Factors Affecting the Effectiveness of Training Provided to Merchandisers of Garment Industry in Sri Lanka

Transcription

1 Sri Lankan Journal of Management Volume 12, Nos. 3 & 4, July-December 2007 Volume 13, Nos. 1 & 2, January-June 2008 Factors Affecting the Effectiveness of Training Provided to Merchandisers of Garment Industry in Sri Lanka A. K. L. Jayawardana H. A. D. Prasanna Abstract This study attempted to identify the factors that influence training effectiveness of merchandisers of garment industry. Two hundred and eight (208) merchandisers from seven leading garment manufacturing organizations were involved in the study. Questionnaires were distributed among merchandisers and interviews were conducted among both merchandising managers and HR managers. The findings suggest that the availability of a continuous learning culture in the organization, self-efficacy of trainees and supervisor support influence training effectiveness. The implication of the study for managers is that they need to focus on creating and sustaining a continuous learning culture in their organizations, and provide the required support for employees in the acquisition and application of skills and knowledge in order to improve training effectiveness. Dr. A. K. L. Jayawardana is Associate Lecturer, School of Management, Marketing and International Business, Australean National University, and Senior Consultant, Postgraduate Institute of Management (PIM), Colombo, Sri Lanka. Mr. H. A. D. Prasanna is Accounts Manager, MAS Intimated (Pvt) Limited, and a visiting lecturer at the National Institute of Business Management. The article is based on a research paper submitted by him in partial fulfillment of the requirements of the MBA degree of the Postgraduate Institute of Management (PIM), Colombo, Sri Lanka

2 Sri Lankan Journal of Management, Vol. 12, Nos. 3 & 4: Vol. 13, Nos. 1 & 2 1. Introduction Training programmes in organizations provide a variety of benefits. For example, organizations gain through the improved performance and increased productivity that accompany employee development, while employees enjoy extrinsic and intrinsic rewards associated with skill development and performance improvement (Elangovan et.al., 1999). Effectiveness is measured by how many training participants successfully apply their learning on the job (penetration); how long training participants continue to apply the learning on the job (sustainability); and how quickly the organization will realize the benefits for the entire target audience (speed). In order to enhance job performance, the skills and the behaviours learned and practised during training have to be transferred to the workplace, maintained over time and generalized across contexts (Holton & Baldwin, 2003). Being able to prove the effectiveness of training is important, not only in justifying the expenses of training but also the original reason for carrying it out. Some organizations still pay lip service to training in its many manifestations. Even those which are committed to training will consider that evaluation of training is difficult and time consuming and difficult to carry out (Bedingham, 1997). Larson (1997) believes that measuring and ensuring the effectiveness of training is one of the most difficult HRM issues. With the increasing focus on and allocation of resources to various forms of training, the need for documenting the return on investment in training costs has accelerated. He argues that effective training is usually believed to require a thorough analysis of training needs. He goes on to argue that in any organization there are a number of factors which make such an analysis difficult. In addition to pragmatic barriers like lack of time, resources and committement, "needs diagnosis" suffers from the sheer complexity of the operation. With the cost of training rising rapidly and a high level of employee skill and productivity essential to maintain profitability and business's competitive position, questions about training effectiveness are no longer focused exclusively on the perceptions of trainees but are directed at factors such as "Did employee performance improve as a result of training?" and "How did training contribute to achieving critical organization goals?" (Sadler-Smith et.al., 1999; Phillips, 1998). Organizations are realizing both the

