International Journal on

S o c i a l S c i e n c e
E c o n o m i c s & A r t





The Effects of Training among Academic Staff in Private Higher
Learning Institutions
Jian Ai Yeow
1
, Mei Min Chow
1,
Tee Suan Chin
1
, Rahman Kavitha
1
, Wei Loon Koe
2

1
Faculty of Business and Law, Multimedia University, Melaka, Malaysia.
2
Faculty of Business Management, University Institusi Teknologi Mara, Melaka, Malaysia.
E-mail: jianai_yeow@yahoo.com



Abstract Training is usually used to facilitate career development and it represents an important investment by companies
interested in developing their employees. This study was designed to determine the effect of training among academic staffs in selected
private higher learning institutions. The variables include quality performance, loyalty, rewards, attitude, satisfaction of employees
after training. In the view of this, an attempt was made in this research to study the effect and relationship between training and the
variables mentioned above. In particular, this research aims to positively identify the factors and variables involved in the
interaction. The main objective is to identify the effect of training among academic staffs in private institutions. Questionnaires are
used to gather the data for this research in line with literature review of past research. Despite the small size of the research sample, it
is used to investigate whether the responses from primary data show any correlation with findings. Overall results indicated that
training is significantly related with performance and attitude. Hence, staffs satisfaction are significantly related with training.
Results also revealed that rewards are extensively and significantly related with training

Keywords Quality Performance; Loyalty; Rewards; Attitude; Satisfaction; Training



I. INTRODUCTION
Training is usually used to facilitate career development.
Training represents an important investment by colleges or
institutes that interested in developing their employees so
that they can make their maximum contribution over the
long term. Besides, it will help to strengthen the quality of
education in the country. Most higher education institutions
have an implicit or explicit mission to offer a high quality
learning experience to all their students. Consequently, their
training is crucial in determining the quality of this interface.
In addition, research is important both in revitalizing staff
interest in their subject and in keeping their enthusiasm alive,
and in building a research and publishing profile for the
institution. Exceptionally well trained academic staff can,
with appropriate support, build a national and international
reputation for themselves and the institution in the research,
publishing and professional areas
Despite the investment in training, no attempt has been
made to examine the academic and administration staffs
attitude towards training and development and its
effectiveness. Likewise, a few studies have been conducted
to investigate the attitude and performance of employees
towards training programs. Based on this study, it can
identify the various variables that bring impacts towards
training. The main objective of this study is to examine the
factors associated with training and development at private
institutions. The study will be carried out to provide answer
to the effectiveness of training and the impact after training.
According to Bramley (1991), in 1980 review, Goldstein
deplored the lack of research published in training journals.
In the 1984 review, Wexley pointed out the lack of research
articles published in training journals and dismissed most of
the articles as being of the I tried it this way and it worked
type. In the 1988 review, Aldeman discussed only those
articles which had been published in academic journals and
did not bother to read training journal. His view was that
What remains elusive is the ability of training research to
33
bring about relatively permanent changes in the behaviour of
the practitioners. There are many famous researches that
had been written on training and development topic. Haccum
and Saks (1998) stated that more than 2000 studies of
training and development have been published. The present
author decided to take up the challenge by doing the research
related to training and development among academic staff.
This study is conducted to find out the relationship between
training and performance, loyalty, satisfaction, attitude, and
motivation, among academic staffs. The finding of this study
will be significant because of the reasons like; to confirm the
hypotheses associated with training and development,
generation of knowledge and new ideas to relate theory in a
new framework of training and to assist practitioners in
human resource management and in policy formulation.
II. LITERATURE REVIEW
A. Studies on Training and Development
Baldwin and Loher (1991) reported that training
programmes are designed to improve skills in conducting
performance appraisal and providing feedback. According to
Haccoun et al (1998), training is a learning task and as such,
its success is influenced by individual parameters such as the
