外文翻译--员工知觉训练成效与员工态度之间的关系

中文 3500 字 本科毕业论文（设计） 外文翻译 外文题 Employee perceived training effectiveness rela-tionship to employee attitudes 外文出处 Journal of European Industrial Training 外文作者 Alexandros G. Sahinidis, John Bouris 原文： Employee perceived training effectiveness relationship to employee attitudes Alexandros G. Sahinidis, John Bouris Training and job satisfaction In an era of continuous change and increased environmental uncertainty and complexity, both management and employees understand their limited capacity to deal with future demands made on them. Studies show the emergence of two trends, increasingly troubling corporate management, the increasing age of the workforce and the fast-paced evolution of new technologies (Tai, 2006). According to Tai, research-ers converge in their suggestions to businesses, that they increase their training budg-ets, in order to remain competitive and maintain an adaptable and flexible workforce. Training is defined in this study “as the planned intervention that is designed to enhance the determinants of individual job performance” (Chiaburu and Tekleab, 2005, p. 29). Training is related to the skills deemed necessary by the management of an organization, that must be acquired by the members of that organization, in order to improve the probability of achievement of its goals. Training offered to employees, may help them reduce their anxiety or frustration, brought on by work demands, that they are not familiar with, and they are lacking the skills to handle effectively (Chen et al., 2004). Employees feeling less than competent to do a task, are more likely to leave the field (Chenetal., 2004), or if they choose to stay, their productivity would be suboptimal (Kanelopoulos and Akrivos, 2006). The larger the gap between the skills required and those possessed by the employees, the greater the lack of job satisfaction of the employees and the turnover intentions. Although there has been no direct link in the literature between training and job satisfaction, Rowden (2002) and Rowden and Conine (2005), propose that training may be used as a tool to increase job satis-faction. Rowden and Conine (2005), argues that trained employees will better satisfy the needs of their customers. Tsai et al. (2007), found that employees committed to learning showed a higher level of job satisfaction with a positive effect on their per- formance. Job satisfaction has been defined as “pleasurable or positive emotional state resulting from an appraisal of ones job or job experiences” (Locke, 1976, p. 1300). Following Rowdens thinking it would be safe to assume that, employees that per-ceive their training beneficial will be more satisfied than those who get no training or training of no value. The above lead to the hypothesis that: H1. There is a positive relationship between employee perceived training effec-tiveness and job satisfaction. Training and organizational performance Up to this point, it is evident that there is a strong linkage between HRM practices and organizational performance. To isolate and test the impact of a sole human resource practice and its implications on organizational performance is not an easy task to deal with, since there is little evidence in the field (Purcell et al., 2003). In line with Guest (1997) who recognized that training and development, as a unique practice, affects the quality of the HR outcome of skills and ability, but behavioural and attitudinal change and thus higher performance will be achieved by the contribution of the Employee implemen-tation of other practices as well. The empirical relationship between training as a sole human resource practice and organizational performance, however intuitively com-pelling, is still considered weak since a relatively small number of surveys have been conducted to test it. However, in theory, according to Harrison (2000), learning (triggered by training) is a variable that may have a positive effect on organizational performance and is con-sidered to be a key element to the attainment of organizational goals. Nevertheless, adopting a training activity as a solution to lagging performance presupposes that this performance problem, i.e. this gap between the desired and the actual performance, is due to lack of training. This is illustrated better in Figure 1 stated by Swart et al. (2005). The organization management ought to adopt training interventions to bridge this gap. Bridging the performance gap involves adopting a particular training intervention aiming at changing specific skills and attitudes of the employees. This becomes clear-er by examining Bramleys individual model of training (Figure 2). The underlying logic of the individualmodel of training dictates that the organi-zation should recognize that its employees are not effective and a change should be attempted in their knowledge, attitudes and skills. This shortfall in the individual per-formance may occur for various reasons. For instance, employees may not feel moti-vated anymore to apply their skills, they may be afraid in doing so, or they may be-lieve that there may be a conflict of interest with the