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Int. J. Manag. Bus. Res., 4 (3), 185-202, Summer 2014
© IAU
Examining the Relationship of Training on Job Satisfaction and
Organizational Effectiveness
H. Vasudevan
International Business School (IBS), University Technology Malaysia (UTM), Kuala Lumpur, Malaysia
Received 31 December 2013, Accepted 16 March 2014
ABSTRACT:
Training is considered an important element in the organization, as it heavily influences people to learn how to be
more effective at work by modifying knowledge, skills or attitudes through the learning experience to achieve a
successful performance. Likewise, training is a long term allegiance to all employees because they have to learn
new skills and knowledge which become a turning point for their success in the workplace, moreover the
behavior modifications will occur after the training process because they have to come forth with a novel style of
managing things. For instance, employees have to apply safe manual handling techniques to ascertain all the
processes of the work completed manually. Instead the training involves two-way communication between the
trainer and the person learning. However, training does not mean sitting in a room while listening to the speaker
otherwise simply watching a video for our reference to implement own selves whatever we had seen in a video.
Parenthetically, training can be formal or informal otherwise off or on the job. Training is widely understood as a
communication directed because training focuses on what needs to be known to attain the purpose of developing
skills, changing behavior, and increasing competence. As a result of this study, employees and employers are
likely to deliver a better understanding in recognizing the importance of training that reveals in the employee’s
work commitment and performance. Future research should further explore the same independent variables and
its effect on trainers’ performance for postgraduate studies at University. Another future research could look at
the effects of training on public and private school teachers (specific course outlined). Human Resource
Management should be aware of this because applicable training can help employee’s to develop their career,
while they can commit to the work to increase their performance. As a long term measure to ascertain the
effectiveness of the training, performance monitoring system should be set up to work after continuous training to
enable an organization to identify the effectiveness of the training to the participants and to identify the basic
needs of training in time will come. This study examined the effect of training on the work commitment, job
satisfaction and job performance. The four components of training such as training commitment, training needs
assessment, training contents and delivery approaches and training evaluation are important in human resource
management One hundred and eighty employees in Malaysia were surveyed for the psychoanalysis. Data from
the questionnaires were analyzed using SPSS version 20.0 software. The techniques employed in examining the
data included descriptive statistics, reliability analysis, correlation analysis, and regression analysis. The
outcomes demonstrated an alpha value of all variables are well above 0.80, which is considered a dependable
indicator of national consistency. The correlation coefficients indicate the hard point of the connector between the
variables, where a coefficient is considered significant if the p – value is less than 0.05. Overall, the results from
this work revealed that training commitment, training needs assessment, training contents and delivery
approaches, and training evaluation positively and significantly influence the employee’s work commitment, job
satisfaction and job performance.
Keywords: Work commitment, Performance, Job satisfaction, Training commitment, Training needs assessment,
Training contents and delivery approaches and training evaluation
*Corresponding Author, Email: loshinee25@yahoo.com
H
. Vasudevan
186
INTRODUCTION
Many organizations these days are suffering
because of low employee morale and output,
which has led to poor-quality goods and services
that produce higher costs. This is because of
managers in most organizations lack of the
hearing; sluggish in giving feedback and facing
difficulty in delegation of works in order to
enhance their employee’s work commitment to
improve their performance as well as a job
satisfaction. On the other hand, successful
organizations are able to motivate and invigorate
their employees by capable managers, while they
are not thinking themselves as bosses; hence
become as coaches to improve their staff
performance by providing training; help
employees to enhance their careers; and guide
them to become the best they can be.
Training opportunities play a prominent role
in the recruitment and retention of employees in
today’s business environment. According to
Lerman et al. (1999), and Billikopf (2003),
training is time-consuming for employees to
adapt and struggle with the undertaking given.
This study will analyze training is differed from
exercise to facilitate people may prove as a
casual activity for fun. A study commissioned by
Saks (1996) shows that the amount of training
followed by an employee significant new
relationship with a collaborative satisfaction,
commitment, and performance.
Generally, the aim of this study is to examine
the relationship between training and the
employee’s work commitment, job satisfaction
and performance. Specifically, this study aims to
ascertain the level of influence of each of the
four dimensions of training on the employee’s
work commitment, job satisfaction and
performance. This study also carried out to
investigate the positions of the top management
towards training programs.
Significance of the study
Generally, employees feel having good
leader, working climate and followers are mainly
influenced the work commitment, satisfaction
and job performance. Previous academic studies
highlighted that there is a significant outcome of
training dimensions on the employee’s work
commitment, job satisfaction and performance.
There are four dimensions of training (training
commitment, training needs assessment, training
contents and delivery approaches, and training
evaluation) that bore on the employee’s work
commitment, satisfaction and job performance.
