A comparison of the influences of different training approaches on trainees' perceptions of self-efficacy to achieve training outcomes among bankers in Taiwan.

摘要

The purpose of this study was to compare the influences of the classroom training and the structured on-the-job training (S-OJT) approaches on trainees' self-efficacy to achieve the training outcomes among bankers in Taiwan. Based on the conditions for training effectiveness identified in the literature, the study examined whether trainees with the structured on-the-job training approach and with the classroom training approach differed in their self-assessment of self-efficacy to achieve training outcomes. In addition, this study explored the relationships between the variables of trainees'general self-efficacy and self-efficacy to achieve training outcomes and the two training approaches. Two survey instruments were developed to measure the variables. One asked trainees about the influence of the classroom training approach on their self-efficacy to achieve the training outcomes, and the other asked trainees about the influence of the structured on-the-job training on their self-efficacy to achieve the training outcomes. The questionnaires were randomly distributed to trainees in the Training and Development Center of the Taiwan Academy of Banking and Finance (TABF) from February 21 to March 21. Three hundred two respondents (147 for the classroom training questionnaire and 155 for the S-OJT questionnaire) provided complete data; the overall response rate was 61 percent.;The results showed that the trainees with the structured on-the-job training approach had higher levels of self-efficacy to achieve the training outcomes than those with the classroom training approach. In addition, the results showed that, for the trainees with high general self-efficacy, structured on-the-job training and classroom training had equal influence on the trainees' self-efficacy to achieve the training outcomes. However, for trainees with low general self-efficacy, those who received structured on-the-job training had higher self-efficacy to achieve the training outcomes than those who received the classroom training. Furthermore, the results showed that there was a moderate relationship between the trainees' general self-efficacy and their self-efficacy to achieve training outcomes for the total sample and for the classroom training group. However, the correlation between general self-efficacy and self-efficacy to achieve training outcomes for the S-OJT group showed a low or weak relationship. The results of this study have several useful implications for future research in the HRD area as well as for practitioners in business, adult education, and human resource management.