Chapter Two | Literature Review

2.1 Introduction
In this chapter, established literature is reviewed and based on the findings, the
aspects of employee training and development are discussed. In reflection to the
discussed problem and the rational presented, it was considered as important to
examine training and development outcomes in XYZ, the case study company of
this research. The idea was to evaluate the effectiveness of training and
development in terms of employees performance outcomes.
In furtherance, this chapter furthers to review literary perception of the need and
necessity of assessing and evaluating employee training outcomes. The idea is
to focus on literary gaps and identify themes that would help the investigation to
critically examine the outcome of training and development initiatives in XYZ.
Accordingly, the chapter is divided into three parts. The first part identifies the
need to evaluate training and development outcomes, the second part attempts
to identify as to how the training and development outcomes can be measured,
and finally the third part evaluates how assessing and evaluating training
outcomes facilitates organisations to aptly determine employee performance
outcome.

2.2 Training and Development

Training and development refers to the process of obtaining or transferring KSA
[Knowledge, Skills and Abilities] needed to carry out activities or tasks; therefore,
benefits of training and development for both employees and employer are
strategic in nature and hence, much broader. Training has been defined
differently by different authors. It is a systematic acquisition and development of
the knowledge, skills and attitudes that are required by employees to adequately
perform a task or job or to improve performance in the job environment
(Tharenou, Saks and Moore, 2007: 252). Another concept opines that training
primarily focuses on teaching organisational members on how to perform their
current jobs and helping them acquire the knowledge and skills they need to be
effective performers (Jones, George and Hill, 2000).
Other scholars view training as, a planned process to modify attitude,
knowledge or skill behaviour through learning experience to achieve effective

performance in any activity or range of activities (Beardwell and Holden, 2001:

324). Its purpose is to develop the abilities of the individual and to satisfy the
current and future needs of the organisation.
These definitions did not consider the dynamic and changing nature of the
environment in which organisations operate (Okanya, 2008). It also implies that
training automatically translate to organisational performance. Skills needed by
employees are continuously changing; besides, the ever changing improvement
on information and technology makes knowledge and skills obsolete in a short
while. This implies that employees should align their needs to that of the
organisations requirements and their own long term development and the
Human Resources Department should consider the current and future needs of
the organisation when planning for employee training (Holden, 2001).
Although there are some deviations in scholars views, it is to note that they are
all in consensus that training targets to improve organisational performance.

2.3 The importance of assessing employee training outcomes

HRM plays vital role in attracting, hiring, encouraging and retaining employees
(Purcell, 1999). Accordingly, organisational human resource practitioners design
and develop practices to recruit and select the required workforce, train and
develop them in accordance to the organisational requirements of performance
objective (Armstrong, 2009). For example, examining the HR practitioners
current state Ulrich, Younger, Brockbank (2013) opine that with any kind of
training, it is very important that activities are aligned with all HRM practices
within the firm. As such it is important that employee training is aimed at
attaining organisational performance outcomes. However, Ward (2009) in a study
notes that organisation operate in different market environments. As such it they
need people with relative skills and knowledge.
Accordingly, in meeting the organisational performance outcome, only such
people are recruited and selected in accordance to the basic need assessment
(Ward, 2009). It is after employment; an employee is further trained to
understand the market in which the company operates. The idea is to infuse the
right kind of skill and knowledge required to perform (Guest et al, 2009).

However, as not all employees have similar competencies, some tend to fail in
delivering the anticipated performance, irrespective of the training initiatives
undertaken by the organisational human resource management (Brunetto and
Farr-Wharton 2013).
For example, in an empirical research Reynolds (2014) found that training
undertaken by majority of organisations in UK are conventional with little or no
focus on evaluating the training outcome. The argument of the author is that
conventional training models deliver subject specific knowledge to that of
infusing the core ability of learning. The emphasis laid by the author here on the
term learning, is the actual skills and knowledge an employee gains as part of
the organisational training initiatives.
Learning, according to Armstrong (2010) infuses the right kind of commitment
among the employees. Learning gives employees a sense of their actual purpose
in a workplace. Armstrong (2010) further informs that training outcomes are to
be initiated with a sense of empowerment rather than supervision.
Additionally, Brunetto and Farr-Wharton (2013) are of the view that optimum
outcomes of an effective training are attained when employees are encouraged
to develop skills of Self-managed learning, to that of giving instruction. It is only
then that employees build capacity that would enhance their competencies in
the process of performance at the workplace.
It is evident from the above literary evidences that the training initiated by the
human resource management practices is to be aimed at infusing learning
among the employees, a learning that develops their competencies such as to
perform in a workplace. Contrary to this, organisational HR practices are however
involved in conventional methods of training wherein people are supervised and
instructed rather than empowered. It is as such important that for organisational
optimum performance outcome, one has to review the actual learning of
employees from training.
Similar is the opinion of Slavic (2014), who evaluating the impact of employee
training in Central and Eastern European (CEE region) of Hungary, Serbia,
Slovenia and Slovakia, are of the view that it is not enough that employees are
trained, it is also important that the amount of knowledge employees have
acquired is also important. It is only than that the organisational performance
outcome is attained. Interestingly, Reynolds (2014) note that training outcomes

