Examining Effects of Training on Job Satisfaction of NGO Sector Employees in Islamabad

Examining effects of training on job satisfaction of NGO sector employees in Islamabad

Muhammad Shafique Khan

Master of Science (MS) in Management Sciences

Submitted to

Muhammad Ashfaq Khan

Department of Management Sciences

Mohammad Ali Jinnah University

Islamabad

1 Table of Contents

2 CHAPTER 1

INTRODUCTION

1.1 Background of the Study

Non-Government Organizations (NGOs) in Pakistan have been existing since its independence in 1947. They generally work for rehabilitation as well as social welfare, and to serve the poor and marginalized people. The number of NGOs has remained static for some thirty years, but has mushroomed in 1980s and 1990s. From a macro- perspective, NGOs have a strong potential to improve and widen the space for Pakistani citizens to engage in the human and social development of the nation. There are five laws under which NGOs in Pakistan operate. The Societies Registration Act of 1860 pertains to professional, cultural and educational bodies. The Trust Act of 1882 provides legal cover for private acts of public charity. Many NGOs are registered under Cooperative Societies Act of 1952. The Voluntary Social Welfare Agencies Ordinance was promulgated in 1961 to regulate and assist the development of NGOs undertaking welfare activities. The Companies Ordinance of 1984 allows NGOs to set themselves up as non-profit companies (Asian Development Bank, 1999).

NGOs have played a distinguished role in creating awareness of issues human and legal rights, women in development, and overpopulation. By showing their ability to succeed where government has had difficulties, NGOs have helped change national perceptions and policies concerning sustainable development (Asian Development Bank, 1999). In recent years, NGOs have become increasingly important player in designing and delivering community based programs. The credit goes to NGO professionals who devote their lives for this cause. Like other sectors, the employees in NGO sector have emotions and expectations. They constantly seek for satisfaction with job in order to show higher productivity.

High staff turnover and poor performance have been persistent issues for both international and local non government organizations (NGOs). This is mainly because the employees are less satisfied with their jobs. The issues have often been connected to the difficulties in motivating staff and volunteers. Financial and non-financial constraints in NGOs including multi-cultural environments in many of those made the

3 situation more complex and hard to tackle. People In Aid, therefore, commissioned research to look at ways in which these organizations can and do motivate their staff and volunteers to retain. The factors responsible for low employee motivation and high turnover, as revealed through the research, are low salary, restructuring and job insecurity, increased employment opportunities elsewhere, issues of personal safety and security, lack of respect and appreciation, under employment, lack of development opportunities, work culture within the workplace and non alignment of values (People In Aid, 2007).

Employee satisfaction has become one of the most attentions-demanding concerns of the managers, decision makers and employers world over. This is predominantly because of the significant influence of employees’ satisfaction on their performance. Literature shows that the employees who are satisfied with their jobs perform noticeably better than those who are unsatisfied. There is a wide range of driving forces of job satisfaction; employee training is one of them. Glance et al. (1997) stressed that training enhances the commitment of employee with the organization.

Training deals with the efforts made to bring improvement in the performance of employees. Organizations invest much of its capital on training (Jones et al., 2008) studied the association of training, job satisfaction and workplace performance. Results of a 2000 survey of 271 network professionals conducted by Lucent Care showed that the most important factor in job satisfaction was the opportunity to learn new skills (Blum & Kaplan, 2000). A survey of one thousand employees of Xerox’s European Business Service Centre found training and education were key priorities for staff (Pischke, 2001). Likewise, a 2000 Computerworld survey of 575 IT professionals found that dissatisfied employees attributed their job dissatisfaction in part to inability to get the training they wanted (Melymuka, 2000). A study of nurses in the United Kingdom found that dissatisfaction with promotion and training opportunities had a stronger impact on job satisfaction than workload or pay (Shields & Ward, 2001).

Training deals with the efforts make to bring improvement in the performance of employees. Organizations invest much of its capital on training (Jones et al., 2008) studied the association of training, job satisfaction and workplace performance. He added that training is positively associated with the employee job satisfaction while employee job satisfaction is further having relationship with the measures of

4 performance. He explained that the direct relationship between training and performance depends on the factors of training and performance used in the analysis.

Satisfaction with training and development is a major factor in decisions regarding people’s careers (Violino, 2001). It is a factor that prospective employees evaluate in the job-hunting process. It is cited in surveys as to why workers accept or decline jobs with certain employers and why employees leave one employer for another. A sample of workplace surveys shows the importance of workplace training from a variety of perspectives. Violino’s (2001) North America Employment Review survey of twenty-six hundred American and Canadian employees found that 80 percent of respondents said receiving training that increases their skills and abilities was a key component of what they looked for in jobs (“What Drives,” 2001). A 2001 Network Computing survey of fourteen hundred information technology (IT) professionals found that IT employees felt educational and training opportunities were critical in their job (Violino, 2001).

The present study was undertaken to investigate the relationship of training with job satisfaction of the employees working in various Non-Government Organizations (NGOs) of Pakistan. The study also ascertained the effectiveness of employee training programs being implemented for equipping employees with modern skills.

1.2 Problem Identification

The importance of training has grown in last few years because of rapid growth in the management practices, and increasing demands of the employee job. Thus training is the best solution to improve employee’s understanding and let them know how to use the specific skills. Training can also be of general in nature which enhances employee’s skills to cope with the common problems. There are few factors which have strong impact on the output of training. Therefore it is necessary to address those critical issues before managing training programs and investing huge sum on the employee’s development. Employee training persistently contributes to the increase in capital stock which is available in the economy (Baldwin & Johnson, 1995).

5 Bo Hansson (2009) is of the view there are only two options to continue with high profits and higher wages in the developed nations: escalating the skill levels of individuals or developing superior skills for managing those skills and “human capital” more broadly. This point is highly taken by the employers as they replied to these new phenomena by enhancing the wages for workers with more skills, capabilities and by increasing their utilization of downsizing and other techniques intended to down the labor costs.

Training, work place performance and employee job satisfaction has positive relationship (Jones et al., 2008). While training is positively associated with the employee job satisfaction and employee job satisfaction is further having relationship with the measures of performance. The explanation of the direct relationship between training and performance depends on the factors of training and performance used in the analysis. Baldwin (1999) studied the training strategies of the different companies. He came with conclusion that the required skills capabilities depends on industry where employee is working.

Training brings the change in employee attitude which is consistent (Rowden, 2003). It is one of the means of improving the manpower utilization and helps the potential raise in the employee job satisfaction. However it also needs employees should be given opportunity to grow in the professional environment, where they are provided latest tools, experience trainer and proper on the job and off the job training.

Trend of training and development receives more attention of Non-Government Organizations (NGOs) sector than any other sector because most of the practitioners belong to society where they have not received any professional education. Although, NGOs are focusing on the building capacity of its employees yet great commitment is required to promote the man power capabilities and potential by providing the training as per the demand of the market. One thing missing in these trainings is evaluating effectiveness of these trainings. There is dire need to evaluate the trainings so that effectiveness could be measured. The present study was particularly aimed at ascertaining effects on trainings on employee satisfaction.

6 1.3 Rationale of the Study

Considerable research studies have been conducted on organizational commitment, satisfaction, coaching, and employee development as individual or organizational outcomes. However, very little research has been done on the relationship between employees’ satisfaction with employee development and coaching (Tansky & Cohen, 2001). Rowden & Conine (2003) also recommended additional research to further understand this apparently powerful link between workplace learning and job satisfaction. If this powerful link continues to surface in other sectors and larger companies, managers concerned with the level of job satisfaction among their employees may want to encourage more learning opportunities in the workplace.

Hollenbeck (1996) has discussed sensitive issue that whether the training should be given to employees to develop their basic skills. Most of the literature in this area has focused on the impact of education and skills on job satisfaction rather than the effect of training as such. One exception is Siebern-Thomas (2005) who analyzing 13 countries in the European Community Household Panel (ECHP) 1994-2001, found that job satisfaction tended to be higher where there was access to workplace training.

The reason for undertaking this study was that a little research has addressed this field particularly in NGO sector. Thus, along with generating a body of knowledge for practitioners, the study will also be a great contribution to the management research.

1.4 Significance of the Study

Training and development has been the area of interest of the scholars for long time. Researcher has investigated much in this context. However there is still enough room for the researchers to investigate about. Employee training persistently contributes to the increase in capital stock which is available in the economy (Baldwin & Johnson, 1995). The designing of the modules of training, quality of trainer and learners potential and preferences in learning styles are important factors which affect the output of the training process. Thus it is necessary to handle the overall training program with care and scientifically design the courses, select the best trainer among the available and opt the learner’s favorite learning style. This study investigates the factors effecting the training session i.e. course design, quality of trainer and learners

7 experience. Thus, it addresses the key elements which affect the output of the investment on employees training.

The focus of the study is to find solution of the problems been faced by trainees during training session. It is endeavored to assess the factors which affects the training process. The importance of training determinants is studied to measure the affect on outcome of training programs. Valuable assessment is intended to make for seeking solution for providing the best possible environment to the trainees by identifying the factors of hindrance. It may provide base for conduction of effective training programs. The findings of the study shows that there is positive relationship between training and development and employee job satisfaction while trainer quality , course design and learning experience have positive association with training and development. Thus the training and development of the employees should be imparted with having special consideration on its determinants so that employee job satisfaction can be achieved.

1.5 Problem Statement

In this study, we are concerned with investigating the relationship of employee training with their job satisfaction. The study tested the following variables; (1) employee training, and (2) job satisfaction. Literature hints that employee training has significant impact on job satisfaction but there is need to investigate nature of this relationship and its fruitfulness. However, we still find an unmet need to test job satisfaction and facets that are influenced by trainings and how.

1.6 Research Questions

Through undertaking the present study, the following research questions were answered:

(1) What is the relationship between employee training and jobs satisfaction?

(2) What is nature and extent of relationship between employee training and jobs satisfaction?

8 1.7 Objectives of the Study

The study was mainly designed to test its variables. However, the following objectives were envisaged for this study:

. To ascertain the effects of employee training on their job satisfaction

. To assess the nature and extent of the relationship of employee training and job satisfaction

. To identify the relevancy and perceived value of employee trainings facets that play an important role in making a training successful

. To generate a body of the knowledge for policy makers and decision makers about how they can best use trainings

1.8 Definition of Terms:

Training: Landy (1985) defined job training as “a set of planned activities on the part of an organization to increase the job knowledge and skills or to modify the attitudes and social behavior of its members in ways consistent with the goals of the organization and the requirements of the job”. An instructor-led content based intervention leading to the desired changes in behavior (Martyn & John, 2006).

Trainers Quality: The presentational skills of the presenter, atmosphere created and knowledge about the topic constitute trainer’s quality (Jenny, 2006).

Training Design: Each course included information input and certain practical skills which needed to be acquired.

Learners Experience: It addresses the issue of change in learner’s behavior after been trained.

Employee Job Satisfaction: Job satisfaction is defined as “how people feel about their jobs and different aspects of their jobs. It is the extent to which people like or dislike their jobs” (Jenny, 2006).

9 CHAPTER 2

LITERATURE REVIEW AND THEORETICAL FRAMEWORK

2.1 LITERATURE REVIEW

Organizations invest much of its capital on the training and development of its employees. It makes the case sensitive to investigate whether training is giving benefit to the trainees and to what extent training process could be improved. Training not only enhances the performance of the employees but also helps them to motivate and developed undergoing relationship with the organization. Stephen & Bowley (2007) studied the training impact on the employee job satisfaction. In study, they linked training with the employee’s productivity which would lead towards employee as well customer satisfaction. Baldwin & Johnson (1995) described that if employees are trained at low level it would increase their tendency towards leaving the organization, while high level training increases the employee satisfaction and focuses him/her to stay in the organization (Choo & Bowley, 2007).

Beside the provision of training it also matters that who is imparting the training, frequency of the training and do the objectives of training are achieved or not (Choo & Bowley, 2007). Stephen & Bowley (2007) focused on the evaluation of training process for its productivity and achieve the return on investment. The trainer’s quality is also emphasized. It’s one among the critical factors which affects the training productiveness. Thus directly play its role in the return on investment (Choo & Bowley, 2007). The way course is designed and the selection of trainer decides about the success and failure of the training.

Baldwin & Johnson (1995) stated that companies conduct training for three purposes which are to carry the company strategy, bringing innovation and advancement in technology. That is done to improve the quality of the product and for the provision of quality services. He further added that training also depends on the importance firms give to its labor’s skills. Training is also linked with the innovation thus labor needs to be train to cope with the latest developments and technological changes. Pischke (2000) observed during his study that if training is of general nature and is

10 provided by the employer at no direct cost to the workers then workers typically reports larger productivity gains from the training during work hours. Beside this fact, he elaborated that workers with greater earnings are always willing to participate in the training.

Smits (2006) studied the association pertaining between a company and training motives while he further elaborated the quality of apprenticeship training. He obtained the required data by interviewing employees whose are former apprentices as the purpose of study was to link training quality and training motives. This study reveals a novel measure of the quality of training which is based on subjective survey data on the firm & training effort. The main findings are that those firms and companies that guide and train the apprentices as a future requirement for qualified workers provide better quality training as compare to firms that do not have future benefits from training.

Chong & Galdo (2006) worked on the effect of quality of training on labor-market earnings using a non-experimental training program. In this study the main targets were the disadvantaged youths aged 16 to 24 years. The uniformity of causal effects is relatively possible based on two attractive features in the data. The prior one is the selection of training courses which is linking and rely on public bidding processes this assign standardized scores to multiple proxies for quality. While the second one is the program’s evaluation framework which permits for identification and relation to comparison of individuals in the treatment once the programs is finished. BY utilizing difference-in-differences kernel matching methods, it is found that employees attending high-quality development and training courses they have greater average and marginal treatment affects.

Maria (1989) studied the effect of post-school training on job opportunities and wage opportunities of urban female gender workforce. For this purpose the attendance in post-school training programs is extensive. After-school training usually increases the rate of a woman's probability of entering the labor force, however, as a result of job training the hourly wage rates of female worker in wage (private) and non wage employment sectors does not increase. Several possible explanations for this finding are in line.

11 Once is that, since women tend to expect to work outside the home very less years as compare to men, this has an incentive to develop for occupations which requires lower investments in human capital as compare to that by men. Another factor is lack of standards for determining and assessing the value of the training as well as developing in proprietary institutes where most female workers are trained. Last but not least, discrimination against women can also make them avoid those from entering the most successful training and development programs and also the jobs which permits more wage. Bãlan (2007) came with the results of the experience in controlling the quality of the training and development programs arranged for the students, based on mutually cooperation concluded with the business environment. That training programs was developed by ASE in cooperation with the well known organizations.