This study assesses the understanding of how
effective the training on the employee’s work,
commitment, job satisfaction and performance
because it is an essential step in addressing the
issue of employee’s work commitment,
satisfaction and performance. The fictions have
also pointed at various factors that may
contribute to the employee’s work, commitment
such as affective, continuance and normative
commitment (Allen and Mayer, 1990). The
extent of training provided by the organizations
may affect the level of commitment and
employee’s performance in organizations. It may
allow them to feel satisfied with their job tasks
and others. Likewise, the employees’
perceptions towards their performance are great
after they have attended the training programs
(Berger and Cummings, 1979; Kumar, 2006)
because they feel the training programs make
them feel satisfied with their job descriptions
and roles. However, employees can implement
easily whatever they learned in the programs in
their daily work tasks.
Objective of the Study
There are three objectives in this study that
contribute new empirical evidence in existing the
knowledge on the effects of training on work
commitment, job satisfaction and job performance.
1. To examine the effect between training and
employee’s work commitment, job satisfaction
and performance.
2. To determine the degree of effect on each
dimension of training on the employee’s work
commitment, job satisfaction and performance.
3. To look into the attitudes of the management
towards training programs that catered to their
employees.
Literature Review
There are many thoughts and suggestions
about the effect of training on the employee’s
work, commitment, job satisfaction and
performance. Employees have to attend the
training to increase their performance. Most of
the managers sent their employees for training to
make sure they can perform satisfactorily in their
jobs. Simultaneously, managers are not aware of
Int. J. Manag. Bus. Res., 4 (3), 185-202, Summer 2014
187
the purpose of training nor was he given tools to
assist in training the employees in applying what
they had learned in preparation for the job.
Employees are often queried the value of the
relevance of training that they experienced once
they returned to work environment, which did
not support a change, even though they wanted
to make some changes in their behaviors and
trying out new skills or strategies on their deeds.
Training is one of the processes in achieving
organizational goals by attracting and
maintaining employees, and also to manage
them effectively. According to Poh (2001),
training is a fundamental component for
sustainable competitive advantage and survival
in the 21st century, while it is the process of
providing employees with specific skills or
helping them to correct deficiencies in their
execution. It can define as development of skills,
specifies measurable objectives, and should
result in an observable change in behavior
(Wagonhurst, 2002). Training is a systematic
procedure that helps people to discover how to
be more efficient at work by modifying their
knowledge, skills or attitudes through the
learning experience to achieve an efficient
performance (Buckley and Caple, 2000).
Employers' emphasis on the aspects of
training expected to grow increasingly aware of
their the importance of training in line with
development technology (Ford and Weissbein,
1997). Investments made for training purposes is
also expected to grow with increasing diversity
training activities for employees. Global
competition and sophistication evolving
technology will change the situation and the
current work environment. Accordingly, the
organization and local and international
companies have ready to face the situation of
organizational change, restructuring and
reorganization of the may occur. Training
provided by employers is a source of human
capital after the individual enters the labor
market (Hansson, 2009). Empirical evidence
shows that the training offers benefits to both
parties, employer and employee, but The main
benefits are summarized by the employer
(Hansson, 2009). Using data for firms in Russia,
Tan et al. (2008), found that training increases
employee productivity. Then he found the
training provided benefits to the firm and to
benefit full of technological change, firms have
improved the skills of their employees. Konings
(2008) found that on-the-job training increase
firm productivity by between 1% to 2%. There
are few empirical studies that have analyzed the
factors that influence participation workers in
training programs provided by employers.
Planning training is a process of designing
learning required by the labor force (people) to
improve performance. It involves the importance
of developing objectives that emphasize the
impact after training, the use of a combination of
training techniques and a suitable location to
achieve the training objectives. The combination
of training techniques is useful to identify which
methods influence each other to sustain the
dependent variables. The four components of
training such as training commitment, training
needs assessment, training contents and delivery
approaches and training evaluation are important
in human resource management because it will
identify how effectively to the staff in
developing their performance. The following
techniques may lead us to understand better the
functions of training.
Training Commitment
Most of the training programs are offered to
meet the expectation of the employee’s needs
because most of the training programs are
practical and relate to the actual problems arise
in the workplace. The employees are able to try
out the techniques which they have learned from
the training programs in their work tasks
(Saiyadain, 1994). Moreover, the employee’s
perceptions were reflected of their commitment
toward the training commitment that provided
by the governing bodies. The employees are able
to obtain input by learning and shared from other
participants’ experiences in most training
programs (Wagel, 1977; David et al., 2005;
Jenks, et al., 2007). According to Saiyadain and
Juhary, 1995, training is an expense center that
rewards their subordinates for good work for
many managers or passes problem managers to
trainers for the duration of training; and some
send their employees to make up the quota,
however training has become statistics and does
not hold much value added. Besides that, as
Malaysia enters 21st centuries, human-resource
development (HRD) will continue to remain a
key strategy to ensure that all Malaysians have
to partake in the nation’s prosperity and develop
H
. Vasudevan
188
a dynamic labor force for competitive. Abdul
Shukor (1991), the organization and employees
depend on each other. The organization requires
thought, effort, skill and expertise contributed by
the employee. While workers depend work and
benefits provided by the facility organization.
