簡易檢索 / 詳目顯示

研究生: 胡淳雅
Hu, Chun-Ya
論文名稱: The Effects of Training and Development and Supervisor Support on Employee Performance in Taiwan: Work Engagement as a Moderator
The Effects of Training and Development and Supervisor Support on Employee Performance in Taiwan: Work Engagement as a Moderator
指導教授: 賴志樫
學位類別: 碩士
Master
系所名稱: 國際人力資源發展研究所
Graduate Institute of International Human Resource Developmemt
論文出版年: 2020
畢業學年度: 108
語文別: 英文
論文頁數: 57
DOI URL: http://doi.org/10.6345/NTNU202000713
論文種類: 學術論文
相關次數: 點閱:117下載:0
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • Nowadays, human resources development activities are the best tools for training human capital today. The ultimate goal of training and development is to improve the performance of employees' work, and the support of supervisors has an impact on employee performance, so that employees can generate high levels of work engagement through training and development and supervisor support to improve employee performance. There are four variables in this study, the purpose of which is to study the links between the employee of the company’s training and development, supervisor support, employee performance and work engagement. There were 245 valid questionnaires collected at the end, and the results revealed the independent variables, training and development and supervisor support are significantly and positively related with employee performance, but the work engagement, there is no moderator effect between the relationships of the variables. The subjects of the sample survey are mainly participants who with work experience. The study used SPSS version software to analyse data collected from the survey. This result shows when Taiwanese companies make appropriate plans for employee training and with the support of supervisors, will enhance employees' work engagement, improve employee performance, and help promote the organization’s development.

    ABSTRACT I TABLE OF CONTENTS III LIST OF TABLES V LIST OF FIGURES VII CHAPTER I INTRODUCTION 1 Background of the Study 1 Statement of the Study 3 Purposes of the Study 3 Questions of the Study 4 Significance of the Study 4 Delimitations 5 Definition of Key Terms 5 CHAPTER II LITERATURE REVIEW 7 Training and Development 7 Supervisor Support 8 Employee Performance 10 Work Engagement 11 Relationships among the Variables 12 CHAPTER III METHODOLOGY 15 Research Procedure 15 Research Framework 17 Research Samples and Data Collection 17 Measurement 18 Data Analysis 20 Pilot Test 21 CHAPTER IV FINDINGS AND DISCUSSIONS 23 Reliability and Validity Tests of Total Samples 23 Descriptive Statistics Analysis 24 The Relationships among These Variables 26 Summary and Discussions 30 CHAPTER V CONCLUSIONS AND RECOMMENDATIONS 33 Conclusions 33 Research Limitations 34 Implications of the Study 34 Suggestions for Future Studies 36 REFERENCES 39 APPENDIX A: QUESTIONNAIRE (CHINESE VERSION) 45 APPENDIX B: QUESTIONNAIRE (ENGLISH VERSION) 51

    Aguinis, H., & Kraiger, K. (2009). Benefits of training and development for individuals and teams, organizations, and society. Annual Review of Psychology, 60, 451-474.

    Amabile, T. M. (1997). Motivating creativity in organizations: On doing what you love and loving what you do. California Management Review, 40(1), 39-58.

    Amabile, T. M., Conti, R., Coon, H., Lazenby, J., & Herron, M. (1996). Assessing the work environment for creativity. Academy of Management Journal, 39(5), 1154-1184.

    Antje, C., & Peter, S. (2007). Vocational education and training in Germany: Trends and issues. Journal of Vocational Education and Training, 49(3), 337-350.

    Armstrong, M. (2006). A handbook of human resource management practice. London: Kogan Page Publishers.

    Arnoff, J., & Litwin, G. H. (1971). Achievement motivation training and executive advancement. Journal of Applied Behavioral Science, 7(1), 215-229.

    Babakus, E., Cravens, D. W., Johnston, M., & Moncrief, W. C. (1999). The role of emotional exhaustion in sales force attitude and behavior relationships. Journal of the Academy of Marketing Science, 27(1), 58-70.

