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1、本科毕业论文（设计） 外文翻译外文题 Employee perceived training effectiveness relationship to employee attitudes 外文出处 Journal of European Industrial Training 外文作者 Alexandros G. Sahinidis, John Bouris 原文：原文：Employee perceived training effectiveness relationship to employee attitudesAlexandros G. Sahinidis, John Bouri
2、sTraining 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 m
3、anagement, the increasing age of the workforce and the fast-paced evolution of new technologies (Tai, 2006). According to Tai, researchers converge in their suggestions to businesses, that they increase their training budgets, in order to remain competitive and maintain an adaptable and flexible wor
4、kforce.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
5、 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 e
6、t 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 employ
7、ees, 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 satisfac
8、tion. 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 performance. Job satisfaction has been defined as “
9、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 perceive their training beneficial will be more satisfied than those who get no training or training
10、of no value. The above lead to the hypothesis that:H1. There is a positive relationship between employee perceived training effectiveness and job satisfaction. Training and organizational performance Up to this point, it is evident that there is a strong linkage between HRM practices and organizatio
11、nal 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 develo
12、pment, 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 implementation of other practices as well. The empirical relationship between training as
13、a sole human resource practice and organizational performance, however intuitively compelling, 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
14、have a positive effect on organizational performance and is considered 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 a
15、ctual 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 chang
16、ing specific skills and attitudes of the employees. This becomes clearer by examining Bramleys individual model of training (Figure 2). The underlying logic of the individualmodel of training dictates that the organization should recognize that its employees are not effective and a change should be attempted in their knowledge, attitudes and skills. This shortfa