ability level of participants. There is no doubt that individual
differences in cognitive abilities influence performance and
skills acquisition. However, according to Hall (1984) stated
that in his research suggested that it is possible and useful
for trainer to intervene and to alter the initial beliefs which
trainees holds about their ability to acquire the skills
pertinent to the training program. A study by Baldwin and
Loher (1991), revealed that motivation was related to
performance and has important influence on the extent to
which trainees actually learn the material presented to them
during a training programme.
Noe (2003) reported that his model of training influences
individuals motivation and to learn from it. In his study,
three types of training incentives were assessed: intrinsic
incentives (extent to which training meets internal needs or
provides employees with growth opportunities), extrinsic
incentives (external to which training results in tangible
rewards such as promotion, pay raises, higher performance
evaluation, benefits) and compliance (extend to which
training is taken because it is mandated by the organisation).
According to Sussman Dan (2006) stated, Walker
Informations 2005 study of loyalty in the workplace
indicates that 34 percent of employee are truly loyal; an
increase of 4 percent points over the 2003 results and a 10
percent increase since 2001. Walker defines loyal workers as
those who are both committed to the organisation and plan to
stay with their companies for at least 2 years. He added that
one of the biggest factors in employee loyalty level is the
amount of training and development companies provide.
According to Mailliard K. (1997), Sprint created by the
University of Excellence, a corporate training operation
believed that by centralizing course development and
delivery, it almost double the efficiency of training effort
without additional expenditure. He added that training
programmes support retention by providing a structured
framework of training process. Ford and Major (1991) found
that training and development can help to reduce labour
turnover as employees feel that they have opportunity to
enhance their knowledge and develop throughout their
career with the likelihood of promotion being a real
possibility and this act a motivating factor.
B. Studies on Staff Attitude
Wagel (1977) found that attitude of employee are
associated with training and development in an organisation.
Torrington and Hall (1995) reported that there were
numerous factors which contributed to the formation of
attitudes at work which include:
The influence of other members of a group
The economic, social and political structures of the
society in which the individual lives
Personal background and experience
Immediate working conditions
A traumatic experience
Graham (1995) added that employee attitude towards
training is difficult to change since many attitude and are
deep-rooted and cannot be changed in a short period of time.
Some employee may have negative perception towards the
training department and the ability of the trainer assigned by
their organisation. Jillins (2002) studied the effects of
participation in a training decision. They found that
employees who voluntarily participated in training had
stronger beliefs that training was appropriate, were more
committed to the decision to be trained and were more
satisfied with the training. According to Engel J.F (1991),
Attitude means an overall evaluation that can range from
extremely positive to extremely negative Baldwin (1991)
found that employee who were able to attend the type of
training they requested reported a higher motivation to learn
than those who were not assigned to the type of training that
they had selected. Maier (1985) found that training and
development is something that does not happen in a vacuum
but is organic in nature; it stimulates thinking and
behaviours in the direction of desired changes, considered as
positive and rewarding for both the individual and the
organisation. To maximize return and effort, it is highly
desirable that the personal drives and attitudes of managers
be involved in the process and aligned as closely as possible
to the organisations manpower succession plan.
C. Studies on Performance
From the studies done on training and development, it
appears that further investigation could be done to
complement and synthesize the existing research findings. In
particular, employees training and development programme
can be further studies add to the existing body of knowledge.
As such, an attempt was made in this study to investigate the
interaction of training and development with the variables.
Hellriegel (1995) found that performance is the level of
individuals work achievement that comes only after effort
has been exerted. It depends not only on the amount of effort
exerted, but also on the individuals abilities and role
perception. Any academic staff who exerts a great amount of
effort but has little ability or has inaccurately assessed what
is it takes to succeed in the organisation may perform poorly.
Therefore, the performance of the employees will depend
closely on the effectiveness of the training and development
programmes.
34

