Page 1 of 60 1.

Background of the study Economic globalization, increasing consumer demand for better quality products or services, explosions in technological advances and constant changes in the business environment have created the need for organizations to continuously provide their employees with certain skills, knowledge and abilities (SKAs) in order to maintain market competitiveness and business survival (Vloeberghs & Faes; 2003). As Employee training is essential as it is one of the main ways of raising the skill level of the workforce. Training is an important factor that could facilitate a firms expansion, develop its potentials and enhance its profitability (Cosh, et al, 1998). Tung-Chun (2001) agreed with this stating that educated and well-trained employees are a prerequisite for an organizations competitive advantage.

For developing and managing people properly organizations are conducted by Human Resource Management (HRM). HRM is a planned approach to managing people effectively for performance (BEARDWELL et al, 2004). The core activities of HRM are manpower Planning, Recruitment, Performance Management, Training and Development, Staff Relations. Among of these training is the most important act to utilize employees talent and skills. It is a learning experience that seeks a relatively permanent change in individuals that will improve their ability to perform of the job (Decenzo & Robbins; 2006). Training include: the improvement of employee job performance, employee development (Burden and Proctor, 2000). Especially for the Multi-national Companys (MNCs) staff training is essential as MNCs operate in a complex and uncertain environment which creates a unique set of organizational, co-ordination and managerial issues for managers (Collings & Morley, 2004). Like others MNCs Ericsson also has a huge budget for employee training. Ericsson is now a top company in the world only because of its personnel so it trusts that people are assets, it motivates its people to be creative and hard work through satisfying them. Actually the company recruits talent people and try to utilize their capability and finally retain them.

2. Background of the company Ericsson is a world-leading supplier of telecommunications equipment and related services to mobile and fixed network operators globally. Its 1,000 networks in 140 countries utilize its network equipment and 40 percent of all mobile calls are made through its systems. It has

Page 2 of 60 been present in Bangladesh since 1997, to support its customers through a local branch office, Ericsson AB Branch Office Dhaka. In early 2006, it incorporated under the Bangladesh laws as LM Ericsson Bangladesh Limited (EBL), for establishing a full-fledged company. Today, Ericsson Bangladesh is a partner to all major operators in the country. At present the countrys largest end-to-end telecommunications solutions provider with complete in-country expertise and support team with a staff-strength of more than 400. Ericsson trusts its employees are its greatest asset. Every employee is important in helping them to reach its vision and goals so every employee counts. It recruits those people who are proactive, innovative, trustworthy and responsive and then utilizes them. As Ericsson utilize its resources globally, promote global networking, and expect its employees to work across organizational and national boundaries and makes the staffs capable through training and development. EBL has 800 staffs and it utilizes their SKAs through local and foreign training. It funds BDT 5 million yearly for its human resources development. It provides training almost 400 employees yearly and it is committed with its staffs that it will help them make the most of their potential by providing a rich learning environment and a structured framework for their career development.

3. The problems statement and Significance of the study

The 21st century companies are facing unique competitive, economic and global challenges. With the challenges the global business climate also facing a challenge for managing and employing people, (Vloeberghs & Faes; 2003). People are one of the key inputs into organizations (Campbell and Butterworth: 2005).Any companys success depends on its manpower. To reach the vision of a company, it has to recruit talent, proactive, innovative, trustworthy and responsive staffs. Then improve their SKAs by training and justify the potential results or feedback from the trained staffs. Training enhances organization performance with employees individual performance. So the main intension of the study is to gain a better understanding of the effectiveness of training those enhance personnels performance in EBL.

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4. Research objectives and questions From the problem discussion above, the main objective of the research is a general evaluation of EBL to assess its training effectiveness to enhance employees performances. These are the main intentions why the research is done:

i. ii. iii.

To evaluate the effectiveness of training in EBL Assessing the effectiveness of training motivation in EBL Scrutinize the relationship between employee perceived training effectiveness and job satisfaction in EBL To identify the EBLs training strategies for enhancing employees

iv.

performances?

The following three research questions have been developed in order to support the objectives of the study in the best way possible. The following research questions will be explored in the study: i. ii. Does training enhance employees performances? How employees could be utilized for the betterment of the organization via effective training?

5. Review of Literature

5.1 Definition of Training Cascio (2003) stated training consists of planned programs designed to improve performance at the individual, group or organizational levels. It is a learning experience in that it seeks a relatively permanent change in an individual that will improve the ability to perform on the job. it includes experiences intended to meet essential job requirements, update skills, prepare people for career movement of any kind, rectify knowledge or skill deficiencies, and evoke new insights or even create new knowledge (Rothwell & Kazanas, 2003). Its main purpose

Page 4 of 60 is workplace is to develop the abilities of the individuals and to satisfy the present and future needs of the organization (Manpower Services Commission, 1981). 5.2 Types of training According to Robbins (2005) training can include everything from teaching employees basic reading skills to advanced courses in executive leadership. There are four general skills categories:

Skill Categories

Basic literacy skills

Technical skills

Interpersonal skills

Problem solving skills

Figure 2:7 Skills categories of training Source: Robbins, 2005. Pp.521 Basic literacy skills: Organizations increasingly have to offer basic reading and math skills for their employees. Technical skills: Most training is focussed at upgrading and improving employees technical skills. Technical training has become vital at present because of two reasons- new technology and new structural design. Interpersonal skills: Human resources work performance depends on their ability to interact with their co-workers and their boss. Some employees may have to improve their interpersonal skills through training. Problem solving skills: When managers or employees perform no routine tasks, they have to solve problems on their job then according their requirements of skills they can participate in problem solving training (Robbins, 2005). 5.3 Training Methods According to McConnell (2005) there are two procedures of training and these are 1) Internal training & 2) External training. Internal training is that training offered and

Page 5 of 60 conducted by the organization. External Training is also job-related, but an external source rather than the organization itself. There are two methods of training;
*Coaching or Understudy method *Special assignments *Sitting by Nellie and learning by doing *Mentoring

On-the-job training

*Shadowing & Job rotation

Decenzo & Robbins; (2006)

*E-learning *Apprenticeship programs *Job instruction training

Source: Beardwell et al., 2004,

Training Methods
*Classroom Lectures/ conferences *Films *Simulation exercises *Experimental exercises *Role playing *Case studies *Computer modeling *Vestibule training *Sensitivity training *Transactional analysis
Source: (Decenzo & Robbins; 2006)

Off-the-job training

Figure 2:8 Training Methods Source; Beardwell et al., 2004

5.3.1 On-the-job training: Training a person to learn a job while working on it. it is planned, organized, and conducted at the employee's worksite. i. Coaching or Understudy method: Coaching is one of the training methods, which is considered as a remedial method for inadequate performance (Dessler; 2005). ii. Special assignments: Special assignments similarly give to lower-level executives firsthand experience in working on actual problems. (Dessler; 2005)

Page 6 of 60 iii. Sitting by Nellie and learning by doing: these traditional methods are used to teach new skills and methods to employee and they can be very effective.

iv.

Mentoring: Mentoring provides guidance and clear understanding of how the organization goes to achieve its vision and mission to the junior employee. It is not as structured and regular than in coaching (Beardwell et al, 2004).

v.

Shadowing & Job rotation: It usually aims to give trainee managers a feel for the organization by providing experience of working in different departments.

vi.

E-learning: a more recent concept of the informational and learning exchange environment is electronic learning (e- learning) (Beardwell et al, 2004).

5.3.2 Off-the-job training: It can involve both theory and practical training and may comprise assessment and examinations. But it may not provide as much transfer of training to the actual job as do on the job program (Fisher et al, 2005). There are some methods of off-the-job training;

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(Decenzo & Robbins; 2006) Table 2:1 Off the training methods

There are some cross-cultural training methods that is mainly important for MNCs

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Table 2:2 Cross-cultural training methods Source: Treven, Sonja. 2003. According to Davies (2001) there are some factors that Influences on training design

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Figure 2:9 Influences on training design Source: Davies (2001)

Before selecting training methods organization should concern about these factors. 5.2 Importance of Training Nonaka and Takeuchi (1995) stated that training is used to improve employee performance which leads to improved business results. Various authors pointed out many advantages of training. Summary of which are as follows:

i.

Supply of talent: Training is a way to create a supply of talent within the organization through structured but flexible long-term individual development plans (Dubois and Rothwell, 2000). It creates a pool of qualified applicants in the right numbers and with the right skills for higher-level jobs inside an organization.

ii.

Equipping individuals with the knowledge, skills, and attitudes: training is an important and useful tool for equipping individuals with the knowledge, skills, and attitudes. It is geared to helping managers and workers see and even experience why changes stemming from strategic objectives are needed (Rothwell & Kazanas, 2003).

iii.

Implementation of a new strategy: training can help an organization that is moving toward implementation of a new strategy in a changing environment. Training can

Page 10 of 60 serve as a medium for simulating artificial experience to anticipate future events so it helps people understand what knowledge and skills they might need in the future, thereby motivating those to learn to meet future rather than past needs (Rothwell & Kazanas, 2003).

iv. v.

