英语翻译Work EnvironmentOften during and after training program,participants or traineesare excited about the new knowledge.Baldwin and Ford define transfer oftraining as the degree to which trainees effectively apply the knowledge,skills,and att

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英语翻译Work EnvironmentOften during and after training program,participants or traineesare excited about the new knowledge.Baldwin and Ford define transfer oftraining as the degree to which trainees effectively apply the knowledge,skills,and att

英语翻译Work EnvironmentOften during and after training program,participants or traineesare excited about the new knowledge.Baldwin and Ford define transfer oftraining as the degree to which trainees effectively apply the knowledge,skills,and att
英语翻译
Work Environment
Often during and after training program,participants or traineesare excited about the new knowledge.Baldwin and Ford define transfer oftraining as the degree to which trainees effectively apply the knowledge,skills,and attitudes gained in the training context to the job.The presentresearch examined there is a relationship between three factors of transfer oftraining includes training design,individual characteristic and workenvironment .Velada and Caetano reported transfer of training requires atrainee to learn new job related competencies.
The researcher has demonstrated that training efforts are unlikelyto result in positive changes in job performance unless the newly trainedcompetencies are transferred into the work environment.Only 10 percent of theknowledge gain and experiences in the training is transferred to a job.
Thus,based on the discussion,we offer the following hypotheses:
H1:Relationship between trainee characteristic and transfer oftraining.
H2:Relationship between transfer of training and training design.
H3:Relationship between transfer of training and work environment.

英语翻译Work EnvironmentOften during and after training program,participants or traineesare excited about the new knowledge.Baldwin and Ford define transfer oftraining as the degree to which trainees effectively apply the knowledge,skills,and att
工作环境
在培训期间及之后,学员时常对新知识感到十分兴奋.鲍德温和福特将训练迁移定义为学员有效运用培训经验的熟练程度,包括对知识,技能和在与工作相关的训练题材中领悟到的工作态度的运用.当前有研究调查过影响训练迁移的三个因素之间的关系,也就是培训设计,个人特点和工作环境之间的关系.贝拉达和卡埃塔诺提出训练迁移需要学员学习与新工作相关的能力.
研究者表明,培训本身可能不会给工作业绩带来积极的变化,除非将培训中获得的新的工作能力发挥到工作环境中.通过培训或实践获得的知识中只有10%是转移到工作上的.
因此,根据讨论,我们提出以下假设:
假设1:学员特点和训练迁移之间的关系.
假设2:训练迁移和培训设计之间的关系.
假设3:训练迁移和工作环境之间的关系.

在培训期间及培训结束后，参训者通常会因为在培训中所得到的新知识而兴奋。BALDWIN 和FORD 将培训转移定义为受训者将其在培训中所学到的知识、技巧及态度应用于实际工作中的程度。对目前研究的调查表明，（影响）培训转移的三个因素，即培训设计、个人特性和工作环境之间存在着联系。...

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在培训期间及培训结束后，参训者通常会因为在培训中所得到的新知识而兴奋。BALDWIN 和FORD 将培训转移定义为受训者将其在培训中所学到的知识、技巧及态度应用于实际工作中的程度。对目前研究的调查表明，（影响）培训转移的三个因素，即培训设计、个人特性和工作环境之间存在着联系。

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