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]
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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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Table 6: Impact of training dimensions on service quality
Variables Performanc
e criterion R R
2 β Calculated-t Sig
Training needs analysis
Service
quality
.654 .428 .654 11.899 .000
Training program design .553 .306 .553 9.132 .000
Training duration .672 .451 .672 12.470 .000
Evaluation of training .591 .349 .591 10.064 .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
2 β Calculated-t Sig
Training needs analysis
job
satisfaction
.713 .508 .713 13.979 .000
Training program design .655 .429 .655 11.923 .000
Training duration .769 .591 .769 16.516 .000
Evaluation of training .727 .528 .727 14.544 .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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