企业员工培训迁移的实证研究
|
摘要
人力资源开发被定义为组织通过系统设计和实施,为其成员提供学习必要技能的培训机会,以满足组织现实和未来工作的需要。显然培训在人力资源开发中起着决定性作用。培训可以提高员工的工作能力、改善企业的工作质量。实际上,企业开展培训的最终目的是通过增加员工的知识、改善员工的态度、提高员工的技能来提高组织绩效。但由于员工不能有效地将培训所学迁移到工作中,往往会导致培训效果不佳。所谓培训迁移侧重于培训中学得的行为如何更好地应用于实际,以及是否经过一段时间仍能保持。研究培训迁移的关键影响因素的最终目的,是为了制定出相应的干预对策,更有效地将培训所学迁移到工作中,最大程度地提高培训活动的效果。
本研究通过访谈、问卷调查和现场研究等多种方法对8家知名企业的256名参加TWI培训的员工进行为期3个月的跟踪调查,试图通过实证研究,初步找到影响培训迁移因素以及其间的关系,为提高培训效果提供依据。本研究所得结论如下:
研究一,迁移气氛对受训者培训迁移行为的影响。本研究从情境线索和结果线索出发,在迁移气氛结构的基础上,对企业受训员工进行调查。结果显示,培训迁移气氛中的领导支持、正反馈、同事支持、时间支持、设备支持和目标设置对迁移行为的正向预测有明显的作用,零反馈对迁移行为有负向预测作用。
研究二,企业员工个人特征对其迁移行为的影响。本研究从迁移动机、自我效能感和工作投入几个方面进行考察,对企业受训员工进行调查。结果显示,个人特征变量中的自我效能感、成就动机、工作投入、性别和学历对迁移行为有正向预测作用,年龄对迁移行为的影响不显著。
研究三,主管支持感对培训迁移后效的调节效应。考察主管支持感在培训迁移动机和员工培训迁移行为之间的调节作用。加入成就动机、自我效能、工作投入、主管支持感等变量的影响,试图通过分析变量间的关系,揭示培训迁移对效果变量的作用机制。研究结果显示主管支持感对工作投入—培训迁移行为、自我效能感—培训迁移行为之间关系具有显著的调节作用,而对成就动机—培训迁移行为不具有显著的调节效应。
最后,对本研究存在的不足和进一步研究要解决的问题进行了说明。
The human resources development is defined as the organization provides the training opportunity for its staffs to study essential skill through the system design and the implementation , which is used to meet the realistic and future needs of the organization.Obviously training is playing the decisive function in the human resources development.Training may sharpen staff's working ability and improve their work quality.In fact, the final goal of the enterprise's training is enhancing the organization achievements through increasing staff's knowledge、manners and enhancing their skills. But because the staffs cannot effectively transfer the training to the work,training effect is not good.The so-called training transfer is practical degree of trainees' exercising the knowledge、work skills and behavior manners in real work after training,as well as after period of time next for whether they can maintain.The final aim of study of training transfer key influencing factor is to formulate the corresponding intervention countermeasure、effectively apply the transfer to the work and enhance training effect to the full.
This research adopted many kinds of methods such as interview、survey investigation. It tracked 256 workers in 8 well-known Chinese companies,who had attended the TWI training over a three-month period,This research attempted to find the influence factors of training transfer as well as their relations,this study's aim is to provide the basis for the enhancement of training effect.The conclusions were drawn as following:
First,training transfer climate has significant effect on training transfer behavior. This research embarks from the scene clue and the result clue,in the training transfer structure's foundation,carries on the investigation to the enterprise receiving training staff.The result showed that in the training migration atmosphere's leadership support、the regeneration、the colleague support、the time support、the equipment support and the goal establishment to migrate the behavior the forward forecast to have the obvious function,zero feedback to migrate the behavior to have the negative forecast function.
Second, enterprise staffs’characteristics have significant effect on training transfer behavior. This research carried on the inspection from several aspects such as the training transfer motive,the self-efficacy feeling and the job involvement.The result showed that some facts such as self-efficacy、achievement motivation、job investment、sex and school records have the obvious function on training transfer,the age have not the influence to training transfer.
Third, perceived supervisor support was found to significantly moderate the relationships between job involvement and transfer behavior、as to job involvement and transfer behavior.But perceived supervisor support does not have the remarkable adjustment effect between achievement motivation and transfer behavior.
Finally, current limitations and future research orientation were also discussed at the end of the dissertation.