(A) Learning Experience:

Dougherty (2000) endeavored to fill the gap present as empirical literature of work experience, job tenure, training and earnings, one previous study made a distinction among the effects of work experience in the present occupation and work experience in older ones, and no other study has made the distinction like the training. It is believed that it is better to hypothesize that the distinction is necessary.

It has been realized that the returns to work experience in the recent occupation with post employers are same to those to work experience with the present employer, and that tenure has not any independent impact. The same way it has been found that the distinction between training for current and previous job gives better results than a distinction among training for current and previous company. It is observed that work experience, classroom training and institute for vocational training for the present occupation have highly significant impact on earnings, with work experience. Parent (1995) discussed the issue of training and its impact on wage and employers seem to reward skills gained through training with ex employers as much as skills they gained themselves.

12 However it is found that employees undergoing training programs have 18 percent lesser starting salaries as compare to other workers; this result is gained by setting up a starting wage equation and by the use of a variable called on-the-job training still. Training and development has been the subject of interest of the different scholars. Greenhalgh et al. (1982) studied the same as it is the process which helps to bring the skills in the employees which is the requirement of the job. Usually the employees are trained in the organizations during employment.

(B) Trainer Quality:

Baliga & Pulin (1973) discussed the trainers’ role in the team building process. He presented the trainer Interventions and their efficacy in building up a Group Climate specifically when the Reactive Processes of the Group reached a dangerous point that was affecting the working of the Group. Observers were appointed to observe these interventions which were made This study reveals in regard to the manner in which the empathy processes may be generated in the group thus it also indicated the efficacy of ‘Modeling’ as a trainer-intervention. Scahill (2006) studied the program that trained the employees to provide services similar to those offered by centers for economic education affiliated with universities and colleges in the United States.

Ramachandran (2006) discussed the motivation of teacher in India. His study was based on analysis of government data, policy materials and published documents on India and interviews with different stakeholders inside the state of Rajasthan and rapid survey in ten schools of Tonk District of Rajasthan. Motivation of primary school teachers issues can be summarized as the social distance among the teachers and the children is greater in government schools and teachers are deficient in the skills to control so much diversity inside the classroom. Nelen & Grip (2009) showed interest on investments in both formal training and informal learning. It is found that part-time employees have different measures for formal and informal learning from full-time employees.

(C) Training Design

13 According to the training literature, there are several training design factors that influence transfer of training: instructional techniques and learning principles (Alvarez et al., 2004); self-management and relapse prevention strategies (Tziner et al., 1991) and goal setting (Holton, 2005). Thus, organizations should design their training programs to include such factors that increase the likelihood of transfer. Accordingly, the LTSI measures such a factor, transfer design. Transfer design refers to the degree to which training has been designed and delivered in such a way that provides trainees the ability to transfer learning back to the job (Holton, 2005).

Holton (1996) argues that part of transfer design is the degree to which training instructions match job requirements. Trainees are more likely to transfer the training content to the work context when they perceive that the training program was designed and delivered in such a way that maximizes the trainee’s ability to transfer the training to the job (Holton, 2005). Consequently, when trainees have previous knowledge and practice on how to apply the newly learned knowledge and skills to the job and when training instructions are congruent with job requirements, an increased likelihood of transfer should exist.

According to Holton (2005), training design is positively associated with training effectiveness and how applicable the training was to the These results reinforce the notion that organizations should be aware of how well the content of the training program, in terms of the use of activities, examples and exercises, is focused on the application of on-the-job learning.

A large number of equally important variables for effective training are suggested by many training professionals and academics offering a variety of generalized approaches to training interventions following the ‘System Approach to Training’ and the ‘Procedural Approach’ (Dalton, 1997). All these assume that the major elements of the training process have to be the creation of training plans and the task of systematizing the identification of training needs (Gray et al., 1997). In implementing these features, the determination of training objectives, both behavioral and performance-related, is one of the more important issues. Although the classification is often not too clear (Kimberly et al., 1996), the choice of the type of training program, designed to influence either technical or human skills, is a step in this direction (Axtell et al., 1997).

14 Research evidence suggests that during the 1980s emphasis was placed on training programs aimed at maximizing trainees’ human skills in both the private and public sectors (Holden, 1993). This shift towards human skills training, especially in public sector managers, is necessary to help them to accomplish their upgraded role, as described above. Many governments all over the world are giving their employees the chance to improve their interpersonal and social skills, to develop sensitivity towards others and to adopt a more humanistic style of management.

Research studies have suggested that these efforts can translate into better leadership behavior, strong team relations and a positive organizational climate (Holton, 2005). On the other hand, other training programs teach managers how to develop new skills and competencies such as managing financial resources or information, and technology, essential to producing performance effects. The use of advances in performance technology, their involvement with the newer information technology, and the efficient allocating of resources are some of the consequences of participation in these technical programs (Gray et al., 1997).

In the midst of these adjustments, the formulation of the appropriate programs that will offer effective human or technical skills training must take into account the trainees’ personal and occupational differences, in the context of organization, job and person analysis (Soutar & Turner, 2002). In the process of determining training needs, job analysis aims to identify needs at the level of individual performance and personnel demographic analysis helps to produce a training programs tailored to the particular needs of individuals, and organization analysis focuses on linking strategic planning considerations with the results of training needs assessment (Gray et al., 1997).

The involvement of training department experts and of the candidate trainees in the needs assessment helps builds commitment to the training effort. In the case of the Greek public sector, the initiative in designing such programs left entirely to the training departments or to the central authorities; potential trainees are merely required to participate in training courses. The problem then arising is how to ensure that the selection of participants in each program will achieve benefits both for their organization and for the trainees themselves.

15 In order to determine which employees would benefit most, and how the organization will be more advantaged, more must be known about how their personal factors and their job factors could affect their participation in each type of training (Soutar & Turner, 2002). Studies have been conducted to investigate what causes the employee to apply to attend training, using both a labor market approach (based on human capital theory) and a psychological approach - based on employee attitudes towards training and work environment (Gray et al., 1997). The need to conduct a systematic examination of the links between various job and personal factors, on the one hand, and the training process, on the other (Longenecker & Ariss, 2002) is what led us to undertake this survey.

Our study sought to investigate the possibility of NGO participation in training being managed, in the sense of determining the appropriate type of human or technical skills training, according to their personal and occupational characteristics. The generally weak and indirect relationship between organizational factors such as size, work environment, and training process (Gray et al., 1997) led to their exclusion from our study. Furthermore, given their proximity and direct influence, personal and occupational factors should constitute stronger predictors of participation in training than organizational factors (Soutar & Turner, 2002).

Training content is related to the knowledge gap potential clients or trainee wish to fill to improve performance (Gray et al., 1997). In the current study, training content was defined as the knowledge provided in the training course to improve job performance or to promote personal development. The fit between program content and learners’ needs is critical if learning is to take place and if that learning is to be applied in the workplace. Content has been found to influence training effectiveness (Longenecker & Ariss, 2002), sales force performance (Choo & Bowley, 2007) and preference for universities (Soutar & Turner, 2002).

Training providers have to decide whether to offer detailed or brief information about the content of their programs (Smith & Bush, 2002). Prior research has found incomplete information can negatively influence choice (Kivetz & Simonson, 2000). Further, people who find it difficult to evaluate a service prior to its purchase tend to

16 search for more information to lower their perceived risk (Gray et al., 1997). In addition, people believe advertisements with detailed information more than advertisements with little pre-purchase information (Ford et al., 1990). Because training services are often difficult to evaluate prior to purchase, more detailed information about course content is likely to lower perceived risk, which suggests that the greater the detail provided about a training program, the more positive the evaluation of a training option will be.

2.2 Theoretical Framework

Rautalinko & Lisper (2004) stated that few training programs are designed for specific reasons while others apply sophisticated assessments of employee’s strengths and weaknesses before training. If training programs are designed to enhance the communication skills of the coworkers and they are being trained in a team than it increases corporate profit and positive working relationship. Those employees who have good communication skills gather new information about new work procedures and advance technologies. For this chain establishes relationships between factors effecting training program and its impact on the training. This further leads to the satisfaction from the training.

Organization invests much of its capital on its employees to get their skills improved through training programs. It is therefore important to use the proper use of that investment and let the employees get benefit from training programs in real sense. Gray et al., (1997) argues that by training the employee in job profiles, equipment use empowers the employee to identify improvement. Training helps a business to achieve its goals but it should be indicated and designed as a strategy not as an event. While trainer acts as a consultant when managing the training program. Quality of trainer is one among the factor which has strong impact on the satisfaction of employee from the training. Trainer’s quality varies from trainer to trainer. The presentation skills, atmosphere created during the training and knowledge about the topic are important determinants of trainer’s quality. Design of the course also has its impact on the employee satisfaction from the training program.

17 High-powered statistical tools and techniques need to be supplemented with people skills (Choo & Bowley, 2007) Course could be designed for conduction outside the office then it’s called off the job training but it is designed to be conducted within office environment then it’s on the job training. A third determinant of training is learner’s experience from the training program. It shows how learner is confident about what he/she learnt in training, the effect of training on his/her current job and how much he/she has improved during training session. All those factors or determinants affect the employee satisfaction from the training program. In case if all those factors are well organized and controlled then employee would be satisfied from training otherwise it may discourage him from training session.

Successful training program conduction also has impacts on the satisfaction of employee from his/her current job. If employee is feeling himself/herself developing in the job then he/she feels committed to the organization. Choo & Bowley (2007) discussed the factor affecting training and development. He further elaborated the importance of trainer quality on the overall outcome of the training program. Learning experience and course designed was also his topic of discussion, where he emphasized on the mentioned factor and their role in development programs. He further suggested that talented employees should be trained so that they can learn new techniques and adopt new skills. It would help them to get motivated and satisfied.

Independent variables of this study are training factors i.e. trainers quality, Training design and learner experience from the training session. Training quality is generally influenced by the knowledge of the trainer, his/her motivation and experience. Course design shows whether training is designed for on the job training, off the training and either the course is specific or general in nature. While learner’s experience of the training shows that to what extent learner’s self confidence is developed, effect of training on employee’s current job and how much employee has learnt from it. Those factors affect the trainee’s satisfaction from the training, which further leads towards the employee satisfaction from the job. The present study tested the following research model.

18 Research Model:

Job Satisfaction

Job satisfaction has become a matter of great interest in social as well as management sciences. It has been argued in the literature that answers to questions about how people feel toward their jobs are not meaningless but rather convey useful information on individual behavior such as job quits (Shields and Price, 2002), and absenteeism as well as productivity (Clegg, 1983). Moreover, job satisfaction is considered a strong predictor of overall individual well-being (Judge and Watanabe,

19 1993). As a consequence, several studies have attempted to identify the determinants of job satisfaction (Souza-Poza and Sousa-Poza, 2000).

A number of important determinants of job satisfaction have been identified in the literature which may be helpful in the consideration of job satisfaction. Firstly, a variety of personal characteristics have been found to have significant effects on reports of job satisfaction including gender, race, age, marital status, children and education. The largest effects here are generally associated with gender and age. Females have been found to report higher levels of job satisfaction in the UK labor force using information from the British Household Panel Survey (Clark et al., 1996).

The seminal paper by Freeman (1978) showed that the probability that a worker voluntarily leaves his job decreases with job satisfaction, even after controlling for several worker and job characteristics. The robustness of this negative relation between job satisfaction and turnover has been established in (Akerlof et al., 1988). Clark (2001) shows that not only overall job satisfaction, but also satisfaction with several job domains correlate with the probability that a worker quits.

In cross-sectional studies job satisfaction has predicted worker productivity (Tsang et al., 1991). Work by Clark et al. (1996) provides some evidence that expectations are affected by a worker’s age, educational level and occupation. Grund (2001) concentrates on increases of job satisfaction after job changes. Shields and Ward (2001) find that dissatisfaction with promotion and training opportunities have a stronger effect on intentions to quit than dissatisfaction with workload or pay.

Despite the large literature on job turnover (Tai et al., 1998), and the growing literature on job satisfaction, studies examining the relationship between job satisfaction and quitting behavior in economics are comparatively rare. Turnover currently stands at around 9% per annum for registered females, but is far higher for females who have recently completed their training (Gray and Phillips, 1992). Gordon and Denisi (1995) find, using data from three public sector organizations in the US, that job satisfaction is negatively and significantly related to intentions to quit. More satisfied workers are less likely to leave their employer (Shields and Ward 2001), have lower rates of absenteeism (Clegg 1983) and have higher productivity (Mangione and Quinn 1975). In this context, reported job satisfaction can be seen as a revelation of workers’ preferences over jobs.

Job Satisfaction and Absenteeism

20 Absenteeism is the term generally used to refer to unscheduled employee absences from the workplace. Absenteeism can impose a number of costs on employer such as the lost output of the absent employee; overtime for other employees to fill in any temporary help costs incurred; possible loss of business or dissatisfied customers etc (Oi, 1962). In contrast some psychologists have found that absenteeism may be beneficial as it provides some temporary relief from the stresses of work (Soutar & Turner, 2002). Many authors (Barmby et al., 1994) have tried to distinguish between voluntary and involuntary absence but this has proven to be difficult. Barmby et al. (1991) report that the majority of sickness absence is in the UK is in spells of five days or less; a finding supported by Labor Market Trends 2003 showed that of those workers who were absent during a reference week, 40% of workers claimed absence for a period of only one day and approximately 75% claimed absence for 4 days or less. Both these suggest strongly that much absenteeism is on the basis of self certification of illness and this has been cited as support for the voluntary absence hypothesis.

Economists have investigated the issue from both a supply and demand side perspective. On the supply side, (Bridges & Mumford, 2001) have found that older and single workers were more likely to be absent, especially for men. On the demand-side, (Soutar & Turner, 2002) found that larger firms tend to have higher rates of absenteeism which arises because of their ability to diversify the risk from absence more easily. Workers who are employed on full-time contracts are more likely to be absent than part-time workers (Clegg, 1983) whilst show that the ending of any probationary period and employment protection legislation both tend to increase absenteeism (Ichino & Riphahn, 2005).

A number of authors have considered the relationship between job satisfaction and absence. In an early study conducted by (Vroom, 1964) low levels of job satisfaction were found to contribute to higher absenteeism rates. A finding confirmed by (Clegg, 1983) who also found that low job satisfaction was also associated with a lack of punctuality and a higher propensity to quit. Drago & Wooden (1992) conducted a comparative study examining the causes of absenteeism using data from a survey of 601 workers from Australia, New Zealand, Canada, and the United States. Their results indicated that absenteeism was lower in occupations where employees worked together closely and harmoniously and where job satisfaction was high. Finally, Wegge et al. (2004) utilized a sample of 436 employees working in a large civil service department

21 and found that the hypothesized interaction between satisfaction and involvement was significant for both their indicators of absence behavior.

Absenteeism caused by low job satisfaction is consistent with both the involuntary and voluntary absence schools. As noted above, low job satisfaction can stimulate withdrawal voluntary absence. However, low job satisfaction has also been linked to a range of health issues especially mental/psychological problems (Ichino & Riphahn, 2005) and absence in this way can be thought of as involuntary.

