How training affect to the employee's performance
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Transcript of How training affect to the employee's performance
VIETNAM NATIONAL UNIVERSITY – HCMC
INTERNATIONAL UNIVERSITY
SCHOOL OF BUSINESS
THESIS
TRAINING AFFECTS THE EMPLOYEE’S PERFORMANCE
In Partial Fulfillment of the Requirement of the Degree of
MASTER OF BUSINESS ADMINISTRATION
Advisor: Ph.D. NGUYEN MINH HA
Student’s name: DU NGOC HUYEN TRANG (MBA03035)
HCMC, Vietnam
August, 2014
TRAINING AFFECTS THE EMPLOYEE’S PERFORMANCE
In Partial Fulfillment of the Requirements of the Degree of
MASTER OF BUSINESS ADMINISTRATION
In Marketing
by
Ms DU NGOC HUYEN TRANG
ID: MBA03035
International University - Vietnam National University HCMC
August 2014
Under the guidance and approval of the committee, and approved by all its members,
this thesis has been accepted in partial fulfillment of the requirements for the degree.
Approved:
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Chairperson Committee member
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Committee member Committee member
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Committee member Committee member
ACKNOWLEDGE
This research could not have been completed without the dedication and support from
the following individuals during the completion of the research; therefore, I would
begin by sincerely thanking my supervisor, Mr. Nguyen Minh Ha who provided
patient guidance and a clear view at a critical point in my research. I appreciate her
efforts because he offered me all the necessary guidelines I needed in order to achieve
this academic task. I’m also thankful to all my lecturers and administrators at
International University.
Also, I deeply thank my classmates and friends for all the encouragements they gave
to us during this research. They gave me support and good comments about how I
could improve my thesis. Your help has been very important for completing this work
and motivating me when I felt hopeless and bored.
Another thank you goes to my parents and other family members who gave me
inspiration and supported to work hard. Finally, to all the executives from various
organizations either public sector or private sectors who helped in giving feedback
through questionnaire which had distributed to them. I thank you for your time and
support.
TABLE OF CONTENTS
ACKNOWLEDGE ......................................................................................................... i
TABLE OF CONTENTS ........................................................................................... ii
LIST OF TABLES ..................................................................................................... v
LIST OF FIGURES .................................................................................................viii
ABBREVIATIONS ....................................................................................................viii
ABSTRACT .............................................................................................................. xi
CHAPTER 1: INTRODUCTION .................................................................................. 1
1.1 REARCH PROBLEM ..................................................................................... 4
1.2 REREARCH QUESTION............................................................................... 5
1.3 RESEARCH OBJECTIVES ........................................................................... 5
1.4 RESEARCH HYPOTHESIS .......................................................................... 6
1.5 SCOPE AND LIMITATIONS OF THE RESEARCH ................................... 6
1.6 SIGNIFICANCE OF THE RESEARCH ........................................................ 6
1.7 METHODOLOGY OF THE RESEARCH ..................................................... 7
1.8 ORGANIZATION OF THE RESEARCH ...................................................... 8
CHAPTER 2: LITERATURE REVIEW ....................................................................... 1
2.1 TRAINING NEEDS ASSESSMENT (TNA) TO EMPLOYEE’S
PERFORMANCE ...................................................................................................... 5
2.2 TRAINING COMMITMENT TO EMPLOYEE’S PERFORMANCE. ......... 9
2.3 TRAINING CONTENTS AND DELIVERY APPROACHES TO
EMPLOYEE’S PERFORMANCE. ......................................................................... 10
2.3.1 Contents description to employee’s performance .................................. 11
2.3.2 Delivery approaches to employee’s performance .................................. 13
2.4 TRAINING EVALUATION TO EMPLOYESS’S PERFORMANCE ........ 21
2.5 EMPLOYEE’S PERFORMANCE ............................................................... 24
2.6 THE RELATIONSHIP BETWEEN TRAINING AND EMPLOYEE’S
PERFORMANCE .................................................................................................... 26
2.7 SUMMARY .................................................................................................. 28
CHAPTER 3: RESEARCH METHODOLOGY ......................................................... 30
3.1 DEVELOPPMENT OF HYPOTHESIS........................................................ 31
3.2 RESEARCH METHOD ................................................................................ 33
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3.2.1 Sample collection ................................................................................... 35
3.2.2 Data collection procedure ...................................................................... 36
3.3 RESEARCH DESIGN .................................................................................. 38
3.4 PILOT RESEARCH ...................................................................................... 48
3.4.1 Draft ....................................................................................................... 49
3.4.2 Draft questionnaires ............................................................................... 50
3.5 DATA ANALYSIS TECHNIQUES ............................................................. 50
3.5.1 Descriptive statistics .............................................................................. 50
3.5.2 Reliability analysis ................................................................................. 51
3.5.3 Exploratory factor analysis (EFA) ......................................................... 52
3.5.4 Correlation statistics............................................................................... 52
3.5.5 Regression analysis ................................................................................ 52
3.5.5.1 Multiple simultaneous regression analysis ............................................ 53
3.6 SUMMARY .................................................................................................. 55
CHAPTER 4: ANANLYSIS AND DISCUSTION ..................................................... 57
4.1 SAMPLE DESCRIPTION ............................................................................ 58
4.1.1 Samples .................................................................................................. 58
4.1.2 Demographic profile .............................................................................. 58
4.2 CRONBACH ALPHA TEST RELIABILITY BEFORE EFA ..................... 63
4.2.1 Reliability Analysis ................................................................................ 63
4.2.2 Exploratory factor analysis result (EFA) ............................................... 72
4.2.2.1 EFA Independent variable ..................................................................... 73
4.3 REGRESSION ANALYSIS ......................................................................... 83
4.3.1 Correlation Statistics .............................................................................. 84
4.3.1.1 Multiple Simultaneous Regression Analysis ......................................... 89
4.4 HYPOTHESIS TESTING ............................................................................. 96
4.5 SUMMARY OF RESEARCH RESULTS .................................................. 100
4.6 COMPARE ANANLYSIS .......................................................................... 101
4.6.1 The effect of genders to employee’s performance. .............................. 101
4.6.2 The effect of age to employee’s performance. ..................................... 103
4.6.3 The effect of marital status to employee’s performance. ..................... 105
4.7 CHAPTER SUMMARY ............................................................................. 106
CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS ............................. 108
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5.1 Conclusions of the research......................................................................... 109
5.2 Recommendation for future research .......................................................... 110
5.3 Chapter Summary ........................................................................................ 111
REFERENCES .......................................................................................................... 112
SOURCE .................................................................................................................... 123
APPENDIX ................................................................................................................. xiv
APPENDIX 1: QUESTIONAIRE SURVEY – ENGLISH VERSION .................. xiv
APPENDIX 2: QUESTIONAIRE IN VIETNAM VERSION ................................ xxi
APPENDIX 3: LIST OF COMPANIES IN HOCHIMINH CITY ........................ xxx
APPENDIX 4: DESCRIPTIVE STATISTIC ....................................................... xxxi
APPENDIX 5: CRONBACH ALPHA BEFORE EFA ......................................xxxiii
APPENDIX 6: EFA ............................................................................................ xxxix
APPENDIX 7: CRONBACH ALPHA AFTER EFA ............................................ xlix
APPENDIX 8: REGRESSION ANALYSIS ........................................................... liv
APPENDIX 9: MULTIQUE REGRESSION ANALYSIS ................................... lviii
APPENDIX 10: COMPARE ANALYSIS ............................................................. lxvi
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LIST OF TABLES
Table 1-1 Chapter review .................................................................................... 1
Table 1.2 The structure of the research. .............................................................. 8
Table 2-1 Chapter review ..................................................................................... 1
Table 2-2 These are definition of training or meaning of training in the
previous research and the book .................................................................................. 3
Table 2-3 Components of training ....................................................................... 4
Table 2-4 Levels of a training needs assessment ................................................ 6
Table 2-5 Five major benefits by having and stating TNA in the training ......... 7
Table 2-6 Delivery approaches to employee’s performance ............................. 14
Table 2-7 Training Evaluation to employee’s performance .............................. 21
Table 2-8 Some definitions of employee’s performance .................................. 24
Table 3-1 Chapter review .................................................................................. 30
Table 3-2 The qualitative and quantitative research .......................................... 33
Table 3-3 Data Collection Procedure ................................................................ 36
Table 3-4 Independent and dependent variables ............................................... 38
Table 3-5 Measure of training needs assessment to employee’s performance .. 39
Table 3-6 Measure of training commitment assessment to employee’s
performance .............................................................................................................. 41
Table 3-7 Measure of training contents to employee’s performance ................. 42
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Table 4-1 Chapter review ................................................................................... 57
Table 4-2 Response rate .................................................................................... 58
Table 4-4 Reliability Analysis for Training Needs Assessment to employee’s
performance. ............................................................................................................. 63
Table 4- 5 Reliability Analysis for training commitment to employee’s
performance. ............................................................................................................. 65
Table 4-6 2ND Reliability Analysis for training commitment to employee’s
performance. ............................................................................................................. 66
Table 4-7 Reliability Analysis for training contents to employee’s performance.
.................................................................................................................................. 66
Table 4-8 Reliability Analysis for training delivery approaches to employee’s
performance. ............................................................................................................. 68
Table 4-9 Reliability Analysis for evaluation to employee’s performance. ..... 69
Table 4- 10 Reliability Analysis employee’s performance. ................................ 70
Table 4-11 Summary the Cronbach’s Alpha (Reliability) of Dependent and
Independent Variables .............................................................................................. 71
Table 4-12 EFA Independent variable ( Rotation: Varimax) ............................ 73
Table 4-13 EFA Independent variable (Rotation: Promax) .............................. 76
Table 4-14 New group after EFA ...................................................................... 80
Table 4-15 Summary reliability analysis for Independent variable after EFA . 81
Table 4-16 Correlations Matrix of the Training Dimensions and Employee’s
Performance ............................................................................................................. 84
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Table 4.17 Summary of findings of the research Objectives ............................ 89
Table 4-18 ANOVA Analysis ........................................................................... 90
Table 4-19 Model Summary ............................................................................. 91
Table 4-20 Coefficeients ................................................................................... 92
Table 4-21 Research result hypothesis ............................................................. 96
Table 4-21 Independent samples t-test - GENDERS ....................................... 102
Table 4-22 Anova – Multiple comparison - AGE ............................................ 103
Table 4-23 Independent samples t-test – MARRITAL STATUS .................... 105
Table 5-1 Chapter review ............................................................................... 108
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LIST OF FIGURES
Figure 2.1 Theoretical framework for “the Influence of training on employee’s
performance .............................................................................................................. 28
Figure 3-1 The chart research.............................................................................. 34
Figure 4.1 Gender analysis ................................................................................. 59
Figure 4.2 Age analysis ...................................................................................... 59
Figure 4.3 Marital status analysis ........................................................................ 60
Figure 4.4 Education analysis ............................................................................. 61
Figure 4.5 Occupation analysis ........................................................................... 61
Figure 4.6 Company type .................................................................................... 62
Figure 4.7 Year of working ................................................................................. 62
Figure 4-8 Range of Values for the Correlation Coefficient ............................ 84
Figure 4.9 Theoretical framework for “the Influence of training on employee’s
performance” after analysis ...................................................................................... 87
ABBREVIATIONS
HCM : HO CHI MINH
HCMC : HO CHI MINH CITY
Statistical Package for Social Sciences : SPSS
Training needs assessment : TNA
Mission Critical Occupation's : MCO
Human Resources Development Fund : HRDF
Knowledge, skills and abilities : KSAs
On – the – job training : OJT
Information and communication Technology : ICTs
Human resource department : HRD
Exploratory Factor Analysis : EFA
Variance inflation factor : VIF
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ABSTRACT
Employee is a blood stream of any business. The accomplishment or disaster of the
firm depends on its employee performance. Hence, top management realized the
importance of investing in training and development for the sake of improving
employee performance. This research aimed at researching the effect of training on
employee performance and to provide suggestion as to how firm can improve its
employee performance through effective training programs.
Training helped people to learn how to be more effective at work by modifying
knowledge, skills or attitudes through learning experience to achieve effective
performance. Human resource theory supports the significance of training in which it
is considered as one of the processes in achieving organizational goals by attracting
and maintaining employees, and also managing them effectively. Prior studies
suggested that training is a significant predictor of employee’s work commitment and
performance. Results of prior empirical studies also suggested that training comprised
four dimensions namely training commitment, training needs assessment, training
contents and delivery approaches, and training evaluation. This research attempted to
contribute additional empirical evidence on the influence of training on employee’s
work commitment and performance. In particular, this research examined the role of
training in determining the employee’s work commitment and performance in
HCMC. Two hundred and eighty five (250) employees in HCMC were surveyed for
this purpose. The results of this research revealed that training commitment, training
needs assessment, training contents and delivery approaches, and training evaluation
positively and significantly influence the employee’s work commitment and
performance. Training commitment and training evaluation were found to be more
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important dimensions of training in affecting employee’s work commitment and
performance.
The research approach adopted for the research conforms to qualitative research, as it
reviews the literature and multiple case studies on the importance of training in
enhancing the performance of the workforce. Further the paper goes on to analyze and
understand the theoretical framework and models related to employee development
through training and development programs, and its effect on employee performance
and on the basis of the review of the current evidence of such a relationship, offers
suggestions for the top management in form of a checklist, appropriate for all
businesses, to assess the employee performance and to find out the true cause(s) of the
performance problem so the problem could be solved in time through desired training
program.
This paper assesses the effect of training dimensions on employee performance, a
case of companies in HCMC. The research sought to find out; the effects of training
needs assessment, training commitment, training contents and delivery approaches
and the training evaluation on employee performance. The 350 questionnaires and
interview schedules were used; the sampling and the employee also were selected in
simple random sampling.
The researcher used content validity; internal consistency was achieved through the
use of a Cronbach’s Alpha coefficient which yielded an alpha to implying that the
instruments were reliable. The researcher then analyzed the data using descriptive and
inferential statistical where regression analysis was used to establish the associations
of the research variables. Results show that there was a positive and significant effect
between training needs assessment and employee performance in companies HCMC.
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The research in hand faces the limitations as there are no adequate indications to
correlate directly the relationship between training and employee performance.
Hence, there is a need for conducting an empirical research in future to test the
proposition discussed in the research.
The research in hand provides brief overview of the literature about training
effectiveness and how it contributes in enhancing the employee performance and
ultimately concludes along with recommendation to give directions for future research
by applying different level of analysis on exploring the impact of training practices on
employee performance.
KEY WORDS: On job training, training, work commitment, employee’s performance,
training dimensions, training evaluation levels, training needs assessment
Training affects the employee’s performance
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CHAPTER 1: INTRODUCTION
Table 1-1 Chapter review
CHAPTER REVIEW
The first section : Chapter introduction
The second section : Research problem
The third section : Research question
The fourth section : Research objectives
The fifth section : Research hypothesis
The sixth section : Scope and limitations of this research
The seventh section : Signification of this research
The eighth section : Methodology of this research
The ninth section : Organization of this research
The tenth section : Chapter summary
Improved capabilities, knowledge and skills of the talented workforce proved to be a
major source of competitive advantage in a global market (McKinsey, 2006). To
develop the desired knowledge, skills and abilities of the employees, to perform well
on the job, requires effective training programs that may also effect employee
motivation and commitment (Meyer and Allen, 1991). In order to prepare their
workers to do their job as desired, organizations provides training as to optimize their
employee’s potential. Most of the firms, by applying long term planning, invest in the
building new skills by their workforce, enabling them to cope with the uncertain
conditions that they may face in future, thus, improving the employee performance
Training affects the employee’s performance
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through superior level of motivation and commitment. When an employee recognizes
their organization interest in them through offering training programs, they in turn
apply their best efforts to achieve organizational goals, and show high performance
on job.
Employees are the valuable asset of every company as they can make or break a
company’s reputation and can adversely affect profitability. Employees often are
responsible for the great bulk of necessary work to be done as well as customer
satisfaction and the quality of products and events. Without proper training,
employees both new and current do not receive the information and develop the skill
sets necessary for accomplishing their tasks at their maximum potential. Employees
who had been training tend to keep their jobs longer than those who do not.
Training is a necessity in the workplace, without it, employees don't know their
responsibilities or duties with the company. Employee training refers to programs
that provide workers with information, new skills, or professional development
opportunities.
The companies who need to get the competitive advantage in the market realized the
importance of training in improving the employee’s performance. In the previous
researches provides the evidence regarding the positive affect of training programs
on both employee and organizational performance. On one hand previous work in the
field proved that effective training programs leads to superior return on investment
while the other researches mentioned the positive role of training in attaining the
supreme levels of employee retention (Colarelli & Montei, 1996; Becker, 1993).
Due to, growing up global too quickly and new created technological day by day, the
firms are now facing new changes as well as challenges. Technological advancements
Training affects the employee’s performance
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have molded the need of capabilities and competencies required to perform a
particular tasks. Thus, to facing with these challenges, more improved and effective
training programs are required by all corporates. Effective training programs helps
in constructing a more conducive learning environment for the workforce and train
them to cope with the upcoming challenges more easily and in time (Wei-Tai, 2006).
According to, Farooq. M, & Aslam. M. K (2011), managers are trying their level best
to develop the employee’s capabilities, ultimately creating good working environment
within the organization. For the sake of capacity building managers are involved in
developing the effective training programs for their employees to equip them with the
desired knowledge, skills and abilities to achieve organizational goals. This struggle
by the top management not only improves the employee performance but also creates
positive image of the firm worldwide, (Jia-Fang, 2010).
Effective training programs helps employees to get acquaintance with the desired new
technological advancement, also gaining full command on the competencies and skills
required to perform at s particular job and to void on the job errors and mistakes
(Robert, 2006).
Among the important function of human resource management, one of the crucial
functions is employee development through proper training and development
programs. Employee development refers to the capacity and capability building on an
employee, and thus as of whole organization, to meet the standard performance level
(Elena P. 2000). More the developed employees, more they are satisfied with their
job, hence increasing the firm productivity and profitability. (Champathes, 2006).
In spite of the large number of researchers on the relationship between training and
employee performance, there appears to be a gap, concerning the research of effect of
Training affects the employee’s performance
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training on employee’s performance. The purpose of this research is to close the gap
by deeply investigating this phenomenon through the relevant literature, and make
clear the relationship of training effectiveness, and the manager or human research
provide suggestions to the firms as how they can make best use of training programs
to make their employees perform well on job.
1.1 REARCH PROBLEM
This research begins from the realization of the need to effectively administer the
effect of training on employee performance. Training is a systematic process to
enhance employee’s skill, knowledge and competency, necessary to perform
effectively on job. Overall, training impacts organizational competitiveness, revenue
and performance.
Unfortunately, the majority of governmental, private organization and international
organizations are not recognizing the importance of training to increase their
employee’s productivity and when the economy slows or when profits decline, many
organizations first seek cuts in their training budgets. This will leads to high job
turnover then increase the cost to hire new employees which low down the
organizational profitability.
Prevision researches proved a positive link between training and employee
performance, as training brings benefits for the employee along with for the firm by
positively impacting employee performance through the enhancement of employee’s
competencies and behavior. A firm that focuses on shareholders and customer
satisfaction realized the importance of investing in training, and thus recognizes the
worth of employee development (Evans and Lindsay, 1999).
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1.2 REREARCH QUESTION
How does training affect the employee’s performance? To find the answer for above
mention research question, this research highlights the critical review to understand
this issue, as proving that how the effective training leads to higher employee’s
performance, after that, the manager or the owner of the company can design the
effective training programs for the employees to improve their performance as
increase the competitive advantage of company in the market.
1.3 RESEARCH OBJECTIVES
The general objective of the research was to assess the effect of training dimensions
on employee performance in companies in HCMC. Specifically the research tries to
find out the following objectives:
- To determine the effect of each dimensions of training (training needs
assessment, training commitment, training contents, training delivery
approaches) on employee performance in companies in HCMC.
- To examine the relationship between training and employee’s performance
- To investigate the attitudes of the top management towards training programs
provided for their employees
The research also does hope that can help:
- The firm’s leaders known that training for employees is the most importance
to increase the employee’s performance, also keep the good employees to stay
with the firm in long time. Due to, the employees are a part the firm's
properties, also increasing the competitive advantage of company in the
market, as well.
Training affects the employee’s performance
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- And, measuring the training affects the employee’s performance in the firm.
- Based on the research, can create the comments, and solution to increase the
employee’s performance in the organization.
1.4 RESEARCH HYPOTHESIS
The research was guided by the following research hypothesis:
- Ho1: training needs assessment significantly influences on employee’s
performance in companies in HCMC.
- Ho2: training commitment significantly influences on employee’s
performance in companies in HCMC.
- Ho3: training contents significantly influences on employee’s performance in
companies in HCMC.
- Ho4: training delivery approaches significantly influences on employee’s
performance in companies in HCMC.
- Ho5: training evaluation significantly influences on employee’s performance
in companies in HCMC.
1.5 SCOPE AND LIMITATIONS OF THE RESEARCH
The research was conducted in companies in HCMC
Content scope: The content scope mainly focused on how the training able to
maximize the employee’s performance
Time scope: The research was limited to the period since June 2013 up to June 2014.
1.6 SIGNIFICANCE OF THE RESEARCH
Most employees generally feel that having good leader, working environment and
other benefits are mainly influenced the work commitment and performance.
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However, this research is extended from previous academic studies suggested that
there is a significant influence of training dimensions on employee’s performance.
The literatures suggest that there are four dimensions of training influence employee’s
performance, which are training needs assessment, training commitment, training
contents and delivery approaches, and training evaluation. Understanding how the
influence of training on employee’s performance is an important step in addressing
the issue of employee’s work performance.
The literatures also points to various factors that may contribute to the employee’s
work commitment – affective, continuance and normative commitment (Allen and
Mayer, 1990). The perceived amount of training offered by the organizations may
influence the level of commitment an employee feels to their organizations. Besides
that, the literatures suggest employee’s perceptions towards their performance right
after they have attending the training programmers offered by their organizations
(Kumar, 2006; Berger and Cummings, 1979).
1.7 METHODOLOGY OF THE RESEARCH
The method is being used in this research is quantitative method. The quantitative will
be collected through survey with structured questionnaires by using convenient
sampling.
The relevant data for the research has been collected from both primary and
secondary sources. The secondary data is sourced of information from previous
research and report from Internet and journals….etc. The primary data has been
collected by quantitative. The target people are the employees who work in Private
Training affects the employee’s performance
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Company, Government Company, Foreign Company, Joint Venture Company and
public sectors in HCMC.
After data collection was completed, the Statistical Package for Social Sciences
(SPSS) 16.0 will be used to analyze. There are four dimensions of training developed
by previous researchers are identified as the independent variables, which are training
commitment, training needs assessment, training contents and delivery approaches,
and training evaluation. The employee’s performance is identified as the dependent
variable in this research.
1.8 ORGANIZATION OF THE RESEARCH
This research is organized by chapters for better understanding about the systematic
view of training influence on employee’s performance.
Table 1.2 The structure of the research.
Chapter 1 Introduction Background of the research
Research problem
Research objectives
Research hypothesis
Scope and limitation of the research
Significance of the research
Methodology of research
Chapter 2 Literature
reviews
Training needs assessment to employee’s performance
Training commitment to employee’s performance
Training contents and delivery approaches
Training affects the employee’s performance
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Training evaluation
Employee’s performance
The relationship between training and employee
performance.
Chapter 3 Research
methodology
Research process
Data collection method
Data analysis
Chapter 4 Analysis data
information
Mention to important results from data analysis process
Chapter 5 Conclusions
and
recommend
Research discussions
Conclusions of current research
Recommendations for future research
Training affects the employee’s performance
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CHAPTER 2: LITERATURE REVIEW
Table 2-1 Chapter review
CHAPTER REVIEW
The first section : Chapter introduction
The second section : The meaning, purpose… of training needs assessment to
employee’s performance.
The third section : The meaning, purpose, of training commitment to
employee’s performance.
The fourth section : The meaning, purpose,…. of training contents
- And delivery to employee’s performance.
The fifth section : The meaning, purpose, of training evaluation to employee’s
performance.
- Level 1: Reaction
- Level 2: learning
- Level 3: Behavior
- Lever 4: Results
The sixth section : The definition,….of employee’s performance
The seventh section : The relationship between training and employee’s
performance
The eighth section : Chapter summary
Training affects the employee’s performance
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Training targets the removal of weak and negative aspects in organizational results
and tends towards the improvement of traditional practices which are adding very
little in approaching to the defined targets (Kathiravan, Devadason and Zakkeer,
2006). Training provides the ability of working in any sort of employee, even in non-
professional and new employees; it pushes up the abilities of professionals to a higher
stage from where they currently stand. From previous studies all relevant works
concerning importance of training defines it not as a catalyst for employees
performance improvement, but it fully involves with its different contents overcoming
weaknesses in different areas of their working. The managers requested their
employees for training because of performance problems arise in organizations as
they expecting to see them to come back, a day or so later, and able to perform
satisfactorily. However, the manager not aware of the purpose of training nor he was
given tools to help in coaching the employees in applying what they had learned in
training on the job. So, employees often questioned the value of the relevance of
training they received as they returned to work environment that did not support a
change, even though they wanted to make some changes in their behaviors and trying
out new skills on their works. Research into training influence employee’s
performance has generated much debate among previous academic researchers.
