Immediate learning in organisational computer training as a function of training intervention affective reaction, and session impact measures

This study assesses the influence of training intervention session process measures (affective reactions and session impacts) on immediate learning ou tcomes among 57 male and female telecommunications company employees, recei ving instruction on a computer-based account management system. Hierarchica l multiple regression found affective reaction (e.g. session warmth and tra iner empathy) and session impact (e.g. usefulness and role clarity) measure s explained up to 16.5 per cent of the variance in immediate learning outco mes, having statistically controlled for demographic variables and trainer differences. Furthermore, the results suggested early training experiences were related to later training learning outcomes. The results underline the need for training effectiveness research to gain a greater understanding o f the mechanisms which underpin learning outcomes in organisational trainin g contexts.