Выпускная квалификационная работа состоит из введения, двух частей, заключения, библиографического списка, приложений. В теоретической части дана характеристика терминам, значимым для осмысления темы исследования, проведен обзор и анализ текущей практики оценки эффективности обучения, а также приведены модели оценки эффективности обучения персонала и анализ возможностей их применения в ходе оценки обучения, прошедшего в условиях цифровизации. В практической части дана характеристика организации-базы проведения исследования, проведено исследование системы обучения персонала в исследуемой организации, выведена и апробирована комплексная модель оценки эффективности обучения персонала, созданная на базе известных моделей оценки эффективности обучения персонала. В заключении подведены итоги в соответствии с поставленными задачами. / The final qualifying work consists of an introduction, two main parts, a conclusion, a reference list and applications. The theoretical part gives the characteristic of terms significant for understanding the study, provides a review and analysis of the current practice of evaluating the effectiveness of personnel training. It presents models for assessment the efficiency of personnel training and it gives an analysis of the possibilities of their application during the evaluation of training that took place in the conditions of digitalization. The practical part gives the characteristics of the organization under the research. The study of the personnel training system is conducted in the organization, a comprehensive model for evaluating the effectiveness of personnel training is derived and tested, created on the basis of well-known models for evaluating the effectiveness of personnel training. The conclusion summarizes the results in accordance with the tasks set.

A productive workforce is recognized as the primary resource for all organizations. Workforce training and constant retraining must be a priority. The trainers' role to add value in this process is recognised. The general aim of this research was to ascertain the correlation and difference between trainer competency and psychological optimisation. The following measurement instruments were used in the study - TCQ, POI, SOCq and SCS. This study was conducted among 57 trainers working for a large transport organisation. Through a literature survey, training and psychological optimisation were defined and a personality profile of the competent trainer integrated with that of the psychological optimal functioning individual. Through an empirical study, the correlation and difference between trainer competency and psychological optimisation were determined. Supporting evidence, although not enough, indicates a correlation between trainer competency and psychological optimisation, and a difference in psychological optimisation between the high and low trainer competency groups. / Industrial and Organisational Psychology / M. Admin. (Industrial Psychology)

Il presente lavoro nasce dall’interesse ad approfondire il tema della formazione e in particolare della sua valutazione e della sua efficacia. La prima parte consiste nell’esplorazione della letteratura: il primo capitolo si focalizza sulla valutazione considerando sia la valutazione nelle scienze sociali, sia la valutazione della formazione (es. evoluzione, questioni centrali); il secondo è dedicato all’approfondimento della training effectiveness (strettamente connessa, ma distinta della training evaluation) e nel terzo capitolo vengono presentati diversi aspetti del corso di formazione (es. approccio, caratteristiche, dispositivi di formazione e valutazione, evoluzione) oggetto dello studio di caso: un percorso formativo complesso che coinvolge la trasformazione di aspetti dell’identità professionale, rivolto ad allenatori di calcio di settore giovanile. Nella seconda parte vengono presentati i tre studi empirici. Il primo è finalizzato ad esplorare, da diversi punti di vista, gli esiti della formazione (focalizzandosi in particolare sull’evoluzione delle rappresentazioni) e quali elementi della proposta formativa sono stati di sostegno alla generazione di tali esiti. Nel secondo studio viene presentata l’esplorazione qualitativa finalizzata ad approfondire, da diverse prospettive, se e come il gruppo di formazione (proposto come principale strumento di formazione) possa essere un elemento a sostegno dell’efficacia formativa. Infine il terzo studio ha l’obiettivo di rileggere la training effectiveness attraverso la fase valutativa di follow-up, indagando in particolare tre oggetti: le traiettorie di cambiamento dei soggetti, il contributo del dispositivo valutativo e la spendibilità dello strumento semi-proiettivo DSSVP. Il capitolo conclusivo è dedicato alla lettura trasversale degli studi, alle riflessioni conclusive sul contributo del lavoro al costrutto di training effectiveness e ai rilanci per l’azione. / This work was born from the interest to deepen the training issue and particularly its evaluation and its effectiveness. The first part consists of the literature analysis: the first chapter is focused on the evaluation considering both the evaluation in the social sciences and the training evaluation (e.g. evolution, crucial issues); the second is aimed to deepen the training effectiveness (strictly connected, but different from the training evaluation) and the third chapter is dedicated to different aspects of the course (e.g. approach, characteristics, training and evaluation methods) that is object of the case-study: a complex educational program involving the change in professional identity aspects, aimed to youth sector’s soccer coaches. The second part consists of three qualitative studies. The first is aimed to explore, from different points of view, the training outcomes (the focus is particularly on the representations’ change) and which aspects of the educational proposal have been a support to reach these outcomes. The second study presents the qualitative research aimed to investigate, from different perspectives, if and how the training-group (proposed as privileged tool) can contribute to the training effectiveness. The last study is aimed to explore the training effectiveness through the follow-up evaluation phase investigating specifically three objects: the change trajectories of subjects who have attended the formative path and the contribute both of the evaluation method and system and of the semi-projective tool DSSVP. The last chapter is dedicated to the conclusive remarks (both about the three studied considered together and about the contribute of the research to the training effectiveness construct) and to further development.