Interest the work itself is one of the
environmental factors, workplace that influence
commitment. The organization must give
encouragement, training plans and course set a
time frame to complete the work and motivate
employees in order to provide a higher level of
commitment in their work. According to Conrad
(1985), the level of contribution and
commitment to the work done by the employee
is depending on the extent to which employees
are satisfied with the service provided by
management. This opinion is consistent with the
statement given by Bendix (1956) who pointed
out that the failure of the management to good
service and treat workers as humans can cause
low employee morale, poor workmanship and no
feedback from employees.
Training Needs Assessment (TNA)
Training Needs Assessment (TNA) is an
essential evaluation for employees to ensure they
can assess their performance accurately.
According to Ismail and Othman (1993) stated
that 23% out of 44% of respondents conducted
formal training but did not conduct a “Training
Needs Assessment (TNA)” other than 16% were
indicated TNA based only on the strategic plan
throughout the organizations. An efficient TNA
is a crucial initial step to design a training
program, substantially influence the overall
effectiveness of training programs (McGehee
and Thayer, 1961; Sleezer, 1993; Zemke, 1994;
Goldstein and Ford, 2002), which also touched
on the performance of employees (Wagonhurst,
2002). In addition, an efficient need assessment
can lead and serve as a basis for the design,
development, delivery and evaluation of the
training program. It can be used to specify a
number of key features in the implementation
and evaluation of training programs. According
to Wagonhurst (2002), the design and
development of the training programs are
systematic endeavors to assess the training needs
for the organization, identify the job
requirements to be trained and identify who
needs training and the kind of training to be
delivered should result in more effective
training. Further evaluation should be designed
to assess program effectiveness. At this stage,
after the participants or employee training and
then placed in a real situation, the planning,
assessment should be examined to test the
effectiveness of the training is conducted. Here
are examined to what is taught to the participants
or even earlier workers can be found out by the
participants. Thus a plan to evaluate the
effectiveness training should take place. In
preparing this work, should be taken into
account what has been taught or trained to
participants prior to this to ensure that it can be
measured. For example, in the banking sector,
all the employees are given training to provide
the best service to customers who come in
counter transaction. Therefore, in order to
prepare a judgment of the quality of planning my
work is based on what I've learned during the
training. Which I should know to help customers
solve problems the right way. In other words, I
have to use my knowledge to conduct
transactions with clients based on procedures
established by the organization for which you
have been taught to me during the training. This
stage describes or is the assessment and
monitoring after all of training process
conducted to ascertain the effectiveness of the
training. For instance, in the banking sector, my
achievements will be measured in terms of speed
I help clients carry out transactions and assess
how often I make mistakes when helping
customers carry out transactions. Sound
judgment will I receive if I am fast in performing
a transaction, and monitoring carried out by the
fast evaluation where I make every transaction
more favorable ratings given. Likewise, the less
often I make mistakes, the better the rating. This
evaluation will continue to be monitored to
improve the quality of service of the employees
over a period of time until they are transported to
the other side.
Training Contents and Delivery Approaches
The need for skills and task characteristics in
determining the most efficient training delivery
approaches should be highlighted (Wexley and
Latham, 2002) because a particular task or
training contents, a giving training delivery
approaches may be more efficient than others,
whereas all training delivery approaches are
Int. J. Manag. Bus. Res., 4 (3), 185-202, Summer 2014
189
capable and intended to communicate a
particular skills, knowledge, attitudes or task
information to trainees. An unusual training
delivery approaches can be taken in order to
present different training contents. In Malaysia
empirical research on training, particularly
determinants of employee engagement in
training are limited. Most recent studies more
focused approach to human resource
management for the relationship between
resource management practices people with
training as strength training in relation to the
workplace environment and training, motivation,
training, and transfer of training. For example,
Ai-Yee et al. (2007) investigated the importance
of, relevance, and implications for training in
organizations Malaysia by identifying the key
determinants of effectiveness of training. The
survey also found that the incidence
and intensity of training vary according to job
involvement. Normally the incidence and
intensity of training are increasing as workers
move to a better employment level high
(Pischke, 2001). Bartel (1995) using personnel
records 1986-1990 for manufacturing companies
large with 19,000 employees to estimate the
incidence of training. The possibility of
receiving training is a function of the relative
status of employees (wage workers divided by
the average wage of other workers) and other
characteristics such as education, length of
service (tenure) for their current jobs and
services company. There is substantial evidence
to show training (core and technical) provided to
individuals who are more competent than others.
