International Journal of Business Management (IJBM) Volume 2 Special Issue 2017

The Interaction of Training Effectiveness toward Job Performance:

Steering Organization’s Sustainability
Mafuzah Binti Mohamada, Zulkefli Muhamad Hanapiyahb, Wan Noordiana Wan Hanafic
a
College of Business Management and Accounting, Universiti Tenaga Nasional, Malaysia.
b,c
College of Graduate Studies, Universiti Tenaga Nasional, Malaysia.

Keyword ABSTRACT
Training Effectiveness
Due to globalization, organizations are facing high competition
Reaction
to fit with the technological changes, and political, and
Learning
economic environment. Hence, prompting these associations to
Behaviour
prepare their workers is one of the approaches to set them up to
Job Performance
change in accordance with the increase in knowledge, skill and
Sustainability
ability, and thus, and improve their performance This paper aims
to examine the relationship between training effectiveness and
job performance among lecturers in five higher education
institutions in Klang Valley. Overall, a total of 160 usable
questionnaires were received. This study applied three main
analyses which are descriptive, reliability, and correlation and
regression analysis. The finding indicated that all the
measurements are reliable with Cronbach Alpha’s value at more
than 0.6; correlation value which indicates that, training
effectiveness and job performance have positive and strong
correlation with more than r > 0.5; regression analysis indicates
that, training effectiveness and job performance indicate 37.2
interaction between variables. Therefore, organization needs to
formulate or build effective training to their employees in order
to achieve high job performance.

*Corresponding Author. Email address: mafuzah@uniten.edu.my

1 INTRODUCTION
Employees are considered significant human resource for any company (Nassazi, 2013). Employee
is a backbone of any business. The achievement or disaster of the firm relies upon its performance of
employee. Subsequently, top administration understood the significance of putting resources into
preparation and improvement for enhancing the performance in terms of employee and job (Elnaga &
Imran, 2013a). The dynamic part they play towards an organization's prosperity is undeniable. In the
area of globalization, training is vital for any organization to sustain in the industry as training is capable
of inducing the quality of work life of an individual employee and at the same time, optimizing the
organization in meeting their goal (Kulkarni, 2013). Organizations are confronting expanded rivalry
due to globalization, changes in innovation, and political and financial influence. In dealing with these
challenges and enhancing employee performance, it is crucial for an employer to provide sufficient
training (Evans, Pucik, & Barsoux, 2002). Since training is a part of human resource development, to

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recruit good employee and to utilize their potential to their best level every company must be realistic
and able to maintain their employees’ potential (Said, Jahya, Mazlan, Ali, & Yusof, 2016).
Training helps in resolving specific skill deficits in employees’ performance (Tahir & Sajjad, 2013).
Successful organizations and managers realize the importance of human resources - trained human
resources are the key to maintaining a competitive advantage in today’s constantly changing global
environment. Training indeed contributed to the advantages of employer in several ways such as
increased productivity, loyalty and knowledgeable employee. When employees recognize their
organizations’ interest in their potential through offering training programs, they will make their best
efforts to achieve organizational goals and display good performance in their job (Elnaga & Imran,
2013a). The company’s survival lies on the organization’s ability to keep an employee to be
imaginative, creative, and innovative who will constantly improve the company’s performance
(Edralin, 2004; Lynton & Pareek, 2000; Vemić, 2007). Sufficient training is crucial as insufficient
training induces employee turnover, reduces motivation and lowers satisfaction. (Muzaffar, Salamat, &
Ali, 2012).
Nowadays, in the global market, it is important for the organization to enhance the knowledge,
expertise and abilities of the talented workforce in order to be more competitive (McKinsey, 2006). The
effectiveness of training program is the pinnacle in order to develop the quality of employees so that
they perform well on the job, become motivated and have higher commitment (Meyer, Bobocel, &
Allen, 1991). According to Falola, Osibanjo, and Ojo (2014), training and development is an imperative
strategic key for upgrading employee performance and organizations to keep continuing in expanding
in training their budget plan on yearly basis with the believe that it will offer them aggressive edge. In
any case, for any organization to accomplish its expressed objectives and target in this competitive
world, sufficient and significant training and development of staff can't be over underlined.
Organization are relied upon to recognize the training need of its employees and configuration training
programs that will help the employee to ideally use their workforce towards the completion of the
organization’s objective (Kennedy, Chyung, Winiecki, & Brinkerhoff, 2014).
The motivation of this study is there is a lack of study on training effectiveness and job performance
on lecturer or education industries. This is because, according to study conducted by (Galipeau et al.,
2015) are questionable in term validity and susceptible to misinterpretation because of their risk of bias
because the number of sample are too small. Other than that, this review highlights the gaps in our
knowledge of how to enhance and ensure the scientific quality of research output for authors, peer
reviewers, and journal editors. Training has not been studied for that long, so managers ought to be
careful as to what constitutes “adequate” training and what the characteristics of effective training
are, particularly in the eyes of the trainee (Sahinidis & Bouris, 2008). Therefore, that, to fulfil the
gaps of study, the main objective of this study are to examine the relationship between training
effectiveness and job performance among lecturer.

