THE ROLE OF HUMAN RESOURCES TRAINING IN IMPROVING … - October 18/ijer v9 i5 so (1a...three criteria of employee's performance (productivity, service quality, and job satisfaction)

THE ROLE OF HUMAN RESOURCES TRAINING IN IMPROVING

THE EMPLOYEE'S PERFORMANCE: APPLIED STUDY IN THE FIVE

STARS HOTELS IN JORDAN

Naser A. Aboyassin¹ and Mustafa A. F. Sultan²

Abstract

This study aimed to determine the role of human resources training dimension (training needs

analysis, training program design, training duration, and evaluation of training) in improving

employee's performance (productivity, service quality, and job satisfaction) in five-star hotels in

Jordan. Questionnaire was the tool of collecting data from a sample of (191) employees working in

Five Stars Hotels. The results of the study indicated that there is a positive effect of training on all

three criteria of employee's performance (productivity, service quality, and job satisfaction). Also,

there is no effect of the two mediator variables (age and gender) on the relationship between

independent and dependent variables.

Keywords: Human resources training, training needs, employee's performance, job

satisfaction, and types of training programs.

1. Introduction Organizations operate their business in a highly competitive environment which marked by rapid

changes in technology, economic and political environments (Evans, et al., 2002) and they also

depend on the importance of their human resources which can be considered as a major key of

success and an important tool to achieve organization goals and objectives, organizations need to

maintain their employees in a state of constant evolution to respond to the rapid developments in the

competitive environment. Training is an engine to promote employee’s abilities, skills and knowledge

to perform their jobs more efficiently and effectively. According to (Gomez-Mejia, et. al., 2007)

training can be defined as a systematic and planned process of enhancing the level of skills, abilities,

knowledge, attitudes and behaviors in order to perform the job effectively. Del Valle et al. (2009)

stated that skills, abilities and knowledge which required performing a job are provided to employees

through training. The training process helps human resources to achieve specific tasks and

predetermined standards of the work (Sultana et al., 2012), and to contribute to achievement of

organizational goals and objectives through meeting the job performance requirements.

Human resources performance (employee performance) is the achievement of specific tasks up to

predetermined or identified standards of accuracy, accomplishment, cost and speed (Sultana et al.,

2012). Employee performance is the results or outcomes of work done. It can be measured through

the input-output relationship and its importance is reflected through its direct impact on the

performance of the organization. Depending on broad literature review, more effective training

programs as predictors of training effectiveness measured in terms of trainee satisfaction (Ghosh et

al.,2012), trainee characteristics determine the trainees’ entry behavior (Nikandrou,2009),

In this study, effective training programs can be related to characteristics of training programs

(training needs analysis, training program design, training duration, and evaluation of training) that

plays important role in improving the employee's performance (productivity, service quality, and job

satisfaction).

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Correspondent author: Naser A. Aboyassin, Tel: Fax: +96264291432

Dean, faculty Of Business, Al_Zaytoonah University of Jordan, Amman, Jordan Email: [email protected]

Naser A. Aboyassin and Mustafa A. F. Sultan,, Int. J.Eco.Res, 2018, V9 i5, 01 – 12 ISSN:2229-6158

IJER – September – October 2018 available online @ www.ijeronline.com

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2. Training Employees considered as a bloodstream, most valuable assets, and fundamental source of

competitive advantage in the organizations (Elnaga and Imran, 2013; Jagero, et al., 2012; Hafeez,

2015; Shaheen,et al., 2013; Hafeez, 2015, Asfaw, et al., 2015; Helmy, 2015; Kiweewa and Asiimwe,

2014). Because organizations are credited to their employees, and their market value are dependent on

their human capital, so the training is important to improve their ability to compete in the market and

to achieve their goals in survival and growth. Training is necessary in order to obtain qualified

employees who are technically and socially competent and capable of career development into

specialist or management positions (Mullins, 2010; Angela, 2014). The rapid technological

advancement and the accelerated introduction of new products and services generate continuously

new needs to training. Due to that, there is a constant need for the process of employees’

development, and training (Sultana, et al., 2012; Obi-Anike and Ekwe, 2014; Asfaw, et al., 2015). It is

necessary for the employees to perform a specific function because most of functions require

particular skill and knowledge by which the function is much easier to perform as it is in the benefit

of the employee (Tanveer, et al., 2011; Antwi, et al., 2016). In addition, it is a necessary in the

workplace. Without it, employees don't have a strong understanding of their responsibilities or duties

