个人和环境对培训效果的多方面影响[文献翻译].doc

本科毕业论文(设计),2005(8):P604-,:,(Howard,1995),definedforthepurposesofthepresentstudyas“aplannedinterventionthatisdesignedtoenhancethedeterminantsofindividualjobperformance”(CampbellandKuncel,2001,).Inordertoenhancejobperformance,theskillsandbehaviorslearnedandpracticedduringtraininghavetobetransferredtotheworkplace,maintainedovertimeandgeneralizedacrosscontexts(HoltonandBaldwin,2003).Consequently,astransferoflearningremainsacriticalissueforresearchersandpractitioners(HoltonandBaldwin,2003;al.,2000),esnecessarytotestmodelsthatincludesimportantbutless-studiedtraining-,anizationalsystem(Campbell,1988;Mathieuetal.,1992;Noe,1986)anizationalcontextualfactorsasantecedentsoflearningandtransferoflearning(BaldwinandFord,1988;Colquittetal.,2000;MathieuandMartineau,1997).,themajorobjectiveofthisstudyistoexpandourknowledgeofsuchfactorsaffectingtrainingeffectivenessbyexaminingamodelthatincludestheperceivedcontext(-learningcultureandsupervisorsupport),ponents(trainingmotivationandperformancegoalorientation),,,despitetheexistenceofpreliminarysupportfortherelationshipbetweencontextualfactors(-learningculture)andlearning(Traceyetal.,1995)andbetweenworkenvironmentandtrainingmotivation(Traceyetal.,2001),es(,trainingtransfer,generalization,andmaintenance).Forexample,Traceyetal.(2001