Potential tool: training is a potential tool for giving individuals the skills they need to think strategically (Rothwell & Kazanas, 2003). Retention of potential talent: Basically, retention of employees, and the retention of valued skill sets, is important for continued business achievements (Mak and Sockel, 1999). Employee switching may lead to a loss of human resources weakening competitive positions. Training reduces employees switching.

vi.

Increase ability: Job-related training increases an employee's ability to perform job related tasks. As Job satisfaction is an important motivator for employee performance and is negatively related to turnover so to satisfy employees through training is really very important (Mak and Sockel, 1999).

vii.

Help to meet commitment: Ranft and Lord (2000) stated company commitment to the training needs of its employees positively influences employee satisfaction, leading to an increase in employee motivation and an increase in retention and such commitment culminates in employee exposure to quality job-related training, leading to better employee morale, an increased sense of employee achievement and accomplishment (Elizur, 1996). For example, global organizations committed to employee development (e.g., Proctor & Gamble, Intel, Boeing, Cisco, Dell, PepsiCo) attract highly qualified candidates (O'Toole & Lawler, 2006).

viii.

Good sign of future economic: d'Arcimoles (1997) examined the effects of employee training upon the financial performance of 61 French firms and found that there were significant immediate and lagged effects as expenditure on training by firms was associated with 'immediate and permanent' improvements in productivity and profitability so: "substantial training expenses seem to be a good sign of future economic performance."

ix.

Lead to productivity: Bartel (1994) had used a value-added measure of productivity

Page 11 of 60 and found that the introduction of new training programs led to a productivity gain of 18.86% over three years and this gain applied across the board to low performing and high performing companies.

x.

Employee loyalty: Training employees leads to increased employee satisfaction, facilitates the updating of skills, leads to an increased sense of belonging and benefit, increased employee loyalty to the organization (Bushardt et al., 1994).

Finally, training has a direct effect on productivity, internal quality and financial outcomes for firms by raising the general level of skills and enhancing the human capital of the firm. It is a standalone practice that leads to effective task performance on the part of employees and this is reflected in enhanced firm performance. Horwitz (1999) showed the Levels of human resource development how individual effectiveness converts to organizational effectiveness in the following figures

Figure 2:3 Levels of human resource development Source: Horwitz (1999) The worlds top companies for instance IBM, Accenture, Intel and Lockheed Martin alone each spend in excess of $300 million a year on employee training (Robbins: 2005 Cited in Training March 2003, p20).

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2.5 Disadvantages of training Ineffective implemented training may disadvantageous for employee and organization both: Training can be a financial drain on resources; Ineffective training may expensive for development and testing, expensive to operate. It often takes people away from their job for varying periods of time so it may create irregularity Equips staff to leave for a better job: trained people may leave the job to join in another better job (Rothwell et al., 2000). Canadian industry is not making adequate investments in training (Betcherman, 1992). 2.6 A systems model of the training cycle Cole (2005) states that to contribute to the organizations overall goals training programs should be developed systematically. There is an Instructional Systems Design (ISD) how the organization recover its haphazardness and failure possibilities of training. The model shows four steps; 1) needs assessment; 2) design & development of training; 3) delivery of training; and 4) evaluation of training (Fisher et al, 2005).

Page 13 of 60 Figure 2:4 an instructional Systems Design Model Source; Fisher et al., 2005 pp. 372 Step 1; Assess needs: Needs should only be systematically identified when the cause of a performance problem is lack of knowledge, skill, or appropriate attitude (Rothwell et al., 2000). There are three levels of needs assessment; Organizational analysis, Job & task analysis, and Person analysis. Develop training objectives translates the identified needs by the organization, task and individual analysis into computable objectives that can guide the training effort (Fisher et al., 2005). For training needs analysis, potential tools are: observation, questionnaire, using consultants, interviews, group discussions, using of tests and using of business records (Erdomu, 1997, pp. 307-11).

Step 2 Design & development: this step includes selecting appropriate training methods and developing training materials. This phase covers planning, design and development of magistrate training. The following activities should be done in this step; o Select training methods o Develop detailed content o Develop training materials o Pilot test training programme o Train trainers (Fisher et al., 2005).

Step 3; Deliver This stage ensures that the delivery of the training is effective and provides opportunities for the trainee to learn. This will involve choosing the most appropriate design for meeting training needs, and taking advantage of different training methods (Fisher et al.,; 2005).

Step 4; Evaluate For a thorough evaluation four levels of evaluation should be collected; reaction, learning, behaviors and results. Finally, the effectiveness of a training program can be calculated by

Page 14 of 60 assessing its costs and putting a dollar value on its benefits to the organization (Fisher et al, 2005). According to Davies (2001) there are also three stages

All Line Managers are responsible for ensuring that the competence of their workforce meets the requirements of Ericsson and its commitments to customers. EBL encourages each employee to develop his/her potential to the maximum. Training is provided based on the Ericssons Competence Management Process. Development needs are identified as part of the IPM process. Individual Performance Management is an annual ongoing process, which normally includes at least three IPM discussions over the period of 12 months. The process is:

Training needs assessment

Value and Behaviors Leadership Behavior Operational needs Individual competence gape Validate all the section Final performence & development evulation performence feed back review Annul Performance Summery

Performence Goal

Setting Individual Goals

Figure 2:6 EBL's training process

Setting Individual Goals: The managers start the discussions with employees to set their individuals goals for the coming year and first review period. This step takes place in the beginning of the year, when the target setting for the unit is finalized. The individual goals are usually set for a period of one year.

Training needs assessment:

Page 15 of 60 During the year further discussions holds to review and follow up results and provide constructive feedback to support the employee to meet or exceed the goals and expectations. Regular feedback has also proven to increase the employee motivation. Value and Behaviors Leadership Behavior Operational needs

Annul Performance Summary: Summarizing all sections in the IPM discussions during the year is discussed. This normally takes place at the end of the year or may early in the next coming year. It is a final performance & development evaluation and feedback session but can also be combined with the start of a new IPM discussion cycle with goal setting for the new review period.

2.10 Training and job satisfaction: Fisher et al. (2004) claim that job satisfaction includes the positive feelings associated with the rewarding aspects of a job that can intuitively lead to improved work performance. Currie (2001) suggests that satisfaction is related to the degree to which an individual is satisfied with the terms and conditions of employment. Rowden and Conine (2005) propose that training may be used as a tool to increase job satisfaction and trained employees will better satisfy the needs of their customers. job satisfaction has been linked to improved job performance (Wright et al (2002) if it can be shown that an organization's training program increases job satisfaction, then a bridge from training and improved employees performance can be established.

2.11 Training, employees performances and organizational performance: According to Harrison (2000), learning (training) is a variable that may have a positive effect on organizational performance and is considered to be a key element to the attainment of organizational goals. This becomes clearer by examining Bramley's individual model of training:

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Figure 2:10 Bramley's individual model of training The model dictates that the organization should recognize that its employees are not effective and a change should be attempted in their knowledge, attitudes and skills. According to Swart et al. (2005) an individual improvement will be contingent on the quality of the training program, the motivation of the individual and the individual's needs. The model generally assumes that employee knowledge, skills and attitudes will change by the adoption of a training program and if the employee believes, there is an improvement in his knowledge and skills; it may be safe to also assume that, there will be an increase in the person's individual performance. As a result, according to the model, there will be an increase in the overall performance of the organization.

2.12 Training effectiveness and employee commitment: Mathews and Shepherd (2002) stated commitment is an internalized employee belief often associated with soft HRM and a high-trust organizational culture and is frequently associated with an exchange relationship between the employer and employee. Organizational commitment has also been linked to improved performance within an organizational context (Bozeman & Perrwe, 2001). Ahmad and Bakar (2003) tested the relationship between implementing training and

Page 17 of 60 organizational commitment, came across various findings concerning all three aspects of commitment, affective, normative and continuance. They found that various dimensions of training are related with all three aspects of commitment, which is consistent to a large extent with the findings of Kim (2006). 2.13 Training motivation and training effectiveness Training motivation is an individual's desire to engage in training activities and fully embrace the training experience (Facteau et al., 1995). The more motivated the trainee, the more likely he/she are to reap the intended benefits from the training experience (Noe and Wilk, 1993). Generally individuals who are highly motivated to attend the training program and to give due attention to the contents of the training program are more likely to score higher points on the post-training test. Also they are more likely to see the training as a means to obtain some future benefits. These benefits will only be fully realized if the trainees can either utilize what they learned on the job (i.e. training transfer), in a new setting (i.e. training maintenance), and/or to more complex task situations (i.e. training generalization) (Chiaburu and Marinova, 2005). Training motivation plays a more determinant role than other individual factors in regard to training performance (Quiones, 1997).