are not to be aimed at financial performance, they should be aimed at

developing intellectual capital. According to the authors when organisations have
the intellectual capital in the form of competent workforce, sustainable
performance outcomes can be determined. The research findings here determine
the need to assess and evaluate the training outcome of employees. Contextual
review of literature further indicates that on assessment of employees training
outcomes, further emphasis can be laid in designing and developing training
programme (figure-2).

Figure 1: Systematic Training Model (Armstrong, 2010: 231)

In the above training model, Armstrong (2010) not only identify the process
involved in training, but also indicates the need to evaluate training outcomes
and emphasise on the need to further plan training programmes in accordance
to the evaluation outcomes.
Accordingly, it can be understood that training is a continuous process. Such
processes according to Goldstein & Ford, (2012) help organisations to develop
new methods and frameworks of training. As employees apply their learning in a
work

environment that never remains constant, consistency in training

evaluation is imperative (Delise et al, 2014). How this needs to be done is

examined in next part.

2.4 Evaluating employees training outcomes

The need and importance of assessing employees training outcomes are wellestablished, the same however do not identify methods that can be adapted in
doing so. This part of the research accordingly furthers to examine theoretical
perspective of the methods of assessing employee training outcomes.

Employee training, as discussed earlier is one of the most pervasive methods for
enhancing the productivity of individuals and communicating organisational
goals to new personnel.
However, contemporary scholars have consistently questioned as to what extent
the training programmes were actually delivering the anticipated outcomes; be it
in terms of employee learning or attainment of the anticipated goals of the
organisation. This section of the chapter reviews contemporary literature and
related conceptual and theoretical models that identify key determinants of
evaluating the effectiveness of employee training.

Training evaluation
Training evaluation, as informed by Goldstein and Ford (2012) is described as a
systematic procedure of compiling data to identify whether training is effective.
Accordingly, it can be understood that on completion of the training program it is
important that the employees are surveyed to determine the extent to which the
training was effective. It can also be understood that training evaluation
determines the extent to which the training goals are attained (Noe, 2012).
Kenneth and Megan (2012) further argue that training evaluation should be done
with the procedure that make sure alignment of training activities with the
strategy of organization.
Evaluation of training is also important because organisational spend on training
involve not only huge amount of money but time as well. It is as such imperative
that one has to determine as to what extent the trained employees have gained
skills and knowledge required to perform the assigned job and that they have
developed job-related competencies (Casio, 2010). In support to this Dowling and
Welch (2015) is of further view that like any other anticipated business outcomes
wherein financial investment is made, it is also important to evaluate training
outcomes.
The above presented scholars perception though determines the need to
evaluate training outcomes however do not identify how training outcomes can
be evaluated.

In this aspect, Mark and Annie (2013) evaluating the investments organisations
make in training employees critically argue that though it is important for
organisations to assess the extent to which training programmes have delivered
the desired outcomes, it is also important to note as to how employees have
reacted before and after training, what behavioural changes has the training
brought in, and the amount of knowledge the employees were able to acquire.
One key observation that can be made from the opinion of Mark and Annie
(2013) is that organisations need to design a set of modules that would help
them in evaluating the effectiveness of training.
Contextual review of literature indicates that in human resource management
scholars have developed conceptual models identifying a set of elements helpful
in evaluating training. Some of them are listed in the following table:

Model
David Reays approach

Author
David Reay has divided evaluation into three

to evaluation

stages: the trial phase, the ongoing phase,

Hamblins

fie

level

the final phase.