    Bacharach, S. B., & Bamberger, P. A. (2007). New York City firefighters' post hoc unit support and control climates: A context theory of the consequences of involvement in traumatic work-related events. Academy of Management Journal, 50(4), 849-868.

    Baker, R., & Newport, S. (2003). Dysfunctional managerial behavior in the workplace: Implications for employees, supervisors, and organizations. Problems and Perspectives in Management, 1(1), 108-113.

    Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22(3), 309-328.

    Bakker, A. B., Demerouti, E., & Verbeke, W. (2004). Using the job demands–resources model to predict burnout and performance. Human Resource Management, 43(1), 83-104.

    Bartlett, K. R. (2001). The relationship between training and organizational commitment: A study in the health care field. Human Development Quarterly, 12(4), 335-352.

    Biron, M., & Bamberger, P. (2012). Aversive workplace conditions and absenteeism: Taking referent group norms and supervisor support into account. Journal of Applied Psychology, 97(4), 901-912.

    Blumberg, M., & Pringle, C. D. (1982). The missing opportunity in organizational research: Some implications for a theory of work performance. Academy of Management Review, 7(4), 560-569.

    Borman, W. C., & Motowidlo, S. J. (1993). Expanding the criterion domain to include elements of contextual performance. In Schmitt N., & Borman W. C. (Ed.), Personnel selection in organizations (pp. 71-98). San Francisco: Jossey-Bass.

    Brignall, S., & Modell, S. (2000). An institutional perspective on performance measurement and management in the ‘new public sector’. Management Accounting Research, 11(3), 281-306.

    Britt, T. W., Adler, A. B., & Bartone, P. T. (2001). Deriving benefits from stressful events: The role of engagement in meaningful work and hardiness. Journal of Occupational Health Psychology, 6(1), 53-63.

    Brouther, K. D. (2002). Institutional, cultural and transaction cost influences on entry mode choice and performance. Journal of International Business Studies, 33(2), 203-223.

    Browne, M. W., & Cudeck, R. (1989). Single sample cross-validation indices for covariance structures. Multivariate Behavioral Research, 24(4), 445-455.

    Buckley, R., & Caple, J. (2009). The theory and practice of training. London: Kogan Page Publishers.

    Campbell, J. P. (1990). Modeling the performance prediction problem in industrial and organizational psychology. In Dunnette, M. D., & Hough, L. M., Handbook of industrial and organizational psychology (pp. 687-732). Palo Alto, CA: Consulting Psychologists Press.

    Cohen, D. J. (1990). What motivates trainees? Training & Development Journal, 44(11), 91-93.

    Dayal, I. (1970). Management training in organizations. Prentice Hall, New Delhi.

    Demerouti, E., Bakker, A. B., De-Jonge, J., Janssen, P. P., & Schaufeli, W. B. (2001). Burnout and engagement at work as a function of demands and control. Scandinavian Journal of Work, Environment & Health, 27(4), 279-286.

    Durham, C. C., Knight, D., & Locke, E. A. (1997). Effects of leader role, team-set goal difficulty, efficacy, and tactics on team effectiveness. Organizational Behavior and Human Decision Processes, 72(2), 203-231.

    Eisenberger, R., Cummings, J., Armeli, S., & Lynch, P. (1997). Perceived organizational support, discretionary treatment, and job satisfaction. Journal of Applied Psychology, 82(5), 812-820.

    Eisenberger, R., Huntington, R., Hutchison, S., & Sowa, D. (1986). Perceived organizational support. Journal of Applied Psychology, 71(3), 500-507.

    Eisenberger, R., Stinglhamber, F., Vandenberghe, C., Sucharski, I. L., & Rhoades, L. (2002). Perceived supervisor support: Contributions to perceived organizational support and employee retention. Journal of Applied Psychology, 87(3), 565-573.