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6. Methodology

Validity & Reliability

Research Purpose

Research Approach

Research Strategy

Data Collection

Sample Selection

Data Analysis

Figure 3:1 Methodology Overview Source: Foster, 1998 Pp, 81

3.1 Research Purpose According to Saunders et al (2003) the most commonly used classification of purpose of research is; exploratory, descriptive and explanatory. Descriptive and exploratory types of research are for quantitative method while explanatory research is for qualitative method (Mcnabb, 2002). Descriptive Research: Descriptive research design is used to develop snapshot of a particular situation. Generally things are described by providing measures of an event or activity. It focuses to describe a particular situation (Mcnabb, 2002). Exploratory Research: Exploratory research includes exploring or searching through problem or solution to provide insights and understanding. In exploration researcher are more interested to search out data from those sources that give in depth information (Emory & Cooper, 1991). Explanatory Research: According to Saunders et al (2003) an explanatory study aims to establish casual relationships between variables. Typical objectives of the research include explaining why some phenomenon occurred, interpreting a causeand-effect relationship between two or more variables, and explaining the differences in two or more groups responses (Mcnabb, 2002).

The study is mainly descriptive because descriptive data has been collected through detailed interviews and library studies. But it will also move into the exploratory and explanatory

Page 19 of 60 stages as the study is done to gain a deeper understanding the effectiveness of human resource training to enhance employees performances in Ericsson Bangladesh Limited.

3.2 Research Approach: Here, different research approaches will be presented and the research approach of this study and related reasons will be given. First, deductive versus inductive research approaches will be discussed and secondly qualitative and quantitative research will be explained. According to Maxwell (1996) the qualitative or quantitative approaches are used for the collection and analysis of the empirical data. Qualitative Method: According to Patel and Davidson (1994) a qualitative approach is used to find a deeper understanding of the area studied. A qualitative methods purpose is to create a holistic view of the problem (Gustavsson, 1998). Quantitative Method: Patel and Davidson (1994) state a quantitative approach involves a statistical analysis of the collected data. Data used in this approach is based on numbers and variables and as a result it is easier to communicate the results (winter, 1992). In this approach researchers are generally concerned with deductive testing of the theories and hypothesis (Alvesson & Skldberg, 1994).

For the study combining the quantitative and the qualitative methods has used. A qualitative research is suitable to understand which variables affect employees performance and why this is the case. A quantitative research is suitable to support the qualitative research and give the major characteristics and patents of a population. The qualitative research will serve as a preparation for the quantitative research. The quantitative element will help to support implicit/explicit claims to generalization.

3.3 Research Strategy Research strategy will be a general plan of how researcher will go about answering the research questions that have been set by researcher (Thornhill et al, 2003). According to Yin (1994) there are five primary research strategies, in the social sciences: experiments, surveys, archival analysis, histories, and case studies;

Page 20 of 60

Strategy

Form of Question How, why

research Requires control over Focuses on behavioural events? contemporary events? Yes Yes Yes Yes/No No Yes

Experiment Survey Archival analysis History Case study Source: Yin, 1994

Who, what where, how No many, how much Who, what where, how No many, how much How, why No How, why No

Table 3:1: Summery of research strategies

Since the type of the study is combining of exploratory, descriptive and explanatory and the aim of the study was to collect answers from large scales of sample (senior level managers, general employees and trainer) among EBL in order to formulate the answer of the investigated problem, so the study mainly conducted by survey. Meanwhile, survey is more appropriate method in order to gain a better understanding of the research area in quantitative study.

3.4 Data Collection Two types of data can be collected, primary and secondary data. Primary data is recognized as data that is gathered for a specific research in response to a particular problem through interviews, questionnaires or observations. Whereas secondary data information can be obtained through various kinds of documents, e.g., research reports, annual reports, books, and articles (Wiedersheim-Paul and Eriksson, 1999). Different sources of data are showed in the figure;

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Primary data

Sampling, Surveys, Personal interviews, Observations, Questionnaires and Official records (Saunders et.al,.2003) observation, interviews and/or questionnaires (Hair et. al., 2003).

Sources of data

Secondary data

Journals, Books, Reports, Magazines, from personal communication, Newspaper and online (Saunders et. al, 2003) governmental publications, personal records, census (Kumar, 1996).

Figure 3:4 Different Sources of data

In this work both type of data have been used. A questionnaire has been used as the main source of data collection (primary data). The questionnaire is filled by the sample population which consists of staffs of Ericssons and who are Ericssons trainee. For this literature review secondary has been gathered from various books, news articles, surveys done by different agencies, news paper.

3.5 Sample Selection Sampling is selecting some of the elements in a population; researchers may draw conclusions about the entire population. There are several compelling reasons for sampling, including: lower cost, greater accuracy of result, greater speed of data collection and availability of population selection (Cooper & Schindler 2003). Traditional sampling method can be divided into two broad categories: probability and non-probability sampling (Samouel et al, 2003).

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Probability Sampling Sampling method Non-probability sampling

Convenience sampling

Judgment sampling

Quota Sampling

Figure 3:5 sampling Methods Source: Samouel et al, 2003

Probability: In probability sampling, sampling elements are selected randomly and the probability of being selected is determined ahead of time by the researcher (Hair et. al., 2003). 3.5.2 Non-probability: the aim of being statistically representative of the population (Samouel , 2003). According to Samouel et al., (2003) most common non-probability sampling methods are i. Convenience sampling: Convenience sample involves select sample members who can provide required information and who are more available to join in the study (Hair et al, 2003). ii. Judgment sampling: Researchers judgment is used to select sample element and it involves for a specific purpose. Group of people who have knowledge about particular problem they can be selected as sample element (Hair et. al., 2003). iii. Quota Sampling: In quota sampling the researcher defines the strata of the target population, determines the total sample size and set a quota for the sample elements from each stratum (Samouel, 2003). For the study sample has been selected from the Ericssons staffs because it took less time to conduct research. Sample was selected by using judgment because is more convenience and low cost involvement.

Page 23 of 60 3.5.3 Sample Size The larger the sizes of the sample the greater its precision or reliability, but there are constraints to be dealt with .The constraint are time, staff and cost. In this study population are the human resources (staffs) of Ericsson Bangladesh limited (EBL) and the samples are senior level managers, general employees and trainers of EBL. Samples sizes are; Samples Senior level managers General employees Trainers of EBL Total samples Table 3:2 Sample size Size 20 100 4 124

The choice of company was based on the fact they operate in different countries which will further increase validity. The choice of respondents was based on the assumption that they were the most appropriate people to be interviewed in regards to the purpose and research questions of the study.

3.6 Data Analysis According to Yin (2003, p.109) data analysis consists of examining, categorizing, tabulating, testing or otherwise recombining qualitative evidence to address the initial propositions of a study. There are different strategies of how to analyze the data collected: i. ii. iii. iv. Understanding the characteristics of language Discovering regularities Comprehending the meaning of text or action Reflection (Saunders et al, 2003)

For quantitative data analysis, statistical softwares for analysing data SPSS 13.0 for windows and Microsoft Office Excel 2007 were used for data input and analysis. The statistics results were presented by graphical form with detail descriptions.

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Data Analysis
4.1 General information of the respondents In this section the data related to general specifications of respondents such as sex, income, position in the company. APPENDIX H provides a table 4:1 of Demographic Information of the respondents

4.2 Analysis the Questionnaire of senior level managers (sample size 20) Question 1: General questions to senior level managers..

Table 4:2 General questions to senior level managers

General questions to Senior level managers

a. Approximately how many employees does your organization have? b. How much money EBL budget for the T&D? c. Approximately how many employees are trained yearly?

Responses
800 employees 5 million Almost 400

d. Does HR department conduct briefing and debriefing sessions for Yes employees sponsored for training? e. Is the company's management is committed to training and Yes development? Employees Training programmes of a company are crucial for organizational operation, and organizational advancement (Mak and Sockel, 1999). As any companys success depends on its manpower so the company has to utilize their skills through training. EBL has 800 employees and it funds a huge amount to develop them yearly. The company utilizes its personnel skills, capacity and capability through local and foreign training. It funds BDT 5 million yearly for its human resources development. It provides training almost 400 employees yearly. For managing people properly the organization is conducted by Human

Page 25 of 60 Resource Management. In EBL, HR department conducts briefing and debriefing sessions for employees sponsored for training. But it may do not conduct 100% so the organization should concern on their HR department that it conducts briefing and debriefing sessions for employees sponsored for training properly. And Ericsson is committed with its staffs that it will help them make the most of their potential by providing a rich learning environment and a structured framework for their career development.

Question 2; do you feel EBL has adequate facilities to develop its human resources?

Figure 4:1 Do you feel EBL has adequate facilities to develop its human resources?
No 10%

Yes 90%

Here 90% of respondents said- yes EBL has adequate facilities to develop its human resources but 10% respondents said that it does not have enough facilities it should consider many other facilities for its human resources development. Ericsson believes employees are its greatest asset. So EBL provides the better facilities to its human resources development to utilize employees skills and talent. The employees are provided with training and development programs on a regular basis in a multi-technology environment.

Question 3; do you feel there is adequate emphasis on developing managerial capabilities of the managerial staff through training?