3 Factors Affecting the Effectiveness of Training importance of training in improving performance and productivity and significant investments of time and money that are being devoted to employee training. An organization's decision makers and professionals want to be sure that training is accomplishing the intended purpose while using resources as efficiently as possible (Pershing and Pershing, 2001). Training effectiveness literature describes many factors that influence the effectiveness of training provided to employees. These factors are categorized as individual factors (locus of control, self-efficacy), motivational factors ( career and job attitudes, organizational commitment, decision/reaction to training, post training interventions) and organizational or environmental factors such as supervisor and peer support, continuous learning culture and task constraints. This study has selected three variables, a continuous learning culture, self-efficacy and supervisor support to test their influence on training effectiveness. 2. Research Problem Organizations have realized that competitive advantages are internal to the organization (Ulrich and Lake, 1990). Learning, knowledge acquisition and adaptation are important rationales for creating and managing successful international business organizations (Lyles and Salk, 1996).Although the importance of developing human capital is well conceived, there are shortcomings in the way training programmes are designed, conducted and evaluation are done. Human resources managers in the garment industry in Sri-Lanka are quite comfortable with the evaluation mechanism they have with regard to training of machine operators and other blue collar workers where the results can be measured in terms of efficiency, productivity and defect rates. However, they are not quite sure whether the money they spend on training of non-directors, that is, executives and managers are paying off or not. This area has always been a grey area for HR and training managers in the industry as the results are not tangible, and training systems are not sophisticated enough to measure the effectiveness of training provided to managerial employees in terms of their behavioral changes and organizational outcomes

4 Sri Lankan Journal of Management, Vol. 12, Nos. 3 & 4: Vol. 13, Nos. 1 & 2 It is evident through the interviews with merchandising managers and HR managers followed by with a pilot study done with three garment manufacturing organizations, the training provided to merchandisers has not been effective in terms of improving merchandiser performance. It was observed that HR managers were unaware whether the training provided to merchandisers is effective in terms of improving their job performance or not. None of the companies participating in the pilot study had either a formal mechanism or measures of assessing effectiveness of the training that they are providing to their executive staff. Merchandising mangers are not satisfied with the job performance of their merchandisers and they admitted that they are spending a considerable amount of money and time on training in order to improve the competencies of merchandisers. This study will address the issue of training effectiveness by identifying factors that influence the effectiveness of training provided to employees. 3. Objectives of the study (a) (b) To identify the specific factors that influence training effectiveness. To establish the direction of the relationship of those identified factors with training effectiveness. 4. Significance of the Study Sri-Lankan garment manufacturing organizations have not paid much attention to the front-end readiness for the success of the industry in a quota-free era. According to Kelegama (2001), inadequate training of managers and workers alike is an important factor constraining productivity and competitiveness of the garment industry. Currently, organizations are realizing the importance of developing the competencies of merchandisers in order to increase front end readiness. Therefore, organizations are increasing the training investment on merchandising, and expect measurable business results. It is this context that gives rise to the need for knowledge in this area. It is of paramount importance for both garment manufacturers and

5 Factors Affecting the Effectiveness of Training merchandisers to be enlightened about the importance of training effectiveness in the light of merchandising performance, which will lead to organizational success, and from the employees' point of view their career advancement in this competitive industry. HR managers today are pressurized from all directions to achieve measurable results. They should be able to account for every cent they spend, be it on training and development or HR administration. HR managers have not been able to measure the effectiveness of training provided to executive and managerial employees. The garment industry in Sri Lanka is not an exception. Merchandisers of garment manufacturing organizations hold greater responsibilities compared to their other counterparts in the industry. And the role and responsibilities of merchandisers have increased with the new challenges facing the industry. In this context, HR managers have to facilitate the development of these front-end employees, and measure the effectiveness of such development efforts. Hence, it is important for the garment industry to know the factors affecting effectiveness of training provided to front-end employees, and it will also be an important input in designing future training programmes to suit the new challenges facing the industry. As managers of the industry are unaware of the factors that influence training effectiveness, this study is expected to provide some insights in that area, and fill an important knowledge gap. 5. Literature Review The primary goal of any training programme is to impart to employees a new set of KSAs (knowledge, skills and abilities), behavior or attitudes. Training effectiveness refers to the extent to which the training objectives are achieved (Tai, 2003). In general, training effectiveness is evaluated by measuring a number of training and transfer outcomes. Kirkpatrick (1976) suggested that reactions, learning, behavior, and results are four measures that are relevant for the evaluation of training outcomes (Tai, 2003).In Kirkpatrick's model, reactions refer to the extent to which trainees like and how they feel about training. Learning refers to the knowledge and skills acquired by trainees. Behavior refers to the knowledge and skills transferred to the work situation by trainees. Results refer to the attainment of organizational objectives

