Purpose

Training cannot be effective if trainers are not pedagogically competent. However, the influence of trainers’ pedagogical competencies on employees’ knowledge and skill acquisition during training is not given the needed attention in the training literature. This study aims to examine the influence of trainers’ pedagogical competencies such as delivery, trainees’ involvement, use of visual aids and body language on trainees’ assimilation of training content.

Design/methodology/approach

The data are analyzed from 425 respondents in an online survey. This study uses structural equation modeling in testing the hypotheses following validity and reliability tests.

Findings

This study finds that trainers’ pedagogical competencies such as trainee involvement and body language have a significant influence on trainees’ assimilation of training content, but others such as the trainers’ delivery and use of visual aids do not have a significant influence on assimilation of training content.

Practical implications

Professionals responsible for training should endeavor to use trainers who have been proven to be pedagogically competent, especially involving trainees during training and use of body language and not just experts in the topics/areas they provide training. Trainers themselves should on their part do well to acquire pedagogical skills in addition to the content knowledge they possess to enhance their training effectiveness particularly, trainees’ assimilation of training content.

Originality/value

As a phenomenon rarely given attention, this study urges learning and development researchers and practitioners as well as human resource management professionals to give attention to the pedagogical competencies of trainers during training and trainees’ learning.

中文翻译：

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培训师的教学能力和学员对培训内容的吸收

目的

如果培训师不具备教学能力，培训就不会有效。然而，在培训文献中，培训人员的教学能力对员工在培训期间知识和技能获得的影响并没有得到应有的重视。本研究旨在检验培训师的教学能力，如交付、学员参与、视觉辅助工具的使用和肢体语言对学员吸收培训内容的影响。

设计/方法/方法

这些数据是在一项在线调查中对 425 名受访者进行分析的。本研究使用结构方程模型来检验效度和信度检验后的假设。

发现

本研究发现，培训师的教学能力（如学员参与度和肢体语言）对学员对培训内容的吸收有显着影响，但其他方面（如培训师的交付和使用视觉教具）对培训的吸收没有显着影响。内容。

实际影响

负责培训的专业人员应努力使用已被证明具有教学能力的培训师，尤其是在培训和肢体语言使用期间让受训者参与进来，而不仅仅是他们提供培训的主题/领域的专家。培训师自己除了掌握内容知识外，还应做好教学技能的学习，以提高培训效果，尤其是受训者对培训内容的吸收。

原创性/价值

作为一个很少受到关注的现象，本研究敦促学习和发展的研究人员和从业者以及人力资源管理专业人士在培训和受训者的学习过程中关注培训师的教学能力。