According to Hamblin

training

can

be

model

evaluated in four levels: Reaction, Learning,

Kirkpatricks four level

Job Behaviour and Functioning.

Kirkpatricks framework classifies

model
Peter Bramelys model

evaluations into four categories

Peter Bramelys model of Evaluation includes

of evaluation

three stages: evaluation before designing

training

learning event, evaluation during the event,

Virmani

and

Premilas

model of evaluation

evaluation after the event.

Virmani and Premilas model of evaluation
embraces

three

stages:

Pre-training

evaluation, Context and Input evaluation,

Warrs

framework

evaluation

of

Post-Training evaluation
Peter Warr had, for evaluating organization
training, recommended the C.I.P.O (Context
evaluation,

Input

evaluation,

Process

evaluation, Outcome evaluation) framework

of evaluation.
Table 1: Training Evaluation Models

As can be seen in the above table, over the years several researchers have
developed a range of models in evaluating the effectiveness of training.
Devi and Shaik (2012) in a study note that though, each of these models have
defined a set of systematic procedures for evaluating the effectiveness of
training, the Kirkpatricks four level model is however accepted and widely
acknowledged by several scholars as well as human resource practitioners.
This view is also supported by Arthur, Bennett, Edens and Suzanne (2013) who
are of further view that Kirkpatricks model can be applied to any form of training
process, be it in a small organisation or a multi-national company. Accordingly
the research considers reviewing Kirkpatricks model.

2.4.1 Kirkpatricks Model

Kirkpatricks framework as informed by Mark and Annie (2013) classifies training
evaluations into four categories reaction, learning, behaviour and results (figure3).

Figure 2: Kirkpatricks Model (Mark and Annie, 2013)

As demonstrated in the above figure, reaction is the degree to which employees

react favourably/unfavourable to the training initiative, learning is the intended
skills, knowledge and attitude employees acquire, behaviour is the actual output
employees deliver in their workplace of the learning they have acquired during
the training, and result is the actual outcome i.e. the amount of outcome the
employee demonstrate as a result of the training programme. Accordingly, each
of these elements is discussed in detail.

2.4.1.1

Reaction

The reaction criteria within the Kirkpatricks Model is the reaction of the
employees for the learning initiative taken by the organisation (Kirkpatrick and
Kirkpartick 2009). In simple words it is the employees reaction to the intended
training.
Adopting self-report measures represent trainees attitudinal responses to the
training program.
However, Arthur, Tubre, Paul, &Edens, (2013) in a recent study note that there is
almost no evidence available to believe on how trainees perceive the training
programs, if anything, about

How much they have inculcated or learned from the training (learning
criteria),

Job

related

behaviours

changes

or

performance

improvements

(behavioural criteria), or

Usefulness of the training programs in regard with organization (results

criteria).

Arthur et al (2013) examining reaction criteria in a European context are of the

view that there is lack of relationship between reaction criteriaand the other
three criteria. This view is also supported by prior scholars (Colquitt, LePine,
&Noe, 2010) as well.
An interesting observation as made by Colquitt et al (2010) is that the
employees reaction to the training module cannot be used in evaluating the
effectiveness of the training. It only informs us of the employees attitude
towards the training. However, Arthur et al (2013) contradicting this opinion are

of the view that reaction criteria though may not be appropriate substitute for
other indexes of training effectiveness and other evidences indicate that reaction
criteria measures are the widely used evaluation criteria in current setting. For
example, in the American Society of Training and Development 2002 State-ofthe-Industry Report, 78% of the benchmarking organizations that has been
surveyed stated adopting reaction measures, when compared with 32%, 9%, and
7% for learning, behavioural, and results, respectively (Van Buren & Erskine,
2012).
2.4.1.2

Learning

The learning criteria within the Kirkpatricks Model is the extent to which the
employee undergoing the training process get the intended skills, knowledge and
attitude as desired by the trainer i.e. the organisational training programme
(Kirkpatrick and Kirkpatrick 2009).
Learning criteria according to Van Buren & Erskine, (2012) are the measures of
learning results came out of the training. The author further specifically state
that learning should not be taken for granted as the measures of job
performance. They are usually made into use by using performance and paperand-pencil test.
Arthur et al (2013) evaluating the learning criteria in a European context is of the
view that the learning criteria though is a necessary aspect, however cannot be
determined as a prerequisite for behavioural change. The authors in support to
similar findings by Colquitt et al (2010) are of the view that employees during a
training session do acquire the requisite skills, knowledge and skills to perform,
but however may not be actually put them into practice. Accordingly, it can be
understood that learning does not guarantee that employees may not transform
learning into performance. As such it is imperative that the behaviour is also
assessed. This justifies the third criteria of behaviour in determining learning
effectiveness as per the Kirkpatrick model (Kirkpatrick and Kirkpartick 2009).