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Figure 4:2 Do you feel there is adequate emphasis on developing managerial capabilities of the managerial staff through training?
12 10 Values 8 6 4 2 0 Strongly agree Series1 8 Agree 10 Neither agree nor disagree 0 Strongly disagree 0

Disagree 2

Here 40% respondents strongly claimed that there is adequate emphasis on developing managerial capabilities of the managerial staff through training and 50% respondents agreed with them but 10% respondents were totally disagree with them and said EBL does not have adequate emphasis on developing managerial capabilities of the managerial staff through training. Basically managers supervise other personnel of the organization so they should have adequate managerial capabilities. They also support and assist employees development by discussing, documenting and implementing their development plan. So the managers have to be trained in a way that they may work as proactive, innovative, trustworthy, and responsive and also supervise the personnel very effectively. EBL has adequate importance on developing managerial capabilities of the managerial staff through training. It provides local and foreign training to its managers. But sometimes it may not provide training in special circumstance.

Question 4; Do you think that employees are sponsored for training programmes on the basis of carefully identified development needs?

Page 27 of 60 To answer this question, 60% respondents strongly stated that employees are sponsored for training programmes on the basis of carefully identified development needs and 20% respondents also supported them but 10% were not agreed with them. And other 10% respondents could not answer of the question and they did not give any clear opinion. They said it varies on basis of different cases. Basically there are four steps of any training process in most of the organization; 1) needs assessment; 2) design & development of training; 3) delivery of training; and 4) evaluation of training(Fisher et al, 2005). Like other organization EBLs employees are also sponsored for training programmes on the basis of carefully identified development needs. But sometimes it may not occur in special circumstance.

Question 5; How true is that induction training is given adequate importance in EBL?

Here 80% respondents claimed that it is somewhat true that induction training is given adequate importance in EBL and 10% of respondents said it is true to a great extent but another 10% alleged that it is a little true. Induction training is absolutely vital for new personnel at organization. Good induction training ensures new personnel are retained, and then settled in quickly and happily to a productive role. It's about the basics that experienced employees all take for granted: what the shifts are; where the notice-board is; what the routine is for holidays, sickness; where the canteen is; what the dress code is; where the toilets are. That is why induction training is given adequate importance in EBL. Colleagues and senior level managers generally help during induction training.

Question 6; Is it true that senior managers take interest and spend time with the new staffs during the On-the-Job training?

Page 28 of 60 On-the-job training (OJT) is one of the greatest training methods because it is planned, organized, and conducted at the employee's worksite. OJT is provided at the worksite so every staff has to be helpful towards trainee to train him effectively (Beardwell, Holden & Claydon; 2004). In EBL, senior managers take interest and spend time with the new staffs during the On-the-Job training if it is needed. To answer this, question 80% respondents claimed it is somewhat true that senior managers take interest and spend time with the new staffs during the On-the-Job training and another 20% said it is a little true.

Question 7; How would you rate the quality of training programs in your organization?

Figure 4:3 How would you rate the quality of training programs in your organization?

bad very bad Neither Good Very good

0 0 1 10 9

45% respondents stated that EBLs training programmes are very good and 50% also support them to claim that the programmes are good but another 5% stated that the programmes are neither good nor bad. To ascertain the quality of training program every company has to evaluate the training process. When they EBL evaluates its training programmes then it ascertain training feedback or quality. It provides quality training programmes to its personnel and it is a world-leading supplier of telecommunications equipment and related services to mobile and fixed network operators globally because of its expert human resources and hi technology. Question 8; Do you believe that external training programmes are carefully chosen after collecting enough information about their quality and suitability?

Page 29 of 60 To answer this question, 96% respondents stated that EBLs external training programmes are always carefully chosen after collecting enough information about their quality and suitability and 4% said EBL do it sometimes. To justify the quality and suitability of the programmes EBL takes some actions such it send its agent to know about the training and review the programmess history. And EBL funds a huge amount for T&D so its external training programmes are carefully chosen after collecting enough information about their quality and suitability.

Question 9; How would you indicate a training area most important to your development over the next two years?

Figure 4:4 How would you indicate a training area most important to your development over the next two years?
20 15 Values 10 5 0 Market training Managem ent developm ent 16 Presentat ion skills training Foreign language training

Series1

Technical /professio nal training 4

To indicate a training area most important to EBL development over the next two years 20% respondents suggested that the organization needs technical/professional training more but 80% suggested that they should management development more for future. In any organization management development should be the main focus of training programmes. As organized management can reach the companys goal or vision so EBL has to focus on management development as well as technical training in future.

Question 10: How would you rate the effectiveness of EBL training programs to enhance organizational performances?

Page 30 of 60 Here 50% respondents rate the effectiveness of EBL training programs to enhance organizational performances as very good and 50% also rate as saying good. According to Harrison (2000), training is a variable that may have a positive effect on organizational performance and is considered to be a key element to the attainment of organizational goals

Question 11; How satisfied are you with your overall experience of working in EBL to enhance your performance or skills?
Figure 4:5 How satisfied are you with your overall experience of working in EBL to enhance your performance or skills?
0% 0% 10% Satisfied 50% 40% Neither satisfied nor dissatisfied Dissatisfied Very Dissatisfied Very satisfied

Here, 40 % respondents are satisfied with their overall experience of working in EBL to enhance your performance or skills. However 50 % are very satisfied with their overall experience of working in EBL to enhance your performance or skills. Ericsson Training Programs is value-for-money training that enhances internal competence, giving personnel a strong base of in-house, leading-edge skills and expertise. Stay up to date with the skills and competence needed to address the latest technology and business scenarios. The company generates profits satisfying its personnel. But another 10% are either satisfied or dissatisfied with their overall experience of working in EBL to enhance your performance or skills.

4.3 Analysis the Questionnaire For general employees or line managers (sample size 100 persons)

Page 31 of 60

Question 1; How would you rate the training process of the company for employees?

Figure 4:6 How would you rate the training process of the company for employees?
90 80 70 60 50 40 30 20 10 0 Very good Good 0 Neither 0 very bad 0 bad 20 Series1 80

To answer the question 80% respondents stated that the training processes of the company for employees are very good and another 20% supported them saying that the processes are good.

EBL delivers different training programmes to all its employees based on their needs. Usually, on the job trainings help them to develop their knowledge on the ongoing business scenarios and internal work processes. Formal trainings and workshops enhance knowledge more on general level such as products, skills such as communication skills; excel knowledge, VAT & tax knowledge etc. To attract and retain motivated professionals who perform to their full potential, EBL offers a unique employee value proposition such as one that encourages individual drive and achievement while also focusing on how every employee can contribute to, and benefit from, their collective strengths. So it is clear that EBLs training program is really good according to its employees.

Question 2; do you agree with the following statement By receiving training, one can enhance his/her performances and also overall companys performance very well?

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Figure 4:7 Do you agree with the following statement By receiving training, one can enhance his/her performances and also overall companys performance very well?
2% 1% 0% 35%

Strongly agree Agree

62%

Uncertain Disagree Strongly disagree

About 62% respondents were agree with the statement By receiving training, one can enhance his/her performances and also overall companys performance very well, 35% strongly agreed with the statement, 2% were uncertain to answer the question but 1% respondents claimed disagree with the statement. Training leads to increased employee satisfaction, facilitates the updating of skills, leads to an increased sense of belonging and benefit, increased employee loyalty to the organization (Bushardt et al, 1994), and also strengthens the organizations competitiveness (Burden and Proctor, 2000). It also cuts employees turnover and help to retain skilled employees. Basically employees capabilities or productivities are improved by training and development. Employees are encouraged to drive their career forward and to try new ideas. They are supported by clear expectations and goals. Working in teams across organizational and national boundaries, employees will utilize the wealth of knowledge around personnel to find creative ways to succeed in an ever-changing business environment. EBL believes that By receiving training, one can enhance his/her performances and also overall companys performance very well.

Question 3; How important training affect your performance towards your job?

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Figure 4:8 How important training affect your performance towards your job?
80 70 60 50 40 30 20 10 0 Highly important 75 Important 22 Average 2 Less important 1 Not important 0

Series1

To anwer this question, 75% respondents claimed that training affect our performance towards our job highly important, 22% stated it as important, 2% said as average and 1% stated as less important. Job-related training increases an employee's ability to perform job-related tasks. As Job satisfaction is an important motivator for employee performance and is negatively related to turnover, so to satisfy employees T&D is really very important (Mak and Sockel, 1999). As EBL provide training based on needs assessment of employee so the training enhances job related knowledge and employees can work properly. Learning available to meet personnel specific needs Ericsson offers:

28 Education Centres worldwide 400 experienced learning consultants and instructors 800 courses in the standard portfolio Students from over 160 countries Over 300000 student days per year Latest Talent and Learning Management systems

Question 4; Are you satisfied with the quality of training and development that you receive for your current position in the company?

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Figure 4:9 Are you satisfied with the quality of training and development that you receive for your current position in the company?