Besides that, training contents and delivery
approaches can be worked out as follows:
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. Vasudevan
190
Training Evaluation
Training Evaluation is a primary decision
that must be made when assessing the
effectiveness of training. The training evaluation
is a difficult and complex task (Easterby –
Smith, 1986; Arthur and Bennett, 2003) while
the most important activity during the training
process is the final logical stage; and
organizations should assess their training efforts
systematically. According to Tannenbaum and
Woods, 1992; Goldstein, 1993, the main
objective of training evaluation is to examine
that the training has actually taught what was
intended and to improve the course contents for
future use. The valuation process can be broken
down into two procedures: (1) to determine the
measure of success or success criteria and (2)
using experimental and non-experimental design
to determine the changes that have occurred
during the preparation and evaluation of
teaching and learning. Standards should be
installed to evaluate the intern at the end of
training and during actual work performance
(Goldstein, 1986). In addition, the evaluation
must also focus on the design to evaluate the
training program and his choice is dependent on
the goals to be achieved by taking into account
the constraints of. In determining the
effectiveness or success program training,
assessment is a process for assessing the degree
of variety in terms of knowledge of trainees,
reactions, behavior and performance. Where this
evaluation ultimately provides important
information related to positive or negative effect
on the changes in the targeted trainees. The short
review like this is really important to be done to
assess the effectiveness of investment in
training, educating and giving feedback on the
trainees, showing the extent of the training
objectives are achieved, as a guide the planning
of future, as a guide to improve the program and
provide training data or objects can verify the
cost in managing the training. Evaluation of the
effectiveness of the training is the lifeblood of
the human model generation program.
According to Kirkpatrick (1996), evaluation of
training is very important for improving the
training program in the future, determine the
need and appropriateness continue the program
and to create a database that can assist
management in decision making.
Work Commitment
According to Webster’s dictionary (1992)
defines commitment as the province of
intellectual and emotional adherence to some
political, social or religious theory or action or
practice; something which engages one to do
something; a continuing obligation. Employee’s
commitment can increase their motivation in
neither learning contexts with personality nor
explaining dispositional influences on an
employee’s motivation to better work through
learning (Naquin and Holton, 2002). Employee’s
work commitment has received a great attention
and becoming an important issue in training,
motivation (Noe, 1986; Tannenbaum et al.,
1991; Facteau et al., 1995) as it may be used to
predict employees’ performances, absenteeism
and other behaviors (Dordevic, 2004).Peculiarly,
the commitment has been examined from
various angles in the area of work (Mowday et
al., 1982; Morrow, 1983; Martin and
O’Laughlin, 1984). Commitment can have
positive and negative aspects for both employees
and the organization because these three
elements are interconnected and it will reflect
the nature surroundings for each individual’s
level of dedication to the organization.
According to Spector (2000), there are many
different definitions of commitment, but the
whole, involves attachment of people to work.
Commitment to work is a variable that reflects
the degree of relationship is considered owned
by the individual for a specific task within the
organization. The work commitment can be
defined as the degree of relationship of the
individual to assert himself in his work in a
particular organization (Jewell and Siegall,
1998). Greenberg and Baron (1993) suggested
that work commitments reflect the level of
identification and involvement of individuals in
employment and willingness to leave the job. In
outline Meyer, Allen and Smith (1993), the third
approach is to commitment component departs
from the point of view that commitment is a
psychological state that the critiques employee
relationship with the organization, and has
implications for the decision to continue or
discontinue membership in the organization. Lee
et al. (2000), defines work commitments as a
psychological relationship between someone
with a business that is based on affective
reactions to the task. More is said that a person
Int. J. Manag. Bus. Res., 4 (3), 185-202, Summer 2014
191
who has a high work commitment will be
stronger identifying itself with the work and
cause more positive feelings about the
occupation. They feel an emotional connection
to someone on the job has a significant impact
on a variety of work behaviors displayed and
more importantly, impact on employees' desire
to support the work. The current study focused
on the moral dimension as the indicator of
commitment. There are three dimensions of
work commitment which is playing a prominent
role in organizations. The direct attention focuses
on these three dimensions such as affective
commitment, continuance commitment and
normative commitment. The three dimensions
can be elaborated as follows in figure 1:
Dimensions Author Years Brief Descriptions
Affective
Commitment Allen and Mayer 1990
It represents employee’s emotional attachment,
identification and involvement in the organization.
Employees who are effectively committed to their
organizations wish to hold their organizational
membership because they want to do it.
The level of affective commitment divided into two
levels, such as individual level factors and
organizational factors.
Continuance
Commitment Allen and Mayer 1990
Cognitive attachment between employees and the
organizations.
Employees who have a high level of continued
commitment by the organization definitely give their
commitment continuously because they need to do so.
There are two factors that lead to continuance
commitment that are the level of investment
accumulated in the constitution and the employee’s
perceived lack of options outside the organization.
Normative
Commitment Allen and Mayer 1990
It represents the feeling of obligation to remain with the
arrangement.
The employees believe it is morally right to do so for the
organization.
Factors that affect the level of normative commitment
are education, and age.
Figure 1: Three components of work commitment
Source from Meyer and Allen, 1990
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. Vasudevan
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Job Satisfaction
Job satisfaction and employee satisfaction
are very important in organizational behavior
because both are common aspect that most
related to the employee’s attitudinal response to
his or her organization. Job satisfaction is
conceptualized as an evaluative, cognitive and
affective components that contribute to higher
performance and dedication to the organization.
The current research has been indicating the four
main common factors that may lead to job
satisfaction such as the worker’s personality, the
worker’s values, the social influence and the
work situation itself (Ghazzawi, 2008). The
worker’s personality affects how he thinks about
a job, either being more positive or more
negative. A person who has high on the
extraversion personality trait has a high level of
tendency in job satisfaction if compared with a
worker who is low on the same trait (George and
Jones, 2008). Previously, the researcher has
pointed out that job satisfaction can influence the
employees attitude and views toward their job.