2.4.1.3

Behaviour

The behaviour criteria within the Kirkpatricks Model is the learners application of
the skills, knowledge and attitude in the workplace performance i.e. the actual
performance being done by the employees at the job (Kirkpatrick and Kirkpatrick

2009). In simple words it is the actual application of the learned skills, knowledge
and attitude in the job performance.
Van Buren & Erskine, (2012) in their study empirically demonstrated the need
and importance of the behavioural criteria in determining the learning
effectiveness. This is because behavioural criteria are used as the measures of
real on-the-job performance and further can be used to determine the impact of
training on the work performance. However, transfers of training issues are also
significant here.
Arthur et al (2013) evaluating the learning criteria in a European context is of the
view that behavioural criteria are normally put into action by implementing
objective indicators of performance or supervisor ratings.
An interesting observation as made by Arthur et al (2013) is that though there is
a profound relationship between the learning and behavioural criteria, prior
research has however inadequate success rate in empirically representing this
association.
Therefore, the behavioural criteria are considered as susceptible to all
environmental variables that further can impact on the transfer or use of skilled
employees on the job. Citing an example, the authors note that the post training
situation could not offer opportunities in many cases for the already learned
skills to be implemented or performed.

2.4.1.4

Result

The result criteria within the Kirkpatricks Model is the extent to which the
employee are able to achieve the target performance by demonstrating the
skills, knowledge and attitude acquired during the training (Kirkpatrick and
Kirkpatrick 2009). In simple words it is the extent of outcome from the training
process.
The results criteria as informed by Van Buren & Erskine, (2012) are the most
effective macro criteria to measure the effectiveness of training. Results criteria
are usually operationalized by adopting utility analysis estimates. This analysis
provides a particular methodology to evaluate dollar value obtained by involving
in particular personnel involvements including training.

Arthur et al (2013) in their studies emphasised on evaluating the organisational

performance with specific focus on the profits the company has made and or the
productivity the organisation has made after the training process. The four
criteria of the Kirkpatricks Model (reaction, learning, behaviour and result) as
discussed above demonstrate as to how effectiveness of the training provided to
the employees can be measured.
When we look at the last result criteria, the key ideology of the Kirkpatricks
Model by and large is determining the organisational performance outcome from
the training. The research accordingly furthers to review theoretical model of
evaluating training outcomes for organisational performance.

2.5 Training outcomes for organisational performance

The contemporary human resource management literature as discussed
identifies employees as key human capital. Accordingly, competency among
prospective employees is initially determined. Subsequent training given to the
employees aligns the employees to attain organisational objectives.
However, success rate of the training outcomes is hardly determined.
Contextually, the four criteria of the Kirkpatricks Model (reaction, learning,
behaviour and result) help in evaluating the effectiveness of training. In
furtherance, to further determine as to what extent training facilitates
organisational performance outcome is evaluated in this section.
The Kirkpatricks Model, as argued by Raza (2014) though facilitates in
evaluating the effectiveness of organisational training, the organisational
performance outcome however depends on the effective and efficient use of the
organisational resources, especially the human resources. The author accordingly
recommends the mathematical model of Asare-Bediako (2008): Performance =
(Ability) * (Motivation).
Accordingly, when we look at the four criteria of Kirkpatricks Model; ability here
is the learning and behaviour aspect of the model (which as discussed earlier
have a profound relationship), and performance is the actual outcome delivered
by the employees for the training obtained from the HR practices i.e. the result
aspect of the model. By contrasting this with the mathematical model:
Performance = (Ability) * (Motivation); it can be understood that the managerial