Hollenback and Whitener (1998) found that the role of
personality reflects ones performance in training and
development programmes. Therefore, high achievement
need is personality characteristic, which should be indicative
of an individuals trait motivation. Thus, among those high
in cognitive ability, the high achievement orientation should
result in their increased performance. Guzzo and Shen
(1992), reported that it is very difficult to set performance
standards for managers, supervisors and lower management
because their work is extremely varied and emphasizes
mental rather than physical activity. However, a good
appraisal can reveal much about the strength and weaknesses
of individuals in terms of their performance. Indication of
areas where training and development programmes could
improve performance are vital to both individual and the
organisation itself.
Levine (1990) found that on the choice of comprehensive
model for training evaluation, it is important that it should be
able to gauge the impact of the training and development
programmes on academic staffs performance and standards.
Kealey (1992) also reported that training and development
programmes have in one way or the other affect the
employees performance. Employees who attended such
programmes are said to have shown some improvement in
their work, Loher (1991) stated that training programmes
are designed to improve skills and considerable effort were
invested to ensure that employees are satisfied with the
programmes. If certain conditions are met, the employees
are able to work better and level of performance will
automatically increase. Black (1991) reported that there is a
relationship between performance and job satisfaction. Job
satisfaction may result from good job performance so long
as the rewards received by the employees are believed to be
fair and commensurate with the level of job performance.
Cooper M. (1989) stated that staffs who are more equipped
with the relevant skills and knowledge for the job are likely
to be more productive and showed improvement in their
work. Ultimately, the organisation became more competitive
and the individual employee gained from increased job
satisfaction by performing at a high standard.
D. Studies on Job Satisfaction Loyalty and Rewards
Job satisfaction can be defined as a positive emotional
state (Locke, 1976) which results from appraisal of ones job
experiences, satisfaction, Then, becomes a functional of the
perceived discrepancy between intended and actual
performance or the degree to which ones performance is
discrepant with ones set of values. The closer the expected
is to the outcome and the greater the achievement of ones
values the higher the yield of satisfaction. Job satisfaction is
an attitudinal variable that describes the extent to which
people like their jobs. It also refers to how people feel about
their jobs in general (i.e. global job satisfaction) and specific
aspects or facets of their job in particular (Redford, 2006).
The global approach to assessing job satisfaction is generally
used when the overall bottom line attitude is of interest.
Meanwhile according to Barrington and Kenney (1992)
defined job satisfaction as all characteristics of the job itself
and the work environment which academic staffs find
rewarding, fulfilling and satisfying or frustrating and
unsatisfying. According to Fatma Ksk in Arronowitz
(2003), Employees working in higher education institutions
can be divided mainly into two groups: academic staff, who
are responsible for the academic activities of the institutions
such as research and teaching, and administrative staff, who
are generally responsible for supporting research and
teaching activities. As the characteristics of the job done and
the expectations of the institution from both groups are
extremely different, the evaluation of job satisfaction levels
of both groups on the same basis does not seem to be very
rational. However, employees can be successful in their own
jobs only if they can make the work environment more
productive with the help of other employees who work in the
same organization with different jobs and by giving support
to the various jobs done.
Employee satisfaction reflects the degree to which the
individuals needs and desires are met and the extent to
which this is perceived by the other employees. It is
generally perceived as the scope of the work and all the
positive attitudes regarding the work environment
(Beardwell and Holden, 1997). Data about the satisfaction
of employees in higher education institutions, either
academic or administrative, can be summarized as follows.
The research on academic employees is quite rich. Dore and
Sako (1989) developed the notion of a relationship between
employee satisfaction and training environmental factors,
particularly in accounting for reasons why employees stay in
their jobs. The environmental factors include training
programmes, peers influences, technologies etc. Jone ang
Goss (1994) concentrated on the academics levels of
satisfaction with the environment in the USA and found out
that academics were generally more satisfied than
dissatisfied with their work environment, but that there were
high levels of dissatisfaction with compensation-related
elements of the job (e.g. fringe benefits, pay, performance
criteria). According to Moores (1996), academic staff were
dissatisfied with the underestimation of teaching excellence
in the criteria for being promoted. Further, Manger and
Eikeland (1990) cited in Koustellos (2001) examined factors
that influence academics intentions to leave the university,
and found out that although salary and economic resources
did not appear to influence intentions to stay or go, general
employee satisfaction and relations with colleagues were the
strong predictors of an intention to leave.
According to Wofford, J.C. (1971), there are two types of
rewards; intrinsic rewards and extrincic rewards. In Miller,
D.G., & Mattick, B.F. (2006) studies, they found that
academic staff prefers extrinsic rewards (56%) rather than
intrinsic rewards (44%).According to Rowley (1996),
academic staff are appointed to a single salary scale. Their
position on that scale is determined by their qualifications
and experience, and possibly previous salary, at the time of
their appointment. Progression through the scale is by annual
increments. In some institutions additional increments may
be awarded for special achievements, but in others there is
no such scheme. Promotion is relatively rare, and may
reward many years work. In this environment, financial
reward is remote from day to day experience, and other
sources of motivation are important. These are extrinsic
rewards. According to Mailiard, K. (1997), some staff are
happy to work on a very low point on the salary scale,
35
particularly if they have entered a lecturing post after
employment in a sector where performance is rewarded by
praise and support from family, relatives, colleagues or even
management .These are intrinsic rewards.
Then, Hale (2003) examined the satisfaction of academic
staff as a result of a number of variables including salary,
perceived support of colleagues, satisfaction with the
administration, enjoyment of student interaction, and
perceived levels of stress. The results indicated that
satisfaction with the salary, total number of working hours,
and the perceived support of colleagues directly influenced
the level of stress, which in turn, directly affected
satisfaction.
Also, Hale (2003) tried to find the impact of a number of
work life perceptions on the job satisfaction of younger
faculty members. The focus of this study was on the impact
of age-based wage differentials on the satisfaction and
stresses of younger academic members, and in turn, their
intention to leave their profession.
The findings of this research showed that perceptions of
institution, administration, collegiality, and students had
effects on satisfaction and as wage differentials increased,
the overall job satisfaction of younger faculty members
decreased. Since employees are more productive when they
are satisfied with their training programme, therefore the
present author originated out that there is an indirect link
between job satisfaction with training, loyalty with training,
motivation with training and performance with training.
These studies are carried out through a moderating variable
called attitude.
III. RESEARCH METHODOLOGY
The variables include performances, loyalty, satisfaction
and motivation variables. The survey for this study consists,
100 respondents (academic staff) using questionnaires that
include a set of structured with fixed choice questions. This
research analyses the effectiveness of training among
academic staffs. This research is collected from 15 selected
colleges and institutions.
The information of this research is conducted through
primary data research as well as secondary data is more
dominantly in the project as both are given equally
importance. In this study, training is the independent
variable whereas training may bring more positive impact
towards the academic staff.
The dependent variables are quality performance, loyalty
towards the college or institution, greater job satisfaction and
higher self-motivation, spur on more rewards, as well as
develop positive attitude during working time.
A. Data Analysis
There are 100 respondents who participated in the survey.
Based on the survey, 39% were males and 61% were female.
Most of the respondents were between the ages of 20-29
years old and this followed by 30-39 years old. 3% of the
respondents were between ages 70 and above. 62% of the
respondents are Malaysian while 38% are non-Malaysia.
Most of the respondents were married, comprising 53% of
the sample. The other descriptive statistics that was used to
analyse the questionnaire are mean, median, standard
deviation, variance, minimum and maximum

