOLTONETAL,2000，所以才需要测试包括重要的但不太研究的与培训有关的决定因素的模型。此外，一些研究人员要求检查组织系统内的培训功能和提出的培训效果的模型，其中包含了作为学习前因和学习迁移的个人和组织的背景因素。本模型响应这些要求，并结合了个人和前后要件。因此，本研究的主要目的是通过检查包括感知环境（例如，持续学习的文化和主管支持），个人因素（培训动机和绩效目标取向）以及培训效果的模型来扩大我们对影响培训有效性因素的了解。具体来说，本研究努力解决在培训著作中的三个研究空白。首先，尽管存在初步支持环境因素（如培训风气和持续学习
47、的文化的转换）和学习TRACEYETAL,1995以及工作环境和培训动机TRACEYETAL,2001关系的证据，研究人员提出了对动机在背景因素和各种培训结果关系中所扮演角色做进一步研究的建议（例如学习，培训转移，推广，维护）。例如，TRACEYETAL2001,P2021表明“未来的研究应该检查培训动机对其他类型、不同层次的效能标准的影响。对培训动机产生影响的额外的个人和组织特征也应该考虑。”在其他研究中也提出和提议有需要做类似的研究CHENGANDHO,2001；COLQUITTETAL,2000；MATHIEUANDMARTINEAU,1997；TRACEYETAL,2001。比如，虽然
48、承认情景特征与培训动机和培训结果有联系，科尔奎特等主张，“对情景特征的检测仍然令人惊讶”而且要求研究要与文化和情境因素有关，“这些因素与培训的动机和结果有着最积极的关系”。因此，我们不仅要应用以前的研究，而且也要通过测试持续学习的文化，主管支持，培训动机以及培训成果（学习，转让，推广，维修）之间的关系来响应研究呼吁。第二，尽管研究提出了主管支持影响培训动机和培训动机影响培训结果的证据，另外的研究并没有发现主管支持和培训有效性之间存在任何关系。主管的支持通过培训动机对培训结果产生间接影响是可能的。因此，由于以前的研究没有审查过这个方案，我们将在这项研究中通过培训动机来测试主管支持和培训效益的关系
49、。第三，我们将注意力放在培训方面的动机及目标取向中重要但却很少检测的因素。个人参与培训计划，不仅考虑到具体的目标，而且还有特定的目标取向（例如，接近成就目标的模式）。正式地说，绩效目标导向的定义为“通过寻求有利的判断并避免别人的消极判断来优先展示和验证一个人的能力”（范德沃尔，2001，P163）。因此，高绩效目标导向的个人有兴趣通过获得积极的并避免负面的判断能力来展示任务能力。实证研究表明,这样以绩效为导向的个人倾向于避免挑战，在失败中会减少他们的努力和坚持，并且害怕别人的消极评价BUTTONETAL,1996。在培训转移的情景中，研究者指出“绩效目标导向的个人将会寻找关于他/她是否应该尝试学习和转移技能培训的线索”（福特和WEISSBEIN，1997，P38）尽管目标导向已在有关学习和其它的培训结果关系的理论中审查过（如费舍而和福特，1998；科兹洛夫斯基等人，2001），但它并没有与综合培训效果标准联系在一起，如培训维护和推广。这是耐人寻味的，根据整合分析研究（如科尔奎特等人，2000；第701页）认为，“另一个机制可能有助于建立在其整合理论是国家目标导向”。“另一种机制，可能有助于建立在其中西医结合的理论是国家的目标取向”。因此，现在的研究同样强调绩效目标导向在培训动机和培训有效性标准关系中所扮演的角色。此外，与培训有效性文献相一致，我们对培训有效性采取多
