Resumo

ABBAD, Gardênia et al. Instructional plan, learning, satisfaction with training and self-evaluation of the impact of training at work. Rev. Psicol., Organ. Trab. [online]. 2001, vol.1, n.2, pp. 129-161. ISSN 1984-6657.

This research investigates the relationship of variables of Organizational Support, Support Transfer of Training, and Trainees' Characteristics with criterion variables of Reaction, Learning and Training Impact at Work. The research included 2907 participants from 226 courses offered by a public organization. The 12-item impact scale was administered in two occasions: two weeks and three mounts after training. Stepwise multiple regression analysis indicated that the trainees' scores in the pretest, the quality of the instructional material, job, motivation for training and the nature of the course objectives account for 5% of the variability of the trainees' grade in the learning posttest (R = 0.24). The instructor performance, motivation, scores of the pretest, field of the course and managerial support account for 60% of the Reaction variability (R = 0.76). Psychosocial support for transfer, reaction and motivation account for 47% of the Impact variability (R = 0.69). Learning is neither directly associated with Reaction nor with Impact. Training characteristics influence on Learning and Reaction, but not on Impact. Training itself is not able to produce effects on trainee's behavior for a long time. This is because transfer of learning to the work depends on the posttraining context

Palavras-chave : training evaluation; transfer of training; support transfer of training; learning and reaction.

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