As noted by Zwick (2006), a major estimation problem, particularly when the data set used as in our case is cross-sectional arises from the endogeneity of training and other production inputs such as labor and capital. As firms do not randomly select workers for training, but rather those most likely to benefit from it, training is not wholly exogenous. There are in fact two distinct biases: unobserved time invariant heterogeneity and endogeneity bias in relation to training intensity. In the case of the former, some firms may be inherently more or less productive than others. In fact, (Ichino & Riphahn, 2005) for the US, (Wegge et al., 2004) for the UK and (Zwick, 2006) for Germany all find that less productive firms are more likely to implement formal training programmes than high productivity firms, which means that the effect of training on establishment performance is likely to be understated.

Endogeneity bias may be caused by transitory shocks such as the introduction of new technology and changes in labor and product market conditions. Firms may well choose to train when demand is low. Further, the effects of training may be spread over a number of years and although our training questions cover the previous twelve months, this may not be enough to capture the full effects. For all these reasons our estimates of the effects of training on performance are likely to be lower bound estimates. Our job satisfaction measures are however less likely to suffer from problems of endogeneity as training is much more likely to influence levels of job satisfaction than the reverse. Further, levels of job satisfaction seem more likely to influence levels of performance than the reverse, particularly since performance is measured relative to competitors. We also have a large number of controls to pick up factors such as labor quality, tenure and establishment characteristics.

22 Job Satisfaction and Quits

Until recently there had been relatively few studies by economists examining the role played by job satisfaction in quitting decisions. The main reason for this was the lack of large-sample longitudinal data which could be used to identify job satisfaction in one period and job turnover in subsequent periods. Locke (1976) provided an extensive review of the literature in the psychology field, concluding that a negative correlation coefficient between job satisfaction and employee turnover was almost always obtained. In one of the seminal papers on job satisfaction, Freeman (1978) was one of the first economists to analyze the connection between quits and job satisfaction. Based on panel data from two different US sources, the National Longitudinal Survey (NLS, 1966-1971) and the Michigan Panel Survey of Income Dynamics (PSID, 1972-73), Freeman showed that job satisfaction was positively and significantly related to the probability of quitting. Moreover, he found not only that job satisfaction was quantitatively more important than wages, but also that the causality ran from job satisfaction to future quitting behavior.

This relationship was confirmed by Akerlof (1982) using data from the NLS Older Men Survey. More recently, Clark et al. (1998) using data from ten waves of the German Socio Economic Panel (1984-93) found that workers who reported dissatisfaction with their jobs were statistically more likely to quit than those with higher levels of satisfaction. Using data from the Danish section of the ECHP, Kristensen & Westergård-Nielsen (2004) found that the inclusion of a subjective measure of job satisfaction improved the predictive ability of a job quit model. Dissatisfaction with the type of work was found to be the aspect most likely to lead to a worker leaving their job, whilst satisfaction with job security was found to have an insignificant effect on quit propensity. The authors contrast this finding with results from the UK, where dissatisfaction with job security is usually found to be one of the most important predictors of quit behavior. They attribute this discrepancy to the differing generosities of the benefit systems in the two countries.

Concerns about recruitment and retention difficulties in the public health and education sectors in the UK prompted studies by (Shields & Ward, 2001). Shields & Ward (2001) investigated the determinants of job satisfaction for nurses in the UK and established the importance of job satisfaction in determining nurses’ intentions to quit

23 the National Health Service (NHS). They found that nurses who reported overall dissatisfaction with their jobs had a 65% higher probability of intending to quit than those reporting to be satisfied. Wegge et al. (2004) examined the factors influence the quitting decision of public sector teachers in England and Wales using a panel data of 29,801 observations on 7,989 different teachers drawn from the quarterly Labor Force Survey between 1997 and 2003. They argued that improving job satisfaction through non-pecuniary aspects of teachers’ jobs has a larger impact on improving retention than increasing pay.

Kristensen & Westergård-Nielsen (2004) applied principal components analysis to data from a survey of employees from three low-wage service sector companies. They found that satisfaction with short-term rewards and long-term prospects were far more influential in determining overall satisfaction than contentment with social relationships or work intensity.

The aforementioned relative shortage of longitudinal data means that researchers have tended to focus on the relationship between job satisfaction and their future employment expectations or intentions. The use of intentions to quit rather than observed quit raises the question how good a predictor of actual quitting is reports to quit?

2.3 Development of Hypothesis:

H1. Employee training is positively associated with job satisfaction of NGO sector employees.

H2. Employee training leads to decreased absenteeism of NGO sector employees.

H3. Employee training leads to decreased job quit intentions of NGO sector employees.

24 CHAPTER 3

METHODOLOGY

This is an exploratory study which was undertaken for ascertaining the effects of employee training on their job satisfaction. Data was collected from the non contrived settings. Time horizon of the study was cross sectional, and the unit of analysis was individual.

3.1 Population, Sample and Respondents:

The study population consists of 2000 low level employees; however, the data was collected from a 400 respondents using criterion sampling technique. Thus, a total of 400 questionnaires were distributed among the respondents but only 217 questionnaires were returned with useable data reflecting a response rate of 54.25%. The study respondents were low-middle level employees belonging to local, national and international NGOs with headquarters in Islamabad. They were chosen by considering their personal characteristics like age range (30-50), gender (50% male and 50% female), qualification (degree level), number of years with the organization (minimum 2), and number of trainings attended (minimum 2).

3.2 Instrument & Measure:

The study adopted a structured questionnaire developed by Choo & Bowley (2007) used in their study pertinent to training outcomes. The questionnaire was amended according to the study requirements (questionnaire attached in annex 1). Twenty two more items were included for identifying impact of employee trainings on the job satisfaction. The questionnaire comprised of two sections. In first section, the respondents were asked to tell about their personal characteristics, while in second section, the respondents were asked to express their perceptions regarding the study variables. The instrument contained pertinent questions regarding the study variables which have been addressed through 48 statements to which the respondents have been asked to express their judgments using a five point Likert scale ranging from strongly disagree (1) to strongly agree (5).

3.3 Pilot Testing

25 To validate the instrument, a pilot test was carried out at a convenience sample of 50 respondents. The returned questionnaires helped us refine the survey instrument. To improve the comprehensibility and clarity of the questionnaire, difficult words were substituted with simpler words where possible. Also, a few other items were reworded to ensure that the understanding level is more appropriate. The remaining respondents were contacted later after redesigning the instrument as required.

3.4 Procedure:

The survey instrument was self-administered and was distributed personally among the targeted respondents. Only one questionnaire was given to each respondent and the filled questionnaires were collected personally. Sufficient support was provided to the respondents to understand and answer the asked questions accurately. Questionnaire comprises questions related to all independent and dependent variables. Demographic section covers questions related to age, gender, education and experience etc. Respondents were facilitated during questionnaire filling process for correct data acquisition. Few filled questionnaire were rejected because of double entry, keeping questions blank and other problems.

3.5 Extent of Researchers Interference:

Researcher ensured it to the best possible that the data collected is unbiased and reliable data. However, researcher had to interfere during the collection of data. As few respondents’ employees remained careless in filling the mentioned fields therefore researcher helped them in filling the questionnaire. Few respondents’ employees did not fill the questionnaire completely. Thus for getting the questionnaire refilled by the employees. Generally employees committed mistakes because of not concentrating on the questions and double entry or no entry for any question in the questionnaire.

3.6 Data Analysis:

Only quantitative technique was used to analyze data. Analysis of a Moment Structures (AMOS) and Statistical Package for Social Sciences (SPSS) were employed for data analysis. Descriptive frequencies, percentage, standard deviations, and mean average was drawn using SPSS while the study variables were regressed using AMOS.

26 CHAPTER 4

RESULTS AND DISCUSSION

4.1 Results

Our sample for the study was 400 Employees. Out of the target sample only 217 employees responded back. Thus, the response rate is 54.25 % of the total contacted sample. While answering to the question regarding age, 65 respondents (30 %) reported their age between 20-30. While 59 (27.188 %) of the respondents reported their age between 31 to 40 age group. 55 (25.34%) of the employees reported to be between 41to 50 and only 38 (17.51%) were above at the age of above 50. All age groups participated in the study almost equally as per their ratio is concerned.

Analysis of Variance (ANOVA)

Table 4.2.1(a) ANOVA of age group - relationship of trainer quality with job satisfactions

Trainer Sum of Df Mean F Significance quality squares Square

Between 2.510 3 .837 1.132 .337 groups

Within 157.407 213 .739 groups

Total 159.917 216

Table 4.2.1(b) Descriptive statistics of age group

Age Group N Mean Std. Deviation Std. Error

20-30 65 3.5692 .90085 .11174

31-40 59 3.4576 .72687 .09463

41-50 55 3.6909 .85792 .11568

27 Above 50 38 3.3947 .97369 .15795

Total 217 3.5392 .86044 .05841

The above tables show the perceived difference with respect to trainer quality in terms of age groups of respondents of NGO sector organization’s employees. The model is categorizes into four age groups with the proposition that there is no significant mean difference in the perceptions of employees at the age groups with the significance level of 0.05.

The table 4.2.1 (b) reveals that first age group between 20-30 has mean value of 3.5692 with standard deviation of .90085 whereas the mean value of 3.4576with standard deviation is .72687 of 31-40 years of age group, like wise age group of 41-50 has mean value of 3.6909 and the standard deviation of .85792and the last bracket of age group above 50 years has mean value 3.3947 with standard deviation .86044. It is found that there is no significant mean difference for all age groups.

Table 4.2.1 (a) depicts analyses of variance for trainer quality –Age Group. The (F= 1.132, P<0.05) indicate that independent variable (age group) better explain the variation in the dependent variable (trainer quality). The table further reveals that in all age group there is no significant difference in employee’s perceptions regarding trainer quality in NGO sector organization as the probability value is greater than 0.05.

Table 4.2.2 (a) ANOVA of course design with respect to age group

Between .448 3 .149 .209 .890 groups

Total 152.839 216

28 Table 4.2.2 (b) Descriptive statistics of age group

20-30 65 3.5692 .82858 .10277

31-40 59 3.5593 .77172 .10047

41-50 55 3.6545 .84367 .11376

Above 50 38 3.5263 .97916 .15884

Total 217 3.5806 .84118 .05710

The above tables show the perceived difference with respect to course design in terms of age groups of respondents of NGO sector organization’s employees. The model is categorizes into four age groups with the proposition that there is no significant mean difference in the perceptions of employees at the age groups with the significance level of 0.05.

The table 4.2.2 (b) reveals that first age group between 20-30 has mean value of 3.5692 with standard deviation of .82858 whereas the mean value of 3.5593 with standard deviation is .77172 of 31-40 years of age group, like wise age group of 41-50 has mean value of 3.6545 and the standard deviation of .84367 and the last bracket of age group above 50 years has mean value 3.5263 with standard deviation .97916.

Table 4.2.2 (a) depicts analyses of variance for Employee Selection –Age Group. The (F= .209, P>0.05) indicate that independent variable (age group) better explain the variation in the dependent variable (employee selection). The table further reveals that in all age group there is insignificant difference in employee’s perceptions regarding course design in NGO sector organization as the probability value is greater than 0.05.

Table 4.2.3 (a) ANOVA of learning experience with respect to age group

Between 1.568 3 .523 1.064 .365 groups

29 Within 104.653 213 .491 groups

Total 106.221 216

Table 4.2.3 (b) Descriptive statistics of age group

20-30 65 3.6154 .65413 .08113

31-40 59 3.4068 .61919 .08061

41-50 55 3.5455 .76541 .10321

Above 50 38 3.4474 .79517 .12899

Total 217 3.5115 .70126 .04760

The above tables show the perceived difference with respect to learning experience in terms of age groups of respondents of NGO sector employees. The model is categorized into four age groups with the proposition that there is no significant mean difference in the perceptions of employees at the age groups with the significance level of 0.05.

The table 4.2.3 (b) reveals that first age group between 20-30 has mean value of 3.6154 with standard deviation of .65413 whereas the mean value of 3.4068 with standard deviation is . .61919 of 31-40 years of age group, like wise age group of 41-50 has mean value of 3.5455 and the standard deviation of .76541 and the last bracket of age group above 50 years have mean value 3.4474 with standard deviation .79517.

Table 4.2.3 (a) depicts analyses of variance for Employee Selection –Age Group.

The (F= 1.064, P>0.05) indicate that independent variable (age group) better explain the variation in the dependent variable (employee selection). The table further reveals that in all age group there is insignificant difference in employee’s perceptions regarding learning experience in NGO sector organizations as the probability value is greater than 0.05.

Table 4.2.4 (a) ANOVA of training and development with respect to age group

30 Trainer Sum of Df Mean F Significance quality squares Square

Between 1.603 3 .534 .666 .574 groups

Total 172.498 216

20-30 65 3.6769 .96998 .12031

31-40 59 3.6102 .78821 .10262

41-50 55 3.5818 .83202 .11219

Above 50 38 3.4211 1.00355 .16280

Total 217 3.5899 .89364 .06066

The above tables show the perceived difference with respect to training and development in terms of age groups of respondents of NGO sector organization’s employees. The model is categorizes into four age groups with the proposition that there is no significant mean difference in the perceptions of employees at the age groups with the significance level of 0.05.

The table 4.2.4 (b) reveals that first age group between 20-30 has mean value of 3.6769 with standard deviation of .96998 whereas the mean value of 3.6102 with standard deviation is .78821 of 31-40 years of age group, like wise age group of 41-50 has mean value of 3.5818 and the standard deviation of .83202 and the last bracket of age group above 50 years has mean value 3.4211 with standard deviation 1.00355. Table 4.2.4 (a) depicts analyses of variance for Employee Selection –Age Group.

The (F= .666, P>0.05) indicate that independent variable (age group) better explain the variation in the dependent variable (employee selection). The table further reveals that in

31 all age group there is insignificant difference in employee’s perceptions regarding training and development in NGO sector organization as the probability value is greater than 0.05.

Table 4.2.5 (a) ANOVA of employee job satisfaction with respect to age group

Between 1.724 3 .575 .979 .404 groups

Total 126.765 216

20-30 65 3.6308 .69752 .08652

31-40 59 3.5254 .75100 .09777

41-50 55 3.7636 .76893 .10368

Above 50 38 3.5789 .88932 .14427

Total 217 3.6267 .76608 .05200

The above tables show the perceived difference with respect to employee job satisfaction in terms of age groups of respondents of NGO sector organization’s employees. The model is categorizes into four age groups with the proposition that there is no significant mean difference in the perceptions of employees at the age groups with the significance level of 0.05.

