外文翻譯--員工知覺(jué)訓(xùn)練成效與員工態(tài)度之間的關(guān)系

中文 3500 字 本科畢業(yè)論文（設(shè)計(jì)） 外文翻譯 外文題 Employee perceived training effectiveness rela-tionship to employee attitudes 外文出處 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. 譯文 ： 員工知覺(jué)訓(xùn)練成效與員工態(tài)度之間的關(guān)系 Alexandros G. Sahinidis, John Bouris 隨著時(shí)代的不斷變化和環(huán)境的不確定性，盡管管理人員和員工都了解自己的能力有限，但他們還是要完成他們將來(lái)的任務(wù)。研究顯示，勞動(dòng)力的 老齡化和新技術(shù)快速發(fā)展這兩種趨勢(shì)的出現(xiàn)，使得企業(yè)管理令人越來(lái)越不安（大， 2006 年）。研究人員根據(jù)他們向企業(yè)建議增加他們的培訓(xùn)預(yù)算，來(lái)保持靈活地勞動(dòng)力競(jìng)爭(zhēng)力和適應(yīng)性。培訓(xùn)在這里的定義是 干預(yù)提高個(gè)人工作效率的決定性因素的計(jì)劃（ Chiaburu 和 Tekleab， 2005 年，第 29 頁(yè)）。培訓(xùn)視為一個(gè)組織管理所需的技能，必須由該組織的成員一起完成，以提高對(duì)實(shí)現(xiàn)其目標(biāo)的可能性。向雇員提供培訓(xùn)，可以幫助他們減少他們的焦慮或沮喪，因?yàn)樗麄儾皇煜すぷ魉枰狈Φ募寄埽梢杂行У氐玫教幚恚惖热?。?2004）。員工感覺(jué)比 自己沒(méi)有得到重用，更有可能離開(kāi)（ Chenetal.， 2004），如果他們選擇留下來(lái)，他們的生產(chǎn)力將是最理想的（ Kanelopoulos 和 Akrivos， 2006）。所需的技能和雇員擁有的技能之間差距越大，則雇員的離職意向和對(duì)工作的滿意度不足越大。雖然一直沒(méi)有在訓(xùn)練與工作滿意度有直接聯(lián)系的文獻(xiàn)，羅登（ 2002 年）和羅登和科尼恩（ 2005），建議可作為培訓(xùn)工具用于增加工作滿足感。羅登和科尼恩（ 2005），認(rèn)為，訓(xùn)練有素質(zhì)的員工將更好地滿足客戶的需求。蔡等人（ 2007 年）發(fā)現(xiàn)，致力于員工的學(xué)習(xí)表現(xiàn)出一個(gè)高的工作滿 意度保持高度積極的工作態(tài)度。工作滿意度被定義為“令人愉快情緒或一個(gè)人對(duì)工作或工作經(jīng)驗(yàn)積極的評(píng)價(jià)的狀態(tài)“（洛克， 1976 年，頁(yè) 1300）。繼羅登的思想后，更可以假定，雇員認(rèn)為他們的訓(xùn)練將更加有利于比那些得不到培訓(xùn)或培訓(xùn)沒(méi)有得到很好體現(xiàn)的員工能感到滿意。上述假說(shuō)得到這樣的結(jié)論： 員工的知覺(jué)訓(xùn)練的有效性和工作滿意度之間呈正相關(guān)。培訓(xùn)與其組織績(jī)效，人力資源管理實(shí)踐和組織績(jī)效之間的密切聯(lián)系是顯而易見(jiàn)的。證明人力資源管理實(shí)踐的影響和組織績(jī)效的影響之間的關(guān)系并不是一件容易的任務(wù)來(lái)處理，因?yàn)樵谄渌胤經(jīng)]有過(guò)什么研究證明（賽 爾等。， 2003）。在與客戶線（ 1997）誰(shuí)承認(rèn)，培訓(xùn)和發(fā)展，作為一個(gè)獨(dú)特的做法，影響了技能和能力，改變了行為和態(tài)度，通過(guò)人力資源質(zhì)量的成果，從而提高了雇員對(duì)企業(yè)的貢獻(xiàn)，取得很好的成效。人力 資源管理實(shí)踐的經(jīng)驗(yàn)與組織績(jī)效之間關(guān)系作為訓(xùn)練的唯一條件，它的直覺(jué)吸引力，仍然被認(rèn)為是弱點(diǎn)，因?yàn)橹粚?duì)相對(duì)較小的范圍進(jìn)行了一些測(cè)試和調(diào)查。 