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Exploring the Factors That Affect Employee Training Effectiveness: A Case Study in Bahrain:

Exploring the Factors That Affect Employee Training Effectiveness: A Case Study in Bahrain: Training is a systematic way to improve the performance of employees, and it provides a link between job requirements and the current job specification of the employees. In addition, training requires time, energy, and money. At this juncture, organization must look for the needs to evaluate training programs and assess its impact on both performance and behavior of trainees. This study aimed to explore the factors affecting the training effectiveness of training programs, in the Kingdom of Bahrain. A survey questionnaire was used as a tool to gather data to answer the research questions in this study, the weighted mean was used to measure the central tendency on each dimension in the questionnaire. Likewise, a correlation test was used to find out the relationship between the contents, training environment, facilities and materials, training schedule, presentation style from one side with the training effectiveness from other side. Moreover, regression test examined the effect of the factors on training effectiveness. Survey questionnaires were distributed to trainees to collect the primary data for the research; the response rate was more than 65%. The results of the survey suggested that the respondents had neutral perceptions on all factors. Likewise, it could be concluded that there was a strong positive linear correlation between the five factors and training effectiveness. This result supported training managers in designing the training programs. In addition, instructional designers and trainers might be able to identify the features of training programs by maximizing the output redounded to the learning abilities and skills of the trainees. Keywords training contents, training environment, facilities and materials, training plan schedule, presentation style, training effectiveness to keep pace with the demands of the job. Providing training is Introduction a way of showing how the company is committed to its Employee training is a significant factor in attaining the employees, which in turn they feel appreciated, challenged, goals and objectives of any organization. Training is an and feel more satisfied toward their jobs. It is but proper for essential element to increase competence and productivity of organizations to improve their productivity and profitability employees so as to keep the business going. The main reason by providing mandatory training to maximize employee is to develop knowledge and skills of employees as per the potential. These training activities will lead to the increased requirements of the job and eliminate performance problems competitive advantage of employees. However, when provid- (Surbhi, 2015). Thus, upon completion of the training, train- ing training programs, it is also necessary if the activities will ees will be able to understand the complete job requirements match the needs of teams and individual employees. In addi- of the organization where they are employed. tion, after the training, practical benefits may be observed in Training programs are usually conducted by companies to the workplace, for example, trainees may be able to transfer develop the employees’ performance, and new employees their new knowledge and skills to other employees. after their selection will also be involved in these programs to be accustomed to rules, policies, and procedures of the com- pany. These training programs are aimed at improving the 1 Ahlia University, Manama, Bahrain conduct of employees toward their superior, subordinates, and Corresponding Author: colleagues and groom them for their prospective jobs. In other Said Taan EL Hajjar, Department of Mathematical Sciences, College words, employees who are competent may help the organiza- of Arts & Science, Ahlia University, Exhibition Road, P.O. Box 10878, tion gain the top position within the industry. By conducting Manama, Bahrain. training, members may be able to gain the correct procedures Email: salhajjar@ahlia.edu.bh Creative Commons CC BY: This article is distributed under the terms of the Creative Commons Attribution 4.0 License (http://www.creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). 2 SAGE Open The current technology advancement and globalization raises the learning experiences of trainees. In addition, train- have led human resource managers to look for more solid ing schedule in Bahraini training sessions is not designed to evidence to justify the investment in their training programs. highlight on relevant problems. It is mostly issued as an In 2014, a staggering US$70 billion was spent in the U.S. agenda for the conducted sessions. Hence, this lack of train- companies on employee training alone, which has led to the ing schedule does not help find effective solutions to any issue of measuring training effectiveness (Schaefer, 2015). related eventualities, which may appear during the training In social ownership, trainees apply the concepts that they course. At last but not least, Bahraini trainers usually use tra- have learned from training in the real world. Those who ditional styles in training employees. They deliver their have attended training have the capacity to teach others by knowledge and experience without motivating the trainees showing how they apply concepts in their day-to-day exis- and do not promote their needs to acquire new thoughts and tence. Finally, in skill assessment, trainees provide a clear skills as well as presentation styles are not lively and inter- picture of performance and skill improvements directly esting to increase the training effectiveness. related to training (Eades, 2014). The main aim of this study is to explore the factors affect- This study focuses on selected training academy in the ing training effectiveness of training programs of selected Kingdom of Bahrain, which provides various human resource private training academy in the Kingdom of Bahrain based training programs. It is the Kingston Business Academy of on the perspectives of trainees. Higher Education that offers various training programs in This aim is expressed into specific objectives: leadership skills, accounting skills, and a host of other skills such as customer relationship management and other man- •• To determine the effective factors that affect employee agement training programs. Evaluating results of training training effectiveness from the trainees’ perceptions programs may lead directly to potential organizational point of view. changes and adjustments to future training plans. More so, it •• To explore the relationship between these selected does require time, energy, and money. As an investment, it is factors and training effectiveness. but proper for an organization to assess the impact of their •• To find the impact of these selected factors on training training investment. If training is an investment, then it is effectiveness. worthy to raise questions concerning the return on this investment. The assessment of the impact of training on Based on the objectives stated, this study answers the fol- trainee’s performance and behavior to determine the effec- lowing questions: tiveness of a training program must be given focus by an organization (Kirkpatrick & Kirkpatrick, 2016). It is, there- a. How the trainees agreed on the factors of training in fore, imperative that preparation and planning are needed by terms of TCs, TE, TM, training plan schedule (TPS), the organization to make sure that the training program is and presentation style? effective. b. How trainees rated the effectiveness of the selected In the Kingdom of Bahrain, companies usually measure factors of training programs? the effectiveness of the training through a test offered to c. Is there a significant relationship between each com- employees without taking into consideration the factors of ponent of training and the overall training effective- training such as training contents (TCs), training environ- ness? ment (TE), facilities and materials (TM), training schedule, and presentation style. In fact, it is very important to focus on To answer these questions, the following null hypotheses the needs of the stakeholders when evaluating any training are tested: programs to satisfy training effectiveness, Moreover, Bahrain is a good environment where training sessions are conducted Hypothesis 1: TCs have no significant effect on training several times; however, the trainers do not have any idea effectiveness. about the attitude of the trainees. For instance, many of these Hypothesis 2: TE have no significant effect on training trainees usually attend a training session to get a certificate, effectiveness. which help them in their future promotion. Therefore, to sat- Hypothesis 3: Facilities and materials have no significant isfy training effectiveness, the trainers must create attractive effect on training effectiveness. training sessions that attract trainees’ interest. Furthermore, Hypothesis 4: TPS has no significant effect on training most of training sessions in Bahrain lack the effective mate- effectiveness. rials and facilities that lead for a good training effectiveness. Hypothesis 5: Presentation style (PS) has no significant The materials used in a training session are traditional, such effect on training effectiveness. as computer and projector; though, it is very advisable to employ trainees through activities and encourage interaction The output of the investigation helped human resource among them. In this regard, it is very useful to promote video practitioners to improve their training programs. The feed- clips and practical tools during training sessions so that it back gathered from the participants on their assessment of EL Hajjar and Alkhanaizi 3 the training, how they performed, and how they subsequently The identification of training needs is the first step in transfer the skills and attitudes learned from it helped the HR planning a training program. According to Hr-survey.com practitioners to identify ways in which improvement can be (2016), there is a need for training when employees do not made. measure up to an expected level of performance as observed In the same manner, this study helps organizations deter- by the management. When this gap arises, there is a need for mine if their training programs are aligned with their busi- training to improve employee job performance. By undertak- ness objectives. Training evaluation may help assist ing successful training needs analysis, an organization may organizations to check if their training programs equip their be able to identify the need for training (eLearningIndustry. personnel with the right skills and knowledge to carry out com, 2016). their respective roles. Likewise, the output of this study could help organiza- Training Effectiveness tions to add value to their training programs. Training man- agers may be able to identify if their training programs meet Mindtools (2016) defined the effectiveness is the degree to the requirements needed. The results may also help the man- which something is successful in producing a desired result; agement address the weaknesses of their training programs. success. The most well-known and used model for measur- ing the effectiveness of training programs was developed by Donald Kirkpatrick (Mindtools, 2016). Kirkpatrick dis- Definition of Terms cussed the specific relevance of four steps to measuring To better understand the concepts in this study, the following training effectiveness. The first step is called reaction to terms are conceptually defined: measure how trainees reacted to the training. The reaction of trainees must be measured to understand how well the train- Training. By conducting training, members are able to acquire ing was received by the participants. Moreover, reactions of and apply the knowledge, abilities, and skills that match a trainees could help improve future training programs and particular job within an organization. identify significant topics that are not discussed during train- ing. The second step is learning, which measures what the Training evaluation. This term refers to the process of deter- trainees have learned and what they have not to further mining the value of a training program or simply to identify improve future training. The third step is behavior, which how the program can be improved. evaluates how trainees’ behavior change after the training. Specifically, this part looks on how the trainees have gath- Contents of training. The content of the training programs ered information from the training program. If conditions of means that it must be understandable and applicable to the training are favorable, trainee’s behavior will change. The learners and the materials are consistent with the proposed last step is results, which look into the final results of the course, learning objectives, and outcomes. training. This includes the benefits and outcomes of training, which are good