Training Job Satisfaction Research Articles

The difference in the skills employment, job training satisfaction and job engagement by training duration among NDTS Apprentices in Southern region of Malaysia

Globalization, technological advancements, and changes in work organization have increased the demand for skilled employment in many countries. In the absence of skills, employers are less likely to be able to find employment and are more likely to face skills-related unemployment, which decreases their competitiveness. In order to address the challenge of promoting skilled employability, the National Dual Training System (NDTS) apprenticeship training programme is an essential component. This enhances the ability of employees to find employment opportunities and earn income with the help of their skills. The development of skilled employability is one of the most effective strategies for ensuring a successful transition to the workforce and the access to career-oriented employment. Furthermore, the NDTS provides employees with the skills, knowledge, competencies, and attitudes necessary to find employment and to survive in an unstable economic environment. The performance of an employee is also related to the level of job satisfaction along with the skills of the employee. It has been demonstrated that satisfied employees perform better, resulting in a higher productivity level in the organization. Also, employees must be provided with necessary job training to ensure they develop the necessary skills to fulfill the requirements of their respective roles as well as prepare themselves for employment in specialized fields. The existence of training opportunities is likely to lead to employees remaining satisfied with an organization for a longer period of time. The improvement of employee engagement and workplace excellence can also be observed in this regard. As part of this study, the focus will be on identifying how the duration of the NDTS apprenticeship training program affects the employment of skilled employees. This will affect the satisfaction of job training, and the engagement of employees on the job.

On The Job Training Satisfaction of Hotel Management Students

The study aimed to evaluate the satisfaction level of students with the on-the-job training program. The study population consisted of 178 students in the third and fourth academic year of the Diploma IV Hospitality Administration at Bali Tourism Polytechnic who returned and correctly filled out the questionnaire. The data was analyzed using descriptive statistical methods. The research has both theoretical and practical contributions. Theoretically, it can contribute to the development of organizational behavior literature and human resource management. Practically, it can assist vocational education institutions, especially Bali Tourism Polytechnic, in developing on-the-job training programs for their students.

A study on Job Training Satisfaction for Long-term Unemployed at Daycare Centers

목적 본 연구는 보육 교직원으로서 자격을 취득하였으나 2년 이상 보육 현장에서 근무하지 않은 미 종사자들이 다시 보육교사로 근무하기 위해 받아야 하는 장기 미 종사자직무교육의 교육 접근성과 교육내용, 교육 기대효과를 중심으로 교육의 만족도 수준을 탐색하는 목적을 둔다. 방법 연구목적에 따라 교육 만족도를 알아보고자 양적 연구 방법과 질적 연구 방법을 통합적으로 실행하여, 먼저 양적 연구 방법으로 서울 및 경기도 지역에서 장기 미 종사자직무교육을 이수한 337명을 대상으로 설문조사를 실시하여 연구자료로 활용하였다. 또한, 질적 연구 방법으로 장기 미 종사자직무교육을 이수한 10명을 연구 참여자로 선정하여 심층 면담을 진행하고, 그 자료를 질적 연구 자료로 수집하였다. 양적 자료는 SPSS WIN 23.0 프로그램을 활용하여 신뢰도, 기술통계, ANOVA로 검증하고, 사후검정을 위해 Scheff’e test를 실시하였다. 또한, 질적 자료를 연구의 타당성에 맞게 분석하기 위해 Merriam(2009)의 질적 자료 분석방법론에 근거하여 분석하였다. 결과 장기 미 종사자직무교육의 만족도와 관련하여 본 연구의 양적 연구 결과에서는 교육 이수자의 모든 배경 변인에서 교육 접근성이 낮은 것으로 나타났고, 근무경력과 자격급수에 따라 교육내용과 기대효과에 집단 간 차이가 통계적으로 유의하게 나타났다. 또한 질적 연구 결과도 교육 이수자들이 교육을 신청하고 접수하는 과정에서 교육정보가 부족하고 교육 신청 방법이 어려워 곤란함을 경험한 것으로 나타났다. 교육을 통해 보육교사의 직무를 이해하고 취업의 의지를 높이며, 공보육에 대한 책임감을 갖는데 교육의 기대효과가 높은 것으로 나타났다. 결론 장기 미 종사자직무교육은 비 현직자의 배경 변인을 고려하여 교육 접근성을 높이고, 교육내용을 보완하여 이들의 보육 현장 진입을 적극적으로 지원하여 직무교육의 효과를 높일 수 있도록 운영하는 것이 중요하다는 것을 시사한다.