The most important factors for understanding
job satisfaction is the values or beliefs because it
is well-established. The intrinsic or extrinsic
orientation work values relate to job satisfaction
(eg. Ellickson, 2002; George and Jones, 2005).
Consequently, employee job satisfaction can be
defined as a work situation because it is the most
prominent elements of job satisfaction. In actual
fact, many organizational procedures change
because of the dealing with training programs
that allow the employee to take a responsibility
in dealing their tasks and re-structuring the task
by implementing the strategy from training
programs. Understanding the relation between
training and job satisfaction is logic to explore
among employees and organizations because
both can give benefit to the organization. Job
satisfaction is a general attitude of an
individual's employment (Robbins, 2001). Job
satisfaction and demonstrate the suitability of a
person arises and provided employment
consideration. These expectations are fulfilled
could lead to the existence of an individual's
commitment to the organization. An individual
who possesses a firm commitment to the
organization will have identification, earnestly
engaged in staffing and no loyalty and positive
impact toward organization. The behavior
appears to work towards the organization's goals
and desire to remain associated with the
organization in the long period of time.
Job Performance
According to Karia, 1999; Karia and Ahmad,
2000; Acton and Golden, 2002, training
facilitators are updating of skills and lead to
increase commitment, well – being, and sense of
belonging, thus directly strengthening the
organization’s competitiveness. In order to
achieve a high-performance culture that ensured
employee’s commitment and contribution at
work management should initiate with following
behavior – oriented steps (Kumar, 2006). Job
performance is related to the willingness and
openness to seek and achieve new aspects of the
job that increased the individual’s productivity
(Sinha, 2004). Every organization concerns job
performance as a major aspect because they
anticipate that performance improvement is a
super target amongst the organization’s
objectives. Numerous researchers agreed that
performance has to be well-thought-out as a
multi-dimensional concept because the most
basic level can make a distinction between a
process aspect (i.e., behavioral) and an outcome
aspect of performance (Borman and Motowidlo,
1993; Campbell et al., 1993; Roe, 1999).
Therefore, performance must be remarked from
effectiveness to productivity or efficiency
(Pritchard et al., 1992; Campbell et al., 1993).
Researchers highlighted that job performance
can bring wider changes in the organization in
order to sustain a work culture and climate. In
reality, individual’s performance can achieve the
organizational vision and goals. Instead of the
meaning of the performance referred to as
performance or in English referred to the
performance. In principle, there are other terms
more reflect on the "performance" in English
that is the word "Achievement". Simply because
the word is derived from the verb "to Achieve"
which means "reach", then in the Indonesian
language is often interpreted as a "performance"
or "what achieved ". According to (Dharma,
2001) is a comparison between the execution of
one's appearance with the desired outcomes. The
guest's evaluation work shows the results
achieved for this officer. According to (Dessler,
2002) is an employee's work performance
information used as a basis for decision-making
on the promotion and salary. Performance
Int. J. Manag. Bus. Res., 4 (3), 185-202, Summer 2014
193
evaluation is a systematic assessment of the
employee by the superiors or some other
member will understand the job performance by
an employee or department. According Simamora
(2002) work performance evaluation is a useful
tool not just for assessing the work of the
employees, but also to train and motivate the
organization among employees. Opinions are not
much different to say that performance
appraisals is the process through which
organizations evaluate or assess the performance
of employees, these actions can improve personnel
decisions and provide feedback to employees
about their job performance, (Handoko, 2001).
Conceptual Framework
Independent Variable Dependent Variable
Figure 2: Conceptual framework
A conceptual framework is proposed in this
research based on previous academic reviews,
which encourages a systematic analysis of
organizational development by exploring its
effect towards training commitment, training
needs assessment, training contents and delivery
approaches, training evaluation and employee’s
work commitment, satisfaction and performance,
as shown in figure 2. The conceptual framework
illustrates the effects of training commitment,
training needs assessment, training contents and
delivery approaches, training evaluation and
employee’s work commitment job satisfaction
and performance. Several researchers have
considered training commitment, training needs
assessment, training contents and delivery
approaches, and training evaluation as factors
that have a connection with an employee’s work
commitment, job satisfaction and performance.
The independent variables of this study’s
conceptual framework include training
commitment, training needs assessment, training
contents and delivery approaches, training
evaluation towards work commitment, job
satisfaction and job performance, while the
dependent variable is an employee’s work
commitment, job satisfaction and performance.
According to Lerman et al. (1999) and Billikopf
(2003), the independent variables (training
commitment; training needs assessment; training
contents and delivery approaches; and training
evaluation) are the factors that have a connection
with the dependent variable (employee’s work
commitment, satisfaction and performance),
which are generally considered as the ultimate
outcome of the HRD activities based on previous
studies.
Hypotheses
Based on the preceding sections, this work
aims to test four hypotheses as follows:
H1: Training commitment significantly affects the
employee’s work commitment, job satisfaction
and performance.