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 This study are important and it will contribute to two different segment. First, it contributes to body
of knowledge. It important to improve the body of knowledge through the research finding. It is because
based on the expected finding, a few suggestions and value added will highlight that need to implement
practically. Other than that, it is also important to share the finding and suggestion of the research with
the organizations involved in this study. Second, this study contributes to the organization
policymakers, but it also gives impacts to the organization. Through this research, the expected outcome
will help organization in decision making and also build the guideline that is more comprehensive
training and suitable with the environment.
The rest of this paper is organized in the following manner which is reviews the literature in section
2 by establishing the underpinning concept of sustainability model. Section 3 describes the methodology
that used for this study. Section 4 reports the findings of the study that consist of demographic analysis,
correlation and regression analysis. Lastly, section 5 stress on conclusion, limitation and future research.

2 LITERATURE REVIEW

2.1 Training Effectiveness

Training effectiveness is achieved hen an employee is capable of showing performance up to the

standard required by the organization. Through training, employee will be exposed to information, new
skills, or professional development opportunities (Elnaga & Imran, 2013a). Training is an opportunity
given to employees to perform effectively by learning and preparing themselves for any changes that
took place in the organization, and the training that is centered on knowledge acquisition skills and
attitudes is needed in the employment (Alipour, Salehi, & Shahnavaz, 2009). Training is the planned
intervention that is designed to enhance the determinants of individual job performance (Chiaburu &
Tekleab, 2005). Meanwhile, Alvarez (2004) defined training effectiveness as antecedent that stimulates
the outcomes at different stages of the training process.
Training effectiveness can be analyzed through various factors, including product service,
institution’s profitability, work motivation, work efficiency, individuals’ ability and knowledge, smaller
wastage of resources, and level of job satisfaction (Drucker, 1995). An effective training program leads
to an improvement in the quality of services.

2.2 Reaction

Reaction is one of the important criteria to evaluate training effectiveness in the organization.
According to Arthur, Bennet, Edens, and Bell (2003), reaction refers to trainees’ affective and utility
responses to the training program. The effective reaction is the degree to which an employee felt happy
with training program, for example, instructional materials, technique for conveyance and the facilities
of training program. Reaction focuses on the responses of employee on whether they have been given
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reasonable training that suits their need and is valuable for their activity (Alliger, Tannenbaum, Bennett,
Traver, & Shotland, 1997; Rowold, 2007).
Generally, the factors that influence the reaction of employee have received significant research
attention. A few factors have been identified by previous researches and authors including the
motivation of trainees to learn (Pilati & Borges-Andrade, 2008), commitment (Seyler, Holton, Bates,
Burnett, & Carvalho, 1998), personality (Colquitt, LePine, & Noe, 2000), demography (Ozturan &
Kutlu, 2010), perceived practical relevant (Liebermann & Hoffmann, 2008) and perceived content
validity (Awais Bhatti & Kaur, 2010). All the findings of this research are very important in order to
enhance the understanding of employee and organization about the factors that will influence the
reaction after the training program (Zumraha, Khalidb, Alic, & Najaa’Mokhtard, 2016).
The reaction of employees that involve in the training program is important in order to find out
whether the employees understand and are satisfied with the training program. Based on their reaction,
it will be concluded whether all of them will join the training program again or suggest others to join
the training organized by their organization (Handledare & Jobring, 2013). The reaction of employee is
fundamental since it majorly affects the future training programs and the financial plans in the
organization. Reaction from the employee ought to be measured in all types of program for two reasons;
It's critical that the members realize that the trainer understands employee’s reaction in training
program, and furthermore, it is important to measure employee’s reaction in order to get the feedback
and suggestion for upgrades in the coming training.