B. Correlation Analysis
The following hypotheses are based on alternative
hypothesis (not null hypothesis).
Job Performance is significantly related with attitude.
Training is significantly related with performance.
Attitude and performance will, jointly or
individually explain the variance in training.

TABLE 1
PEARSON CORRELATIONS:-TRAINING, ATTITUDE AND PERFORMANCE

** Correlation is significant at the 0.01 level (2-tailed)

From table 1, the result of correlation analysis reveals that
training is moderate correlated and positively related with
attitude. (r = 0.543, p = 0.001). Since p< (alpha), therefore
H1 that Job Performance after training is significantly
related with attitude is accepted. This implied that
performance after training of each academic staff is a good
predictor of attitude. The result implied that the attitude of
the employees will affect the training programme made
available to them positively and this eventually affects their
performance in one way or the other. The result of the
correlational analysis also revealed that training is
moderately and positively related with performance (r =
0.576, p = 0.001). Since p< (alpha), therefore H2 that
training is significantly related with performance is accepted.
This also implied that academic staff viewed that training as
rather important to affect their work performance. It can be
argued that this finding is consistent with the observation of
Torrington and Hall (1995).
Furthermore, the result of the correlational analysis
revealed that attitude is positively related with performance
(r = 0.549, p= 0.001). Since p< (alpha), therefore H3 that
attitude and performance will, jointly or individually explain
the variances in training is accepted. This implied that
employees attitude will affect their work performance to a
certain extend.

Training Attitude Performance
Training Pearson
Correlati
on
1
.543(**
)
.576(**)
Sig. (2-
tailed)
. .000 .000
N
100 100 100
Attitude Pearson
Correlati
on
.543(**
)
1 .549(**)
Sig. (2-
tailed)
.000 . .000
N 100 100 100
Performan
ce
Pearson
Correlati
on
.576(**
)
.549(**
)
1
Sig. (2-
tailed)
.000 .000 .
N 100 100 100
36

TABLE 2
PEARSON CORRELATIONS:-TRAINING, ATTITUDE AND LOYALTY

** Correlation is significant at the 0.01 level (2-tailed).

1. Staffs motivation is significantly related with
attitude.
2. Training is significantly related with motivation.
3. Attitude and motivation will, jointly or individually
explain the variance in training.


From table 2, the result of correlational analysis reveals
that training is weakly correlated and positively related with
attitude. (r = 0.166, p = 0.01). Since p< (alpha), therefore
H4 that staffs loyalty after training is significantly related
with attitude is accepted. In addition, it shows that staffs are
loyal when they have positive attitude towards the workplace.
The result of the correlational analysis also revealed that
training is moderately and positively related with loyalty (r =
0.428, p = 0.001). Since p< (alpha), therefore H5 that
training is significantly related with loyalty is accepted.
Furthermore, the result of the correlational analysis shows
that attitude is weakly correlated and positively related with
loyalty (r = 0.155, p= 0.01).
Since p< (alpha), therefore H6 that attitude and loyalty
will, jointly or individually explain the variances in training
is accepted.