6 Sri Lankan Journal of Management, Vol. 12, Nos. 3 & 4: Vol. 13, Nos. 1 & 2 such as a reduction in absenteeism and personnel turnover, productivity gains, and cost reduction (Liao et. al., 2006). Arthur (2003) argued that within the framework of Kirkpatrick's model, questions about the effectiveness of training or instruction programmers are usually followed by asking, "Effective in terms of what? Reactions, learning, behavior or results?" Bedingham (2003) pointed out that the only criteria that make sense are those which are related to on the job behaviour change. Alliger, Tannenbaum, & Bennett (1995) stated that it is application to the job that, in most cases, defines training success. Mathieu et.al. (1993) and Tannenbaum et al., (1991) argued that to explicate training effectiveness, it is crucial to identify and measure the impacts of individual and organizational constructs on training outcomes including learning and transfer. Hence, it is logical to state that training effectiveness is how trainees are applying what they learned in training on to the job or behaviour that is retained and applied in the workplace (training transfer). Self-efficacy is one of the individual factors that influence the effectiveness of training. Self-efficacy is defined as people's judgment of their capabilities to organize and execute courses of action required to attain designated types of performance. It is concerned not with skills one has but with judgments of what one can do with whatever skills one possesses (Bandura, 1986). Self efficacy has been shown to predict performance in computer software training (Gist, Schwoerer, & Rosen, 1989), interpersonal skills training (Gist, Stevens, & Bavetta, 1991), and military training programmes (Eden & Ravid, 1982; Tannenbaum et. al., 1991). Furthermore, self-efficacy levels at the conclusion of training have exhibited significant correlations with post training transfer and job performance measures (Mathieu et al., 1993). In terms of trainee variables, Gist et al found that initial self-efficacy in interpersonal skills training was significantly related to initial performance levels, as well as to skill maintenance over a seven week period. A continuous learning culture is an environmental factor that has an impact on the effectiveness of training. A continuous learning culture is defined as an organizationwide concern, value or belief, and expectations that general knowledge acquisition and application is important (Tracy et al. 1995). Such shared meanings involve individual, task and organizational characteristics. In consequence, employees working in a continuous learning environment share the perceptions and expectancies that

7 Factors Affecting the Effectiveness of Training learning is essential to them and associated with their work. According to the empirical study, a continuous learning culture was directly related to post-training behaviours (Cheng and Ho, 1998).The more employees perceive that the organization supports continuous learning, the more the value is salient to them, thus raising their motivation to participate in development activities such as learning (London and Mone, 1999). Supervisor-support is one of the key organizational factors that influence training effectiveness. Supervisory support is clearly a multidimensional construct, which could include encouragement to attend, goal setting activities, reinforcement activities, and modeling of behaviours (Baumgartel et al., 1984; Eddy et al., 1967; Huczynski & Lewis, 1980; Maddox, 1987). Employees look to their supervisor for important information regarding how to work successfully within the social environment of the organization. As Huczynski & Lewis (1980) state, employees who perceive that a training programme is important to the supervisor will be more motivated to attend, learn and transfer trained skills to the job. Facteau et al., (1995) have observed that the immediate supervisor plays a significant role in their subordinates' training motivation. Managerial support (for example, encouraging trainees to use new skills and tolerating mistakes when they are practising) has been identified as a key environmental variable affecting transfer (Ford et al., 1992;Huczynski and Lewis, 1980) and is likely to be of central importance in creating a "transfer friendly" climate. However, where managers are highly supportive, individuals are likely to feel more comfortable performing trained skills (Ford et al., 1992). It is highly likely that immediate supervisors cue the implications of training participation to employees through performance evaluations at the end of the year, and through discussions during the performance period (Chiaburu and Tekleab, 2005). Training motivation can be described as a specific desire on the part of the trainee to learn the content of the training programme (Noe and Schmitt, 1986).Measures of motivation to learn include items assessing trainees' enthusiasm for learning and persistence when programme material is difficult (Hucks, 1984). Motivation is a characteristic of an individual willing to expend efforts toward a particular set of behaviour. In a training context, motivation can influence the willingness of an employee to attend the training programme (Maurer and Tarulli,1994;Noe and Wilk, 1993), to exert energy towards the programme (Ryman and Biersner,1975), and to transfer what they learn in the prgramme on to the job ( Baldwin and Ford,1988)