The table 4.2.5 (b) reveals that first age group between 20-30 has mean value of 3.6308 with standard deviation of .69752whereas the mean value of 3.5254with standard deviation is .75100 of 31-40 years of age group, like wise age group of 41-50 has mean value of 3.7636 and the standard deviation of .76893 and the last bracket of age group above 50 years has mean value 3.5789 with standard deviation .88932.

32 Table 4.2.5 (a) depicts analyses of variance for Employee Selection –Age Group. The (F= .979, P>0.05) indicate that independent variable (age group) better explain the variation in the dependent variable (employee selection). The table further reveals that in all age group there is significant difference in employee’s perceptions regarding employee job satisfaction as the probability value is greater than 0.05.

Table 4.2.6 Independent T-Test of training quality with respect to Gender

Variable Group N Mean SD T- stat P- Value

Trainer Male 157 3.5287 .78086 -.290 .772 quality Female 60 3.5667 1.04746

Table shows the mean values of male and female respondents with respect to perceived trainer quality variable, standard deviation, t- stat and p value.

It is clear that there is no mean difference in both groups’ perceptions. Independent sample T-test applies on the bases of the assumption of equal variances and to measure the difference between trainer quality of male and female employees of different banks. The mean value of female respondents is greater than male respondents (3.5667) which is closer to 4 “Agree”. It indicates that female employees perceive more importance to trainer quality as compared to male employees in NGO sector organizations.

The trainer quality has a great impact on the overall success of training session. This leads towards the output of training program. The more the trainer is skilled with knowledge, experience, energetic and motivated the greater are chances of training session successful completion. Therefore, thoughtful design of jobs can help both the organizations and its employees achieve their objectives.

Table 4.2.7 Independent T-Test of Course design with respect to Gender

Course Male 157 3.5796 .84069 -.029 .977

33 design Female 60 3.5833 .84956

Table shows the mean values of male and female respondents with respect to perceived course design variable, standard deviation, t- stat and p value.

It is clear that there is no mean difference in both groups’ perceptions. Independent sample T-test applies on the bases of the assumption of equal variances and to measure the difference between trainer quality of male and female employees of different banks. The mean value of female respondents is greater than male respondents (3.5833) which is closer to 4 “Agree”. It indicates that female employees perceive more importance to course design as compared to male employees in NGO sector organizations.

The way training course is designed has always great impact on the overall training program output. Training program is believed to be conducted for empowering employee with skills, knowledge and enlighten about new tactics to do the job in better style. If course is designed having enough new material to share than it proves fruitful for the trainees

Table 4.2.8 Independent T-Test of learning experience with respect to Gender

Learning Male 157 3.4395 .71913 -2.477 .014 experienc Female e 60 3.7000 .57833

Table shows the mean values of male and female respondents with respect to perceive learning experience variable, standard deviation, t- stat and p value.

It is clear that there is mean difference in both groups’ perceptions. Independent sample T-test applies on the bases of the assumption of equal variances and to measure the difference between trainer quality of male and female employees. The mean value of female respondents is greater than male respondents (3.7000) which is closer to 4 “Agree”. It indicates that female employees perceive more importance to learning experience as compared to male employees in NGO sector organizations. Table further reveals that there is significance mean difference between gender groups.

34 The views of trainee about training session are of high worth. The main theme of conducting training for the employees is to bring permanent and modified changes in the behavior of the employees which could help them to perform their duties in better way. As the main concerned are employees during training thus it is important to understand the employee’s views about learning experience.

Thus it is assumed that all those training programs where employees are given preference while designing training contents and they are properly asked about the teaching or training style culminate in success. Trainee’s feedback is considered before the conduction of training program.

Table 4.2.9 Independent T-Test of training and development with respect to Gender

Variable Group N Mean SD T- stat P- Value training and Male 157 3.5732 .83362 -.442 .659 developmen Female t 60 3.6333 1.04097

Table shows the mean values of male and female respondents with respect to perceived training and development variable, standard deviation, t- stat and p value.

It is clear that there is no mean difference in both groups’ perceptions. Independent sample T-test applies on the bases of the assumption of equal variances and to measure the difference between trainer quality of male and female employees of different banks. The mean value of male respondents is greater than female respondents (3.6333) which is closer to 4 “Agree”. It indicates that male employees perceive more importance to training and development as compared to female employees in NGO sector organizations.

Training and development is the one among the function of the human resource management functions. It is practiced in huge organizations not only to equip employees with skills and potential but also to help them keep motivated. It also improves employee’s job satisfaction. They feel there selves being valued. So in return they try to produce and perform efficiently.

35 It is assumed that NGO sector organizations of Pakistan give preference to the employee training and conduct training programs as per their demands. Employee orientation to the organization is also given propriety.

Table 4.2.10 Independent T-Test of employee job satisfaction with respect to Gender

Employee Male 157 3.6242 .75459 -.078 .938 job Female satisfaction 60 3.6333 .80183

Table shows the mean values of male and female respondents with respect to perceived employee job satisfaction variable, standard deviation, t- stat and p value.

It is clear that there is no mean difference in both groups’ perceptions. Independent sample T-test applies on the bases of the assumption of equal variances and to measure the difference between trainer quality of male and female employees of different banks. The mean value of female respondents is greater than female respondents (3.6333) which is closer to 4 “Agree”. It indicates that female employees perceive more importance to trainer quality as compared to male employees in NGO sector organizations.

Training plays a role in satisfying employee from its job. As training improves individual’s capacity to perform his/her job with efficiency and bright the individual’s professional future by enhancing his skills. It can further help him to grow in his career.

While satisfaction from the training vary with the gender. As per the assumptions from the study it is believed that female staff gets more satisfaction from training sessions compared to the male. Although both the gender show confidence on training programs and supports the arguments but female are more likely to get satisfied then male.

Table 4.2.11 (a) ANOVA of Trainer quality with respect to educational qualification

36 Trainer Sum of Df Mean F Significance quality squares Square

Between .950 2 .475 .640 .528 groups

Total 159.917 216

Table 4.2.11 (b) Descriptive statistics of educational qualification

Graduate 100 3.6100 .87496 .08750

Master 37 3.4595 .73009 .12003

Professional 80 3.4875 .89998 .10062 qualification

Total 217 3.5392 .86044 .05841

The above table’s shows perceived difference with respect to trainer quality in terms of educational qualification of respondents of NGO sector organization’s employees of Pakistan. The model is categorizes into three age groups with the proposition that there is no significant mean difference in the perceptions of employees at the age groups with the significance level of 0.05.

The table 4.2.11 (b) reveals that first educational qualification group is of graduate which has mean value of 3.6100 with standard deviation of .87496 whereas the mean value of 3.4595 with standard deviation is .73009 of masters group, like wise educational qualification group of professional qualification has mean value of 3.4875 and the standard deviation of . . 89998.

The table 4.2.11 (b) further shows the mean variation standard deviation and standard error of the different categories .The table further shows that trainer quality mean is closed at

37 almost all categories of educational qualification. The total mean of the all three categories is above 3.5 which indicate that is close to agree.

Table 4.2.11 (a) depicts analyses of variance for trainer quality –educational qualification group. The (F= .640, P>0.05) indicate that independent variable (educational qualification) better explain the variation in the dependent variable (trainer qualify). The table further reveals that in all educational qualification there is insignificant difference in employee’s perceptions regarding learning experience in NGO sector organizations as the probability value is greater than 0.05.

Table 4.2.12 (a) ANOVA of Course design with respect to educational qualification

Course Sum of Df Mean F Significance design squares Square

Between 1.210 2 .605 .854 .427 groups

Total 152.839 216

Graduate 100 3.6600 .86713 .08671

Master 37 3.5405 .76720 .12613

Professional 80 3.5000 .84194 .09413 Education

Total 217 3.5806 .84118 .05710

The above table’s shows perceived difference with respect to course design in terms of different qualification background groups of respondents of NGO sector organization’s employees of Pakistan. The model is categorizes into four age groups with the proposition that

38 there is no significant mean difference in the perceptions of employees at the age groups with the significance level of 0.05.

The table 4.2.12 (b) reveals that first educational qualification group is of graduate which has mean value of 3.6600 with standard deviation of .86713 whereas the mean value of 3.5405 with standard deviation is .76720 of masters group, like wise educational qualification group of professional qualification has mean value of 3.5000 and the standard deviation of . 84194.

The table 4.2.12 (b) further shows the mean variation standard deviation and standard error of the educational qualification categories .The table further shows that course design mean increases for the professional qualification while it is lowest for the master and in the middle for the graduate. This table also reveals that mean is almost closer mean value for all categories.

Table 4.2.13 (a) ANOVA of learning experience with respect to educational qualification

Between .793 2 .396 .804 .449 groups

Total 106.221 216

Graduate 100 3.4800 .68873 .06887

Master 37 3.4324 .68882 .11324

Total 217 3.5115 .70126 .04760

39 The above table’s shows perceived difference with respect to learning experience in terms of age groups of respondents of NGO sector organization’s employees of Pakistan. The model is categorizes into four age groups with the proposition that there is no significant mean difference in the perceptions of employees at the age groups with the significance level of 0.05.

The table 4.2.13 (b) reveals that first educational qualification group is of graduate which has mean value of 3.4800 with standard deviation of.68873 whereas the mean value of 3.4324 with standard deviation is .68882 of masters group, like wise educational qualification group of professional qualification has mean value of 3.5875 and the standard deviation of . 72380.

The table 4.2.13 (b) further shows the mean variation standard deviation and standard error of the educational qualification categories. The table further shows that learning experience mean is greater for the professional qualification then for the graduates and finally for the master employees.

Table 4.2.14 (a) ANOVA of training and development with respect to educational qualification

Between .101 2 .051 .063 .939 groups

Total 172.498 216

40 Table 4.2.14 (b) Descriptive statistics of educational qualification

Graduate 100 3.6100 .86334 .08633

Master 37 3.5946 .72493 .11918

Professional 80 3.5625 1.00434 .11229 Education

Total 217 3.5899 .89364 .06066

The above table’s shows perceived difference with respect to training and development in terms of educational level of the of respondents of NGO sector organization’s employees of Pakistan. The model is categorizes into four age groups with the proposition that there is no significant mean difference in the perceptions of employees at the age groups with the significance level of 0.05.

The table 4.2.14 (b) reveals that first educational qualification level group is of graduate which has mean value of 3.6100 with standard deviation of .86334 whereas the mean value of 3.5946 with standard deviation is .72493 of masters group, like wise educational qualification group of professional qualification has mean value of 3.5625 and the standard deviation of 1.00434.

The table 4.2.14 (b) further shows the mean variation standard deviation and standard error of the educational qualification categories. The table further shows that learning experience mean is greater for the professional qualification then for the graduates and finally for the master employees.

Table 4.2.15 (a) ANOVA of employee job satisfaction with respect to educational qualification

Between .386 2 .193 .327 .722 groups

41 Total 126.765 216

Table 4.2.15 (b) Descriptive statistics of educational qualification

Age Group N Mean Std. Std. Error Deviation

Graduate 100 3.6600 .69949 .06995

Master 37 3.5405 .80259 .13194

Total 217 3.6267 .76608 .05200

The above table’s shows perceived difference with respect to employee job satisfaction in terms of age groups of respondents of NGO sector organization’s employees of Pakistan. The model is categorizes into four age groups with the proposition that there is no significant mean difference in the perceptions of employees at the age groups with the significance level of 0.05.

The table 4.2.15 (b) reveals that first educational qualification group is of graduate which has mean value of 3.6600 with standard deviation of .69949 whereas the mean value of 3.5405 with standard deviation is .80259 of masters group, like wise educational qualification group of professional qualification has mean value of 3.6250 and the standard deviation of . 83249.

The table 4.2.15 (b) further shows the mean variation standard deviation and standard error of the educational qualification categories. The table further shows that learning experience mean is greater for the master degree holder employees then for the professional qualification holders and lowest for the graduate’s employees.

Table 4.2.16 (a) ANOVA of trainer quality with respect to working experience

Between .453 3 .151 .202 .895 groups

42 Within 159.464 213 .749 groups

Total 159.917 216

Table 4.2.16 (b) Descriptive statistics of work experience

Less than 4 82 3.5488 .83374 .09207

5-10 32 3.5000 .95038 .16801

11-15 50 3.4800 .67733 .09579

16 and above 53 3.6038 1.00651 .13825

Total 217 3.5392 .86044 .05841

The above table’s shows perceived difference with respect to trainer quality in terms of work experience of respondents of NGO sector organization’s employees of Pakistan. The model is categorizes into four work experience group with the proposition that there is no significant mean difference in the perceptions of employees at the age groups with the significance level of 0.05.

The table 4.2.16 (b) reveals that first work experience group constitute work experience of less than 4 years which has mean value of 3.5488 with standard deviation of .83374 whereas the mean value of 3.5000 with standard deviation is .95038 of 5-10 experience holder group, like wise experience holder group of 11-15 has mean value of 3.4800 and the standard deviation of .67733. While final experience holder group of having 16 and above years experience has mean value of 3.6038 and standard deviation of 1.00651.

Table 4.2.17 (a) ANOVA of Course design with respect to working experience

Between 1.833 3 .611 .862 .462 groups

43 Within 151.006 213 .709 groups

Total 152.839 216

Less than 4 82 3.6220 .82612 .09123

5-10 32 3.7500 .95038 .16801

11-15 50 3.4800 .76238 .10782

16 and above 53 3.5094 .86874 .11933

Total 217 3.5806 .84118 .05710

The above table’s shows perceived difference with respect to course design in terms of work experience of respondents of NGO sector organization’s employees of Pakistan. The model is categorizes into four age groups with the proposition that there is no significant mean difference in the perceptions of employees at the age groups with the significance level of 0.05.

The table 4.2.17 (b) reveals that first work experience group constitute work experience of less than 4 years which has mean value of 3.6220 with standard deviation of.82612 whereas the mean value of 3.7500 with standard deviation is .95038 of 5-10 experience holder group, like wise experience holder group of 11-15 has mean value of 3.4800 and the standard deviation of .76238. While final experience holder group of having 16 and above years experience has mean value of 3.5094 and standard deviation of .86874.

Table 4.2.17 (a) depicts analyses of variance for course design –educational qualification group. The (F= .462, P>0.05) indicate that independent variable (work experience) better explain the variation in the dependent variable (course design). The table further reveals that in all educational qualification there is no significant difference in employee’s perceptions regarding learning experience in NGO sector organizations as the probability value is greater than 0.05.

44 Table 4.2.18 (a) ANOVA of learning experience with respect to working experience

Between .260 3 .087 .174 .914 groups

Total 106.221 216

Less than 4 82 3.5488 .70540 .07790

5-10 32 3.4688 .71772 .12688

11-15 50 3.5200 .76238 .10782

16 and above 53 3.4717 .63862 .08772

Total 217 3.5115 .70126 .04760

The above table’s shows perceived difference with respect to learning experience in terms of work experience of respondents of NGO sector organization’s employees of Pakistan. The model is categorizes into four age groups with the proposition that there is no significant mean difference in the perceptions of employees at the age groups with the significance level of 0.05.