2.3 Learning

Learning criteria is cascaded in several items including immediate knowledge, knowledge retention
and behavior or skill, but the idea is less favorable (Alliger et al., 1997). According to (Sarpy, 2003),
there exist two levels of evaluations intended to evaluate all training objectives such as the principles,
facts, techniques, and attitude. Learning also described as the process of changes the attitude in trainee.
Knowledge improvement and skill enhance gain after training (O’Neil, Wainess, & Baker, 2005). For
a business manager or trainer, an understanding of the learning process was one of the most important
issues for management or training (Harvey & Novicevic, 2001). Learning can be defined as trainees’
perception of the effects of the training on his or her acquisition of new insights (Velada, Caetano,
Michel, Lyons, & Kavanagh, 2007).
The important criterion in training and development program is learning because the main objective
of learning is focused on the goal of increasing knowledge for the participants or employees. After the
employees have finished their training program, it is important to the organization or trainer to
understand to what extent learning has occurred. It is because, some training programs also have
different goals of training, for example, to increase the technical or sales skills, diversity training and
behavioral training aimed to change attitudes (Handledare & Jobring, 2013). Silberman (2006) stated

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that, the organization will have a total disaster if the learning objective of the training program is lacking
and not stable. Employees play the important role in understanding the need of training designed and
organized by the organization. It should answer a simple question, “What it means for me?” The
employees need to know the benefits of training for themselves (Handledare & Jobring, 2013).
There is proof that various types of learning lead to various learning results and therefore, when
arranging a training program and conveying it, the procedure utilized should coordinate the coveted
objective for the program. For instance, previous research at the Institute for Employment Studies
proposes that formal discovery that is about 'out there' (i.e., hierarchical plan, business procedure, HR
frameworks) will probably prompt outside information and ability in obtaining than learning occasions
that are casual and about what is 'in here’ (i.e., personal skills, attitudes and attributes) (Tamkin, Yarnall,
& Kerrin, 2002).

2.4 Behaviour

Behavior outcomes are regarded as the extent to which knowledge and skills gained in training are
applied on the job (Kirkpatrick, 1994) and also referred as transfer criteria (Alliger et al., 1997).
Discussion of learning in university focuses more on the need to deliver the knowledge and prepare
them for the future (Halpern & Hakel, 2003). Level three evaluations of Kirkpatrick model are designed
to evaluate how the learning acquired improved job performance (Sarpy, 2003).This includes
evaluation on actual job performance and can be used to identify the effects of training on work
performance.
Through training program, the big question that needed to understand by the organization is what
exactly the training factors that changes the behavior of employees. This level is the hardest to measure
as per Kirkpatrick, and is likely the most essential level. If the participants of training program can't
apply what they have learned during the training, then, the training has flopped regardless of the
possibility that learning has occurred (Handledare & Jobring, 2013). Therefore, it is so vital to measure
the changes of behavior, and it is essential, not exclusively to check whether the behavior has changed,
yet in addition to discover the reasons why a change has not emerged.

2.5 Job Performance

Performance can be defined as the accomplishment of specific tasks according to specific

organizational target or standard inclusive of accuracy, completeness, cost and speed (Afshan, Sobia,
Kamran, & Nasir, 2012). Employee performance is exhibited in production improvement, ease of use
and new technology, and it induces employee motivation. Job performance is the general attitude that
people have about their jobs. Job performance, on the other hand, consists of the apparent behaviors of
employee performance consistent with the organizational goal (Campbell, McHenry, & Wise, 1990).
There is a positive correlation between job performance and job satisfaction (Fisher, 2003). However,

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people are thought to believe strongly that satisfied or happy employees are more productive at work
(Fisher, 2003). According to him, “happy workers are productive workers or that employees who are
satisfied with their jobs are likely to be better performers.”
Performance management is the integration of performance appraisal systems with broader human
resource systems as a means of aligning employees’ work behavior with organizational goals (Fisher,
Schoenfeldt, & Shaw, 2003). This behavior can be positive or negative and can be either provided as
part of the work or outside the scope of the duties set forth. Many studies examined the effectiveness of
performance management. Employee performance is higher in happy and satisfied workers and the
management finds it easy to motivate high performers to attain the firm’s targets (Kinicki & Kreitner,
2007). The employee could only feel satisfied when they themselves feel competent to perform their
jobs, which is achieved through better training programs