8 Sri Lankan Journal of Management, Vol. 12, Nos. 3 & 4: Vol. 13, Nos. 1 & 2 6. Conceptual Framework The findings of previous research showed that: a) A continuous learning culture is directly related to post-training behaviours (Cheng and Ho, 1998). b) Self -efficacy levels of trainees have exhibited significant correlation with post-training transfer and job performance (Mathieu et al., 1993). c) Supervisor support has been identified as a key environmental variable affecting transfer (Ford et al., 2001) The conceptual model derived from the literature survey is depicted below. Figure 1: Conceptual Model Continuous Learning culture Self-efficacy Training effectiveness Job performance Supervisor Support Training motivation

9 Factors Affecting the Effectiveness of Training 7. Hypotheses H1- Trainees' perception of a continuous learning culture present in the organization will be positively related to training effectiveness. H2- Trainees' self-efficacy will be positively related to training effectiveness. H3- Perceived supervisor support will be positively related to training effectiveness. H4- The relationship of (a) a continuous learning culture, (b) self-efficacy, and (c) supervisor support with training effectiveness will be moderated by training motivation. 8. Operationalization The purpose of this study is to test the hypothesized relationship between a continuous learning culture, self-efficacy and supervisor support with training effectiveness, and moderating the effect of training motivation on the above mentioned relationship. These are boxed relationships incorporated within the circle in Figure 1. This study does not test the apparent relationship between training effectiveness and job performance. The concepts mentioned in the model are defined below. (a) Continuous Learning Culture An organization- wide concern, value, belief, and expectations that general knowledge acquisition and application is important. It is a pattern of shared meanings of perceptions and expectations by all organizational members that constitute an organizational value or belief (Tracy et al., 1995). (b) Self-Efficacy People's judgments of their capabilities to organize and execute courses of action required to attain designated types of performance (Bandura, 1986)

10 Sri Lankan Journal of Management, Vol. 12, Nos. 3 & 4: Vol. 13, Nos. 1 & 2 (c) Supervisor Support To what extent are supervisors involved in clarifying performance expectations after training; identifying opportunities to apply new skills and knowledge; setting realistic goals based on training; working with individuals with problems encountered while applying new skills; and providing feedback when individuals successfully apply new abilities (Holton et al., 1999)? (d) Training Motivation The intended effort towards mastering the content of a training programme (Cheng and Ho, 1998). It can also be described as a specific desire of the trainees to learn the content of the training programme (Noe, 1986). (e) Training Effectiveness In general, training programmes are said to have been effective when the objectives of the training are achieved. The definition of training transfer is taken as the operational definition of training effectiveness in this study. It is "the degree to which trainees effectively apply the knowledge, skills and attitudes gained in a training context to the job" (Baldwin and Ford, 1988) 9. Measures For this study, previously published scales are used to collect data. Unless otherwise indicated, all measures are assessed using a five point Likert scale (1= strongly disagree; 2= disagree; 3= neither agree nor disagree; 4=agree; and 5= strongly agree). (a) Continuous Learning Culture A continuous learning culture is assessed using a ten items scale taken from Tracy et al., (1995). A sample item is "Job assignments are challenges that stretch employees' knowledge to the limit". Cronbach's alpha for the scale was

