ABSTRACT
This paper aims to adapt and analyze the factor structure and psychometric properties of the Reaction to Instructional Proceedings Scale in Distance Education (ERPI-EAD) and its relation with the effectiveness of training at work. In total, 3,600 employees from a Brazilian public bank participated in this study by answering the ERPI-EAD after taking part in an online course. We measured training transfer with a self-evaluation scale. Internal consistency, confirmatory factor analysis, and multiple regressions were conducted. A one-factor structure and a high level of fit for the model were found. The participants' satisfaction with the course was related to the effectiveness of training. We suggest using the ERPI-EAD as a reliable and valid measure that predicts the effectiveness of training, can contribute to collect relevant information to improve instructional aspects and ensure better performance results in the workplace.
O presente trabalho tem como objetivo adaptar e analisar a estrutura fatorial e as propriedades psicométricas da Escala de Reação aos Procedimentos Instrucionais em Educação a Distância (ERPI-EAD) e sua relação com a efetividade do treinamento no trabalho. Participaram deste estudo 3.600 funcionários de um banco estatal brasileiro respondendo à ERPI-EAD depois de realizar um curso on-line. Mediu-se o impacto do treinamento no trabalho em amplitude com uma escala de autoavaliação. Foram realizadas análises de consistência interna, fatorial confirmatória e regressões múltiplas. Uma estrutura unifatorial e um alto nível de ajuste para o modelo foram encontrados. A satisfação dos participantes com o curso esteve relacionada à efetividade do treinamento. Sugere-se o uso da ERPI-EAD como uma medida confiável e válida, que prediz a efetividade de treinamento, contribui para a coleta de informações relevantes à melhora dos aspectos instrucionais e assegura melhores resultados de desempenho no trabalho.
El objetivo de este estudio fue adaptar y examinar la estructura factorial y las propiedades psicométricas de la Escala de Reacción al Curso en Enseñanza Virtual (ERC-EV) y su relación con la eficacia de la formación en el trabajo. Un total de 3.600 empleados de un Banco estatal brasileño participó en el estudio respondiendo a la ERC-EV después de haber participado en una teleformación. Se midió la transferencia de la formación con una escala de autoevaluación. Análisis de consistencia interna, factoriales confirmatorios y regresiones múltiples fueron realizados. Una estructura de un único factor y un alto nivel de ajuste para el modelo fueron encontrados. La satisfacción de los participantes con el curso estuvo relacionada con la eficacia de la formación. Se sugiere el uso de la ERC-EV como una medida fiable y válida, que predice la eficacia de la formación, puede ayudar a recoger información relevante para la mejora de los aspectos de la instrucción y asegurar mejores resultados de rendimiento en el trabajo.
Subject(s)
Humans , Male , Female , Psychometrics , Education, Distance , Brazil , Workplace , Work Performance , Mentoring , Occupational GroupsABSTRACT
RESUMO: O estudo objetivou analisar a estrutura fatorial e as propriedades psicométricas da Escala de Suporte à Transferência de Treinamento (ESTT) e sua relação com a efetividade do treinamento no trabalho. Um total de 1.540 funcionários de um banco estatal brasileiro participou do estudo respondendo à ESTT e à escala de impacto do treinamento no trabalho em amplitude depois de realizar um curso online. Foram realizadas análises de consistência interna, fatorial confirmatória e de regressões múltiplas. Uma estrutura com três fatores foi encontrada, bem como um alto nível de ajuste para os modelos. As medidas apresentam evidências de validade de construto e o suporte percebido pelos participantes esteve positivamente relacionado com a transferência de competências para o trabalho e desempenho geral.
ABSTRACT: This study aimed to analyze the factor structure and psychometric properties of a Training Transfer Support Scale (STTS) and its relationship with the effectiveness of training at work. A total of 1,540 employees of a public Brazilian bank participated in this study by responding to the STTS and a measure of transfer of training after taking part in an online course. Reliability analysis, confirmatory factor analysis, and multiple regressions were conducted. A three-factor structure was found and a high level of fit for the models. Evidence of the construct validity of the measures was obtained, and the participants' perception of support was positive related to the transfer of training to the workplace and overall performance.
ABSTRACT
The aim of this research was to explore the educational effects of home-care training on resident trainees which have not previously been deliberately examined. We performed a qualitative study. Focus-group interviews were conducted to explore the views of residents who underwent medical training in 3 different settings: inpatient, outpatient, and home-care. Analysis of the interview data revealed 8 categories of resident experiences and their views on the effects of home-care training: 1)recognition of the importance of the concerns of the patient and the family in medical communication; 2)development of patient-centered and family-centered attitudes; 3)acquisition of the knowledge and skills of management, other than medical management, in home-care; 4)appropriate cooperation with other health professionals; 5)recognition of options for care settings; 6)knowledge of the community; 7)recognition of healthcare resources in the community; and 8)acquision of effective use of medical knowledge and skills. The findings of this study suggest that home-care training is effective for helping residents to develop patient-centered communication skills and attitudes and to develop management skills for a multidisciplinary team in the community to complement medical training in inpatient and outpatient settings.