(Elnaga and Imran, 2013). Moreover, training points out to overcome the gap between the current

performance and the standard required performance (Elnaga and Imran, 2013). Training on its behalf

tries to bridge the gaps between employees, job practices and major contents of their job environment

(Farooq and Khan, 2011; Najeeb, 2013; Bilal, et al., 2014).

According to Appiah (2010), the quality of the human resource of an organization is fundamental to

its success. So, every organization must intend to improve the quality of its employees. One way to

achieve this is through training. Hence, equipping these unique assets through effective training

becomes essential in order to maximize job performance (Nassazi, 2013). Hogarh (2012), stated that

the importance of training can only be estimated with a clear understanding of its direct effect on

employee’s performance. An improvement in employee’s performance also leads to an improvement

in the organization’s performance. Almost everyone now admits the importance of training on the

success and growth of organizations (Appiah, 2010; Jagero, et al., 2012).

The failure of organizations in their training programs can lead to many problems due to their

inability to cope with the challenges of the competitive environment.

Otuko, et al. (2013) considered that many organizations are unsuccessful because their employees not

trained well enough in skills that actually matter in the age of information. Training programs assists

in making knowledge of employees with more advance technology and obtaining powerful

competencies and skills in order to handle the functions and basics of recently introduced technical

equipment’s (Farooq and Khan, 2011). Thus, training needed to raises employee’s performance, if

employees are trained they will be aware of their job specifications, skills necessary to do job and be

capable to use new technology (Khan, 2012).

Training success requires determining the dimensions of the training program. Many of these

dimensions can be taken into account to achieve success in the training process. These dimensions

also cover a wide range of training process, such as: training needs (Appiah, 2010; Hogarh, 2012),

training program design (Noe, 2009; Dessler, 2012; Joshi, 2013) , training duration (Appiah, 2010;

Hogarh, 2012; Nassazi, 2013), evaluation of training (Appiah, 2010; Khanfar, 2011; Otuko, et al.,

2013; Najeeb, 2013)., job training methods (Shaheen, et al., 2013; Onyango and Wanyoike, 2014),

types of training programs (2010; Nassazi, 2013; Joshi, 2013; Kum, et al., 2014; Obi-Anike and

Ekwe, 2014), training incentives (Mullins, 2010; Nassazi, 2013; Onyango and Wanyoike, 2014).

This study will focus on the first four dimensions because they are repeated in many studies. These

dimensions are: training needs analysis, training program design, training duration and training

evaluation.

The overall success of an organization in realizing its strategic aims depends heavily on the

performance level of employees (Kiruja EK and Mukuru, 2013). Employee performance is a

significant building block of the organization and factors which place the basis for high performance

that must be analyzed by the organizations (Abbas and Yaqoob, 2009). A high-performance work



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system is the right set of employees, technology, and organizational structure that makes full utilize of

the organization’s resources and chances in realizing its aims (Noe, et al., 2010). According to Noe, et

al. (2010), higher performance at the individual level should contribute to higher performance for the

whole organization. Accordingly, with a view to perform well, employees at first need to have the

knowledge and skills that are desired for the job. Then, they must grasp what they are required to do

and have the motivation to boost effort to do so. And finally, employees need to work in an

environment that allows them to perform the job (Kiruja and Mukuru, 2013). Elnaga and Imran

(2013) revealed that there are many different causes for the poor performance of the employees. There

is no doubt that the lack of knowledge and skills among employees.