A Diverse and Inclusive Psychological Work Climate: Some Antecedents and Consequences

This paper presents an organizational field study that examines some antecedents and consequences of a diverse and inclusive psychological work climate. 23 managers participated in a survey after completing a diversity training. The results found support for a tri-dimensional conceptualization of a psychological inclusive climate. ANOVAs analyses were conducted to determine whether the results support the hypotheses. The findings show significance for some antecedents on both psychological climates, such as time worked for the organization, perception of an inclusive leadership, and personal comfort with diversity. As for the consequences, significant relationships were found between a psychological diversity climate and three attitudinal variables: job satisfaction, job training satisfaction, and organizational commitment. As for the psychological inclusive climate, the results showed significance only with job satisfaction and job training satisfaction. The theoretical implications of this study are discussed, and the practical applications of the findings are explained in hope to guide the creation of diverse and inclusive work climates that relist the positive outcomes that can be reached by a diverse workforce.

The Effect of Job Training Satisfaction on Career Attitude Maturity in Vocational College Youth: Mediating Effects of Career Decision-Making Self-Efficacy

The Effect of Job Training Satisfaction on Career Attitude Maturity in Vocational College Youth: Mediating Effects of Career Decision-Making Self-Efficacy

A Study on Improvement of Quality of Care-givers to Long Term Care Old Age

Background/Objectives: This study is a survey research to identify relationship among organizational commitment, job training satisfaction, and empowerment.Methods/Statistical analysis: This research analyzed factors affecting satisfaction with college life using 112 nursing school students in S city as research objects. Specifically, this research examined self-resilience, communication capacity, and self-respect. In the results of this study, the organizational commitment of the subjects did not show the significant difference with the job training satisfaction and the empowerment.Findings: There was significant positive relationship between job satisfaction and empowerment. Therefore, it is necessary to improve the quality by using the correlation between job satisfaction and empowerment.Improvements/Applications: while this study did not find any relationship between organizational commitment and job training satisfaction, there have been other researches which report that work education improves organizational commitment. Thus, it is necessary to do repetitive researches on organizational commitment and job training satisfaction.

Are peer specialists happy on the job?

This study was designed to examine the impact of role clarity and job training on job satisfaction among peer specialists. A 3-part survey assessing job training, job satisfaction, and role clarity was administered online to 195 peer specialists who are members of the International Association of Peer Specialists. Data was analyzed using descriptive statistics, correlational analyses to include multiple linear regressions and analysis of variance. Self-study and online training methods were negatively correlated with job satisfaction while job shadowing was positively correlated with job satisfaction. Role clarity was positively correlated with job satisfaction and job training satisfaction as well as job shadowing and one-on-one training. The use of self-study and online training for peer specialists is contraindicated by current findings, which suggest the need to utilize job shadowing or training methods that allow for personal interaction between peer specialists and their colleagues. (PsycINFO Database Record

The Effects of Job Training Satisfaction on Customer Orientation of Care Workers： Focusing on the Moderating Effect of Self-esteem

The Effects of Job Training Satisfaction on Customer Orientation of Care Workers： Focusing on the Moderating Effect of Self-esteem

The mediating role of job satisfaction in the relationship between job training satisfaction and turnover intentions

Purpose– The purpose of this paper is to examine the relationship among job training satisfaction (JTS), job satisfaction (JS) and turnover intention (TI) and moreover, the role of JS in the relationship between the JTS and TI.Design/methodology/approach– A survey was used in this study for a sample size of 115. The principal component analysis was carried out to examine the factors in JTS and JS. The regression and mediation analyses were applied to assess the relationship among the JTS, JS and TI.Findings– A significantly negative relationship between JTS and TI was found and mediated by JS. The paper also suggests that JS is positively related to JTS but is negatively related to TI, which is in accordance with what have been reported in the earlier studies.Practical implications– This study reinforced the significance of job training in human resource management practices. The employees’ satisfaction with job training that would lead to higher JS and lower TIs was emphasized. Therefore, it becomes important for HRD professionals to consider both the delivery of the training to the employees and the employees’ satisfaction with the training approach when designing the training program.Originality/value– While many different variables have been studied in the relationship with TI, the JTS is rarely discussed. This paper attempts to examine the relationship among JTS, JS and TI with addition of new insights.