organization, when a change is about to take place. All the above factors should be taken into account by the organi-zation in order for it to adopt the most suitable training intervention, which will fulfil specific needs, enhance employee willingness to participate and meet their expecta-tions. According to Swart et al. (2005) an individual improvement will be contingent on the quality of the training program, the motivation of the individual and the indi-viduals needs. The model in general assumes that employee knowledge, skills and attitudes will change by the adoption of a training program, but this does not always end in that way. If the employee believes, there is an improvement in his knowledge and skills, it may be safe to also assume that, there will be an increase in the persons individual per-formance. Through training the persons competencies will be reinforced and will enable him or her to execute the tasks assigned effectively and efficiently. As a result, according to the model, there will be an increase in the overall performance of the or-ganization. Nevertheless, individual job performance is also influenced by the organizational culture and structure, by the job design, the reward systems used to motivate employ-ees and the power and politics that exist in the organization and the group processes. Individuals may not achieve their goals and thus not perform well, due to problems associated with the reasons above and not necessarily due to lack of skills. Wright and Geroy (2001), argued that in order for training to be effective, certain issues must be taken into account. Management style may need to change and training also, has to fit with the culture of the organization. Some companies may offer training programs that, the organization itself is not prepared to accept the ensuing changes. Besides, Eisenberger et al. (1986) proposed that employees are more likely to become com-mitted to an organization, if they believe that the organization is committed to them and management should make efforts to create a positive work environment. Manag-ers, also have the responsibility, to ascertain which factors inhibit effectiveness and make the appropriate decisions, to ameliorate the situation (Swart et al., 2005). Although in theory training seems to increase organizational performance, in ac-tuality the evidence for such a claim is scant. Bartel (1994), in a survey conducted in the manufacturing sector, found that there is a positive relationship between imple-menting formal employee training programs and labor productivity, both at individual and organizational level. In addition, Ahmad and Bakar (2003), in their effort to test the relationship between implementing training and organizational commitment, came across various findings concerning all three aspects of commitment, affective, norma-tive and continuance. They did not receive support for their hypothesis, which was stating that training has an impact on commitment but they found that various dimen- sions of training are related with all three aspects of commitment, which is consistent to a large extent with the findings of Kim (2006). In general, it can be argued that the effect of training on employee outcomes (motivation, job satisfaction and commitment) has not received as much attention as it deserves. Few studies have been carried out that test the possibility that firms can af-fect their employees attitudes by implementing training interventions. Lang (1992) argued that training should be designed to achieve increased organizational commit-ment. Another survey, conducted by Gaertner and Nollen (1989) in manufacturing firms, revealed that employees commitment was associated with the actual and per-ceived HRM practices. These practices were internal promotion, employment security and training opportunities. In addition, Meyer and Smith (2000), examining the relationship between Hu-man Resource Management practices and organizational commitment, found that alt-hough the HRM practices are very valuable means in order to obtain employee com-mitment, their effects are not direct. In particular, they found that career development, employee evaluation of appraisal practices, and assessment of the benefits offered by the organization have an effect on both affective and normative commitment, while training was found not to contribute to the increase in employee commitment. Anoth-er finding of great importance, reported in this survey is that, the way HR practices are related to commitment may be indirect,mediated by two other variables, the or-ganizational support and the procedural justice. The discussion thus far leads to the following two hypotheses: H2. here is a positive relationship between employee perceived training effec-tiveness and motivation. H3. There is a positive relationship between employee perceived training effec-tiveness and employee commitment. In spite of the assertions made above, concerning the benefits of training and its positive effects on employee outcomes, there is a whole body of literature, debating the overall benefit organizations obtain from training their people, in