personnel within the organisation play a crucial role in motivating the employees
at every state of training.
Support to the above perception that employee motivation and the role of
managers and line managers is very well documented in contemporary
literature. For example, in their study Katou (2008) are of the view that
organisational HR efforts to increase the performance of employees is directly
proportionate to how much employees are motivated to perform, moreover the
direction of the motivation should be towards achieving organizational goals i.e.
the overall performance of the organisation.
Similarly, the Chartered Institute of Personnel Management (CIPD, 2012) in a
research note that line managers are regarded as the managers to whom all
employees and teams of employees report directly, and who have to report to
the upper level management about the employees performance and work (CIPD,
2012).
Nonetheless, the prime question is how to motivate employees during or after
the organizational performance training. As per the contextual review of
literature, traditional motivation formats (Hezberg Two Factor Theory and
Maslows Hierarchy of Needs) are not properly directed towards organisational
performance (Adeyinka et al, 2007). It is highly important to emphasize on
motivation factor that delivers organisational performance Brophy (2014).
The argument of Brophy (2014) is that motivation and encouragement should be
action oriented.
Motivating a person should be related with some kind of action such as learning
something new, completing a task or rehearsing a new skill.
The author further opines that leadership is all about the durable motivation
which includes these 4 important ingredients: 1) support; 2) value; 3) selfefficacy; and direction (figure-4).

Figure 3: Elements of Durable Motivation (Brophy 2004: 8)

Above mentioned Figure-3highlights the significant components of durable

motivation that include proper direction, self-efficacy, support and value. Each of
the mentioned components is discussed thoroughly.

Direction
Direction is the concept of people in regard with where he or she is headed. In
case people are directed towards the path which does not interest them, they
will not be motivated.
Value
Value perception of a person can greatly affect the motivation level. In case
people do not perceive any kind of value in dong any task, motivation will not
occur at all.
Self-efficacy
Self-efficacy is regarded as the perception of individuals about what he/she is
able to accomplish. People having high level of self-efficacy are not dependent
on others rather discover their own ideas to act on them.
Support
Support incorporates modelling, coaching and motivation. Since the hope and
desire are considered as the important segments of motivation, they are required
for durable leadership and motivation (Mark &Dijk 2007).

2.5.1 Role of line managers in motivating employees

Line managers are regarded as the managers to whom all employees and teams
of employees report directly, and who have to report to the upper level
management about the employees performance and work (CIPD, 2012).
Selection of line managers should be done carefully giving attention paid to
people management attitude and experience, and organisational values should
be supportive that indicate the expected behaviours rather than not tolerated
behaviours. Line managers should have required skills so that after providing
training to them, they would be able to perform their people management task
efficiently, plus they should have feeling that their managers will treat them with
dignity and respect. They should be supported and motivated to reflect their
behaviours and how they are being perceived by their managers, to make sure
that they are doing people management task properly and acknowledges their
motivation and hence performance.
As can be seen in the above review of literature, line managers play a crucial role
in motivating the employees for organisational performance. Training though
may help organisation in infusing the skills, knowledge and attitude of
employees, it is however important that the outcomes of training are assessed
and evaluated to justify the organisational spend on their human capital to
enhance their competencies.
However, to ensure that the training outcomes are appropriate it is the line
managers mediation in motivating the employees that direct the organisational
training outcomes for its attainment of the objectives.

Chapter Four | Findings, Analysis and Discussion

4.1 Introduction
In the previous chapter the research methodology and philosophical aspects
were discussed. The aim is to examine the employee training and development
outcomes in XYZ and evaluate its effectiveness in terms of organisational
performance. Furthermore, the research also intended to identify the need and
importance of assessing and evaluating employee training outcomes. Based on
the survey findings, this chapter will illustrate, analyse and discuss the above
aspects.

4.2 Analysis of Findings

The findings were analysed in line with the research objectives. Each of the
questions in survey were examined individually and descriptive statistics were
computed for each of those questions. To illustrate the data, tables and charts as
well as descriptive explanations were used. 50 employees from XYZ responded
and analysis in the following subsections illustrate that.

4.2.1 The demographic profile of the participants

The importance of examining participants demographics is gained from the
opinion of Hammer (2011) who is of the view that research participants
demographics will give an idea of the participants characteristics.
Hammer (2011) further asserts that it is important to record basic demographic
characteristics informing the readers of the participants age, gender and
education. Accordingly, XYZ employees age and sex are examined.
Table 2 and figure 5 illustrate the sex of the respondents.
Sex
Male
Female
Others
Total

Freque
ncy
22
28
0
50

Percent
age
44.00%
56.00%
0.00%
100%

Distribution of the participants in respect of their gender

30
25
20
15
10
5
0

Male

Female

Others

The results from table 2 and figure 5 indicate that 56% of the participants were
female and 44% of the participants were male. Therefore, this study consists of a
slightly high female composition.
The table 3 and figure 6 illustrate the distribution of the participants in terms of
the age-group they belong to.
Age Group
18-25
26-35
36-50
50 & above
Total

Freque
ncy
8
23
15
4
50

Percent
age
16.00%
46.00%
30.00%
8.00%
92%

It is apparent that the survey is dominated by 26-35 age group that comprise
46% of the participants.