Recent studies mentioned that training is an essential element for sustainable
competitive advantage and survival in the 21st century as it is the process of
providing employees with specific skills or helping them to correct deficiencies in
their performance (Poh, 2001). It can be defined as development of skills, specifies
measurable objectives, and should result in observable change in behavior
(Wagonhurst, 2002).
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Table 2-2 These are definition of training or meaning of training in the
previous research and the book
Elements Author
The training is a systematic process, which helps people to
learn how to be more effective at work by modifying
knowledge, skills or attitudes through learning experience to
achieve effective performance
Buckley and Caple,
2000
Their employees for three main purposes:
- To increase productivity or the performance of
employees
- To achieve organizational goals
- To invest in employees to succeed in the unpredictable
and turbulent business environment
Belcourt, Wright
and Saks, 2000
Training is essential not only to increase productivity but also
to motivate and inspire workers by letting them know how
important their jobs are and giving them all the information
they need to perform those jobs
Anonymous, 1998
Training not only develops the capabilities of the employee but
sharpen their thinking ability and creativity in order to take
better decision in time and in more productive manner.
Moreover it also enable employees to deal with the customer in
an effective manner and respond to their complaints in timely
manner
David, 2006.
Hollenbeck, Derue
and Guzzo, 2004
Training refers to a planned intervention aimed at enhancing Chiaburu
Training affects the employee’s performance
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the elements of individual job performance” and Tekleab, 2005
Well trained employees become more confident in their tasks, which results in fewer
mistakes, reduced rework and thus, higher productivity. This also able to reduce the
cost associated with time, materials and support activities, improves employee
satisfaction and enables for the company to be more competitive in the market.
The training is not only increasing the employee’s performance, but also helps the
employees have the responsibility at their work. Due to, the training reduces errors,
and improve the employee’s skill and safety work in the firm. Therefore, making the
training plan and do the right training process will increase the benefit to both of the
employees and employers as well. The employees feel confidence after training
course, so that, they have more the responsibility at their work and increasing the
employee’s performance. When the employee’s performance is creasing, the firm’s
management cost is reducing; therefore, the firm’s competitive advantage is creasing.
The training is the link that connects the employees with the firm, create the new
value for the firm also increase the firm’ performance in the market. It is all about
improving the skills that seems to be necessary for the achievement of organizational
goals.
Table 2-3 Components of training
Based on the previous researchers, the training has some components, such as
Components Author
Training needs assessment Goldstein and Ford [22],
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Training commitment Saiyadain [54];
Wagonhurst [62],
Training contents Poon and Othman [49]
Training delivery approached Poon and Othman [49]
Training evaluation
Kikpatrick [34]
Goldstein[22]
2.1 TRAINING NEEDS ASSESSMENT (TNA) TO EMPLOYEE’S
PERFORMANCE
TNA is also the process of collecting information about an expressed or implied
organizational need that could be met by conducting training. The needed can be a
performance that does not meet the current standard. It means that there is a
prescribed or best way of doing a task and that variance from it is creating a problem.
The TNA process helps the trainer and the person requesting training to specify the
training need or performance deficiency. Assessments can be formal (using survey
and interview techniques) or informal (asking some questions of those involved)1
The purpose of a TNA is to identify performance requirements and the knowledge,
skills, and abilities needed by an agency's workforce to achieve the requirements. An
effective TNA will help direct resources to areas of greatest demand. The assessment
should address resources needed to fulfill organizational mission, improve
productivity, and provide quality products and services. A needs assessment is the
1 Source: Jean Barbazette, 2006, Training Needs Assessment: Metods,
Tools and Techniques
Training affects the employee’s performance
6
process of identifying the "gap" between performance required and current
performance. When a difference exists, it explores the causes and reasons for the gap
and methods for closing or eliminating the gap. A complete needs assessment also
considers the consequences for ignoring the gaps.
Table 2-4 Levels of a training needs assessment
There are three levels of a training needs assessment 2
1 Organizational
assessment
Evaluates the level of organizational performance. An assessment
of this type will determine what skills, knowledge, and abilities
an agency needs. It determines what is required to alleviate the
problems and weaknesses of the agency as well as to enhance
strengths and competencies, especially for Mission Critical
Occupation's (MCO). Organizational assessment takes into
consideration various additional factors, including changing
demographics, political trends, technology, and the economy.
2 Occupational
assessment
Examines the skills, knowledge, and abilities required for
affected occupational groups. Occupational assessment identifies
how and which occupational discrepancies or gaps exist,
potentially introduced by the new direction of an agency. It also
examines new ways to do work that can eliminate the
discrepancies or gaps
3 Individual
assessment
Analyzes how well an individual employee is doing a job and
determines the individual's capacity to do new or different work.
2 http://www.opm.gov/policy-data-oversight/training-and-development/planning-
evaluating/
Training affects the employee’s performance
7
Individual assessment provides information on which employees
need training and what kind.
TNA develops a composite impression of the professional setting and includes
inquiries regarding short and long term business strategies, the physical work
environment, etc. Also known as training objectives or terms of reference, which
need to be achieve after conducting the training program. However, conducting a
systematic TNA is a crucial initial step to design a training program and can
substantially influence the overall effectiveness of training programs (Goldstein and
Ford, 2002; McGehee and Thayer, 1961; Sleezer, 1993; Zemke, 1994), which also
affected the performance of employees (Wagonhurst, 2002).
According to Buckley and Caple (2000), there are five major benefits by having and
stating TNA in the training, which are:
Table 2-5 Five major benefits by having and stating TNA in the training
There are five major benefits by having and stating TNA in the training
(Karvonen, 1992; Kuipers and Keizer, 1988)
1 Prevention in teaching too much or too little, which too little training indicates
inadequate training may not provide a stimulus for improvement, while overload
training can lead to overtraining syndrome
2 Guidelines for the training course design and are the basis for producing enabling
objectives and learning points
3 Clarification of what are the goals in the training for the reference to the trainers
and for the trainees
Training affects the employee’s performance
8
4 Effectiveness of the training in terms of knowledge, skills and attitudes expected
of the trainees, the minimum acceptable performance standards and the conditions
under which the performance is measured
5 Validation of the training which providing the link between training needs and the
training
In addition, a systematic need assessment can guide and serve as the basis for the
design, development, delivery and evaluation of the training program; it can be used
to specify a number of key features for the implementation and evaluation of training
programs. The expectation of the training objectives to be achieve at the end of the
program; the conditions under which the trainees able to demonstrate their learning
and the standards that must be reached to confirm level of competence and
understanding are another dimensions of TNA, which have been discussed by
previous researchers (Bersin, 2006; Schneier, Guthrie and Olian, 1988; Buckley and
Caple, 2000). Consequently, the presence and comprehensiveness of TNA should be
related to the overall effectiveness of training because it provides the mechanism
whereby the questions central to successful training programs can be answered (Quah,
1976). So, in the design and development of the training programs, systematic
attempts to assess the training needs of the organization, identify the job requirements
to be trained and identify who needs training and the kind if training to be delivered
should result in more effective training (Wagonhurst, 2002).
Training affects the employee’s performance
9
2.2 TRAINING COMMITMENT TO EMPLOYEE’S PERFORMANCE.
According to Saiyadain (1994); Poon and Othman (2000): Human Resources
Development Fund (HRDF), which required companies to contribute an amount
equivalent to a certain percentage of their payroll to a fund and then claim back a part
of the cost of training from this fund; and providing higher education to those who not
qualified to get it through the traditional route as high turnover forced many
companies to spend more on training because more new recruits had to be trained.
So, in order to determine how committed HCM organizations towards the training on
their executives, is by looking at the proportion of the total payroll it spends on the
activity and also demonstrated by its financial commitment during financially difficult
times (Poon and Othman, 2000). The employees able to obtain input by learned and
shared from other participants’ experiences in most training programs (David, Scott,
Nancy and Michelle, 2005; Wagel, 1977; Jenks, Carter and Jenks, 2007).
In addition, most of training programs are not a ‘one – shot’ affairs but it follow – up
based on experience from previous training program and also the continuity after the
previous program succeed (Saiyadain, 1994; Saiyadain and Juhary, 1995; Hamid,
Mohd. Salleh, Muhammad and Ismail, 1987).
For many managers, training is an expense center that rewards their subordinates for
good work or passes problem managers to trainers for the duration of training; and
some send their employees to make up the quota, so training has becomes statistics
and does not have much value added (Saiyadain and Juhary, 1995).
The investment in human capital can occur via formal training in a structured
environment or can be informal, on – the – job training. Training programs can be
Training affects the employee’s performance
10
expensive to design and implement, so it is one of the reason why most of small
organizations may hesitate to do training (O’Connor, Bronner and Delaney, 1996).
However, if managers are going to invest time and money in training, it would be best
spent in training in conflict resolution skills, which develop good goal setting skills
and planning skills (Hartenian, 2003). The organizations should give serious attention
in designing and evaluating training programs in striving to meet demands from the
management for the profit contributions and participants who want programs that able
to produce results and give benefit not only to the participants but also to the
organizations. This effort will be in line with organizations development as an
industrialized nation and to support HRD strategies.
2.3 TRAINING CONTENTS AND DELIVERY APPROACHES TO
EMPLOYEE’S PERFORMANCE.
A product of the TNA is the specification of the training objectives that, in turn,
identifies or specifies the skills and tasks to be trained. For a specific task or training
contents, a giving training delivery approaches may be more effective than others
because all training delivery approaches are capable and intended to communicate
specific skills, knowledge, attitudinal or task information to trainees, so different
training delivery approaches can be selected in order to deliver different training
contents. According to Wexley and Latham (2002), the need to consider skill and
tasks characteristics in determining the most effective training delivery approaches
should be highlighted. So, training contents and delivery approaches can be
elaborated as follows.
Training affects the employee’s performance
11
2.3.1 Contents description to employee’s performance
There are some training contents from the previous research and the lecturer
Employee training programs largely fall into two
broad categories:
Homa Bahrami, a lecturer in
management at The University
of California-Berkeley’s Haas
School of Business3
1. More “intangible”
workshops on
leadership, team
effectiveness and
diversity
2. Product, sales,
and technical
training, which
teach specific
skills
A number of typologies have been offered for
categorizing skills and tasks which can be categorized
into two broad categories are crucial in designing
training programs
(Poon and Othman, 2000)
1. People skills 2. Technical skills
Many organizations fail because their employees not trained well enough in skills that
truly matter in the age of information. However, people skills are typically hard to
observe; quantify and measure as much as it needed for everyday life and in work
because its have to do with how people relate to each other: communicating, listening,
engaging in dialogue, giving feedback, cooperating as team member, solving
problems and resolving conflicts (Goldstein, 1974; Coates, 2004). A training program
has to be developed to meet the individual needs of the athlete and take into
3 http://fortune.com/2011/05/27/company-training-programs-what-are-they-really-
worth/
Training affects the employee’s performance
12
consideration many factors: gender, age, strengths, weaknesses, objectives, training
facilities etc. Training programs not only develops employees but also help an
organization to make best use of their humane resources in favor of gaining
competitive advantage. Therefore, it seems mandatory by the firm to plan for, such a
training programs for its employees to enhance their abilities and competencies that
are needed at the workplace (Jie and Roger, 2005). According to, Menguin, 2007,
these are four benefit to the trainee.
The benefits of people skills training (Menguin, 2007)
1 Providing a platform to showcase technical skills;
2 Helping in the fast lane
3 Bring out the leadership qualities
4 Helping personal growth
To provide the desired motivation and accountability, it is a good idea to assess
people skills in advance of the training programs by employing executives who able
to coach their supervisors and subordinates in ensuring frequent feedback,
encouragement and reinforcement. So, organizations can achieve the desired return on
a considerable investment in people skills training.
Organizations should acknowledge that their employees have the latest technical skills
training, which are designed and offered by organizations in updating their existing
skills and acquiring new technologies that will best suit with organization’s technical
training needs, goals and budgets. Employees need to learn specific skills for
assessing a comprehensive new hiring training programs and able to perform specific
job tasks.
Training affects the employee’s performance
13
Positive effects of technical skills training have been evaluated in several studies:
Elements Author
Technical skills training leads to the
performing of more skills on the
organizations
(Scherpbier, 1997)
Higher scores on written skills test (Remmen, Scherpbier, Van Der Vleuten,
Denekens, Derese, Hermann,
Hoogenboom, Kramer, Van Rossum, Van
Royen and Bossaert, 2001)
Improved employees performance (Bradley and Bligh, 1999)
The technical skills training played by
tutor or trainer projected a positive
Attitude towards the method of role
playing, which achieved better results in
employee’s commitment and
performance
(Nikendei, Zeuch, Dieckmann, Roth,
Schafer, Volkl, Schellberg, Herzog and
Junger, 2005).
2.3.2 Delivery approaches to employee’s performance
Organizations conducted training programs used one or more types of the approaches
for delivering training objectives and developing their management employees.
Teams have become increasingly popular in organizations of all sizes and industries
because most of managers believe that teams often provide better outcome such as
Training affects the employee’s performance
14
improving productivity, enhancing creativity, reducing response times and improving
decision making (Lawler, 1988; Hartenian, 2003), rather than individuals.
Table 2-6 Delivery approaches to employee’s performance
No. Elements Definition Author
1. Team training to
employee’s
performance
Team training is one of delivery
approach of training by which people
learn how to work effectively in
problem – solving groups, where
direct observation and feedback is
needed in the process of training
Rasmussen, 1982;
Forbush and
Morgan, 2004
2. Mentoring to
employee’s
performance
Mentors are the person who have
more firm – specific of knowledge,
skills and abilities (KSAs) in problem
solving, conflict resolution,
communication, goal setting and
planning
Hartenian, 2003
3. On – the – job
training (OJT) to
employee’s
performance
It takes place at normal workplace
and makes the job itself part of the
instruction given and a means of
acquiring practical skills
Bas, 1989; Tews
and Tracet, 2008
4. E – Learning to
employee’s
performance
E-learning refers to the use of ICTs
to enhance and support teaching and
learning processes by using
Sife, Lwonga and
Sanga, 2007;
Candice, Sandra
Training affects the employee’s performance
15
electronic technologies, which
includes a wide variety of learning
strategies and ICTs applications for
exchanging information and gaining
knowledge
and John, 1998
5. Role Playing or
Simulation to
employee’s
performance
Role play is generally characterized
as a method to approximate `real life'
experiences in certain settings, yet
the results can be disappointing due
to lack of knowledge and
understanding of the techniques
involved
Krysia, 1997
6. Seminars to
employee’s
performance
Seminars is the function of bringing
together a small group of people for
recurring meetings, focusing each
time on some particular subject, in
which everyone present is requested
to actively participate
Webster’s
dictionary, 1992
7. Field Trip or Tour
to employee’s
performance
Field Trip or Tour is usually
observation for training and non –
experimental research in order to
provide employees with experiences
outside of their everyday activities,
Kaushik, 1996
Training affects the employee’s performance
16
which with the aim to observe its
natural state and possibly collect
samples in purpose of work tasks
2.3.2.1 Team training to employee’s performance
Team training is one of delivery approach of training by which people learn how to
work effectively in problem – solving groups, where direct observation and feedback
is needed in the process of training (Rasmussen, 1982; Forbush and Morgan, 2004).
Most of the organizations need ongoing, real time training which constantly raises the
bar for performance standards for individuals, teams and the organization as a whole,
where the real time training learn from the successes and failures of current practices
(Roberts, 1997). Robert (1997) also explained that team training possesses and shares
more knowledge than any group of individuals and keeps up to date with rapid
changes in order to survive in the global competition of today – much less tomorrow.
2.3.2.2 Mentoring to employee’s performance
Mentoring is another delivery approach of training, which mentors are the person who
have more firm – specific of knowledge, skills and abilities (KSAs) in problem
solving, conflict resolution, communication, goal setting and planning
(Hartenian, 2003). Traditionally, mentoring meant helping others learn business –
related lessons quickly with less risk and also based on chemistry between two people
who had a lot in common. However, nowadays mentoring involves everything that is
done to support career advancement and professional development in order to
maximize learning and development (Keller, 2008; Miller, Devaney, Kelly and
Training affects the employee’s performance
17
Kuehn, 2008). So, the goal of mentoring is the exchange of knowledge (Chase, 1998)
so that the mentee is better socialize and becomes better prepared to take on important
duties in the organizations (Hartenian, 2003), able to help provide a vision to the
mentee, improve the commitment to work, and to motivate the mentee to become a
mentor (Burgess, 2007; Haynor, 1994; Smith, McAllister and Crawford, 2001). It also
showed professional growth with the higher levels of achievement at work as well as
a personal satisfaction (Burgess, 2007; Smith et al., 2001). Mentoring relationships
have been proved with many positive outcomes, including improved socialization
(Ostroff and Kozlowski, 1993), promotions (Dreher and Ash, 1990), reduced turnover
intentions (Viator and Scandurs, 1991), and career satisfaction (Fagenson, 1989).
In addition, mentoring activities have great value for building an organization with a
strong culture that keeps it competitive in the battle for talent and lays the foundation
for addressing the succession issues that many organizations face (Keller, 2008).
2.3.2.3 On – the – job training (OJT) to employee’s performance
On – the – job training (OJT) is another delivery approach of training, which takes
place at normal workplace and makes the job itself part of the instruction given and a
means of acquiring practical skills (Bas, 1989; Tews and Tracet, 2008). However,
there is some argument about formal classroom training produced individuals who are
only able to perform crude and forced imitations of target behaviors (Georges, 1996;
Zeytinoglu, Cooke, Harry and Chowman, 2008), which it is questionable that whether
they have fully develop interpersonal skill proficiency during the formal training and
whether they successfully apply or transfer these skills on the job (Burnaska, 1976;
Russell, Wexley and Hunter, 1984; and Georges, 1996).
Training affects the employee’s performance
18
There are also a number of workplace and individual factors that influence, whether
directly or indirectly, an employer’s tendency to provide on – the – job training.
Based on previous research, workers in low – paid jobs have less opportunity for on –
the – job training as compared to workers in higher – paid jobs (Isik, Gordon, Karlene
and James, 2008). Consistent with Lin and Tremblay (2003) research showed that
workers who are higher educated are more likely to receive on – the – job training.
So, job skills training and skills upgrading is an integral part of maintaining the
organizations’ competitive employability profile (OECD, 2006a; Statistics Canada,
1997).
Technological advances offer new paradigms for training nowadays as multimedia
tools, which have strengthened the distance learning and e – learning approaches.
2.3.2.4 E – Learning to employee’s performance
E-learning refers to the use of ICTs to enhance and support teaching and learning
processes by using electronic technologies, which includes a wide variety of learning
strategies and ICTs applications for exchanging information and gaining knowledge
(Sife, Lwonga and Sanga, 2007; Candice, Sandra and John, 1998). It also meant that
everyone with a computer and an internet access can access to the e – learning
program, its course material, its academic and non – academic staff and attain high
quality knowledge and degrees in his convenient time and location (Safavi, 2008).
There are several benefits of e – learning, such as: it is usually less expensive to
deliver; self – paced, which courses can be taken when necessary; it provides
consistent contents; it works from anywhere and anytime; it can be updated easily and
quickly; it can be easily managed for large groups of people; helping organizations to
Training affects the employee’s performance
19
increase employees performance (Cantoni, Cellario and Ports, 2004). So, e – learning
provides a comprehensive employee performance management tool, where it ensure
that employee performance able to translate into organizational performance.
However, Cantoni et al (2004) also discussed disadvantages and risks of e – learning,
such as: it may costly to develop initially; it requires new skills in content of
producers; requires more responsibility and self – discipline for learner to keep up
with more free and unconstrained learning process and schedule.
2.3.2.5 Role Playing or Simulation to employee’s performance
Role Playing or Simulation techniques are used as important tools in many contexts
and disciplines, including research, psychotherapy, organizational change and
training. Role play is generally characterized as a method to approximate `real life'
experiences in certain settings, yet the results can be disappointing due to lack of
knowledge and understanding of the techniques involved (Krysia, 1997). Most of
training programs have come into contact with some form of role play, which it is
evident that role play is commonly and widely used, for example as part of a training
program and in order to assess the effects of a training program (Greenberg and
Eskew, 1993; Swink, 1993; Swink and Buchanan, 1983; Hicks and Klimoski, 1987)
and to increase problem solving skills (Swink, 1993; Armstrong, 2000). Role playing
may also refer to role training where employees rehearse situations in preparation for
a future performance and to improve their abilities within a role such as in
occupational training role plays, educational role play exercises, and certain military
war games (Blatner, 1995; Rilstone, 1994).
Training affects the employee’s performance
20
2.3.2.6 Seminars to employee’s performance
Seminars is the function of bringing together a small group of people for recurring
meetings, focusing each time on some particular subject, in which everyone present is
requested to actively participate (Webster’s dictionary, 1992). The idea behind the
seminar system is to familiarize employees more extensively with their work tasks
and also to allow them to interact with the practical problems that always crop up
during handling the work tasks (Holladay and Quinones, 2003). It is also an essential
place where assigned works are discussed, questions can be raised and debates
conducted, which it is relatively informal (Ford and Weissbein, 1997). Besides that,
seminars explore effective employee goal – setting techniques and performance
feedback from employees in order to support organization’s long – term plans (Ron
and Willett, 2008).
2.3.2.7 Field Trip or Tour to employee’s performance
Field Trip or Tour is usually observation for training and non – experimental research
in order to provide employees with experiences outside of their everyday activities,
which with the aim to observe its natural state and possibly collect samples in purpose
of work tasks (Kaushik, 1996). In truth, organizations seldom use outdoor activities
including field trip as an integral part of the training because of three main reasons
(Mirka, 1970; Fido and Gayford, 1982; McKenzie, Uigard and Lisowski, 1986):
- Logistics limitations exist in the organizational system such as organizational
difficulties, cost factors, security concerns and the lack of time
- Lack of adequate materials of training
Training affects the employee’s performance
21
- Organizations and trainers are unfamiliar with the outdoor as training
environment. So, organizations should implement field trip because it able to
increase motivation, performance and abilities of employees so that they
clearly understand their duties (Kaushik, 1996).
2.4 TRAINING EVALUATION TO EMPLOYESS’S PERFORMANCE
The choice of evaluation criteria is a primary decision that must be made when
evaluating the effectiveness of training. However, training evaluation is a difficult and
complex task (Arthur and Bennett, 2003; Easterby – Smith, 1986) but the most
important activity in the training process because it is the final logical stage; and
organizations should assess their training efforts systematically. The main objective of
training evaluation is to prove that the training has actually taught what was intended
and to improve the course contents for future use (Goldstein, 1993; Tannenbaum and
Woods, 1992). Although newer approaches to training evaluation have been proposed
by Day, Arthur and Gettman (2001); Kraiger, Ford and Salas (1993), but Donald
Kirkpatrick’s (1967, 1994) four level model of training evaluation continues to be the
most popular (Winfrey, 1999; Salas and Canon – Bowers, 2001; Van Buren and
Erskine, 2002). Based on Donald Kirkpatrick has developed a very popular evaluation
model that has been used since the late 1950s by the training community. The focus is
on measuring four kinds of outcomes that should result from a highly effective
training program. Kirkpatrick’s model includes four levels or steps of outcome
evaluation:
Table 2-7 Training Evaluation to employee’s performance
No. Elements Definition Author
Training affects the employee’s performance
22
1. Level 1:
Evaluation —
Reaction
This level can be defined by asking
the employees how they liked and
felt about the training, which
reactions are emotionally based on
opinion
Donald
Kirkpartick
2. Level 2:
Evaluation—
Learning
Learning evaluation is the
measurement of the increase in
knowledge - before and after.
3. Level 3:
Evaluation—
Behavior
Behaviors evaluation is the extent of
applied learning back on the job -
implementation.
4. Level 4:
Evaluation –
Results
Results evaluation is the effect on the
business or environment by the
trainee.
2.4.1.1 Level 1: Evaluation—Reaction,
Reaction evaluation is how the delegates felt about the training or learning
experience. This level can be defined by asking the employees how they liked and felt
about the training, which reactions are emotionally based on opinion. Every training
program should at least be evaluated at this level in order to provide for the
improvement of a training program, where the knowledge and skills contents as
expressed in the training objectives. Also evaluate the training methods used and
trainer who delivered it; the general learning conditions and environment; and the
degree to attitudinal objectives of training programs have been achieved.
