RESEARCH METHOD & DESIGN DCE 5900: Research Proposal

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RESEARCH PROPOSAL
FACTORS INFLUENCING THE EFFECTIVENESS OF TRAINING:
AS PERCEIVED BY SUPPORT STAFF IN MUSEUMS DEPARTMENT
Chapter 1:
INTRODUCTION
Background of the problem
Training is a part of the human resource development, along with the other human resources
activities, such as recruitment, selection and compensation. Any organization that wants to
succeed and to continue to succeed has to maintain workforce consisting of people who are
willing to learn and develop continuously. The intensification of global competition, the
changing marketplace and rapid technological advances demand a more flexible and
competent workforce. Thus, the importance of organizational training has been recognized as
a strategic force in the effort to raise competitiveness.

Training is the systematic development of the attitude and skill behaviour pattern required by
an individual in order to perform adequately a given task.

It is also the systematic

modification of behaviour through learning which occurs as a result of education instruction

development and planned experiences.

The process of evaluating training and development has been defined by Hamblin (1974) as
any attempt to obtain information (feedback) on the effects of training programme and to
assess the value of the training in the light of that information. In other words evaluation may
be defined as the systematic collection and assessment of information for deciding how best
to utilise available training resources in order to achieve organisational goals.

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Abiodun (1995) submitted that training is a systematic development of the knowledge, skills
and attitudes required by employees to perform adequately on a given job. It can take place
in number of ways, on the job or off the job; in the organization or outside organization.

According to Kirkpatrick (1998), the evaluation of training effectiveness was strategically

designed to tap four levels of training effectiveness: reaction, learning, behaviour and result
accruing due to the program.

J. Conger & K. Xin (2000) mentioned that training is an essential part of the organization
since technology develops continuously at a faster rate. Systems and practices get out-dated
soon due to new discoveries in technology.

These include technical, managerial and

behavioural aspects. Organizations, which do not develop a system, to catch up with uses the
growing technology which soon become stale.

However, developing individuals in the

organization can contribute towards effectiveness of the organization.

Training, both physically, socially, intellectually and mentally are very essential in facilitating
not only the level of productivity but also the development of personnel in any organization.
However, knowledge is the ability, the skill, the understanding, the information, which every
individual requires acquiring in order to be able to function effectively and perform
efficiently.

Training effectiveness refers to the benefits that the company and the trainee receive from
training. Benefits for trainees may include learning new skill or behaviour. Benefits for the
company may include increased sales and more satisfied customers. However, according to

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Prasad (2005), it is very difficult to measure the effectiveness of training and development
because of its abstract nature and long term impact on trainees and the organisation.

Besides, effectiveness of training program is a subsystem of an organization and core

function of human resource management.

It ensures continuous skill development of

employees working in organization and habituates process of learning for developing

knowledge to work. Where training effectiveness is evaluated, the outcomes of training are
usually assessed hierarchically.

Statement of problem
A major problem faced by most organizations including the public sector in Malaysia is the
role of training as it affects the employees productivity; and this can traced down to lack of
necessary skills and knowledge on the part of the employees and the inability of the
management to fully appreciate the role of training effectively in enhancing the employees
productivity.

Over the years, the museums department has been allocating huge sums of money in its
budgetary allocation toward training of support staff to build the capacity of staff to perform
their job functions effectively. In spite of that, the department is still confronted with
challenges in the area of effective performance of staff in the provision of (museum) services.

The museums department has a Human Capital Development Unit that carries the mission to
enhance the effectiveness of staffs in their current jobs and to prepare them for future
responsibilities in line with their career development.

It aims to provide the latest

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innovations in management style, skill and techniques. This research seeks to study the
effectiveness of training in the museums department.

Objectives
General Objective
Generally, the objective of this research is to understand the factors influence training
effectiveness among support staffs in museums department.

Specific Objective
The specific objectives included are as follows:-

To determine the level of training effectiveness among support staffs in museums

department.
To determine the level of reaction, learning, behaviour and results among support

staffs in museums department.

To determine the relationship between reaction, learning, behaviour and results and

training effectiveness among support staff in museums department.

To determine the factors contributing to training effectiveness among support staff in
museum departments.

Significance of research
Training becomes inevitable the moment an organization realizes the need for improvement
and expansion in the job. With high investment in and allocation of resources to training, the
need for evaluate training effectiveness should be carried out. In this study, Kirkpatricks
Level of Evaluation is used as the theoretical basis for evaluating training programs. This is a
very popular model focuses on measuring four kinds of outcomes or it can be said that
outcomes in four levels that should result from a highly effective training programme. The
levels, in order, are reaction, learning, behaviour and results respectively. In respect to
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practice, this study assists the organization and the staffs in understanding and how to
measure training effectiveness.