Strongly dissatisfied Dissatisfied Neither satisfied Satisfied Very satisfied 0 Very satisfied Series1 76 20 Satisfied 20 40 Neither satisfied nor dissatisfied 2 60 Dissatisfied 2 80 Strongly dissatisfied 0

76% respondents are very satisfied with the quality of training and development that they receive for their current position in the company and 20% are satisfied. However 2% are neither satisfied nor dissatisfied on the other hand 2% are dissatisfied with the quality of training and development that they receive for their current position in the company.

Employees receive training identifying their development needs. EBL utilizes their resources globally, promote global networking, and anticipate employees to work across organizational and national boundaries. It encourages international careers and job rotation to reinforce EBLs global approach. That begins with an environment that energizes personnels efforts to build success. As EBL relentlessly invest a huge amount in employees competence so it tries to provide them better training programme. It makes every effort to ensure that they are offered challenges and are able to grow and develop in his role.

Question 5; Do you agree with the following statement that On-the-job Training is better than off-the-job training?

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Figure 4:10 Do you agree with the following statement that On-the-job Training is better than off-the-job training?
100 Values 0 Strongly agree Agree Uncertain Series1 Disagree Strongly disagree Disagree 0 Strongly disagree 0

Series1

Strongly agree 98

Agree 2

Uncertain 0

98% respondents strongly agreed with the following statement that On-the-job Training is better than off-the-job training and another 2% also agreed with them. On-the-job training (OJT) is one of the greatest training methods because it is planned, organized, and conducted at the employee's worksite. It will generally be the crucial method used for broadening employee skills and increasing productivity. It also provides a valuable employee at no cost or obligation. As the name implies off-the-job training is the training done on behalf of employers, usually away from their premises or may be near to the worksite, at a special training centre or resort (Fisher et al, 2005). This enables the trainee to study theoretical information or be exposed to new and innovative ideas (Beardwell et al, 2004). As OJT provides practical knowledge about the job so we can say On-the-job Training is better than off-the-job training.

Question 6; Do you agree that EBLs training are implemented, including cultural awareness, communication and conflict resolution?

Page 36 of 60 13% respondents are strongly agreed that EBLs training is implemented, including cultural awareness, communication and conflict resolution, 85% are agreed but 1% is uncertain about this and another 1% claimed as disagree. Ericsson is a truly global company and therefore has to communicate globally, and so its employees have the opportunity to work with different cultures and travel to all sorts of wonderful places. EBLs people from Ericsson, the Swedes and the ex-pats working in Japan, really had such a willingness to learn their culture and values, and to respect them, and unique. Ericsson is less hierarchical an organization and is very informal compared to lots of other companies - there are no barriers to communication. To cope up with multi-cultural challenges the company offer some special training programme so EBLs training are implemented, including cultural awareness, communication and conflict resolution

Question 7; Are you satisfied with how your supervisor has worked with you to create a development plan for a future position at the company?

Figure 4:11 Are you satisfied with how your supervisor has worked with you to create a development plan for a future position at the company?
Very satisfied 5% 2% 7% Satisfied Neither satisfied nor dissatisfied Dissatisfied 66% Very Dissatisfied

20%

Managers are very focused on development and the next stage in each person's career they're not scared to lose an individual; they're focused on how they can move him or her forward and benefit the whole company. Here, 66% respondents are very satisfied with how

Page 37 of 60 your supervisor has worked with you to create a development plan for a future position at the company, 20% are also satisfied, 7% did not comment specifically on it and they just said we are neither satisfied nor dissatisfied but 5% are dissatisfied and 2% respondents are very dissatisfied.

Question 8; Are Human relations competencies adequately developed in your organization through training in human skills?

Figure 4:12Are Human relations competencies adequately developed in your organisation through training in human skills?
100 80 Values 60 40 20 0 Series1 Strongly agree 84 Agree 11 Uncertain 2 Disagree 2 Strongly disagree 1

Here 84% respondents confidently stated that Human relations are competencies adequately developed in our organization through training in human skills and 11% were agreed with them. But another 2% were disagreed and 1% was strongly disagreed however 2% were indecisive about the response. At EBL, there are some training programmes in human skills. Human relations competencies are adequately developed in EBL through training in human skills. Any companys success depends on its manpower so human relationships have to be cooperative in any organization. At EBL, there are some training programmes in human skills. Human relations competencies are adequately developed in EBL through training in human skills

Question 9; what do you feel that Employees prefer being trained or they prefer finding out things with themselves?

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Valid Frequency Valid Strongly agree Agree Uncertain Disagree Strongly disagree Total Missig Total System 90 6 1 2 1 100 27 127 Percent 70.9 4.7 .8 1.6 .8 78.7 21.3 100.0 Percent 90.0 6.0 1.0 2.0 1.0 100.0

Cumulativ e Percent 90.0 96.0 97.0 99.0 100.0

Table 4:3 Frequency & Percent responses

As employees are sponsored for training programmes on the basis of carefully identified development needs so they prefer being trained then prefer finding out things with themselves. Here 90% respondents are strongly agreed with the following statement Employees prefer being trained or they prefer finding out things with themselves. And 6% also agree with statement but 1% was uncertain, 2% disagree and 1% was strongly disagreeing with the statement Employees prefer being trained or they prefer finding out things with themselves. Question 10; Do you agree with the following point Training development is positively significant with your (employee) satisfaction?

Page 39 of 60

Figure 4:13 Do you agree with the following point Training development is positively significant with your (employee) satisfaction?
100 values 0 Strongly agree Agree Uncertain

Disagree

Strongly disagree Strongly disagree 0

Series1

Strongly agree 15

Agree 74

Uncertain 5

Disagree 6

To answer this question, 15% answerers were strongly agreed and 74% were agreed with the following point Training development is positively significant with our satisfaction. However 6% respondents claimed as disagree and 5% are vague. In EBL employees are sponsored for training programmes on the basis of carefully identified development needs so employees can improve their weaknesses or lacking through training. So employees believe that Training development is positively significant with their satisfaction.

Question 11: Does training increase your level of commitments towards organization?

Here 98% answerer said yes training increase our level of commitments towards organization but 2% were disagree with them. career development, employee evaluation of appraisal practices, and assessment of the benefits offered by the organization have an effect on both affective and normative commitment, while training was found not to contribute to the increase in employee commitment.

Question 12: How would you rate the training motivation of EBL?

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Figure 4:14 How would you rate the training motivation of EBL?
bad very bad Neither Good Very good 0 50 0 25 25

50% respondents stated their training motivation is good but 25% stated bad, another 25% neither good nor bad. So organization should more concern on training motivation as the more motivated the trainee, the more likely he/she are to reap the intended benefits from the training experience (Noe and Wilk, 1993).

4.4 Analysis the Questionnaire For trainer (sample size 4)

Question 1; what are the training methods does EBL deliver to its employees and managers? EBL delivers on the job trainings, local seminars, workshops, foreign seminars and workshops to all its employees. Generally, on the job trainings help people to develop their knowledge on the ongoing business scenarios and internal work processes. Formal trainings and workshops enhance knowledge more on general level such as products, skills such as communication skills; excel knowledge, VAT & tax knowledge etc. Providing training is a continuous process which the company believes help employees to grow as professionals with the organization.

Question 2; is training delivered at both employee and executive levels?

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4.5 4 3.5 3 2.5 2 1.5 1 0.5 0

Figure 4:15 Is training delivered at both employee and executive levels?

Yes

No

Every respondents said EBL delivers training at both employee and executive levels.

Question 3; what are the draws back of the training process? On the job training has more scope of interaction and feedback whereas formal trainings may not have that. In EBL formal training is proposed for an employee when other forms of development are deemed ineffective.

Question 4; Are there any other training areas EBL should consider? Please list: EBL should consider; Organizational attachments, Job rotation

Job rotation usually aims to give trainee managers a feel for the organization by providing experience of working in different departments. It provides the employees with opportunities to widen the horizon of knowledge, skills, and abilities by working in different departments, business units, functions, and countries (Beardwell et al., 2004).

Page 42 of 60

Conclusion
7.1 Research Questions The majority of employees today expect to be trained and they trust that training is very much effective to enhance their skill and satisfy them. In this chapter the research questions would be answered: Question 1; does training enhance employees performances? Training is a variable that may have a positive effect on organizational performance and is considered to be a key element to the achievement of organizational goals as organizational performance is depends on its human resources performance. However EBL adopt a training activity as a solution to lagging performance presupposes that this performance problem, i.e. this gap between the desired and the actual performance, is due to lack of training. Its management ought to adopt training interventions to bridge this gap. Bridging the performance gap involves adopting a particular training intervention aiming at changing specific skills and attitudes of the employees. As the employee believes, there is an improvement in his knowledge and skills; it may be safe to also assume that, there is an increase in the person's individual performance. Through training the person's competencies will be reinforced and will enable him to execute the tasks assigned effectively and efficiently. As a result there will be an increase in the overall performance of the organization. In EBL about 97% employees believe that By receiving training, one can enhance his/her performances and also overall companys performance very well. As EBL provide training based on needs assessment of employee so the training enhances job related knowledge and employees can work properly.