Training affects the employee’s performance
23
2.4.1.2 Level 2: Evaluation—Learning
Learning evaluation is the measurement of the increase in knowledge - before and
after. The evaluation beyond the trainee satisfaction and attempts to assess the extent
trainees have advanced in skills, knowledge, or attitude. Methods range from formal
to informal testing to team assessment and self-assessment (Kraiger et. al., 1993).
Some of participants take the test or assessment before the training (pre – test) and
after training (posttest) in order to determine the amount of learning that has occurred.
2.4.1.3 Level 3 Evaluation—Behavior
Behaviors evaluation is the extent of applied learning back on the job -
implementation. Evaluating at this level attempts to answer the question – How
effective knowledge, skills and attitudes acquired through training transferred to
workplace?
There are several strategies for ensuring training transfer, such as: link training
objectives to the strategic goals of the organization; maximize similarity between
training content and work environment; have supervisors encourage employees to use
acquired skills; ensure supervisors are accountable for reinforcing training transfer;
select trainees who are already committed to training transfer; and develop re – entry
plans for trainees. It is application to the work tasks that defines training success
(Alliger, Tannenbaum and Bennett, 1995).
2.4.1.4 Level 4: Evaluation – Results
Results evaluation is the effect on the business or environment by the trainee.
Evaluating in this level indicates the success of the program in terms that managers
and executives can understand -increased production, improved quality, decreased
Training affects the employee’s performance
24
costs, reduced frequency of accidents, increased sales, and even higher profits or
return on investment (Brogden and Taylor, 1950; Tannenbaum, 1996).
Also indicates the internal processes as an indicator of organization health and
ultimate effectiveness e.g. staffs attitudes and morale, turnover, quality and transfer
request (Shelton and Alliger, 1993; Tannenbaum and Woods, 1992).
Evaluation is never absolute truth as it is an attempt to provide credible evidence,
which can be useful to people in making decisions. So, most of companies unable to
conduct a systematic training evaluation with using only rating sheets completed by
trainees at the end of a training program (Loo, 1991; Saari, Johnson, McLaughlin and
Zimmerie, 1998) because some of the organizations not understand the importance of
evaluating the training programs; some may be incapable of evaluating; the awareness
among trainees in giving negative feedback as for fear of what the company may find;
and hard to express cogent criticisms (Saiyadain, 1994).
2.5 EMPLOYEE’S PERFORMANCE
Many other research works on productivity of worker highlighted the fact that
employees who are satisfied with their job will have higher job performance, and thus
supreme job retention, than those who are not happy with their jobs.
There are some definition of employee’s performance from the previous researches
and author
Table 2-8 Some definitions of employee’s performance
Element Author
Employee performance is higher in happy and satisfied
workers and the management easy to motivate high performers
Kinicki and
Kreitner, 2007
Training affects the employee’s performance
25
to attain firm targets.
An organization that gives worth to knowledge as a source of
gaining competitive edge than competitors, should build up
system that ensure constant learning, and on the effective way
of doing so is training
Leonard-Barton,
1992
Well-trained workforce is more capable of achieving
performance targets and gaining competitive advantage in the
market
Pfeffer,1994
Training is determined as the process of enabling employee to
complete the task with greater efficiency, thus considered to be
vital element of managing the human resource
performance strategically
Lawler, 1993
Delaney and
Huselid, 1996
Employee performance, achieved through training, refers to
immediate improvements in the knowledge, skills and abilities
to carry out job related work, and hence achieve more
employee commitment towards the organizational goals
Huselid, 1995;
Ichniowski et al.,
1997
Training should leads to the culture of enhancing learning, to
raise employee performance and ultimately higher return on
investment (in training) for the firm.
Kamoche and
Mueller (1998)
Employee’s performance is important for the company to make every effort to help
low performers. The rating is to summarize the employee performance. This can be
beneficial for looking at and comparing performance over time or among various
employees. Organizations need to know who their best performers are at the end of
Training affects the employee’s performance
26
the cycle is rewarding stage. This stage is designed to reward and recognize
outstanding behavior such as that which is better than expected.
To earn commitment, top management must offer a workplace with effective
performance feedback and opportunities for participation so committed employees are
less likely to leave for another job and are more likely to perform at higher levels
(Stup, 2006).
2.6 THE RELATIONSHIP BETWEEN TRAINING AND EMPLOYEE’S
PERFORMANCE
Most of the previous studies provide the evidence that there is a strong positive
relationship between human resource management practices and organizational
performance. (Purcell et al., 2003). According to Guest (1997) mentioned in his
research that training and development programs , as one of the vital human resource
management practice, positively affects the quality of the workers knowledge, skills
and capability and thus results in higher employee performance on job. This relation
ultimately contributes to supreme organizational performance.
Learning through training influence the organizational
performance by greater employee performance, and is said to
be a key factor in the achievement of corporate goals
Harrison ,2000
Implementing training programs as a solution to covering
performance issues such as filling the gap between the
standard and the actual performance is an effective way of
improving employee performance
Swart et al., (2005)
The bridging the performance gap refers to implementing a Swart et al., (2005)
Training affects the employee’s performance
27
relevant training intervention for the sake of developing
particular skills and abilities of the workers and enhancing
employee performance. The employee superior performance
occurs only because of good quality training program that
leads to employee motivation and their needs fulfillment.
Employee competencies changes through effective training
programs. It not only improves the overall performance of
the employees to effectively perform the current job but also
enhance the knowledge, skills an attitude of the workers
necessary for the future job, thus contributing to superior
organizational performance
Wright and Geroy
(2001),
The reports that there is a positive correlation between
effective training program and employee productivity,
however to make it possible
Bartel (1994),
It is the responsibility of the managers to identify the factors
that hinders training program effectiveness and should take
necessary measures to neutralize their effect on employee
performance.
(Swart et al., 2005),
Based previous research and theoretical framework is proposed for this research
which promotes a systematic view of training by exploring its influence towards
employees work performance. Figure 2.1 illustrates the conceptual framework for the
influence of training on employees work performance.
Training affects the employee’s performance
28
Figure 2.1 Theoretical framework for “the Influence of training on
employee’s performance
2.7 SUMMARY
An effective training program cannot be analyzed and studied as phenomenon unto
itself. As with any systematic process, an effective training program is driven by
several factors, including training commitment of employees which reflects to
commitment of organizations in preparing training; comprehensive needs assessment
in resolving organizational problems; employing appropriate training contents and
delivery approaches; and training evaluation handed out at the end of training
programs, which influence the transfer of skills from training environment to work
environment (Lerman, et. al., 1999; Wagonhurst, 2002).
This chapter reviewed the literature related to the major components of this research
research. The literature clearly suggests that there is a connection between training
dimensions with employee’s performance, which deserves a more in – depth
EM
PL
OY
EE
S’ P
ER
FO
RM
AN
CE
TRAINING NEED ASSESSMENT
TRAINING COMMITMENT
TRAINING CONTENTS
TRAINING DELIVERY APPROACHES
TRAINING EVALUTION
Training affects the employee’s performance
29
understanding by developing hypothesis based on research questions and looking at
research methodology in the next chapter.
CHAPTER 3: RESEARCH METHODOLOGY
This chapter discusses and validates the choice of methodology used in the thesis,
which has guided us in how we should approach the subject, as well as how we
should collect and process the required information. It includes the theoretical
framework, research approach, measurement design, data collection, pilot & question
revised and sampling method.
Table 3-1 Chapter review
Chapter review
The first section : Chapter introduction
The second section : Development of hypothesis
The third section : Research method:
- Sample collection
- Date collection procedure
The fourth section : Research design:
- Independent variables
- Dependent variables
The fifth section : Pilot research
- Frist draft
- Frist draft questionnaires
The sixth section : Data analysis techniques
- Descriptive statistics
- Reliability analysis
Training affects the employee’s performance
31
- Exploratory factor analysis (EFA)
- Correlation analysis
- Regression analysis
The seventh section : Summary
3.1 DEVELOPPMENT OF HYPOTHESIS
According to Wagonhurst (2002), in order to survive in competitive market, an
effective training not only promotes productivity, it can also foster personnel and
professional development and promote employee morale, as training is a systematic
process which helps people to learn how to be more effective at work (Lam and Kong,
1992). The hypothesis examines the essential purpose of training needs assessment in
order to determine how knowledge, skills and abilities influence employees to commit
in organization; and what are necessary for employees to perform effectively in their
jobs. According to Goldstein (1993), training needs assessment is an effort to analyze
and diagnose the person, task and organization to determine whether or not training is
required. However, this essential function is recommended but often not carried out
(Schneier, et. al., 1988),
- Ho1: training needs assessment significantly influences on employee
performance in companies in HCMC.
In addition to assessing the direct influences of training towards employee’s
performance by looking at training contents and delivery approaches in delivering
training knowledge, skills and abilities to employees. According to Poon and Othman
(2000), there are choices of training contents either based on people skills or technical
skills in designing training program. There are also one or more types of the
approaches for delivering training objectives (Poon and Othman, 2000). However, it
Training affects the employee’s performance
32
is often difficult to produce a clear linkage between training contents and delivery
approaches with the job tasks, especially in management training (Lam and Kong,
1992).
The second hypothesis asserts that training commitment will have a more favorable
influence on employee’s performance.
- Ho2: training commitment significantly influences on employee performance
in companies in HCMC.
According to Saiyadain (1994), most training programs are offered to fulfill the
expectation of the employee’s needs because most of the training programs are
practical and relate to the actual problems arise in the work environment, so the
employees able to test out the techniques which they have learned from the training
programs in their work tasks.
The third hypothesis asserts that training contents and delivery approaches influence
employee’s work commitment and performance.
- Ho3: training contents and delivery approaches significantly influences on
employee performance in companies in HCMC.
Training evaluation is the final logical stage in helping to improve the quality of
feedback to trainers and hence the quality of training services; increase the trainers’
professional skills and the effectiveness of the training department; and to improve
relationships in the organization (Lam and Kong, 1992; Goldstein, 1993). However, it
is a difficult and complex task but the most integral part of the cycle of training
process (Esterby - Smith, 1986). For training evaluation to be valuable, training
criteria must be meaningful to decision makers and must be able to be collected
within typical organizational constraints (Tannenbaum and Woods, 1992).
Training affects the employee’s performance
33
The fourth hypothesis examines training evaluation has favorable influence on
employee’s work commitment and performance
- Ho4: training evaluation significantly influences on employee performance in
companies in HCMC.
In addition to this research, we also examine whether training commitment; training
needs assessment; training contents and delivery approaches; and training evaluation
have more favorable influence on employee’s performance.
3.2 RESEARCH METHOD
There are two different methods to use when doing a scientific research, qualitative
and quantitative. The main difference between the two methods is that the data in a
quantitative method usually consist of a large amount of numbers, whereas qualitative
data is expressed in words (Bryman & Bell, 2007; Jacobsen, 2002).
Table 3-2 The qualitative and quantitative research
Element Definition Author
The qualitative
method
Involves the gathering of a lot of information from
few examination units through interviews and
observations
Halverson,
(1992).
The quantitative
method
Entails that the researcher collects little information
from many investigation units through, for instance
questionnaires
For this research we have chosen to use a quantitative research method. The reason
for choosing a quantitative method for this research is that we wanted to gather a lot
Training affects the employee’s performance
34
of data. We used questionnaires that we gave people are working in private company,
joint venture company, government company, foreigner company, and public sectors
in HCMC. Through quantitative method, data was analyzed and interpreted.
Specifically, after all data was available, data was consolidated and arranged in
meaningful way by using descriptive statistic. After that, exploratory analysis and
inferential analysis were employed to get deeper analysis and interpretation.
And Figure 3.1 illustrates the chart research.
Figure 3-1 The chart research
FRIST The qualitative method
DISCUSS FACE TO FACE N = 20
SECOND The quantitative method
QUESTIONNAIRE N = 285
ANALYSIS Software SPSS
RESULT
Training affects the employee’s performance
35
3.2.1 Sample collection
Sample: The criterion is that the respondents’ people are working in private company,
Joint Venture Company, Government Company, Foreigner Company, and public
sectors in HCMC.
Sampling method: Selection of the sampling method to use in a research depends on a
number of related theoretical and practical issues. With this research, the non-
probability sampling method will be applied, more specific, because of limit in
budget, time and human resources; convenient sampling method is used in this
research. This method based on the convenient and eases to approach the objects,
where the investigators are more likely to meet the objects.
Sample size: The formula to calculate the minimum of sample size is
N >=5*x
(with N is the minimum sample size and x is the total variable).
It means that we need 5 observations for 1 variable and the sample size should be not
less than 100. In fact, we have 47 items so we need 30*5= 235 feedback survey;
however we expect to get 300 answer sheets in order to accept margin of error
approximately 5.6% based on Pamela Hunter (2010)4
Sample size and Margin of error 5
With a sample size of 100 200 300
Margin of error would be 9.78% 6.89% 5.62%
4 https://onlinecourses.science.psu.edu/stat100/node/17,
http://www.isixsigma.com/tools-templates/sampling-data/margin-error-and-
confidence-levels-made-simple/ 5 http://www.raosoft.com/samplesize.html
Training affects the employee’s performance
36
Moreover, Comfrey and Lee (1992) recommended that “the adequacy of sample size
might be evaluated very roughly on the following scale: 50 – very poor; 100 – poor;
200 – fair; 300 – good”.
Because of the requirement of lower margin of error for a large sample size and the
recommendation of Comfrey and Lee, in this research, the size of 300 for sample is
considered suitable. Therefore, we delivered 350 questionnaires and we would like to
receive 300 answers.
3.2.2 Data collection procedure
The data will be gathered from secondary data and primary data:
The secondary data, secondary research makes use of information previously
researched for other purposes and publicly available. Additionally, other
information has been gathered from various types like report from Internet,
news from article
The primary data has been collected by quantitative. The survey through
questionnaires will be applied people for are working in private company,
joint venture company, government company, foreigner company, and public
sectors in HCMC because we want to gather a lot of data. It is necessary to
justify the impact of training to employee’s performance.
Table 3-3 Data Collection Procedure
Questionnaire distribution for people are working in private company, Joint Venture
Company, Government Company, Foreigner Company, and public sectors in HCMC
Element Target respondent: people are working in private company,
Training affects the employee’s performance
37
Joint Venture Company, Government Company, Foreigner
Company, and public sectors in HCMC
Sampling method Convenient sampling
Sample size 300
Approach Questionnaires are delivered through email, face to face
Duration 1 month (16th July – 16th August, 2014)
Location HCMC (see also Appendix 3)
Questionnaire (see also Appendix 1: Questionnaire) was the instrument form of data
collection used in this research, where the distribution was through mail, electronic
mail (e – mail) and by hand. Distribution through mail was done by sending the
questionnaires to the organizations’ human resource department (HRD) located
throughout HCMC, which were selected randomly from my company’s customers in
HCMC. The distribution through e – mail was done by sending the soft copy of
questionnaire to all recipients who were selected. The respondents replied back the
results through e – mail and also by sending it to the given address in the
questionnaire.
The constructs are measured using five point Likert-type scales with anchors 1 =
strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree and 5 =
strongly agree. The constructs are measured using five point Likert-type scales with
anchors 1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree
and 5 = strongly agree. The recipients were asked to read each statement carefully in
fine parts of the questionnaire and indicate their agreement or disagreement with the
statements using Likert’s scales:
Training affects the employee’s performance
38
- Part 1: represents training commitment, the firm provides the high education
to their employees via training program.
- Part 2: represents training needs assessment in resolving organizational
problems.
- Part 3: represents respondents’ perceptions on training contents and
- Part 4: delivering approaches used in training programs attended.
- Part 5: represents respondents’ evaluation towards training programs, whether
it reached its objectives and organizational goals
- Part 6: Employee’s performance after attending the training programs/ training
course.
3.3 RESEARCH DESIGN
Variable measurements and questionnaire design, there are four independent variables
and one dependent variable in this research.
Table 3-4 Independent and dependent variables
Independent and Dependent variables
The first Training needs assessment to employee’s performance
The second Training commitment to employee’s performance
The third
Training contents to employee’s performance
Delivery approaches to employee’s performance
The fourth Training evaluation to employee’s performance
Dependent Variables
The first (only) Employee’s performance
Training affects the employee’s performance
39
3.3.1 Independent Variables
This measure is based on four major dimensions developed by previous researchers,
which are training needs assessment; training commitment; training contents and
delivery approaches; and training evaluation being those main constructs in measuring
the employee’s performance are identified as the independent variables in the
research.
The first is training needs assessment is identified as the first independent variable
for this research. If employees not knowing what they actually want when they need
to go for training then they not able to understand it, so training needs assessment able
to help and develop initiatives in order to resolve any problems faced by employees in
organization (Schneier, et. al., 1988). This variable consists of 8 items, which sample
items included “The employees need to get more knowledge after training”; the
employees need to great the specialized skills after training. Responses to these items
were measured on a 5 – point Likert scale from 1 = “strongly disagree” to 5 =
“strongly agree”.
Table 3-5 Measure of training needs assessment to employee’s performance
FACTOR VARIABLES AUTHOR
A: Training
Need
Assessment
The employees need to be learn, due to, the training
programs content the effective objectives
Goldstein &
Ford [22]
Buckly &
Capple [15]
The employees need to be learn, due to, training
goal as the basis for the measurement of my job
performance
The employees need to learn, due to, training goals
Training affects the employee’s performance
40
are appropriated training, always be associated with
the training needs and training
The employees need to learn because the training
goals are specific objectives, that help the trainer
and training understand exactly the training
programs
The employees need to learn, due to, they need to
get more knowledge after training
The employees need to learn, due to, they need to
great the specialized skills after training
The employees need to learn, due to, they need to
great the problem-solving skills after training
The employees need to know, due to, I need to
great the communication skills after training
The second is training commitment is identified as the second independent variable
for this research. Training commitment should comprise an effective training which
able to meet the needs of the organization and able to achieve the organizational
specific goals (Wagonhurst, 2002). This variable consists of 6 items, which sample
items included “most training programs able to fulfill my expectation of needs”;
“most training programs are practical and do relate to the actual problems at work”;
and “in most training programs, I learn from each other’s experiences”. Responses to
Training affects the employee’s performance
41
these items were measured on a 5 – point Likert scale from 1 = “strongly disagree” to
5 = “strongly agree”.
Table 3-6 Measure of training commitment assessment to employee’s
performance
FACTOR VARIABLES AUTHOR
B: Training
Commitment
Training commitment, due to, the training
programs are offered to fulfill the expectation
of the employee’s needed
Saiyadain [54]
Wagonhurdt [62]
Hartenian [26]
Training commitment, due to, the training
programs match with the employee’s actually
work
Training commitment, due to, based on the
training programs, the employees can learn
and share their experiences with other
participants' in the firm
Training commitment, due to, it seems that
the trainees are the importance of the firm
Training commitment, due to, training
programs are done based on the experience of
training programs earlier.
Training commitment, due to, training
Training affects the employee’s performance
42
programs are opened in continuing
The third independent variable, there are two dimensions which are training contents
and training delivery approaches. According to Poon and Othman (2000), it is
difficult in designing training programs as training contents have to focus either on
people skills or technical skills. This first dimension consists of 8 items of training
contents, which need to classify into either people skills or technical skills. Sample
items included “providing a platform to showcase technical skills” (employee
development); “helping personal growth” (interpersonal and self – management); and
“planning and goal setting” (decision making and project management). Responses to
these items were measured on a 5 – point Likert scale from 1 = “strongly disagree” to
5 = “strongly agree”.
Table 3-7 Measure of training contents to employee’s performance
FACTOR VARIABLES AUTHOR
C: Training
Contents
Training contents provide the background
knowledge, and I can do the job in my specific
skills.
Poon &
Otheman
[49]
Goldstein
[22]
I can instruct other colleagues about the training
contents after training course.
I can support the colleagues to development
themselves based on the training contents after
training
Training affects the employee’s performance
43
Training contents help me to increase my skills to
approach the new technology.
I can get the best information form the training
contents to advice on their managers after training
course
Based on the training contents, I appreciate the
training programs to build up the suited training
policies of the firm.
Training contents help me to improve the schedule
working in better.
Training contents help me to make the schedule
working in better.
The second dimension mentioned the approaches in adding variety and delivering
training objectives in order to make it more interesting, enjoyable and effective (Poon
and Othman, 2000). This dimension consist 8 items, are on – the – job training; role
playing; team training; technology advances or e – learning; mentoring; and visit or
tour. Responses to these items were measured on a 5 – point Likert scale from 1 =
“strongly disagree” to 5 = “strongly agree”.
Table 3-8 Measure of training delivery approaches to employee’s
performance
FACTOR VARIABLES AUTHOR
Training affects the employee’s performance
44
D: Delivery
Approaches
Direct training: direct instructions, direct
mentoring, job training,
Poon &
Otheman
[49] Role play is generally characterized as a method to
approximate `real life' experiences in certain
settings, yet the results can be disappointing due to
lack of knowledge and understanding of the
techniques involved
Team training is one of delivery approach of
training by which the employees learn how to
work effectively in problem – solving groups,
where direct observation and feedback is needed
in the process of training
E – Learning refers to the use of ICTs
(Information and communication Technology)to
enhance and support teaching and learning
processes by using electronic technologies, which
includes a wide variety of learning strategies and
ICTs applications for exchanging information and
gaining knowledge
Mentoring is a delivery approach of training
which mentors are the person who have more firm
– specific of knowledge, skills and abilities
(KSAs) in problem solving, conflict resolution,
communication, goal setting and planning.
Training affects the employee’s performance
45
Seminars is the function of bringing together a
small group of people for recurring meetings,
focusing each time on some particular subject, in
which everyone present is requested to actively
participate
Field Trip or Tour is usually observation for
training and non - experimental research in order
to provide employees with experiences outside of
their everyday activities, which with the aim to
observe its natural state and possibly collect
samples
The fourth is training evaluation is identified as the fourth independent variable for
this research. Training must be evaluated at the end of the program in order to prove
that the training has actually taught and to improve the training contents for future use
(Bramley, 1991). There are some items in this dimension, which sample items
included
- “able to evaluate about the structure or content of the training and the methods
employed”
- “able to measure performance of knowledge, skills and attitudes against
criteria which were set during training and immediate post training period”
- And “able to establish clearly and specifically the training objective as training
has changed the job behavior and performance”.
Training affects the employee’s performance
46
Responses to these items were measured on a 5 – point Likert scale from 1 =
“strongly disagree” to 5 = “strongly agree”.
Table 3-8 Measure of training evaluation to employee’s performance
FACTOR VARIABLES AUTHOR
E: Training
evaluation
Training evaluation, based on the structured
training programs
Karkpatrick
[34]
Goldsteun [22] Training evaluation, based on the training programs
contents
Training evaluation, based on the training programs
delivery approaches
Training evaluation, having the employee’s
feedback (the trainer's feedback)
Training evaluation, focusing to solve the mistakes
during the succession in the training program
Training evaluation, providing specific training
objectives, since, training effective the employee’s
performance
Training evaluation, choose the trained employee’s
in the target group to participate in advanced
training
Training evaluation, analyzing the external
resources, such as new technologies, new materials,
experts and training resources
Training affects the employee’s performance
47
Training evaluation, check out the details any
training courses, to find out the design, the
implementing and the compliance within training
regulations.
Training evaluation, measuring the effectiveness of
the employee’s knowledge.
3.3.2 Dependent Variables
Dependent variables is employee’s performance
Hence, according to Stup (2006) employee’s performance is evaluated after attending
any of training whether the training gives benefit to the employee and also to the
organization. So, for the purpose of this research, the employees gave their
perceptions towards their performance in work tasks after attending the training. This
dimension consists of 8 items, which sample items included “training programs
establish a clear view of work roles and increase performance”; “training programs
encourage teamwork and self – managed team culture”; and “training programs
provide to update work of skills, which increase my performance in on – the – job”.
The responses to these items were measured on a scale from 1 = “strongly disagree”
to 5 = “strongly agree”.
Training affects the employee’s performance
48
Table 3-9 Measure of training evaluation to employee’s performance
3.4 PILOT RESEARCH
According to Zikmund et al. (2010), a pilot research is a small scale research project
that collects data from respondents similar to those that will be used in the full
research. Pilot studies are conducted to uncover any weaknesses in the design of the
scale and it should follow the same method of data collection as the main research.
FACTOR VARIABLES AUTHOR
F. Employee’s
Work Performance
I always set up the working plan for myself
I've always done the working on schedule
I've always done the working with quality
I am easy to communicate with other colleagues
as well as with the leader
I am easy to solve the problem during working.