    Elangovan, A. R., & Karakowsky, L. (1999). The role of trainee and environmental factors in transfer of training: An exploratory framework. Leadership & Organization Development Journal, 20(5), 268-276.

    Ensour, W. A. R., & Kharabsheh, R. A. (2015). The philosophy and practice of training and development: The case of the Jordanian electricity sector. International Journal of Training and Development, 19(2), 138-160.

    Fairfield-Sonn, J. W. (1987). A strategic process model for small business training and development. Journal of Small Business Management, 25(1), 11-19.

    Gagnon, M. A., & Michael, J. H. (2004). Outcomes of perceived supervisor support for wood production employees. Forest Products Journal, 54(12), 172-177.

    George, J. M., & Zhou, J. (2007). Dual tuning in a supportive context: Joint contributions of positive mood, negative mood, and supervisory behaviors to employee creativity. Academy of Management Journal, 50(3), 605-622.

    Guest, D. E. (1997). Human resource management and performance: A review and research agenda. International Journal of Human resource Management, 8(3), 263-276.

    Gutteridge, T. G., Leibowitz, Z. B., & Shore, J. E. (1993). When careers flower, organizations flourish. Training & Development, 47(11), 24-30.

    Hackett, P. (1997). Introduction to Training, London: London Institute of Personnel and Development.

    Hameed, A., & Waheed, A. (2011). Employee development and its effect on employee performance a conceptual framework. International Journal of Business and Social Science, 2(13), 224-229.

    Harris, L. (1998). A study of attitudes toward racial and religious minorities and toward women. New York: Louis Harris and Associates.

    Hooghe, C. (2008). Strategic training and development: A gateway to organizational success. Human Resource Magazine, 53, 1-9.

    Igbaria, M., & Baroudi, J. J. (1995). The impact of job performance evaluations on career advancement prospects: An examination of gender differences in the IS workplace. MIS Quarterly, 19(1), 107-123.

    Iqbal, N., Ahmad, N., & Javaid, K. (2014). Impact of training on employee performance in the context of telecommunication sector of DG Khan. International Letters of Social and Humanistic Sciences, 17, 60-73.

    Kahn, W. A. (1990). Psychological conditions of personal engagement and disengagement at work. Academy of Management Journal, 33(4), 692-724.

    Kanfer, R., & Ackerman, P. L. (2004). Aging, adult development, and work motivation. Academy of Management Review, 29(3), 440-458.

    Kanfer, R., & Ackerman, P. L. (2005). Work competence-a person-oriented perspective. In Elliot, A. J., & Dweck, C. S. Handbook of competence and motivation (pp.336-353). New York: The Guilford Press.

    Kanungo, R. N. (1982). Measurement of job and work involvement. Journal of Applied Psychology, 67(3), 341-349.

    Katz, D., & Kahn, R. L. (1966). Social psychology of organizations. New York: Wiley.

    Korman, A. (1977). A critical review of Korman's self-consistency theory of work motivation and occupational choice. Organizational Behavior and Human Performance, 18(1), 127-128.

    Kossek, E. E., Pichler, S., Bodner, T., & Hammer, L. B. (2011). Workplace social support and work–family conflict: A meta‐analysis clarifying the influence of general and work–family‐specific supervisor and organizational support. Personnel Psychology, 64(2), 289-313.

    Krasniqi, F. X., & Topxhiu, R. M. (2016). The importance of investment in human capital: Becker, Schultz and Heckman. Journal of Knowledge Management, Economics and Information Technology, 6(4), 1-18.

    Kulkarni, P. P. (2013). A literature review on training & development and quality of work life. Researchers World, 4(2), 136-137.

    Kuvaas, B., & Dysvik, A. (2010). Exploring alternative relationships between perceived investment in employee development, perceived supervisor support and employee outcomes. Human Resource Management Journal, 20(2), 138-156.