not only for the business but also for the rest Facilities and environment. This term refers to training facility of stakeholders (Kirkpatrick & Kirkpatrick, 2016). Brimstin and environment, which include audio/visual-equipped and Hester (2015) emphasized that the needs of the stake- rooms, computer training rooms, and dry laboratories, which holders must be considered when evaluating training pro- are media-based, such as electronics (wbdg.org, 2016). grams. According to the authors, it was suggested that 100% of training should be conducted for an evaluation at the par- TPS. Training schedules help in giving effective solutions to ticipant reaction level. Although this rule of thumb may be any related problems and contingencies. useful, ultimately evaluators need to understand the needs of the stakeholders so that time and other resources are not Presentation style. Trainer’s PS refers to the use of various wasted. To know if employees acquire the necessary skills materials and teaching aids that may motivate the trainees to and knowledge required by the job, a test must be given. learn new ideas and skills. Organization must measure the effectiveness of the training by giving a test to employees (Markgraf, 2016). Literature Review Related Studies on Training Effectiveness A brief overview of training definition gives a variety of meaning. However, training something like increasing one’s An analytical study on effectiveness of training program was skills and abilities to measurable standard by instruction and undertaken by Ramachandran (2010) on public sector practice. In an organization, training is conducted to increase employees. The outcome of the study showed that there was the knowledge and skill of an employee. Through training, a difference of employee perception on the basis of demo- an employee learns something to increase his or her graphic characteristics and training effectiveness. Moreover, productivity. it was also found that experiences and education are 4 SAGE Open predominating and determining factors of training program. clothes they wear, their passion, and interest for the partici- Sanjeevkumar and Yanan (2011) undertook a study to find pants. Trainers set the stage for learning during training ses- out the factors that affect employee training by combining sions to achieve the goals and objectives of training (Orey, theoretical and empirical research. The problem addressed in 2014). their study included factors that affect training: types, TE, and employees’ personal characteristics training effective- Facilities and materials. Training facility may include audito- ness. In his study, Nagar (2009) studied the effectiveness of riums that are typically large-sized rooms, multiple purpose training programs being conducted by the commercial banks medium-sized instruction rooms, audio/visual-equipped in both public as well as in the private sector. The findings rooms, and computer training rooms (wbdg.org, 2016). A revealed that training programs are generally effective with good training facility must have flexible and technologically respect to the selected variables of the study, which include advanced learning environment. This means the environ- trainer, teaching, and computer-aided program and infra- ment may be able to adapt to new situation; and it must be structure facilities. Al-Ajlouni, Athamneh, and Jaradat safe, comfortable, and accessible. Another factor that may (2010) stressed that when evaluating a training program, affect training effectiveness is training materials used by there is a need to compare the output with other similar train- trainers. The main objective of using training materials is to ing programs. This comparison would be of help in identify- involve the trainees during the activity, promote active inter- ing problems and weaknesses, which could be the basis of action among them and encourage faster learning, and help the trainer in his or her future training program. Petkova improve their comprehension (Reference.com, 2016). These (2011) studied the “Optimizing Training Effectiveness: The training materials are usually made up of video clips, audio, Role of Regulatory Fit” that addresses the need to integrate and hands-on tools that to increase the learning experiences research on a regulatory fit between theory and training of trainees. Training facilities must have high-quality indoor effectiveness. The finding of the study revealed that a series environments that can positively influence task performance of favorable training outcomes were observed when training and attention spans of trainees (Reference.com, 2016). programs fit the learners’ basic motivational orientation. TPS. Another factor that may affect the training effectiveness is the TPS. The main goal is to motivate the participants be Factors Affecting Training Effectiveness actively involved in the training program. This training This article discusses the selected factors affecting training schedule is designed to address any relevant problems, which effectiveness. Themes included are TCs, TE, TM, training may occur during training. Likewise, training schedules help schedule, and presentation style. find effective solutions to any related contingencies, which may arise during the training process (Silverman, 2015). TCs. The TCs are important factor of training effectiveness. McNamara (2016) pointed out that it is important to select Presentation style. Another factor that may affect training training activities that will definitely improve the teaching effectiveness is the PS of trainers. The main goal of the and learning process, which include instructor-led sessions, trainer is to motivate the trainees and increase their desire to computer-based training, web-based training, and self- learn new ideas and skills. At this point, the PS employed directed, interactive, or multimedia-inspired lessons. By help trainees learn and remember. This could be achieved if selecting the most suitable media and materials, trainees may trainers result to presentation styles that are lively and inter- be able to maximize their skills, knowledge, and attitude esting (Silverman, 2015). toward the training program. During the development phase, training design must be piloted to ensure the content is Gaps in Literature About Training Effectiveness understandable and applicable to the learners. Several impor- tant points must be checked, such as the accuracy of the con- Table 1 presents the gaps in literature in which the research tents, the logical sequence of materials to be presented, and questions were not answered adequately in the past or could the proposed course, learning objectives and outcomes that have improved the existing literature in training effectiveness. are suitable to those who will attend the training program. Conceptual Framework TE. TE play an important part in training effectiveness. When attending training, a number of factors enhance or The main aim of this study explored the factors affecting detract from a learning experience. These factors could be training effectiveness of training programs for some private the space and colors of the building, seating arrangement, training academy in the Kingdom of Bahrain based on the environmental considerations, the attitude of trainees, and perspectives of trainees. As an explanatory research, this other factors that may affect a positive learning environment. study looked into the relationship between the selected fac- The key to establishing the optimal TE is the trainer. As a tors of training and its effectiveness based on the perceptions role model, trainers must set the tone by their attitude, the of trainees. A survey questionnaire was constructed to ensure EL Hajjar and Alkhanaizi 5 Table 1. Gaps in Literature. Key factors (dimensions and concepts) Author/s Gap Measuring the effectiveness of training Markgraf (2016) The study states that organization must measure the effectiveness of the training by giving a test to employees. However, the research question did not address the factors of training such as training contents, and others. Evaluating training programs Brimstin and Hester (2015) The study emphasized that the needs of the stakeholders must be considered when evaluating training programs. Although the study is relevant to the current study, the research question did not look into the similar domain. Benefits of employee training McNamara (2016) The research question could help improve the existing practice, but it differs on the variables of the current study. Factors that affect employee training Sanjeevkumar and Yanan (2011) The authors combined theoretical and empirical research by addressing the research problem. The research questions looked into the factors that affect training effectiveness, which include the employees’ personal characteristics. Similarly, the current study looks into the factors of training, but did not include the personal characteristics of employees. Effectiveness of training programs being Nagar (2009) The study looked into the effectiveness of training conducted by the commercial banks programs with respect to the selected variables of the study. Similarly, the present study delved into the factors of training but with different setting, methodology, and respondents of the study. Optimizing training effectiveness Petkova (2011) The research questions aimed to address the need to integrate research on a regulatory fit between theory and training effectiveness. The study could help the current study in building the theory and improve the research design. the reliability of the outcomes. Data were sourced from the representative of the entire population for the primary reason survey questionnaire. Moreover, the quantitative method that it is impossible to test every single individual in the pop- was used, where questions on relations between variables ulation. In this study, sampling is done to save effort, money, were involved. Adopted questionnaire was used in this study and time and to warrant statistical analysis. based on the literature review and other studies under train- This study focuses on selected training academy in the ing evaluation. Because the main aim of this study is to eval- Kingdom of Bahrain, which provides various human resource uate the factors affecting training effectiveness of training training programs. It is the Kingston Business Academy of programs of selected private training academy in the Higher Education, which offers various training programs in Kingdom of Bahrain based on the perspectives of trainees, leadership skills, accounting skills, and a host of other skills Figure 1 presents the conceptual framework of the study. such as customer relationship management and other man- agement training programs. An average of 152 employees are trained through this institution every year. This study is Method conducted on trainees for the year 2017 where 143 trainees This study used the causal research or explanatory research, are trained. which focuses on the factors that affect training effectiveness to explain the patterns of relationships between variables (MBA Official, 2016). The quantitative method was used, Sampling Techniques wherein questions on relations between variables were This study used a purposive or judgmental sampling method involved to establish and validate relationships and to to obtain a representative sample, which resulted in saving develop generalizations that contribute to theory. time, money, and effort. According to Black (2010), “purpo- sive sampling method may prove to be effective when only Population limited numbers of people can serve as primary data sources According to MBA Official (2016), population sampling is due to the nature of research design and aims and the process of taking a subset of subjects that is objectives.”