2.3 Past study: training effectiveness and job performance

In the current climate of globalization, heightened competition and the development of information
technology, the paradigm for success has shifted towards intellectual assets. Increasingly, the key source
of competitiveness in firms is that ability to develop and use the skills of the workforce (Dahiya & Jha,
2011). New forms of business and management structures are required to effectively exploit intellectual
assets which lead to a renewed focus on the development of human resources (Donovan, Hannigan, &
Crowe, 2001). To improve job performance, the skills and behaviors learned and practiced during
training have to be transferred to the workplace, maintained over time, and generalized across contexts
(Holton & Trott, 1996). According to Longenecker (2010), there is a positive relationship between
training programs and employee motivation which makes the employees more involved in their jobs
and subsequently results in better performance and productivity both for the employees as well as for
the organizations (Longenecker, 2010). The outcome of paired sample T-test analysis designates that
the four factors namely reaction, learning, Behaviour and outcome derived in factor analysis are
statically significant in explaining the training’s effectiveness (Borate & Borate, 2014).
Training and development programs play a vital role in every organization. These programs
improve Employee Performance at workplace, update Employee Knowledge, enhance their personal
Skills and help in avoiding Managerial Obsolescence (Kulkarni, 2013). With the use of these programs,
it is easier for the management to evaluate job performance and accordingly make decisions on
employee Promotion, rewards, compensations, welfare facilities, etc.

3 METHODOLOGY

In this research, responses were collected from the questionnaire. 200 sets of questionnaires were
distributed to five (5) different types of private universities which are Universiti Tenaga Nasional
(UNITEN), Universiti Multimedia (MMU), Universiti Tun Abdul Razak (UNIRAZAK), Management
and Science University (MSU) and Universiti Tunku Abdul Rahman (UTAR). The selected respondents
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for this study were lecturers at all the selected universities. This study applied 5-Point Likert Scale. The
total numbers of completed questionnaire are 160 making the responses rate to be 80%. For this study,
the analysis involved are descriptive analysis, reliability analysis, correlation analysis and linear
regression analysis.

4 RESULT AND ANALYSIS

4.1 Demographic Analysis

Based on the demographic analysis (see Table 1), the highest number of respondents were male
which consisted of 91 respondents (56.9%) and female accounted for 69 respondents (43.1%). In terms
of the race of the respondents, the highest numbers of respondents involved in this study were Malay
which covered 38.8%. For this study, the third demographic profile is about the age range for each
respondent. For this question, 51 respondents (31.9%) were from the age range of 30 to 39 years old.
Next is the educational level of respondents for this study which covered three different levels: bachelor
degree, master and PhD. Most of respondents were qualified with master degree that involved 52.5%
or half of the total number of respondents (84 lectures). The last question is about their work experience
or tenure. Based on the results, most of the respondents had working experience of more than 5 years.

Table 1: Demographic Profile

Profile Description Frequency Percentage
Gender Male 91 56.9
Female 69 43.1

Race Malay 62 38.8

Chinese 55 34.4
Indian 25 15.6
Other 18 11.3
Age 30 - 29 Years 42 26.3
30 - 39 Years 51 31.9
40 - 49 Years 43 26.9
50 Years & Above 24 15.0
Education Degree 31 19.4
Master 84 52.5
PhD 45 28.1
Working 0 - 5 years 73 45.6
Experience 6 - 10 Years 43 26.9
11 - 15 Years 25 15.6
16 - 20 years 17 10.6
> 21 years 2 1.3

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4.2 Questionnaire Construct

The construction of questionnaire of this study are adaption from the Kirkpatrick (1994) for the
training effectiveness questionnaire and Campbell (1990) for the job performance questionnaire. For
this study, all the questions had been modified to make sure all the question are suitable with the
Malaysia context. After that, all the question is validated in term of the way of question been asked,
easy to understand the question and the language used for the questionnaire. Table 2 shows the item
used for this study, the loading value for each item, and the Cronbach’s Alpha value. The result of this
process, all the item loading that below 0.4 will be deleted. The factor loading of 0.30 or above for each
item are considered practical and statistically significant (Hair, Black, Babin, & Anderson, 2010; Hair,
Black, Babin, Anderson, & Tathum, 2006)