11 Factors Affecting the Effectiveness of Training (b) Self- Efficacy Self-efficacy is assessed using two items adapted from Noe and Wilk (1993). Sample items include "In general, I am usually a good judge of my own capabilities", and "I feel confident that my skills and abilities equal or exceed those of my classmates" and six items adapted from Tracey et al., (2006).Sample items include "How confident are you in your ability to work in groups?" and "How confident are you in your ability to communicate with others?" Cronbach's alpha for both scales were over.70. (c) Supervisor Support Supervisor support is measured using a five-items scale from Gaertner and Nollen (1989). Sample items are, "My manager shows me how to improve my performance" and "My manager utilizes a variety of methods to assist me with my development". Alpha score was 0.8. (d) Training Motivation Training motivation is measured using the seven-items scale developed by Noe and Wilk (1993). A sample item is "I try to learn as much as I can from a training programme". Cronbach's alpha was (e) Training Effectiveness Training effectiveness (transfer) is measured using five items, taken from Xiao (1996). An example is "I can accomplish the job tasks better by using new knowledge acquired from the training course." Cronbach's alpha of the scale was Sample and Methodology The study was carried out among merchandisers of eight companies in the garment industry. A questionnaire consisting of 35 questions was administered to gather data

12 Sri Lankan Journal of Management, Vol. 12, Nos. 3 & 4: Vol. 13, Nos. 1 & 2 from merchandisers. Thirty to forty five (30-45) merchandisers from each company were selected, and questionnaires were distributed among them to fill and return. Merchandisers who are involved in different functions such as product development, procurement and customer handling were selected for the sample. Informal interviews with merchandising managers and HR managers were conducted in order to get the background details of the training programmes and their views on the effectiveness of training. One company out of eight companies selected for the study did not respond and all other seven companies collaborated in the study. Out of 300 perfected questionnaires, 228 were received and 20 questionnaires had to be rejected due to incompleteness. Two hundred and eight (208) questionnaires were taken for the analysis. 11. Data Analysis and Findings Hypothesis 1 predicted a positive relationship between a continuous learning culture and training effectiveness. Table 01 presents the mean, standard deviation, and correlation between a continuous learning culture and training effectiveness. Table 1: Continuous Learning Culture and Training Effectiveness Variable Mean N=208 Std. Deviation Correlation Continuous Learning Culture P < 0.01 Source: Survey Data The above data shows that a continuous leaning culture is positively related to training effectiveness (r=.471) with a 99% significance level. The mean of 3.8 represents a high continuous learning culture and the low standard deviation of 0.4 confirms the validity of the mean. Thus, the results provide support for H1. Sixty one percent of

13 Factors Affecting the Effectiveness of Training the respondents showed a low continuous culture in their organizations and only 39 % showed a high or moderate continuous learning culture. Hypothesis 2 indicated a positive relationship between self-efficacy and training effectiveness. Table 02 shows the mean, standard deviation of the self-efficacy scores, and the Pearson correlation coefficient for self-efficacy, and training effectiveness. Table 2: Self-Efficacy and Training Effectiveness Variable Mean N=208 Std. Deviation Correlation Self-Efficacy P < 0.01 Source: Survey Data Self-efficacy shows a high mean of 4.2 with a low standard deviation (0.4) which validates the mean. The correlation coefficient of represents a positive correlation between self-efficacy and training effectiveness. Hence, the survey data provides support for Hypothesis 2. Only 24.5% of the sample has indicated low self-efficacy and the balance 75.5 % has shown moderate and high self-efficacy. Hypothesis 3 predicted a positive relationship between supervisor support and training effectiveness. Table 03 presents the mean, standard deviation of the supervisor support data, and the correlation between supervisor support and training effectiveness. Table 3: Supervisor Support and Training Effectiveness Mean N=208 Std. Deviation Variable Correlation Supervisor Support P < 0.01 Source: Survey Data