Question 2: How employees could be utilized for the betterment of the organization via effective training? To the extent that employee training programs are effective, organizations are able to avoid wasteful spending and improve performance and productivity. It is clear that training improve employees performance so training is also effective to utilize other inputs as human resources are run or work the other inputs of the organization. For betterment of the organization the employees who perceived training utilize other management resources very efficiently.

Page 43 of 60

Figure 7:1 Key management resources Source: Davies (2001)

When an employee perceived training effectively then he can apply it in its new or complicated methods. They can use job materials as skilled. Within a short time (Minutes) they can perform his job even in low cost (Money) than other employees who did not perceive training. An effective worker can work more and in an organized way. EBL know how to help employees to utilize other management resources for betterment of the organization. People are the controller of other factors. So, if organization can develop, train or utilize its human resources then they can work others elements very efficiently and effectively.

7.2 Justification of research objectives In this part it would be revealed that how the research objectives are met

Research objective 1: to evaluate the effectiveness of training in EBL According to the respondents EBL provides very good training to its senior level manageress and also employees and that affect their job performance very much. EBL utilizes its human resources talent and increase productivity providing different training programs to its staffs. EBL training program is very much effective as it evaluates every employees performance

Page 44 of 60 through IPM process and provides proper training to resolution staffs SKAs lacking. EBLs training helps them reduce their anxiety or frustration, brought on by work demands, that they are not familiar with, and they are lacking the skills to handle effectively. So it is employees that perceive their training beneficial will be more satisfied than those who get no training or training of no value.

Research objective 2: Assessing the effectiveness of training motivation in EBL Generally motivation is a characteristic of an individual willing to expend efforts toward a particular set of behavior. From a training context, motivation can influence the willingness of an employee to attend the training program and to transfer what they learn in the program onto the job. Thus, it is likely that trainees cannot reap the full benefits of training without considering training motivation. Trainees who possess higher training motivation will demonstrate more training effectiveness than those who have low motivation. EBL motivate its employees through training, its personnel prefer being trained then they prefer finding out things with themselves. EBL should concern on training motivation more because only 50% employees are happy with their training motivation.

Research objective 3: Scrutinize the relationship between employee perceived training effectiveness and job satisfaction in EBL Job satisfaction is an important motivator for employee performance and is negatively related to turnover, so to satisfy employees training is really very important in EBL. And results of hypothesis 1 also revealed a significant and coefficient relationship between employees perceived training effectiveness and their job satisfaction in EBL. As the P value = .000 that is < .05 that is mean their relationship is significant. About 90% managers are satisfied with their overall experience of working in EBL to enhance their SKAs. Research objective 4: To identify the EBLs training strategies for enhancing employees performances?

EBL delivers on the job trainings, local seminars, workshops, foreign seminars and workshops to all its employees. It delivers training based on its Individual Performance Management process where every employee has an individual performance goal. And the result of regression analysis depicts that the organizational performances was positively and significantly coefficients with quality of the training of EBL as the Ps value is .000.

Page 45 of 60 EBLs training is implemented, including cultural awareness, communication and conflict resolution. So EBLs training strategies for enhancing employees performances are very much effective.

EBL provides effective training to employees that is co efficiently related with employee performance, job satisfaction, employee commitment and training motivation etc. according to respondents it should be more concerned on training motivation. But overall training process is very good and satisfactory to enhance employees performances.

Recommendations
8.1 Recommendations for EBL Within the framework and limitations of this study and based upon the findings and conclusions of this study, the following recommendations are specifically directed to the EBL in terms of effective employee training development process design.

EBL should introduce updated programs such Organizational attachments and Job
rotation to get higher outputs from its human resources concerning on training costs.

Enhance the scope of interaction and feedback of its formal training. The supervisors and senior managers should act as a team leader in the directing
subordinates

More concern on training motivation EBLs training program may concern more on cultural awareness, communication
and conflict resolution

More importance should be given on management and technical training programs. Induction training should be given adequate importance in EBL Refine the criteria for approval of training classes to ensure consistency and fairness
for all employees.

EBL may open a university like Motorola University that created a new internal
institute named College of Learning Technologies (CLT) to develop employees educational delivery systems through satellite, Internet and virtual classrooms.

EBL may modify its training process for additional benefits as following process:

Page 46 of 60

Step 1: Setting individual peroformance goal

Step 2: Assessment of individual goal through appraisal

Step 3: Training needs assessment Organizational analysis Person analysis Task analysis

Step 6: Selecting training methods

Step 5: Ensuring transfer of training Self-management strategies Peer and manager support

Step 4: Micro organizational training level Analysis Place Product Promotion Price

Step 7: Annual performance summery Validate all the section Final performence & development evulation performence feed back review

= established training
process of EBL

= Recommended training process for EBL

Figure 8:1 Recommended training process for EBL

From the recommended framework it is evident that managers should define individual performance goal precisely for each employees. In the next recommended phase manager should make sure that all employees are assessed to ensure ongoing competence through the trusts Appraisal Review process. The purpose of this is to provide positive feedback on performance and can also highlight every individual problem that can be supported through ongoing training needs. In the next phase the training needs should only be systematically identified when the cause of a performance problem is lack of SKAs.

Page 47 of 60

Chapter 10 References lists

10.1 Chapter 1
10.1.1 Books 1. BEARDWELL, IAN; HOLDEN, LEN; & CLAYDON, TIM. (2004). Human Resource Management; A contemporary Approach. 4th edition. Prentice Hall; New York. 2. Campbell, David and Butterworth-Heinemann, Tom, Craig. (2005). Organisations and the Business Environment. 2nd edition. 3. Decenzo, David, A; & Robbins, Stephen, P; (2006). Human Resource Management. 7th edition. John Wiley & Sons, Inc; Asia. 4. Vloeberghs, Danie l & Faes, Erik. (2003). The role of human resource management in implementing a new agreement between employers and employees. AI & Soc 10.1.2 Journals & Articles 1. Baldwin, T.T., Magjuka, R.J. (1991), "Organizational training and signals of importance: linking pre-training perceptions to intentions to transfer", Human Resource Development, Vol. 2 2. Burden, R. and Proctor, T. (2000). Creating a sustainable competitive advantage through training. Team Performance Management 6(5,6) 3. Collings, D. G., & Moreley, M.J. (2004). Contemporary Debates and New Directions in HRM in MNCs: Introduction. International Journal of Manpower, Vol.25, No.8, 4. Cosh, A, Duncan, J & Hughes, A 1998, Investing in training and small firm growth and survival: an empirical analysis for the UK 1987 1997, DfEE research report RR36, HMSO, London 5. Tung-Chun Huang 2001, The relation of training practices and organizational performance in small and medium size enterprises, Education & Training, vol. 43, no. 8/9,

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10.2 Chapter 2
10.2.1 Books 1. Beardwell, Ian. Holden, Len. Claydon, Tim. (2004). Human Resource Management; a contemporary approach. 4th edition. Prentice Hall: Financial Times 2. Brief, A. P. (1998). Attitudes In and Around Organizations. Thousand Oaks, CA: Sage. 3. Cascio, Wayne. F. (2003). Managing Human Resource. 6th edition. Tata McGraw-Hill Publishing Limited; New Delhi. 4. Cole, G.A. (2005). Management Theory and Practice. 6th edition. Thomson; United Kingdom. 5. Currie, D. (2001), Managing Employee Well-Being, Chandos Publishing (Oxford) Limited, Oxford, 6. Davies, Eddie. (2001). The Training Manager's Desktop Guide. Thorogood. 7. Decenzo, David, A; & Robbins, Stephen, P; (2006). Personnel / Human Resource Management. 3rd edition. Prentice Hall of India Private Limited; New Delhi. 8. Dessler, Gary. (2005). Human Resource Management. 10th edition. Prentice Hall of India Private Limited; New Delhi. 9. Dessler, Gary. (2007). Human Resource Management. 10th edition. Prentice Hall of India Private Limited; New Delhi. 10. Dubois, D. and W. Rothwell. 2000. The competency toolkit. 2 vols. Amherst, Mass.: Human Resource Development Press. 11. Fisher, Cynthia. D. Schoenfeldt, Lyle. F. & Shaw, James. B. (2005). Human Resource Management. 5th edition. Biztantra; New Delhi-110002 12. Harrison, R. (2000), Employee Development, Beekman Publishing, Silver Lakes, Pretoria, 13. Huszczzo, G. E. (1996). Tools for Team excellence. Palo Alto, CA; Davies-Black. 14. Kirkpatrick, D.L. (1976), "Evaluation of training", in Craig, R.L. (Eds),Training and Development Handbook, 2nd ed., McGraw-Hill, New York, NY,. 15. McConnell, John H.( 2005). How to Develop Essential HR Policies and Procedures. AMACOM .