Table 2: Questionnaire Construct

Variable Item Loading Cronbach’s Alpha Note
Reaction REAC1 .973 .876 Kirkpatrick (1994)
REAC2 .973
REAC3 .973
REAC4 .853
REAC5 .932
REAC6 .935
REAC7 .942
REAC8 .905
REAC9 .918
REAC10 .953
REAC11 .955
Learning LEAR1 .932 .862 Kirkpatrick (1994)
LEAR2 .935
LEAR3 .942
LEAR4 .905
LEAR5 .918
LEAR6 .953
LEAR7 .955
Behaviour BEHAV1 .932 .858 Kirkpatrick (1994)
BEHAV2 .935
BEHAV3 .910
BEHAV4 .905
BEHAV5 .918
BEHAV6 .953
BEHAV7 .926
Job Performance JP1 .826 .736 Campbell (1990)
JP2 .840
JP3 .921
JP4 .728
JP5 .775
JP6 .773
JP7 .792
JP8 .803
JP9 .810
JP10 .770
JP11 .789
JP12 .767
JP13 .659
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 JP14 .582
JP15 .390
JP16 .808
JP17 .830
JP18 .818
JP19 .746
JP20 .833
JP21 .881
JP22 .742
JP23 .847
JP24 .847

4.3 Cronbach Alpha

Reliability relates to the finding of the research, whereby when one repeats the research and the
results produced are the same. This indicates that the findings are reliable. Alpha coefficient ranges in
value from 0 to 1 and may be used to describe the reliability of factors extracted from various types of
questionnaires or scales. The accompanying dependable guidelines: "_ > .9 – Excellent; _ > .8 – Good;
_ > .7 – Acceptable; _ > .6 – Questionable; _ > .5 – Poor; and _ < .5 – Unacceptable". In most social
science research, the value of Cronbach’s Alpha should be greater than or equal 0.7 to be accepted in a
reliability test (George & Mallery, 2005)

Table 3: Cronbach Alpha’s

Construct Cronbach Alpha’s Value Number of Items
Reaction .876 11
Learning .862 7
Behaviour .858 7
Job Performance .736 24

In light of the outcome (see Table 2), all the Cronbach Alpha's values passed the adequately passed
the recommended value. Thus, every one of the items or questions for this review is dependable. It
ought to likewise be noticed that while a high incentive for Cronbach's alpha shows great inside
consistency of the items in the scale, it does not imply that the scale is unidimensional.

4.4 Correlation

Correlation analysis is used to measure the correlation and degrees to which the respondents’
answers in the questionnaire are related with the independent and dependent variable. This research is
also to outline the significance of variables that are associated with the problem (Sekaran & Bougie,
2010).

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Table 4: Correlation
Construct Correlation Support
Reaction > Job Performance .694** Accepted
Learning > Job Performance .510** Accepted
Behaviour > Job Performance .514** Accepted
Training Effectiveness > Job Performance .610** Accepted
Note: ** correlation is significant at the 0.01 level (2-tailed)

Some see estimations of ±0.1 as speaking to a small impact of correlation, ±0.3 a medium impact
and ±0.5 a high impact. By institutionalizing the covariance, we get an esteem that lies amongst −1 and
+1. In light of the outcome (see Table 3), all the connections are over 0.5. Subsequently, it demonstrated
that, all the measurements of preparing viability are solid and denote decidedly huge relationship at
0.01 level (2-followed). When all is said and done, the connection coefficient for preparing adequacy
and employment performance additionally has a positive solid relationship r = 0.610**, n = 160, p <
0.01.
Table 3 shows the correlation results among all variables. It shows that there is significant
correlation between reaction, learning, behavior and training effectiveness towards job performance at
1% significance level. The correlations coefficient for reaction, learning, behaviour and training
effectiveness are 0.694, 0.510, 0.514, and 0.610 effectively. The result indicating a strong correlation
between the variables and job performance. This means that all the variables which are reaction,
learning, and behavior of employee after training program will lead to the high performance in their
job. According to Guest (1997) mentioned in his study that training and development programs, as one
of the vital human resource management practice, positively affects the quality of the workers
knowledge, skills and capability and thus results in higher employee performance on job. ultimately
contributes to supreme organizational performance. Training plays vital role in the building of
competencies of new as well as current employees to perform their job in an effective way (Elnaga &
Imran, 2013b).

4.5 Regression

Table 5 gives a model outline that comprises of R and R2 values. The R value speaks to the basic
connection at 0.610 (the "R" Column), which demonstrates a high level of relationship. Be that as it
may, the R2 value ("R Square" section) demonstrates the amount of the aggregate variety in the reliant
variable which is occupation performance which can be clarified by the autonomous variable which is
preparing viability. For this situation, the value of 37.2% can be clarified as low interaction level
between variables. The correct elucidation of the R2 esteem relies on the specific research train. Mostly,
R2 estimations of 0.25, 0.50, and 0.75 respectively considered as feeble, medium and generous.
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Table 5: Model Summary
R R Square Adjusted R Square Std. Error of the Estimate
.610a .372 .368 8.25266
a Predictors: (Constant), T.E

This table demonstrates that the relapse display predicts the needy variables altogether well. This
shows the factual centrality of the relapse display that was run. Here, p < 0.0005, which is under 0.05,
demonstrates that generally, the relapse show fundamentally predicts the result variable.