I know how to support colleagues in their work
I know where is my strong and weakness point to
improve
My work was appreciated leader
Training affects the employee’s performance
49
The pilot research is important because it provides confirmation that the procedures
used are suitable helps to refine the survey questions and makes sure that the survey
used in the main research is appropriate (Zikmund et al., 2010). Hence we used a pilot
research before conducting the main research.
3.4.1 Draft
The first draft of the questionnaires was created based on literature review. The
questionnaire was divided into two sections as follows.
Section 1: aimed to measure how does training affect the employee’s performance?
Section 2: focused on respondents’ background. This section explored the background
information of respondents in terms of gender, age, marital status, education, and
years of service in your current organization, company status, and occupation
Totally 20 people who are working work in Private Company, Government Company,
Foreign Company, Joint Venture Company and public sectors in HCMC invited to
answer the questionnaire and give out their feedbacks.
Each of them identified these elements of training impact to the employee’s
performance. The questions is focused into the training need assessment, training
commitment, training contents, delivery approaches, training evaluation and training
impact employee’s work performance
The pilot test was carried out to test the clarity and meaningfulness of the questions in
order to detect weakness in design and instrumentation as well as to provide proxy
data for selection of a probability sample.
Training affects the employee’s performance
50
3.4.2 Draft questionnaires
After the test, there are evidences that questionnaires have a good layout, easy to
understand, logical arrangement of items and the requirement of the reliability
analysis was met. So the final draft of the questionnaire is not different from the first
draft. Both versions were shown in appendix (see also Appendix 1)
3.5 DATA ANALYSIS TECHNIQUES
Quantitative research is used for the purpose of this research because quantitative
analyses results provide support for anticipated directions of the associations between
independent and dependent variables. So, by using SPSS Version 16.0 for Windows
software, the central of tendency and the dispersion of the data are checked; the
reliability and validity of the measures are tested; and the hypothesis developed for
this research are also tested. Four techniques are used in analyzing the data for this
research, such as descriptive statistics, reliability analysis, correlation statistics and
regression analysis.
3.5.1 Descriptive statistics
The descriptive statistics provides frequencies and measures of central tendency of
this research analysis. So, frequencies of this analysis can be refer to histograms or
bar charts of various subcategories, such as gender, level of occupations and level of
educations. It also would be useful to know how training dimensions influence
employee’s work commitment and performance by looking at the mean of the
variables, which indicates a measure of central tendency that offers a general picture
of the research research.
Training affects the employee’s performance
51
3.5.2 Reliability analysis
The reliability analysis is used to test consistency of respondents’ answers to all the
items of independent and dependent variables in the questionnaire, whether the items
are hanged together as a set which they are highly correlated with one another.
Consistency of this research is examined through Cronbach’s coefficient Alpha,
which is used for multipoint – scaled items (Cronbach, 1946).
According to Cavana et al. (2001), “Cronbach’s alpha is a reliability coefficient that
indicates how well the items in a set are positively correlated to one another.
Cronbach’s alpha is computed in terms of average inter correlations among the items
measuring the concepts”. The value of this coefficient can vary from 0 to 1. The value
of 0.8 or higher of an alpha coefficient was proposed to be accepted by Bryman and
Cramer (1990). However, according to Nunnally (1978), the value of 0.6 and above is
acceptable, especially for initial investigations.
A commonly accepted [citation needed] rule of thumb for describing internal
consistency using Cronbach's alpha is as follows, however, a greater number of items
in the test can artificially inflate the value of alpha and a sample with a narrow range
can deflate it, so this rule of thumb should be used with caution:
Cronbach's alpha Internal consistency
α ≥ 0.9 Excellent (High-Stakes testing)
0.7 ≤ α < 0.9 Good (Low-Stakes testing)
0.6 ≤ α < 0.7 Acceptable
0.5 ≤ α < 0.6 Poor
α < 0.5 Unacceptable
Training affects the employee’s performance
52
6http://en.wikipedia.org/wiki/Cronbach%27s_alpha
3.5.3 Exploratory factor analysis (EFA)
Factor analysis examines and compares the way each respondent completed the
opinion items to come up with the suggestion that certain items are included in
particular factors/clusters (Cavana et al, 2001). The reason for conducting EFA is that
the EFA procedure allowed us to drop some invalid items from the scale and group
some valid items to relevant group. Items with low factor loading (< 0.5) were
deleted. Accordingly, Cronbach’s alpha was recalculated for the scales of those items
removed. (Kaiser 1970, 1974)
3.5.4 Correlation statistics
The Pearson correlation matrix is used to describe the relationship between the
independent variables (training commitment, training needs assessment, training
contents and delivery approaches, and training evaluation), and dependent variable
(employee’s performance). This analysis indicates the direction, strength and
significance of the bivariate relationships of all the variables in this research. Thus, a
hypothesis that postulates a significant positive or negative relationship between the
two variables can be tested by examining the correlation between the two
(independent variables and dependent variable).
3.5.5 Regression analysis
The major statistical analysis used in this research is regression analysis, where two
types of regression analysis are used in analyzing the hypothesis developed in this
research.
6 http://en.wikipedia.org/wiki/Cronbach%27s_alpha
Training affects the employee’s performance
53
3.5.5.1 Multiple simultaneous regression analysis
This analysis is used when dependent variable (employee’s performance) is predicted
from several independent variables (training needs assessment, training commitment,
training contents and delivery approaches, and training evaluation) simultaneously.
The regression equation is developed in table 3-10, which the dependent variable is
modeled as a function of the independent variables, corresponding parameters
(constants) and error term (which treated as the random variable).
In multiple regressions, there are several independent variables and one dependent
variable, and the general form of the multiple regression equation with k independent
variables is:
Table 3-10 The general form of the multiple regression equation
Y = β0 + β1 X1 + β2 X 2 + ... + βk Xk + ε.
Y: Dependent Variable
β0: The value for β0 is more or less an intercept (although a multiple
regression equation with two independent variables constitutes a plane
rather than a line).
β1…. βk: Called partial regression coefficients. (Each β represents the amount of
change in Y for one unit of change in the corresponding X value when the
other X values are held constant).
X1…Xk: Are the independent variables
ε: Is the error term normally distributed about a mean of 0 (A statistical error
(or disturbance) is the amount by which an observation differs from its
expected value, the latter being based on the whole population from which
Training affects the employee’s performance
54
the statistical unit was chosen randomly)
Table 3-11 Assumptions for Multiple Regression
Assumptions for Multiple Regression7
The assumptions for multiple regression are similar to those for simple regression.
1 For any specific value of the independent variable, the values of the y variable are
normally distributed. (This is called the normality assumption.)
2 The variances (or standard deviations) for the y variables are the same for each
value of the independent variable. (This is called the equal-variance assumption.)
3 There is a linear relationship between the dependent variable and the independent
variables. (This is called the linearity assumption.)
4 The independent variables are not correlated. (This is called the
nonmulticollinearity assumption.)
5 The values for the y variables are independent. (This is called the independence
assumption.)
Multicollinearity is also analyzed in this analysis because when independent variables
(training commitment, training needs assessment, training contents and delivery
approaches, and training evaluation) are highly correlated with the dependent variable
(employee’s), it is difficult to identify the unique contribution of each independent
variables in prediction the dependent variable. The highly correlated variables are
predicting the same variance in the dependent variable, so the overall p – value may
significant but the p – value for each predictor may not significant. The variance
7 (Bluman, Allan G. Elementary statistics: a step by step approach / Allan G. Bluman,
Published by McGraw-Hill)
Training affects the employee’s performance
55
inflation factor (VIF) and tolerance are two closely related statistics for diagnosing
collinearity in multiple simultaneous regression analysis. They are based on the R –
squared value, obtain by regressing independent variables (training commitment,
training needs assessment, training contents and delivery approaches, and training
evaluation) on all of the other independent variables (training commitment, training
needs assessment, training contents and delivery approaches, and training evaluation)
in the analysis.
Table 3-12 The regression equation model for “the influence of training on
employee’s performance”
Y = β0 + β1 X1 + β2 X 2 + ... + βk Xk + ε.
Y: Employee’s performance
β0 constant
X1 Training needs assessment
X2 Training commitment
X3 Training contents
X4 Training delivery approached
X5 Training evaluation
ε: 0
3.6 SUMMARY
This chapter explained the two types of variables – independent and dependent –
which were used in this research in reflection of logical reasoning in the theoretical
framework mentioned in the previous chapter. So, training dimensions such as
Training affects the employee’s performance
56
training commitment, training needs assessment, training contents and delivery
approaches and training evaluation are categorized as the independent variables. And
employee’s performance is categorized as the dependent variable for this research.
This chapter also discussed the relationships between independent variables (training
commitment, training needs assessment, training contents and delivery approaches,
and training evaluation) and dependent variable (employee’s work commitment and
performance). So, these hypotheses are developed in order to test whether these
relationships able to give some clues to solve the problem arise in organization.
In addition, this chapter explained that questionnaire is used for data collection, where
the data are analyzed by using SPSS Version 16.0 for Windows program. The data
analysis techniques that are used in this research are descriptive statistics, reliability
analysis, correlation statistics and regression analysis.
So, in the next chapter, the results from the data analysis after testing the hypothesis
generated is discuss and to find answers to the research questions constructed for the
purpose of this research.
CHAPTER 4: ANANLYSIS AND DISCUSTION
Table 4-1 Chapter review
Chapter review
The first section :
The second section : Sample description
The third section : Cronbach’s Alpha test reliability before EFA:
- Reliability analysis
- Exploratory factor analysis result (EFA)
The fourth section : Reliability analysis after EFA
The fifth section : Regression analysis
- Correlation Statistics
- Multiple Simultaneous Regression Analysis
The sixth section : Hypothesis testing
The seventh section : Summary of research result
The eighth section : Chapter summary
This chapter presents the results of the data analysis of the influence of training on
employee’s performance. The purpose of this research is to analyze how the
training able to maximize the benefits of training in their work performance. The
analysis result will let us know: how the training affects the employee’s
performance.
Training affects the employee’s performance
58
4.1 SAMPLE DESCRIPTION
4.1.1 Samples
Table 4-2 Response rate
Number of
questionnaires
Number of
response
Response
rate
Number of
valid
response
Valid
response
rate
HCMC 350 300 86% 285 95%
There were 350 questionnaires distributed to independent respondents in HCMC
who people are working in private company, Joint Venture Company, Government
Company, Foreigner Company, and public sectors in HCMC. Out of 350
distributed questionnaires, 300 ones were returned with the response rate as 86%.
Before the analysis test were conducted, a quality control process was initiated, 15
disqualified survey were eliminated due to incomplete information for either
expectation or perception evaluation. After excluding samples with blank, 285
qualified surveys were ready for the process data. The valid response rate is above
95%. The data collected was analyzed with the SPSS 16.0. A number of
demographic questions were asked in order to know profile of the respondents of
this research.
4.1.2 Demographic profile
Descriptive statistics is the way to summarize data which use tabular, graphical, or
numerical. The main objective of conducting descriptive statistics is to make all
Training affects the employee’s performance
59
data easier to read. There are 285 people participating into this survey. Hence, we
use descriptive statistics to illustrate the demographic profile of respondents.
Figure 4.1 Gender analysis
The figure 4.1 reflects the gender distribution of the participants in this research
research. The majority was female (males were 42.10% while females were
57.90% slightly higher than males), which supports that women who are working
in HCM is higher than man.
Figure 4.2 Age analysis
42.1%
57.9%
GENDERS
Male
Female
34.0%
55.8%
8.4% 1.8%
AGE
21-25
26-35
36-45
46-51
Training affects the employee’s performance
60
Based on age the main respondent in this research is in the group 26-35 years old.
This age largest group showed a percentage of 55.80%. The second age group was
people that were 21-25 years old, this age group showed a percentage of 34.00%.
The third is the age between 36-45 years old that showed around of 8.00%. And,
the smallest group is the age from 46-51 years old this is 1.60%. This mean the
force labor has from 26-35 years old.
Figure 4.3 Marital status analysis
The result shows that marital status distribution of the participants in this research
research. The majority was 64.90% single while was 35.10% which supports that
single person who are working in HCM is higher than married person
64.9%
35.1%
MARITAL_STATUS
Single
Married
Training affects the employee’s performance
61
Figure 4.4 Education analysis
This chart presents that most of the respondents 55.1% claimed that the University
level, followed by 26.30% who has Vocational College level. MBA education
level is a percentage of 14.4%. And a percentage of 4.2% is high school. The
majority was university level 55.1% is the force labor of these firms in HCMC
Figure 4.5 Occupation analysis
4.2%
26.3%
55.1%
15.4%
EDUCATION
High school
Vocational College
University
MBA
70.5%
14%
13.3% 2.1%
OCCUPATION
Staff
Leader
Manager
Owner business
Training affects the employee’s performance
62
The graph is described that almost more than a half of the respondents (70.50%) is
staff. The percentage of 14% is the leader. It is followed is the managers who has
13.00%. And the smallest group is a percentage of 2.1% owner business.
Figure 4.6 Company type
The percentage of 54.00% is belonged to Private Company in which is the biggest
in HCMC, now. The second group is the Join Venture Company that has 28.40%.
The third group is the percentage of 14.70% the Government Company. And the
last group is the 100% Foreigner Company in which has the smallest percentage of
2.80%.
Figure 4.7 Year of working
54% 28.4%
14.7% 2.8%
COMPANY_TYPE
Private Company
Join Venture Company
Government Company
100% Foreign Company
45%
37%
12% 6%
YEARS_OF_WORKING
Less than 2 years
2 to 5 years
6 to 10 years
More than 10 year
Training affects the employee’s performance
63
This chart presents that most of the respondents’ years of working less than 2 years
is 45.0%, followed by 37.0% who has year of working from 2 to 5 years, 6-10
years of working is a percentage of 12.0%. And a percentage of 6.0% is years of
working more than ten.
In general, the education level of employees from Vocation College to University,
this is the favorable conditions for the firms in HCMC. However, to work
effectively for each employee, so wherever the level training issued, training
course is very importance to the organization.
The age we have four groups and the education group has four one. Based on the
research result, we have known that the young age (26-35 years old) are the main
workforce in HCMC and. And the university education level is also the main
workforce in HCMC, as well.
Besides that, the majority was 64.90% years of working less than 2 years, that said
the employees is new one, has less experience in their job or in workplace
4.2 CRONBACH ALPHA TEST RELIABILITY BEFORE EFA
4.2.1 Reliability Analysis
4.2.1.1 Reliability Analysis for Training Needs Assessment to employee’s
performance.
Table 4-4 Reliability Analysis for Training Needs Assessment to employee’s
performance.
Reliability Statistics
Cronbach's
Alpha N of Items
.771 8
Item-Total Statistics
Scale Mean if
Item Deleted
Scale
Variance if
Item Deleted
Corrected
Item-Total
Correlation
Cronbach's
Alpha if Item
Deleted
QA01 20.7825 29.114 .420 .756
QA02 20.6667 29.413 .461 .749
QA03 20.6702 29.525 .424 .755
QA04 20.6035 29.585 .408 .757
QA05 20.8772 27.340 .493 .743
QA06 20.8070 26.839 .568 .729
QA07 20.7614 27.394 .546 .734
QA08 20.7439 28.705 .448 .751
Look at above table 4-4 (Reliability Alpha), it can be seen that the Cronbach’s
alpha are acceptable, since Cronbach alpha = 0.771 is greater than 0.7. Hence,
factors in training needs assessment can be considered as well-designed items and
data are trustworthy. Corrected item – total correlation of variables of these
dimensions are mostly higher 0.3, smallest factor is 0.408.
No item should be ignored and deleted because all numbers on Cronbach’s Alpha
if item deleted may decrease initial Cronbach’s Alpha so that it critically perfect to
keep all. Therefore, all of the variables of this dimension are well used in
Exploratory Factor Analysis later (see also Appendix 5: Cronbach Alpha before
EFA)
Training affects the employee’s performance
65
4.2.1.2 Reliability Analysis for Training commitment to employee’s
performance.
Table 4- 5 Reliability Analysis for training commitment to employee’s
performance.
Reliability Statistics
Cronbach's
Alpha N of Items
.663 6
Item-Total Statistics
Scale Mean if
Item Deleted
Scale
Variance if
Item Deleted
Corrected
Item-Total
Correlation
Cronbach's
Alpha if Item
Deleted
QB01 15.1053 12.595 .330 .641
QB02 15.1193 10.866 .506 .578
QB03 14.9895 12.412 .254 .673
QB04 15.2561 11.762 .378 .626
QB05 15.0456 11.318 .476 .591
QB06 15.1158 11.793 .427 .609
Based on the result, it can be seen that the Cronbach’s alpha are “questionable”,
since Cronbach alpha = 0.663 is smaller than 0.7. The factors in training
commitment to employee’s performance were not well-design and corrected item –
total correlation of variables of these dimensions are not higher 0.3. Therefore,
there is one item QB03 should be ignored and deleted it because Corrected Item-
Total Correlation = 0.254 is smaller than 0.3. Therefore, the must this item be
removed and re-test the commitment to employee’s performance.
Retested after moving the item QB03 of factors in training commitment to
employee’s performance, we have the below result:
Training affects the employee’s performance
66
Table 4-6 2ND Reliability Analysis for training commitment to employee’s
performance.
Reliability Statistics
Cronbach's
Alpha N of Items
.673 5
Item-Total Statistics
Scale Mean if
Item Deleted
Scale
Variance if
Item Deleted
Corrected
Item-Total
Correlation
Cronbach's
Alpha if Item
Deleted
QB01 11.9684 9.284 .354 .652
QB02 11.9825 8.038 .484 .594
QB04 12.1193 8.408 .426 .622
QB05 11.9088 8.696 .405 .631
QB06 11.9789 8.542 .462 .606
Based on the result, it can be seen that the Cronbach’s alpha can accept. Although
Cronbach alpha = 0.673 is smaller than 0.7. All corrected item – total correlation of
variables of these dimensions are mostly higher 0.3, smallest factor is 0.354. No
item should be deleted; therefore, all of the variables of this dimension are well
used in Exploratory Factor Analysis later (see also Appendix 5: Cronbach Alpha
before EFA)
4.2.1.3 Reliability Analysis for Training contents to employee’s performance.
Table 4-7 Reliability Analysis for training contents to employee’s
performance.
Reliability Statistics
Cronbach's
Alpha N of Items
Training affects the employee’s performance
67
Reliability Statistics
Cronbach's
Alpha N of Items
.803 8
Item-Total Statistics
Scale Mean if
Item Deleted
Scale
Variance if
Item Deleted
Corrected
Item-Total
Correlation
Cronbach's
Alpha if Item
Deleted
QC01 21.7579 28.149 .465 .788
QC02 21.7368 27.603 .549 .776
QC03 21.6982 29.092 .436 .792
QC04 21.8316 27.260 .520 .780
QC05 21.7263 27.967 .527 .779
QC06 21.9474 28.360 .460 .789
QC07 21.7614 27.253 .530 .778
QC08 21.8281 26.150 .620 .764
The result said the Cronbach’s alpha are good, since Cronbach alpha = 0.803 is
greater than 0.7. Hence, factors in training contents to employee’s performance can
be considered as well-designed items and data are trustworthy. Corrected item –
total correlation of variables of these dimensions are mostly higher 0.3, smallest
factor is 0.436. No item should be ignored and deleted because all numbers on
Cronbach’s Alpha, if item deleted may decrease initial Cronbach’s Alpha, so that it
critically perfect to keep all. Therefore, all of the variables of this dimension are
well used in Exploratory Factor Analysis later (see also Appendix 5: Cronbach
Alpha before EFA)
Training affects the employee’s performance
68
4.2.1.4 Reliability Analysis for Training delivery approaches to employee’s
performance.
Table 4-8 Reliability Analysis for training delivery approaches to
employee’s performance.
Reliability Statistics
Cronbach's
Alpha N of Items
.744 7
Item-Total Statistics
Scale Mean if
Item Deleted
Scale
Variance if
Item Deleted
Corrected
Item-Total
Correlation
Cronbach's
Alpha if Item
Deleted
QD01 18.0947 18.635 .520 .699
QD02 17.8211 19.338 .540 .696
QD03 17.8456 19.849 .436 .719
QD04 18.0140 20.915 .426 .721
QD05 17.9193 20.905 .424 .722
QD06 17.8912 19.562 .561 .693
QD07 18.1825 19.875 .345 .746
Table 4-8, it can be seen that the Cronbach’s alpha are acceptable, since Cronbach
alpha = 0.744 is greater than 0.7. Hence, a designed item of the factor in training
was accepted and data are trustworthy. Corrected item – total correlation of
variables of these dimensions are mostly higher 0.3, smallest factor is 0.345. No
item should be ignored and deleted because all numbers on Cronbach’s Alpha if
item deleted may decrease initial Cronbach’s Alpha so that it critically perfect to
keep all. Therefore, all of the variables of this dimension are well used in
Training affects the employee’s performance
69
Exploratory Factor Analysis later (see also Appendix 5: Cronbach Alpha before
EFA)
4.2.1.5 Reliability Analysis for Training evaluation to employee’s
performance.
Table 4-9 Reliability Analysis for evaluation to employee’s performance.
Reliability Statistics
Cronbach's
Alpha N of Items
.808 10
Item-Total Statistics
Scale Mean if
Item Deleted
Scale
Variance if
Item Deleted
Corrected
Item-Total
Correlation
Cronbach's
Alpha if Item
Deleted
QE01 27.6456 42.575 .429 .796
QE02 27.4000 42.213 .432 .796
QE03 27.4912 42.356 .411 .798
QE04 27.6772 39.973 .527 .786
QE05 27.7404 40.637 .477 .792
QE06 27.8737 39.294 .526 .786
QE07 27.6386 41.323 .468 .792
QE08 27.6772 40.656 .514 .787
QE09 27.6456 39.997 .554 .783
QE10 27.6526 40.087 .497 .789
The result said the Cronbach’s alpha are good, since Cronbach alpha = 0.808 is
greater than 0.7. Hence, factors in training evaluation to employee’s performance
Training affects the employee’s performance
70
can be considered as well-designed items and data are trustworthy. Corrected item
– total correlation of variables of these dimensions are mostly higher 0.3, smallest
factor is 0.411. No item should be ignored and deleted because all numbers on
Cronbach’s Alpha if item deleted may decrease initial Cronbach’s Alpha so that it
critically perfect to keep all. Therefore, all of the variables of this dimension are
well used in Exploratory Factor Analysis later (see also Appendix 5: Cronbach
Alpha before EFA)
4.2.1.6 Reliability Analysis for employee’s work performance.
Table 4- 10 Reliability Analysis employee’s performance.
Reliability Statistics
Cronbach's
Alpha N of Items
.812 8
Item-Total Statistics
Scale Mean if
Item Deleted
Scale
Variance if
Item Deleted
Corrected
Item-Total
Correlation
Cronbach's
Alpha if Item
Deleted
QF01 21.6772 30.360 .486 .797
QF02 21.5719 30.774 .519 .792
QF03 21.5895 29.151 .591 .781
QF04 21.5684 31.000 .455 .801
QF05 21.5579 29.128 .613 .778
QF06 21.5754 30.259 .499 .795
QF07 21.5895 30.440 .530 .791
QF08 21.7333 29.619 .529 .791
The result said that the Cronbach’s alpha are good, since Cronbach alpha = 0.812
is greater than 0.7. Hence, factors in training evaluation to employee’s
Training affects the employee’s performance
71
performance can be considered as well-designed items and data are trustworthy.
Corrected item – total correlation of variables of these dimensions are mostly
higher 0.3, smallest factor is 0.455. No item should be ignored and deleted because
all numbers on Cronbach’s Alpha if item deleted may decrease initial Cronbach’s
Alpha so that it critically perfect to keep all. Therefore, all of the variables of this
dimension are well used in Exploratory Factor Analysis later (see also Appendix 5:
Cronbach Alpha before EFA)
Table 4-11 Summary the Cronbach’s Alpha (Reliability) of Dependent
and Independent Variables
Cronbach’s Alpha (Reliability) of Dependent and Independent Variables.
N = 285
Number of items Cronbach's Alpha
A. Training Need Assessment 08 0.771
B. Training Commitment 05 0.673
C. Training Contents 08 0.803
D. Delivery Approaches 07 0.744
E. Training evaluation 10 0.808
F. Employee’s Work Performance 08 0.812
Training affects the employee’s performance
72
The alpha values of all variables are acceptable above 0.60, which indicate 0.771 is
for training needs assessment, 0.673 is for training commitment, 0.803 is for
training contents, 0.744 is for delivery approaches, and 0.808 is for training
evaluation.
According to Cronbach (1946), reliability coefficient of above 0.70 is acceptable
indicator of internal consistency reliability that is used in this research, although,
having one item is 0.673. Besides that, the reliability coefficient of employee’s
performance, as dependent variable in this research, is 0.8.12, which is above 0.80.