(p. 220). The researcher chose this sampling 6 SAGE Open Figure 1. The conceptual model of the study. procedure, which helped in simplifying the selection of the for this study was more than 65% indicated that the sample subject of the investigation and avoiding the costly and time- used is adequately representative. consuming ways of studying the entire population of the entire training and educational sector. As the study used the Research Instrument purposive sampling method, the following steps are under- taken: First, the researcher selected the respondents’ trainees. This study used adopted questionnaire based on the literature Second, trainees were selected based on their knowledge of and past studies on relevant themes, which dealt with training the research issues such as attendance to training programs, and training effectiveness. The items and constructs were and most importantly their willingness and capacity to par- adopted from literature review with minor modification to fit ticipate in the research. By selecting the trainees of various the study. They were developed from the questionnaires of training programs, the researcher takes a good judgment on studies used by MBA Official (2016), Markgraf (2016), how the respondents may be able to contribute to achieve the Brimstin and Hester (2015), McNamara (2016), Sanjeevkumar objectives of the research. The trainees were selected based and Yanan (2011), and Nagar (2009). After preparing the on their work experience and their attendance to training pro- questionnaire, it was reviewed by Nader Alhamed who is rep- grams sponsored by their organizations. This criterion may resentative of Kingston Business Academy of Higher help the selected respondents answer the survey question- Education in Bahrain. Another validity test to be used in this naire appropriately based on their training experiences study, subsequently, the questionnaires was modified with attended. necessary modifications following their recommendations. The questionnaire aimed to determine the perception of train- ees on factors of training programs. The first part of the ques- Respondents of the Study tionnaire determined the perception of trainees on factors of As the study used the purposive sampling method, the selec- training programs. In addition, the second part determined the tion of samples emanates from a variety of criteria. A total of effectiveness of the different components of training and 130 questionnaires were distributed to trainees to collect the development program. The Likert-type scales were used to primary data for the research. Out of these, 84 were returned, measure the level of agreement among the respondents of the whereas 46 were not. These trainees attended training courses study. The scale used in the questionnaire was based on 1 = in Managerial and leadership positions; Consultancy, train- strongly disagree through 5 = strongly agree. ing, and coaching; Self-empowerment and self-satisfaction; The primary data for this research were collected through and Training and empowerment strategies. The response rate the questionnaires, and SPSS calculation to translate the EL Hajjar and Alkhanaizi 7 responses. The secondary data were collected during the PS 1: The trainer makes use of audiovisual aids. review of the literature, articles, and journals related to past PS 2: The trainer communicates dynamically, fluently, studies on this subject. and with passion. PS 3: The trainer involves trainees in the training process. Reliability and Construct Validity PS 4: The trainer keeps the session alive and interesting. To know the reliability and construct validity of the con- structs of the questionnaire, a simple random sample size of Cronbach’s alpha tested and studied the internal consis- 35 was chosen. Cronbach’s alpha was applied to ensure the tency among items to validate them. The reliability and reliability of the questions. The following measures were validity results are shown in Table 2. used to achieve the internal consistency among items in the Although the overall Cronbach’s alpha increases when the construct adopted from EL Hajjar (2014): Cronbach’s alpha two items TC4 and TPS1 are deleted, these factors correlate acceptable value is > .70; interitem correlation acceptable well with each of their corresponding items, and correlate well value is > .30, and item total correlation is > .50. with their corresponding total items. Hence, there is internal consistency among all items of each factor. The scale is reli- Reliability and construct validity. The first construct TC is able, valid, and ready to be used for more statistical analysis. expressed by the following codes: Data analysis TC 1: TCs are presented in a logical sequence. TC 2: The content is well organized. The following statistical tools were used in the data TC 3: Presenters covered extensive content with practical analysis: exercises. The statistical tools to be used in this study were weighted TC 4: The topic covered is relevant to trainee. mean, Pearson’s r, regression. In this study, the weighted mean were used to measure the central tendency on each The second construct, TE is expressed by the following dimension in the questionnaire. Likewise, correlation was codes: used to find out the relationship between the independent variables (TCs, TE, TM, training schedule, and presentation TE 1: The training venue is easily accessible to style) and the dependent variable (training effectiveness). In transportation. addition, regression was used to examine the effect of the TE 2: There is sufficient space for the size of the training independent variables on the dependent variables. Moreover, group. weights were assigned to measure the perceptions of the TE 3: There is freedom from noise in adjacent areas. respondents on various dimensions in the questionnaires. TE 4: There is sufficient comfortable seating for all All statistical methods were adopted from Sanjeevkumar participants. and Yanan (2011) to achieve a regression analysis. Regression is needed in this study as we are studying the impact of inde- The third construct, TM is expressed by the following pendent variables on dependent variable. The following sta- codes: tistical tests were conducted: TM 1: Facilities are technologically equipped. •• A normality test was undertaken to study the normal- TM 2: There is provision for materials needed during ity of data. trainings. •• Correlation analysis: This statistical tool found out the TM 3: There is provision for training aids. strength of a relationship between two variables. TM 4: Materials are made up of video clips, audio, and •• Regression line: This statistical tool showed how the hands-on tools to increase the learning. typical value of the dependent variable changes when any one of the independent variables changed. The fourth construct, TPS is expressed by the following codes: It is very important to know that regression analysis requires the previous statistical tests to be satisfied orderly TPS 1: The training program has a clearly detailed (EL Hajjar, 2014). schedule. Data were analyzed through the statistical package for TPS 2: The expected training outcomes are emphasized. social sciences, SPSS. TPS 3: The time allocated for the training was sufficient. TPS 4: The training program has well-defined goals and Normality Test objectives. To assess normality of the data, we can apply the skewness The final construct, PS is expressed by the following codes: and kurtosis of the variables on more preferable in this 8 SAGE Open Table 2. Reliability and Construct Validity. Item-to-item correlation Cronbach’s α if item deleted Overall Cronbach’s α (accepted score > .3) Item to total correlation (accepted score less than overall (accepted score > .7) (EL Hajjar, 2014; values (accepted score > .5) Cronbach’s α) Construct (EL Hajjar, 2014) range) (EL Hajjar, 2014; values range) (EL Hajjar, 2014; values range) TC 0.957 .762-0.923 .840 <–> .956 .925 <–> .945 Except for: TC4 (0.959) TE 0.946 .733-.850 .843 <–> .904 .920 <–> .938 TM 0.954 .732-.889 .842 <–> .945 .923 <–> .954 TPS 0.942 .714-.879 .785 <–> .925 .904 <–> .922 Except for: TPS1 (0.947) PS 0.989 .796-.972 .834 <–> .981 .942 <–> .983 Note. TC = training content; TE = training environment; TM = training facilities and material; TPS = training plan schedule; PS = presentation style; TF = training effectiveness. Table 3. Shapiro–Wilk Tests. Table 4. Perceptions of Respondents on Each Factor of Training. Statistic df Significance Question M SD TC .893 84 .000 TC1 3.06 1.442 TE .898 84 .000 TC2 2.98 1.439 TM .897 84 .000 TC3 2.93 1.387 TPS .913 84 .000 TC4 3.21 1.522 PS .889 84 .000 TE1 2.89 1.497 TF .882 84 .000 TE2 3.00 1.489 TE3 3.06 1.374 Note. TC = training content; TE = training environment; TM = training TE4 3.13 1.412 facilities and material; TPS = training plan schedule; PS = presentation TM1 2.95 1.480 style; TF = training effectiveness. TM2 3.17 1.455 TM3 3.19 1.444 study, it is recommended to use Shapiro–Wilk test as the TM4 3.01 1.533 sample size is only 84. Testing the normality of the data is TPS1 3.10 1.461 crucial because nonnormal distribution of data will greatly TPS2 3.20 1.487 affect the global result when conducting hypothesis testing. TPS3 2.83 1.471 TPS4 3.10 1.518 Table 3 shows the results of Shapiro–Wilk test with all the PS1 2.98 1.481 items scored greater than 0.05 with values such as .893, PS2 3.24 1.478 .898, .897, .913, .889, and .882, which means all the items PS3 3.23 1.638 are considered within normal distribution. This test was PS4 3.27 1.467 used for normality because it is more appropriate for small TF1 3.02 1.472 sample sizes. The significant value of the Shapiro–Wilk TF2 2.98 1.464 test is greater than 0.05, for the data to be considered nor- TF3 3.08 1.424 mal. However, if the value falls below 0.05, the data sig- TF4 3.02 1.472 nificantly deviate from a normal distribution. TF5 2.98 1.464 TF6 3.08 1.585 Perception of Respondents on Each Factor Note. TC = training content; TE = training environment; TM = training facilities and material; TPS = training plan schedule; PS = presentation Table 4 presents the perceptions of respondents on each style; TF = training effectiveness. factor. Two statements were measured in terms of the calcu- lation of their mean and standard deviation. Table 4 below represented the details. The findings suggest that the neither good nor bad, the respondents viewed the TPS as respondents neither agree nor disagree as regards the train- neither good nor bad, the respondents did not have a posi- ing contents of the training programs, neither agreed nor tive nor negative perceptions about the presentation styles disagreed on the TE, the respondents viewed the TM as of the trainers when conducting training programs, and the EL Hajjar and Alkhanaizi 9 Table 5. Correlation Between Training Effectiveness With Each Factor. TC TE TM TPS PS r = .712** r = .669** r = .609** r = .700** r = .640** TF Significance = .000 Significance = .000 Significance = .000 Significance = .000 Significance = .000 Note. TC = training content; TE = training environment; TM = training facilities and material; TPS = training plan schedule; PS = presentation style; TF = training effectiveness. respondents viewed the training effectiveness as neither It can be determined that the variation of training effec- effective nor ineffective. tiveness is explained by a significant portion of the variation in the factors of training: TC (50.7%), TE (44.8%), TM (37.1%), TPS (48.9%), and PS (30.9%). Correlation Test Finally, the regression line will find out if there is suffi- To know the strength of the linear relationship between inde- cient evidence that each of the independent variables TCs, pendent and dependent variables, a correlation test was used. TE, TM, TPS, and PS will affect the dependent variable As described in Table 5, the results revealed that the five training effectiveness. variables, namely, TCs, TE, TM, TPS, and PS have positive Table 7 shows that each factor of trainings has a positive relationship with training effectiveness. effect on training effectiveness (all coefficients are positive) As shown in Table 5, there are statistically significant cor- and this result is significant as each p value is equal to .000 < relations among the study independent variables (TCs, TE, 0.01, which means changes in the predictor’s value are TM, TPS, and presentation style) and the dependent variable related to changes in the response variable. The equation of training effectiveness. the regression lines are defined by the following: TF^^ = 4.354+1134TC,TF=5.136+1.078TE,TF= ^ 6.238 a. A good positive linear correlation exists between TCs and training effectiveness (r = .712, p = .000 < .01), +0.968TM, which is significant. b. A good positive linear correlation exists between TE and training effectiveness (r = .669**, p = .000 < .01), TF^^ = 4.726 +1.099TPS,TF = 5.770 +0.975PS. which is significant. c. A fair positive linear correlation exists between TM and training effectiveness (r = .609**, p = .000 < .01), These results show that the five proposed hypotheses which is significant. were supported. d. A good positive linear correlation exists between TPS The major finding of the test of the abovementioned mod- and training effectiveness (r = .700**, p = .000 < .01), els were that there is a positive, significant impact of the which is significant. various factors—TCs, TE, TM, TPS, and PS—on the effec- e. A fair positive linear correlation exists between PS tiveness training program. and training effectiveness (r = .640**, p = .000 < .01), which is significant. Discussion The results of survey suggest that the respondents neither agree nor disagree as regards the TCs of the training pro- Linear Regression Analysis grams. In addition, the findings suggest that the respondents This section finds out how the variation of the dependent vari- neither agreed nor disagreed on the TE. Moreover, the able, TF, is explained by a portion variation in each of the respondents viewed the TM as neither good nor bad. independent variation (TC, TE, TM, TPS, and PS). In addi- Likewise, it was revealed that the respondents viewed the tion, it clarifies the effectiveness of each construct on TF. To TPS as neither good nor bad. Furthermore, the respondents achieve this, we find the coefficient of determination and test did not have positive nor negative perceptions about