2.1 Training and Performance

Historically, the training was an engine of efficiency and labor productivity. According to the

second principle of scientific management, Taylor asserted “the selecting and training workmen on

the scientific method rather than leaving them to train themselves” (Taylor, 1919). Generally,

organizations increase their training investment to improve employee performance (Arghode and

Wang, 2016) and in overall outcome it improve organizational performance. In many studies in many

sectors, relationships between training and different criteria of performance were positive and strong

that the training was the principal factor to improve employee skills and experiences. In this context,

we can find positive relationship between training and organizational performance (Glaveli and

Karassavidou 2011; Khan, et al. 2011; Khattak, et al., 2014), employee performance (Hogarh, 2012;

Sultana, et al. 2012; Ul-Ameeq and Hanif, 2013; Amin, et al., 2013; Otuko, et al., 2013; Ellis and

Kuznia, 2014; Al_Qudah, et al., 2014; Khanfar, 2014; Sila, 2014 ), improving competitive advantage

(Batool and Batool, 2012), employee morale and increasing satisfaction and minimizing employee

turnover (Elnaga and Imran, 2013).

3. Method This study was based on a causal model which tries to explore the effect of training dimensions on

employee performance. The variables of the study are:

I. training dimensions (independent variables)

Training needs analysis: Training needs emerge wherever there is a need to improve,

conform, or adapt to changes and dissolve problems, which is to improve employee’s

performance and organizational performance too (Appiah, 2010; Hogarh, 2012). These

performance problems may be related to knowledge, skills and attitudes (Kennedy, 2009;

Najeeb, 2013). Needs analysis refers to the process used to define whether training is

necessary (Noe, 2009).During this process, gaps in knowledge, skills and attitudes desired for

the organization, department and individual to reach their potential, will become clear

(Mullins, 2010). Needs analysis is used for defining gaps and to provide information for a

decision on whether the gaps could be treated through training (Kennedy, 2009; Najeeb,

2013). According to Noe (2009), needs analysis typically three aspects: organizational

analysis, person analysis, and task analysis.

Training program design: it is important to make sure that any performance problem results

from a lack of knowledge and skills (Noe, et al., 2010). Furthermore, training programs

should be designed to meet various needs (Nassazi, 2013). Supported with the needs analysis

outcomes, the overall training program will be designed (Dessler, 2012). Noe (2009) define

the training design process as an organized approach for developing training programs.

Dessler (2012) stated that design means planning the overall training program inclusive

training aims, delivery methods, and program evaluation, these considered as main steps,

while sub-steps involve setting performance targets, creating a training outline in detail (all

training program steps from start to end), selecting a program delivery method such as

lectures or Web, and confirming the overall program design with management. Effective

training program design must be consistent with the goals, otherwise, the poor training is a

program that cannot be applied in the work does not contribute to achieving goals (Appiah,

2010; Ascher,2013).



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Training duration: Effective training takes into account the hours of training per day and the

length of the training period. The training schedule is important. The learning curve goes

down late in the day, so that whole day training is not as effective as half the day or three-

fourths of the day (Dessler, 2012). The duration/length of a training program/course is

determined by taking in consideration trainees’ (employees') abilities and their availability for

training, the resources needed for training, whether the course is part of a larger curriculum or

is a standalone course (program), and the need to develop modules in order to provide an

opportunity for trainees (employees) to practice concepts and skills to avert being over

whelmed (Noe, 2009).

Training evaluation: Evaluation of training program is the most significant activity in the

training process because it is the final logical phase; and organizations should evaluate their

training efforts systematically (Otuko, et al., 2013). Khanfar (2011) define the evaluation of

training process as the proceedings used to measure the efficiency of training programs and

its scope of successes in achieving the aims. Also, the proceedings are used to measure the

efficiency of trainees (employees) and the scope of training successes to change them. Noe

(2009) stated that the evaluation of training refers to the process of gathering the results

needed to define whether training is effective. A training evaluation measures particular

results or criteria to determine the benefits of the program. Training results or criteria refer to

measures that the trainer and the organization use to evaluate training programs (Noe, 2009).

II. Employee performance criteria (dependent variables)

In this study, employee performance is determined by three criteria:

- productivity is an appropriate measure in industrial companies, but it is also appropriate for

some service companies. However, productivity in the service companies is inseparable

from the quality. For this study, productivity is a measure of quantity delivered in the

time unit or as speed in service delivery.

- Service quality as a measure of the employee’s ability to provide service according to the

specifications and characteristics (Stevenson,2011).