A productive workforce is recognized as the primary resource for all organizations. Workforce training and constant retraining must be a priority. The trainers' role to add value in this process is recognised. The general aim of this research was to ascertain the correlation and difference between trainer competency and psychological optimisation. The following measurement instruments were used in the study - TCQ, POI, SOCq and SCS. This study was conducted among 57 trainers working for a large transport organisation. Through a literature survey, training and psychological optimisation were defined and a personality profile of the competent trainer integrated with that of the psychological optimal functioning individual. Through an empirical study, the correlation and difference between trainer competency and psychological optimisation were determined. Supporting evidence, although not enough, indicates a correlation between trainer competency and psychological optimisation, and a difference in psychological optimisation between the high and low trainer competency groups. / Industrial and Organisational Psychology / M. Admin. (Industrial Psychology)

我國公務人員考試錄取人員須經訓練及格才能成為正式公務人員，公務人員職前訓練分為基礎訓練與實務訓練，公務人員保障暨培訓委員會及所屬國家文官學院為辦理基礎訓練，每年均投入大量資金與人力，為瞭解訓練成效，爰進行本研究，並以102年公務人員高等考試錄取人員為研究對象，並以KirkpAtrick的四階層評估理論為基礎，針對反應層次與學習層次進行研究，以瞭解不同考試類科、受訓地區及訓練機關（構）之受訓人員，對於課程、講座、教材、整體、輔導員或行政安排等反應層次的滿意度，以及基訓成績、本質特性、測驗成績、選擇題、實務寫作題或是專題研討等學習層的成績，是否有所不同？國家文官學院及中區培訓中心自辦訓練與委外代訓機關（構）之訓練成效，是否有差異？ 進行分析後發現如下：一、如同KirkpAtrick全新的四階層評估理論模式所強調，反應層次影響學習層次；二、不論自辦或委辦訓練機關（構）之訓練成訓均各有優劣，訓練機關（構）之訓練成效各異；三、經由t檢定結果顯示，考試類科對在講座及教材問項均達顯著影響，先備知識影響訓練成效。爰針對研究發現提出幾項建議：一、實施前測與後測，確認職能缺口與訓練成效；二、訓前規劃前測；彈性運用評量方式，建立多元評鑑機制；三、整合訓練資料，建立長期追蹤資料庫；四、應針對訓練機關（構）學校進行訓練成效評估，並依據評估結果，決定合作之優先順序，以掌握訓練品質，以保障受訓人員權益，讓全體公務人員素質不斷提升。 / To become a Civil Servant in Taiwan, one must pass the civil service examination and training, where training is further divided into basic and on-the-job training. The Civil Service Protection and Training Commission (CSPTC) and National Academy of Civil Service (NACS) devoted hours of manpower and funds annually in organizing basic training and to better comprehend the training effectiveness, a study was conducted on 2013 Senior Civil Service Examination trainees using the New World Kirkpatrick Model as the basis for evaluation. The study focused on reaction (level 1) and learning (level 2) levels of the Kirkpatrick Model. The study aims to understand trainee’s satisfactory reactions of different examination topics, training locations and training organizations on courses, forums, training materials, assistant counselors, administrative planning and the overall experience; the learning level wishes to identify differences through basic training grades, intrinsic properties, examination grades, multiple choice questions, on-the-job essays and seminars, if any? In addition, are there any differences in the training effectiveness between National Academy of Civil Service and out-sourced organizations? The analysis of the study found the following 1. The study conforms to New World Kirkpatrick Model’s emphasis that reaction affects learning. 2. Regardless of the training organization (government or out-sourced), there are pros and cons, and varying degrees of training effectiveness. 3. As t-test data shows, seminars and materials showed significant effectiveness for examination topics, pre knowledge greatly affects the training outcome. Hence I proposed the following: A. Administer pre and post examinations to identify training needs and confirm training effectiveness. B. Pre examination before training: flexible evaluation methods to establish variable evaluation mechanisms. C. Integrate training data and build a long term track record and database. D. Conduct training effectiveness evaluation on training organizations to prioritize training courses for the best possible quality, protect trainees’ rights and in turn, steadily boost the overall quality of Civil Servants.