ABSTRACT

The study examines an important aspect of the training evaluation, namely trainee reaction to training. In particular, the author aimed to analyse the relationship between learning self-efficacy during the training and identified factors of trainee reaction to training: trainee perception of the training content, design, and trainer performance. The results of the study confirmed that hypothesised antecedents were positively related to learning self-efficacy. The author revealed a new relationship contributing to a better understanding of the role of the cognitive reactions in the training evaluation, namely perceived trainee attitude towards training improvement. The high declarative learning self-efficacy can serve as an indicator of trainee readiness to transfer the training results to the workplace and forecast improvement in the workplace as a result. Based on the study results and review of the literature, the author developed a hypothesised model of relations between the trainee reaction and job performance.

摘要

该研究考察了培训评估的一个重要方面，即受训者对培训的反应。特别是，作者旨在分析培训过程中的学习自我效能感与受训者对培训反应的确定因素之间的关系：受训者对培训内容的感知、设计和培训师表现。研究结果证实，假设的前因与学习自我效能感呈正相关。作者揭示了一种有助于更好地理解认知反应在培训评估中的作用的新关系，即感知的受训者对培训改进的态度。高陈述性学习自我效能感可以作为受训者准备将培训结果转移到工作场所并预测工作场所的改进结果的指标。基于研究结果和文献回顾，作者建立了受训者反应与工作绩效之间关系的假设模型。