the pre- it is significance, and to determine the regression line and test sentation styles of the trainers when conducting training pro- it is slope. The coefficient of determination R shows how grams. Finally, the respondents viewed the training much of the variation of the dependent variable Y can be effectiveness as neither effective nor ineffective. These find- explained by a portion variation of the independent variable x. ings imply that from the trainees’ perspectives, the training Table 6 indicates the coefficient of determination (R ) for the programs did not meet their expectations and needs when linear regression between each factor and training attending training activities. These findings were supported effectiveness. by the ideas of Brimstin and Hester (2015) who emphasized 10 SAGE Open Table 6. Coefficient of Determination Between Each Factor and Training Effectiveness. TC TE TM TPS PS 2 2 2 2 2 R = .507 R = .448 R = .371 R = .489 R = .409 TF Significance = .000 Significance = .000 Significance = .000 Significance = .000 Significance = .000 Note. TC = training content; TE = training environment; TM = training facilities and material; TPS = training plan schedule; PS = presentation style; TF = training effectiveness. Table 7. Coefficients of Each Factor in a Regression Line. TC TE TM TPS PS Constant = 4.354 Constant = 5.136 Constant = 6.238 Constant = 4.726 Constant = 5.770 TF Coefficient = 1.134 Coefficient = 1.078 Coefficient = 0.968 Coefficient = 1.099 Coefficient = 0.975 Coefficient significance Coefficient significance Coefficient significance Coefficient significance Coefficient significance = .000 = .000 = .000 = .000 = .000 Note. TC = training content; TE = training environment; TM = training facilities and material; TPS = training plan schedule; PS = presentation style; TF = training effectiveness. that the needs of the stakeholders must be considered when A fair positive linear correlation exists between PS and evaluating training programs. Likewise, McNamara (2016) training effectiveness (r = .640**, p = .000 < .01). This who agreed the general benefits of employee training such as means that good PS will positively affect the training effec- increased job satisfaction and morale among employees. tiveness. According to Silverman (2015), the main goal of A good positive linear correlation exists between TCs and the trainer is to motivate the trainees and increase their desire training effectiveness (r = .712, p = .000 < .01). This means to learn new ideas and skills, thus, the PS of trainers could that good TCs will affect positively the training effective- help trainees learn and remember. ness. As pointed out by McNamara (2016), the reason why Finally, the coefficient of determination (R ) for the linear organization conducts training program is to prepare employ- regression between independent variables TCs, TE, TM, ees for the forthcoming changes that will happen in the future TPS, and PS and training effectiveness showed a significant so that they can adjust easily to this change. Thus, it is impor- variation between each construct and TF. tant that during the design phase, the various training activi- To test the hypothesis, the simple linear regression model ties must be selected. This means it is very important to was used in which the coefficient of determination shows select training activities that will definitely improve the how much of the variation of the dependent variable Y can be teaching and learning process. explained by the model. The results showed the following. A good positive linear correlation exists between TE and The coefficient of determination (R ) for the linear regres- training effectiveness (r = .669**, p = .000 < .01). This sion between TC and training effectiveness is 0.51, which means that good TE will affect positively the training effec- indicates that 51% of the variation in the dependent variable tiveness (wbdg.org, 2016). training effectiveness was explained by the independent A fair positive linear correlation exists between TM and variable TCs. training effectiveness (r = .609**, p = .000 < .01). This In the same manner, the coefficient of determination (R ) means that good facilities and materials will affect positively for the linear regression between TE and training effective- the training effectiveness. Moreover, the use of facilities and ness is 0.45, which indicates that 45% of the variation in the materials involve the trainees during the activity, promote dependent variable training effectiveness was explained by active interaction among them, and encourage faster learning the independent variable TE. and help improve their comprehension (Reference.com, Moreover, the coefficient of determination (R ) for the 2016). linear regression between training TM and training effective- A good positive linear correlation exists between TPS and ness is 0.37, which indicates that 37% of the variation in the training effectiveness (r = .700**, p = .000 < .01). This dependent variable training effectiveness was explained by means that good TPS will affect positively the training effec- the independent variable facilities and materials. tiveness. As pointed out by Silverman (2015), training sched- In addition, the coefficient of determination (R ) for the ule is designed to address any relevant problems, which may linear regression between TPS and training effectiveness is occur during training and to help find effective solutions to 0.49, which indicates that 49% of the variation in the depen- any related contingencies, which may arise during the train- dent variable training effectiveness was explained by the ing process. independent variable TPS. EL Hajjar and Alkhanaizi 11 Finally, the coefficient of determination (R ) for the linear be reviewed to check if they have the necessary com- regression between PS and training effectiveness is 0.41, ponents of training before training takes place. which indicates that 41% of the variation in the dependent 3. Training administrators and managers must carefully variable training effectiveness was explained by the indepen- design and implement training activities that will suit dent variable presentation style. the needs of the trainees to improve the teaching and There finding are supported by the studies of Brimstin learning process. and Hester (2015), McNamara (2016), Silverman (2015), 4. A careful evaluation of training programs conducted wbdg.org (2016), and Reference.com (2016). in the Kingdom of Bahrain, in a wider scope and set- The regression line estimates the score of TF based on the ting must also be undertaken to accept or reject the value of each construct. All results indicate that any change current findings of the study. in the predictor’s value is related to the change in the response variable. Limitations This research article achieved its objectives; however, some Conclusion limitations were identified. One of the main limitations was data collection wherein the distributed questionnaires were In conclusion, the results of survey suggest that the respon- 130 and only 84 were retrieved. The use of nonprobability dents had neutral perceptions on the TCs, TE, training TM, sampling technique was also an identified limitation of this TPS, presentation styles of the trainers when conducting article. training programs. Moreover, the respondents viewed the training effectiveness as neither effective nor ineffective, Declaration of Conflicting Interests which suggests that trainees viewed that the training pro- grams did not meet their expectations and needs when attend- The author(s) declared no potential conflicts of interest with ing training activities. respect to the research, authorship, and/or publication of this article. Likewise, it could be concluded that there was a strong positive linear correlation between the five independent vari- Funding ables, namely, TCs, TE, TM, TPS and PS and dependent variable, and training effectiveness. The author(s) received no financial support for the research, author- Thus, the results of the study will add value to the ship, and/or publication of this article. training managers who coordinate and design the training programs. Moreover, the instructional designer, and the References trainers may be able to identify the aspects of training pro- Al-Ajlouni, M. M., Athamneh, M. H., & Jaradat, A. A. (2010). grams that need to be evaluated so as to maximize the Methods of evaluation: Training techniques international output that will redound to the learning abilities and skills research. Journal of Finance and Economics, 37, 56-65. of the trainees. Black, K. (2010). Business statistics: Contemporary decision mak- ing (6th ed.). Jefferson City: John Wiley. Brimstin, J., & Hester, A. (2015). Training evaluation: Knowing Recommendations what to measure. Retrieved from https://www.trainingindustry. com/content-development/articles/training-evaluation-know Based on the findings of this study, the following recommen- ing-what-to-measure.aspx dations are offered: Eades, J. (2014). 3 ways organizations can improve the way they measure training effectiveness. Retrieved from https:// 1. As the results of the study showed that the training elearningindustry.com/3-ways-measure-training-effectiveness programs did not meet the expectations and needs of eLearningIndustry.com. (2016). 3 ways organizations can improve the respondents when attending training activities, the way they measure training effectiveness. Retrieved from https:// administrators and managers of training academies elearningindustry.com/3-ways-measure-training-effectiveness must be extra cautious in planning and organizing EL Hajjar, S. (2014). A statistical study to develop a reliable scale to evaluate instructors within higher institutions. WSEAS training programs. It is important that the needs of Transactions on Mathematics, 13, 885-894. the stakeholders must be considered when conduct- Hr-survey.com. (2016). Needs analysis: How to determine train- ing training programs. ing needs. Retrieved from http://www.hr-survey.com/ 2. As the findings showed that there was strong positive Determining_Training_Needs.htm linear correlation between all the identified variables Kirkpatrick, D., & Kirkpatrick, J. (2016). Evaluating training pro- under study and training effectiveness, trainer must grams. Retrieved from https://www.bkconnection.com/static/ look closely into the components of training, the TCs, Evaluating_Training_Programs_EXCERPT.pdf the TE, TM, the TPS, and the PS so as to motivate the Markgraf, B. (2016). Tools to measure training effectiveness analyz- trainees and increase their desire to learn new ideas ing training effectiveness. Retrieved from http://smallbusiness. and skills. In other words, training programs should chron.com/tools-measure-training-effectiveness-52691.html 12 SAGE Open MBA Official.com. (2016). Research methodology. Retrieved from corporation, a study on training Kedah, Malaysia. http://www.mbaofficial.com/mba-courses/research-methodol- International Journal of Human Resource Studies, 1(2). ogy/what-is-sampling-what-are-its-characteristics-advantages- doi:10.5296/ijhrs.v1i2.1130 and-disadvantages/ Schaefer, L. (2015). Measuring the effectiveness of employee McNamara, C. (2016). Employee training and develop- training. Retrieved from http://www.skilledup.com/insights/ ment: Reasons and benefits. Retrieved from http://man- measuring-effectiveness-employee-training agementhelp.org/training/basics/reasons-for-training. Silverman, J. (2015). The key to an effective employee training plan htm#anchor1284937 schedule. Retrieved from http://trainingstation.walkme.com/ Mindtools. (2016). Kirkpatrick’s four-level training evaluation Surbhi, S. (2015). Difference between training and development. model. Retrieved from https://www.mindtools.com/pages/ Retrieved from http://keydifferences.com/difference-between- article/kirkpatrick.htm training-and-development.html#ixzz4LLZJBIcP Nagar, V. (2009). Measuring training effectiveness. The Indian Wbdg.org. (2016). Training facility. Retrieved from https://www. Journal of Commerce, 62(4), 86-90. wbdg.org/building-types/education-facilities/training-facility Orey, M. (2014). Create an effective learning environment. Retrieved from https://www.td.org/Publications/Newsletters/ Author Biographies Links/2014/11/Create-An-Effective-Learning-Environment Petkova, Z. (2011). Optimizing training effectiveness: The role of Said Taan EL Hajjar is an associate professor at Ahlia University. regulatory fit (Doctoral dissertation). The University of Akron, He was awarded the outstanding scientist awards, VIFRA 2015, in OH. the field of statistics. He has published various research papers in Ramachandran, R. (2010). Effectiveness of training programs of referee journals, participated in several international conferences, NLC—An Analysis. Kegees Journal of Social Science, 2(1), published so many text books in mathematics and statistics, and 119-129. recently, he has been assigned the Acting Dean of the College of Reference.com. (2016). Training Aids. Retrieved from https:// Arts and Science at Ahlia University. www.reference.com/health/teaching-aids-important- 28174c2e251505dd# Madina Sughra Alkhanaizi is a senior researcher at Ahlia Sanjeevkumar, V., & Yanan, H. (2011). Factors and its impact University. She holds an MBA and now working in a high on training effectiveness in Kedah state development school. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png SAGE Open SAGE