Training Commitment
Training Needs Assessment
Training Contents & Deliver Approaches
Training Evaluation
Wor k Commi tme nt
Job Satisfaction
Job Performance
H1
H2
H3
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. Vasudevan
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H2: Training needs assessment significantly
affects the employee’s work commitment, job
satisfaction and performance.
H3: Training contents and delivery approach
significantly affect an employee’s work
commitment, job satisfaction and performance.
H4: Training evaluation significantly affects the
employee’s work commitment, job satisfaction
and performance.
RESEARCH METHOD
Methodology encompasses many ways, such
as distributing questionnaire to the respective
respondents, interviewing and conducting
observations to assess the findings. In this study,
communicating (interview) and distributing
questionnaire are the main methods to analyze
the effects of training on employees’ work
commitment, job satisfaction and performance.
Nevertheless, the observation through this title
will be connected with few variables such as
demographic of respondents like gender, race,
age, education status and others. Otherwise, in
this study, there are a few characteristics that
should be taken into consideration such as
research design, population, sample,
questionnaire, collected data and analysis of
data. An efficient and well-managed
methodology should be provided to assure the
work can be completed successfully. The
objectives of this study will be recognized
through collection of data by conducting
interviews, discussion, questionnaire surveys
and through literature review. The data collected
will be analyzed and it will be followed by some
comments and recommendation. Eventually, the
conclusion will be drawn to conclude this study.
Research Design
The target population of this study is
employees who are working in private and
public sectors in Malaysia, based on their
training experiences. The trainings are either
organized by the organizations itself or any
training programs that attended by the
employees, in the relations of their work tasks.
Training commitment is identified as the
first independent variable in this study. Training
commitment should comprise an effective
training which can satisfy the needs of the
organization and able to achieve the
organizational specific goals (Wagonhurst,
2002). Training commitment consists of four
items. The second and fourth independent
variables, which is training needs assessment,
and training evaluation consists of four items.
Training contents & delivery approaches
comprised of seven items. Employee’s work
commitment, job satisfaction and performance
are identified as the dependent variable in this
subject area and include five items for work
commitment, eight items for job satisfaction and
four items for work performance. In this survey,
a questionnaire was the instrumental form of
data collection, where the distribution will be
proceeded through email and by hand. The
participants were asked to fill in carefully all the
six parts of the questionnaire by indicating their
agreement or disagreement with the statements
using a 5 – point Likert’s scales. As a substitute,
we have been conducting a pilot study to
ascertain the robustness and reliability of the
constructs in the survey instrument are
applicable. Moreover, the pilot study was
conducted by distributing the questionnaire to
the selected people in order to look into the
reliability of the questionnaire in the pilot study.
The Cronbach’s Alpha measurement is tested
and the findings showed 0.907 which is reliable
for this subject area. The reliability coefficient
must be above 0.70 (Nunnally, 1978) to show an
accurate result. A few modifications were made
to the questionnaire for giving more
understandable meaning of the questions to other
respondents. In this study, a quantitative method
has been used because it will provide better
support for connections between independent
and dependent variables. Thus, 180 respondents
were selected for the study. Data from the
questionnaires were analyzed using SPSS
version 20.0 software. The techniques used in
studying the data included descriptive statistics,
reliability analysis, correlation analysis, and
regression analysis.
Int. J. Manag. Bus. Res., 4 (3), 185-202, Summer 2014
195
N=180
RESULTS AND DISCUSSION
Table 1: Respondents’ profile
The profile of the respondents is presented in
table 1. The majority of the respondents are
female (55.6%), from the Malay ethnic group
(53.3%), have a degree or professional
certificate (56.7%), Executives (54.4%) and
have been working in the current organization
less than two years (36.7%). The samples
comprised of 44.4 percent of males and 55.6
percent of females. One hundred percent of the
employees possess tertiary level qualifications.
The highest was a degree / professional level,
which consisted 56.7 percent in less than 2 years
experience (36.7 percent), and followed by
postgraduate were 43.3 percent with less than
6 -10 years experience (30 percent).
Table 2: Reliability of variables
Variables Number of items Reliability (Cronbach alpha)
Employees’ Work Commitment 5 0.94
Job Satisfaction 8 0.80
Job Performance 4 0.94
Training Commitment 4 0.91
Training Needs Assessment 4 0.94
Training Contents and Delivery Approaches 7 0.88
Training Evaluation 4 0.91
Number Percentage
Valid survey cases
Gender
Male
Female
180
80
100
100%
44.4%
55.6%
Group of Ethnics
Malay
Chinese
Indian
Others
96
58
21
5
53.3%
32.2%
11.7%
2.8%
Education Level
Degree/Professional certificate
Post Graduate
102
78
56.7%
43.3%
Occupation
Executives
Professionals
Managers
98
46
36
54.4%
25.6%
20.0%
Years of service on the job (participant)
Less than 2 years
2 – 5 years
6 – 10 years
66
60
54
36.7%
33.3%
30.0%
H
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196
The reliability of the instrument was tested
by Cronbach’s Alpha measurements. The
reliability coefficients (Alpha) of training
dimensions (training commitment, training needs
assessment, training contents and delivery
approaches, and training evaluation) effects on
the employee’s work commitment, job
satisfaction and performance is given in table 2.
