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首页> 外文期刊>Journal of Applied Psychology >Exploring Qualitative Training Reactions: Individual and Contextual Influences on Trainee Commenting
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Exploring Qualitative Training Reactions: Individual and Contextual Influences on Trainee Commenting

机译：探索定性培训反应：学员评论的个体和上下文影响

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摘要

Training reactions are the most common criteria used for training evaluation, and reaction measures often include opportunities for trainees to provide qualitative responses. Despite being widely used, qualitative training reactions are poorly understood. Recent trends suggest commenting is ubiquitous (e.g., tweets, texting, Facebook posts) and points to a currently untapped resource for understanding training reactions. In order to enhance the interpretation and use of this rich data source, this study explored commenting behavior and investigated 3 broad questions: who comments, under what conditions, and how do trainees comment? We explore both individual difference and contextual influences on commenting and characteristics of comments in 3 studies. Using multilevel modeling, we identified significant class-level variance in commenting in each of the 3 samples of trainees. Because commenting has only been considered at the individual level, our findings provide an important contribution to the literature. The shared experience of being in the same class appears to influence commenting in addition to individual differences, such as interest in the topic (Studies 1 and 2), satisfaction (Studies 2 and 3), and entity beliefs (Study 3). Furthermore, we demonstrated that item wording may have an impact on commenting (Study 3) and should be considered as a potential lever for training professionals to influence commenting behavior from trainees. Training professionals, particularly those who regularly administer training evaluation surveys, should be aware of nonresponse to open-ended items and how that may impact the information they collect, use, and present within their organizations.
机译：训练反应是用于训练评估的最常见标准，反应措施通常包括受训人员提供定性反应的机会。尽管被广泛使用，但定性的训练反应却知之甚少。最近的趋势表明，评论无处不在（例如，鸣叫，发短信，Facebook帖子），并且指向当前尚未开发的用于理解训练反应的资源。为了增强对该丰富数据源的解释和使用，本研究探讨了评论行为并调查了3个主要问题：谁发表评论，在什么条件下发表以及受训者如何发表评论？我们在3项研究中探讨了个人差异和语境对评论和评论特征的影响。使用多级建模，我们在3个受训者样本中的每个注释中都发现了明显的班级差异。由于评论仅在个人层面上进行，因此我们的发现为文献提供了重要的贡献。在同一堂课上分享的经验似乎会影响评论，除了个体差异外，例如对主题的兴趣（研究1和2），满意度（研究2和3）和实体信念（研究3）。此外，我们证明了项目措辞可能会对评论产生影响（研究3），应将其视为培训专业人员影响受训者评论行为的潜在手段。培训专业人员，尤其是那些定期进行培训评估调查的专业人员，应该意识到对开放性项目的无反应，以及这如何影响他们收集，使用和提供给组织的信息。

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