Assumptions
The main assumption of this study is that the effectiveness of training is strongly influenced
by the reaction factor, learning factor, behavioural related factor and result factor. Besides
that, the researcher also assumed that by using descriptive correlation research design, indepth information can be gathered and analysed in order to get the best findings.

Limitations
This study also have a limitations that needs to be acknowledge and addressed in the future
studies. First, this study only consists of staff in museums department. Data collected from
other organizations in public sectors or private sectors differ due to the working climate.
Therefore, generalization to other organizations may be limited.

Second, training

effectiveness was not measured through one particular type of training programme. The
sample consisted of respondents who have attended different types of training programmes.
In addition, this study is oriented to staff under support group in museums department.
Therefore the results might not hold true for other group such as management and
professional group and top management.

Definitions of terms
Training refers to the methods used to give new or present employees the skill that they need
to perform their job.
Training effectiveness is an indication that (the) training efforts are making a visible
difference and a positive impact in those areas of application after the training is completed.

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Training evaluation refers to the process by which you can determine if you have met those
objectives and whether there is a better and cheaper way in which to do so in the future. The
evaluation process should be based on relevant data and conducted in a planned and logical
way.
Support group refers to assistant curator and museum assistant in museums department.

Chapter 2:
REVIEW OF LITERATURE
This chapter will discuss the review of literature on the previous researches that have been
conducted with regard to training effectiveness and the factor that related with it.

Concept of Training Effectiveness (DV)

Kane (1986) has suggested that if the training and development function is to be effective in
the future, it will need to move beyond its concern with techniques and traditional roles. He
describes the strategic approaches that the organization can take to training and development,
and suggests that the choice of approach should be based on an analysis of the organizations
needs, management and staff attitudes and beliefs, and the level of resources that can be
committed. This more strategic view-point should be of use in assessing current efforts as
well as when planning for the future.

According to Bramley (1994), measuring the effectiveness of a training programme at the

reaction level and or the levels of skills learned or knowledge gained are the most common
approaches.

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Srivatsa (2001) explained that the effectiveness of the training was measured in terms of
various outcomes such as satisfaction level; reaction and feedback of participants and change
in performance and behaviour. While Schalock (2001) defined training effectiveness as the
determination of the extent to which a program has met its stated performance goals and
objectives.

According to Brown, G. Kenneth & Gerhardt W. Megan (2002), evaluation should include
procedures that ensure alignment of a training activity with the organizations strategy. Being
aware of the learning process and how it affects employee's behaviour is critical and of
paramount importance as a lot of organizations spend significant amounts of money to train
their employees. Goldstein & Ford (2002); Noe, (2002) defined training evaluation as the
systematic process of collecting data to determine if training is effective.

A study conducted by Leach P. Mark & Liu H. Annie (2003) on training evaluation,
organizations need to know how reactions, knowledge acquisition, and behaviour change
impact outcomes. Where training effectiveness is evaluated, the outcomes of training are
usually assessed hierarchically. The widely used Kirkpatrick model for example, proposes
four levels of training outcomes: trainees reactions to the programme content and training
process (reactions), knowledge or skill acquisition at the end of the programme (learning),
behaviour change in the job (behaviour) and improvements in tangible individual or
organisational outcomes (results).

According to Arthur, W., Bennett, W., Edens, P. S., & Bell, S. T. ((2003), to evaluate training
investments critically, organizations need to know how reactions, knowledge acquisition, and
behaviour change impact outcomes.

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Werner and DeSimone (2006) explained that training evaluation is the systematic collection
of descriptive and judgmental information necessary to make effective training decisions
related to the selection, adoption, value and modification of various instructional activities.

Another study by Joseph Kennedy (2009) who had made a research on the impact of training
and development on job performance, recommends that the frequency of training provided
should be improved to ensure that more employees have access to training and development.

Previous studies Mat, et al., (2011) found that training is effective in increase in the
knowledge, skills and attitudes aspect of the students themselves after an industrial training
program.

A study on Training Factors and Its Impact on Training Effectiveness in Kedah State
Development Corporation, Kedah by V.Sanjeevkumar (2011) implies that types of training do
not influence the training effectiveness. This study combining theoretical and empirical
research, trying to find factors that affect employee training and its impact in acting human
resource practices thereby laying the theoretical foundation for the future research about
survey on the employee training, also provides a good reference. Therefore, the problem
addressed in this study is to examine the factors affect the training (types of training, training
environment, work environment and employees personal characteristics) and training
effectiveness on human resource practices in Kedah State Development Corporation. In
museums department, the evaluation of training effectiveness only refers on evaluation forms
that filled out by the participants after finish the training program which the results is less
accurate.