And, all the factors are goods to continue to work with EFA analysis.
4.2.2 Exploratory factor analysis result (EFA)
The following section identifies the number of underlying factors or dimensions of
each construct by presenting the results of the exploratory factor analysis (EFA).
The reason for conducting EFA is that the EFA procedure allowed us to drop some
invalid items from the scale and group valid items to relevant groups. Varimax
rotation was applied in this research which attempts to minimize the number of
variables that have high loading on each factor.
These are criteria s need to be followed in order to conduct the EFA:
- The value of KMO must be greater than or equal to 50%
- The maximum absolute value of any factor loading must be greater
than 0.5
Training affects the employee’s performance
73
- For any item, the difference between the maximum absolute value
and minimum absolute value of loading factors must be greater than or
equal to 0.3 (Jabnoun and Al-Tamimi, 2003)
- Total variance explained must be greater than or equal to 50%
Totally, we have 39 independent variables initial, after moving the item QB03 via
the measurement Cronbach’s Alpha. And 38 independent variable with 5
components - (training needs assessment, training commitment, training contents
and delivery approached, training evaluation) of this research – will be analyzed by
EFA
4.2.2.1 EFA Independent variable
Table 4-12 EFA Independent variable ( Rotation: Varimax)
KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .871
Bartlett's Test of Sphericity Approx. Chi-Square 3.922E3
df 703
Sig. .000
The table showed the KMO measure of sampling adequacy for this research 0.871,
which is well above the minimal value of 0.6. The Barrlett’s test of sphericity was
0.000, which is significant at the 0.01 level, which indicates that factor analysis
could be performed on this research and that the scale is usable.
Training affects the employee’s performance
74
The rotated component matrix shows the grouping of the items under each factor.
Moreover, the validity of the modified questionnaires was measured using factor
loading for each item on the questionnaires.
Total Variance Explained
Co
mpo
nent
Initial Eigenvalues
Extraction Sums of
Squared Loadings
Rotation Sums of Squared
Loadings
Total
% of
Variance
Cumulati
ve % Total
% of
Variance
Cumulati
ve % Total
% of
Variance
Cumulati
ve %
1 10.29
1 27.082 27.082 10.291 27.082 27.082 3.405 8.961 8.961
2 2.034 5.352 32.434 2.034 5.352 32.434 3.185 8.381 17.342
3 1.739 4.577 37.011 1.739 4.577 37.011 2.778 7.309 24.652
4 1.449 3.813 40.824 1.449 3.813 40.824 2.392 6.294 30.946
5 1.364 3.590 44.414 1.364 3.590 44.414 2.359 6.207 37.153
6 1.291 3.397 47.811 1.291 3.397 47.811 2.033 5.350 42.503
7 1.239 3.260 51.071 1.239 3.260 51.071 1.871 4.924 47.427
8 1.115 2.935 54.006 1.115 2.935 54.006 1.757 4.624 52.051
9 1.097 2.888 56.894 1.097 2.888 56.894 1.594 4.196 56.247
10 1.053 2.770 59.664 1.053 2.770 59.664 1.298 3.417 59.664
11 .995 2.617 62.281
12 .981 2.580 64.861
13 .913 2.404 67.265
14 .834 2.196 69.461
15 .820 2.157 71.618
16 .773 2.034 73.653
17 .734 1.932 75.585
Training affects the employee’s performance
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18 .712 1.875 77.459
19 .686 1.805 79.265
20 .644 1.694 80.959
21 .615 1.620 82.578
22 .570 1.501 84.080
23 .542 1.427 85.506
24 .515 1.356 86.862
25 .505 1.329 88.191
26 .483 1.270 89.461
27 .445 1.172 90.633
28 .438 1.153 91.786
29 .401 1.055 92.840
30 .390 1.026 93.866
31 .381 1.002 94.868
32 .360 .947 95.816
33 .318 .836 96.652
34 .310 .815 97.467
35 .290 .763 98.230
36 .257 .676 98.906
37 .229 .603 99.510
38 .186 .490 100.000
Extraction Method: Principal
Component Analysis.
Training affects the employee’s performance
76
Based on Rotated Component Matrixa (see also Appendix 6) the result, the theory
scale was multi-pronged, new factor was created, but most of them are not good.
Since, most of new factor has included 1 - 2 observed variables, only. So that, EFA
cannot use Varimax rotation was applied in this research. Therefore, Promax
rotation is applied for this research.
Table 4-13 EFA Independent variable (Rotation: Promax)
Training affects the employee’s performance
78
Structure Matrix
Component
1 2 3 4 5 6 7 8 9 10
QD06 ,727
QD05 ,642
QD02 ,638
QD04 ,617
QC01 ,598
QC02 ,598
QB06 ,572
QD01 ,551
QB05
,696
QE10
,639
QE03
,624
QC07
,621
QC08
,617
QE02
,605
QC05
,545
QB02
,527
QC06
,510
QA01
,721
QA02
,649
QC04
,635
QA03
,608
Training affects the employee’s performance
79
QA04
,565
QE09
,791
QE07
,682
QE04
,555
QA07
,701
QA08
,677
QE08
,604
QE05
,511
QA05
,745
QA06
,645
QC03
QE01
,707
QB01
,599
QE06
,560
Extraction Method: Principal Component Analysis.
Rotation Method: Promax with Kaiser Normalization.
The result said that 10 new components were created, but there are only 7 new
components are availability. In each new component has 2 observed variables, at least
and correlation coefficient has to equal 0.5 or more than 0.5.
The result that totally 4 items (QC03, QD03, QB04, QD07) were eliminated from the
measurement due to their low loading and cross-factor loadings. Besides from the
initial 5 components, after progressed EFA, 7 new components were created.
Factor Components
Training affects the employee’s performance
80
F1: QD06, QD05, QD02, QD04, QC01, QC02, QB06, QD01
F2: QB05, QE10, QE03, QC07, QC08, QE02, QC05, QB02, QC06
F3: QA01, QA02, QC04, QA03, QA04
F4: QE09, QE07, QE04, QA07
F5: QA07, QA08, QE08, QE05
F6: QA05, QA06, QC03
F7: QE01, QB01, QE06
After progressed EFA, having 7 new components are created, however, we would like
core-group them into 5 groups. We can group 34 variables into 5 main factors as table
below:
Table 4-14 New group after EFA
Factor Components Group’s Name
Factor 1 (8 items) QD06, QD05, QD02,
QD04, QC01, QC02,
QB06, QD01
DELIVERY
APPROACHES plus
CONTENTS
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Factor 2 (9 items) QB05, QE10, QE03,
QC07, QC08, QE02,
QC05, QB02, QC06
TRAINING CONTENTS
plus EVALUATION
Factor 3 (5 items) QA01, QA02, QC04,
QA03, QA04
TRAINING NEEDS
ASSESSMENT plus
CONTENTS
Factor 4 (7 items) QE09, QE07, QE04,
QA07, QA08, QE08,
QE05
TRAINING
EVALUATION plus
NEEDS ASSESSMENT
Factor 5 (5 items) QA05, QA06,QE01,
QB01, QE06
TRAINING
COMMITMENT plus
NEEDS ASSESSMENT
and EVALUTION
Table 4-15 Summary reliability analysis for Independent variable after EFA
Seq. Factor Cronbach's
Alpha
N of items
QA Training needs assessment
01 QA01 0.692 5
02 QA02
03 QC04
04 QA03
05 QA04
QB Training commitment
Training affects the employee’s performance
82
01 QA05 0.641 5
02 QA06
03 QE01
04 QB01
05 QE06
QC Training contents
01 QB05 0.816 9
02 QE10
03 QE03
04 QC07
05 QC08
06 QE02
07 QC05
08 QB02
09 QC06
QD Training delivery approaches
01 QD06 0.790 8
02 QD05
03 QD02
04 QD04
05 QC01
06 QC02
07 QB06
Training affects the employee’s performance
83
08 QD01
QE Training evaluation
01 QE09 0.762 7
02 QE07
03 QE04
04 QA07
05 QA08
06 QE08
07 QE05
Based on the analysis result, 5 new factors are acceptable and reliability to continue to
analysis Regression Equation Model for “The Influence of Training on Employee’s
Performance”
4.3 REGRESSION ANALYSIS
Regression equation model for “The influence of training on employee’s
performance”, the regression equation is developed which the dependent variable is
modeled as a function of the independent variables, corresponding parameters
(constants) and error term (which treated as the random variable). This analysis is
used to find the equation that best represents the linear relationship between
independent variables (training commitment, training needs assessment, training
contents and delivery approaches, and training evaluation) and dependent variable
(employee’s performance).
Training affects the employee’s performance
84
4.3.1 Correlation Statistics
The range of the correlation coefficient is from -1 to +1. If there is a strong positive
linear relationship between the variables, the value of r will be close to + 1. If there is
a strong negative linear relationship between the variables, the value of r will be close
to -1. When there is no linear relationship between the variables or only a weak
relationship, the value of r will be close to 0. (Bluman, Allan G. Elementary statistics:
a step by step approach / Allan G. Bluman, Published by McGraw-Hill) See also
Figure 4-8.
Figure 4-8 Range of Values for the Correlation Coefficient
Strong negative
linear relationship
no
linear relationship
Strong positive
linear relationship
-1 0 + 1
Table 4-16 Correlations Matrix of the Training Dimensions and Employee’s
Performance
Correlations
Emplo
yee’s
perfor
mance
Trainin
g needs
assessm
ent
Training
commit
ment
Training
contents
Training
delivery
approac
hed
Training
evaluati
on
Pears
on
Employee’s
performance
1 0.549 0.538 0.787 0.615 0.603
Training affects the employee’s performance
85
Corre
lation
Training
needs
assessment
0.549 1 0.557 0.61 0.508 0.554
Training
commitment 0.538 0.557 1 0.55 0.52 0.607
Training
contents 0.787 0.61 0.55 1 0.618 0.645
Training
delivery
approached
0.615 0.508 0.52 0.618 1 0.551
Training
evaluation
0.603 0.554 0.607 0.645 0.551 1
Sig.
(1-
tailed
)
Employee’s
performance
. 0 0 0 0 0
Training
needs
assessment
0 . 0 0 0 0
Training
commitment
0 0 . 0 0 0
Training
contents
0 0 0 . 0 0
Training
delivery
approached
0 0 0 0 . 0
Training affects the employee’s performance
86
Training
evaluation
0 0 0 0 0 .
** Correlation is significant at the 0.01 level (1 – tailed)
N = 285
The correlation summary in table 4-21, (see also Appendix 7). Statistics displays
correlation coefficients between the four independent variables (training needs
assessment, training commitment, training contents and delivery approaches, and
training evaluation) and the dependent variable (employee’s performance) by using
multiple – item scales. The correlation coefficients indicate the strength of the
association between the variables, where a coefficient is considered significant if the p
– value is less than 0.05 (Schervish, 1996)
From table 4-17, there are significant correlations between all the independent
variables (training commitment, training needs assessment, training contents and
delivery approaches, and training evaluation) and dependent variable (employee’s
performance), where all coefficients are larger than 0.40 and below than 0.80. So,
according to Bryman and Cramer (1997), the Pearson’s relationship between each pair
of independent variables should not exceed 0.80, otherwise the independent variables
that show a relationship at or in excess of 0.80 may be suspected of exhibiting
multicolinearity. The highest coefficient of correlation is 0.787 of training contents,
which is below the cut – off of 0.80 for the collinearity problem. Hence, collinearity
and multicollinearity do not present data problems in this research research (Hair,
Anderson, Tatham and Black, 1998; Gottschalk, 1998)
Training affects the employee’s performance
87
The results show that dependent variable – employee’s performance – is most highly
correlated with training contents and delivery approaches with correlation coefficient
of 0.787 and 0.615. This shows that training contents and delivery approaches are
perceived as a dominant training dimension. Therefore, higher employee’s
performance is associated with training contents and delivery approaches, training
needs assessment, training commitment and training evaluation as well.
The results of this research provide some insight on the training dimensions that
influence the employee’. The Pearson’s correlation statistics (see also table 4-18
Coefficeients) report correlations between training (training commitment, training
needs assessment, training contents, delivery approaches, and training evaluation) and
employee’s performance. The analysis of this research provides insight on the
theoretical framework proposed in Chapter 2. (Figure 2.1 Theoretical framework for
“the Influence of training on employee’s performance) illustrates the theoretical
framework for this research, which all five training dimensions are significantly
influence the employee’s performance.
Figure 4.9 Theoretical framework for “the Influence of training on
employee’s performance” after analysis
Training affects the employee’s performance
88
The results show the positive and significant correlation between training evaluation
which confirms the works of (Bramley, 1991) and Goldstein (1993), with r = 0.603
Training needs assessment and the commitment, they are positively and significantly
correlate to employee’s, with r = 0.549 and r = 0.538. This result agree with the
research done by Goldstein & Ford [22], Buckley & Capple [15], Saiyadain [54],
Wagonhurdt [62], Hartenian [26], and training delivery approaches and employee’s
performance, which confirms the work of Poon and Othman (2000), (Bramley, 1991).
with r = 0.787 and r = 0.615
This research also contribute to the existing literatures on training contents and
delivery approaches by exploring the correlation between training contents and
delivery approaches and employee’s performance. So, training contents and delivery
approaches is the second dimension of training positively and significantly correlate
to employee’s work commitment and performance, with r = 0.60. This confirms the
findings of Nikendei, et. al. (2005),and Wexley and Latham (2002).
EM
PL
OY
EE
S’ P
ER
FO
RM
AN
CE
TRAINING NEED ASSESSMENT
TRAINING COMMITMENT
TRAINING CONTENTS
TRAINING DELIVERY APPROACHES
TRAINING EVALUTION
r = .549
r = .538
r = .787
r = .615
r = .603
Training affects the employee’s performance
89
The results of regression analysis show that training dimensions (training
commitment, training needs assessment, training contents and delivery approaches,
and training evaluation) are significantly and positively influence employee’s
performance (Lerman, et. al., 1999; Billikopf, 2003; Karia and Asaari, 2006;
Saiyadain, 1994; Poon and Othman, 2000; Buckley and Caple, 2000).
These results are analyzed in order to answer the objectives of this research.
Table 4.17 Summary of findings of the research Objectives
Seq Objectives Findings
1 To contribute new empirical evidence to the existing knowledge
on the influence of training on employee’s performance
Achieved
2 To determine the effect of each dimensions of training (training
needs assessment, training commitment, training contents, training
delivery approaches) on employee performance in companies in
HCMC.
Achieved
3 To examine the relationship between training and employee’s
performance
Achieved
4 To investigate the attitudes of the top management towards
training programs provided for their employees
Achieved
4.3.1.1 Multiple Simultaneous Regression Analysis
In multiple regression, there are several independent variables and one dependent
variable, and the general form of the multiple regression equation with k independent
variables is:
Training affects the employee’s performance
90
Y = β0 + β1 X1 + β2 X 2 + ... + βk Xk + ε.
Y: Employee’s performance
β0 constant
X1 Training needs assessment
X2 Training commitment
X3 Training contents
X4 Training delivery approached
X5 Training evaluation
ε: 0
A multiple regression correlation R can also be computed to determine if a significant
relationship exists between the independent variables and the dependent variable.
Multiple regression analysis is used when a statistician thinks there are several
independent variables contributing to the variation of the dependent variable. This
analysis then can be used to increase the accuracy of predictions for the dependent
variable over one independent variable alone.
Table 4-18 ANOVA Analysis
ANOVAb
Model Sum of
Squares
df Mean
Square
F Sig.
1 Regression 111.600 5 22.320 106.904 .000a
Residual 58.251 279 .209
Total 169.851 284
Training affects the employee’s performance
91
a. Predictors: (Constant), TRAINING EVALUATION, DELIVERY APPROACHES,
TRAINING NEED ASSESSMENT, TRAINING COMMITMENT, TRAINING
CONTENTS
b. Dependent Variable: EMPLOYEES PERFORMANCE
Table 4-18 shows the test of significance of the model using an ANOVA. There are
284 (N - 1) total degrees of freedom. With five predictors, the Regression effect has 5
degrees of freedom. The Regression effect is statistically significant indicating that
prediction of the dependent variable is accomplished better than can be done by
chance.
We can see how well our model predicts the outcome by checking the p-value in the
ANOVA table. Our p-value is significant with a value of 0.000, it means that the
model predicts accepted and reliability in percentage of 95%.
Table 4-19 Model Summary
Model Summaryb
Mo
del
R R
Squa
re
Adju
sted
R
Squa
re
Std.
Error of
the
Estimate
Change Statistics Durbin-
Watson
R
Square
Change
F
Change
df
1
df2 Sig.
F
Change
1 .811a .657 .651 .45693 .657 106.904 5 279 .000 2.023
a. Predictors: (Constant), TRAININGEVALUATION, DELIVERYAPPROACHES,
Training affects the employee’s performance
92
TRAININGNEEDASSESSMENT, TRAININGCOMMITMENT, TRAININGCONTENTS
b. Dependent Variable: EMPLOYEESPERFORMANCE
Table 4-19, labeled Model Summary provides an overview of the results. Of primary
interest are the R Square and Adjusted R Square values, which are 0.657 and 0.651
respectively. We learn from these that the weighted combination of the predictor
variables explained approximately 60% of the variance of self-esteem. The loss of so
little strength in computing the Adjusted R Square value is primarily, due to, our
relatively large sample size combined with a relatively small set of predictors. Using
the standard regression procedure where all of the predictors were entered
simultaneously into the model, R Square Change went from zero before the model
was fitted to the data to 0.657 when the variable was entered.
This analysis is conducted to predict the percentage of dependent variable, where
independent variables are entered simultaneously. The overall variance (employee’s
performance) is explained by the independent variables, (training commitment,
training needs assessment, training contents and delivery approaches, and training
evaluation) is 65.1% (Adjusted R Square: 0.651 on the Table 4-20: Model summary)
Table 4-20 Coefficeients
Coefficientsa
Model Unstandar
dized
Coefficient
s
Stand
ardize
d
Coeff
icient
s
t Sig. Correlations Collinearit
y Statistics
B Std. Beta Zer Part Part Tol VIF
Training affects the employee’s performance
93
Erro
r
o-
ord
er
ial eran
ce
1 (Constant) .07
6
.140 .545 .58
6
TRAINING
NEEDSASS
ESSMENT
.03
1
.048 .031 .640 .52
3
.54
9
.03
8
.02
2
.53
8
1.85
8
TRAINING
COMMITM
ENT
.07
0
.048 .069 1.444 .15
0
.53
8
.08
6
.05
1
.53
5
1.87
1
TRAINING
CONTENTS
.61
6
.057 .577 10.81
2
.00
0
.78
7
.54
3
.37
9
.43
2
2.31
4
COMPUTE
DELIVERY
APPROACH
ES
.17
8
.052 .162 3.424 .00
1
.61
5
.20
1
.12
0
.54
9
1.82
0
TRAINING
EVALUATI
ON
.08
4
.052 .082 1.614 .10
8
.60
3
.09
6
.05
7
.47
1
2.12
5
a. Dependent Variable: EMPLOYEESPERFORMANCE
From Table 4-20, the results shows regression analysis, where all independent
variables (training needs assessment, training commitment, training contents and
delivery approaches, and training evaluation) do against dependent variable
(employee’s performance). This analysis is conducted to predict the percentage of
dependent variable, where independent variables are entered simultaneously. Training
contents (B = 0.577, t – value = 10.812) and training delivery approaches (B = 0.162,
t – value = 3.424) are significantly and positively influence employee’s performance.
R value on the table 4-19 Model Summary, which indicates the level of correlation on
a scale of -1 to 1. While, the result of analysis, we have R = .811, it indicated a strong
positive correlation.
Training affects the employee’s performance
94
The value of d always lies between 0 and 4, based on the result, d =2.023, it means
that this indicates no autocorrelation.8
The coefficient of multiple determination is 0.657 (R Square =0.657 is mentioned on
the table 4-19 Model Summary) therefore, about 65.70% of the variation in the
employee’s performance is explained by the components of training included training
needs assessment, training commitment, training contents, training delivery
approaches and training evaluation. The regression equation appears as predictions
since the value of R 2 is close to 1.
Table 4-20 labled Coefficeients shows the results of regression analysis also indicate
no multicollinearity problem, where the multicollinearity statistics show that the
tolerances for all elements of employee’s work commitment and performance are
greater than 0.1, and that the variation inflation factors (VIF) are all less than 10
(Hair, et. al., 1998; O’Brien, 2007).
The Sig. to check for significance for Coefficients model, the Sig < 5% and the model
be accepted and significance. This means that the relationship between dependent and
independent are reliable. The results shows multiple simultaneous regression analysis,
where independent variables against dependent variable.
The Y intercept of the raw score model is labeled as the Constant and has a value
here of 0.076. Of primary interest here are the raw (B) and standardized (Beta)
coefficients, and their significance levels determined by t tests. With the exception of
negative affect and openness, all of the predictors are statistically significant.
8 http://en.wikipedia.org/wiki/Durbin%E2%80%93Watson_statistic
Training affects the employee’s performance
95
The raw regression coefficients are partial regression coefficients because their values
take into account the other predictor variables in the model; they inform us of the
predicted change in the dependent variable for every unit increase in that predictor.
The training contents and training delivery approaches are associated with a partial
regression coefficient of 0.577 – 0.162 and signifies that for every additional point on
the positive affect measure, we would predict a gain of 0.577 – 0.162 points on the
self-esteem measure. And The prediction model was statistically significant, F (5,279)
= 106.904, p < .001, and accounted for approximately 65.70% of the variance of self-
esteem (R Square = .657, Adjusted R Square = .651).
The correlation between training dimensions and employees performance is 0.657 (R
Square on the table 4-19 labled Model Summary), therefore about 65.70% of the
variation in employee’s performance by the components of training (training needs
assessment, training commitment, training contents and delivery approaches and
training evaluation). It also shows that employee’s performance is predictable from
training dimensions, where F – value of 106.904 (see also table 4-18 ANOVA
Analysis or Appendix 9: Multiple regression analysis)
Training commitment and delivery approaches are the only dimensions of training
that contribute to the prediction of employee’s performance, with B – value (Beta) of
0.577 and 0.162 respectively. (see also table 4-20 Coefficientsa or Appendix 9:
Multiple regression analysis)
Training needs assessment (Sig. = 0.523), training commitment (Sig. = 0.150) and
training evaluation (Sig. = 0.108) are three training dimensions that have insignificant
influence since p > 0.05 on employee’s performance. But they are positive influences
employee’s performance. So, the least squares prediction equation is developed is
Training affects the employee’s performance
96
Predicted Employee’s Performance = 0.076 + (0.577)*(Training contents) +
(0.162)*(Training delivery approaches)
4.4 HYPOTHESIS TESTING
The research was guided by the following research hypothesis:
Table 4-21 Research result hypothesis
Hypothesis Findings
Ho1: Training needs assessment significantly influences on
employee’s performance in companies in HCMC.
Non Supported
Ho2:
Training commitment significantly influences on
employee’s performance in companies in HCMC.
Non Supported
Ho3: Training contents significantly influences on
employee’s performance in companies in HCMC.
Supported
Ho4: Training delivery approaches significantly influences on
employee’s performance in companies in HCMC.
Supported
Ho5: Training evaluation significantly influences on
employee’s performance in companies in HCMC.
Non Supported
These hypotheses are generated for this research as stated earlier
From Table 4-21 Research result hypothesis, the results can be summarize that if the
training dimensions are acted individually, then it (training commitment, training
needs assessment, training contents and delivery approaches, and training evaluation)
is strongly, positively and significantly influence the employee’s performance.
However, if all of the training dimensions are taken into consideration, then only
Training affects the employee’s performance
97
training contents and delivery approaches are strongly, positively and significantly
influence employee’s performance.
According to Lam and Kong (1992) and Poon and Othman (2000), training contents
and delivery approaches are positively influence employee’s performance, because
most of organizations are tend to focus at people skills in implementing training
programs because it influence directly to employee’s performance. In addition, on –
job – training, team – training and role playing encourage employees to explore their
knowledge and stimulate interpersonal interaction, communication and socialization
(Wagonhurst, 2002; Olian, Durham, Kristof, Brown, Pierce and Kunder, 1998), with
beta coefficient is 0,577. Training contents with more informational inputs are able to
attract attention employees to attend and participate in training. An effective approach
is used in delivering the contents well in order to make training more enjoyable and
participative.