The table 4.2.18 (b) reveals that first work experience group constitute work experience of less than 4 years which has mean value of 3.5488 with standard deviation of .70540 whereas the mean value of 3.4688 with standard deviation is .71772 of 5-10 experience holder group, like wise experience holder group of 11-15 has mean value of 3.5200 and the standard deviation of .76238. While final experience holder group of having 16 and above years experience has mean value of 3.4717and standard deviation of .63862

Table 4.2.17 (a) depicts analyses of variance for learning experience –age group. The (F= .174, P>0.05) indicate that independent variable better explain the variation in the dependent variable. The table further reveals that in all educational qualification there is no

45 significant difference in employee’s perceptions regarding learning experience in NGO sector organizations as the probability value is greater than 0.05.

Table 4.2.19 (a) ANOVA of training and development with respect to working experience

Between .483 3 .161 .199 .897 groups

Total 172.498 216

Less than 4 82 3.6463 .92124 .10173

5-10 32 3.5938 .83702 .14797

11-15 50 3.5400 .78792 .11143

16 and above 53 3.5472 .99162 .13621

Total 217 3.5899 .89364 .06066

The above table’s shows perceived difference with respect to training and development in terms of work experience of respondents of NGO sector organization’s employees of Pakistan. The model is categorizes into four age groups with the proposition that there is no significant mean difference in the perceptions of employees at the age groups with the significance level of 0.05.

The table 4.2.19 (b) reveals that first work experience group constitute work experience of less than 4 years which has mean value of 3.6463 with standard deviation of .92124 whereas the mean value of 3.5938 with standard deviation is .83702 of 5-10 experience holder group, like wise experience holder group of 11-15 has mean value of 3.5400 and the standard

46 deviation of .78792. While final experience holder group of having 16 and above years experience has mean value of 3.5472 and standard deviation of .99162.

Table 4.2.19 (a) depicts analyses of variance for training and development –educational qualification group. The (F= .199, P>0.05) indicate that independent variable better explain the variation in the dependent variable The table further reveals that in all educational qualification there is no significant difference in employee’s perceptions regarding learning experience in NGO sector organizations as the probability value is greater than 0.05.

Table 4.2.20 (a) ANOVA of employee job satisfaction with respect to working experience

Between .653 3 .218 .367 .777 groups

Total 126.765 216

Less than 4 82 3.6951 .73180 .08081

5-10 32 3.5625 .87759 .15514

11-15 50 3.5800 .67279 .09515

16 and above 53 3.6038 .83986 .11536

Total 217 3.6267 .76608 .05200

The above table’s shows perceived difference with respect to employee job satisfaction in terms of work experience of respondents of NGO sector organization’s employees of Pakistan. The model is categorizes into four age groups with the proposition that there is no

47 significant mean difference in the perceptions of employees at the age groups with the significance level of 0.05.

The table 4.2.20 (b) reveals that first work experience group constitute work experience of less than 4 years which has mean value of 3.6951 with standard deviation of .73180 whereas the mean value of 3.5625 with standard deviation is .87759 of 5-10 experience holder group, like wise experience holder group of 11-15 has mean value of 3.5800 and the standard deviation of .67279 While final experience holder group of having 16 and above years experience has mean value of 3.6038 and standard deviation of .83986.

Table 4.2.19 (a) depicts analyses of variance for employee job satisfaction –educational qualification group. The (F= .367, P>0.05) indicate that independent variable (educational qualification) better explain the variation in the dependent variable (employee job satisfaction). The table further reveals that in all educational qualification there is no significant difference in employee’s perceptions regarding learning experience in NGO sector organizations as the probability value is greater than 0.05.

Regression Analysis

Table 4.3.1 Regression Analyses of Training and development on trainer quality

Variable β t- value R-Square F-Stat Sig

Constant .779 4.688 .585 3.2.533 .000

Trainer .794 17.393 quality

The table 4.3.1 shows regression analysis for training and development with trainer quality executed with the proposition that trainer quality has no relationship with training and development.

48 The table further illustrates that the regression of trainer quality has positive effect on training and development and this relationship is statistically significant as the probability value for this model is less than the level of significance which is 0.05 %. The analysis further show that trainer quality is perceived as an important factor in training and development (t = 4.688).

The analyses show that there is positive relationship between trainer quality and training and development (β= .794) which reveals that training and development level is sensitive to trainer quality and brings/contributes 79.4% change in training and development supported by the positive sign of trainer quality co-efficient.

4.3.2 CASE WISE REGRESSION ANALYSES

Case wise Regression analyses were used in order to check the Significance of independent variables with Respect different demographics on dependent variables for the research work.

Table 4.3.2.1 (a) Regression Analyses of Training and development on trainer quality with age group

Case wise Regression analysis

Age Variable β S.E R- group t- value Square F-Stat Sig

20-30 Constant .313 .241 1.296 .766 206.532 .000

Trainer .943 .066 14.371 quality

31-40 Constant 1.633 .431 3.788 .278 21.964 .000

41-50 Constant .713 .302 2.363 .642 95.154 .000

49 51 and Constant .645 .369 1.749 .629 61.152 .000 above Trainer .818 .105 7.820 quality

In the above Table, the results of regression analysis for training and development on trainer quality were executed with different age group that is 20- 30 years, 31 - 40 years, 41 – 50 years and ultimately 51 and above years. it is to check that the training and development from each age group have a significant relationship with the trainer quality.

In the above Output of regression analysis showing that for the first age group that is 20-30 the value of R-Square is .766 which mean the variation in dependent variable which is training and development is explained by the independent variable which in trainer quality which is infects low variation explanation and then the regression coefficient for training and development is .943 which reveals that trainer quality level is sensitive to training and development. We can say that training and development brings/contributes 94.3 % change in trainer quality supported by the positive sign of training and development co-efficient.

Further in order to the check the Statistical significance relationship between the training and development and trainer quality of regression analysis showing that for the second age group that is 31-40 the value of R-Square is .278 which show the variation in dependent variable which is training and development is explained by the independent variable which in trainer quality which is infects low variation explanation and then the regression coefficient for training and development is .572 which reveals that trainer quality level is sensitive to training and development. We can say that training and development brings/contributes 57.2 % change in trainer quality supported by the negative sign of training and development co-efficient.

Further in order to the check the Statistical significance relationship between the training and development and trainer quality of regression analysis showing that for the third age group that is 41-50 the value of R-Square is .642 which show the variation in dependent variable which is training and development is explained by the independent variable which in trainer quality which is infects low variation explanation and then the regression coefficient for training and development is .777 it reveals that trainer quality level is sensitive to training and development. We can say that training and development brings/contributes 77.7% change in trainer quality supported by the negative sign of training and development co-efficient.

50 Further in order to the check the Statistical significance relationship between the training and development and trainer quality of regression analysis showing that for the fourth age group that is 51 and above the value of R-Square is .629 it shows the variation in dependent variable which is training and development is explained by the independent variable which in trainer quality which is infects low variation explanation and then the regression coefficient for training and development is .818 which reveals that trainer quality level is sensitive to training and development. We can say that training and development brings/contributes 81.8% change in trainer quality supported by the positively sign of training and development co-efficient.

Table 4.3.2.2 Regression analysis of Training and development on trainer quality with respect to gender

Gender Variable β S.E R- t- value Square F-Stat Sig

Male Constant .998 .226 4.413 .467 135.995 .000

Female Constant .467 .218 2.143 .798 229.060 .000

.888 .059 15.135

In the Table 4.3.2.2 the results of regression analysis for Training and development with respect to trainer quality with the selection variable gender are executed with the proposition that “trainer quality have a significant relationship with Training and development for both Genders”. The group is categorizes into male and female. The analyses show that model is significant for male and female category. The analysis further shows that the value of R-Square is .467 for male and .798 for female.

The analyses further reveal that regression coefficient for trainer quality shows that training and development level is sensitive to trainer quality. Trainer quality brings/contributes change in training and development in male and female employees supported by the positive sign of trainer quality co-efficient but significance relationship for male.

51 Further to the check the Statistical significance relationship between the trainer quality and training and development in male category, in the above output the t- value for internal service is with standard error of 11.662. The P value of for the model is .000 which does satisfy the proposition .Hence it concludes that trainer quality has positive effect on training and development of female employees.

Further to the check the Statistical significance relationship between the trainer quality and training and development in female category, in the above output the t- value for internal service is with standard error of .059. The P value of for the model is .000 which does satisfy the proposition and the relationship is significance .Hence it concludes that trainer quality has positive effect on training and development of female employees.

Table 4.3.2.3 Regression analysis of Training and development on trainer quality with respect to educational qualification

Educational Variable β S.E qualificatio R- n t- value Square F-Stat Sig

Graduation Constant .857 .235 3.650 .597 145.2777 .000

Master Constant 1.090 .406 2.686 .532 39.720

Professional Constant .561 .290 1.938 .595 114.404 .000 Qualification Trainer .861 .080 10.696 quality

The above Table 4.3.2.3 shows the results of regression analysis between training and development and trainer quality with respect to educational level of the respondents. The regression analyses are executed with the proposition that trainer quality has no relationship with training and development in all three group of educational level. The group is categorizes into educational level of graduate, master and professional qualification.

52 The table further reveals that regression model of graduate level employee’s is insignificant .the value of R-Square (.597) indicate that trainer quality accounts 59.7 % of variation in training and development for graduate employee category. The coefficient (β =.763) for trainer quality is negatively effecting the training and development for graduate level.

The table further reveals that regression model of master level employee’s is insignificant .the value of R-Square (.532) indicate that trainer quality accounts 53.2 % of variation in training and development for master employee category. The coefficient (β =.724) for trainer quality is positively effecting the training and development for master level.

The table further reveals that regression model of professional level employee’s is insignificant .the value of R-Square (.595) indicate that trainer quality accounts 59.5 % of variation in training and development for professional qualification holder employee category. The coefficient (β =.861) for trainer quality is positively effecting the training and development for professional level.

Table 4.3.2.4 Regression Analyses of Training and development on trainer quality with respect to work experience

Work Variable β S.E experienc t- R- e value Square F-Stat Sig

Less than 4 Constant .942 .326 2.889 .476 72.615 .000

5-10 Constant 1.156 .357 3.242 .625 50.060 .000

11-15 Constant .593 .408 1.453 .530 54.155 .000

16 and Constant .435 .248 1.752 .768 169.077 .000 above Trainer .864 .066 13.003

53 quality

The above Table 4.3.2.4 shows the regression analysis between trainer quality and training and development with respect to work experience. In the above the regression model between training and development and trainer quality with the with respect to work experience are executed to check the proposition that trainer quality has no relationship with training and development at any work experience group. The group is categorized into four work experience groups that are less than 4 years, 5 - 10 years, and 11 –15 years and ultimately 16 and above years.

The table reveals that the regression model is significant with R2 = .476 which depicts that trainer quality accounts variation in training and development at the work experience group between 4 years. The analysis further shows that there is positive relationship between trainer quality and training and development reveals that training and development level is sensitive to trainer quality at this work experience group and brings/contributes change in training and development supported by the positive sign of trainer quality co-efficient and this relationship is statistically significant. The analysis further explain that trainer quality is perceived as an important factor in training and development (t = 8.521).

The table reveals that the regression model is significant with R2 = .625 which depicts that trainer quality accounts variation in training and development at the work experience group between 5-10 years. The analysis further shows that there is positive relationship between trainer quality and training and development reveals that training and development level is sensitive to trainer quality at this work experience group and brings/contributes change in training and development supported by the positive sign of trainer quality co-efficient and this relationship is statistically significant. The analysis further explain that trainer quality is perceived as an important factor in training and development (t = 7.075).

The table reveals that the regression model is significant with R2 = .530 which depicts that trainer quality accounts variation in training and development at the work experience group between 11-15 years. The analysis further shows that there is positive relationship between trainer quality and training and development reveals that training and development level is sensitive to trainer quality at this work experience group and brings/contributes change in training and development supported by the positive sign of trainer quality co-efficient and this

54 relationship is statistically significant. The analysis further explain that trainer quality is perceived as an important factor in training and development (t = 7.359).

The table reveals that the regression model is significant with R2 = .768 which depicts that trainer quality accounts variation in training and development at the work experience group between 16 and above years. The analysis further shows that there is positive relationship between trainer quality and training and development reveals that training and development level is sensitive to trainer quality at this work experience group and brings/contributes change in training and development supported by the negative sign of trainer quality co-efficient and this relationship is statistically significant. The analysis further explain that trainer quality is perceived as an important factor in training and development (t = 13.003).

Table 4.3.3 Regression Analyses of Training and development on course design

Constant 1.864 7.849 .206 55.746 .000 Course design .482 7.466

In the above Table 4.3.3, regression analyses of course design with training and development are executed with the proposition that “training and development have no relationship with course design”.

The table reveals that the regression model is significant (F, 55.746), (P<.012) with R2 = .206 depicts that training and development accounts 20.6% variation in course design. The analysis further depicts that there is positive relationship between course design and training and development (β= .482) shows that course design level is sensitive to training and development and training and development contributes 48.2% change in course design and the relationship is statistically significant as the probability value for this work experience group is less than level of significance that is 0.05 %.

Table 4.3.3.1 Regression Analyses of Training and development on course design with respect to age group

t- value R-Square F-Stat Sig

55 Age group Variable β S.E

20-30 Constant 1.406 .453 3.101 .295 26.406 0.000

CD .636 .124 5.139

31-40 Constant 2.285 .459 4.982 .133 8.741 .005

CD .372 .126 2.956

41-50 Constant 1.865 .447 4.177 .227 15.552 .000

CD .470 .119 3.944

50 and Constant 1.972 .572 3.446 .161 6.898 .013 above CD .411 .156 2.626

In the above Table, the results of regression analysis for training and development on course design were executed with different age group that is 20- 30 years, 31 - 40 years, 41 – 50 years and ultimately 51 and above years. It is to check that the training and development from each age group have a significant relationship with the trainer quality.

In the above Output of regression analysis showing that for the first age group that is 20-30 the value of R-Square is .295 which mean that the 29.5 % of variation in dependent variable which is training and development is explained by the independent variable in course design which is infects low variation explanation and then the regression coefficient for training and development is .636 which reveals that course design level is sensitive to training and development. We can say that training and development brings/contributes 63.6 % change in course design supported by the positive sign of training and development co-efficient.

Further in order to the check the Statistical significance relationship between the training and development and course design of regression analysis showing that for the second age group that is 31-40 the value of R-Square is .133 which mean that the 13.3 % of variation in dependent variable which is training and development is explained by the independent variable which in course design which is infects low variation explanation and then the regression coefficient for training and development is .372 which reveals that course design level is sensitive to training and development. We can say that training and development brings/contributes 37.2 % change in course design supported by the positive sign of training and development co-efficient.