This demographic data indicate that XYZ is committed to providing equally

opportunities for both male and female employees. However, when examining
the participants in respect to their age, it is to note that performance in XYZ
require physical activities such as carrying weights and climbing stairs.
Contextually, the demographics of XYZ employees in terms of age is indicative of
giving more importance to young people as 61% of them are below the age of 35
yrs.
Table 4 and figure 7 indicate the level of educations received by the participants.
Education
Level
A Levels

Frequ
ency
1

HND
University
Degree
Total

14
35
50

Perce
ntage
2.00%
28.00
%
70.00
%
100%

The Educational Qualification of the participants

A Levels

HND

University Degree

XYZ that operates in a retail environment with numerous branches in London

uses computers for inventories and generating invoices. As such it is important
that the employees are XYZ have the basic education that would help them to
learn and perform with e-learning. Contextual examination of the educational

background of the employees in XYZ here indicates that very few are from
schooling background and majority are educated in universities (graduates and
post-graduates). Accordingly, it can be understood that the employees of XYZ
have the required competencies to learn from the training and demonstrate the
same

in

delivering

the

anticipated

performance

for

the

organisational

performance outcome.
People take up jobs to fulfil their basic needs for which earning is important.
Moreover, an employee satisfied of his income from the job is bound to put in
better performance (Armstrong, 2010). Moreover, as the UK government also has
specific guidelines in the form of minimum wages to the employees, it was also
important for the research to examine the income levels of the employees.
With regards to the positions held by the participants, table 5 and figure 8 show
that 30% of them are Medicines counter assistant, 26% of them are Dispensing
Assistant, 28% of them are Pharmacy technicians, 14% of them are Pharmacist
and 2% of them held other position in XYZ.
Positions Held
Pharmacist
Pharmacy technician
Dispensing assistant
Medicines counter
assistant
Others
Total

Freque
ncy
7
14
13

Percent
age
14%
28%
26%

15
1
50

30%
2%
100%

The subsequent question asks the participants how long have they been working
in XYZ. Armstrong (2010) argues that the understanding of the business
operations

among

the

employees

and

their

commitments

are

directly

proportional to the length of their employment in that company. Therefore, it is

imperative that the length of the participants employment is determined. Table
6 and Figure 9 showcase the employment length of the participants with XYZ.

Length of
employment
less than 3 years
between 3 and 5
years
more than 5 years
Total

Freque
ncy
4

Percent
age
8%

22
24
50

44%
48%
100%

Length of employment with XYZ

30
25
20
15
10
5
0

less than 3 years

between 3 and 5 years

more than 5 years

From the above table and figure it is evident that most of the participants have
been with the company for more than 3 years, therefore, they have adequate
knowledge about the company conduct, especially companys training and
development policies that are implemented for the employees.

4.2.1 responses in regard to employee training and development

The respondents were asked a number of questions to understand the employee
training and development policies that are implemented in the company along
with the efficacy of those policies.
Firstly, the participants were asked if they were aware of the training and
development policies of XYZ, the overwhelming percentage of the participants
are not aware of the training and development program, which is highly
concerning in this highly competitive market.
Table 7 and figure 10 illustrate the responses in this matter.

Training and development

awareness
Yes
No
Not sure

Freque
ncy
12
31
7

Total

50

Percent
age
24.00%
62.00%
14.00%
100.00
%

Employee Training and Development Awareness

Yes

No

Not sure

It is evident that, most of the participants are not completely aware of the
employee training and development policy of XYZ organisation. It is to note that

lack of policy awareness is not similar to complete oblivion regarding employee

training and development in the entire organisation.