Exploring the Factors That Affect Employee Training Effectiveness: A Case Study in Bahrain:

Hajjar, Said Taan EL; Alkhanaizi, Madina Sughra
SAGE Open , Volume 8 (2): 1 – Jun 17, 2018
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Abstract

Training is a systematic way to improve the performance of employees, and it provides a link between job requirements and the current job specification of the employees. In addition, training requires time, energy, and money. At this juncture, organization must look for the needs to evaluate training programs and assess its impact on both performance and behavior of trainees. This study aimed to explore the factors affecting the training effectiveness of training programs, in the Kingdom of Bahrain. A survey questionnaire was used as a tool to gather data to answer the research questions in this study, the weighted mean was used to measure the central tendency on each dimension in the questionnaire. Likewise, a correlation test was used to find out the relationship between the contents, training environment, facilities and materials, training schedule, presentation style from one side with the training effectiveness from other side. Moreover, regression test examined the effect of the factors on training effectiveness. Survey questionnaires were distributed to trainees to collect the primary data for the research; the response rate was more than 65%. The results of the survey suggested that the respondents had neutral perceptions on all factors. Likewise, it could be concluded that there was a strong positive linear correlation between the five factors and training effectiveness. This result supported training managers in designing the training programs. In addition, instructional designers and trainers might be able to identify the features of training programs by maximizing the output redounded to the learning abilities and skills of the trainees. Keywords training contents, training environment, facilities and materials, training plan schedule, presentation style, training effectiveness to keep pace with the demands of the job. Providing training is Introduction a way of showing how the company is committed to its Employee training is a significant factor in attaining the employees, which in turn they feel appreciated, challenged, goals and objectives of any organization. Training is an and feel more satisfied toward their jobs. It is but proper for essential element to increase competence and productivity of organizations to improve their productivity and profitability employees so as to keep the business going. The main reason by providing mandatory training to maximize employee is to develop knowledge and skills of employees as per the potential. These training activities will lead to the increased requirements of the job and eliminate performance problems competitive advantage of employees. However, when provid- (Surbhi, 2015). Thus, upon completion of the training, train- ing training programs, it is also necessary if the activities will ees will be able to understand the complete job requirements match the needs of teams and individual employees. In addi- of the organization where they are employed. tion, after the training, practical benefits may be observed in Training programs are usually conducted by companies to the workplace, for example, trainees may be able to transfer develop the employees’ performance, and new employees their new knowledge and skills to other employees. after their selection will also be involved in these programs to be accustomed to rules, policies, and procedures of the com- pany. These training programs are aimed at improving the 1 Ahlia University, Manama, Bahrain conduct of employees toward their superior, subordinates, and Corresponding Author: colleagues and groom them for their prospective jobs. In other Said Taan EL Hajjar, Department of Mathematical Sciences, College words, employees who are competent may help the organiza- of Arts & Science, Ahlia University, Exhibition Road, P.O. Box 10878, tion gain the top position within the industry. By conducting Manama, Bahrain. training, members may be able to gain the correct procedures Email: salhajjar@ahlia.edu.bh Creative Commons CC BY: This article is distributed under the terms of the Creative Commons Attribution 4.0 License (http://www.creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). 2 SAGE Open The current technology advancement and globalization raises the learning experiences of trainees. In addition, train- have led human resource managers to look for more solid ing schedule in Bahraini training sessions is not designed to evidence to justify the investment in their training programs. highlight on relevant problems. It is mostly issued as an In 2014, a staggering US$70 billion was spent in the U.S. agenda for the conducted sessions. Hence, this lack of train- companies on employee training alone, which has led to the ing schedule does not help find effective solutions to any issue of measuring training effectiveness (Schaefer, 2015). related eventualities, which may appear during the training In social ownership, trainees apply the concepts that they course. At last but not least, Bahraini trainers usually use tra- have learned from training in the real world. Those who ditional styles in training employees. They deliver their have attended training have the capacity to teach others by knowledge and experience without motivating the trainees showing how they apply concepts in their day-to-day exis- and do not promote their needs to acquire new thoughts and tence. Finally, in skill assessment, trainees provide a clear skills as well as presentation styles are not lively and inter- picture of performance and skill improvements directly esting to increase the training effectiveness. related to training (Eades, 2014). The main aim of this study is to explore the factors affect- This study focuses on selected training academy in the ing training effectiveness of training programs of selected Kingdom of Bahrain, which provides various human resource private training academy in the Kingdom of Bahrain based training programs. It is the Kingston Business Academy of on the perspectives of trainees. Higher Education that offers various training programs in This aim is expressed into specific objectives: leadership skills, accounting skills, and a host of other skills such as customer relationship management and other man- •• To determine the effective factors that affect employee agement training programs. Evaluating results of training training effectiveness from the trainees’ perceptions programs may lead directly to potential organizational point of view. changes and adjustments to future training plans. More so, it •• To explore the relationship between these selected does require time, energy, and money. As an investment, it is factors and training effectiveness. but proper for an organization to assess the impact of their •• To find the impact of these selected factors on training training investment. If training is an investment, then it is effectiveness. worthy to raise questions concerning the return on this investment. The assessment of the impact of training on Based on the objectives stated, this study answers the fol- trainee’s performance and behavior to determine the effec- lowing questions: tiveness of a training program must be given focus by an organization (Kirkpatrick & Kirkpatrick, 2016). It is, there- a. How the trainees agreed on the factors of training in fore, imperative that preparation and planning are needed by terms of TCs, TE, TM, training plan schedule (TPS), the organization to make sure that the training program is and presentation style? effective. b. How trainees rated the effectiveness of the selected In the Kingdom of Bahrain, companies usually measure factors of training programs? the effectiveness of the training through a test offered to c. Is there a significant relationship between each com- employees without taking into consideration the factors of ponent of training and the overall training effective- training such as training contents (TCs), training environ- ness? ment (TE), facilities and materials (TM), training schedule, and presentation style. In fact, it is very important to focus on To answer these questions, the following null hypotheses the needs of the stakeholders when evaluating any training are tested: programs to satisfy training effectiveness, Moreover, Bahrain is a good environment where training sessions are conducted Hypothesis 1: TCs have no significant effect on training several times; however, the trainers do not have any idea effectiveness. about the attitude of the trainees. For instance, many of these Hypothesis 2: TE have no significant effect on training trainees usually attend a training session to get a certificate, effectiveness. which help them in their future promotion. Therefore, to sat- Hypothesis 3: Facilities and materials have no significant isfy training effectiveness, the trainers must create attractive effect on training effectiveness. training sessions that attract trainees’ interest. Furthermore, Hypothesis 4: TPS has no significant effect on training most of training sessions in Bahrain lack the effective mate- effectiveness. rials and facilities that lead for a good training effectiveness. Hypothesis 5: Presentation style (PS) has no significant The materials used in a training session are traditional, such effect on training effectiveness. as computer and projector; though, it is very advisable to employ trainees through activities and encourage interaction The output of the investigation helped human resource among them. In this regard, it is very useful to promote video practitioners to improve their training programs. The feed- clips and practical tools during training sessions so that it back gathered from the participants on their assessment of EL Hajjar and Alkhanaizi 3 the training, how they performed, and how they subsequently The identification of training needs is the first step in transfer the skills and attitudes learned from it helped the HR planning a training program. According to Hr-survey.com practitioners to identify ways in which improvement can be (2016), there is a need for training when employees do not made. measure up to an expected level of performance as observed In the same manner, this study helps organizations deter- by the management. When this gap arises, there is a need for mine if their training programs are aligned with their busi- training to improve employee job performance. By undertak- ness objectives. Training evaluation may help assist ing successful training needs analysis, an organization may organizations to check if their training programs equip their be able to identify the need for training (eLearningIndustry. personnel with the right skills and knowledge to carry out com, 2016). their respective roles. Likewise, the output of this study could help organiza- Training Effectiveness tions to add value to their training programs. Training man- agers may be able to identify if their training programs meet Mindtools (2016) defined the effectiveness is the degree to the requirements needed. The results may also help the man- which something is successful in producing a desired result; agement address the weaknesses of their training programs. success. The most well-known and used model for measur- ing the effectiveness of training programs was developed by Donald Kirkpatrick (Mindtools, 2016). Kirkpatrick dis- Definition of Terms cussed the specific relevance of four steps to measuring To better understand the concepts in this study, the following training effectiveness. The first step is called reaction to terms are conceptually defined: measure how trainees reacted to the training. The reaction of trainees must be measured to understand how well the train- Training. By conducting training, members are able to acquire ing was received by the participants. Moreover, reactions of and apply the knowledge, abilities, and skills that match a trainees could help improve future training programs and particular job within an organization. identify significant topics that are not discussed during train- ing. The second step is learning, which measures what the Training evaluation. This term refers to the process of deter- trainees have learned and what they have not to further mining the value of a training program or simply to identify improve future training. The third step is behavior, which how the program can be improved. evaluates how trainees’ behavior change after the training. Specifically, this part looks on how the trainees have gath- Contents of training. The content of the training programs ered information from the training program. If