56 Further in order to the check the Statistical significance relationship between the training and development and course design of regression analysis showing that for the third age group that is 41-50 the value of R-Square is .227 which mean that the 22.7 % of variation in dependent variable which is training and development is explained by the independent variable which in course design which is infects low variation explanation and then the regression coefficient for training and development is .470 which reveals that course design level is sensitive to training and development We can say that training and development brings/contributes 47.0 % change in course design supported by the positive sign of training and development co-efficient.

Further in order to the check the Statistical significance relationship between the training and development and course design of regression analysis showing that for the fourth age group that is 51 and above the value of R-Square is .161 which mean that the 16.1% of variation in dependent variable which is training and development is explained by the independent variable which in course design which is infects low variation explanation and then the regression coefficient for training and development is .411 which reveals that course design level is sensitive to training and development. We can say that training and development brings/contributes 41.1% change in course design supported by the positively sign of training and development co-efficient.

Table 4.3.3.2 Regression Analyses of Training and development on course design with respect to Gender

R- Gender Variable β S.E t- value Square F-Stat Sig

Male Constant 2.247 .272 8.274 .140 25.129 .000

Course .370 .074 5.013 design

Female Constant .870 .460 1.891 .396 38.022 .000

In the Table 4.3.3.2 the results of regression analysis for Training and development with respect to course design with the selection variable gender are executed with the proposition that “course design have a significant relationship with training and development for both Genders”. The group is categorizes into male and female. The analyses show that model is

57 significant for male and female category. The analysis further shows that the value of R-Square is .140 for male and .396 for female.

The analyses further reveal that regression coefficient for course design shows that training and development level is sensitive to course design. Course design brings/contributes change in training and development in male and female employees supported by the positive sign of trainer quality co-efficient.

Further to the check the Statistical significance relationship between the course design and training and development in male category, in the above output the t- value for course design the P value of for the model is .000 and β with .370 which shows that the course design has positive and significance effect on training and development of male employees.

Further to the check the Statistical significance relationship between the course design and training and development in female category, in the above output the t- value for course design the P value of for the model is .000 and β with .771 which shows that the course design has positive and significance effect on training and development of male employees.

Table 4.3.3.4 Regression Analyses of Training and development on course design with respect to educational qualification

Educational Variable β S.E qualificatio R- n t- value Square F-Stat Sig

Graduate Constant 2.246 .351 6.405 .140 15.965 .000

Master Constant 1.739 .481 3.614 .308 15.563 .000

Professional Constant 1.406 .416 3.379 .267 28.372 .000 qualification Course .616 .116 5.327 design

58 The above Table 4.3.3.4 shows the results of regression analysis between training and development and course design with respect to educational level of the respondents. The regression analyses are executed with the proposition that course design has no relationship with training and development in all three group of educational level. The group is categorizes into educational level of graduate, master and professional qualification.

The table further reveals that regression model of graduate level employee’s is insignificant .the value of R-Square (.140) indicate that trainer quality accounts 14.0 % of variation in training and development for graduate employee category. The coefficient (β= . 373) for trainer quality is positively effecting the training and development for graduate level.

The table further reveals that regression model of master level employee’s is insignificant .the value of R-Square (.308) indicate that trainer quality accounts 30.8 % of variation in training and development for master employee category. The coefficient (β =-.082) for trainer quality is positively effecting the training and development for master level.

The table further reveals that regression model of professional level employee’s is insignificant .the value of R-Square (.043) indicate that trainer quality accounts 4.3 % of variation in training and development for master employee category. The coefficient (β =.524) for trainer quality is positively effecting the training and development for professional level.

Table 4.3.3.5 Regression Analyses of Training and development on course design with respect to work experience

Work Variable β S.E experienc R- e t- value Square F-Stat Sig

Less than 4 Constant 2.465 .443 5.566 .086 7.490 .008

5-10 Constant 2.154 .559 3.851 .190 7.038 .013

59 11-15 Constant 1.947 .476 4.088 .196 11.722 .001

16 and Constant .755 .414 1.823 .486 48.206 .000 above Course .796 .115 6.943 design

The above Table 4.3.3.5 shows the regression analysis between course design and training and development with respect to work experience. In the above the regression model between training and development and course design with the with respect to work experience are executed to check the proposition that course design has no relationship with training and development at any work experience group. The group is categorized into four work experience groups that are less than 4 years, 5 - 10 years, and 11 –15 years and ultimately 16 and above years.

The table reveals that the regression model is not significant with R 2 = .086 which depicts that trainer quality accounts variation in training and development at the work experience group between 4 years. The analysis further shows that there is negative relationship between trainer quality and training and development reveals that training and development level is sensitive to trainer quality at this work experience group and brings/contributes change in training and development supported by the positive sign of trainer quality co-efficient and this relationship is statistically significant. The analysis further explain that trainer quality is perceived as an important factor in training and development (t = 2.737).

The table reveals that the regression model is significant with R2 = 7.038which depicts that trainer quality accounts variation in training and development at the work experience group between 5-10 years. The analysis further shows that there is negative relationship between trainer quality and training and development reveals that training and development level is sensitive to trainer quality at this work experience group and brings/contributes change in training and development supported by the positive sign of trainer quality co-efficient and this relationship is statistically significant. The analysis further explain that trainer quality is perceived as an important factor in training and development (t = 2.653).

The table reveals that the regression model is not significant with R 2 =.196 which depicts that trainer quality accounts variation in training and development at the work

60 experience group between 11-15 years. The analysis further shows that there is positive relationship between trainer quality and training and development reveals that training and development level is sensitive to trainer quality at this work experience group and brings/contributes change in training and development supported by the positive sign of trainer quality co-efficient and this relationship is statistically significant. The analysis further explain that trainer quality is perceived as an important factor in training and development (t = 3.424).

The table reveals that the regression model is not significant with R 2 = .486 which depicts that trainer quality accounts variation in training and development at the work experience group between 16 and above years. The analysis further shows that there is positive relationship between trainer quality and training and development reveals that training and development level is sensitive to trainer quality at this work experience group and brings/contributes change in training and development supported by the positive sign of trainer quality co-efficient and this relationship is statistically not significant. The analysis further explain that trainer quality is perceived as an important factor in training and development (t = 6.943).

Table 4.3.4 Regression Analyses of Training and development on learning experience

Constant 3.374 10.856 .002 .501 .480 Learning experience .061 .087

In the above Table 4.3.4 regression analyses of learning experience with training and development are executed with the proposition that “training and development have no relationship with learning experience”. The table reveals that the regression model is insignificant (F, .501),(P>0.05) with R2 = 002 depicts that training and development accounts . 2% variation in learning experience. The analysis further depicts that there is negative relationship between learning experience and training and development (β= .061) shows that learning experience level is sensitive to training and development and training and development contributes 6.1% change in learning experience and the relationship is statistically insignificant as the probability value for this work experience group is greater than level of significance that is 0.05 %.

Table 4.3.4.1 Regression Analyses of Training and development on learning experience with respect to age

Age Variable β S.E t- value R- F-Stat Sig

61 group Square

20-30 Constant 3.29 .684 4.808 .005 .328 .569

Learning .107 .186 .573 experience

31-40 Constant 4.168 .579 7.202 .017 .961 .331

Learning -.164 .167 -.980 experience

41-50 Constant 3.409 .541 6.303 .002 .107 .745

50 and Constant 2.708 .734 3.691 .027 .995 .325 above Learning .207 .207 .997 experience

In the above Table, the results of regression analysis for training and development on learning experience were executed with different age group that is 20- 30 years, 31 - 40 years, 41 – 50 years and ultimately 51 and above years. It is to check that the training and development from each age group have a significant relationship with the learning experience.

In the above Output of regression analysis showing that for the first age group that is 20-30 the value of R-Square is .005 which mean that the .5% of variation in dependent variable which is training and development is explained by the independent variable which in learning experience which is infects low variation explanation and then the regression coefficient for training and development is .107 which reveals that learning experience level is sensitive to training and development. We can say that training and development brings/contributes 10.7 % change in learning experience supported by the positive sign of training and development co- efficient.

Further in order to the check the Statistical significance relationship between the training and development and learning experience of regression analysis showing that for the second age group that is 31-40 the value of R-Square is .017 which mean that the 1.7 % of variation in dependent variable which is training and development is explained by the independent variable which in learning experience which is infects low variation explanation and then the regression coefficient for training and development is -.164 which reveals that learning experience level is

62 sensitive to training and development. We can say that training and development brings/contributes 16.4 % change in learning experience supported by the negative sign of training and development co-efficient.

Further in order to the check the Statistical significance relationship between the training and development and learning experience of regression analysis showing that for the third age group that is 41-50 the value of R-Square is .002 which mean that the 0.2 % of variation in dependent variable which is training and development is explained by the independent variable which in learning experience which is infects low variation explanation and then the regression coefficient for training and development is .049 which reveals that learning experience level is sensitive to training and development. We can say that training and development brings/contributes 4.9% change in learning experience supported by the positive sign of training and development co-efficient.

Further in order to the check the Statistical significance relationship between the training and development and learning experience of regression analysis showing that for the fourth age group that is 51 and above the value of R-Square is .027 which mean that the 2.7 % of variation in dependent variable which is training and development is explained by the independent variable which in learning experience which is infects low variation explanation and then the regression coefficient for training and development is .207 which reveals that learning experience level is sensitive to employee job Satisfaction. We can say that training and development brings/contributes 20.7 % change in learning experience supported by the positively sign of training and development co-efficient.

Table 4.3.4.2 Regression Analyses of Training and development on learning experience with respect to Gender

Gender Variable β S.E t- R- group value Square F-Stat Sig

Male Constant 3.597 .327 10.995 .000 .005 .941

Female Constant 2.586 .816 3.167 .028 1.692 .198

Learning .283 .218 1.301 experience

63 In the Table 4.3.4.2 the results of regression analysis for Training and development with respect to learning experience with the selection variable gender are executed with the proposition that “learning experience have a significant relationship with employee job satisfaction for both Genders”. The group is categorizes into male and female. The analyses show that model is significant for male and female category. The analysis further shows that the value of R-Square is 0.000 for male and .028 for female.

Further to the check the Statistical significance relationship between the learning experience and training and development in male category, in the above output the t- value for learning experience is with R2 .000. The P value of for the model is .941 which does satisfy the proposition .Hence it concludes that learning experience has negative effect -.007 on training and development of male employees while relationship is insignificance.

Further to the check the Statistical significance relationship between the learning experience and training and development in female category, in the above output the t- value for learning experience is with R2 .028. The P value of for the model is .198which does satisfy the proposition .Hence it concludes that learning experience has positive effect .283 on training and development of female employees while relationship is insignificance.

Table 4.3.4.3 Regression Analyses of Training and development on learning experience with respect to educational qualification

Educational Variable β S.E qualificatio t- R- n value Square F-Stat Sig

Graduate Constant 3.334 .448 7.439 .004 .393 .532

Master Constant 2.894 .611 4.739 .038 1.368 .250

Learning .204 .175 1.170 experience

Professional Constant 3.600 .575 6.263 .000 .005 .947 qualification Learning -.011 .157 -.067 experience

64 The above Table 4.3.4.3 shows the results of regression analysis between training and development and learning experience with respect to educational level of the respondents. The regression analyses are executed with the proposition that trainer quality has no relationship with training and development in all three group of educational level. The group is categorizes into educational level of graduate, master and professional qualification.

The table further reveals that regression model of graduate level employee’s is insignificant .the value of R-Square (.004) indicate that trainer quality accounts .4 % of variation in training and development for graduate employee category. The coefficient (β= . 079) for trainer quality is positively effecting the training and development for graduate level.

The table further reveals that regression model of master level employee’s is insignificant .the value of R-Square (.038) indicate that trainer quality accounts 3.8 % of variation in training and development for master employee category. The coefficient (β =.204) for trainer quality is positively effecting the training and development for master level.

The table further reveals that regression model of professional level employee’s is insignificant .the value of R-Square (.000) indicate that trainer quality accounts 0% of variation in training and development for master employee category. The coefficient (β =-.011) for trainer quality is positively effecting the training and development for professional level.

Table 4.3.4.4 Regression Analyses of Training and development on learning experience with respect to work experience

Work Variable β S.E experienc t- R- e value Square F-Stat Sig

Less than 4 Constant 3.742 .528 7.086 .000 .034 .854

5-10 Constant 3.356 .752 4.462 .003 .104 .750

11-15 Constant 3.174 .534 5.941 .010 .490 .487

65 Learning .104 .148 .700 experience

16 and Constant 3.004 .763 3.935 .010 .524 .472 above Learning .157 .216 .724 experience

The above Table 4.3.4.3 shows the regression analysis between learning experience and training and development with respect to work experience. In the above the regression model between training and development and learning experience with the with respect to work experience are executed to check the proposition that learning experience has no relationship with training and development at any work experience group. The group is categorized into four work experience groups that are less than 4 years, 5 - 10 years, and 11 –15 years and ultimately 16 and above years.

The table reveals that the regression model is not significant with R 2 = .000 which depicts that learning experience accounts variation in training and development at the work experience group between 4 years. The analysis further shows that there is negative relationship between learning experience and training and development reveals that training and development level is sensitive to learning experience at this work experience group and brings/contributes change in training and development supported by the positive sign of learning experience co-efficient and this relationship is statistically not significant. The analysis further explain that learning experience is perceived as an important factor in training and development (t = -.184).

The table reveals that the regression model is not significant with R 2 = .003which depicts that learning experience accounts variation in training and development at the work experience group between 5-10 years. The analysis further shows that there is positive relationship between learning experience and training and development reveals that training and development level is sensitive to trainer quality at this work experience group and brings/contributes change in training and development supported by the negative sign of learning experience co-efficient and this relationship is statistically not significant. The analysis further explain that learning experience is perceived as an important factor in training and development (t = .322).

The table reveals that the regression model is not significant with R 2 = .010 which depicts that learning experience accounts variation in training and development at the work

66 experience group between 11-15 years. The analysis further shows that there is negative relationship between learning experience and training and development reveals that training and development level is sensitive to learning experience at this work experience group and brings/contributes change in training and development supported by the negative sign of learning experience co-efficient and this relationship is statistically not significant. The analysis further explain that learning experience is perceived as an important factor in training and development (t = 1.710).

The table reveals that the regression model is not significant with R 2 = .001 which depicts that learning experience accounts variation in training and development at the work experience group between 16 and above years. The analysis further shows that there is negative relationship between learning experience and training and development reveals that training and development level is sensitive to learning experience at this work experience group and brings/contributes change in training and development supported by the negative sign of learning experience co-efficient and this relationship is statistically not significant. The analysis further explain that learning experience is perceived as an important factor in training and development (t = .700).