本研究通过访谈、问卷调查和现场研究等多种方法对8家知名企业的256名参加TWI培训的员工进行为期3个月的跟踪调查,试图通过实证研究,初步找到影响培训迁移因素以及其间的关系,为提高培训效果提供依据。本研究所得结论如下:
研究一,迁移气氛对受训者培训迁移行为的影响。本研究从情境线索和结果线索出发,在迁移气氛结构的基础上,对企业受训员工进行调查。结果显示,培训迁移气氛中的领导支持、正反馈、同事支持、时间支持、设备支持和目标设置对迁移行为的正向预测有明显的作用,零反馈对迁移行为有负向预测作用。
研究二,企业员工个人特征对其迁移行为的影响。本研究从迁移动机、自我效能感和工作投入几个方面进行考察,对企业受训员工进行调查。结果显示,个人特征变量中的自我效能感、成就动机、工作投入、性别和学历对迁移行为有正向预测作用,年龄对迁移行为的影响不显著。
研究三,主管支持感对培训迁移后效的调节效应。考察主管支持感在培训迁移动机和员工培训迁移行为之间的调节作用。加入成就动机、自我效能、工作投入、主管支持感等变量的影响,试图通过分析变量间的关系,揭示培训迁移对效果变量的作用机制。研究结果显示主管支持感对工作投入—培训迁移行为、自我效能感—培训迁移行为之间关系具有显著的调节作用,而对成就动机—培训迁移行为不具有显著的调节效应。
最后,对本研究存在的不足和进一步研究要解决的问题进行了说明。
The human resources development is defined as the organization provides the training opportunity for its staffs to study essential skill through the system design and the implementation , which is used to meet the realistic and future needs of the organization.Obviously training is playing the decisive function in the human resources development.Training may sharpen staff's working ability and improve their work quality.In fact, the final goal of the enterprise's training is enhancing the organization achievements through increasing staff's knowledge、manners and enhancing their skills. But because the staffs cannot effectively transfer the training to the work,training effect is not good.The so-called training transfer is practical degree of trainees' exercising the knowledge、work skills and behavior manners in real work after training,as well as after period of time next for whether they can maintain.The final aim of study of training transfer key influencing factor is to formulate the corresponding intervention countermeasure、effectively apply the transfer to the work and enhance training effect to the full.
This research adopted many kinds of methods such as interview、survey investigation. It tracked 256 workers in 8 well-known Chinese companies,who had attended the TWI training over a three-month period,This research attempted to find the influence factors of training transfer as well as their relations,this study's aim is to provide the basis for the enhancement of training effect.The conclusions were drawn as following:
First,training transfer climate has significant effect on training transfer behavior. This research embarks from the scene clue and the result clue,in the training transfer structure's foundation,carries on the investigation to the enterprise receiving training staff.The result showed that in the training migration atmosphere's leadership support、the regeneration、the colleague support、the time support、the equipment support and the goal establishment to migrate the behavior the forward forecast to have the obvious function,zero feedback to migrate the behavior to have the negative forecast function.
Second, enterprise staffs’characteristics have significant effect on training transfer behavior. This research carried on the inspection from several aspects such as the training transfer motive,the self-efficacy feeling and the job involvement.The result showed that some facts such as self-efficacy、achievement motivation、job investment、sex and school records have the obvious function on training transfer,the age have not the influence to training transfer.
Third, perceived supervisor support was found to significantly moderate the relationships between job involvement and transfer behavior、as to job involvement and transfer behavior.But perceived supervisor support does not have the remarkable adjustment effect between achievement motivation and transfer behavior.
Finally, current limitations and future research orientation were also discussed at the end of the dissertation.
引文
[1]陈丽芬,企业提高培训迁移效度的策略分析.现代企业管理,2002,23(7):86-89.
[2]冯明,陶祁.培训迁移的有关理论和研究.南开管理评论,2002(3):24.26,32.
[3]高孟立.基于培训迁移理论的企业员工培训研究.现代商业,2008(2):253.
[4]匡红云.饭店员工培训迁移影响因素实证分析.青岛大学硕士学位论文,2003.
[5]刘建荣.个人及组织因素对企业培训效果影响的理论与实证研究.华东师范大学博士学位论文,2005.
[6]宋建丰.关于培训迁移的一些理论思考.中国职业技术教育,2003(33):19.20.
[7]孙炯雯,郑全全.员工培训的发展和展望.人类工效学2004,3(10).
[8]汤冬霞.保险推销员营销能力及培训迁移的研究.苏州大学硕士学位论文,2004.