conditions of means that it must be understandable and applicable to the training are favorable, trainee’s behavior will change. The learners and the materials are consistent with the proposed last step is results, which look into the final results of the course, learning objectives, and outcomes. training. This includes the benefits and outcomes of training, which are good not only for the business but also for the rest Facilities and environment. This term refers to training facility of stakeholders (Kirkpatrick & Kirkpatrick, 2016). Brimstin and environment, which include audio/visual-equipped and Hester (2015) emphasized that the needs of the stake- rooms, computer training rooms, and dry laboratories, which holders must be considered when evaluating training pro- are media-based, such as electronics (wbdg.org, 2016). grams. According to the authors, it was suggested that 100% of training should be conducted for an evaluation at the par- TPS. Training schedules help in giving effective solutions to ticipant reaction level. Although this rule of thumb may be any related problems and contingencies. useful, ultimately evaluators need to understand the needs of the stakeholders so that time and other resources are not Presentation style. Trainer’s PS refers to the use of various wasted. To know if employees acquire the necessary skills materials and teaching aids that may motivate the trainees to and knowledge required by the job, a test must be given. learn new ideas and skills. Organization must measure the effectiveness of the training by giving a test to employees (Markgraf, 2016). Literature Review Related Studies on Training Effectiveness A brief overview of training definition gives a variety of meaning. However, training something like increasing one’s An analytical study on effectiveness of training program was skills and abilities to measurable standard by instruction and undertaken by Ramachandran (2010) on public sector practice. In an organization, training is conducted to increase employees. The outcome of the study showed that there was the knowledge and skill of an employee. Through training, a difference of employee perception on the basis of demo- an employee learns something to increase his or her graphic characteristics and training effectiveness. Moreover, productivity. it was also found that experiences and education are 4 SAGE Open predominating and determining factors of training program. clothes they wear, their passion, and interest for the partici- Sanjeevkumar and Yanan (2011) undertook a study to find pants. Trainers set the stage for learning during training ses- out the factors that affect employee training by combining sions to achieve the goals and objectives of training (Orey, theoretical and empirical research. The problem addressed in 2014). their study included factors that affect training: types, TE, and employees’ personal characteristics training effective- Facilities and materials. Training facility may include audito- ness. In his study, Nagar (2009) studied the effectiveness of riums that are typically large-sized rooms, multiple purpose training programs being conducted by the commercial banks medium-sized instruction rooms, audio/visual-equipped in both public as well as in the private sector. The findings rooms, and computer training rooms (wbdg.org, 2016). A revealed that training programs are generally effective with good training facility must have flexible and technologically respect to the selected variables of the study, which include advanced learning environment. This means the environ- trainer, teaching, and computer-aided program and infra- ment may be able to adapt to new situation; and it must be structure facilities. Al-Ajlouni, Athamneh, and Jaradat safe, comfortable, and accessible. Another factor that may (2010) stressed that when evaluating a training program, affect training effectiveness is training materials used by there is a need to compare the output with other similar train- trainers. The main objective of using training materials is to ing programs. This comparison would be of help in identify- involve the trainees during the activity, promote active inter- ing problems and weaknesses, which could be the basis of action among them and encourage faster learning, and help the trainer in his or her future training program. Petkova improve their comprehension (Reference.com, 2016). These (2011) studied the “Optimizing Training Effectiveness: The training materials are usually made up of video clips, audio, Role of Regulatory Fit” that addresses the need to integrate and hands-on tools that to increase the learning experiences research on a regulatory fit between theory and training of trainees. Training facilities must have high-quality indoor effectiveness. The finding of the study revealed that a series environments that can positively influence task performance of favorable training outcomes were observed when training and attention spans of trainees (Reference.com, 2016). programs fit the learners’ basic motivational orientation. TPS. Another factor that may affect the training effectiveness is the TPS. The main goal is to motivate the participants be Factors Affecting Training Effectiveness actively involved in the training program. This training This article discusses the selected factors affecting training schedule is designed to address any relevant problems, which effectiveness. Themes included are TCs, TE, TM, training may occur during training. Likewise, training schedules help schedule, and presentation style. find effective solutions to any related contingencies, which may arise during the training process (Silverman, 2015). TCs. The TCs are important factor of training effectiveness. McNamara (2016) pointed out that it is important to select Presentation style. Another factor that may affect training training activities that will definitely improve the teaching effectiveness is the PS of trainers. The main goal of the and learning process, which include instructor-led sessions, trainer is to motivate the trainees and increase their desire to computer-based training, web-based training, and self- learn new ideas and skills. At this point, the PS employed directed, interactive, or multimedia-inspired lessons. By help trainees learn and remember. This could be achieved if selecting the most suitable media and materials, trainees may trainers result to presentation styles that are lively and inter- be able to maximize their skills, knowledge, and attitude esting (Silverman, 2015). toward the training program. During the development phase, training design must be piloted to ensure the content is Gaps in Literature About Training Effectiveness understandable and applicable to the learners. Several impor- tant points must be checked, such as the accuracy of the con- Table 1 presents the gaps in literature in which the research tents, the logical sequence of materials to be presented, and questions were not answered adequately in the past or could the proposed course, learning objectives and outcomes that have improved the existing literature in training effectiveness. are suitable to those who will attend the training program. Conceptual Framework TE. TE play an important part in training effectiveness. When attending training, a number of factors enhance or The main aim of this study explored the factors affecting detract from a learning experience. These factors could be training effectiveness of training programs for some private the space and colors of the building, seating arrangement, training academy in the Kingdom of Bahrain based on the environmental considerations, the attitude of trainees, and perspectives of trainees. As an explanatory research, this other factors that may affect a positive learning environment. study looked into the relationship between the selected fac- The key to establishing the optimal TE is the trainer. As a tors of training and its effectiveness based on the perceptions role model, trainers must set the tone by their attitude, the of trainees. A survey questionnaire was constructed to ensure EL Hajjar and Alkhanaizi 5 Table 1. Gaps in Literature. Key factors (dimensions and concepts) Author/s Gap Measuring the effectiveness of training Markgraf (2016) The study states that organization must measure the effectiveness of the training by giving a test to employees. However, the research question did not address the factors of training such as training contents, and others. Evaluating training programs Brimstin and Hester (2015) The study emphasized that the needs of the stakeholders must be considered when evaluating training programs. Although the study is relevant to the current study, the research question did not look into the similar domain. Benefits of employee training McNamara (2016) The research question could help improve the existing practice, but it differs on the variables of the current study. Factors that affect employee training Sanjeevkumar and Yanan (2011) The authors combined theoretical and empirical research by addressing the research problem. The research questions looked into the factors that affect training effectiveness, which include the employees’ personal characteristics. Similarly, the current study looks into the factors of training, but did not include the personal characteristics of employees. Effectiveness of training programs being Nagar (2009) The study looked into the effectiveness of training conducted by the commercial banks programs with respect to the selected variables of the study. Similarly, the present study delved into the factors of training but with different setting, methodology, and respondents of the study. Optimizing training effectiveness Petkova (2011) The research questions aimed to address the need to integrate research on a regulatory fit between theory and training effectiveness. The study could help the current study in building the theory and improve the research design. the reliability of the outcomes. Data were sourced from the representative of the entire population for the primary reason survey questionnaire. Moreover, the quantitative method that it is impossible to test every single individual in the pop- was used, where questions on relations between variables ulation. In this study, sampling is done to save effort, money, were involved. Adopted questionnaire was used in this study and time and to warrant statistical analysis. based on the literature review and other studies under train- This study focuses on selected training academy in the ing evaluation. Because the main aim of this study is to eval- Kingdom of Bahrain, which provides various human resource uate the factors affecting training effectiveness of training training programs. It is the Kingston Business Academy of programs of selected private training academy in the Higher Education, which offers various training programs in Kingdom of Bahrain based on the perspectives of trainees, leadership skills, accounting skills, and a host of other skills Figure 1 presents the conceptual framework of the study. such as customer relationship management and other man- agement training programs. An average of 152 employees are trained through this institution every year. This study is Method conducted on trainees for the year 2017 where 143 trainees This study used the causal research or explanatory research, are trained. which focuses on the factors that affect training effectiveness to explain the patterns of relationships between variables (MBA Official, 2016). The quantitative method was used, Sampling Techniques wherein questions on relations between variables were This study used a purposive or judgmental sampling method involved to establish and validate relationships and to to obtain a representative sample, which resulted in saving develop generalizations that contribute to theory. time, money, and effort. According to Black (2010), “purpo- sive sampling method may prove to be effective when only Population limited numbers of people can serve as primary data sources According to MBA Official (2016), population sampling is due to the nature of research design and aims and the process of taking a subset of subjects that is objectives.”