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Theories/Modules
In this study, to evaluate the effectiveness of training is conceptualized using Kirkpatrick
Model.

The Kirkpatrick Model is probably the best known model for analysing and

evaluating the results of training programs. It takes into account any style of training both
informal or formal, to determine aptitude based on four level criteria.

This model was developed by Dr. Donald Kirkpatrick (1924 2014) in the 1950s. The model
can be implemented before, throughout, and following training to show the value of training
to the business.

As outlined by this system, evaluation needs to start with level one (reaction), after which as
time and resources will allow, should proceed in order through levels two (learning), three
(behavioural change), and four (result). Data from all of the previous levels can be used as a
foundation for the following levels analysis. As a result, each subsequent level provides an
even more accurate measurement of the usefulness of the training course, yet simultaneously
calls for a significantly more time-consuming and demanding evaluation.

Undoubtedly, the most widely used and in-demand method for the assessment of training in
businesses nowadays is Kirkpatricks system based around the four levels as guidelines. The
Kirkpatrick model has been used for over 30 years by many different types of companies as
the major system for training evaluations. It is evident that Kirkpatricks vision has made a
positive impact to the overall practice of training evaluation.

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Figure 1: Kirkpatrick's Four-Level Training Evaluation Model

Level 1 of Kirkpatrick's four-level model measures the reaction of trainees to the training
program. The purpose of measuring reaction is to ensure that trainees are motivated and
interested in learning.

Level 2 of Kirkpatrick's four-level model measures the knowledge acquired, skills improved,
or attitudes changed as a result of the training. Application of the new knowledge, skills, or
attitudes is not measured at this level.

Level 3 of Kirkpatrick's four-level model measures the transfer of training or if trainees are
applying new knowledge, skills, or attitudes on the job.

Level 4 of Kirkpatrick's four-level model measures the result of training as it relates to

factors such as sales, productivity, profit, costs, employee turnover, and product/service
quality.

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Concepts of Independent Variables

This study adopted four factors of independent variables based on Kirkpatrick's four-level
model: - reaction, learning, behavioural change and result/organisation performance.

Reaction
Programme evaluation involves two general approaches Formative evaluation also known
as internal and summative evaluation also known as external evaluation. Likewise reaction
evaluation is a type of formative evaluation when the results are used for programme
modification and the redesign of contents, course material and presentations (Antheil &
Casper, 1986; Robinson & Robinson, 1989). Reaction can also be summative in nature. In
such cases, the goal of reaction evaluation is to determine the value, effectiveness or
efficiency of a training programme (Smith & Brandenburg, 1991) and to make decisions
concerning programme continuation, termination, expansion, modification or adoption
(Worthen & Sanders, 1987). Summative evaluation provides programme decision makers
and potentials customers with judgements about a programmes worth or merit (Worthen,
Sanders & Fitzpatrick, 1997). The main purpose of reaction evaluation is to enhance the
quality of training programmes, which in turn leads to improved performance by measuring
the participants reactions to training programme. This should be measured immediately after
the programme. Level one evaluation should not just include reactions towards the overall
programme (e.g. did you like the programme.); it should also include measurement of
participants reactions or altitudes towards specific components of the programme such as,
the topics, contents, methodology, instructor etc. The example of evaluations tools and
methods suggested by scholars are typically happy sheets, feedback forms based on
subjective reaction to the training experiences, Verbal reaction which can be noted and

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analysed, Post training surveys or questionnaires, online evaluation or grading by delegates,

subsequent verbal or written reports given back by delegates to managers back to their jobs
etc.

Learning
Harsit Topno (2012) viewed that evaluation at this level wants to differentiate between what
they already knew prior to training and what they actually learned during the training
programme. In other words it can be said that learning evaluation is the measurement of the
increase in the knowledge or intellectual capability from before to after the learning
experience. Learning outcome can include changes in knowledge, skills or attitudes. Some
training events will emphasize knowledge, some will emphasize skills, some will emphasize
attitudes and some will emphasize multiple learning outcomes. The Evaluation should focus
on measuring what was covered in the training events i.e. learning objectives. So this levels
questions will have a pre- test before practicum and a post- test after practicum. Tools and
methods which can be used in evaluating learning level are assessment or tests before and
after the training, interviews or observations can be used before or after, although this is time
consuming and can be inconsistent.