[9]谭伟.培训效果转化的实证研究——基于大五人格的时间管理培训.华南师范大学硕士学位论文,2008.
[10]魏钧,魏妍妍.培训迁移的干预策略及其效果.心理科学进展.2009.17(1),138-146.
[11]王鹏,杨化冬,时勘.培训迁移效果影响因素的初步研究.心理科学,2002, 25(1):69.72,127.
[12]王秀娟.影响国有企业管理培训迁移效果的组织因素分析.苏州大学硕士学位论文,2003.
[13]吴怡.组织培训迁移管理的结构及其效果研究.华中师范大学硕士学位论文,2007.
[14]吴怡,龙立荣.培训迁移影响因素分析及其管理策略研究.华东经济管理,2006,20(2):68.72.
[15]吴怡,龙立荣.培训迁移影响因素研究述评.心理科学进展,2006,14(5):749.756.
[16]吴蕊.培训迁移影响因素研究.大连理工大学硕士学位论文,2007.
[17]吴青.学习型文化对培训迁移的影响关系研究.大连理工大学硕士学位论文,2008.
[18]张国梁,吴蕊.培训迁移影响因素研究.财经界,2007(4):241,236.
[19]骆静,廖建桥.企业员工工作投入研究综述.外国经济与管理,2007,29(5) :40-46.
[20]王增涛.企业员工人格变量对工作投入的影响.曲阜师范大学硕士学位论文,2009.
[21]陈丽君.管理培训技能有效迁移的影响因素和促进措施.理论研究,2001(1):8-9.
[22]谌新民,徐汪奇编著.员工培训方案.广州:广东经济出版社,2002.
[23]景吉.为了培训迁移而培训:培训的新导向.商情(教育经济研究),2007(2):49.50.
[24]雷曼德·A·诺(美)著,徐芳译.雇员培训与开发.北京:中国人民大学出版.2001.
[25]苏丹,周向红.培训迁移环境因素的动态博弈分析.中国科技信息,2006(16):1 89.190,216.
[26]陶佳佳.企业快速E—learning课程设计与开发.上海外国语大学硕士学位论文,2007.
[27]陶向党.培训风险及其有效控制.人才晾望,2004(7):36.
[28]王秀娟.影响国有企业管理培训迁移效果的组织因素分析.苏州大学硕士学位论文,2003.
[29]肖娟.培训效果评估方法及其应用研究.南京理工大学硕士学位论文,2007.
[30]徐芳主编.培训与开发理论及技术.上海:复旦大学出版,2005.
[31]杨洪常,丁秀玲,奚国泉.中国企业培训管理现状研究综述.科学管理研究,2004,22(1):103—107.
[32]俞文钊主编.人力资源管理心理学.上海:上海教育出版社,2005.
[33]张国梁,吴蕊.培训迁移影响因素研究.财经界,2007(4):241,236.
[34]赵慧.企业培训效果评估研究.华中科技大学硕士学位论文,2006.
[35]钟珊.企业培训有效性研究.南京航空航天大学硕士学位论文,2006.
[1] Ames.C.&Archer, J.(1988).Achievement goals in the classroom:Students’learning strategies and motivation processes.Journal of Educational Psychology,80,260-267.
[2] Arthur, W.,Bennett,W.,Edens,P&Bell,S.(2003).Effectiveness of training in organizations:A meta-analysis of design and evaluation features.Journal of Applied Psychology,88(2),234-245.
[3] Bahrick, H P.,Bahrick,L.E.,Bahrick,A.S.&Bahrick P.E.(1993).Maintenance of foreign language vocabulary and the spacing effect.Psychological Science,4,316-321.
[4] Baldwin,T.T.& Ford,J.K.(1988)Transfer of training:A review and directions for future research.Personnel Psychology,41,63一105.
[5] Baldwin,T.T.,Magjuka,R.J.&Loher, B.T.(1991).The perils of participation:Effects of choice of training on trainee motivation and learning.Personnel Psychology,44.5 l-65.
[6] Baldwin,T.T.,Magjuka,R.J.(1991).Organizational training and signals of importance:Linking pretraining perceptions to intentions to transfer.Human Resoume Development Quarterly,2(1),25-36.
[7] Baldwin, T T(1994).Effects of alternative modeling strategies on outcomes of interpersonal-skills training.Journal of Applied Psychology,77,147一154.
[8] Brown,T(2005).Effectiveness of distal and proximal goals as transfer of training intervention:A field experiment.Human Resource Development Quarterly,16(3),369-387.