Table 4.3.5 Regression analysis of employee job satisfaction on training and development

Constant 1.155 8.965 .645 390.978 .000 Training and developmen .689 .035 t

In the above Table 4.3.5, regression analyses of training and development with employee job satisfaction are executed with the proposition that “employee job satisfaction have no relationship with training and development”.

The table reveals that the regression model is significant (F, 390.978),(P<.000) with R 2 = .645 depicts that employee job satisfaction accounts 64.5% variation in training and development. The analysis further depicts that there is negative relationship between training and development and employee job satisfaction (β= .689) shows that training and development level is sensitive to employee job satisfaction and employee job satisfaction contributes 68.9% change in training and development and the relationship is statistically significant as the probability value for this work experience group is less than level of significance that is 0.05 %

67 Table 4.3.5.1 Case wise regression analysis of employee job satisfaction on training and development with respect to age

Age Variable β S.E R- group t- value Square F-Stat Sig

20-30 Constant 1.356 .176 7.723 .740 179.191 .000

Training and developmen .619 .046 13.386 t

31-40 Constant 1.413 .368 3.841 .377 34.516 .000

41-50 Constant .835 .218 3.840 .783 190.887 .000

50 and Constant .849 .229 3.711 .811 154.416 .000 above Training and developmen .798 .064 12.426 t

In the above Table, the results of regression analysis for employee job satisfaction and training and development were executed with different age group that is 20- 30 years, 31 - 40 years, 41 – 50 years and ultimately 51 and above years. it is to check that the employee job satisfaction from each age group have a significant relationship with the training and development.

In the above Output of regression analysis showing that for the first age group that is 20-30 the value of R-Square is .740 which mean that the 74.0 % of variation in dependent variable which is employee job satisfaction is explained by the independent variable which in training and development which is infects low variation explanation and then the regression coefficient for employee job satisfaction is .619 which reveals that training and development level is sensitive to employee job Satisfaction. We can say that employee job satisfaction

68 brings/contributes 61.9% change in training and development supported by the positive sign of employee job satisfaction co-efficient.

Further in order to the check the Statistical significance relationship between the employee job satisfaction and training and development of regression analysis showing that for the second age group that is 30-40 the value of R-Square is .377 which mean that the 37.7 % of variation in dependent variable which is employee job satisfaction is explained by the independent variable which in training and development which is infects low variation explanation and then the regression coefficient for employee job satisfaction is .585which reveals that training and development level is sensitive to employee job Satisfaction. We can say that employee job satisfaction brings/contributes 58.5% change in training and development supported by the positive sign of employee job satisfaction co-efficient.

Further in order to the check the Statistical significance relationship between the employee job satisfaction and training and development of regression analysis showing that for the third age group that is 41-50 the value of R-Square is .783 which mean that the 78.3 % of variation in dependent variable which is employee job satisfaction is explained by the independent variable which in training and development which is infects low variation explanation and then the regression coefficient for employee job satisfaction is .818 which reveals that training and development level is sensitive to employee job Satisfaction. We can say that employee job satisfaction brings/contributes 81.8% change in training and development supported by the positive sign of employee job satisfaction co-efficient

Further in order to the check the Statistical significance relationship between the employee job satisfaction and training and development of regression analysis showing that for the fourth age group that 51 and above the value of R-Square is .811 which mean that the 81.1 % of variation in dependent variable which is employee job satisfaction is explained by the independent variable which in training and development which is infects low variation explanation and then the regression coefficient for employee job satisfaction is .798 which reveals that training and development level is sensitive to employee job Satisfaction. We can say that employee job satisfaction brings/contributes 79.8% change in training and development supported by the positive sign of employee job satisfaction co-efficient

Table 4.3.5.2 Case wise regression analysis of employee job satisfaction on training and development with respect to gender

Gender Variable β S.E t- R- group value Square F-Stat Sig

69 Male Constant 1.125 .169 6.644 .597 229.618 .000

Female Constant 1.193 .187 6.377 .760 183.715 .000

In the Table 4.3.5.2 the results of regression analysis for employee job satisfaction and Training and development with respect to gender with the selection variable gender are executed with the proposition that “training and development have a significant relationship with employee job satisfaction for both Genders”. The group is categorizes into male and female. The analyses show that model is insignificant for male and female category. The analysis further shows that the value of R-Square is .597 for male and .760 for female.

Further to the check the Statistical significance relationship between the training and development and employee job satisfaction in male category, in the above output the t- value for training and development is with R2 .597. The P value of for the model is .000 which does satisfy the proposition .Hence it concludes that training and development has positive effect -.295on employee job satisfaction of male employees while relationship is significance.

Further to the check the Statistical significance relationship between the training and development and employee job satisfaction in female category, in the above output the t- value for training and development is with R2 .760. The P value of for the model is .000 which does satisfy the proposition .Hence it concludes that training and development has positive effect . 672 on employee job satisfaction of female employees while relationship is significance.

Table 4.3.5.3 Case wise regression analysis of employee job satisfaction on training and development with respect to educational qualification

Educational Variable β S.E R- qualification t- value Square F-Stat Sig

Graduation Constant 1.080 .143 7.594 .788 343.794 .000

70 Training and developmen .715 .039 18.542 t

Master Constant 1.240 .560 2.216 .334 17.566 .000

Professional Constant 1.216 .201 6.055 .665 155.026 .000 Qualification Training and developmen .676 .054 12.451 t

The above Table 4.3.5.2 shows the results of regression analysis between employee job satisfaction and training and development with respect to educational level of the respondents. The regression analyses are executed with the proposition that trainer quality has no relationship with training and development in all three group of educational level. The group is categorizes into educational level of graduate, master and professional qualification.

The table further reveals that regression model of graduate level employee’s is significant .the value of R-Square (.788) indicate that trainer quality accounts 78.8 % of variation in training and development for graduate employee category. The coefficient (β= . 715) for trainer quality is negatively effecting the training and development for graduate level.

The table further reveals that regression model of master level employee’s is significant .the value of R-Square (.334) indicate that trainer quality accounts 33.4 % of variation in training and development for master employee category. The coefficient (β =..640) for trainer quality is positively affecting the training and development for master level.

The table further reveals that regression model of professional level employee’s is significant .the value of R-Square (.665) indicate that trainer quality accounts 66.5% of variation in training and development for master employee category. The coefficient (β =-.676) for trainer quality is positively effecting the training and development for professional level.

71 Table 4.3.5.3 Case wise regression analysis of employee job satisfaction on training and development with respect to work experience

Work Variable β S.E experienc t- e value R-Square F-Stat Sig

Less than 4 Constant 1.459 .212 6.875 .596 118.034 .000

Training and .613 .056 10.864 development

5-10 Constant 1.194 .549 2.176 .395 19.591 .000

11-15 Constant .864 .196 4.406 .807 201.202 .000

16 and Constant .934 .200 4.666 .790 191.789 .000 above Training and .753 .054 13.849 development

The above Table 4.3.5.3 shows the regression analysis between training and development and employee job satisfaction with respect to work experience. In the above the regression model between employee job satisfaction and training and development with the with respect to work experience are executed to check the proposition that training and development has no relationship with employee job satisfaction at any work experience group. The group is categorized into four work experience groups that are less than 4 years, 5 - 10 years, and 11 –15 years and ultimately 16 and above years.

The table reveals that the regression model is not significant with R 2 = .596 which depicts that training and development accounts variation in employee job satisfaction at the work experience group between 4 years. The analysis further shows that there is positive relationship between training and development and employee job satisfaction reveals that employee job satisfaction level is sensitive to training and development at this work experience group and brings/contributes change in employee job satisfaction supported by the positive sign of training and development co-efficient and this relationship is statistically significant. The analysis further explain that training and development is perceived as an important factor in employee job satisfaction (t = 10.864).

72 The table reveals that the regression model is not significant with R 2 = .395 which depicts that training and development accounts variation in employee job satisfaction at the work experience group between 5-10 years. The analysis further shows that there is positive relationship between training and development and employee job satisfaction reveals that employee job satisfaction level is sensitive to training and development at this work experience group and brings/contributes change in employee job satisfaction supported by the negative sign of training and development co-efficient and this relationship is statistically significant. The analysis further explain that training and development is perceived as an important factor in employee job satisfaction (t = 4.426).

The table reveals that the regression model is not significant with R 2 = .807 which depicts that training and development accounts variation in employee job satisfaction at the work experience group between 11-15 years. The analysis further shows that there is positive relationship between training and development and employee job satisfaction reveals that employee job satisfaction level is sensitive to training and development at this work experience group and brings/contributes change in employee job satisfaction supported by the negative sign of training and development co-efficient and this relationship is statistically significant. The analysis further explain that training and development is perceived as an important factor in employee job satisfaction (t = 14.185).

The table reveals that the regression model is not significant with R 2 = . .790 which depicts that training and development accounts variation in employee job satisfaction at the work experience group 16 and above years. The analysis further shows that there is positive relationship between training and development and employee job satisfaction reveals that employee job satisfaction level is sensitive to training and development at this work experience group and brings/contributes change in employee job satisfaction supported by the positive sign of training and development co-efficient and this relationship is statistically significant. The analysis further explain that training and development is perceived as an important factor in employee job satisfaction (t = 13.849).

Validity

Validity is concerned with the whether the findings are really about what they likely to be (Sanuders et al, 2000). If question can be misunderstood, the information is said to be of low validity. In order to avoid low validity, we tried to design Questionnaire simple as possible and

73 where necessary interview were conducted face to face while filling out questionnaire so that the haziness should be explained. The following the reliability statistics facets wise. Alpha denoted the degree of strengthens.

RELIABILITY STATISTICS

4.5.1. Item Wise reliability statistics

Item Description Alpha

1.Trainer Quality

1. The trainer was well prepared.

2. The trainer was very helpful 0.923

3. I was very satisfied with the support offered to me by my trainer

4. The Trainer was easy enough to be understood

5. The Trainer kept on motivating the learners.

6. The trainer encouraged asking of questions.

7. He was capable enough to articulate.

8. The trainer was a good facilitator during training session.

9. He inquired about learner’s interest regarding training style before delivering.

2. COURSE DESIGN:

1 The objectives of the program were relevant to my job.

2. I was well informed of the requirements for the Program.

3. I was very confident that I had the knowledge and skills required to successfully complete the program.

4. I was well informed of how to complete each module of the program. .852

5. The assessments used in the program were fair.

74 6. I accomplished all the objectives of the course.

7. Training was designed to be conducted inside the organization..

8. It was relevant to the specific problems being faced by the group of learners.

9. Performance of the learner was tested against the training being given.

10. Training was designed to address specific issues being faced by the learners.

11. Training was conducted beyond the boundaries of organization.

3. LEARNING EXPERIENCE:

1 The learning style of the learners was considered for training.

2. I am satisfied with the learning from that training.

3. It would help me to improve my performance in my current job

4. I am feeling valued after that training.

5. That training has increased my skills .842

6. I would be able to apply what I had learned on a regular basis in my job.

7. I had plenty of time to complete all the modules of the program.

8. The activities in the program gave me sufficient practice and feedback.

9. I found the program overall to be very challenging.

10. The activities in the program gave me sufficient practice and feedback.

11. The program exceeded my expectations.

4. TRAINING AND DEVELOPMENT

1 I have access to relevant training programmers and skill development activities.

2. The training and development offered by my company is relevant for my daily work.

3. The training and development offered by my company is aligned with my expectations and my personal development needs related to work.

4. My employer organizes continuous follow-up, feedback-sessions, knowledge sharing .875 activities after the training.

75 5. I feel satisfied with the way completed training activities are being rewarded (raise in salary, promotion etc).

5. JOB SATISFACTION

1. I feel very comfortable in my work environment.

2. I consider my co-workers friends

3. My supervisor/franchisee regularly acknowledges when I do a good job

4. My values and those of the organization are very similar

5. I am willing to put in a great deal of effort beyond that normally expected in order to help the organization to be successful. .756 6. I am very proud to tell others that I work for this Organization

Correlation Analysis

Based on the sound reliability statistics of the variables, which is discussed above .The mean value of each variable is calculated, that’s trainer quality, course design, learner experience, training and development and employee job satisfaction. Based on the mean value of these variable bivariate Pearson product correlations is executed in Statistical software. Below is the correlation matrix among variables.

4.6.1. Correlations Matrix of Variables

76 TQ CD LE TD EJS

CD .519 1

LE .063 .059 1

TD .765 .454 .048 1

EJS .749 .438 .107 .803 1

*. Correlation is significant at the 0.05 level.

Hypotheses are tested by using statistical tools. The main statistical used in the management sciences studies are correlation, regression, and statistical tests i.e. T-test, F-test and ANOVA etc. Every statistical tool has its own area of measurement. Generally correlation is used for measuring the degree of strength among the variables. Researcher intends to investigate the degree of strength among the different variables used in this study. Thus correlation has been used for the same purpose.

T.Q = Trainer quality

C.D =Course design

L.E= Learning experience

T.D = Training and development

E.J.S= Employee job satisfaction.

In this study the trainer quality, learner experience and course design are independent variable for Training and development while training and development itself is independent variable for employee job satisfaction.

4.5 DESCRIPTIVE STATISTICS 4.5.1 Descriptive statistics of Variables

Descriptive Statistics

Variables Mean Std. Deviation

77 Trainer quality 3.539 .860

Course design 3.580 .8411

Learner experience 3.511 .7012

Training and development 3.5899 .8936

Employee job satisfaction 3.6267 .76608

Hypothesis

Table Regression Analyses of Training and development on Trainer quality, Course design and learning experience.

R- Variable β t- value Sig F-Stat Sig Square

(Constant) .608 2.398 .017 .589 101.790 .000 trainer quality .752 14.093 .000 course design .083 1.513 .132

learning .890 .007 .139 experience

Table Regression analysis of employee job satisfaction on training and development

Constant 1.155 8.965 .645 390.978 .000 Training and developmen .689 .035 t

78 Hypothesis 1: The quality of the trainer is positively associated with the employee training and development.

Although training and development has been the area largely discussed by the researcher in their empirical research. Very less work has been done in this regard keeping trainer quality and training and development in content in Pakistan. There is a quite gap in the study for the researcher to cover that area. While understanding these attitudes is important because they have important consequences on employee job satisfaction and these approaches can be influenced by human resource policies and practices. In this study from the above correlation matrix it is depicted that trainer quality (T.Q) is positively associated with the training and development (T & D) that is .765 or 76.5 % with the mean 3.539 and standard deviation of 0.860. However this correlation is positive but the significant relationship among trainer quality and training and development will be checked through regression analysis in proceeding discussion. This finding is matching the findings of (Choo & Bowley, 2007).

Hypothesis 2: An effective course design is positively associated with the employee training.

Designing of course for the training is an important aspect as the success or failure of training program depends on its subject of matter available for discussion, its presentation and ingredients. It is generally perceived to be directly linked with the outcome of training session or program.

