Testing the Impact of Job-Related Variables on a Utility Judgment Training Criterion beyond Background and Affective Reaction Variables

Autor/inn/en	Blau, Gary; Gibson, Greg; Bentley, Melissa; Chapman, Susan
Titel	Testing the Impact of Job-Related Variables on a Utility Judgment Training Criterion beyond Background and Affective Reaction Variables
Quelle	In: International Journal of Training and Development, 16 (2012) 1, S.54-66 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3736
DOI	10.1111/j.1468-2419.2011.00390.x
Schlagwörter	Job Satisfaction; Emergency Medical Technicians; Program Effectiveness; Predictor Variables; Correlation; Longitudinal Studies; Training; Staff Development; Instructional Effectiveness; Skill Development; Job Skills; Student Characteristics; Student Attitudes; Allied Health Occupations Education; Affective Measures; Federal Programs + Suchen Sie Ihr Suchwort? Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Rettungsassistent; Prädiktor; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausbildung; Personnel development; Personalentwicklung; Unterrichtserfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Produktive Fertigkeit; Schülerverhalten
Abstract	We tested the incremental impact of a job-related set of variables for explaining a utility judgment training effectiveness variable, that is, course completion skill preparedness, beyond background and course-related variables. Our respondents were two different emergency medical service samples, 415 basics and 742 paramedics, from the 2008 US Longitudinal Emergency Medical Technician Attributes and Demographic Study. Extending earlier research into the training of US emergency medical services staff, we developed scales for measuring two course-related affective reaction variables, quality of course materials and quality of lead instructor. We found for both samples that the quality of course materials and quality of lead instructor variables each significantly explained course completion skill preparedness variance beyond controlled-for background variables. We also found that the set of job-related variables explained further, additional variance and that job satisfaction was positively related to course completion skill preparedness for both samples. The limitations of the study and future research ideas are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10