[9] Brown,T.C.&Momsey,L.M.(2004).The effectiveness of verbal self-guidance as a transfer of training intervention:Its impact on presentation performance,self-efficacy, and anxiety.Innovations in Education and Teaching International,42,255-271.
[10] Burke,L.A.(1997).Improving positive transfer:A test of relapse prevention training on transfer outcomes.Human Resource Development Quarterly,8,115-128.
[11] Burke,M.J.,Sarpy, S.A.,Smith-Crowe,K, Chan-Serafin,S.,Salvador, R.O.&Islam,G.(2006).Relative effectiveness of worker safety and health trainmg methods.American Journal of Public Health,96(2),315-324.
[12] Colquitt,J.A.,LePine,J.A.&Noe,R.A.(2000).Toward an integrative theory of training motivation:A recta-analytic path analysis of 20 years of research.Journal of Applied Psychology,85(5),678-707.
[13] DiVesta,F.J.&Peverly, S.T.(1984).The effects of encoding variability, processingactivity,and rule-example sequence on the transfer of conceptual rules.Journal of Educationa,Psychology,76,108-119.
[14] Driskell,J.E.,Willis,R.P.&Cooper,C.(1992).Effect of overlearning on retention.Joumal of Applied Psychology,77, 615-692.
[15] Frese,M.,Albrecht.K.,Altmann,A.Lang,J..Papstein,P.V.&Peyerl.R.(1988).The effects of an active development of the mental model in the training process:Experimental results in a word processing system.Behaviour and Information Technology,7, 295-304.
[16] Gaudine,A.P.&Saks,A.M.(2004).A longitudinal quasi—experiment on the effects of posttraining transfer interventions.Human Resource Development Quarterly,15{i)。57-76.
[17] Haccoun,R.R.(1997).Transfer and retention:Let’s do both and avoid dilemmas.Applied Psychology.An International Review,1997,46,340-344
[18] Hall,K.G,Domingues,D.A.&Cavazos,R.(1994).Contextual interference effects with skilled baseball players.Perceptual and Motor Skills.78,835-841。
[19] Hatala,J.P.&Gumm.J.C.(2006).Managing organizational cultural influences during the implementation of competency-based training.Advances in Human Resource Development, 8(2),229-246.
[20] Hatala,J.P.&Fleming,P.R.(2007).Making transfer climate visible:utilizing social network analysis to facilitate the transfer of training.Human Resource Development Review.6(1),33-63.
[21] Hicks,W.D.&Klimoski,R.J.(1987).Entry into training programs and its effects on training outcomes:A field experiment.Academy of Management Journal, 30,542-552.
[22] Holton,E.F.1II.,Bates,R.&Ruona,W.E.A.(2000).Development of a generalized learning transfer system inventory.Human Resource Development Quarterly,11,333-360.
[23] Kanfer, R&Ackerman,P,L(1989).Motivation and cognitive abilities:An integrative/aptitude treatment interaction approach to skill acquisition.Journal of Applied Psychology (Monograp),74.657-690.
[24] Holton E.F. (1996).The flawed four-level evaluation mode. Human Resource Development Quarterly, 7 (1): 5~25.
[25] David M Herold,Walter Davis,Donald B Fedor,Charles K arsons.(2002) .DispositionalInfluences on Transfer of Learning in Multistate TrainingPrograms.Personnel sychology,55(4):85 1·870.
[26] Eddie W L Cheng,Danny C K Ho.(2001) .A review of transfer of training studies in the ast decade.Personnel Review,30(1):102.
[27] Elangovan A R,Leonard Karakowsky.(1999) .The Role of Trainee and EnvironmentalFactors in Transfer of Training:an Exploratory Framework.Leadership&OrganizationDevelopment Joumal,20(5):268.
[28] Hanbyul Kim.(2004).Transfer of Training as a Socialpolitical Process.Human Resource Development Quarterly,15(4):497-501.
[29] Henry M.(2001)Research reports the two faces of conscientiousness:Duty and achievement striving in escalation of commitment dilemmas.Journal of Applied Psychology,86(3):533-540.
[2]冯明,陶祁.培训迁移的有关理论和研究.南开管理评论,2002(3):24.26,32.
[3]高孟立.基于培训迁移理论的企业员工培训研究.现代商业,2008(2):253.
[4]匡红云.饭店员工培训迁移影响因素实证分析.青岛大学硕士学位论文,2003.