(p. 220). The researcher chose this sampling 6 SAGE Open Figure 1. The conceptual model of the study. procedure, which helped in simplifying the selection of the for this study was more than 65% indicated that the sample subject of the investigation and avoiding the costly and time- used is adequately representative. consuming ways of studying the entire population of the entire training and educational sector. As the study used the Research Instrument purposive sampling method, the following steps are under- taken: First, the researcher selected the respondents’ trainees. This study used adopted questionnaire based on the literature Second, trainees were selected based on their knowledge of and past studies on relevant themes, which dealt with training the research issues such as attendance to training programs, and training effectiveness. The items and constructs were and most importantly their willingness and capacity to par- adopted from literature review with minor modification to fit ticipate in the research. By selecting the trainees of various the study. They were developed from the questionnaires of training programs, the researcher takes a good judgment on studies used by MBA Official (2016), Markgraf (2016), how the respondents may be able to contribute to achieve the Brimstin and Hester (2015), McNamara (2016), Sanjeevkumar objectives of the research. The trainees were selected based and Yanan (2011), and Nagar (2009). After preparing the on their work experience and their attendance to training pro- questionnaire, it was reviewed by Nader Alhamed who is rep- grams sponsored by their organizations. This criterion may resentative of Kingston Business Academy of Higher help the selected respondents answer the survey question- Education in Bahrain. Another validity test to be used in this naire appropriately based on their training experiences study, subsequently, the questionnaires was modified with attended. necessary modifications following their recommendations. The questionnaire aimed to determine the perception of train- ees on factors of training programs. The first part of the ques- Respondents of the Study tionnaire determined the perception of trainees on factors of As the study used the purposive sampling method, the selec- training programs. In addition, the second part determined the tion of samples emanates from a variety of criteria. A total of effectiveness of the different components of training and 130 questionnaires were distributed to trainees to collect the development program. The Likert-type scales were used to primary data for the research. Out of these, 84 were returned, measure the level of agreement among the respondents of the whereas 46 were not. These trainees attended training courses study. The scale used in the questionnaire was based on 1 = in Managerial and leadership positions; Consultancy, train- strongly disagree through 5 = strongly agree. ing, and coaching; Self-empowerment and self-satisfaction; The primary data for this research were collected through and Training and empowerment strategies. The response rate the questionnaires, and SPSS calculation to translate the EL Hajjar and Alkhanaizi 7 responses. The secondary data were collected during the PS 1: The trainer makes use of audiovisual aids. review of the literature, articles, and journals related to past PS 2: The trainer communicates dynamically, fluently, studies on this subject. and with passion. PS 3: The trainer involves trainees in the training process. Reliability and Construct Validity PS 4: The trainer keeps the session alive and interesting. To know the reliability and construct validity of the con- structs of the questionnaire, a simple random sample size of Cronbach’s alpha tested and studied the internal consis- 35 was chosen. Cronbach’s alpha was applied to ensure the tency among items to validate them. The reliability and reliability of the questions. The following measures were validity results are shown in Table 2. used to achieve the internal consistency among items in the Although the overall Cronbach’s alpha increases when the construct adopted from EL Hajjar (2014): Cronbach’s alpha two items TC4 and TPS1 are deleted, these factors correlate acceptable value is > .70; interitem correlation acceptable well with each of their corresponding items, and correlate well value is > .30, and item total correlation is > .50. with their corresponding total items. Hence, there is internal consistency among all items of each factor. The scale is reli- Reliability and construct validity. The first construct TC is able, valid, and ready to be used for more statistical analysis. expressed by the following codes: Data analysis TC 1: TCs are presented in a logical sequence. TC 2: The content is well organized. The following statistical tools were used in the data TC 3: Presenters covered extensive content with practical analysis: exercises. The statistical tools to be used in this study were weighted TC 4: The topic covered is relevant to trainee. mean, Pearson’s r, regression. In this study, the weighted mean were used to measure the central tendency on each The second construct, TE is expressed by the following dimension in the questionnaire. Likewise, correlation was codes: used to find out the relationship between the independent variables (TCs, TE, TM, training schedule, and presentation TE 1: The training venue is easily accessible to style) and the dependent variable (training effectiveness). In transportation. addition, regression was used to examine the effect of the TE 2: There is sufficient space for the size of the training independent variables on the dependent variables. Moreover, group. weights were assigned to measure the perceptions of the TE 3: There is freedom from noise in adjacent areas. respondents on various dimensions in the questionnaires. TE 4: There is sufficient comfortable seating for all All statistical methods were adopted from Sanjeevkumar participants. and Yanan (2011) to achieve a regression analysis. Regression is needed in this study as we are studying the impact of inde- The third construct, TM is expressed by the following pendent variables on dependent variable. The following sta- codes: tistical tests were conducted: TM 1: Facilities are technologically equipped. •• A normality test was undertaken to study the normal- TM 2: There is provision for materials needed during ity of data. trainings. •• Correlation analysis: This statistical tool found out the TM 3: There is provision for training aids. strength of a relationship between two variables. TM 4: Materials are made up of video clips, audio, and •• Regression line: This statistical tool showed how the hands-on tools to increase the learning. typical value of the dependent variable changes when any one of the independent variables changed. The fourth construct, TPS is expressed by the following codes: It is very important to know that regression analysis requires the previous statistical tests to be satisfied orderly TPS 1: The training program has a clearly detailed (EL Hajjar, 2014). schedule. Data were analyzed through the statistical package for TPS 2: The expected training outcomes are emphasized. social sciences, SPSS. TPS 3: The time allocated for the training was sufficient. TPS 4: The training program has well-defined goals and Normality Test objectives. To assess normality of the data, we can apply the skewness The final construct, PS is expressed by the following codes: and kurtosis of the variables on more preferable in this 8 SAGE Open Table 2. Reliability and Construct Validity. Item-to-item correlation Cronbach’s α if item deleted Overall Cronbach’s α (accepted score > .3) Item to total correlation (accepted score less than overall (accepted score > .7) (EL Hajjar, 2014; values (accepted score > .5) Cronbach’s α) Construct (EL Hajjar, 2014) range) (EL Hajjar, 2014; values range) (EL Hajjar, 2014; values range) TC 0.957 .762-0.923 .840 <–> .956 .925 <–> .945 Except for: TC4 (0.959) TE 0.946 .733-.850 .843 <–> .904 .920 <–> .938 TM 0.954 .732-.889 .842 <–> .945 .923 <–> .954 TPS 0.942 .714-.879 .785 <–> .925 .904 <–> .922 Except for: TPS1 (0.947) PS 0.989 .796-.972 .834 <–> .981 .942 <–> .983 Note. TC = training content; TE = training environment; TM = training facilities and material; TPS = training plan schedule; PS = presentation style; TF = training effectiveness. Table 3. Shapiro–Wilk Tests. Table 4. Perceptions of Respondents on Each Factor of Training. Statistic df Significance Question M SD TC .893 84 .000 TC1 3.06 1.442 TE .898 84 .000 TC2 2.98 1.439 TM .897 84 .000 TC3 2.93 1.387 TPS .913 84 .000 TC4 3.21 1.522 PS .889 84 .000 TE1 2.89 1.497 TF .882 84 .000 TE2 3.00 1.489 TE3 3.06 1.374 Note. TC = training content; TE = training environment; TM = training TE4 3.13 1.412 facilities and material; TPS = training plan schedule; PS = presentation TM1 2.95 1.480 style; TF = training effectiveness. TM2 3.17 1.455 TM3 3.19 1.444 study, it is recommended to use Shapiro–Wilk test as the TM4 3.01 1.533 sample size is only 84. Testing the normality of the data is TPS1 3.10 1.461 crucial because nonnormal distribution of data will greatly TPS2 3.20 1.487 affect the global result when conducting hypothesis testing. TPS3 2.83 1.471 TPS4 3.10 1.518 Table 3 shows the results of Shapiro–Wilk test with all the PS1 2.98 1.481 items scored greater than 0.05 with values such as .893, PS2 3.24 1.478 .898, .897, .913, .889, and .882, which means all the items PS3 3.23 1.638 are considered within normal distribution. This test was PS4 3.27 1.467 used for normality because it is more appropriate for small TF1 3.02 1.472 sample sizes. The significant value of the Shapiro–Wilk TF2 2.98 1.464 test is greater than 0.05, for the data to be considered nor- TF3 3.08 1.424 mal. However, if the value falls below 0.05, the data sig- TF4 3.02 1.472 nificantly deviate from a normal distribution. TF5 2.98 1.464 TF6 3.08 1.585 Perception of Respondents on Each Factor Note. TC = training content; TE = training environment; TM = training facilities and material; TPS = training plan schedule; PS = presentation Table 4 presents the perceptions of respondents on each style; TF = training effectiveness. factor. Two statements were measured in terms of the calcu- lation of their mean and standard deviation. Table 4 below represented the details. The findings suggest that the neither good nor bad, the respondents viewed the TPS as respondents neither agree nor disagree as regards the train- neither good nor bad, the respondents did not have a posi- ing contents of the training programs, neither agreed nor tive nor negative perceptions about the presentation styles disagreed on the TE, the respondents viewed the TM as of the trainers when conducting training programs, and the EL Hajjar and Alkhanaizi 9 Table 5. Correlation Between Training Effectiveness With Each Factor. TC TE TM TPS PS r = .712** r = .669** r = .609** r = .700** r = .640** TF Significance = .000 Significance = .000 Significance = .000 Significance = .000 Significance = .000 Note. TC = training content; TE = training environment; TM = training facilities and material; TPS = training plan schedule; PS = presentation style; TF = training effectiveness. respondents viewed the training effectiveness as neither It can be determined that the variation of training effec- effective nor ineffective. tiveness is explained by a significant portion of the variation in the factors of training: TC (50.7%), TE (44.8%), TM (37.1%), TPS (48.9%), and PS (30.9%). Correlation Test Finally, the regression line will find out if there is suffi- To know the strength of the linear relationship between inde- cient evidence that each of the independent variables TCs, pendent and dependent variables, a correlation test was used. TE, TM, TPS, and PS will affect the dependent variable As described in Table 5, the results revealed that the five training effectiveness. variables, namely, TCs, TE, TM, TPS, and PS have positive Table 7 shows that each factor of trainings has a positive relationship with training effectiveness. effect on training effectiveness (all coefficients are positive) As shown in Table 5, there are statistically significant cor- and this result is significant as each p value is equal to .000 < relations among the study independent variables (TCs, TE, 0.01, which means changes in the predictor’s value are TM, TPS, and presentation style) and the dependent variable related to changes in the response variable. The equation of training effectiveness. the regression lines are defined by the following: TF^^ = 4.354+1134TC,TF=5.136+1.078TE,TF= ^ 6.238 a. A good positive linear correlation exists between TCs and training effectiveness (r = .712, p = .000 < .01), +0.968TM, which is significant. b. A good positive linear correlation exists between TE and training effectiveness (r = .669**, p = .000 < .01), TF^^ = 4.726 +1.099TPS,TF = 5.770 +0.975PS. which is significant. c. A fair positive linear correlation exists between TM and training effectiveness (r = .609**, p = .000 < .01), These results show that the five proposed hypotheses which is significant. were supported. d. A good positive linear correlation exists between TPS The major finding of the test of the abovementioned mod- and training effectiveness (r = .700**, p = .000 < .01), els were that there is a positive, significant impact of the which is significant. various factors—TCs, TE, TM, TPS, and PS—on the effec- e. A fair positive linear correlation exists between PS tiveness training program. and training effectiveness (r = .640**, p = .000 < .01), which is significant. Discussion The results of survey suggest that the respondents neither agree nor disagree as regards the TCs of the training pro- Linear Regression Analysis grams. In addition, the findings suggest that the respondents This section finds out how the variation of the dependent vari- neither agreed nor disagreed on the TE. Moreover, the able, TF, is explained by a portion variation in each of the respondents viewed the TM as