    Laing, I. F. (2009). The impact of training and development on work performance and productivity in public sectors organizations: A case study of Ghana ports and Garbous authority (Doctoral dissertation, Institute of Distance Learning, Kwame Nkrumah University of Science, and Technology, Kabwe). Retrieved from http://ir.knust.edu.gh/handle/123456789/628.

    Lawrie, J., & Diaz, D. (1990). Differentiate between training, education and development. Personnel Journal, 69(10), 44-44.

    Liff, S. (2007). Managing government employees: How to motivate your people, deal with difficult issues, and achieve tangible results. New York: American Management Association.

    Mathieu, J. E., & Martineau, J. W. (1997). Individual and situational influences on training motivation. Improving Training Effectiveness in Work Organizations, 8, 193-221.

    Maurer, T. J., Weiss, E. M., & Barbeite, F. G. (2003). A model of involvement in work-related learning and development activity: The effects of individual, situational, motivational, and age variables. Journal of Applied Psychology, 88(4), 707-724.

    Nadler, L. (1982). The critical events training model. San Francisco, CA: Jossey-Bass.

    Neuman, W. (7th Ed.). (2014). Social research methods: Qualitative and quantitative approaches. London: Pearson.

    Newman, A., Thanacoody, R., & Hui, W. (2011). The impact of employee perceptions of training on organizational commitment and turnover intentions: A study of multinationals in the Chinese service sector. International Journal of Human Resource Management, 22(8), 1765-1787.

    Noe, R. (6th Ed.). (2013). Employee training and development. Sydney: McGraw-Hill Irwin.
    Noe, R. A., & Wilk, S. L. (1993). Investigation of the factors that influence employees’ participation in development activities. Journal of Applied Psychology, 78(2), 291-302.

    Olaniyan, D. A., & Okemakinde, T. (2008). Human capital theory: Implications for educational development. Pakistan Journal of Social Sciences, 5(5), 479-483.

    Oldham, G. R., & Cummings, A. (1996). Employee creativity: Personal and contextual factors at work. Academy of Management Journal, 39(3), 607-634.

    Owoyemi, O. A., Oyelere, M., Elegbede, T., & Gbajumo-Sheriff, M. (2011). Enhancing employees’ commitment to organisation through training. International Journal of Business and Management, 6(7), 280-286.

    Rhoades, L., Eisenberger, R., & Armeli, S. (2001). Affective commitment to the organization: The contribution of perceived organizational support. Journal of Applied Psychology, 86(5), 825-836.

    Rothwell, A., & Arnold, J. (2007). Self-perceived employability: Development and validation of a scale. Personnel Review, 36(1), 23-41.

    Russell, J. S., Terborg, J. R., & Powers, M. L. (1985). Organizational performance and organizational level training and support. Personnel Psychology, 38(4), 849-863.

    Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71-92.

    Schermerhorn, J. R., Hunt, J. M., & Osborn, R.N. (6th Ed). (2000). Managing organizational behavior. New York: John Wiley & Sons.

    Sonnentag, S., Mojza, E. J., Demerouti, E., & Bakker, A. B. (2012). Reciprocal relations between recovery and work engagement: The moderating role of job stressors. Journal of Applied Psychology, 97(4), 842-853.

    Swanson, R. A. (2001). Human resource development and its underlying theory. Human Resource Development International, 4(3), 299-312.

    Tabachnick, B. G., & Fidell, L. S. (5th Ed). (2007). Using multivariate statistics. New York: Allyn and Bacon.

    Tharenou, P., & Conroy, D. K. (1994). Men and women managers’ advancement. Applied Psychology: An International Review, 43(1), 5-31.

    Tucker, L. R., & Lewis, C. (1973). A reliability coefficient for maximum likelihood factor analysis. Psychometrika, 38(1), 1-10.

    Williams, L. J., & Anderson, S. E. (1991). Job satisfaction and organizational commitment as predictors of organizational citizenship and in-role behaviors. Journal of Management, 17(3), 601-617.

    無法下載圖示 電子全文延後公開
    2025/12/31
    QR CODE