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Lifelong learning has become a demand of the work market, as a result it is necessary to optimize the outcomes of job training. Measuring training effectiveness has been shown as a crucial element in human resource research. One of the main components of training evaluation is trainees' satisfaction - their perceived happiness with the training delivered. In fact, trainees' satisfaction could be influenced by some aspects such as attitudes and expectations. Attitudes toward work and self-characteristics influence a trainee's ability to learn and develop and so do expectations of job... [+] Show more
Lifelong learning has become a demand of the work market, as a result it is necessary to optimize the outcomes of job training. Measuring training effectiveness has been shown as a crucial element in human resource research. One of the main components of training evaluation is trainees' satisfaction - their perceived happiness with the training delivered. In fact, trainees' satisfaction could be influenced by some aspects such as attitudes and expectations. Attitudes toward work and self-characteristics influence a trainee's ability to learn and develop and so do expectations of job training. More understanding about these effects from trainees' perspectives will enhance training literature and help training providers and organisations to develop job training. A sequential mixed-methods case study research, combining quantitative and qualitative data, was conducted. The influence of trainees' attitudes toward job commitment, work support, self-efficacy, and learning motivation was investigated, along with trainees' expectations of job training, on their satisfaction with job training. The case of this study was investigating employees from one religious public organisation in Saudi Arabia. Trainees were nominated to attend a foundational course in an external training provider, which was the training department in Umm Al-Qura University. From 150 trainees in this course 118 participants completed the survey and twelve participants were interviewed. Trainees' attitudes toward job commitment, work support, self-efficacy, learning motivation, their expectations and training satisfaction were investigated to explain how these attitudes and expectations influence job training and explore if there are any factors that mediate these relationships.
The findings of this study were constant with the previous literature and proved the influence of the selected attitudes and expectations on trainees' satisfaction. Some demographical factors such as age and experience played a noticeable part. Specifically, the 11 age factor plays a role in self-efficacy and experience plays a role in learning motivation. It has also been found that some cultural considerations can explain and mediate the relationship between trainees' attitudes and expectations and their satisfaction with job training. The cultural considerations can be classified into five dimensions, namely: religious dimension; social dimension; employment dimension; educational dimension and economic dimension. The religious dimension concerns some issues such as the religious motivations for seeking knowledge and participation in the promotion of virtue and prevention of vice. The social dimension highlights the nature of social bonds and affiliations in the Saudi society. The employment dimension focus on the attitudes about types of work and the nature of work in Saudi Arabia. Educational dimension concerns a description of the educational system and attitudes toward some specialisations. Finally yet importantly, the economic dimension focus on the issues related to the economic status of Saudi society. The current study thus designed a cultural model which can be used to explain the relationships found. Although the five cultural dimensions have roles to play in mediating the relationships between trainees' attitudes and expectations and job training satisfaction, the social dimension appeared to have the significant role. This is to say that the social connections, social affiliations, social commitment and responsibilities significantly influence all selected attitudes and expectations and in turn job training satisfaction. The demographical factors also have shown some differences among the study's variables, such as the influence of age in self-efficacy and the influence of work experience in learning motivation. These differences were discussed and explained in the light of the cultural model suggested by this study. Further in depth research about each cultural dimension may enrich job training effectiveness, especially in the public sector. Additionally, studying learning interactions while training could be important to facilitate training effectiveness and ensure training satisfaction. In spite of this study's limitations, it has been possible to provide a broad understanding about the case of this study, draw some conclusions, and suggest further research.
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Published: Melbourne, Victoria: Monash University, 2019
Physical description: 293 p.