Page 49 of 60 16. Noe, R. A. (1999). Employee Training & Development. Burr Ridge, IL: McGrawHill Irwin. 17. Nonaka .I. and Takeuchi, H., (1995).The Knowledge Creating Company (New York: Oxford University Press, 18. O'Toole, J., & Lawler, E.E. III. (Eds). (2006). The new American workplace. New York: Palgrave MacMillan. 19. Quiones, M.A. (1997), "Contextual influences: on training effectiveness", in Quiones, M.A., Ehrenstein, A. (Eds),Training for a Rapidly Changing Workplace: Applications of Psychological Research, American Psychological Association, Washington, DC. 20. Robbins, Stephen P. (2005). Organizational Behavior. 11th edition. Prentice-Hall of India Private Limited: New Delhi- 110001 21. Rothwell, W.,C. Hohne, and S. King. 2000. Human performance improvement: Building practitioner competence. Houston, Texas: Gulf Publishing. 22. Rothwell, William J. and Kazanas, H.C. (2003). Planning and Managing Human Resources: Strategic Planning for Human Resources Management, Second Edition. HRD Press 23. Sirota, Alper. & & Pfau, Inc. (1989). Report to respondents; Survey pf views toward corporate education and training practices. New York; Auther. 24. Swart, J., Mann, C., Brown, S., Price, A. (2005), Human Resource Development: Strategy and Tactics, Elsevier Butterworth-Heinemann Publications, Oxford,

10.2.2 Journals & Articles 1. Ahmad, Z.K., Bakar, R.A. (2003), "The association between training and organisational commitment among the white-collar workers in Malaysia", International Journal of Training and Development, Vol. 7 No.3, 2. d'Arcimoles, C-H. (1997), "Human Resource Policies and Company Performance: A Quantitative Approach Using Longitudinal Data", Organization Studies, Vol. 18 No. 5, 3. Bartel, A. P. (1994), "Productivity Gains from the Implementation of Employee Training Programs", Industrial Relations, Vol. 33 No. 4, 4. Betcherman, G. (Fall, 1992):.Are Canadian firms under investing in

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Page 50 of 60 5. Bozeman, D. P. & Perrwe, P. L. (2001). "The effect of item content on organizational commitment questionnaire-turnover cognitions relationships." Journal of Applied Psychology, 86, 161-173; Grunberg, L., Anderson-Connolly, R., & Greenberg, E. S. (2000). "Surviving layoffs: the effects on organizational commitment and job performance." Work & Occupations, 27, 6. Bushardt, S. C., Fretwell, C. et al. (1994). Continuous Improvement through Employee Training: A Case Example from the Financial Services Industry. The Learning Organization: An International Journal 1(1) 7. Carnevale, A. P.( November 1990,) America and the New Economy, Training and Development Journal, 8. Chiaburu, D., & Tekleab, A. G. (2005). Individual and contextual influences on multiple dimensions of training effectiveness. Journal of European Industrial Training, 29, 604-623. (Received Outstanding Paper Award from EMERALD). 9. Chiaburu, D.S., Marinova, S.V. (2005), "What predicts skill transfer? An exploratory study of goal orientation, training self-efficacy and organizational supports", International Journal of Training and Development, Vol. 9 No.2,. 10. Elizur, D. (1996). Work values and commitment. International Journal of Manpower 17(3): 11. Erdomu, N. (1997), "nsan Kaynaklarnn Gelitirilmesinde Eitim htiya Analizlerinin Kullanlmas", 3. Verimlilik Kongresi, Milli Prodktivite Merkezi Yaynlar, Mert Matbaas, Ankara, 12. Facteau, J.D., Dobbins, G.H., Russell, J.E.A., Ladd, R.T., Kudisch, J.D. (1995), "The influence of general perceptions of the training environment on training motivation and perceived transfer of training", Journal of Management, Vol. 21 No.1, 13. Fisher, C., Harris, L., Kirk, S., Leopold, J., Leverment, Y. (2004), "The dynamics of modernisation and job satisfaction in the British National Health Service", Review of Public Personnel Administration, Vol. 24 No.4, 14. Horwitz, Frank M.( 1999). The emergence of strategic training and development: the current state of play. Journal of European Industrial Training. Volume: 23. Number: 4/5. 15. Kim, S. (2006), "Public service motivation and organizational citizenship behavior in Korea", International Journal of Manpower, Vol. 26 No.8

Page 51 of 60 16. Mak, B. and Sockel, H. (1999). A confirmatory factor analysis of IS employee motivation and retention. Information and Management 38: 17. Manpower Services Commission set up by training Act at 1981a 18. Mathews, B.P., Shepherd, J.L. (2002), "Dimensionality of Cook and Wall's (1980) British Organisational Commitment Scale revisited", Journal of Occupational and Organisational Psychology, Vol. 75 19. Meyer, P.J., Smith, A.C. (2000), "HRM practices and organisational commitment: test of a mediation model", Canadian Journal of Administrative Sciences, Vol. 17 No.4, 20. Miller, D (1996). A Preliminary Typology of Organizational Learning: Synthesizing the Literature, Strategic Management Journal 22, pp. 484505; ed., S. Jackson, M. Hitt, and A. DeNisi, Managing Knowledge for Sustained Competitive Advantage (San Francisco: Jossey-Bass, 2003). 21. Noe, R.A., Wilk, S.L. (1993), "Investigation of the factors that influence employees' participation in development activities", Journal of Applied Psychology, Vol. 78 22. Ranft, A. and Lord, M. (2000). Acquiring new knowledge: the role of retaining human capital in acquisitions of high-tech firms. The Journal of High Technology Management Research 11(2): 23. Read, C. W. and Kleiner, B. H. (1996). Which training methods are effective? Management Development Review 9(2): 24. Rodgers, R. Hunter, J. E. & Rogers, D.L. (1993). Influence of top management commitment on management programme success. Journal of Applied Psychology, 78. 25. Rowden, R.W., Conine, C.T. Jr (2005), "The impact of workplace learning and job satisfaction in small US commercial banks", Journal of workplace Learning, Vol. 17 No.4, 26. Ruiz, G., (2006), Shaking up the Toyshop, Workforce Management, Vol 85, Iss 12, pp 1-8, Crain Communications, Incorporated, Detroit 27. Tennant, Charles. Boonkrong, Mahithorn & Roberts, Paul A.B. (2002). The design of a training programme measurement model.Journal of European Industrial Training. Volume: 26. Number: 5. 28. Teresa, Kirkwood. Sunday, December 1 2002. Systematic strategies: measuring the return on investment of your training programs, beyond the...CMA Management

Page 52 of 60 Available at http://www.allbusiness.com/human-resources/careers-job-

training/392850-1.html 29. Treven, Sonja. 2003. International training: the training of managers for assignment abroad. Education + Training. Volume 45 Number 8/9 Emerald Group Publishing Limited. 30. Wright, T. A., Cropanzano, R., Denney, P J. & Moline, G. L. (2002). "When a happy worker is a productive worker: a preliminary examination of three models." Canadian Journal of Behavioural Science, 34, 146-150; Hochwarter, W. A., Perrewe, P L., Ferris, G. R. & Brymer, R. A. (1999). "Job satisfaction and performance: the moderating effects of value attainment and affective disposition." Journal of Vocational Behavior, 54,

10.2.3 Magazine & Newspaper articles 1. Business Wire. Monday, February 24 2003. Top 100 Training Organizations Spent $6 Billion on Employee Development and Training. Available at

http://www.allbusiness.com/education-training/employee-training-assistanceemployee/5682927-1.html at 14 January 2009, 00:08:23 2. October issue of Training Magazine. Copyright 2000. Lakewood Publications, Minneapolis, MN. Cited by Fisher et al, 2005 10.2.4 Websites 1. http://www.icmrindia.org/casestudies/catalogue/Human%20Resource%20and%20Org anization%20Behavior/Employee%20Training-MotorolaHuman%20Resource%20Management%20Case%20Studies.htm [Accessed at 10-012009] 2. www.nokia.com, August 22, 2003; L. Masalin, Nokia Leads Change through Continuous Learning, Academy of Management Learning and Education 2 (2003), pp. 6872 [Accessed at 08-01-2009]

Page 53 of 60

10.3 Chapter 3
10.3.1 Books 1. Alvesson M. and Skldberg K.(1994) Tolkning och reflektioner: vetenskapsfilosofi och kvalitativ metod. Lund : Studentlitteratur. 2. Cooper, D.R., & Schindler, P.S., (2003), Business Research Methods 8th edition, McGraw-Hill Companies, Inc 3. Ejvegrd, R. (1996). Vetenskaplig Metod (2nd ed.). Lund: Studentlitteratur. 4. Emory W. C., & Cooper R. D., (1991), Business Research Methods 4th Edition, 5. Ericsson, I., Wiederheim-Paul, F. (1997). Att utreda, forstak och rapportera. Malm: Liber ekonomi 6. Gorard S., (2001)., Quantitative Methods in Educational Research Edition one 7. Foster,T. (1998), " Industrial Marketing Communication ", Lulea University of Technology Publications 8. GUSTAVSSON, K.( October 1998) Applied Mathematics for Industrial Flow Problems Conference, San Feliu de Guixols, Spain, 9. Hair, J.F., Babin, B., Money, A.H., Samouel, P., (2003), Essentials of Business Research Methods, John Wiley & Sons, Inc. 10. Kumar,R. (1996), "Research Methodology: A Step by Step Guide for Beginners." Melbourne: Longman. 11. Likert, R. (1932). A Technique for the Measurement of Attitudes Archives of Psychology ,140, 12. Mcnabb E. D., (2002), Research Methods in Public Administration and nonprofit Management, 13. Miles, M.B., and Huberman, A.M., (1994), Qualitative Data Analysis: An expanded sourcebook (2nd Ed.). Thousand Oaks, CA: Sage, 14. Patel,R. and Davidson,B. (1994), "Forskningsmetodikens grunder: Att planera, genomfra och rapportera en underskning", Studentlitteratur, Lund. 15. Remenyi D., Money A., Williams B., Swartz E., (1998) Doing research in Business and Management: An introduction to process Sage Publication, 16. Ruane, J.M. 2005. Essentials of research methods: a guide to social science research. Malden, MA: Blackwell Pub. 17. Samouel,P. (2003), " Essentials of Business Research Methods ." USA. Wiley and