Behavioural change
According to Harshit Topno (2012), behaviour evaluation is the extent to which the trainees
applied the learning and changed their behaviour, and this can be immediately and several
months after the training, depending on the situation. This level evaluation wants to measure
the transfer that has occurred in the learners job behaviour/ job performance due to the
training programme. This performance testing is to indicate the learners skill to apply what
he has learned in the classroom. It involves testing the participants capabilities to perform

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learned skills while on the job, rather than in the classroom. Change in the job behaviour is
difficult to measure because people change in different ways at different times and also it is
difficult to quantify and interpret than reaction and learning evaluation. Observation and
interview overtime are required to assess change, relevance of change and sustainability of
change in behaviour of participants. The opinion of the trainees in the form of self
assessment, 360 degree feedback is useful method to evaluate this level.

Results
Harshit Topno (2012) also explained result level evaluation is the effect on the business or
environment resulting from the improved performance of the trainee. Level four outcomes
are not limited return on training investment (ROI). It can also include others major results
that contribute to the well-functioning of an organisation, it includes any outcome that the
most people would agree is good for the business, Outcomes are either changes in financial
outcomes (such as positive ROI or increased profits) or changes in the variables that should
have a reliability direct effect on financial outcome at the same point of the future. The
intention at this level is to assess the coat vs. benefits of training programme, i.e.
organisational impact in terms of reduced costs, improved quality of work, higher
productivity, reduction in turnover, improved human relation, increased sales, fewer
grievances, lower absenteeism. Higher work morale, fewer accidents, greater job satisfaction
etc. Collecting, organising and analysing level four information can be difficult, time
consuming and more costly than the other three levels, but the results are often quite
worthwhile when viewed in the full context of its value to the organisation.
Review of previous research linking IVs-DVs and hypotheses

The effect of reaction and behaviour on training effectiveness

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Srivastava (2001) has evaluated the effectiveness of various training programmes offered by
the in-house training centre of Tata Steel, Shavak Nanavati Training Institute (SNTI), India.
The effectiveness of the training was measured in terms of various outcomes such as
satisfaction level; reaction and feedback of participants; and change in performance and
behavior as perceived by participants, their immediate supervisors, and departmental heads.
The sample consisted of sixty departmental heads, fourteen hundred participants and thirteen
hundred immediate supervisors from various departments. The data were collected through
structured interview schedule. It was found that the satisfaction levels of participants, their
superiors, and divisional heads were above average for all types of programmes.

The

participants were benefited from the programmes, but transfer of learning was not as
expected form their supervisors. There 40 were changes in the post training performance
ranging from 10 to 37 per cent. The training programmes could meet the objectives only to a
limited extent.

The effect of learning on training effectiveness

Ogunu (2002) in his study titled Evaluation of Management Training and Development
Programme of Guinness Nigeria PLC examined the management training and development
programme of Guinness Nigeria PLC, Benin City with a view to ascertaining its relevance,
adequacy, and effectiveness. A convenience sampling design was adopted, whereby the
researcher used all the 50 management staff in the companys Benin Brewery as subjects for
the study. Data was collected by administering a questionnaire titled Management Training
and Development Questionnaire (MTDQ) that was developed by the researcher. Hypotheses
testing in the study revealed that facilities for staff training were adequate for effective
training of management staff, training programmes for management staff were relevant to the

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jobs they performed, and the training programmes undergone by the staff did indeed improve
their performance and effectiveness at works.

The effect of behaviour (training transfer) on training effectiveness

Evaluation of executive training at NLC Ltd.: a case study by Selvam, M.;Panchalan, R.
(2003) examines a transfer of learning to the workplace and evaluation of tangible or
intangible benefits of training to the business are rare phenomena in practice. This study
aims at evaluating the effectiveness of executive training programs of 42 NLC Limited, a
public sector undertaking located at Neyveli, Tamilnadu. Seven major factors were identified
and adopted for the evaluation of training. Under each of these major factors, relevant subfactors were incorporated for assessment. Fifteen executive training programs were selected
under random sampling method. From each training program, 15 respondents were selected
for the evaluation of training. The results of the study showed that the training programs of
the respondent organisation are generally effective. Out of the seven major factors adopted
for the evaluation of training, this method of presentation dominated the rest of the major
factors. The transfer of learning to the workplace as a major factor contributed significantly
to only four out of 15 training programs chosen for evaluation. It showed lack of follow up
activities after training at NLC.

Research Hypotheses
H1: Reactions will be positively related to training effectiveness.
H2: Learning will be positively related to training effectiveness.
H3: Transfer will be positively related to training effectiveness.
H4: Results will be positively related to training effectiveness.

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Summary
In summary, this study is to understand the factors that influence the effectiveness of the
training of the support staff at the museum department of the reaction, learning, behaviour
and decisions that affect the effectiveness of training. These factors call for special attention
from the researchers to determine the relationship between these factors on the training
effectiveness.