an era of intense employee mobility. Cheramie et al. (2007), present evidence that, executives who change jobs frequently, are more likely to earn higher salaries and climb higher in or-ganizational ranks. This makes employers more likely to be hesitant, or even to avoid investing in the development of their employees, when faced with circumstances where people use their training to increase their own market value and employment opportunities, at their companys expense. The trend of increasing individualism, at least in the developed economies, is adding legitimacy to the claims of the boundary-less career proponents (Baruch, 2006). More and more, people tend to try to self-manage their careers, rather than leave it to the hands of their employer. This cre-ates a transactional relationship between employers and employees, making the psy-chological contract practically void (Baruch, 2006). However, in countries where in-dividualism is low or rather low, such as Greece (Hofstede, 1994), the psychological contract is relatively strong, in a large part of the economy and people, by and large, still have the notion of getting a job that will last, at least for as long as they want it to. Given the relatively stable economic and socio-political environment in Greece, as well as the high level of uncertainty avoidance (the highest among 53 countries in Hofstede (1994, p. 129) the propensity of employees to change jobs voluntarily is ra-ther small. Additionally, as discussed in the following section, the sample in this study comes from first line supervisors and clerical personnel, which as distinct organiza-tional levels, do not employ people particularly prone to change jobs, due to factors relating to age, education, industry and socio-economic status, at least compared to those from higher organizational strata. In conclusion, at least within the scope of this study, training and its perceived effectiveness are expected to relate to the variables discussed above, in the way stated in the hypotheses. Methodology The sample The people comprising the sample of this study were 134 males and females (63 and 71 respectively), attending a training seminar. The participants were employees and first-line supervisors, working for five large Greek organizations (employing over 1,000 people each) representing five sectors of the industry. The participants were given a four-part questionnaire to fill out, upon the completion of the seminar they at- tended. The companies, which the sample originated from, were selected on the basis of their outstanding financial performance over the past five years. The approach chosen, was similar to that of Purcell et al. (2003) and Hutchinson and Purcell (2003), who examined the link between human resource management and organizational per-formance, in the UK. Although a convenience sample, similarly to that of the authors in the UK study, the sample was large enough to allow for analyses that require an approximately normal distribution of the data used. 译文 ： 员工知觉训练成效与员工态度之间的关系 Alexandros G. Sahinidis, John Bouris 随着时代的不断变化和环境的不确定性，尽管管理人员和员工都了解自己的能力有限，但他们还是要完成他们将来的任务。研究显示，劳动力的 老龄化和新技术快速发展这两种趋势的出现，使得企业管理令人越来越不安（大， 2006 年）。研究人员根据他们向企业建议增加他们的培训预算，来保持灵活地劳动力竞争力和适应性。培训在这里的定义是 干预提高个人工作效率的决定性因素的计划（ Chiaburu 和 Tekleab， 2005 年，第 29 页）。培训视为一个组织管理所需的技能，必须由该组织的成员一起完成，以提高对实现其目标的可能性。向雇员提供培训，可以帮助他们减少他们的焦虑或沮丧，因为他们不熟悉工作所需要但缺乏的技能，可以有效地得到处理（陈等人。， 2004）。员工感觉比 自己没有得到重用，更有可能离开（ Chenetal.， 2004），如果他们选择留下来，他们的生产力将是最理想的（ Kanelopoulos 和 Akrivos， 2006）。所需的技能和雇员拥有的技能之间差距越大，则雇员的离职意向和对工作的满意度不足越大。虽然一直没有在训练与工作满意度有直接联系的文献，罗登（ 2002 年）和罗登和科尼恩（ 2005），建议可作为培训工具用于增加工作满足感。罗登和科尼恩（ 2005），认为，训练有素质的员工将更好地满足客户的需求。蔡等人（ 2007 年）发现，致力于员工的学习表现出一个高的工作满 意度保持高度积极的工作态度。工作满意度被定义为“令人愉快情绪或一个人对工作或工作经验积极的评价的状态“（洛克， 1976 年，页 1300）。继罗登的思想后，更可以假定，雇员认为他们的训练将更加有利于比那些得不到培训或培训没有得到很好体现的员工能感到满意。上述假说得到这样的结论： 员工的知觉训练的有效性和工作满意度之间呈正相关。培训与其组织绩效，人力资源管理实践和组织绩效之间的密切联系是显而易见的。证明人力资源管理实践的影响和组织绩效的影响之间的关系并不是一件容易的任务来处理，因为在其他地方没有过什么研究证明（赛 尔等。， 2003）。在与客户线（ 1997）谁承认，培训和发展，作为一个独特的做法，影响了技能和能力，改变了行为和态度，通过人力资源质量的成果，从而提高了雇员对企业的贡献，取得很好的成效。人力 资源管理实践的经验与组织绩效之间关系作为训练的唯一条件，它的直觉吸引力，仍然被认为是弱点，因为只对相对较小的范围进行了一些测试和调查。 然而根据哈里森（ 2000 年）的理论，学习（培训触发）是一个变量，可能对组织绩效产生积极的作用，这被认为是对组织目标实现的一个关键因素。然而，作为对落后高性能培训活动的解决方案的前提是，这 个是本身的技术技能问题，即这种差距需要和实际表现，是由于缺乏培训。由斯沃特等人所绘制的图表（ 2005年）更好地说明了这一点，如图 1。组织的管理应采取培训措施来弥补这一差距。涉及的性能差距缩小采取干预改变，特别是培训特殊技能的员工态度和目标。这将成为通过清晰检查布拉姆利的个别训练模型 如 图 2。应认识到该培训的基本逻辑决定了本组织的个别模型，对与其雇员来说不会有效，应该尝试改变自己的知识，态度和技能。在个人表现不足的时候可能会出现各种各样的原因。例如，当一个改变即将发生利益冲突，员工感到他们的技能不足时不得再申请 培训机会，他们可能担心这样做，或者他们可能认为是与该组织的问题。所有上述因素应采取的组织，以便为它采用最合适的训练干预，这将满足特定需求，提高员工的参与意愿，满足他们的期望考虑。据斯瓦特等（ 2005 年）人提出的个人的改善培训计划，将在个人动机和个人的需要上提供帮助，并组织一支优质的队伍。 图 1 影响性行为 扎实的基础知识和技能，积极的态度 突破口 无影响性行为 不足的基础知识和技能，消极的态度 个人或组织培训需求分析 在需要学习的地方进行培训 在员工的技能，知识和态度等方面培训，从而改变个人的技能，知识和态度 改善个人绩效 提高组织绩效 图 2 一般模型假设员工的知识，技能和态度会决定一个培训方案是否获得通过，但这并不总是以这种方式结束。如果员工认为，培训是一个在能够使他的知识和技能得到改善，也可能是安全意识的提高，这必将有一个人的个人业绩的增加。通过训练，人的能力将得到加强，使他能够有效地执行分配给他的任务。因此，根据该模型，经过培训后员工将有一个在该组织的整体性能提升。 不过，个人工作绩效也受到组织文化和结构设计的影响，在组织和组进程存在用于奖励制度和激励员工的权力和政治。由于上述原因个人可能没有表现好，并不一定是由于缺乏技能，因此他无法实现自 己的目标。赖特和 Geroy（ 2001）主张，为了有效的训练某些问题必须加以考虑。管理风格可能需要改变，同时培训也必须配合该组织的文化。有些公司可能会提供培训计划，该组织本身不准备接受随之而来的变化。此外， Eisenberger 等（ 1986）建议，员工更有可能成为一个组织承诺，如果他们相信，该组织致力于对他