[5]刘建荣.个人及组织因素对企业培训效果影响的理论与实证研究.华东师范大学博士学位论文,2005.
[6]宋建丰.关于培训迁移的一些理论思考.中国职业技术教育,2003(33):19.20.
[7]孙炯雯,郑全全.员工培训的发展和展望.人类工效学2004,3(10).
[8]汤冬霞.保险推销员营销能力及培训迁移的研究.苏州大学硕士学位论文,2004.
[9]谭伟.培训效果转化的实证研究——基于大五人格的时间管理培训.华南师范大学硕士学位论文,2008.
[10]魏钧,魏妍妍.培训迁移的干预策略及其效果.心理科学进展.2009.17(1),138-146.
[11]王鹏,杨化冬,时勘.培训迁移效果影响因素的初步研究.心理科学,2002, 25(1):69.72,127.
[12]王秀娟.影响国有企业管理培训迁移效果的组织因素分析.苏州大学硕士学位论文,2003.
[13]吴怡.组织培训迁移管理的结构及其效果研究.华中师范大学硕士学位论文,2007.
[14]吴怡,龙立荣.培训迁移影响因素分析及其管理策略研究.华东经济管理,2006,20(2):68.72.
[15]吴怡,龙立荣.培训迁移影响因素研究述评.心理科学进展,2006,14(5):749.756.
[16]吴蕊.培训迁移影响因素研究.大连理工大学硕士学位论文,2007.
[17]吴青.学习型文化对培训迁移的影响关系研究.大连理工大学硕士学位论文,2008.
[18]张国梁,吴蕊.培训迁移影响因素研究.财经界,2007(4):241,236.
[19]骆静,廖建桥.企业员工工作投入研究综述.外国经济与管理,2007,29(5) :40-46.
[20]王增涛.企业员工人格变量对工作投入的影响.曲阜师范大学硕士学位论文,2009.
[21]陈丽君.管理培训技能有效迁移的影响因素和促进措施.理论研究,2001(1):8-9.
[22]谌新民,徐汪奇编著.员工培训方案.广州:广东经济出版社,2002.
[23]景吉.为了培训迁移而培训:培训的新导向.商情(教育经济研究),2007(2):49.50.
[24]雷曼德·A·诺(美)著,徐芳译.雇员培训与开发.北京:中国人民大学出版.2001.
[25]苏丹,周向红.培训迁移环境因素的动态博弈分析.中国科技信息,2006(16):1 89.190,216.
[26]陶佳佳.企业快速E—learning课程设计与开发.上海外国语大学硕士学位论文,2007.
[27]陶向党.培训风险及其有效控制.人才晾望,2004(7):36.
[28]王秀娟.影响国有企业管理培训迁移效果的组织因素分析.苏州大学硕士学位论文,2003.
[29]肖娟.培训效果评估方法及其应用研究.南京理工大学硕士学位论文,2007.
[30]徐芳主编.培训与开发理论及技术.上海:复旦大学出版,2005.
[31]杨洪常,丁秀玲,奚国泉.中国企业培训管理现状研究综述.科学管理研究,2004,22(1):103—107.
[32]俞文钊主编.人力资源管理心理学.上海:上海教育出版社,2005.
[33]张国梁,吴蕊.培训迁移影响因素研究.财经界,2007(4):241,236.
[34]赵慧.企业培训效果评估研究.华中科技大学硕士学位论文,2006.
[35]钟珊.企业培训有效性研究.南京航空航天大学硕士学位论文,2006.
[1] Ames.C.&Archer, J.(1988).Achievement goals in the classroom:Students’learning strategies and motivation processes.Journal of Educational Psychology,80,260-267.
[2] Arthur, W.,Bennett,W.,Edens,P&Bell,S.(2003).Effectiveness of training in organizations:A meta-analysis of design and evaluation features.Journal of Applied Psychology,88(2),234-245.
[3] Bahrick, H P.,Bahrick,L.E.,Bahrick,A.S.&Bahrick P.E.(1993).Maintenance of foreign language vocabulary and the spacing effect.Psychological Science,4,316-321.
[4] Baldwin,T.T.& Ford,J.K.(1988)Transfer of training:A review and directions for future research.Personnel Psychology,41,63一105.
[5] Baldwin,T.T.,Magjuka,R.J.&Loher, B.T.(1991).The perils of participation:Effects of choice of training on trainee motivation and learning.Personnel Psychology,44.5 l-65.
[6] Baldwin,T.T.,Magjuka,R.J.(1991).Organizational training and signals of importance:Linking pretraining perceptions to intentions to transfer.Human Resoume Development Quarterly,2(1),25-36.