- Job satisfaction as a measure of positive attitudes of employees toward their work and company

(Celik ,2011; Azari, 2011).

Depending on these variables, four hypotheses were formulated as a follows:

H1: There is a positive role of training dimensions (training needs analysis, training program design,

training duration, and evaluation of training) in improving the employee's productivity.

H2: There is a positive role of training dimensions in improving the employee's service quality.

H3: There is a positive role of training dimensions in improving the job satisfaction.

H4: There is an impact of human resources training on employee's performance due to age

(H4a) and gender of respondents (H4b) in the five stars hotels in Jordan.

3.1 Sample

This study focuses on the effect of training on employee’s performance in the Five Stars Hotels. In

Jordan, there are (12) hotels which represented population of the study. These hotels have been

classified into two groups: large and small hotels. Large hotels, which employs more than 300

workers and (7) small hotels employ less than (300). Large hotels included five hotels, while small

hotels and consisted of (7) Hotels. Sample size was (200) respondents, and (50) respondents were

taken from each hotel randomly. Questionnaire was a tool of data collection. The questionnaire of the

study contains three sections (demographic data, human resources training dimensions, and

employee’s performance criteria). Two hundred questionnaires were distributed in four hotels in

which 191 questionnaires were retuned and accepted.



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3.2 Sample characteristics

Table 1 shows the sample characteristics.

Table 1: Sample characteristics

Characteristics Data Freq. % Characteristics Data Freq. %

Gender

Male 141 74

Education.

Sec. 12 4

Female 50 26 Dip. 101 24

Total 191 100 Bach. 58 64

Age

< 30 113 59 Mas. 20 6

93 - 93 56 29 Total 191 100

93 - 93 15 8

Working

experience

< 5 years 88 46

≥ 50 7 4 5-9 45 24

Total 191 100 10-14 34 18

≥ 15 24 12

Total 191 100

3.3 Tests

Some tests are necessary to ensure that the sample is adequate to test hypotheses.

- Construct validity: Table 2 showed factor analysis loadings of four dimensions of human resources

training (training needs analysis, training program design, training duration, and evaluation of

training) and performance criteria are larger than (60 %).Then, all independent variables are valid and

appropriate for statistical analysis.

Table 2: Factor loadings of study variables

Variables Factor1 Extraction

- Training needs analysis .908 .825

- Training program design .859 .738

- Training duration .905 .819

- Evaluation of training .868 .753

- Performance criteria .898 .807

- Reliability test: The reliability analysis applied the level of Cronbach's α as the criterion of internal

consistency in the questionnaire. The necessity of this analysis is to study scale features and internal

consistency between the questionnaire items, and their correlation. The analysis was done by

calculating Cronbach's alpha for the training dimensions. Cronbach's alpha values ranged from 0.827

for training program design and 0.864 for training needs analysis. These results indicated a good

internal consistency of questionnaire items as shown in table 3.

Table 3:

VARIABLES CRONBACH'S ALPHA

TRAINING NEEDS ANALYSIS .864

TRAINING PROGRAM DESIGN .827

TRAINING DURATION .837

EVALUATION OF TRAINING .848

DEPENDENT VARIABLES .835



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- Collinearity test: Multicollinearity indicates a situation in which two or more predictor

(independent) variables are highly linearly related. According to Mason and Perreautl (1991),

collinearity is generally agreed to be present if there is an approximate linear relationship (i.e., shared

variance) between some of the predictor variables in the data. If the relationship between the

independent variables is high, it means there is likeness in the values of these variables, which

weakens the ability of the model to identify the impact of individual variables. This problem can be

addressed by using a formal detection-tolerance or the variance inflation factor (VIF). Table 4 showed

that values of VIF were less than 5, then there is no highly relationship among independent variables

and there is no collinearity problem in study model.

