社交和组织支持是否会抑制情商培训的有效性?
Ishara Madhunika Opatha1, Yoshi Takahashi1
1Graduate School of Humanities and Social Sciences, Hiroshima University, Higashihiiroshima 739-8529, Japan.
Behavioral sciences (Basel, Switzerland)
|April 26, 2024
概括
情绪智能 (EI) 培训对学习和行为产生积极影响,但社会和组织支持只有在自我报告时才能缓解这些影响,而不是在主管评估时.
科学领域:
- 组织心理学 组织心理学
- 人力资源发展 人力资源发展
背景情况:
- 关于情绪智力 (EI) 培训在成人专业发展中的有效性,目前有有限的系统研究.
- 之前的研究表明,EI培训对学习和行为结果的影响不确定的结果.
研究的目的:
- 评估EI培训对学习和转移成果的有效性.
- 调查社会和组织支持对EI培训有效性的调节作用.
- 通过组织公民行为 (OCB) 和反生产性工作行为 (CWB) 的变化来检查培训转移.
主要方法:
- 在176名政府官员身上,采用了实验和纵向研究设计.
- 参与者自行评估了他们的OCB和CWB,监管机构提供了单独的评估.
- 数据在多个时间点收集,并使用各种统计工具进行分析.
主要成果:
- 在自我报告和主管评估的数据中,EI培训对培训结果产生了积极的影响.
- 社会和组织支持积极调节了EI培训对自我评估样本结果的影响.
- 在监管机构评估样本中没有观察到这种缓和效应,这表明感知影响的差异.
结论:
- 情商培训在提高学习和行为结果方面是有效的.
- 社会和组织支持对EI培训有效性的影响是微妙的,并且取决于背景.
- 通过突出其应用的边界条件,研究结果有助于社会交流和组织支持理论.
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