Exploring the forms of training provided by XYZ, it became apparent that most of
the employees received training that were held externally. 62% of the
respondents reported that they undertook externally held trainings. Table 8 and
figure 11 illustrate the distribution of the responses.
Types of training received
In-house
External

Freque
ncy
19
31

Total

50

Percent
age
38.00%
62.00%
100.00
%

Form of Training Received

35
30
25
20
15
10
5
0

In-house

External

Participants were then asked if they believe that employee training and
development program improve their performance. In which, they responded
positively. While, 62% believe that the impact of training on their work
performance is excellent, 16% believed they are doing at their job better than
before, 18% believe they are doing very good, while only 4% believe that
training

and

development

programmes

have

no

impact

performance.
Table 9 and figure 12 showcase the responses of the participants
Training impact on work
performance
Excellent
Better than before
Very good
No Change at all

Freque
ncy
31
8
9
2

Percent
age
62.00%
16.00%
18.00%
4.00%

on

their

work

Total

50

100.00
%

Training Impact on work performance

35
30
25
20
15
10
5
0

Excellent

Better than before

Very good

No Change at all

In regards to how training and development complement personal needs, goals

and self-development of the employees, table 10 and figure 13 illustrate the
responses from the participants
Relevancy of training to
personal goals
Totally relevant
Very relevant
Not relevant
Cannot tell
Total

Freque
ncy
29
12
8
1
50

Percent
age
58%
24%
16%
2%
100.00
%

Relevancy of training to personal goals, needs and self development

35
30
25
20
15
10
5
0

Unsurprisingly,

Totally relevant

58%

of

the

Very relevant

Not relevant

participants

believe

Cannot tell

that

the

trainings

and

development are highly relevant in achieving their personal goals, fulfilling their
personal needs and their self-development. However, 16% of the participants do
not believe that training and development have any relevance to selfdevelopment or their personal goals.
When it comes to the importance of employee training and development to
achieve the organisational goals, 96% of the participants agreed that employee
training and development play a significant role in achieving organisational goals
and objectives. Table 11 and figure 14 illustrate the responses in this regard. It is
also to note that 4% of participants are not completely sure about the
importance played by training and development in achieving organisational
goals. The findings are in line with Invancevichs (2010) standing. In his words,
training ensures improved efficiency as well as effectiveness of current and
future performance of employees in any situation

Importance of trainings to
achieve XYZ's goals
Agree

Freque
ncy
48

Percent
age
96.00%

Disagree
Not Sure

0
2

Total

50

0.00%
4.00%
100.00
%

Importance of trainings to achieve XYZ's goals

Agree

Disagree

Not Sure

Not Sure

Agree

When the participants were asked if they believe that there are organisational
issues that are constraining employee training and development at XYZ. It is not
unusual for organisations to face challenges in implementing a systematic
process such as training in the organisation. Armstrong (2000) believes that such
challenges are bound to be faced by organisation. Table 12 and figure 15 show
the response distribution of the participants.
Organisational Issues
constraining Training
Yes
No
Not Sure
Total

Freque
ncy
50
0
0
50

Percent
age
100%
0%
0%
100.00
%

Orgnisational issues constraining training and development

Yes

No

Not Sure

The participants were asked to identify the kinds of organisational issues that
constrain training and development at XYZ organisation. Their responses are
shown in table 13 and figure 16.
Types of Organisational Issues
Employees failure to under the training
needs of XYZ

Frequency

Lack of supports from top management

Lack of ability to obtain the understanding
and acceptance of employees
Failure to ensure that resources are
adequately allocated
Total

Percentage

18%

19

38%

12%

16
50

32%
100%

Types of Organisational Issues constraining training and development

Failure to ensure that resources are adequately allocated

Lack of ability to obtain the undertanding and acceptance of employees

Lack of supports from top management

Employees failure to under the training needs of XYZ

0 2 4 6 8 10 12 14 16 18 20

As high as 38% of the respondents believe that it is the failure of top

management in providing adequate support that is the main organisational issue
constraining employee training and development. 32% of the responses indicate
that it is either the lack of resources (financial, human and/or time) or ineffective
allocation of resources that is the main constraint in ensuring effective employee
training and development. The findings are in line with Cole (2000). According to
Cole (2000), there are a number of organisational issues that obstructs seamless
employee training and development programmes. It is also to note that, he
mentioned

the

ineffective

resource

allocation and

lack

of management

competency to be main aspects that negatively affect employee training and

development.
In the following question, the participants were asked if they believe educational
background of the employees has any impact on the training and development
programme provided by the organisation. Sridevi (2010) emphasized on the
educational background of the employees. According to her, it is imperative that
employees have relative educational background for companies to be able to
engage them in the most effective manner. Therefore, it is evident that
education

ensures

better

result

yielding

from

employee

training

and

development programmes. Table 14 and figure 17 illustrate the responses by the

participants and it shows that almost all of them (98%) believe that educational
background is mandatory for employee training and developments to be
effective.
Lack of Education
constraining training and
development
Yes
No
Not Sure
Total