然而根據(jù)哈里森（ 2000 年）的理論，學(xué)習(xí)（培訓(xùn)觸發(fā)）是一個(gè)變量，可能對(duì)組織績(jī)效產(chǎn)生積極的作用，這被認(rèn)為是對(duì)組織目標(biāo)實(shí)現(xiàn)的一個(gè)關(guān)鍵因素。然而，作為對(duì)落后高性能培訓(xùn)活動(dòng)的解決方案的前提是，這 個(gè)是本身的技術(shù)技能問(wèn)題，即這種差距需要和實(shí)際表現(xiàn)，是由于缺乏培訓(xùn)。由斯沃特等人所繪制的圖表（ 2005年）更好地說(shuō)明了這一點(diǎn)，如圖 1。組織的管理應(yīng)采取培訓(xùn)措施來(lái)彌補(bǔ)這一差距。涉及的性能差距縮小采取干預(yù)改變，特別是培訓(xùn)特殊技能的員工態(tài)度和目標(biāo)。這將成為通過(guò)清晰檢查布拉姆利的個(gè)別訓(xùn)練模型 如 圖 2。應(yīng)認(rèn)識(shí)到該培訓(xùn)的基本邏輯決定了本組織的個(gè)別模型，對(duì)與其雇員來(lái)說(shuō)不會(huì)有效，應(yīng)該嘗試改變自己的知識(shí)，態(tài)度和技能。在個(gè)人表現(xiàn)不足的時(shí)候可能會(huì)出現(xiàn)各種各樣的原因。例如，當(dāng)一個(gè)改變即將發(fā)生利益沖突，員工感到他們的技能不足時(shí)不得再申請(qǐng) 培訓(xùn)機(jī)會(huì)，他們可能擔(dān)心這樣做，或者他們可能認(rèn)為是與該組織的問(wèn)題。所有上述因素應(yīng)采取的組織，以便為它采用最合適的訓(xùn)練干預(yù)，這將滿足特定需求，提高員工的參與意愿，滿足他們的期望考慮。據(jù)斯瓦特等（ 2005 年）人提出的個(gè)人的改善培訓(xùn)計(jì)劃，將在個(gè)人動(dòng)機(jī)和個(gè)人的需要上提供幫助，并組織一支優(yōu)質(zhì)的隊(duì)伍。 圖 1 影響性行為 扎實(shí)的基礎(chǔ)知識(shí)和技能，積極的態(tài)度 突破口 無(wú)影響性行為 不足的基礎(chǔ)知識(shí)和技能，消極的態(tài)度 個(gè)人或組織培訓(xùn)需求分析 在需要學(xué)習(xí)的地方進(jìn)行培訓(xùn) 在員工的技能，知識(shí)和態(tài)度等方面培訓(xùn)，從而改變個(gè)人的技能，知識(shí)和態(tài)度 改善個(gè)人績(jī)效 提高組織績(jī)效 圖 2 一般模型假設(shè)員工的知識(shí)，技能和態(tài)度會(huì)決定一個(gè)培訓(xùn)方案是否獲得通過(guò)，但這并不總是以這種方式結(jié)束。如果員工認(rèn)為，培訓(xùn)是一個(gè)在能夠使他的知識(shí)和技能得到改善，也可能是安全意識(shí)的提高，這必將有一個(gè)人的個(gè)人業(yè)績(jī)的增加。通過(guò)訓(xùn)練，人的能力將得到加強(qiáng)，使他能夠有效地執(zhí)行分配給他的任務(wù)。因此，根據(jù)該模型，經(jīng)過(guò)培訓(xùn)后員工將有一個(gè)在該組織的整體性能提升。 不過(guò)，個(gè)人工作績(jī)效也受到組織文化和結(jié)構(gòu)設(shè)計(jì)的影響，在組織和組進(jìn)程存在用于獎(jiǎng)勵(lì)制度和激勵(lì)員工的權(quán)力和政治。由于上述原因個(gè)人可能沒(méi)有表現(xiàn)好，并不一定是由于缺乏技能，因此他無(wú)法實(shí)現(xiàn)自 己的目標(biāo)。賴特和 Geroy（ 2001）主張，為了有效的訓(xùn)練某些問(wèn)題必須加以考慮。管理風(fēng)格可能需要改變，同時(shí)培訓(xùn)也必須配合該組織的文化。有些公司可能會(huì)提供培訓(xùn)計(jì)劃，該組織本身不準(zhǔn)備接受隨之而來(lái)的變化。此外， Eisenberger 等（ 1986）建議，員工更有可能成為一個(gè)組織承諾，如果他們相信，該組織致力于對(duì)他