TABLE 3
PEARSON CORRELATIONS:-TRAINING, ATTITUDE AND HIGH MOTIVATION
AND SATISFACTION

** Correlation is significant at the 0.01 level (2-tailed).

1. Job satisfaction is significantly related with attitude
2. Training is significantly related with job satisfaction
3. Attitude and job satisfaction will, jointly or
individually explain the variance in training

Table 3 indicates the result of correlational analysis and it
shows that training is weakly correlated but positively
related with attitude. (r = 0.141, p = 0.01). Since p< (alpha),
therefore H7 that staffs high motivation after training is
significantly related with attitude is accepted. It implies that
a person with high motivation relates to positive attitude
towards training. The result of the correlational analysis also
discovered that training is very weak correlated and
positively related with motivation (r = 0.043, p = 0.01 Since
p< (alpha), therefore H8 that training is significantly
related with high motivation is accepted.
In addition, the result of the correlational analysis
revealed that attitude is moderate to high correlated and
positively related with motivation (r = 0.731, p= 0.001).
Since p< (alpha), therefore H9 that attitude and high
motivation will, jointly or individually explain the variances
in training is accepted. This implied that employees attitude
will affect employees loyalty toward the workplace.









Training Attitude2 Loyalty
Training Pearson Correlation
1 .166
.428(**
)
Sig. (2-tailed)
. .100 .000
N
100 100 100
Attitude2 Pearson Correlation
.166 1 .155
Sig. (2-tailed)
.100 . .124
N
100 100 100
Loyalty Pearson Correlation
.428(**) .155 1
Sig. (2-tailed)
.000 .124 .
N
100 100 100
Training Attitude3
High
Motivation
and
satisfaction
Training Pearson
Correlati
on
1 .141 .043
Sig. (2-
tailed)
. .161 .673
N
100 100 100
Attitude3 Pearson
Correlati
on
.141 1 .731(**)
Sig. (2-
tailed)
.161 . .000
N 100 100 100
High
Motivatio
n
Pearson
Correlati
on
.043
.731(**
)
1
Sig. (2-
tailed)
.673 .000 .
N
100 100 100
37
TABLE 4
PEARSON CORRELATIONS:-TRAINING, ATTITUDE AND JOB SATISFACTION

** Correlation is significant at the 0.01 level (2-tailed).

1. Job satisfaction is significantly related with attitude
2. Training is significantly related with job satisfaction
3. Attitude and job satisfaction will, jointly or
individually explain the variance in training

Table 4 analyzes the result of correlational analysis and it
revealed that training is moderately correlated but positively
related with attitude. (r = 0.476, p = 0.001). Since p<
(alpha), therefore H10 that job satisfaction after training is
significantly related with attitude is accepted. It implies that
a person will satisfy due to his or her own attitude towards
training programmes that provided by the college/institution.
The result of the correlational analysis also discovered
that training is also moderate correlated and positively
related with job satisfaction (r = 0.447, p = 0.001). Since
p< (alpha), therefore H11 that training is significantly
related with job satisfaction is accepted.
Besides that, the result of the correlational analysis
revealed that attitude is moderate to high correlated and
positively related with job satisfaction (r = 0.458, p= 0.001.
Since p< (alpha), therefore H12 that attitude and job
satisfaction will, jointly or individually explain the variances
in training is accepted.
IV. CONCLUSION
The result shows that academic staffs performance,
loyalty, job satisfaction and motivation is associated with
training and viewed it as rather important to affect their work.
On the other hand, employee attitude has some correlation
on the training but attitude has high correlation affect their
work performance at certain extent.
Independent variable of training is moderately and
positively related with performance, loyalty and satisfaction.
This implied that performance, loyalty and job satisfaction
of employees would increase after attending the training
programme made available to them. However, independent
variable of training is weakly and positively related with
motivation as this means that employees viewed training and
development programmes as rather important to affect their
work performance.
It can be seen that there is some effects of training among
academic staffs, as the effects are performance, loyalty,
motivation and satisfaction. The management should
consider these four variables since it has in one way or the
other affect the training in the college/institution. The
positive attitude of academic staffs as well as the trainers
towards training will actually lead to positive results of
training. Usually, those employees who were sent for
training and development programmes would show
improvement in their work. However, their attitude is not
associated with their age group. Therefore, trainers should
recommended to look into the effectiveness of these four
variables as they play a vital role in determining the success
of training in a college/institution.
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Satisfacti
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Correlation
1 .476(**) .447(**)
Sig. (2-
tailed)
. .000 .000
N 100 100 100
Attitude4 Pearson
Correlation
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Sig. (2-
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Correlation
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Sig. (2-
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.000 .000 .
N 100 100 100
38
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