Table 6: Coefficient
Reaction 7.064
p = .001
Learning 8.342
p = .014
Behaviour 9.764
p = .018
Training Effectiveness 5.316
p = .011
R Square 0.372
Adj. R Square 0.368

Table 6 reports the regression result of our model. First, it shows a significant relationship between
reaction and job performance at 1% significance level. The coefficient value is 7.064 showing a positive
relationship between reaction and job performance. In other words, the higher the reaction that shows
by employees during perform their job it will induce the job performance. This result is in line with
previous findings that indicate reaction of training as the most effective indicator of training success by
the organization (Waseem et al., 2015). Second, the link between learning and job performance also
shows the significant relationship at 5% significant level with the coefficient value is 8.342 that showing
a positive relationship. In terms of the relationship between learning and job performance, the finding
are also consistent with previous theoretical and empirical research (Bontis, Crossan, & Hulland, 2002;
Hurley & Hult, 1998; Isabel, Aragón, Jiménez, & Sanz Valle, 2014; Keskin, 2006) and show a positive
relation between learning and job performance. Third, the relationship between behaviour and job
performance also represent a significant relationship at 5% significant level. The coefficient value is
9.764 that showing a positive relationship between variable. Third level in Kirkpatrick model was about
the actual behavior showed by participants of training program on job. Based on the result of study by
Waseem et al., (2015), it showed that, the actual behaviour of employee is the important indicator to
evaluate the effectiveness of training that conduct by the organization. In conclusion, based on the result
above, the relationship between training effectiveness and job performance shows the significant
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relationship at 5% significant level with the coefficient value 5.316 showing the positive relationship.
It means that, the effective of training program will lead to positive attitude of employees. Align with
the study by Sila (2014), the effectiveness of training that organized by the organization will lead the
employee to increase their performance in job such as service delivery and also makes the employee
more confidents at the work placed.

5 CONCLUSION
The changing of condition and advances keep on altering the way of work undertakings, obliging
representatives to learn new information and abilities. As indicated by training serves to enhance the
performance of workers, which, thus, gives a focused edge to the organization. Training and
development affect the performance of employee in the organization. So that, it important to employee
to understand the choice for training, because training are imperative criteria to demonstrate that the
organizations have great and clear approaches with respect to preparing and advancement. According
to the study conducted by Borate and Borate (2014), each of the three variable are connected with job
performance in the organization. Firstly, the continuation of quality training classes for representatives
in multinational organizations had been fruitful in creating positive behavior and reaction from
employees. The desires of the members in these training courses, who were new in the system met in a
satisfactory level. Also, it is important to make sure that, the outcome of the training program
demonstrated that all the participants that involve in the training program are attractive in their learning.
They had recognized that the level of learning of the training program had expanded. Thirdly, continues
training program will help the organization to transforming the members' perspective. The employees
significantly had affirmed that, in the wake of achieving the changes of continued training class and
starting their expert profession in such manner, they would be able to practice their knowledge and
apply their uncommon learning of their point of view or share the information to others (Borate &
Borate, 2014).

Based in the study conducted by Falola et al. (2014), training and development program influences
workers' performance and organizational effectiveness, implying that effort must be made to guarantee
that employees’ skill, knowledge and abilities are completely utilized through adequate and auspicious
training plan and implementation. The finding of the research demonstrated that the preparation
displayed has been influenced. However, this impact isn't extremely sensational in the four levels of
Kirkpatrick Model (Shahrooz, 2012). Training programs created by the organization ought to be kept
running for every employee. Training that is led routinely and appropriately will prompt more
noteworthy viability.
Finally, the adequacy of training relies upon the well outlining and execution of training, learner
involvement, learner attitude change, opportunity to apply new abilities and knowledge in workplace,
job commitment is connected with training and development program to achieved the organization's
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vision and strategies. In order to completed this study, there are a few limitations that need to consider,
firstly, time for response the questionnaire because some of respondents are not interest to answer the
questions. Secondly, take time to get responds in order to make an appointment with the organization.
However, based on the response rate it shows that, some of the employee are willing to involved in this
study. It is therefore, for future research, it is important to test the variables of training effective on
stakeholders, the mayor, directors, senior managers, junior managers, supervisors with other variables
that will lead the organization to the sustainability.

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