A number of training contents are presented in training program able to influence
employee’s performance. The contents of training programs can be categorized into
two types of category, which are people skills and technical skills. The results show
that respondents are slightly agree with most of training programs attended by
employees, having training contents which focus at people skills. Training programs
related to employee development, interpersonal, and self – management, and decision
making and project management are the most popular training contents, which
employees attended and will attend in reflect to their work commitment and
performance. Besides that, training contents which focus at technical skills, such as
information technology (IT) management is also important to be presented in training
programs. Thus, it is important to select the most appropriate delivery approaches, in
Training affects the employee’s performance
98
which to apply training contents. Respondents of this research also slightly agree that
the most appropriate delivery approaches in delivering training contents are on – job –
training (OJT), role playing and team – training.
In addition, organizations with great people and able to provide good training, it is
necessity for employees to stay in organization because it is important for employee’s
performance. Respondents in this research slightly agree (on scale ranging from 1 =
strongly disagree to 5 = strongly agree) that after attending training, employees are
motivated to work together with other employees in organization as a team, so they
able to share their knowledge and skills gained from training programs. Besides that,
training program is the best place for employees to communicate openly and make
healthy criticism towards the information gained in training programs which they
attended. Training programs also provide a clear role in work tasks, in order to update
skills for efficiency and improvement of employee’s performance.
The questionnaire provides useful perspective about the influence of training on
employee’s performance in organization. It is evident that importance of training is
attached to employee’s performance, which the findings indicate employees, who
receive training in relations to their work tasks, are able to perform adequately,
committed to responsibility in work tasks and also able to stay long in the
organizations. The findings of this research indicate that HCM’s employees do
appreciate training, which is given and developed by the organizations in reflects of
their performance. So, this section presents the discussion for research analysis, which
derived from the descriptive statistics, the correlation statistics, and the regression
analysis.
Training affects the employee’s performance
99
Based on the literature review, Training needs assessment is important in designing
training programs because when employees attending training, they should know the
purpose of training programs. Besides that, training needs assessment able to clarify
precisely what employees are expected to achieve at the end of their training. In
addition, training needs assessment validates a link between training needs and
training commitment. Training needs assessment also provides the basis for
measuring the effectiveness of training in terms of knowledge, skills and attitudes
expected in relation to employee’s performance. Training evaluation is the most
crucial and important part in designing and conducting training programs (Goldstein,
1974; Easterby – Smith, 1986; Goldstein, 1993; Tannenbaum and Woods, 1992)
Training evaluation also present a detail examination of training programs in order to
see the benefit of training, in reflects to employee’s performance. Besides that,
training evaluation measures the performance of employee by looking at their
understanding of training purpose. In addition, training evaluation is analyzed
resources acquisition in order to see whether employee able to use efficiently the
knowledge, techniques and skills gained from training program in their work tasks.
However, in this research, respondents slightly do not agree training needs assessment
able to provide guidelines for training design and are the basis for producing learning
points. They also do not agree with the training evaluation, where training evaluation
is a reflection of employee’s opinion towards training programs attended. Due to, the
result of analysis said that the Sig. (see also table Table 4-20 Coefficeients or
appendix 9) to check for significance for Coefficients model, the Sig > 5% and the
model does not accept and significance. This means that the relationship between
dependent and independent are un-reliable
Training affects the employee’s performance
100
4.5 SUMMARY OF RESEARCH RESULTS
The overall objective of this research is to examine the influence of these dimensions
of training (training commitment, training needs assessment, training contents and
delivery approaches, and training evaluation) on employee’s performance (Karia,
1999; Karia and Asaari, 2006). In addition, this research aims to analyze the attitudes
of the top management towards training given to their employee’s performance.
The results of correlation statistics of this research reveal that employee’s perceptions
toward the components of training (training commitment, training needs assessment,
training contents and delivery approaches and training evaluation) are significantly
influence employee’s performance. The results show that dependent variable –
employee’s performance – is most highly correlated with training contents and
delivery approaches. This shows that training contents and delivery approaches are
perceived as a dominant training dimension. Therefore, higher employee’s
performance is associated with training contents and delivery approaches, training
needs assessment, training commitment and training evaluation as well.
The results of simple regression analysis also show that these dimensions of training
(training commitment, training needs assessment, training contents and delivery
approaches, and training evaluation) are positively and significantly influence
employee’s work commitment and performance.
The results of multiple simultaneous regression analysis indicate that training contents
and training delivery approaches are perceived as a dominant dimension of training
because there is a strong association with employee’s performance. Training contents
helps in making acquaintance of employees with more advance technology and
attaining robust competencies and skills in order to handle the functions and basics of
Training affects the employee’s performance
101
newly introduced technical equipment. The training delivery approaches used are as
varies as the training content areas (Poon and Othman, 2000). More rarely it happens
that employees are not fully trained regarding new working and technical techniques
and they are unable to deliver to their assignments according to the desire of the
organization. Effective training can bring down these flaws, (Robert, 2006).
Along with training, worth of response from employees regarding working situations
is of highly importance and it can help in drawing the attention of the managers and
executives to the factors that are of mammoth importance, (C. Corretz, et al (2008)).
Improving employee’s self-efficacy at work will also assists in pushing their
performance to an improved and effective level and increasing their momentum on
their own behalf (Svenja, 2007) .This one also is achievable through adding it into
training contents.
4.6 COMPARE ANANLYSIS
4.6.1 The effect of genders to employee’s performance.
Employee’s performance and genders - while gender has two components – which
can come from different individuals who have been matched on a variable of interest;
it seems that they will not be independent. The form of the t-test is slightly different
for the independent samples and dependent samples types of two sample tests, and
SPSS has separate procedures for performing the two types of tests.
The Independent Samples t-test can be used to see if two means are different from
each other when the two samples that the means are based on were taken from
different individuals who have not been matched. Therefore, the Independent samples
t-test be used in this research
Training affects the employee’s performance
102
Table 4-21 Independent samples t-test - GENDERS
Group Statistics
GENDER N Mean Std.
Deviation
Std. Error
Mean
EMPLOYEES
PERFORMANCE
Male 120 3.0625 .75957 .06934
Female 165 3.1045 .78504 .06112
Independent Samples Test
Levene's
Test for
Equality
of
Variances
t-test for Equality of Means
F Sig
.
t df Sig.
(2-
taile
d)
Mean
Diffe
rence
Std.
Error
Differ
ence
95%
Confidence
Interval of
the
Difference
Lowe
r
Upp
er
EMPLO
YEESPE
RFORM
ANCE
Equal
variances
assumed
.440 .50
8
-
.453
283 .651 -
.0420
5
.0929
1
-
.2249
3
.140
84
Equal
variances
not
assumed
-
.455
261.2
90
.650 -
.0420
5
.0924
3
-
.2240
4
.139
95
Levene's Test for
Equality of
Variances
p value ≤ α
(α = 0.05)
Reject the null
hypothesis
"Equal variances not
assumed."
p value > α
(α = 0.05)
Do not reject the
null hypothesis
"Equal variances
assumed."
t-test for Equality p value ≤ α Reject the null Accept different
Training affects the employee’s performance
103
of Means (α = 0.05) hypothesis individuals
p value > α
(α = 0.05)
Do not reject the
null hypothesis
Do not accept the
different individuals
In this research, the table 4-21, said that column p value of Levene's Test is 0.508 is
larger than α (α=0.05) and p value of t-test for Equality of Means is 0.651 is larger
than α (α=0.05) as well. These imply that the “man” and the “woman” are not
difference in employee’s performance, because this research focuses on training.
Employee’s performance affects by other outside – inside components and in each
different objects. It means that training effect on the employee’s performance, the
“man” and “the “woman” called gender does not effect on the employee’s
performance in this research.
4.6.2 The effect of age to employee’s performance.
Table 4-22 Anova – Multiple comparison - AGE
Test of Homogeneity of Variances
EMPLOYEESPERFORMANCE
Levene Statistic df1 df2 Sig.
3.098 3 281 .027
ANOVA
EMPLOYEESPERFORMANCE
Sum of
Squares
df Mean Square F Sig.
Between Groups 2.956 3 .985 1.659 .176
Training affects the employee’s performance
104
Within Groups 166.895 281 .594
Total 169.851 284
Multiple Comparisons
EMPLOYEESPERFORMAN
CE
Tukey HSD
(I) AGE (J)
AGE
Mean
Differenc
e (I-J)
Std.
Error
Sig. 99% Confidence Interval
Lower
Bound
Upper
Bound
21-25 26-35 .11193 .09929 .673 -.2000 .4238
36-45 .31594 .17570 .276 -.2360 .8679
46-51 -.32990 .35343 .787 -1.4402 .7804
26-35 21-25 -.11193 .09929 .673 -.4238 .2000
36-45 .20401 .16877 .622 -.3262 .7342
46-51 -.44182 .35003 .588 -1.5414 .6578
36-45 21-25 -.31594 .17570 .276 -.8679 .2360
26-35 -.20401 .16877 .622 -.7342 .3262
46-51 -.64583 .37886 .323 -1.8360 .5443
46-51 21-25 .32990 .35343 .787 -.7804 1.4402
26-35 .44182 .35003 .588 -.6578 1.5414
36-45 .64583 .37886 .323 -.5443 1.8360
EMPLOYEESPERFORMANCE
Tukey HSD
AGE N Subset for alpha = 0.01
1
36-45 24 2.8542
26-35 159 3.0582
21-25 97 3.1701
46-51 5 3.5000
Sig. .093
Means for groups in homogeneous subsets are displayed.
Training affects the employee’s performance
105
Test of Homogeneity of Variances
(α = 0.01)
p value ≤ α Reject the null hypothesis
p value > α Do not reject the null hypothesis
ANOVA
(α = 0.01)
p value ≤ α Reject the null hypothesis
p value > α Do not reject the null hypothesis
In this research, the table 4-26, said that column p value of Test of Homogeneity of
variances is 0.027 is larger than α (α=0.01) and p value of ANOVA is 0.176 is larger
than α (α=0.01) as well. These imply that the age does not affect the employee’s
performance. It means that in each difference age, when the employees were trained
to improve employee’s skill and employee’s performance as well. Training increases
the employee’s performance, this result said.
4.6.3 The effect of marital status to employee’s performance.
Table 4-23 Independent samples t-test – MARRITAL STATUS
Group Statistics
MARITAL
_STATUS
N Mean Std.
Deviation
Std. Error
Mean
EMPLOYEES
PERFORMANCE
Single 185 3.0770 .77778 .05718
Married 100 3.1050 .76865 .07686
Independent Samples Test
Levene's
Test for
Equality of
Variances
t-test for Equality of Means
F Sig. t df Sig.
(2-
Mean
Diffe
Std.
Error
95%
Confidence
Training affects the employee’s performance
106
taile
d)
rence Diffe
rence
Interval of
the
Difference
Lowe
r
Uppe
r
EMPLOY
EESPERF
ORMAN
CE
Equal
varianc
es
assume
d
.018 .894 -.291 283 .771 -
.0279
7
.0961
4
-
.2172
2
.1612
7
Equal
varianc
es not
assume
d
-.292 205.1
06
.771 -
.0279
7
.0958
0
-
.2168
6
.1609
1
In this research, the table 4-23, said that column p value of Levene's Test is 0.809 is
larger than α (α=0.05) and p value of t-test for Equality of Means is 0.771 is larger
than α (α=0.05) as well. These imply that the “marital status” does not affect the
employee’s performance when they attended the training course. Training improves
the employee’s knowledge and changes their thinking.
Based on these compare analysis between test genders, age and marital status with
employee’s performance, to find out how the effect of three variables to employee’s
performance, but at the result said that there are not effect to employee’s performance
in this research. This means that only training affects the employee’s performance,
this research said.
4.7 CHAPTER SUMMARY
The results of data analysis are presented in this chapter in order to examine the
influence of training on employee’s performance. So, the data are analyzed in order to
look at: (1) the descriptive statistics, (2) the correlations between training dimensions
(training commitment, training needs assessment, training contents and delivery
Training affects the employee’s performance
107
approaches, and training evaluation) and employee’s work commitment and
performance in Pearson – correlation analysis, (3) the reliability coefficients (Alpha)
of the variables (employees performance, training commitment, training needs
assessment, training contents and delivery approaches, and training evaluation) in
reliability analysis, and (4) the hypothesis testing by using regression analysis.
So, the following chapter presents discussion and conclusion of the overall research of
the influence of training on the employee’s work commitment and performance,
where future research is taken into consideration.
Training affects the employee’s performance
108
CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS
Table 5-1 Chapter review
Chapter review
The first section : discussions of the overall research results based on
previous chapter
The second section : section provides conclusion for overall research of the
influence training on employee’s performance
The third section : recommendation which can be used for future research
in reflects of this research
The fourth section : Chapter summary
The intention of this research is to examine the influence of training on employee’s
performance and to review the needs of training in organization, which is reflected to
employee’s work commitment and performance.
As stated in the first chapter, this research should be able to contribute to the existing
literatures and also to analyze the attitude of top management towards training given
to their employees. This chapter comprises three sections: (1) the first section
provides discussions of the overall research results based on previous chapter, (2) the
second section provides conclusion for overall research of the influence training on
employee’s work commitment and performance, and (3) the third section addresses
recommendation which can be used for future research in reflects of this research.
Training affects the employee’s performance
109
5.1 Conclusions of the research
In summary, this research examined the influence of training on employee’s
performance, where training has four dimensions which are training needs
assessment, training commitment, training contents, delivery approaches, and training
evaluation. As per previous researchers (Lerman, McKernan and Riegg, 1999;
Billikopf, 2003; Poon and Othman, 2000; Lam and Kong, 1996; Wagonhurst, 2002;
Saiyadain and Juhary, 1995), training dimensions have significant influence on
employee’s performance. And, the findings of this research are considered achieved,
because all of the objectives of this research are achieved (Table 5-3 Summary of
findings of the research Objectives).
The result of this research shows that the most important reason for employees attend
training course because, they need to improve them self and retain high performance
in their workplace and their firms as well. The first importance point is the contents
of training programs which lead the employee to follow the course to get their gold.
The second point is the training delivery approaches; try to find the way to transfer
the contents of the training program to the employee in easily and smoothly.
A best training program included a clear training purpose and with good informational
contents which using effective delivery approaches, able to attract employees to
attend and participate in the training. They understand that training is the best way
that influences their performance. In addition, employees can evaluate their
understanding on new knowledge and skills into their work tasks.
This research is considered to make a contribution in creating understanding by the
development of a theoretical framework in order to see clearly the relationship
between these dimensions of training included training needs assessment, training
Training affects the employee’s performance
110
commitment, training contents and delivery approaches, and training evaluation and
employee’s performance ( Figure 5.1 Theoretical framework for “the Influence of
training on employee’s performance” after analysis
5.2 Recommendation for future research
As a result of this research, both of employees and employers have a better
understanding in knowing the importance of training that reflects on employee’s
performance. Training schedule is the importance point of the human resources, the
must they have to find out the best training program to improve their performance.
Employees are the value asset of the firm, in which has the relationship between
employees and employers with the work rewards, having a good training program,
career development and achieves the organizational goals.
It is recommendable for future research to develop further the core concepts of
training such as training commitment, training needs assessment, training contents
and delivery approaches, and training evaluation, in context of employee’s
performance.
The data of this research is consisted only from the perspectives of the employees, so
there is limitation of thinking towards the research. Apart of that, it is recommended
to develop a research that not only includes employees but also includes the
perspectives from organizations and human resources departments (HRD). Since
training has significant influence on employee’s performance, it is important to
reinforce and apply training as part of organizational agendas in achieving
organizational goals.
Training affects the employee’s performance
111
5.3 Chapter Summary
This research is demonstrates that training needs assessment, training commitment,
training contents, training delivery approaches, and training evaluation are the
dimensions of training that affect employee’s performance. The results of the data
analyses show the relationship between independent variables (training needs
assessment, training commitment, training contents, training delivery approaches, and
training evaluation ) with dependent variable (employee’s performance)
After discussion of the results, this research comes out with the overall conclusion for
this research, which can be used for better understanding of this topic, together with
the existing literatures. In addition, recommendations are proposed in this research for
future research, by looking in – depth the concept of training influences employee’s
performance that helps in HRM and also the organization.
Training affects the employee’s performance
112
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Training affects the employee’s performance
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APPENDIX
APPENDIX 1: QUESTIONAIRE SURVEY – ENGLISH VERSION
My name is Du Ngoc Huyen Trang. I’m a master student from the Business school in
International University. I’m carrying out a research on “TRANING AFFECTS
THE EMPLOYEE’S PERFORMANCE” I would be happy if you could help me
answer the following questions. Your response will be treated confidentially and this
is will be only used for academic purpose.
Thank you for your kind support!
The questionnaire is in two parts
Part 1: The profile: Please indicate your information
Please tick (v) the answer and fill in the blanks when necessary
1 Gender: □ Male □ Female
2 Age: □ 21 – 25 □ 26 – 35 □ 36 – 45 □ 46 – 51
3 Marital Status: □ Single □ Married
4 Education Level: □ High school □ Vocational College □ University
□ MBA
5 Years of working:
□ Less than 2 years □ 2 to 5 years
□ 6 to 10 years □ More than 10 year
6 Occupation : □ Worker □ Leader □ Manager □ Owner business
7 The company status:
□ Private Company □ Join Venture Company
Training affects the employee’s performance
xv
□ Government Company □ 100% Foreign Company
Part 2: Please indicate the degree of your agreement or disagreement with each
statement by circling a number from 1 to 5 using the scale below:
Strongly agree Agree Neural Disagree Strongly
disagree
1 2 3 4 5
I. THE INDEPENDENT VARIABLE
A. TRAINING NEEDS ASSESSMENT
No.
:
VARIABLES LEVEL ENCODE
1 2 3 4 5
TRAINING NEEDS ASSESSMENT - QA
Training needs assessment able to help and develop initiatives in order to resolve any problems
faced by employees in organization (Schneier, et. al., 1988). The employees need to train, due to;
they need to get more knowledge and improve their skills in working.
1 I need to be learn, due to, the training programs content the
effective objectives
QA01
2 I need to be learn, due to, training goal as the basis for the
measurement of my job performance
QA02
3 I need to learn, due to, training goals are appropriated training,
always be associated with the training needs and training
QA03
4 I need to learn because the training goals are specific
objectives, that help the trainer and training understand exactly
the training programs
QA04
5 I need to learn, due to, I need to get more knowledge after
training
QA05
6 I need to learn, due to, I need to great the specialized skills
after training
QA06
7 I need to learn, deu to, I need to great the problem-solving
skills after training
QA07
8 I need to know, due to, I need to great the communication
skills after training
QA08
Training affects the employee’s performance
xvi
B. TRAINING COMMITMENT
No.:
VARIABLES
LEVEL ENCODE
1 2 3 4 5
B. TRAINING COMMITMENT - QB
Training commitment should comprise an effective training which able to meet the needs of the
organization and able to achieve the organizational specific goals (Wagonhurst, 2002).
1 I'm training commitment, due to, the training programs
are offered to fulfill the expectation of my needed QB01
2 I'm training commitment, due to, the training programs
match with my actually work
QB02
3 I'm training commitment, due to, based on the training
programs I can learn and share my experiences with
other participants’ in the firm
QB03
4 I'm training commitment, due to, it seems that I am the
importance of the firm
QB04
5 I'm training commitment, due to, training programs are
done based on the experience of training programs
earlier.
QB05
6 I'm training commitment, due to, training programs are
opened in continuing
QB06
Training affects the employee’s performance
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C. TRANING CONTENTS
No.:
VARIABLES
LEVEL ENCODE
1 2 3 4 5
C. TRAINING CONTENTS - QC
According to Poon and Othman (2000), it is difficult in designing training programs as training
contents have to focus either on people skills or technical skills. Delivering training objectives in
order to make it more interesting, enjoyable and effective (Poon and Othman, 2000).
1 Training contents provide the background knowledge, and I
can do the job in my specific skills.
QC01
2 I can instruct other colleagues about the training contents
after training course.
QC02
3 I can support the colleagues to development themselves based
on the training contents after training
QC03
4 Training contents, help me to increase my skills to approach
the new technology
QC04
5 I can get the best information form the training contents to
advice on their managers after training course
QC05
6 Based on the training content, I appreciate the training
programs to build up the suited training policies of the firm.
QC06
7 Training contents, help me to improve the problem- solve
skills
QC07
8 Training contents help me to make the schedule working in
better.
QC08
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D. TRAINING DELIVERY APPROACHES.
No.: VARIABLES LEVEL ENCODE
1 2 3 4 5
D. TRAINING DELIVERY APPROACHES - QD
Delivering training objectives in order to make it more interesting, enjoyable and effective
(Poon and Othman, 2000).
1 Direct training: direct instructions, direct
mentoring, job training, …..
QD01
2 Role play is generally characterized as a
method to approximate `real life' experiences in
certain settings.
QD02
3 Team training is one of delivery approach of
training by which the employees learn how to
work effectively in problem – solving groups,
where direct observation and feedback is
needed in the process of training
QD03
4 E – Learning refers to the use of ICTs to
enhance and support teaching and learning
processes by using electronic technologies,
which includes a wide variety of learning
strategies and ICTs applications for exchanging
information and gaining knowledge
QD04
5 Mentoring is a delivery approach of training
which mentors are the person who have more
firm – specific of knowledge, skills and
abilities (KSAs) in problem solving, conflict
resolution, communication, goal setting and
planning.
QD05
6 Seminars is the function of bringing together a
small group of people for recurring meetings,
focusing each time on some particular subject,
in which everyone present is requested to
actively participate
QD06
7 Field Trip or Tour is usually observation for
training and non - experimental research in
order to provide employees with experiences
outside of their everyday activities, which with
the aim to observe its natural state and possibly
collect samples
QD07
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E. TRAINING EVALUATION.
No.: VARIABLES ENCODE
1 2 3 4 5
E. TRAINING EVALUATION - QE
Training must be evaluated at the end of the program in order to prove that the training has
actually taught and to improve the training contents for future use (Bramley, 1991). There are
some items in this dimension, which sample items included “able to evaluate about the structure
or content of the training and the methods employed”; “able to measure performance of
knowledge, skills and attitudes against criteria which were set during training and immediate
post training period” and “able to establish clearly and specifically the training objective as
training has changed the job behavior and performance”.
1 Training evaluation, you agree that the training was a
valuable experience programs
QE01
2 Training evaluation, appreciate the training contents (you
feel good about the instructor, the topic, the material, its
presentation, and the venue in the training
courses)
QE02
3 Training evaluation, appreciate the delivery approaches,
it is easy for your to understand training program, and
your knowledge increased after training courses
QE03
4 Training evaluation, you has changed in your job
behavior due to training program
QE04
5 Training evaluation, focusing to solve the mistakes
during the succession in the training program
QE05
6 Training evaluation, after the attendance and
participation in a training program, your organization
have determined to be good for business, good for the
employees
QE06
7 Training evaluation, choosing one of the trainee in group
who can join in the target group to participate in
advanced training
QE07
8 Training evaluation, analysis the external resources,
such as new technologies, new materials, experts and
training resources
QE08
9 Training evaluation, check out the details any training
courses, to find out the design, the implementing and the
compliance within training regulations.
QE09
10 Training evaluation, measuring the effectiveness of the
employee’s knowledge.
QE10
Training affects the employee’s performance
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II. THE INDEPENDENT VARIABLE
F. EMPLOYEE’S PERFORMANCE.
No.: VARIABLES ENCODE
1 2 3 4 5
F. EMPLOYEES’ PERFORMANCE - QF
Hence, according to Stup (2006) employee’s work performance is evaluated after attending any
of training whether the training gives benefit to the employee and also to the organization. So,
for the purpose of this research, the employees gave their perceptions towards their
performance in work tasks after attending the training
1 I always set up the working plan for my shelf QF01
2 I've always done the working on schedule QF02
3 I've always done the working with quality QF03
4 I am easy to communicate with other colleagues as well
as with the leader
QF04
5 I am easy to solve the problem during working. QF05
6 I know how to support colleagues in their work QF06
7 I know where is my strong and weakness point to
improve
QF07
8 My work was appreciated leader QF08
Training affects the employee’s performance
xxi
APPENDIX 2: QUESTIONAIRE IN VIETNAM VERSION
Kính chào các Anh/ Chị,
Tôi tên Dư Ngọc Huyền Trang, đang là học viên cao học Quản Trị Kinh Doanh/
chuyên ngành marketing trường Đại Học Quốc Tế, tôi đang làm luân văn cao học, đề
tài nguyên cứu của tôi là:
“Tác động của đào tạo ảnh hưởng đến hiệu quả làm việc của nhân viên như thế nào?”
Tôi rất mong Anh/Chị dành chút thời gian để điền vào bảng khảo sát dưới đây, mục
đích của việc khảo sát này là để phục vụ nghiên cứu đề tài luận văn, không có mục
đích nào khác, vì vậy, các thông tin mà Anh/Chị điền vào sẽ được bảo mật an toàn. Sự
trả lời khách quan của Anh/Chị góp phần quyết định thành công của nghiên cứu này.