Table 4: Values of Variance Inflation Factor (VIF)

Variables Tolerance VIF

Human resources training dimensions (independent variables)

1. - Training needs analysis .290 3.448

2. - Training program design .364 2.746

3. - Training duration .327 3.061

4. - Evaluation of training .398 2.514

3.4 Hypotheses Testing

First hypotheses (H1): Results of the regression analysis indicates that coefficient of determination

(R2) of the four dimensions of human resources training was (0.454) and significance level was less

than (0.05) as shown in table 5. To determine the impact of these dimensions on productivity,

regression coefficient (a measure of the change in the dependent variable due to the change in the

independent variable) was calculated. Table 5 clarifies that value of β (slope parameter in regression

model) for training needs analysis is (0.643), training program design (0.517), training duration

(0.653), and evaluation of training (0.591). These results indicate that the change in the training

dimensions leads to increase in productivity according to these values of regression coefficient

respectively. Table 5 also showed that a calculated-t of four dimensions is larger than the tabulated-t

(1.66) at (P-value< 0.05, n = 191), so, the four null hypotheses (no impact) are rejected, and the

alternative hypotheses for four training dimensions are accepted.

Table 5: Impact of Training Dimensions on productivity

Variables Performance

criterion R R

2 β Calculated-t Sig

Training needs analysis

Productivity

.643 .413 .643 11.528 .000

Training program design .517 .268 .517 8.311 .000

Training duration .653 .426 .653 11.855 .000

Evaluation of training .591 .350 .591 10.084 .000

All human resources

training dimensions

.673 .454 .673 12.525 .000

Second hypotheses (H2): Table 6 shows that coefficient of determination (R2) of the four training

dimensions was (0.479) at a significance level. This result indicted that there is a positive relationship

between training dimensions and service quality. The impact of each dimension of training on service

quality was tested by regression analysis. Values of β for four dimensions were (.654), (.553), (.672),

and (.591) respectively. Accordingly, the results show that all dimensions of training have a positive

impact on service quality at a significance level. The results also show that the calculated-t for the

four training dimensions are larger than the tabulated-t (1.66), so, the four alternative hypotheses are

accepted.



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http://translate.googleusercontent.com/translate_c?hl=ar&sl=en&u=http://en.wikipedia.org/wiki/Variance_inflation_factor&prev=/search%3Fq%3Dcollinearity%26hl%3Dar%26biw%3D1280%26bih%3D663%26prmd%3Divns&rurl=translate.google.jo&usg=ALkJrhg9s89YgjA7AM0XzGCCHz4awBY_TA

Table 6: Impact of training dimensions on service quality

Variables Performanc

e criterion R R



Service

quality

.654 .428 .654 11.899 .000




All human resources training

dimensions

.692 .479 .692 13.178 .000

Third hypothesis (H3): Table 7 shows that coefficient of determination (R2) of the four training

dimensions was (0.642) at a significance level. This result indicted that there is a positive relationship

between training dimensions and job satisfaction. Regression analysis explains that there is an impact

of each dimension of training on job satisfaction. Values of β for four dimensions were (.713), (.655),

(.769), and (.727) respectively. Accordingly, the results show that all dimensions of training have a

positive impact on job satisfaction at a significance level. The results also show that the calculated-t

for the four training dimensions are larger than the tabulated-t (1.66), so, the four alternative

hypotheses are accepted.

Table 7: Impact of training dimensions on job satisfaction

Variables Performance

criterion R R



job

satisfaction

.713 .508 .713 13.979 .000




All human resources training

dimensions

.801 .642 .801 18.395 .000

H4a: In this hypothesis, the impact of mediator variable (age) on the relationship between the

independent (dimensions of human resources training: training needs analysis, training program

design, training duration, and evaluation of training) and dependent variables (employee’s

performance), was tested through using the three steps model (Dudley, Benuzillo and Carrico, 2004;

Pardo and Román, 2013). Table (3-19) shows the results of the three steps.

Table 8: Regression Coefficient to Predict Age of the Employees (Mediating Variable)

Steps Variables Unstandardized Coefficients t-calculated Sig

B Std. Error

First Constant .525 .186 2.815 .005

Training

dimensions

.882 .042 20.814 .000

R2 = 0.696 F = 433.222 Sig = 0.000

Second Constant 2.685 .579 4.636 .000

Training

dimensions

-.051- .132 -.390- .697



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- Age is the dependent variable.