Page 54 of 60 Sons. 18. Saunders,M., Lewis,P. and Thornhill,A. (2003), "Research methods for business students " 3rd ed. Harlow: Prentice Hall 19. Yin,R.K. (2003), "Case Study Research Design and Methods" 3rd edition Sage: Thousand Oaks 20. Yin,R.K. (1994), "Case study Research Design and Methods." Thousand Oaks, CA: Sage Publications. 21. Zikmund, W.G. 1994. Business Research Methods. Fourth Edition ed. Fort Worth: The Dryden press

10.3.2 Journals & Articles 1. Howell, J.; Miller, P, Park, H., Sattler, D., Schack, T., Spery, E, Widhalm, S. and Palmquist, M.(2005). Reliability and Validity. Colorado State University. Available from http://writing.colostate.edu/guides/research/relval [Accessed 18 January, 2008] 2. Malhotra, R. 1996. The phase space structure near Neptune resonances in the Kuiper Belt. Astron. J. 111: 3. Maxwell J. A. (1996), Qualitative design research Sage publications applied Social research Methods series Vol. 41 4. Thornhill, R., Gangestad, S.W., Miller, R., Scheyd, G., McCollough, J.K., & Franklin, M. (2003). Major histocompatibility complex genes, symmetry, and body scent attractiveness in men and women. Behavioral Ecology, 14, 5. Wiedersheim Paul, F. and Eriksson, L.T. (1999).ATT Utreda, Forska och Rapportera. Malmo, Sverige: Liber Ekonomi 6. WINTER (1992). RECENT ARTICLES IN THE FIELD OF PUBLIC OPINION RESEARCH. Journal of Official Statistics, 8:2, 1992,

10.5 Chapter 6
10.5.1 Books 1. Sirota, Alper. & & Pfau, Inc. (1989). Report to respondents; Survey pf views toward corporate education and training practices. New York; Auther.

Page 55 of 60 2. Swart, J., Mann, C., Brown, S., Price, A. (2005), Human Resource Development: Strategy and Tactics, Elsevier Butterworth-Heinemann Publications, Oxford,

10.5.2 Journals & Articles 3. Gaertner, K.N., Nollen, S.D. (1989), "Career experiences, perceptions of employment practices and psychological commitment to the organisation", Human Relations, Vol. 42 4. Meyer, P.J., Smith, A.C. (2000), "HRM practices and organisational commitment: test of a mediation model", Canadian Journal of Administrative Sciences, Vol. 17 No.4, 5. Noe, R.A., Wilk, S.L. (1993), "Investigation of the factors that influence employees' participation in development activities", Journal of Applied Psychology, Vol. 78 pp.291-302. 6. Pool, S., Pool, B. (2007), "A management development model", Journal of Management Development, Vol. 26 No.4, 7. Tai, W.T. (2006), "Effects of training framing general self-efficacy and training motivation on trainees' training effectiveness", Personnel Review, Vol. 35 No.1,

Chapter 12 APPENDICES
APPENDIX G:

Questionnaire
For senior level managers (sample size 20)
Question 1: General questions to senior level managers.. a. Approximately how many employees does your organization have? b. How much money EBL budget for the T&D? c. Approximately how many employees are trained yearly?

Page 56 of 60 d. Do you feel EBL has adequate facilities to develop its human resources? e. Is the companys management is committed to training and development? a. Yes b. No Question 2; do you feel EBL has adequate facilities to develop its human resources? a. Yes b. No Question 3: Do you feel there is adequate emphasis on developing managerial capabilities of the managerial staff through training? a. Strongly agree b. Agree c. Uncertain d. Disagree e. Strongly disagree Question 4; Do you think that employees are sponsored for training programmes on the basis of carefully identified developmental needs? a. Strongly agree b. Agree c. Uncertain d. Disagree e. Strongly disagree Question 5; How true is that Induction training is given adequate importance in EBL? a. Not at all true b. A little true c. Somewhat true d. True to a great extent e. Very true Question 6 ;Is it true that senior managers takes interest and spends time with the new staff during the On-the-job training? a. Not at all true b. A little true c. Somewhat true d. True to a great extent e. Very true Question 7; How would you rate the quality of training programmes in your organisation? a. Very good b. Good c. Neither d. very bad e. bad Question 8; Do you believe that external training programmes are carefully chosen after collecting enough information about their quality and suitability? a. Always b. Sometimes c. Most frequently

Page 57 of 60 d. Not necessarily Question 9; How would you indicate a training area most important to your development over the next two years? a. Market training b. Technical/professional training c. Management development d. Presentation skills training e. Foreign language training If others please mention that.. Question 10: How would you rate the effectiveness of EBL training programs to enhance organizational performances? a. Very good b. Good c. Neither d. very bad e. bad Question 11; How satisfied are you with your overall experience of working in EBL to enhance your performance or skills? a. Very satisfied b. Satisfied c. Neither satisfied nor dissatisfied d. Dissatisfied e. Very Dissatisfied

For general employees or line managers (sample size 100 persons)

Question 1; How would you rate the training process of the company for employees? a. Very good b. Good c. Neither d. very bad e. bad Question 2; Do you agree with the following statement By receiving training, one can enhance his/her performances and also overall companys performance very well? a. Strongly agree b. Agree c. Uncertain d. Disagree e. Strongly disagree Question 3; How important training affect your performance towards your job? a. Highly important b. Important c. Average d. Less important e. Not important Question 4; Are you satisfied with the quality of training and development that you receive for your current position in the company?

Page 58 of 60 a. b. c. d. e. Very satisfied Satisfied Neither satisfied nor dissatisfied Dissatisfied Very Dissatisfied

Question 5; Do you agree with the following statement that On-the-job Training is better than off-the-job training? a. Strongly agree b. Agree c. Uncertain d. Disagree e. Strongly disagree Question 6; Do you agree that EBLs training are implemented, including cultural awareness, communication and conflict resolution? a. Strongly agree b. Agree c. Uncertain d. Disagree e. Strongly disagree Question 7; Are you satisfied with how your supervisor has worked with you to create a development plan for a future position at the company? a. Very satisfied b. Satisfied c. Neither satisfied nor dissatisfied d. Dissatisfied e. Very Dissatisfied Question 8; Are Human relations competencies are adequately developed in your organisation through training in human skills? a. Strongly agree b. Agree c. Uncertain d. Disagree e. Strongly disagree Question 9; What do you feel that Employees prefer being trained or they prefer finding out things with themselves? a. Strongly agree b. Agree c. Uncertain d. Disagree e. Strongly disagree Question 10: Do you agree with the following point Training development is positively significant with your (employee) satisfaction? a. Strongly agree b. Agree c. Uncertain d. Disagree e. Strongly disagree

Page 59 of 60 Question 11 ; Does training increase your level of commitments towards organization? a. Very good b. Good c. Neither d. very bad e. bad Question 12: How would you rate the training motivation of EBL? a. Very good b. Good c. Neither d. very bad e. bad

For trainer (sample size 4)

1. What are the training methods does EBL deliver to its employees? 2. Is training delivered at both employee and executive levels? a. Yes b. No 3. What are the draws back of the training process? 4. Are there any other training areas EBL should consider? Please list

APPENDIX H: Demographic Information of the respondents

Page 60 of 60

Questions for Senior level Managers

Variables Gender Measuring Group Male Female Total 30-40 40-50 100000-150000 150000-250000 Frequency 18 2 20 13 7 20 5 15 20 Frequency Percentage % 18 2 20 13 7 20 5 15 20 Percentage %

Age Total Income Total Variables

Questions for general employees (Sample 100)

Measuring Group Male Female 25-35 36-48 20000-50000 50000-100000

Gender Total Age Total Income Total Variables

85 15 100 70 30 100 51 49 100 Frequency

85 15 100 70 30 100 51 49 100 Percentage %

For Trainer (Sample 4)

Measuring Group Male Female 27-35 35-45

Gender Total Age Total

4 0 4 2 2 4

4 0 4 2 2 4