Joie-La Marle Chantal, Parmentier François, Weiss Pierre-Louis, Storme Martin, Lubart Todd, Borteyrou Xavier
LaPEA, Université Paris Cité and Univ Gustave Eiffel, 92100 Boulogne-Billancourt, France.
Laboratoire Mémoire Cerveau et Cognition, Université Paris Cité, 71 Avenue Edouard Vaillant, 92100 Boulogne-Billancourt, France.
Behav Sci (Basel). 2023 Feb 24;13(3):202. doi: 10.3390/bs13030202.
Although soft skills training is called for by many scholars and managers, empirical studies on concrete training programs are scarce and do not always have the methodological rigor that is necessary to draw meaningful conclusions about their impact. In the present research, we investigate the effects of a new soft skills metacognition training program on self-efficacy and adaptive performance. To test these effects, we conducted an experiment with a sample of employees of a large firm ( = 180). The experiment included pre- and post-measurements and a control condition. The results suggested that participating in the training led to an increase in soft skills metacognition, self-efficacy, and four dimensions of adaptive performance, compared to a control condition. Mediation analyses suggested that an increase in soft skills metacognition led to an increase in self-efficacy, which led, in turn, to an increase in adaptive performance. Theoretical and practical implications are discussed, as well as limitations.
尽管许多学者和管理者都呼吁进行软技能培训，但关于具体培训项目的实证研究却很稀缺，而且并不总是具备得出有关其影响的有意义结论所需的方法严谨性。在本研究中，我们调查了一种新的软技能元认知培训项目对自我效能感和适应性绩效的影响。为了测试这些影响，我们对一家大公司的180名员工样本进行了一项实验。该实验包括事前和事后测量以及一个对照条件。结果表明，与对照条件相比，参与培训导致软技能元认知、自我效能感以及适应性绩效的四个维度都有所提高。中介分析表明，软技能元认知的提高导致自我效能感的提高，进而导致适应性绩效的提高。我们讨论了理论和实践意义以及局限性。