14 Sri Lankan Journal of Management, Vol. 12, Nos. 3 & 4: Vol. 13, Nos. 1 & 2 The supervisor support scale has a high mean of 3.9 and a low standard deviation (0.6). The correlation at 99% significance level is It shows a positive correlation between supervisor support and training effectiveness. Thus, Hypothesis 3 is supported by the survey data. Further, only 38.5% of the respondents have shown low supervisor support, and 61.5 % of the sample have indicated high and moderate supervisor support. Hypothesis 4 predicted that the relationship between (a) a continuous learning culture, (b) self-efficacy, and (c) supervisor support and training effectiveness is moderated by training motivation. Table 04 presents the mean, standard deviation and the correlation between training motivation and training effectiveness. Table 4: Training Motivation and Training Effectiveness Variable Mean N=208 Std. Deviation Correlation Training Motivation P < 0.01 Source: Survey Data The mean of training motivation is high with 4.1 and the low standard deviation (0.4) confirms the validity of the mean. The Pearson correlation coefficient of shows a positive relationship between training motivation and training effectiveness. To test the moderating effect of training motivation on the relationship between a continuous learning culture, self-efficacy and supervisor support and training effectiveness, the procedure of Baron and Kenny (1986) is followed. As specified by them, the first condition is that the independent variables should be related to the moderator. Table 05 shows the correlation between a continuous leaning culture, self-efficacy and supervisor support with training motivation

15 Factors Affecting the Effectiveness of Training Table 5: Correlations of Independent Variables With Training Motivation Variable Correlation Continuous Learning Culture Self-Efficacy Supervisor Support P < 0.01 Source: Survey Data A continuous learning culture is positively correlated with training motivation (r=.526). Self-efficacy and training motivation also show a positive correlation with a Pearson correlation coefficient of The correlation coefficient of indicates a positive correlation between supervisor support and training motivation. Thus, the first condition for a relationship between independent variables and the moderator is satisfied. The second condition of Barron and Kenny's procedure is that independent variables must be related to the main outcome. The reasonableness of this condition is inferred from the tests of Hypotheses 1, 2 and 3. The third condition is to observe a reduction in the coefficient of the independent variables to the outcomes after including the moderator variables in the analysis. Table 06 presents a partial correlation coefficient between independent variables and training effectiveness when training motivation was put as a controlling variable

16 Sri Lankan Journal of Management, Vol. 12, Nos. 3 & 4: Vol. 13, Nos. 1 & 2 Table 6: Moderating Effect of Training Motivation Variable Correlation Continuous Learning Culture Self-Efficacy Supervisor Support P < 0.01 Source: Survey Data The correlation between a continuous learning culture and training effectiveness with the moderator training motivation is A reduction of in the correlation coefficient ( ) can be observed. The correlation coefficient of 0.191, which explains the relationship between self-efficacy and training effectiveness with training motivation as a moderator variable shows a reduction of 0.22 ( ). The correlation of between supervisor support and training effectiveness indicates a reduction of ( ). Hence, it suggests that training motivation acts as a moderator variable. Thus, there is no evidence to reject Hypothesis Conclusion The findings of the study revealed that there is positive relationship between independent variables and the dependent variable as hypothesized.the study supported that supervisor-support, self-efficacy, a continuous learning culture and training motivation are positively correlated with training effectiveness. Also, it was found that training motivation moderates the relationship between supervisor support, self-efficacy, and a continuous learning culture with training effectiveness. A continuous learning culture reflected a positive relationship with training effectiveness as indicted in previous studies.consistently exposing employees to new information and knowledge, excellent job knowledge, job rotation that gives diverse job

