教程分析training summary培训结.pdfVIP

Basicconcepts

Trainingtransfer:applyingknowledgeandskillsfromtrainingtotheworksetting

Theoriesoverview

Likemanyotherhumanresourcemanagementtopics,traininganddevelopmentisanapplied

science.Givensuchakindofcharacteristic,traininganddevelopmentusuallyborrowheavilyfrom

theoriesdevelopedinmorebasicsciences,suchascognitivepsychology(e.g.,learningtheories).

Assuch,traininganddevelopmentscholarsaremorelikelytoengageintheorizinginsteadoftheory

development(Weick,1989,1995).Inotherword,mostofthetime,scholarsarenotattemptto

developnewandcomprehensivetheoriesontraining,butratherapplyingexistingbigtheoryto

justifycertainrelationshipsinthe“traininganddevelopment”context.Therefore,theoriesinthis

areacannotonlyhelpunderstandthemorebasicphenomena(e.g.attentionalorcognitiveprocesses),

butalsocontributetotheapplication,generalizationorextensionofsuchworktotheworkplace.

Overallevaluationtrainingresearchfromthescientificperspective

Trainingisaresearchareathathasstrongpracticalimplication,thusattractingtheattention

frombothscholarsandpractitioners.Fromthescientificperspective,followingWhetten(1989)’s

criteriaofgoodtheoryinfieldsofsocialscience,ChenandKlimoski(2000)delineatedthree

standardsbywhichscientificprogressinHumanResourceManagementfieldcanbeevaluated.

AccordingtoWhettern(1989),therearefourkeyelementsforagoodtheory.First,theories

shouldbeclearwithrespecttothesetofconstructsthatconstitutethetargetphenomena,interms

oftheoreticaldefinitionandstrictmeasurement.Second,theoriesshouldelucidatethecausal

mechanismlinkingtheconstructstheyincluded,inordertoclearlydemonstratehowvarious

co