[7] Baldwin, T T(1994).Effects of alternative modeling strategies on outcomes of interpersonal-skills training.Journal of Applied Psychology,77,147一154.
[8] Brown,T(2005).Effectiveness of distal and proximal goals as transfer of training intervention:A field experiment.Human Resource Development Quarterly,16(3),369-387.
[9] Brown,T.C.&Momsey,L.M.(2004).The effectiveness of verbal self-guidance as a transfer of training intervention:Its impact on presentation performance,self-efficacy, and anxiety.Innovations in Education and Teaching International,42,255-271.
[10] Burke,L.A.(1997).Improving positive transfer:A test of relapse prevention training on transfer outcomes.Human Resource Development Quarterly,8,115-128.
[11] Burke,M.J.,Sarpy, S.A.,Smith-Crowe,K, Chan-Serafin,S.,Salvador, R.O.&Islam,G.(2006).Relative effectiveness of worker safety and health trainmg methods.American Journal of Public Health,96(2),315-324.
[12] Colquitt,J.A.,LePine,J.A.&Noe,R.A.(2000).Toward an integrative theory of training motivation:A recta-analytic path analysis of 20 years of research.Journal of Applied Psychology,85(5),678-707.
[13] DiVesta,F.J.&Peverly, S.T.(1984).The effects of encoding variability, processingactivity,and rule-example sequence on the transfer of conceptual rules.Journal of Educationa,Psychology,76,108-119.
[14] Driskell,J.E.,Willis,R.P.&Cooper,C.(1992).Effect of overlearning on retention.Joumal of Applied Psychology,77, 615-692.
[15] Frese,M.,Albrecht.K.,Altmann,A.Lang,J..Papstein,P.V.&Peyerl.R.(1988).The effects of an active development of the mental model in the training process:Experimental results in a word processing system.Behaviour and Information Technology,7, 295-304.
[16] Gaudine,A.P.&Saks,A.M.(2004).A longitudinal quasi—experiment on the effects of posttraining transfer interventions.Human Resource Development Quarterly,15{i)。57-76.
[17] Haccoun,R.R.(1997).Transfer and retention:Let’s do both and avoid dilemmas.Applied Psychology.An International Review,1997,46,340-344
[18] Hall,K.G,Domingues,D.A.&Cavazos,R.(1994).Contextual interference effects with skilled baseball players.Perceptual and Motor Skills.78,835-841。
[19] Hatala,J.P.&Gumm.J.C.(2006).Managing organizational cultural influences during the implementation of competency-based training.Advances in Human Resource Development, 8(2),229-246.
[20] Hatala,J.P.&Fleming,P.R.(2007).Making transfer climate visible:utilizing social network analysis to facilitate the transfer of training.Human Resource Development Review.6(1),33-63.
[21] Hicks,W.D.&Klimoski,R.J.(1987).Entry into training programs and its effects on training outcomes:A field experiment.Academy of Management Journal, 30,542-552.
[22] Holton,E.F.1II.,Bates,R.&Ruona,W.E.A.(2000).Development of a generalized learning transfer system inventory.Human Resource Development Quarterly,11,333-360.
[23] Kanfer, R&Ackerman,P,L(1989).Motivation and cognitive abilities:An integrative/aptitude treatment interaction approach to skill acquisition.Journal of Applied Psychology (Monograp),74.657-690.
[24] Holton E.F. (1996).The flawed four-level evaluation mode. Human Resource Development Quarterly, 7 (1): 5~25.
[25] David M Herold,Walter Davis,Donald B Fedor,Charles K arsons.(2002) .DispositionalInfluences on Transfer of Learning in Multistate TrainingPrograms.Personnel sychology,55(4):85 1·870.
[26] Eddie W L Cheng,Danny C K Ho.(2001) .A review of transfer of training studies in the ast decade.Personnel Review,30(1):102.
[27] Elangovan A R,Leonard Karakowsky.(1999) .The Role of Trainee and EnvironmentalFactors in Transfer of Training:an Exploratory Framework.Leadership&OrganizationDevelopment Joumal,20(5):268.
[28] Hanbyul Kim.(2004).Transfer of Training as a Socialpolitical Process.Human Resource Development Quarterly,15(4):497-501.
[29] Henry M.(2001)Research reports the two faces of conscientiousness:Duty and achievement striving in escalation of commitment dilemmas.Journal of Applied Psychology,86(3):533-540.