neither good nor bad. independent variation (TC, TE, TM, TPS, and PS). In addi- Likewise, it was revealed that the respondents viewed the tion, it clarifies the effectiveness of each construct on TF. To TPS as neither good nor bad. Furthermore, the respondents achieve this, we find the coefficient of determination and test did not have positive nor negative perceptions about the pre- it is significance, and to determine the regression line and test sentation styles of the trainers when conducting training pro- it is slope. The coefficient of determination R shows how grams. Finally, the respondents viewed the training much of the variation of the dependent variable Y can be effectiveness as neither effective nor ineffective. These find- explained by a portion variation of the independent variable x. ings imply that from the trainees’ perspectives, the training Table 6 indicates the coefficient of determination (R ) for the programs did not meet their expectations and needs when linear regression between each factor and training attending training activities. These findings were supported effectiveness. by the ideas of Brimstin and Hester (2015) who emphasized 10 SAGE Open Table 6. Coefficient of Determination Between Each Factor and Training Effectiveness. TC TE TM TPS PS 2 2 2 2 2 R = .507 R = .448 R = .371 R = .489 R = .409 TF Significance = .000 Significance = .000 Significance = .000 Significance = .000 Significance = .000 Note. TC = training content; TE = training environment; TM = training facilities and material; TPS = training plan schedule; PS = presentation style; TF = training effectiveness. Table 7. Coefficients of Each Factor in a Regression Line. TC TE TM TPS PS Constant = 4.354 Constant = 5.136 Constant = 6.238 Constant = 4.726 Constant = 5.770 TF Coefficient = 1.134 Coefficient = 1.078 Coefficient = 0.968 Coefficient = 1.099 Coefficient = 0.975 Coefficient significance Coefficient significance Coefficient significance Coefficient significance Coefficient significance = .000 = .000 = .000 = .000 = .000 Note. TC = training content; TE = training environment; TM = training facilities and material; TPS = training plan schedule; PS = presentation style; TF = training effectiveness. that the needs of the stakeholders must be considered when A fair positive linear correlation exists between PS and evaluating training programs. Likewise, McNamara (2016) training effectiveness (r = .640**, p = .000 < .01). This who agreed the general benefits of employee training such as means that good PS will positively affect the training effec- increased job satisfaction and morale among employees. tiveness. According to Silverman (2015), the main goal of A good positive linear correlation exists between TCs and the trainer is to motivate the trainees and increase their desire training effectiveness (r = .712, p = .000 < .01). This means to learn new ideas and skills, thus, the PS of trainers could that good TCs will affect positively the training effective- help trainees learn and remember. ness. As pointed out by McNamara (2016), the reason why Finally, the coefficient of determination (R ) for the linear organization conducts training program is to prepare employ- regression between independent variables TCs, TE, TM, ees for the forthcoming changes that will happen in the future TPS, and PS and training effectiveness showed a significant so that they can adjust easily to this change. Thus, it is impor- variation between each construct and TF. tant that during the design phase, the various training activi- To test the hypothesis, the simple linear regression model ties must be selected. This means it is very important to was used in which the coefficient of determination shows select training activities that will definitely improve the how much of the variation of the dependent variable Y can be teaching and learning process. explained by the model. The results showed the following. A good positive linear correlation exists between TE and The coefficient of determination (R ) for the linear regres- training effectiveness (r = .669**, p = .000 < .01). This sion between TC and training effectiveness is 0.51, which means that good TE will affect positively the training effec- indicates that 51% of the variation in the dependent variable tiveness (wbdg.org, 2016). training effectiveness was explained by the independent A fair positive linear correlation exists between TM and variable TCs. training effectiveness (r = .609**, p = .000 < .01). This In the same manner, the coefficient of determination (R ) means that good facilities and materials will affect positively for the linear regression between TE and training effective- the training effectiveness. Moreover, the use of facilities and ness is 0.45, which indicates that 45% of the variation in the materials involve the trainees during the activity, promote dependent variable training effectiveness was explained by active interaction among them, and encourage faster learning the independent variable TE. and help improve their comprehension (Reference.com, Moreover, the coefficient of determination (R ) for the 2016). linear regression between training TM and training effective- A good positive linear correlation exists between TPS and ness is 0.37, which indicates that 37% of the variation in the training effectiveness (r = .700**, p = .000 < .01). This dependent variable training effectiveness was explained by means that good TPS will affect positively the training effec- the independent variable facilities and materials. tiveness. As pointed out by Silverman (2015), training sched- In addition, the coefficient of determination (R ) for the ule is designed to address any relevant problems, which may linear regression between TPS and training effectiveness is occur during training and to help find effective solutions to 0.49, which indicates that 49% of the variation in the depen- any related contingencies, which may arise during the train- dent variable training effectiveness was explained by the ing process. independent variable TPS. EL Hajjar and Alkhanaizi 11 Finally, the coefficient of determination (R ) for the linear be reviewed to check if they have the necessary com- regression between PS and training effectiveness is 0.41, ponents of training before training takes place. which indicates that 41% of the variation in the dependent 3. Training administrators and managers must carefully variable training effectiveness was explained by the indepen- design and implement training activities that will suit dent variable presentation style. the needs of the trainees to improve the teaching and There finding are supported by the studies of Brimstin learning process. and Hester (2015), McNamara (2016), Silverman (2015), 4. A careful evaluation of training programs conducted wbdg.org (2016), and Reference.com (2016). in the Kingdom of Bahrain, in a wider scope and set- The regression line estimates the score of TF based on the ting must also be undertaken to accept or reject the value of each construct. All results indicate that any change current findings of the study. in the predictor’s value is related to the change in the response variable. Limitations This research article achieved its objectives; however, some Conclusion limitations were identified. One of the main limitations was data collection wherein the distributed questionnaires were In conclusion, the results of survey suggest that the respon- 130 and only 84 were retrieved. The use of nonprobability dents had neutral perceptions on the TCs, TE, training TM, sampling technique was also an identified limitation of this TPS, presentation styles of the trainers when conducting article. training programs. Moreover, the respondents viewed the training effectiveness as neither effective nor ineffective, Declaration of Conflicting Interests which suggests that trainees viewed that the training pro- grams did not meet their expectations and needs when attend- The author(s) declared no potential conflicts of interest with ing training activities. respect to the research, authorship, and/or publication of this article. Likewise, it could be concluded that there was a strong positive linear correlation between the five independent vari- Funding ables, namely, TCs, TE, TM, TPS and PS and dependent variable, and training effectiveness. The author(s) received no financial support for the research, author- Thus, the results of the study will add value to the ship, and/or publication of this article. training managers who coordinate and design the training programs. Moreover, the instructional designer, and the References trainers may be able to identify the aspects of training pro- Al-Ajlouni, M. M., Athamneh, M. H., & Jaradat, A. A. (2010). grams that need to be evaluated so as to maximize the Methods of evaluation: Training techniques international output that will redound to the learning abilities and skills research. Journal of Finance and Economics, 37, 56-65. of the trainees. Black, K. (2010). Business statistics: Contemporary decision mak- ing (6th ed.). Jefferson City: John Wiley. Brimstin, J., & Hester, A. (2015). Training evaluation: Knowing Recommendations what to measure. Retrieved from https://www.trainingindustry. com/content-development/articles/training-evaluation-know Based on the findings of this study, the following recommen- ing-what-to-measure.aspx dations are offered: Eades, J. (2014). 3 ways organizations can improve the way they measure training effectiveness. Retrieved from https:// 1. As the results of the study showed that the training elearningindustry.com/3-ways-measure-training-effectiveness programs did not meet the expectations and needs of eLearningIndustry.com. (2016). 3 ways organizations can improve the respondents when attending training activities, the way they measure training effectiveness. Retrieved from https:// administrators and managers of training academies elearningindustry.com/3-ways-measure-training-effectiveness must be extra cautious in planning and organizing EL Hajjar, S. (2014). A statistical study to develop a reliable scale to evaluate instructors within higher institutions. WSEAS training programs. It is important that the needs of Transactions on Mathematics, 13, 885-894. the stakeholders must be considered when conduct- Hr-survey.com. (2016). Needs analysis: How to determine train- ing training programs. ing needs. Retrieved from http://www.hr-survey.com/ 2. As the findings showed that there was strong positive Determining_Training_Needs.htm linear correlation between all the identified variables Kirkpatrick, D., & Kirkpatrick, J. (2016). Evaluating training pro- under study and training effectiveness, trainer must grams. Retrieved from https://www.bkconnection.com/static/ look closely into the components of training, the TCs, Evaluating_Training_Programs_EXCERPT.pdf the TE, TM, the TPS, and the PS so as to motivate the Markgraf, B. (2016). 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The key to an effective employee training plan htm#anchor1284937 schedule. Retrieved from http://trainingstation.walkme.com/ Mindtools. (2016). Kirkpatrick’s four-level training evaluation Surbhi, S. (2015). Difference between training and development. model. Retrieved from https://www.mindtools.com/pages/ Retrieved from http://keydifferences.com/difference-between- article/kirkpatrick.htm training-and-development.html#ixzz4LLZJBIcP Nagar, V. (2009). Measuring training effectiveness. The Indian Wbdg.org. (2016). Training facility. Retrieved from https://www. Journal of Commerce, 62(4), 86-90. wbdg.org/building-types/education-facilities/training-facility Orey, M. (2014). Create an effective learning environment. Retrieved from https://www.td.org/Publications/Newsletters/ Author Biographies Links/2014/11/Create-An-Effective-Learning-Environment Petkova, Z. (2011). Optimizing training effectiveness: The role of Said Taan EL Hajjar is an associate professor at Ahlia University. regulatory fit (Doctoral dissertation). The University of Akron, He was awarded the outstanding scientist awards, VIFRA 2015, in OH. the field of statistics. He has published various research papers in Ramachandran, R. (2010). Effectiveness of training programs of referee journals, participated in several international conferences, NLC—An Analysis. Kegees Journal of Social Science, 2(1), published so many text books in mathematics and statistics, and 119-129. recently, he has been assigned the Acting Dean of the College of Reference.com. (2016). Training Aids. Retrieved from https:// Arts and Science at Ahlia University. www.reference.com/health/teaching-aids-important- 28174c2e251505dd# Madina Sughra Alkhanaizi is a senior researcher at Ahlia Sanjeevkumar, V., & Yanan, H. (2011). Factors and its impact University. She holds an MBA and now working in a high on training effectiveness in Kedah state development school.

Journal

SAGE Open – SAGE

Published: Jun 17, 2018

Keywords: training contents; training environment; facilities and materials; training plan schedule; presentation style; training effectiveness

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