THE RELATIONSHIP BETWEEN LEARNING SUPPORT AND TRAINING IMPACT AT WORK

• Autor(a) principal: Spadotto Balarin, Camila
• Data de Publicação: 2014
• Outros Autores: Zerbini, Thaís, Barros Martins, Lara
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: REAd (Porto Alegre. Online)
• Texto Completo: https://seer.ufrgs.br/index.php/read/article/view/41925
• topic: Training Evaluation; Learning Support; Training Impact at Work; Evaluación de la formación; Apoyo al Aprendizaje; Impacto de la Formación en el Trabajo; Avaliação de treinamento; Suporte à Aprendizagem; Impacto de Treinamento no Trabalho

Among the variables that influence the effectiveness of Training, Development and Education actions (TD&E), the contextual ones stand out. Based on this, we studied the relationship between the variables Learning Support – perceived support and psychosocial support for natural or induced learning in the workplace – and Training Impact at Work – influence of what has been learned in TD&E actions on overall performance, attitudes and motivation. To collect data, we used two validated and reliable scales available in the national literature: Learning Support (33 items, frequency range 0-10, α = 0.96) and Training Impact at Work (12 items, agreement scale from 1 to 5, α = 0.90). Data collection was conducted in person and virtually in three private companies, two to four weeks after the end of training; a total of 83 questionnaires concerning seven trainings was achieved. The sample is comprised by 61 men and 22 women, 18-64 years old, and 53% have completed higher education. Exploratory and descriptive analyzes were performed and also correlation analysis, in order to assess the relationship between the two variables. The Learning Support Scale presented averages between 3.37 and 8.12, high standard deviation and high variation in minimum and maximum responses, indicating divergent responses. The Training Impact at Work Scale presented averages between 3.65 and 4.39, and showed a low standard deviation, but the variation of the minimum and maximum responses is high in most cases, indicating that some respondents did not agree with the statements. Participants perceive moderately Learning Support in the company and judge that have occurred Training Impact at Work. Variables showed a significant and moderate correlation (r = 0.53), which corroborates the literature’s findings related to psychosocial support; but still more research is needed about Learning Support in order to check the scale’s evidences of validity and better define and distinguish this concept in relation to other.