The alpha values of all variables are well above
0.80, which is considered a safe indicator of
internal consistency. The alpha value of
employee’s work commitment and performance
were 0.94, training commitment and training
evaluation were 0.91, respectively, training
needs assessment was 0.94, and training contents
and delivery approaches had an alpha value of
0.88.
Table 3 shows the correlation matrix by
displaying the correlation coefficients between
the four independent variables (training
commitment, training needs assessment, training
contents and delivery approaches, and training
evaluation) and the dependent variable
(employee’s work commitment, job satisfaction
and business performance) by using multiple –
item scales. The correlation coefficients indicate
the strong point of the connection between the
variables, where a coefficient is considered
significant if the p – value is less than 0.05
(Schervish, 1996).The results indicate that all the
independent variables are correlated with the
dependent variable, employee’s work, job
satisfaction and performance. However, training
commitment and training contents and delivery
approaches seem to have the strongest
correlation, with correlation coefficient values of
0.74 and 0.60, respectively. Based on the table 3,
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 work
commitment, job satisfaction and performance),
where all coefficients are larger than 0.40 and
below than 0.80. However, the correlation
results suggest employee’s work commitment,
job satisfaction and job performance are
correlated with training commitment, training
needs assessment, training contents and delivery
approaches, and training evaluation. Put
differently, the consequences can be interpreted
to indicate that higher employee’s work
commitment, job satisfaction and performance
are related to higher training commitment,
training needs assessment, training contents and
delivery approaches, and training evaluation.
Table 3: Correlations matrix of variables
Variables (1) (2) (3) (4)
(1) Training Commitment
(2) Training Needs Assessment 0.577**
(3) Training Contents and
Delivery Approaches 0.682** 0.695**
(4) Training Evaluation 0.593**
0.485**
0.691**
(5) Employee’s Work Commitment 0.739** 0.541** 0.601** 0.595**
(6) Job Satisfaction 0.736** 0.600** 0.590** 0.567**
(7) Job Performance 0.729** 0.623** 0.591** 0.560**
**p<0. 00; n=180
Int. J. Manag. Bus. Res., 4 (3), 185-202, Summer 2014
197
Table 4: Simple regression analysis of the variables
n=180
The results of regression analysis of
employee’s work commitment, job satisfaction
and performance, and training dimensions
(training commitment, training needs assessment,
training contents and delivery approaches, and
training evaluation). From table 4, there are
significant results of the simple regression
analysis. Training Commitment positively
influences employee’s work commitment and
performance, which explained 54.4% of the
variation in the employee’s work commitment
and performance, with a B value of 1.89.
Training Needs Assessment (TNA) is the lowest
dimension of training that only explained 28.9%
of the variance in the employee’s work
commitment and performance with a B value of
1.42. HRM has to concern their training methods
and strategies because it can develop an
employee’s skills. Then again, they can
implement that methods and strategies to achieve
their objectives.
From table 5, the results show the multiple
regression analysis, with all the independent
variables (training commitment, training needs
assessment, training contents and delivery
approaches and training evaluation) and the
dependent variable (employee’s work commitment
and performance). This analysis was conducted
to predict the percentage of dependent variable,
where independent variables are recorded
simultaneously. Sixty-seven percent (58.5%) of
the overall variance (employee’s work
commitment and performance) was explained by
the independent variables (training commitment,
training needs assessment, training contents and
delivery approaches and training evaluation).
Training commitment (B = 1.39, t = 7.88), and
training evaluation (B = 0.82, t = 3.19) is
significant and positively act upon the
employee’s work commitment and performance.
Based on the table 6, the results show a
multiple simultaneous regression analysis, where
all independent variables (training commitment,
training needs assessment, training contents and
delivery approaches, and training evaluation)
against the dependent variable (employee’s work
commitment, job satisfaction and business
performance). This analysis is taken to predict
the percentage of dependent variable, where
independent variables are recorded
simultaneously. Table 6 indicates the results of
the collinearity statistics of the multiple
regression analysis. Results from table 6 shows
that multicollinearity do not exist, as the values
of tolerance are greater than 0.1 and the variation
inflation factors (VIF) for all independent
variables are less than 10 (Hair et al., 1998).
Model Adjusted R² F B t-value Sig.
1
(Training Commitment and
Employee’s Work Commitment, Job
satisfaction and Performance)
0.54
216.50
1.89
14.71
0.00
2
(Training Needs Assessment and
Employee’s Work Commitment, Job
satisfaction and Performance)
0.29
74.66
1.42
8.64
0.00
3
(Training Contents and Delivery Approaches
and
Employee’s Work Commitment, Job
Satisfaction and Performance)
0.36
101.72
1.23
10.09
0.00
4
(Training Evaluation and
Employee’s Work Commitment, Job
Satisfaction and Performance)
0.35
98.75
2.25
9.94
0.00
H
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198
Table 5: Multiple regression analysis
Overall Model
Variables B t-value Sig.