17 Factors Affecting the Effectiveness of Training assignments, availability of an appraisal system that ties financial rewards to technical competence and expecting a high level of work performance are some of the key areas of a continuous learning culture that will contribute to training effectiveness. The present study supported the hypothesis that self-efficacy is positively related to training effectiveness. Employees' judgment of their capabilities, confidence in skills and abilities, communication, listening to co-workers, work in groups, and involvement in activities are key characteristics of self-efficacy, which will lead to the effectiveness of training. Supervisor support reflected a positive relationship with training effectiveness as indicated in previous studies. When managers show their team members how to improve their performance, let them know their level of performance, view developing staff as an important aspect of the job and utilize a variety of methods to assist in the development of employees, the training provided to employees will be effective in terms of improving individual work performance. This study suggests that a learning culture and supervisor support available in the organization, and self-efficacy of employees are significant factors that determine the effectiveness of the training provided to employees. The mere provision of training to employees might not produce effectiveness of training. Thus, organizations have to ensure that a learning culture is prevalent, and the required support is given to employees in both the acquisition and application of knowledge and skills to make the training provided to employees effective in terms of improving job performance

18 Sri Lankan Journal of Management, Vol. 12, Nos. 3 & 4: Vol. 13, Nos. 1 & 2 References Alliger G.M. and Janak E.A., Kirkpatrick s levels of training criteria: thirty years later, Personnel Psychology, Vol.42, 1989, pp Arthur Jr. Winfred and Bennett Jr. Winston, Effectiveness of training in organizations: A Meta-analysis of design and evaluation features, Journal of Applied Psychology, Vol.88, No. 2, 2003, pp Baldwin T Timothy and Ford J Kevin, Transfer of training: A review and directions for future research cited in Chiaburu S. Dan and Tekleab G. Amanuel, Individual and contextual influences on multiple dimensions of training effectiveness, Journal of European Industrial Training, Vol.29, No.8, 2005, pp Bedingham Keith, Proving the effectiveness of training, Industrial and Commercial Training, Vol.29, No. 3, 1997, pp Burrow Jim and Berardinelli Paula, Systematic performance improvement refining the space between learning and results, Journal of Workplace Learning, Vol.15, No. 1, 2003, pp Clark C.S., Dobbins, G.H. and Ladd, R.T. Exploratory field study of training motivation: influences of involvement, credibility, and transfer climate cited in Chiaburu S. Dan and Tekleab G. Amanuel, Individual and contextual influences on multiple dimensions of training effectiveness, Journal of European Industrial Training, Vol.29, No.8, 2005, pp Chen Ching- Yaw, Exploring potential factors leading to effective training, Journal of management Development, Vol.26, No.9, 2007, pp Cohen D.J, What motivates trainees, cited in Chiaburu S. Dan and Tekleab G. Amanuel, Individual and contextual influences on multiple dimensions of training effectiveness, Journal of European Industrial Training, Vol.29, No.8, 2005, pp

19 Factors Affecting the Effectiveness of Training Colquitt J.A.,LePine, J.A.and Noe, R.A. Toward an integrative theory of training motivation: a Meta analytic path analysis of 20 years of research cited in Chiaburu S. Dan and Tekleab G. Amanuel, Individual and contextual influences on multiple dimensions of training effectiveness, Journal of European Industrial Training, Vol.29, No.8, 2005, pp Ford J.K. Quinones, M.A., Sego, D.J.and Sorra, J.S.Factors affecting the opportunity to perform trained tasks on the job cited in Cheng W.L. Eddie and Ho C.K. Danny, A review of transfer training studies in the past decade, Personnel Review, Vol.30, No. 1, 2001, pp Goldstein I.L and Gilliam P. Training system issues in the year 2000 cited in Chiaburu S. Dan and Tekleab G. Amanuel, Individual and contextual influences on multiple dimensions of training effectiveness, Journal of European Industrial Training, Vol.29, No.8, 2005, pp Hicks W.D and Klimoski R.J, Entry into training programmes and its effects on training outcomes: a field experiment cited in Chiaburu S. Dan and Tekleab G. Amanuel, Individual and contextual influences on multiple dimensions of training effectiveness, Journal of European Industrial Training, Vol.29, No. 8, 2005, pp Holton E.F. III, Seyler, D.L. and Carvalho, M.B. Toward construct validation of a transfer climate instrument cited in Cheng W.L. Eddie and Ho C.K. Danny, A review of transfer training studies in the past decade, Personnel Review, Vol.30, No. 1, 2001, pp Mathieu J.E., Tannenbaum, S.I and Salas, E. Influences of individual and situational characteristics on measures of training effectiveness cited in Cheng W.L. Eddie and Ho C.K. Danny, A review of transfer training studies in the past decade, Personnel Review, Vol.30, No. 1, 2001, pp Morrow Trevor, Training and development in the Northern Ireland clothing industry, Journal of European Industrial Training, Vol. 25, No 2/3/4, 2001, pp