Tôi xin chân thành cảm ơn và chúc các Anh/Chị sức khỏe, thành công và luôn luôn
hạnh phúc.
PHẦN 1: THÔNG TIN CÁ NHÂN
Anh/Chị vui lòng cho biết đôi nét về thông tin cá nhân. (Thông tin này được bảo
mật)
1. Giới tính: □ Nam □ Nữ
2. Độ tuổi: □ 21 – 25 □ 26 – 35 □ 36 – 45 □ 46 – 51
3. Tình trang hôn nhân: □ Độc thân □ Kết hôn
4. Trình độ học vấn: □ PTTH □ Trung cấp – cao đẳng □ Đại học
Training affects the employee’s performance
xxii
□ Sau đại học
5. Thời gian làm việc tại của Anh/Chị tại công ty mà Anh/Chi đang công tác:
□ Ít hơn 2 năm □ 2 - 5 năm
□ 6 - 10 năm □ hơn 10 năm
6. Vị trí công tác :
□ Nhân viên văn phòng □ Trưởng nhóm/ trưởng phòng
□ Giám đốc/ Tổng quản lý □ Chủ doanh nghiệp
7. Loại hình doanh nghiệp:
□ Công ty Tư nhân □ Công ty Cổ phần
□ Công ty nhà nước □ Công ty 100% vốn nước ngoài
PHẦN 2: NÔI DUNG
Anh/Chị vui lòng đánh giá mức độ đồng ý của Anh/Chị bằng dấu “v” vào số điểm cho
mỗi phát biểu sau đây. Với quy ước về điểm thang đo như sau:
Hoàn toàn
KHÔNG đồng ý
Không đồng ý Phân vân giữa
không đồng ý và
đồng ý (trung
lập)
Đồng ý Hoàn toàn đồng
ý
1 2 3 4 5
Training affects the employee’s performance
xxiii
I. BIẾN ĐỘC LẬP
A. ĐÁNH GIÁ NHU CẦU ĐÀO TẠO
Đánh giá nhu cầu của việc đào tạo rất quan trọng trước khi tổ chức một chương trình
đào tạo. đánh giá nhu cầu đào tạo được thể hiện bằng những phát biểu sau đây để thực
hiện xác định đúng mục tiêu, nhu cầu đào tạo cho nhân viên khi thực hiện đào tạo.
Anh/Chị vui lòng chọn mức độ đồng ý của mình về những phát biểu bên dưới bằng
cách đánh dấu “v” vào mức điểm mà Anh/Chị đồng ý
QA01 Tôi thấy có nhu cầu được đào tạo vì, các chương trình đào tạo
luôn có mục tiêu rõ ràng
1 2 3 4 5
QA02 Tôi thấy có nhu cầu được đào tạo, vì mục tiêu đào tạo là cơ sở
để đánh giá mức độ hiệu quả công việc
1 2 3 4 5
QA03 Tôi thấy có nhu cầu được đào tạo, vì mục tiêu đào tạo phù hợp,
luôn có mối liên hệ giữa nhu cầu đào tạo và việc đào tạo
1 2 3 4 5
QA04 Tôi thấy có nhu cầu được đào tạo vì từ mục tiêu đào tạo sẽ giúp
người dạy và người học hiểu chính xác về chương trình đào tạo
1 2 3 4 5
QA05 Tôi thấy có nhu cầu được đào tạo vì , Tôi mong muốn đạt được
kiến thức sau khi đào tạo
1 2 3 4 5
QA06 Tôi thấy có nhu cầu được đào tạo vì, Tôi mong muốn đạt được
kỹ năng chuyên môn cần thiết sau khi được đào tạo
1 2 3 4 5
QA07 Tôi thấy có nhu cầu được đào tạo vì ,Tôi mong muốn đạt được
kỹ năng giải quyết vấn đề sau khi được đào tạo
1 2 3 4 5
QA08 Tôi thấy có nhu cầu được đào tạo vì ,Tôi mong muốn đạt được 1 2 3 4 5
Training affects the employee’s performance
xxiv
kỹ năng giao tiếp sau khi được đào tạo
B. CAM KẾT ĐÀO TẠO
Dưới đây là một số phát biểu về cam kết đào tạo về chương trình đào tạo, mang lại
hiệu quả làm việc cho nhân viên.
Anh/Chị vui lòng chọn mức độ đồng ý của mình về những phát biểu bên dưới bằng
cách đánh dấu “v” vào mức điểm mà Anh/Chị đồng ý
QB01 Tôi cam kết đào tạo, vì các chương trình đào tạo đều thỏa
mãn được kỳ vọng của tôi
1 2 3 4 5
QB02 Tôi cam kết đào tạo, vì các chương trình đào tạo rất phù hợp
với công việc thực tế của tôi
1 2 3 4 5
QB03 Tôi cam kết đào tạo, vì qua các chương trình đào tạo tôi có
thể học hỏi chia sẽ kinh nghiệm từ các thành viên khác
1 2 3 4 5
QB04 Tôi cam kết đào tạo, vì trong các chương trình đào tạo, tôi
được xem như người quan trọng của tổ chức/ công ty
1 2 3 4 5
QB05 Tôi cam kết đào tạo, vì các chương trình đào tạo được thực
hiện từ những đúc kết kinh nghiệm của các khóa đào tạo
trước đó
1 2 3 4 5
QB06 Tôi cam kết đào tạo, vì các chương trình đào tạo được diển ra
gần như liên tục
1 2 3 4 5
Training affects the employee’s performance
xxv
C. NỘI DUNG ĐÀO TẠO
Dưới đây là một số phát biểu về cam kết đào tạo về chương trình đào tạo, mang lại
hiệu quả làm việc cho nhân viên.
Anh/Chị vui lòng chọn mức độ đồng ý của mình về những phát biểu bên dưới bằng
cách đánh dấu “v” vào mức điểm mà Anh/Chị đồng ý
QC01 Nội dung đào tạo cung cấp kiến thức nền tảng để, để tôi thể
hiện kỹ năng chuyên môn
1 2 3 4 5
QC02 Tôi có thể hướng dẫn lại cho người khác trong công ty về
nội dung đào tạo sau khi được học
1 2 3 4 5
QC03 Tôi có thể hỗ trợ đồng nghiệp để phát triển bản thân nhờ nội
dung đào tạo đã học
1 2 3 4 5
QC04 Nội dung đào tạo, giúp tôi nâng cao kỹ năng tiếp thu công
nghệ mới
1 2 3 4 5
QC05 Tôi tập hợp các thông tin thu thập được từ nội dung đào tạo,
từ đó, giúp tôi có thể tham mưu cho quản lý cấp trên
1 2 3 4 5
QC06 Nội dung đào tạo là cơ sở giúp tôi đánh giá toàn bộ những
chương trình đào tạo, để có thể chỉnh chính sách đào tạo
của công ty tôi
1 2 3 4 5
QC07 Nội dung đào tạo giúp tôi tăng kỹ năng giải quyết vấn đề
trong công việc
1 2 3 4 5
QC08 Nội dung đào tạo giúp tôi có khả năng lập kế hoạch tốt hơn
cho công việc
1 2 3 4 5
Training affects the employee’s performance
xxvi
D. PHƯƠNG PHÁP ĐÀO TẠO
Dưới đây là một số phát biểu về phương pháp đào tạo của chương trình đào tạo, các
phương pháp Anh/Chị thấy rằng hiệu quả khi công ty của Anh/Chị thực hiện truyền
đạt nội dung đào tạo.
Anh/Chị vui lòng chọn mức độ đồng ý của mình về những phát biểu bên dưới bằng
cách đánh dấu “v” vào mức điểm mà Anh/Chị đồng ý
QD01 Phương pháp đào tạo theo hình thức trực tiếp trong công
việc (chỉ dẩn, kèm cặp trực tiếp, học nghề,…)
1 2 3 4 5
QD02 Phương pháp đào tạo theo hình thức mô phỏng (bài tập tình
huống, các vở kịch, mô phỏng qua máy tính…)
1 2 3 4 5
QD03 Phương pháp đào tạo theo hình thức đội nhóm 1 2 3 4 5
QD04 Phương pháp đào tạo theo hình thức từ xa (đào tạo từ xa,
qua mạng, truyền hình,….)
1 2 3 4 5
QD05 Phương pháp đào tạo theo hình thức tư vấn 1 2 3 4 5
QD06 Phương pháp đào tạo theo hình thức hội thảo 1 2 3 4 5
QD07 Phương pháp đào tạo theo hình thức chuyến đi thực tế 1 2 3 4 5
E. ĐÁNH GIÁ ĐÀO TẠO ĐÀO TẠO
Đánh giá đào tạo nhẳm xác định hiệu quả của chương trình đào tạo của tổ chức khi
Anh/ Chị tham gia khóa đào tạo. Dưới đây là một số phát biểu về đánh giá đào tạo của
chương trình đào tạo, các phương pháp Anh/Chị thấy rằng hiệu quả khi công ty của
Anh/Chị thực hiện truyền đạt nội dung đào tạo.
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xxvii
Anh/Chị vui lòng chọn mức độ đồng ý của mình về những phát biểu bên dưới bằng
cách đánh dấu “v” vào mức điểm mà Anh/Chị đồng ý
QE01 Đánh giá đào tạo, tôi thấy rằng đào tạo đã chia sẽ kinh
nghiệp quý báo
1 2 3 4 5
QE02 Đánh giá đào tạo, tôi cảm nhận tốt về người hướng dẫn,
về chủ đề, về tài liệu và bài thuyết trình của mình,….. của
tổ chức khóa đào tạo"
QE03 Đánh giá đào tạo, về phương pháp đào tạo chương trình
đào tạo dể tiếp cận, dể hiểu giúp tôi hiểu bài, và nâng cao
kiến thức sau chương trình đào tạo
QE04 Đánh giá đào tạo, tôi đã thay đổi thành vi của tôi đối với
công việc thông qua chương trình đào tạo
QE05 Đánh giá đào tạo phải có sự tập trung khắc phục những
thiếu sót ở các chuỗi liên tiếp trong hệ thống chương trình
đào tạo
QE06 Đánh giá đào tạo phải đưa ra mục tiêu đào tạo rõ ràng, vì
đào tạo làm thay đổi hành vi nhân viên liên quan đến hiệu
quả công việc
QE07 Đánh giá đào tạo phải chọn nhân viên đào tạo trong nhóm
để tham gia mục tiêu đào tạo nâng cao
QE08 Đánh giá đào tạo phải, phân tích được tình hình về nguồn
lực bên ngoài như công nghệ mới, vật liệu mới, chuyên
gia và nguồn lực đào tạo
Training affects the employee’s performance
xxviii
QE09 Đánh giá đào tạo phải có bước kiểm tra chi tiết một khóa
đào tạo bất kỳ, để xem xét mỗi giai đoạn trong quá trình
đào tạo có đúng theo quy trình đào tạo
QE10 Đánh giá đào tạo phải, phải có sự đo lường được hiệu quả
kiến thức mà chương trình đào tạo phải mang lại cho nhân
viên.
II. BIẾN PHỤ THUỘC
F. HIỆU QUẢ LÀM VIỆC CỦA NHÂN NHIÊN
Đào tạo giúp các Anh/Chị tăng hiệu quả làm việc của bản thân trong công ty. Dưới
đây là những phát biểu về những cảm nhận của Anh/Chị về hiệu quả làm việc của
Anh/Chị sau khi tham gia khóa đào tạo bất kỳ của công ty.
Anh/Chị vui lòng chọn mức độ đồng ý của mình về những phát biểu bên dưới bằng
cách đánh dấu “v” vào mức điểm mà Anh/Chị đồng ý
QF01 Tôi luôn luôn lập kế hoạch làm việc hàng ngày 1 2 3 4 5
QF02 Tôi luôn hoàn thành công việc đúng tiến độ 1 2 3 4 5
QF03 Tôi luôn hoàn thành công việc đảm bảo chất lượng 1 2 3 4 5
QF04 Tôi mạnh dạng hơn trong giao tiếp 1 2 3 4 5
QF04 Tôi có thể giải quyết các vấn đề phát sinh trong công
việc dể dàng hơn
1 2 3 4 5
QF05 Tôi biết cách hỗ trợ các đồng nghiệp khác trong công
việc
1 2 3 4 5
Training affects the employee’s performance
xxix
QF05 Tôi nhận ra đâu là điểm mạnh để phát huy, điểm yếu
để khắc phục và tự phát triển bản thân
1 2 3 4 5
QF08 Công việc của tôi được sếp đánh giá cao 1 2 3 4 5
Training affects the employee’s performance
xxx
APPENDIX 3: LIST OF COMPANIES IN HOCHIMINH CITY
No. Company Name Noted Address
01 Digital Century Co., Ltd Service (Security
Solutions)
Dist 1
02 Viettel Viettel Dist 10
03 Golden Lion Manufacture (Garment) Tan Binh Dist
04 Gia Cat Co., Ltd Service (ACC- Audit-
Tax)
Phu Nhuan Dist
05 007 Security Service Co., Ltd Service (Professional
security)
Tan Phu Dist
06 University Financial Marketing
(MFA 04)
Education Tan Binh Dist
07 ACB (Branch: Nguyen Bieu) Service (Banking) Dist 5
08 Ton Dong A Corporation Manufacture Phu Nhuan Dist
09 Order companies In HCMC
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xxxi
APPENDIX 4: DESCRIPTIVE STATISTIC
Frequency Table
GENDER
Frequency Percent
Valid
Percent
Cumulative
Percent
Valid 1 120 42.1 42.1 42.1
2 165 57.9 57.9 100.0
Total 285 100.0 100.0
AGE
Frequency Percent
Valid
Percent
Cumulative
Percent
Valid 1 97 34.0 34.0 34.0
2 159 55.8 55.8 89.8
3 24 8.4 8.4 98.2
4 5 1.8 1.8 100.0
Total 285 100.0 100.0
MARITAL_STATUS
Frequency Percent
Valid
Percent
Cumulative
Percent
Valid 1 185 64.9 64.9 64.9
2 100 35.1 35.1 100.0
Total 285 100.0 100.0
EDUCATION
Frequency Percent
Valid
Percent
Cumulative
Percent
Valid 1 12 4.2 4.2 4.2
2 75 26.3 26.3 30.5
3 157 55.1 55.1 85.6
4 41 14.4 14.4 100.0
Total 285 100.0 100.0
Training affects the employee’s performance
xxxii
YEARS_OF_WORKING
Frequency Percent
Valid
Percent
Cumulative
Percent
Valid 1 128 44.9 44.9 44.9
2 105 36.8 36.8 81.8
3 34 11.9 11.9 93.7
4 18 6.3 6.3 100.0
Total 285 100.0 100.0
OCCUPATION
Frequency Percent
Valid
Percent
Cumulative
Percent
Valid 1 201 70.5 70.5 70.5
2 40 14.0 14.0 84.6
3 38 13.3 13.3 97.9
4 6 2.1 2.1 100.0
Total 285 100.0 100.0
COMPANY_TYPE
Frequency Percent
Valid
Percent
Cumulative
Percent
Valid 1 154 54.0 54.0 54.0
2 81 28.4 28.4 82.5
3 42 14.7 14.7 97.2
4 8 2.8 2.8 100.0
Total 285 100.0 100.0
Training affects the employee’s performance
xxxiii
APPENDIX 5: CRONBACH ALPHA BEFORE EFA
TRAINING NEEDS ACCESSMENT
Case Processing Summary
N %
Cases Valid 285 100.0
Excludeda 0 .0
Total 285 100.0
a. Listwise deletion based on all variables in
the procedure.
Reliability Statistics
Cronbach's
Alpha N of Items
.771 8
Item-Total Statistics
Scale Mean if
Item Deleted
Scale Variance
if Item Deleted
Corrected
Item-Total
Correlation
Cronbach's
Alpha if Item
Deleted
QA01 20.7825 29.114 .420 .756
QA02 20.6667 29.413 .461 .749
QA03 20.6702 29.525 .424 .755
QA04 20.6035 29.585 .408 .757
QA05 20.8772 27.340 .493 .743
QA06 20.8070 26.839 .568 .729
QA07 20.7614 27.394 .546 .734
QA08 20.7439 28.705 .448 .751
TRAINING COMMITMENT
Case Processing Summary
N %
Cases Valid 285 100.0
Excludeda 0 .0
Training affects the employee’s performance
xxxiv
Total 285 100.0
a. Listwise deletion based on all variables in
the procedure.
Reliability Statistics
Cronbach's
Alpha N of Items
.663 6
Item-Total Statistics
Scale Mean if
Item Deleted
Scale Variance
if Item Deleted
Corrected
Item-Total
Correlation
Cronbach's
Alpha if Item
Deleted
QB01 15.1053 12.595 .330 .641
QB02 15.1193 10.866 .506 .578
QB03 14.9895 12.412 .254 .673
QB04 15.2561 11.762 .378 .626
QB05 15.0456 11.318 .476 .591
QB06 15.1158 11.793 .427 .609
2nd
: TRAINING COMMITMENT
Case Processing Summary
N %
Cases Valid 285 100.0
Excludeda 0 .0
Total 285 100.0
a. Listwise deletion based on all
variables in the procedure.
Reliability Statistics
Training affects the employee’s performance
xxxv
Cronbach's
Alpha N of Items
.673 5
Item-Total Statistics
Scale Mean if
Item Deleted
Scale
Variance if
Item Deleted
Corrected
Item-Total
Correlation
Cronbach's
Alpha if Item
Deleted
QB01 11.9684 9.284 .354 .652
QB02 11.9825 8.038 .484 .594
QB04 12.1193 8.408 .426 .622
QB05 11.9088 8.696 .405 .631
QB06 11.9789 8.542 .462 .606
TRAINING CONTENTS
Case Processing Summary
N %
Cases Valid 285 100.0
Excludeda 0 .0
Total 285 100.0
a. Listwise deletion based on all variables in
the procedure.
Reliability Statistics
Cronbach's
Alpha N of Items
.803 8
Item-Total Statistics
Scale Mean if
Item Deleted
Scale Variance
if Item Deleted
Corrected
Item-Total
Correlation
Cronbach's
Alpha if Item
Deleted
QC01 21.7579 28.149 .465 .788
QC02 21.7368 27.603 .549 .776
QC03 21.6982 29.092 .436 .792
Training affects the employee’s performance
xxxvi
QC04 21.8316 27.260 .520 .780
QC05 21.7263 27.967 .527 .779
QC06 21.9474 28.360 .460 .789
QC07 21.7614 27.253 .530 .778
QC08 21.8281 26.150 .620 .764
TRAINING DELIVERY APPROACHES
Case Processing Summary
N %
Cases Valid 285 100.0
Excludeda 0 .0
Total 285 100.0
a. Listwise deletion based on all variables in
the procedure.
Reliability Statistics
Cronbach's
Alpha N of Items
.744 7
Item-Total Statistics
Scale Mean if
Item Deleted
Scale Variance
if Item Deleted
Corrected
Item-Total
Correlation
Cronbach's
Alpha if Item
Deleted
QD01 18.0947 18.635 .520 .699
QD02 17.8211 19.338 .540 .696
QD03 17.8456 19.849 .436 .719
QD04 18.0140 20.915 .426 .721
QD05 17.9193 20.905 .424 .722
QD06 17.8912 19.562 .561 .693
QD07 18.1825 19.875 .345 .746
TRAINING EVALUATION
Case Processing Summary
Training affects the employee’s performance
xxxvii
N %
Cases Valid 285 100.0
Excludeda 0 .0
Total 285 100.0
a. Listwise deletion based on all variables in
the procedure.
Reliability Statistics
Cronbach's
Alpha N of Items
.808 10
Item-Total Statistics
Scale Mean if
Item Deleted
Scale Variance
if Item Deleted
Corrected
Item-Total
Correlation
Cronbach's
Alpha if Item
Deleted
QE01 27.6456 42.575 .429 .796
QE02 27.4000 42.213 .432 .796
QE03 27.4912 42.356 .411 .798
QE04 27.6772 39.973 .527 .786
QE05 27.7404 40.637 .477 .792
QE06 27.8737 39.294 .526 .786
QE07 27.6386 41.323 .468 .792
QE08 27.6772 40.656 .514 .787
QE09 27.6456 39.997 .554 .783
QE10 27.6526 40.087 .497 .789
EMPLOYEE’S PERFORMANCE
Case Processing Summary
N %
Cases Valid 285 100.0
Excludeda 0 .0
Total 285 100.0
Training affects the employee’s performance
xxxviii
Case Processing Summary
N %
Cases Valid 285 100.0
Excludeda 0 .0
Total 285 100.0
a. Listwise deletion based on all variables in
the procedure.
Reliability Statistics
Cronbach's
Alpha N of Items
.812 8
Item-Total Statistics
Scale Mean if
Item Deleted
Scale Variance
if Item Deleted
Corrected
Item-Total
Correlation
Cronbach's
Alpha if Item
Deleted
QF01 21.6772 30.360 .486 .797
QF02 21.5719 30.774 .519 .792
QF03 21.5895 29.151 .591 .781
QF04 21.5684 31.000 .455 .801
QF05 21.5579 29.128 .613 .778
QF06 21.5754 30.259 .499 .795
QF07 21.5895 30.440 .530 .791
QF08 21.7333 29.619 .529 .791
Training affects the employee’s performance
xxxix
APPENDIX 6: EFA
KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .871
Bartlett's Test of
Sphericity
Approx. Chi-Square 3.922E3
df 703
Sig. .000
Communalities
Initial Extraction
QA01 1.000 .649
QA02 1.000 .484
QA03 1.000 .622
QA04 1.000 .522
QA05 1.000 .713
QA06 1.000 .690
QA07 1.000 .673
QA08 1.000 .570
QB01 1.000 .661
QB02 1.000 .535
QB04 1.000 .737
QB05 1.000 .616
QB06 1.000 .651
QC01 1.000 .489
QC02 1.000 .579
QC03 1.000 .482
QC04 1.000 .611
QC05 1.000 .685
QC06 1.000 .487
QC07 1.000 .623
QC08 1.000 .589
QD01 1.000 .612
QD02 1.000 .562
QD03 1.000 .688
Training affects the employee’s performance
xl
QD04 1.000 .488
QD05 1.000 .557
QD06 1.000 .583
QD07 1.000 .654
QE01 1.000 .630
QE02 1.000 .572
QE03 1.000 .584
QE04 1.000 .552
QE05 1.000 .560
QE06 1.000 .526
QE07 1.000 .583
QE08 1.000 .600
QE09 1.000 .682
QE10 1.000 .571
Extraction Method: Principal
Component Analysis.
Total Variance Explained
Co
mpo
nent
Initial Eigenvalues
Extraction Sums of
Squared Loadings
Rotation Sums of Squared
Loadings
Total
% of
Variance
Cumulati
ve % Total
% of
Variance
Cumulati
ve % Total
% of
Variance
Cumulati
ve %
1 10.29
1 27.082 27.082 10.291 27.082 27.082 3.405 8.961 8.961
2 2.034 5.352 32.434 2.034 5.352 32.434 3.185 8.381 17.342
3 1.739 4.577 37.011 1.739 4.577 37.011 2.778 7.309 24.652
4 1.449 3.813 40.824 1.449 3.813 40.824 2.392 6.294 30.946
5 1.364 3.590 44.414 1.364 3.590 44.414 2.359 6.207 37.153
6 1.291 3.397 47.811 1.291 3.397 47.811 2.033 5.350 42.503
7 1.239 3.260 51.071 1.239 3.260 51.071 1.871 4.924 47.427
8 1.115 2.935 54.006 1.115 2.935 54.006 1.757 4.624 52.051
Training affects the employee’s performance
xli
9 1.097 2.888 56.894 1.097 2.888 56.894 1.594 4.196 56.247
10 1.053 2.770 59.664 1.053 2.770 59.664 1.298 3.417 59.664
11 .995 2.617 62.281
12 .981 2.580 64.861
13 .913 2.404 67.265
14 .834 2.196 69.461
15 .820 2.157 71.618
16 .773 2.034 73.653
17 .734 1.932 75.585
18 .712 1.875 77.459
19 .686 1.805 79.265
20 .644 1.694 80.959
21 .615 1.620 82.578
22 .570 1.501 84.080
23 .542 1.427 85.506
24 .515 1.356 86.862
25 .505 1.329 88.191
26 .483 1.270 89.461
27 .445 1.172 90.633
28 .438 1.153 91.786
29 .401 1.055 92.840
30 .390 1.026 93.866
31 .381 1.002 94.868
32 .360 .947 95.816
Training affects the employee’s performance
xlii
33 .318 .836 96.652
34 .310 .815 97.467
35 .290 .763 98.230
36 .257 .676 98.906
37 .229 .603 99.510
38 .186 .490 100.000
Extraction Method: Principal
Component Analysis.