(Constant) 15.16 2.21 0.03
Training Commitment 1.39 7.88 0.00
Training Needs Assessment 0.34 1.91 0.06
Training Contents and Delivery Approaches -0.02 -0.10 0.92
Training Evaluation
0.82
3.19
0.00
Adjusted R² 0.59
F – Value 64.79
Significant 0.00
n=180
Table 6: Collinearity statistics of multiple regression analysis
Variables Tolerance VIF
Training Commitment 0.49 2.06
Training Needs Assessment 0.50 2.01
Training Contents and Delivery Approaches 0.32 3.14
Training Evaluation 0.49 2.03
n=180
CONCLUSION Table 7: Results of hypotheses
Hypothesis Findings
H1: Training Commitment positively affects the employee’s work commitment, job satisfaction and
job performance. Supported
H2: Training Needs Assessment positively affects the employee’s work commitment, job
satisfaction and job performance. Supported
H3: Training Contents and Delivery Approaches positively affect the employee’s work
commitment, job satisfaction and job performance. Supported
H4: Training Evaluation positively affects the employee’s work commitment, job satisfaction and
job performance Supported
The outcomes of this study suggest that
training commitment, training needs assessment,
training contents and delivery approaches, and
training evaluation affect an employee’s work
commitment job satisfaction and performance in
an organization. This study exemplifies a
positive light towards increasing employee’s
performance. This is a step towards identifying
the kinds of training and development programs
needed to ensure creativity, understanding of
Int. J. Manag. Bus. Res., 4 (3), 185-202, Summer 2014
199
new knowledge and skills are instilled in
employees and that more importantly; it is
shown in the way the employee’s conduct the
work tasks. A valid training program with a clear
training purpose and valid informational
contents which using effective delivery
approaches, able to attract employees to attend
and participate in the training to develop their
capacities. Training plays a prominent role in an
employers' organization for several reasons.
Firstly, it enables the organization to contribute
to the development of a country's human capital
because its influence on the education policies
and schemes. Hence, they organized training to
the public training institutions to have better
served business needs. The aim is to act upon the
employers to invest more in training for
employee development which employers should
recognize as a key to their competitiveness in the
future. The second reason is to provide an
important service to members, particularly in
industrial relations. The third reason is an
important source of income that provided by the
organization because they deliver relevant
quality training to the employees. The fourth
reason is to improve the staff knowledge by
offering relevant training to them. Moreover,
training provided to the employee to ensure the
knowledge required for a certain job to increase
the quality of services such as policy lobbying,
advisory and representation services. The sixth
reason is to contribute better human relations
and organizational performance by matching a
corporate goals and people management
policies. As a final point, training can improve
the overall image of the organization and
professionalism which can lead to increase
membership and influence. Finally, measure the
effectiveness of training programs is often
argued job performance. It should be noted that
contextual factors, motivation, knowledge,
skills, attitude, ability and talent are an element
that cannot be ignored in assessing an
employee's performance after they implemented
a training program. Job performance can be
summed up as a combination of mental and
physical abilities of employees in the execution
of any work, both of criteria depend in turn on
the requirements of a work ethic. Therefore, to
measure the performance of an oeuvre, the
difference between a job and a form of
employment should be considered. The statement
explained that the program effectively training's
successful insight cannot be said to be the sole
determinant of job performance improvement,
but interest role, influence and effectiveness of
the training program cannot be denied as critical
to enhance employee performance (table 7).
Recommendations for Future Research
Training is required for all employees to
ensure they can perform very well in their job
task. If employees perform their duties
effectively, need not to make any
recommendations to employees for training,
unless employees are not performing effectively,
the training is the answer to the problem of low-
performing employees. A major step in the
preparation process is to analyze training needs.
This step is sometimes forgotten, especially if
the period for completing a short training.
However, allowing the analysis of requirements
can give rise to problems within the long term.
These resources may be wasted if the training is
not required of effective or not. The following
suggestions may serve as a guide for managing
training in organizations.
Surveillance
Monitoring is a natural process that should
be served continuously, not just when you want
to prepare for training needs analysis. This
technique requires one to always have
information about current issues at all levels of
the organization. To enable widespread
impression is obtained, it is necessary to
recognize the valuable data within the
organization. For example, long-term goals and
objectives of the organization as well get used to
the procedure of interaction between
departments.
Investigation
This technique is a necessity when you are
required by management to conduct training
programs or you anticipate a need for training.
Using the information you obtained during the
surveillance stage, you should investigate more
about the issues facing to verify that training is
the solution. Several techniques that can help the
investigation is the observation, interviews,
questionnaires, diaries, work samples,
performance evaluation, and psychological
testing.
H
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200
Analysis
The final step in the analysis is to analyze the
training needs of the data you have collected.
Analysis is a creative process that requires you
to understand the data, specify which parts are
relevant, make a conclusion and provide reports
or documents on the findings. This study should
contain specific details such as the type of
training required, and how you do it. Create a
training needs analysis is critical to the success
of the training program. Hence, make needs
analysis to ensure accurate and complete training
program to track smoothly and effectively.
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