In Our Study the Correlation between course design and training and development is positive and the correlation coefficient is .454 which is 45.4% with the mean of 3.580 and standard deviation of .8411. This finding is matching the findings of Stephen Choo & Bowley (2007).

Hypothesis 3: “An employee’s favorable learning experience is positively associated with the employee training”

An employee’s favorable learning experience always has pleasant impact on the overall training and development program. In our Study a favorable learning experience and training

79 and development is positively associated with each other, and there is correlation .048 which is 4.8%, with the mean of 3.511 and standard deviation of 0.7012.

Hypothesis 4: “Training is positively associated with the employee’s job satisfaction in organizations.”

Creating a work environment in which employees are satisfied from there job is essential to increased profits for organization. Principles of management that dictate how, exactly, to maximize employee satisfaction center on major areas of focus: personal motivation and the skills development of the employee.

From our discussion and analysis, there are positive associations between training and development and employee job satisfaction. The correlation coefficient for this variable is .803 which is 80.3 % with the mean of 3.6267 and standard deviation of .76608 magnifying strong correlation. This finding is matching the findings of Ashraf et al., (2008). However, significance will be check in the proceeding discussion with the Help of regression analysis.

Regression Analysis

In statistics, regression analysis refers to techniques for the modeling and analysis of numerical data consisting of values of a dependent variable (also called a response variable) and of one or more independent variables (also known as explanatory variables or predictors). The dependent variable in the regression equation is modeled as a function of the independent variables, corresponding parameters ("constants"), and an error term. The error term is treated as a random variable and represents unexplained variation in the dependent variable. Parameters are estimated to give a "best fit" of the data. Most commonly the best fit is evaluated by using the least squares method, but other criteria have also been used.

In the study we have used liner regression model by taking trainer quality, course design, learning experience as independent variable for training and development while then training and development acts as dependent variable for employee job satisfaction.

80 The Rational behind using Regression analysis in our study is to check the significance of independent variables, which have been discussed in correlation concept.

The Level of Significance for our Study is 0.05 % and confidence interval is 95%. By Executing Ordinary Least Square Regression, we got the following Out Put.

It is noteworthy to mention here that, the independent variable trainer quality has positive relation with sign of beta as .752, course design has beta value .083 and learning experience have negative relation with beta as .007. Training and development has positive relationship with employee job satisfaction with beta sign .689.

Regression analyses of different independent variables against dependent variable.

Linear regression analysis is carried to check the significance of trainer quality, course design and learning experience on training and development. While again the same for training and development on employee job satisfaction. The individual effect of each variable is as follow.

Trainer quality has a positive association with the training and development with the beta value .752 which reveal that trainer quality is contributing 75.2 % to change in training and development with the t value of 14.093 and R2 =.589 while as P is smaller than level of significance and the relationship is statistically significant.

Regression analyses of Training and development on course design.

Likewise course design has a positive association with the training and development with the beta value .083 which reveal that trainer quality is contributing 8.3 % to change in training and development with the t value of 1.513 and R2 =.206 as the P is smaller than level of significance and the relationship is statistically significant.

Regression analyses of Training and development on learning experience.

81 The last independent variable for training and development is learning experience which has also positive relationship with beta value .007. Training and development and learning experience association/relationship is statistically insignificant, because the level of significance is less the P value (P > 0.05 =.000). Beta value is .007.

Regression analyses of Employee job satisfaction on Training and development

As for as the relation between training and development and employee job satisfaction is concerned, this study analysis and results reveal that there is positive relation between both independent variable (training and development) and dependent variable (employee job satisfaction). This association/relationship is statistically significant, because the level of significance is less the P value (P< 0.05 =0.000). Beta value is .689

4.2 DISCUSSION

In the modern age, the competition in the NGO sector have led them to emphasize on the skills and working efficiency of their employees. The skillful, knowledgeable and educated labor force of any organization work as a mean to achieve the competitive edge over its rival companies in the market. Most of the NGO sector organizations in Pakistan have realized that fact and adopting employee-oriented approach by focusing on the improving skills and working potential of its labor force. This approach not only helps the employees in bringing improvement in the performance but also keeps them motivated and satisfied from their job.

Examples from successful organizations demonstrate that they have gone a long way to design effective human resource training system. It includes effective manpower general training and specific training. Designing of realistic performance plans and development oriented performance appraisal, effective learning system providing ample learning opportunities with the help of training, performance guidance, and other mechanisms ultimately leads to organizational performance. It also consists of mechanisms to inculcate sense of pride in work.

82 The intensive study had been conducted considering factors affecting training i.e. trainer quality, course design and learning experience and its impact on employee job satisfaction in the NGO sector of Pakistan especially in twin cities, Rawalpindi and Islamabad.

CHAPTER 5

CONCLUSION AND RECOMMENDATIONS

5.1 Conclusion

With the passage of time the demand for extensive research of training for employees increases. This study has been conducted with the aim to contribute further in the measuring of training need for the employees in NGO sector organizations by applying the tools measuring the factors affecting training i.e. trainer quality, course design and learning experience. It has been also endeavored to evaluate the role of training and development process on improving the commitment of employees for the organizations as companies usually invest much of its capital on improving the skills of its employees through training and development programs.

The findings of this study shows that it is quite effective and feasible to capture the characteristics of training and development by applying set of quality dimensions tools. This study of linking employee job satisfaction with training and development is not only important but also a challenging in a competitive era. Nevertheless, when designing this study an attempt was made to reduce its limitations. However, the external validity (generality) beyond the specific investigated scope is limited, since this study was particular to implement training practices in the in the chosen context. Given that the sort of service settings that could be examined is probably unlimited, future studies should consider other internal training factors than the elements examined here. For instance, perceived trainer quality might play a bigger role in situations with personnel involvement, as those where the needed interactions with trainees are of greater concern. Giving the importance of the concept of trainer quality, course design and learning experience on the training and development and employee job satisfaction in the company, the issues of quality consideration justify attention in further theoretical and pragmatic research.

Training and development in terms of employee work force development positively correlated with employee’s job satisfaction. A fair opportunity of training and development encourage employees’ participation, promote empowerment, recognize that employees play an

83 important role in achieving the organizations’ objectives, and treat employees as primary resources. In summary, the present study demonstrates that focusing on training and development enhance job involvement, improve the level of job and career satisfaction, and enhance greater organizational performance. The effect of training and development in these respects is of the utmost importance. Organizations should be committed to those practices and their flourishing implementation for the sake of long lasting effects.

5.2 Recommendations

After a detailed and exclusive research work, it becomes understandable to discuss the points of the deficiency of the business processes understudy and point out the possible steps as remedies to the imperfection of the structure/systems. These suggested steps are denoted as “Recommendations”. Regarding the study under processes, following strategies are recommended for further improvements:-

1. To deliver excellent learning opportunity through training to employees and strive for business distinction, employee satisfaction within organization is important, and all these can be achieved, if executive level management takes extra care while developing training and development bases starting from selection and recruitment process, recognize employee with their core expertise, set up tremendous work design for employee. So it is recommended that it should be conducive to enable the HR to deliver what is expected of them.

2. Beside other factors and elements for success of NGO sector, which is dependent on the HR practices, procedures, applications and implementation towards their employee’s development? We know that trainer quality, course design and learning experience are considered one of the most important drivers of successful job satisfaction, but unfortunately we are least considering this relationship in its real essence. Therefore it is, necessary for higher management that they must satisfy employees, who will become ultimately highly motivated with good work morale, and work more effectively and efficiently.

3. It is generally observed that there is lack of professional approach in the recruitment and selection process of the employees. That later create problems for the employee to perform according to expectation. However training and development program cannot help such employees to boost their performance. As a result the organization suffers from loss. Therefore it is recommended that to achieve the better results of training program, organizations should make possible efforts to select right person for right job. Lack of expertise in the practice of selection process. While utilization of resources is also discouraged.

4. The findings supporting hypothesis one suggest that there are positive links between trainer quality and outcome of training and development program. The good trainer having excellent

84 communication skills, knowledgeable and experience capabilities can influence his trainee better than any other trainer having comparatively low skills. Therefore it is recommended that organizations should select best possible trainer and assign task to professional trainer. This practice will bring positive result of training and development practice.

5. The findings supporting hypothesis number 3 suggest that course design has strong link with the outcome of training program. The enriched course contents having relevant and practical information with examples can help the trainees to understand. Therefore it is recommended that before going for conduction of any training program, proper information must be acquired regarding the course design. Course should be made enrich with all essential ingredients.

6. The findings supporting hypothesis number 3 suggest that learning experience has positive relationship with the training and development thus employees who are considered for training must be kept involved in the development of training programs. There feedback is very necessary for the outcome of training program. It is therefore recommended that before the conduction of training program trainee must be asked about their favorite training style and there feedback must be taken seriously.

7. It is suggested that managers concerned with employee job satisfaction would be wise to pay at least as much attention to the components of employee job satisfaction as to training and development is one among those components which bring satisfaction to the employee. These are the strong belief of the professionals that non-economic needs satisfaction plays a highly important role in job satisfaction.

8. Monetary benefit programmes are most highly valued by the employees. The research study shows that employees basic motivational factor that leads to enhance in employee job satisfaction. Thus to keep the employees motivated for training and enhancement of their skills there should be promotion or increment linkage with the successful completion of training and development program.

9. It is recommended that, Serious and sincere efforts should be made to improve productivity in NGO by promoting on the job trainings. Team work concept should be adopted and employees should be facilitated to work in groups so that they can learn from each others.

5.3 Limitations of the Study

The present study did not go without limitations. It was impeded by some undesirable limitations that hampered the researcher from utilizing a variety of options instead of conducting this study in confined settings. The study limitations are as under:

85 . 50:50 ratios for male and female respondents were set. However, due to unavailability of female respondents, this ratio was not achieved. Perhaps the results may be different if we could have access to involve female participants in this study.

. Sample size of the respondents was not sufficient as all 400 questionnaires were not returned with useable data. Perhaps the findings of the may be different if we could have received all questionnaires properly filled.

. Findings revealed from NGO sector may be the same as findings of the government, corporate or telecom sector etc.

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95 ANNEXURE

QUESTIONNAIRE

Demographic Information

Age (Please tick your age Group)

(1)20-30, (2)30-40, (3) 40-50, (4) 50 and above

Please tick applicable gender

(1)Male, (2) Female

Education (Please tick your education group)

(1)Matriculation, (2) Intermediate, (3) Graduation

(4)Masters Diploma with Metric /Inter Other

Total years of Experience (Please Tick your Experience Group)

(1)1-3, (2)4-6, (3)7-9, (4)10-12, (5)13-15, (6)16-19, (7)20 or above

Total years of Experience with this Organization (Please Tick your Experience Group)

(1). 1-3 (2). 4-6 (3). 7-9 (4).10-12 (5).13-15 (6)16-19 (7)20 or (8) above

Date______Designation______

Department______

96 1. TRAINER’S QUALITY

1 The trainer was well prepared 1 2 3 4 5

2 The trainer was very helpful 1 2 3 4 5

3 I was very satisfied with the support offered 1 2 3 4 5 to me by my trainer

4 The Trainer was easy enough to be 1 2 3 4 5 understood

5 The Trainer kept on motivating the learners. 1 2 3 4 5

6 The trainer encouraged asking of questions. 1 2 3 4 5

7 He was capable enough to articulate. 1 2 3 4 5

8 The trainer was a good facilitator during 1 2 3 4 5 training session.

9 He inquired about learner’s interest 1 2 3 4 5 regarding training style before delivering

2. COURSE DESIGN:

1 The objectives of the program were relevant 1 2 3 4 5 to my job.

2 I was well informed of the requirements for 1 2 3 4 5 the Program.

3 I was very confident that I had the 1 2 3 4 5 knowledge and skills required to successfully complete the program.

4 I was well informed of how to complete each 1 2 3 4 5 module of the program.

5 The assessments used in the program were 1 2 3 4 5 fair.

97 6 I accomplished all the objectives of the 1 2 3 4 5 course.

7 Training was designed to be conducted 1 2 3 4 5 inside the organization..

8 It was relevant to the specific problems 1 2 3 4 5 being faced by the group of learners.

9 Performance of the learner was tested 1 2 3 4 5 against the training being given.

10 Training was designed to address specific 1 2 3 4 5 issues being faced by the learners.

11 Training was conducted beyond the 1 2 3 4 5 boundaries of organization.

3. LEARNING EXPERIENCE:

1 The learning style of the learners was 1 2 3 4 5 considered for training

2 I am satisfied with the learning from that 1 2 3 4 5 training.

3 It would help me to improve my performance 1 2 3 4 5 in my current job

4 I am feeling valued after that training. 1 2 3 4 5

5 That training has increased my skills 1 2 3 4 5

6 I would be able to apply what I had learned 1 2 3 4 5 on a regular basis in my job.

7 I had plenty of time to complete all the 1 2 3 4 5 modules of the program.

8 The activities in the program gave me 1 2 3 4 5 sufficient practice and feedback.

9 I found the program overall to be very 1 2 3 4 5 challenging.

98 10 The activities in the program gave me 1 2 3 4 5 sufficient practice and feedback.

11 The program exceeded my expectations 1 2 3 4 5

TRAINING AND DEVELOPMENT

1 I have access to relevant training 1 2 3 4 5 programmes and skill development activities.

2 The training and development offered by my 1 2 3 4 5 company is relevant for my daily work.

3 The training and development offered by my 1 2 3 4 5 company is aligned with my expectations and my personal development needs related to work.

4 My employer organizes continuous follow-up, 1 2 3 4 5 feedback-sessions, knowledge sharing activities after the training.

5 I feel satisfied with the way completed 1 2 3 4 5 training activities are being rewarded (raise in salary, promotion etc)

JOB SATISFACTION

1 I feel very comfortable in my work 1 2 3 4 5 environment

2 I consider my co-workers friends 1 2 3 4 5

3 My supervisor/franchisee regularly 1 2 3 4 5 acknowledges when I do a good job

4 My values and those of the organization are 1 2 3 4 5 very similar

5 I am willing to put in a great deal of effort 1 2 3 4 5 beyond that normally expected in order to

99 help the organization to be successful.

6 I am very proud to tell others that I work for 1 2 3 4 5 this Organization

Absenteeism

1. I avoid absenteeism from my work when I 1 2 3 4 5 am satisfied with my job.

2. I try my level best to avoid the leaves that 1 2 3 4 5 I may avail.

3. I try my level best to attend my duty all 1 2 3 4 5 the official hours.

Bob Quit Intentions

1. I want to work with my organization for 1 2 3 4 5 long time as I am satisfied with my job.

2. I will not avail any opportunity that is 1 2 3 4 5 offered to me against my present job if I my organization keeps my satisfied.

3. My satisfaction with my job keeps me loyal 1 2 3 4 5 and committed with my organization.