Component Matrixa
Component
1 2 3 4 5 6 7 8 9 10
QC0
8 .647
QC0
4 .605
QC0
2 .601
QE0
4 .597 .333
QC0
7 .590 -.303
QE0
6 .583
QE1
0 .575 -.336
QC0
5 .574
QE0
8 .574 -.340
QB0
5 .563
Training affects the employee’s performance
xliii
QD0
2 .560 -.376
QE0
9 .559 -.360
QB0
2 .553
QC0
6 .544
QC0
1 .541
QD0
1 .529 -.303
QE0
2 .528 .349
QA0
1 .528 -.464 .323
QA0
3 .525 -.361 .305
QA0
7 .524 .473
QD0
6 .522 -.307 .399
QA0
8 .511 -.316
QE0
1 .507 .365
QE0
5 .507 .344 .322
QB0
6 .503 .341 -.318
QD0
7 .486 .333 -.363
QA0
2 .481 .317
QD0
3 .476 -.355 .371
QC0
3 .475 .342
Training affects the employee’s performance
xliv
QD0
5 .452 -.339 .357
QB0
1 .426 .353 .312 .314
QD0
4 .395 .380
QA0
4 .382 .332
QA0
6 .485 .517 .373
QE0
3 .452 -.474 -.311
QE0
7 .452 .453 .300
QA0
5 .410 .422 .498
QB0
4 .409 -.429 .357
Extraction Method: Principal Component
Analysis.
a. 10 components extracted.
Rotated Component Matrixa
Component
1 2 3 4 5 6 7 8 9 10
QD0
6 .707
QD0
4 .634
QD0
5 .606 .368
QD0
2 .571 .322
QD0
1 .508 .487
QC0
1 .480
Training affects the employee’s performance
xlv
QB0
6 .450 .320 .419
QC0
2 .431 .397 .403
QB0
5 .650
QE0
3 .606 .374
QE1
0 .542 .349
QE0
2 .384 .485
QC0
7 .474 .413 .426
QC0
8 .440 .438
QB0
2 .426 .320
QA0
1 .666
QA0
2 .578
QA0
4 .551 .366
QC0
4 .356 .489 .357
QA0
3 .484 .334 .345
QE0
9 .722
QE0
7 .665
QE0
4 .381 .354 .323
QA0
7 .647
QA0
8 .635
Training affects the employee’s performance
xlvi
QE0
8 .324 .457
QC0
5 .307 .386 .312 .409 -.309
QA0
5 .774
QA0
6 .685
QC0
3 .346 .439
QE0
1 .681
QB0
1 .531
QE0
6 .473
QC0
6 .377 .416
QD0
3 .734
QE0
5 .309 .439 .458
QB0
4 .806
QD0
7 .652
Extraction Method: Principal Component
Analysis.
Rotation Method: Varimax with Kaiser
Normalization.
a. Rotation converged in 17 iterations.
Component Transformation Matrix
Com
pone
nt 1 2 3 4 5 6 7 8 9 10
1 .441 .443 .394 .338 .327 .246 .276 .214 .188 .123
Training affects the employee’s performance
xlvii
2 -.544 -.133 .318 -.150 .393 .470 -.040 -.327 .200 .194
3 .593 -.472 .074 -.366 -.086 .104 .215 -.343 .323 -.010
4 .009 -.465 -.465 .560 .388 -.088 .127 .012 .115 .258
5 .115 .100 -.476 .012 -.272 .764 -.238 .169 .078 .037
6 .202 -.357 .185 -.270 .306 .128 -.210 .455 -.571 .193
7 -.240 -.362 .332 .277 -.543 .186 .465 .268 -.080 .027
8 -.113 -.208 .054 -.071 .197 -.034 -.149 .513 .499 -.602
9 -.166 .160 -.242 -.476 -.002 -.170 .357 .390 .300 .512
10 -.077 .099 -.299 -.182 .283 .188 .627 -.082 -.359 -.466
Extraction Method: Principal Component
Analysis.
Rotation Method: Varimax with Kaiser
Normalization.
Structure Matrix
Component
1 2 3 4 5 6 7 8 9 10
QD06 ,727 ,255 ,367 ,299 ,232 ,068 ,242 ,156 ,140 -,002
QD05 ,642 ,321 ,199 ,242 ,098 ,099 ,136 ,211 ,416 -,104
QD02 ,638 ,384 ,396 ,356 ,166 ,107 ,266 ,380 -,045 -,029
QD04 ,617 ,216 ,173 ,192 ,236 ,005 ,314 -,003 ,015 ,042
QC01 ,598 ,445 ,395 ,260 ,249 ,322 ,110 ,126 ,201 -,214
QC02 ,598 ,577 ,361 ,583 ,184 ,232 ,140 ,138 -,022 -,150
QB06 ,572 ,275 ,385 ,465 ,353 -,085 ,208 -,244 ,471 -,001
QD01 ,551 ,351 ,423 ,159 ,256 ,077 ,144 ,135 ,191 ,433
QB05 ,310 ,696 ,361 ,181 ,290 ,167 ,278 ,164 ,277 -,040
QE10 ,321 ,639 ,434 ,486 ,178 ,145 ,214 ,011 ,090 ,203
QE03 ,156 ,624 ,175 ,317 ,403 ,036 ,114 ,190 -,064 ,063
QC07 ,303 ,621 ,563 ,303 ,180 ,042 ,139 ,476 ,218 ,003
QC08 ,476 ,617 ,616 ,367 ,364 -,079 ,219 ,277 ,126 -,102
QE02 ,530 ,605 ,214 ,430 -,013 ,282 ,044 ,187 ,294 -,012
QC05 ,486 ,545 ,315 ,512 ,482 ,041 ,205 ,278 -,118 -,362
QB02 ,365 ,527 ,515 ,197 ,356 ,120 ,255 -,167 ,324 ,171
QC06 ,366 ,510 ,410 ,347 ,093 ,055 ,460 ,271 ,100 ,046
QA01 ,307 ,436 ,721 ,258 ,088 ,250 ,239 ,167 ,138 -,112
QA02 ,265 ,194 ,649 ,219 ,391 ,079 ,298 -,016 ,258 ,121
QC04 ,401 ,535 ,635 ,368 ,487 -,103 ,040 ,124 ,195 ,043
QA03 ,372 ,339 ,608 ,071 ,476 -,065 ,467 ,109 -,093 ,123
Training affects the employee’s performance
xlviii
QA04 ,181 ,140 ,565 ,304 ,166 ,342 ,028 ,046 ,086 ,154
QE09 ,352 ,469 ,330 ,791 ,246 ,103 ,056 ,221 ,147 -,026
QE07 ,217 ,213 ,254 ,682 ,265 ,055 ,366 ,143 ,084 ,107
QE04 ,367 ,357 ,383 ,555 ,335 ,240 ,299 ,375 ,388 -,136
QA07 ,188 ,293 ,456 ,286 ,701 ,215 ,086 ,109 ,303 ,114
QA08 ,346 ,293 ,292 ,237 ,677 ,222 ,235 ,031 ,154 ,105
QE08 ,349 ,383 ,478 ,456 ,604 -,113 ,405 -,149 ,084 ,207
QE05 ,278 ,265 ,237 ,451 ,511 ,098 ,276 ,462 ,160 -,071
QA05 ,167 ,227 ,264 ,138 ,252 ,745 ,225 ,166 ,150 ,078
QA06 ,268 ,280 ,385 ,296 ,348 ,645 ,112 -,129 ,275 ,195
QC03 ,414 ,476 ,330 ,400 ,026 ,485 ,086 ,130 ,094 -,223
QE01 ,393 ,358 ,254 ,258 ,188 ,150 ,707 ,115 ,189 ,045
QB01 ,382 ,057 ,413 ,390 ,299 ,129 ,599 -,088 ,227 -,277
QE06 ,268 ,384 ,473 ,368 ,353 ,025 ,560 ,250 ,178 ,206
QD03 ,366 ,354 ,268 ,293 ,151 ,075 ,161 ,759 ,020 ,020
QB04 ,230 ,236 ,290 ,204 ,234 ,158 ,209 ,017 ,834 ,058
QD07 ,236 ,288 ,290 ,370 ,317 ,176 ,248 ,112 ,124 ,612
Extraction Method: Principal Component Analysis.
Rotation Method: Promax with Kaiser Normalization.
Training affects the employee’s performance
xlix
APPENDIX 7: CRONBACH ALPHA AFTER EFA
TRAINING NEEDS ASSESSMENT
Case Processing Summary
N %
Cases Valid 285 100.0
Excludeda 0 .0
Total 285 100.0
a. Listwise deletion based on all
variables in the procedure.
Reliability Statistics
Cronbach's
Alpha N of Items
.692 5
Item-Total Statistics
Scale Mean if
Item Deleted
Scale
Variance if
Item Deleted
Corrected
Item-Total
Correlation
Cronbach's
Alpha if Item
Deleted
QA01 12.2316 9.897 .481 .628
QA02 12.1158 10.617 .452 .641
QC04 12.0842 10.035 .463 .636
QA03 12.1193 10.211 .484 .627
QA04 12.0526 10.937 .359 .679
TRAINING COMMITMENT
Case Processing Summary
N %
Cases Valid 285 100.0
Excludeda 0 .0
Total 285 100.0
Training affects the employee’s performance
l
Case Processing Summary
N %
Cases Valid 285 100.0
Excludeda 0 .0
Total 285 100.0
a. Listwise deletion based on all
variables in the procedure.
Reliability Statistics
Cronbach's
Alpha N of Items
.641 5
Item-Total Statistics
Scale Mean if
Item Deleted
Scale
Variance if
Item Deleted
Corrected
Item-Total
Correlation
Cronbach's
Alpha if Item
Deleted
QA05 11.8281 9.192 .456 .555
QA06 11.7579 9.600 .433 .568
QE01 11.5825 11.026 .376 .598
QB01 11.6316 11.388 .345 .611
QE06 11.8105 10.006 .370 .601
TRAINING CONTENTS
Case Processing Summary
N %
Cases Valid 285 100.0
Excludeda 0 .0
Total 285 100.0
a. Listwise deletion based on all
variables in the procedure.
Training affects the employee’s performance
li
Reliability Statistics
Cronbach's
Alpha N of Items
.816 9
Item-Total Statistics
Scale Mean if
Item Deleted
Scale
Variance if
Item Deleted
Corrected
Item-Total
Correlation
Cronbach's
Alpha if Item
Deleted
QB05 24.9404 34.141 .572 .790
QE10 24.9579 33.287 .532 .795
QE03 24.7965 35.127 .470 .802
QC07 24.8842 33.152 .579 .789
QC08 24.9509 33.174 .566 .790
QE02 24.7053 35.504 .450 .804
QC05 24.8491 34.783 .506 .798
QB02 25.0140 35.000 .463 .803
QC06 25.0702 34.763 .478 .801
TRAINING DELIVERY APPROACHES
Case Processing Summary
N %
Cases Valid 285 100.0
Excludeda 0 .0
Total 285 100.0
a. Listwise deletion based on all
variables in the procedure.
Reliability Statistics
Cronbach's
Alpha N of Items
.790 8
Training affects the employee’s performance
lii
Item-Total Statistics
Scale Mean if
Item Deleted
Scale
Variance if
Item Deleted
Corrected
Item-Total
Correlation
Cronbach's
Alpha if Item
Deleted
QD06 21.3088 24.320 .582 .753
QD05 21.3368 25.344 .496 .767
QD02 21.2386 24.295 .539 .760
QD04 21.4316 25.866 .444 .774
QC01 21.2386 24.696 .475 .770
QC02 21.2175 24.917 .486 .768
QB06 21.3684 25.698 .452 .773
QD01 21.5123 23.751 .499 .767
TRAINING EVALUTION
Scale: ALL VARIABLES
Case Processing Summary
N %
Cases Valid 285 100.0
Excludeda 0 .0
Total 285 100.0
a. Listwise deletion based on all
variables in the procedure.
Reliability Statistics
Cronbach's
Alpha N of Items
.762 7
Item-Total Statistics
Scale Mean if
Item Deleted
Scale
Variance if
Item Deleted
Corrected
Item-Total
Correlation
Cronbach's
Alpha if Item
Deleted
QE09 18.0281 21.901 .485 .732
QE07 18.0211 22.690 .418 .746
Training affects the employee’s performance
liii
QE04 18.0596 21.303 .516 .726
QA07 18.1579 21.479 .476 .734
QA08 18.1404 21.790 .459 .738
QE08 18.0596 21.746 .511 .727
QE05 18.1228 21.453 .499 .729
Training affects the employee’s performance
liv
APPENDIX 8: REGRESSION ANALYSIS
Training affects the employee’s performance
lv
Correlations
EMPLOY
EESPERF
ORMAN
CE
TRAININ
GNEEDS
ASSESS
MENT
TRAININ
GCOMMI
TMENT
TRAININ
GCONTE
NTS
COMPUT
E
DELIVER
YAPPRO
ACHES
TRAININ
GEVALU
ATION
Pearson
Correlation
EMPLOYEESPE
RFORMANCE 1.000 .549 .538 .787 .615 .603
TRAININGNEE
DSASSESSMEN
T
.549 1.000 .557 .610 .508 .554
TRAININGCOM
MITMENT .538 .557 1.000 .550 .520 .607
TRAININGCON
TENTS .787 .610 .550 1.000 .618 .645
COMPUTE
DELIVERYAPP
ROACHES=ME
AN(QD06, QD05,
QD02, QD04,
QC01, QC02,
QB06, QD01)
.615 .508 .520 .618 1.000 .551
TRAININGEVA
LUATION .603 .554 .607 .645 .551 1.000
Sig. (1-tailed) EMPLOYEESPE
RFORMANCE . .000 .000 .000 .000 .000
TRAININGNEE
DSASSESSMEN
T
.000 . .000 .000 .000 .000
TRAININGCOM
MITMENT .000 .000 . .000 .000 .000
TRAININGCON
TENTS .000 .000 .000 . .000 .000
COMPUTE
DELIVERYAPP
ROACHES
.000 .000 .000 .000 . .000
TRAININGEVA
LUATION .000 .000 .000 .000 .000 .
Training affects the employee’s performance
lvi
N EMPLOYEESPE
RFORMANCE 285 285 285 285 285 285
TRAININGNEE
DSASSESSMEN
T
285 285 285 285 285 285
TRAININGCOM
MITMENT 285 285 285 285 285 285
TRAININGCON
TENTS 285 285 285 285 285 285
COMPUTE
DELIVERYAPP
ROACHES=ME
AN(QD06, QD05,
QD02, QD04,
QC01, QC02,
QB06, QD01)
285 285 285 285 285 285
TRAININGEVA
LUATION 285 285 285 285 285 285
Training affects the employee’s performance
lvii
Training affects the employee’s performance
lviii
APPENDIX 9: MULTIQUE REGRESSION ANALYSIS
Regression
Descriptive Statistics
Mean Std. Deviation N
EMPLOYEESPERFORM
ANCE 3.0868 .77335 285
TRAININGNEEDSASSE
SSMENT 3.0302 .77464 285
TRAININGCOMMITME
NT 2.9305 .76643 285
TRAININGCONTENTS 3.1135 .72405 285
COMPUTE
DELIVERYAPPROACH
ES=MEAN(QD06, QD05,
QD02, QD04, QC01,
QC02, QB06, QD01)
3.0474 .70184 285
TRAININGEVALUATIO
N 3.0140 .76261 285
Correlations
EMPLO
YEESP
ERFOR
MANCE
TRAINI
NGNEE
DSASS
ESSME
NT
TRAINI
NGCO
MMITM
ENT
TRAINI
NGCON
TENTS
COMPU
TE
DELIVE
RYAPP
ROACH
ES
TRAINI
NGEVA
LUATI
ON
Pearson
Correlation
EMPLOYEES
PERFORMAN
CE
1.000 .549 .538 .787 .615 .603
TRAININGNE
EDSASSESS
MENT
.549 1.000 .557 .610 .508 .554
Training affects the employee’s performance
lix
TRAININGC
OMMITMEN
T
.538 .557 1.000 .550 .520 .607
TRAININGC
ONTENTS .787 .610 .550 1.000 .618 .645
COMPUTE
DELIVERYA
PPROACHES
=MEAN(QD0
6, QD05,
QD02, QD04,
QC01, QC02,
QB06, QD01)
.615 .508 .520 .618 1.000 .551
TRAININGEV
ALUATION .603 .554 .607 .645 .551 1.000
Sig. (1-
tailed)
EMPLOYEES
PERFORMAN
CE
. .000 .000 .000 .000 .000
TRAININGNE
EDSASSESS
MENT
.000 . .000 .000 .000 .000
TRAININGC
OMMITMEN
T
.000 .000 . .000 .000 .000
TRAININGC
ONTENTS .000 .000 .000 . .000 .000
COMPUTE
DELIVERYA
PPROACHES
=MEAN(QD0
6, QD05,
QD02, QD04,
QC01, QC02,
QB06, QD01)
.000 .000 .000 .000 . .000
TRAININGEV
ALUATION .000 .000 .000 .000 .000 .
Training affects the employee’s performance
lx
N EMPLOYEES
PERFORMAN
CE
285 285 285 285 285 285
TRAININGNE
EDSASSESS
MENT
285 285 285 285 285 285
TRAININGC
OMMITMEN
T
285 285 285 285 285 285
TRAININGC
ONTENTS 285 285 285 285 285 285
COMPUTE
DELIVERYA
PPROACHES
=MEAN(QD0
6, QD05,
QD02, QD04,
QC01, QC02,
QB06, QD01)
285 285 285 285 285 285
TRAININGEV
ALUATION 285 285 285 285 285 285
Variables Entered/Removedb
Model Variables Entered Variables Removed Method
1 TRAININGEVALUAT
ION, COMPUTE
DELIVERYAPPROAC
HES
TRAININGNEEDSAS
SESSMENT,
TRAININGCOMMITM
ENT,
TRAININGCONTENT
Sa
. Enter
a. All requested variables entered.
b. Dependent Variable: EMPLOYEESPERFORMANCE
Training affects the employee’s performance
lxi
Model Summaryb
Mo
del R
R
Squar
e
Adjusted
R
Square
Std.
Error of
the
Estimate
Change Statistics
Durbin-
Watson
R
Square
Change
F
Chang
e df1 df2
Sig. F
Change
1 .811
a .657 .651 .45693 .657
106.9
04 5 279 .000 2.023
a. Predictors: (Constant), TRAININGEVALUATION, COMPUTE
DELIVERYAPPROACHES=MEAN(QD06, QD05, QD02, QD04, QC01, QC02,
QB06, QD01), TRAININGNEEDSASSESSMENT, TRAININGCOMMITMENT,
TRAININGCONTENTS
b. Dependent Variable:
EMPLOYEESPERFORMANCE
ANOVAb
Model Sum of Squares df Mean Square F Sig.
1 Regression 111.600 5 22.320 106.904 .000a
Residual 58.251 279 .209
Total 169.851 284
a. Predictors: (Constant), TRAININGEVALUATION, COMPUTE
DELIVERYAPPROACHES=MEAN(QD06, QD05, QD02, QD04, QC01, QC02,
QB06, QD01), TRAININGNEEDSASSESSMENT, TRAININGCOMMITMENT,
TRAININGCONTENTS
b. Dependent Variable: EMPLOYEESPERFORMANCE
Coefficientsa
Model
Unstandardized
Coefficients
Standar
dized
Coeffici
ents
t Sig.
Correlations
Collinearity
Statistics
B
Std.
Error Beta
Zero-
order
Parti
al Part
Toler
ance VIF
Training affects the employee’s performance
lxii
1 (Constant) .076 .140 .545 .586
TRAININGN
EEDSASSES
SMENT
.031 .048 .031 .640 .523 .549 .038 .022 .538 1.858
TRAININGC
OMMITMEN
T
.070 .048 .069 1.444 .150 .538 .086 .051 .535 1.871
TRAININGC
ONTENTS .616 .057 .577
10.81
2 .000 .787 .543 .379 .432 2.314
COMPUTE
DELIVERYA
PPROACHES
.178 .052 .162 3.424 .001 .615 .201 .120 .549 1.820
TRAININGE
VALUATIO
N
.084 .052 .082 1.614 .108 .603 .096 .057 .471 2.125
a. Dependent Variable:
EMPLOYEESPERFORMANCE
Collinearity Diagnosticsa
Mod
el
Dim
ensi
on
Eigenva
lue
Condition
Index
Variance Proportions
(Consta
nt)
TRAINI
NGNEE
DSASSE
SSMENT
TRAINI
NGCOM
MITME
NT
TRAINI
NGCON
TENTS
COMPU
TE
DELIVE
RYAPPR
OACHES
TRAINI
NGEVA
LUATIO
N
1 1 5.869 1.000 .00 .00 .00 .00 .00 .00
2 .035 12.961 .60 .05 .23 .00 .05 .07
3 .029 14.330 .03 .71 .31 .03 .01 .05
4 .027 14.723 .22 .13 .31 .12 .17 .19
5 .023 15.956 .15 .00 .10 .00 .55 .47
6 .017 18.649 .00 .11 .05 .85 .22 .22
a. Dependent Variable:
EMPLOYEESPERFORMANCE
Training affects the employee’s performance
lxiii
Residuals Statisticsa
Minimum Maximum Mean Std. Deviation N
Predicted Value 1.0545 3.9896 3.0868 .62686 285
Std. Predicted Value -3.242 1.440 .000 1.000 285
Standard Error of
Predicted Value .028 .124 .063 .020 285
Adjusted Predicted Value .9590 3.9928 3.0876 .62620 285
Residual -1.51972 2.07046 .00000 .45289 285
Std. Residual -3.326 4.531 .000 .991 285
Stud. Residual -3.355 4.635 .000 1.006 285
Deleted Residual -1.54934 2.16602 -.00073 .46644 285
Stud. Deleted Residual -3.418 4.815 -.001 1.014 285
Mahal. Distance .071 20.070 4.982 3.950 285
Cook's Distance .000 .165 .005 .016 285
Centered Leverage Value .000 .071 .018 .014 285
a. Dependent Variable: EMPLOYEESPERFORMANCE
Charts
Training affects the employee’s performance
lxiv
Training affects the employee’s performance
lxv
Training affects the employee’s performance
lxvi
APPENDIX 10: COMPARE ANALYSIS
GENDER
T-Test
Group Statistics
GEND
ER N Mean Std. Deviation
Std. Error
Mean
EMPLOYEESPERFORM
ANCE
1 120 3.0625 .75957 .06934
2 165 3.1045 .78504 .06112
Independent Samples Test
Levene's Test
for Equality
of Variances t-test for Equality of Means
F Sig. t df
Sig.
(2-
tailed)
Mean
Differ
ence
Std.
Error
Differ
ence
95%
Confidence
Interval of the
Difference
Lower Upper
EMPLOYE
ESPERFO
RMANCE
Equal
variances
assumed
.440 .508 -
.453 283 .651
-
.04205 .09291
-
.22493 .14084
Equal
variances
not
assumed
-
.455
261.
290 .650
-
.04205 .09243
-
.22404 .13995
AGE
Oneway
Test of Homogeneity of Variances
EMPLOYEESPERFORMANCE
Training affects the employee’s performance
lxvii
Levene
Statistic df1 df2 Sig.
3.098 3 281 .027
ANOVA
EMPLOYEESPERFORMANCE
Sum of Squares df Mean Square F Sig.
Between Groups 2.956 3 .985 1.659 .176
Within Groups 166.895 281 .594
Total 169.851 284
Post Hoc Tests
Multiple Comparisons
EMPLOYEESPERFORMANC
E
Tukey HSD
(I)
AGE
(J)
AGE
Mean
Difference (I-J) Std. Error Sig.
99% Confidence Interval
Lower Bound Upper Bound
1 2 .11193 .09929 .673 -.2000 .4238
3 .31594 .17570 .276 -.2360 .8679
4 -.32990 .35343 .787 -1.4402 .7804
2 1 -.11193 .09929 .673 -.4238 .2000
3 .20401 .16877 .622 -.3262 .7342
4 -.44182 .35003 .588 -1.5414 .6578
3 1 -.31594 .17570 .276 -.8679 .2360
2 -.20401 .16877 .622 -.7342 .3262
4 -.64583 .37886 .323 -1.8360 .5443
4 1 .32990 .35343 .787 -.7804 1.4402
2 .44182 .35003 .588 -.6578 1.5414
3 .64583 .37886 .323 -.5443 1.8360
Training affects the employee’s performance
lxviii
Homogeneous Subsets
EMPLOYEESPERFORMANCE
Tukey HSD
AGE N
Subset for
alpha = 0.01
1
3 24 2.8542
2 159 3.0582
1 97 3.1701
4 5 3.5000
Sig. .093
Means for groups in homogeneous
subsets are displayed.