1、 中文 3500 字 本科毕业论文（设计） 外文翻译 外文题 Employee perceived training effectiveness rela-tionship to employee attitudes 外文出处 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
2、, 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 troublin
3、g 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 a
4、nd 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
5、 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 eff
6、ectively (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 possess
7、ed 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 incre
8、ase 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 ha
9、s 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 perce-ive their training beneficial will be more satisfied than those who get no t
10、raining 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 pra
11、ctices 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 th
12、at 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 relationsh
13、ip 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
14、) 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).