Third Constant 4.479 .109 40.962 .000

Training

dimensions

.881 .042 .833 .000

Age -.024- .023 -1.022- .308

To test effect of mediator variable (age) on the relationship between independent and

dependent variables, Sobel test was used and the values required for test (a,b,sa, and sb) were entered

the test statistic for Sobel test. From the test statistic, Sobel test is (1.635) and P-value is (0.101)

which is greater than (α<0.05). This result means that the mediator variable is insignificant in its

effect on the relationship between independent variables and the dependent variable. The following

table (9) explains that.

Table 9: Sobel Test

Input Sobel

test

Std. error P-value

Dimensions of human resources training Age

(mediator)

Employee’s performance

a. 0.882

b. 0.042

sa. -0.024

sb. 0.023

1.635 0.022 0.101

a = Unstandardized regression coefficient for the association between independent variable and

mediator

b = Unstandardized regression coefficient for the association between the mediator and dependent

variable

sa = Standard error of a

sb = Standard error of b

Hb: In this hypothesis, the impact of mediator variable (gender) on the relationship between the

independent (dimensions of human resources training: training needs analysis, training program

design, training duration, and evaluation of training) and dependent variables (employee’s

performance), will be tested through using the three steps model (Dudley, Benuzillo and Carrico,

2004; Pardo and Román, 2013). Table (10) shows the results of the three steps.

Table 10: Regression Coefficient to Predict Gender of the Employees (Mediating Variable)

Steps Variables Unstandardized Coefficients t-calculated Sig

B Std. Error

First Constant .525 .186 2.815 .005

Training

dimensions .882 .042 20.814 .000

R2 = 0.696 F = 433.222 Sig = 0.000

Second Constant 1.360 .328 4.151 .000

Training

dimensions -.022- .074 -.300- .764

- Gender is the dependent variable.



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Third Constant 4.415 .100 44.009 .000

From the test statistic, Sobel test is (0.999) and P-value is (0.317) which is greater than (α<0.05).

This result means that the mediator variable is insignificant in its effect on the relationship between

independent variables and the dependent variable. The following table (11) explains that.

Table 11: Sobel test

Ho4b Input Sobel

test

Std. error P-value

Dimensions of human resources training gender

(mediator)

Employee’s performance

a. 0.882

b. 0.042

sa. -0.004

sb. 0.042

0.999 0.037 0.317

1. Discussion

Training is a vital driver of the many different projects related to introducing new concepts,

work methods, products and technologies. Training represents the principal instrument to increase

employee’s efficiency, to improve the workplace relationships, and to develop employees’ skills and

abilities in their relationship with corporate stakeholders. This study found that there is a positive role

of training in improving the employee performance.

The study results showed that there is a significant impact of human resources training dimension

(training needs analysis) on job performance. This was affirmed by the study results of (Otuko, et al.,

2013). As concluded from the study results, there is a significant impact of training program design as

a dimension of training program on job performance. This was agreed with the study results of

(Khanfar, 2014).The results of studies of Rahmati, et al. (2014) and Khanfar (2014), affirmed that

there is a positive impact of training duration on the job performance. These results affirmed by the

results of this study. Regarding to the evaluation of training, the study results showed that there is

statistically significant impact of evaluation of training on the job performance. This was agreed with

the study results of (Otuko, et al., 2013). In regarding with the four dimensions of training program,

results of the study were consistent with many studies such as: Sultana, et al., (2012); Ameeq and

Hanif (2013); Amin, et al. (2013); Onyango and Wanyoike (2014); Khattak, et al. (2014); Falola, et

al. (2014); and Ahmad, et al. (2104).

In testing the impact of two mediating variables, the results of the study revealed that there is no a

significant impact of gender and age on the relationship between the training dimensions and job

performance. This result can be interpreted through the characteristics of study sample. The sample

was consisted of 74 percent of male and 26 percent of female. Also younger employees in the sample

of the study (less than thirty years old) were represented 59 percent, and less than 40 years 88 percent.

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THE ROLE OF HUMAN RESOURCES TRAINING IN IMPROVING … - October 18/ijer v9 i5 so (1a...three criteria of employee's performance (productivity, service quality, and job satisfaction)