Freque
ncy
48
0
1
49

percent
age
97.96%
0.00%
2.04%
100.00
%

Lack of education constraining training and development

60
50
40
30
20
10
0

Yes

No

Not Sure

Finally, the respondents were asked if employee training and development

ultimately install the right people at the right place in the organisation. As
argued by Cole (2000), in order to be competitive, organisations undertake
training and development to ensure that employees are equipped with right sets
or skills also the right employees are at the right place to ensure optimised
operations in the organisation.
It appears that 96% participants are in consensus with Cole (2000). They believe
that employee training and development ensures that organisation installs the
right persons at the right job in the organisation.
Training and development,
and installing right
persons at the right jobs
Yes
No
Not Sure
Total

Freque
ncy
47
1
2
50

Percent
age
95.92%
2.04%
4.08%
102.04
%

Do training and development install right person in the right job

50
45
40
35
30
25
20
15
10
5
0

Yes

No

Appendix A | Survey Questionnaire

Dear participant,

Part A. Socio-demographic Data of the participants

1. What is your gender?

Male ( )
Female ( )
Other ( ).

2. Which age group do you belong to?

18-25
26-35

Not Sure

36-50
50 and above

3. What is your educational background?

A Level ( )
HND ( )
University Degree ( )

4. What is your position?

Pharmacist ( )
Pharmacy technician ( )
Dispensing assistant ( )
Medicines counter assistant ( )
Others ( ). Please specify ___________________

5. How long have you been working with XYZ?

less than 3 years ( )

between 3 and 5 years ( )
more than 5 years ( )

Part B. participants perceptions towards training and development

6. Are you aware of the training and development policy of the XYZ?

Yes ( )

No ( )
Not Sure ( )

6.1. If yes, how did you know about it?

During orientation ( )
Official communication to me ( )
Through Accra Polytechnics publications ( )
Information from colleagues ( )

7. Have you ever received any form of training since joining XYZ?

Yes ( )
No ( )

7.1 If yes, mention type of training / course attended

Local in house ( )
External Training ( )

8. How did the training impact on your work performance?

Excellent ( )
Very good ( )
Better than before training ( )
No change at all ( )

9. Was the training content relevant to achieving your personal needs, goals and selfdevelopment?

Totally relevant ( )
Very relevant ( )
Not relevant ( )
Cannot tell ( )

10. Do you agree that training and development at XYZ would contribute to achieving
effectiveness and efficiency of XYZ goals?

Agree ( )
Disagree ( )
Not Sure ( )

11. Are there organizational issues that constrain training and development at XYZ?

Yes ( )
No ( )
Not Sure ( )

11.1 If Yes, indicate organizational issues by ticking,

employees failure to understand the training needs of XYZ ( )

lack of top management support for the training and development ( )
Inability to gain the understanding and acceptance of employees. ( )
failure to ensure that adequate resources (finance, people and time) required to

implement the training ( )

Other (s).

12. Does lack of education constrain training and development at XYZ?

Yes ( )
No ( )
Not Sure ( )

13. What current training and development strategies have influenced the achievement of
XYZ goals?

An attraction and selection strategy that delivers the right talent at the right time

and acts as a starting place for effective employee engagement, ( )

A development strategy and system that grows the technical, core and leadership

competencies that accelerate XYZs performance ( )

An integrated performance and rewards strategy that engages and motivates
employees to deliver results and offers employees what they need to excel in their

work. ( )
Other(s)

14. Do you agree that training and development has traditionally been used to ensure that the
right person is in the right job at the right time?
Strongly Agree ( )
Agree ( )
Disagree ( )
Strongly disagree ( )
13.1 If no, what are the reasons for not using training and development strategy to ensure that
the right person is in the right job at the right time?
inefficient recruitment and selection techniques ( )
No training and development centres ( )
Absence of a strategic HR plan ( )
Other(s).