20 Sri Lankan Journal of Management, Vol. 12, Nos. 3 & 4: Vol. 13, Nos. 1 & 2 Noe A. Raymond and Wilk L. Steffanie, Investigation of the factors that influence employees participation in development activities, Journal of Applied Psychology, Vol.78, No. 2, 1993, pp Noe A. Raymond, Trainees attributes and attitudes: Neglected influences on training effectiveness cited in Cheng W.L. Eddie and Ho C.K. Danny, A review of transfer training studies in the past decade, Personnel Review, Vol.30, No. 1, 2001, pp Quinnones M.A., Contextual influences on training effectiveness, Application of Psychological Research, American Psychological Association, Tai Wei-Tao, Effects of training framing, general self-efficacy and training motivation on trainees training effectiveness, Personnel Review, Vol. 35, No. 1, 2006, pp Tai Wei-Tao, Liao Wen-chih, Organizational justice, motivation to learn, and training outcomes, Social Behavior and Personality, Vol.34, No.5, 2006, pp Xiao J., The relationship between organizational factors and the transfer of training in the electronics industry in Shenzhen, China cited in Chiaburu S. Dan and Tekleab G. Amanuel, Individual and contextual influences on multiple dimensions of training effectiveness, Journal of European Industrial Training, Vol.29, No.8, 2005, pp

21 Factors Affecting the Effectiveness of Training Appendix I- Questionnaire 1. Job assignments are challenges that stretch my knowledge to the limit 2. Job assignments consistently expose me to new technical information 3. There is excellent on the job training 4. There is a job rotation programme to give us diverse job assignments during the first years of employment 5. Job assignments continually require the evaluation of alternative solutions to problems 6. Co-workers are able to provide reliable information about ways to improve job performance 7. There is a performance appraisal system that ties financial rewards to technical competence 8. The organization expects a high level of work performance 9. The organization expects continual technical excellence and competence 10. The organization attempts to be better than its competitors 11. In general, I am usually a good judge of my own capabilities 12. I feel confident that my skills and abilities equal or exceed those of my co-workers 13. I feel confident in my ability to listen to my co-workers 14. I feel confident in my ability to communicate with others 15. I feel confident in my ability to ask for help if needed 16. I feel confident in my ability to make an action plan 17. I feel confident in my ability to work in groups 18. I feel confident in my ability to get involved in activities

22 Sri Lankan Journal of Management, Vol. 12, Nos. 3 & 4: Vol. 13, Nos. 1 & My manager shows me how to improve my performance 20. My manager lets me know how well I am performing 21. My manager utilizes a variety of methods to assist me with my development 22. My manager has the skills to coach me effectively in my development 23. My manager views developing staff as an important aspect of his/her job 24. Increasing my skills through training at my organization has helped me to perform my job better 25. I try to learn as much as I can from training programs 26. I tend to learn more from training programmes than from others 27. I am usually motivated to learn skills emphasized in training programmes 28. I would like to improve my skills 29. I am willing to exert effort in training programmes to improve skills 30. I am willing to invest effort to improve job skills and competencies 31. I can accomplish the job tasks better by using new knowledge acquired from the training programmes 32. Using the new knowledge, skills and attitudes has helped me improve my work 33. I make fewer mistakes when using new knowledge, skills and attitudes gained through training 34. The quality of my work has improved after using new knowledge, skill and attitudes 35. I can accomplish my job tasks faster now than before training