The Factors on Elderly Employment Project Outcome: Appropriation of work, Job Training Satisfaction, Intra-organizational Cooperation

The Factors on Elderly Employment Project Outcome: Appropriation of work, Job Training Satisfaction, Intra-organizational Cooperation

경찰관의 교육훈련과 직무만족 및 직무성과의 관계

This study on the training of police officers job satisfaction and job performance is to identify the relationship. This study of 2012 Police Training Institute courses in related expenses 5 population in the process of initiation of a national police officer selection, and note that the sampling method used to extract a total of 300 samples, but the number of cases that were used in the final analysis, 268 people. Data processing by the SPSSWIN 18.0 factor analysis, reliability analysis, multiple regression, path analysis. Conclusions are as follows. First, the police officer`s training affects job satisfaction. In other words, work-related, of course the more positive the evaluation of job training job satisfaction is high, education, the stronger the motivation and job satisfaction also higher education can be. Second, the education and training of police officers affects job performance. In other words, work-related, educational motivation, job training curriculum for the more positive job performance rating is also high. Third, the police officer`s job satisfaction affects job performance. In other words, education can be a higher job performance and job satisfaction also high. Fourth, the training of police officers on the job satisfaction and job performance directly or indirectly affected. That is, the internal job satisfaction and job performance, job training parameters are the important variables.

The Relationship between Job Training and Job Satisfaction

As stand-alone concepts, job satisfaction and job training have each been researched extensively. However, encouraged by researchers who have found a myriad of effects of job training on employee behavior in the workplace, the concepts of job training and job satisfaction are being examined together. Results of many studies indicate that the effects of job training go beyond those that might be considered traditional, that is, the acquisition of knowledge, the improvement of skill, and the increasing of efficiency in the workplace. This review of literature looks at the relationship between job training and job satisfaction, and also examines the concept of job training satisfaction. It has been found that the research on the relationship between these two concepts can be categorized as follows: job training satisfaction as a measured construct, workplace and employee studies, training methodology studies, perception and meaning, and additional outcomes. Training and development practitioners must be aware of the relationship between job training and job satisfaction when planning and promoting workplace training programs.

Employee demographics and job training satisfaction: the relationship between dimensions of diversity and satisfaction with job training

Human resource development professionals serve many diverse populations of learners in the workplace. They do so with limited resources which leads to a dilemma: How to most effectively and efficiently meet the needs of all learners in the workplace, given the different job duties, backgrounds, skills and abilities of each learner. This empirical study examines job training satisfaction among customer and technical service employees in nine different organizations in the US and Canada. The study concluded that there were no differences in job training satisfaction when examined with dimensions of diversity such as age groups, gender and race/ethnicity. There were differences in job training satisfaction, however, when examined with job type, job status, and job tenure.

The relationship between satisfaction with workplace training and overall job satisfaction

AbstractOpportunities for training and development are paramount in decisions regarding employee career choices. Despite the importance, many research studies on job satisfaction do not address satisfaction with workplace training as an element of overall job satisfaction, and many job satisfaction survey instruments do not include a “satisfaction with workplace training” component. This study examined the relationship between satisfaction with employer‐provided workplace training and overall job satisfaction of customer contact representatives. A significant relationship was found between job training satisfaction and overall job satisfaction. Components of job training, including time spent in training, training methodologies, and content, were determined to be significant in their relationship to job training satisfaction, and trainees were significantly more satisfied with the training they received when the methodology employed was their preferred one. On the basis of these findings, conclusions were drawn and recommendations for researchers and practitioners in the field of HRD were made.