Chapter 3
METHODOLOGY

Design of study
This study is a descriptive correlation study because it investigates the relationship between
four independent variables which are reaction, learning, behaviour and result and the
dependent variable (training effectiveness).

Research framework
The variables of the study are arranged in the research framework in order to better
understand the training effectiveness. The research framework is illustrated in Figure 2. It
shows the relationship between the independent variables which are reaction, learning,
behaviour and results with the dependent variable (training effectiveness). The research
framework mainly based on Kirkpatrick Model.

Independant Variables
Reaction
Learning
Behaviour
Results

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Training
Effectiveness

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Dependant Variable

Figure 2: A Research Framework Showing the Relationship between Selected Independent

Variables and Dependant Variable.
Measurement and instrument
This research used a standard questionnaire based on the four levels of Kirkpatrick model
which are reaction, learning, behaviour change and result of the training. These levels are the
indicators of effectiveness of training. The questionnaire consisted of a series of statements,
where the employee respondents needed to provide answers in the form of agreement or
disagreement to express their attitude towards the training programme. A Likert scale was
used so that the respondent could select a numerical score ranging from 1 to 5 for each
statement to indicate the degree of agreement or otherwise. Where 1, 2,3, 4 and 5 denote
Strongly agree, agree, neither agree nor disagree (Neutral), Disagree, and Strongly
disagree respectively.

Data gathering instruments in this research were two sets of

questionnaires: The first questionnaire consisted of questions evaluating four levels of

reaction, learning and behaviour and results that were answered by learners. Questionnaires
contained information on the purpose of the investigation and how to respond to the
questions.

Reliability and Validity

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Reliability is the consistency of your measurement, or the degree to which an instrument

measures the same way each time it is used under the same condition with the same subjects.
In short, it is the repeatability of your measurement. A measure is considered reliable if a
person's score on the same test given twice is similar. In this study, reliability was tested
using Cronbach's alpha coefficient.
Content validity was applied to determine the validity of the questionnaires. Content validity
is often seen as a prerequisite to criterion validity, because it is a good indicator of whether
the desired trait is measured. For this study, the initial questionnaires administered were
judged by university professors and the modifications were made to present the final
questionnaires to be implemented.
Pre-testing of instrument
In this study, a total of 25 staffs from different units in headquarters of museums department
were selected to do pre-test. The respondents are staff under support group in museums
department who joins the department since the last three years. The questionnaire will be
distributed by hand and a short briefing about the purposes of the study will be given to them.

Population and Sampling

The target population in this study will be staffs in support group in headquarters of museums
department. The sample size of this study will be determined using Greens (1991) formula.
The minimum number of sample size should be 90 based on Greens formula: N>50+8m. To
avoid errors, the total sample size is 100 for this study. The respondents are selected
randomly in museums department to voluntarily participate in this research. The respondents
are chosen based on the following criteria:

1. All respondents are staff in support group of museums department.

2. All respondents are aged between 25 45 years old.
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3. All respondents have at least three year of working experience.

Data collection
In this research, the data will be collected through the self-administered questionnaire.
Below are the steps that will be taken to gather the data:
i.

A letter will be sent to the Director General of museums department that the
selected staffs have been identified as the population for the research.
Consequently, requesting permission to collect data from the relevant
academician.

ii.

Upon receiving consent from the Director General of museums department, the
researcher will request from the Human Resource Department a list of staffs under
support group. The sample will be selected through a systematic random
sampling.

iii.

A coordinator from the Human Resource Department in headquarters of museums

department will be appointed to coordinate the distribution and collection of the
questionnaire, within one two weeks duration.

iv.

The duly completed questionnaire will be collected from the appointed

coordinator after the stipulated deadline.

v.

In the event, the response rate is not up to the expected number, various other
methods will be used to gather the data.

Data analysis
After completing the data collection, the data will be coded and analyse using the relevant
statistical analysis according to the research objectives as follows:
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Objectives
To

determine

effectiveness

the
among

level

Statistical Tools
of

support

training RO1:
- Measure of Central Tendency.
staff in
- Measure of Dispersion

museums department.
To determine the level of reaction, learning, RO2:
- Measure of Central Tendency.
behaviour and results among support staff in
- Measure of Dispersion
museums department.
To determine the relationship

between RO3:
- Pearson Productment Correlation
reaction, learning, behaviour and results and
training effectiveness among support staff in
museums department.
To determine the factors contributing to RO4:
- Multiple Linear Regression
training effectiveness among support staff in
museums department.

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