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

iii

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

iv

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

v

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

vi

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

vii

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

viii

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

x

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

xii

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.

xiii

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

1

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


2

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


3

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


4

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).


5

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.


6

- 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


- Ho3: training contents significantly influences on employee’s performance in

companies in HCMC.

- Ho4: training delivery approaches significantly influences on employee’s


- 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.


7

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


8

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


9

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


1

CHAPTER 2: LITERATURE REVIEW


CHAPTER REVIEW


The second section : The meaning, purpose… of training needs assessment to

employee’s performance.

The third section : The meaning, purpose, of training commitment to


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


2

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).


3

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


4

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],


5

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


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/

http://www.opm.gov/policy-data-oversight/training-and-development/planning-evaluating/



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


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).


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


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.


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/


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.


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


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


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


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


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).


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


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).


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


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


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.


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


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


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


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)


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.


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


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.


Chapter review


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


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


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


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).


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


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


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


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,


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:


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


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


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


great the specialized skills after training


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


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


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


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


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


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



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.


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”.


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


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


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”.


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.


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


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.


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.


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

http://en.wikipedia.org/wiki/Wikipedia:Citation_needed


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


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

http://en.wikipedia.org/wiki/Errors_and_residuals_in_statistics

http://en.wikipedia.org/wiki/Expected_value

http://en.wikipedia.org/wiki/Statistical_population


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)


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


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


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


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.


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


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


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


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


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


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)


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.


Cronbach's

Alpha N of Items

.663 6


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:


66

Table 4-6 2ND Reliability Analysis for training commitment to employee’s

performance.


Cronbach's

Alpha N of Items

.673 5


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.


Cronbach's

Alpha N of Items


67


Cronbach's

Alpha N of Items

.803 8


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)


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



Cronbach's

Alpha N of Items

.744 7


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


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.


Cronbach's

Alpha N of Items

.808 10


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


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.


Cronbach's

Alpha N of Items

.812 8


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


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


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


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.


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


75

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.


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)


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


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


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


81

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


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


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).


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


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


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)


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


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 EVALUTION

r = .549

r = .538

r = .787

r = .615

r = .603


89

The results of regression analysis show that training dimensions (training


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:


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


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,


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


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.


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


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


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


Non Supported

Ho3: Training contents significantly influences on


Supported

Ho4: Training delivery approaches significantly influences on


Supported

Ho5: Training evaluation significantly influences on


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


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


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.


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


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


approaches, and training evaluation) are positively and significantly influence


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


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


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


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


Sum of

Squares

df Mean Square F Sig.

Between Groups 2.956 3 .985 1.659 .176


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


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.


105


(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


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


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



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.


108

CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS


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


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.


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


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.


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.


112

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xiv

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


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


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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


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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


xviii

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


xix

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


xx

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


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


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


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


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.



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


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.



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


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.



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.


xxvii



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


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.



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


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


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


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


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


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.


Cronbach's

Alpha N of Items

.771 8


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


N %


Excludeda 0 .0


xxxiv

Total 285 100.0


the procedure.


Cronbach's

Alpha N of Items

.663 6


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


N %


Excludeda 0 .0

Total 285 100.0

a. Listwise deletion based on all

variables in the procedure.



xxxv

Cronbach's

Alpha N of Items

.673 5


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


N %


Excludeda 0 .0

Total 285 100.0


the procedure.


Cronbach's

Alpha N of Items

.803 8


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


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



N %


Excludeda 0 .0

Total 285 100.0


the procedure.


Cronbach's

Alpha N of Items

.744 7


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



xxxvii

N %


Excludeda 0 .0

Total 285 100.0


the procedure.


Cronbach's

Alpha N of Items

.808 10


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


N %


Excludeda 0 .0

Total 285 100.0


xxxviii


N %


Excludeda 0 .0

Total 285 100.0


the procedure.


Cronbach's

Alpha N of Items

.812 8


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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.


xlix

APPENDIX 7: CRONBACH ALPHA AFTER EFA

TRAINING NEEDS ASSESSMENT


N %


Excludeda 0 .0

Total 285 100.0




Cronbach's

Alpha N of Items

.692 5


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


N %


Excludeda 0 .0

Total 285 100.0


l


N %


Excludeda 0 .0

Total 285 100.0




Cronbach's

Alpha N of Items

.641 5


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


N %


Excludeda 0 .0

Total 285 100.0




li


Cronbach's

Alpha N of Items

.816 9


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



N %


Excludeda 0 .0

Total 285 100.0




Cronbach's

Alpha N of Items

.790 8


lii


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


N %


Excludeda 0 .0

Total 285 100.0




Cronbach's

Alpha N of Items

.762 7


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


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


liv

APPENDIX 8: REGRESSION ANALYSIS


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 .


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


lvii


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


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 .


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.



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:


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


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


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:


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:



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


lxiv


lxv


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


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




lxvii

Levene

Statistic df1 df2 Sig.

3.098 3 281 .027

ANOVA


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


lxviii

Homogeneous Subsets


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.