European Journal of Business and Management ISSN 2222-1905 !aper" ISSN 2222-2#$9 %nline" &ol.5' No.

(' 201$

www.iiste.org

The Effect of Training on Employee Performance

*r . +mir Elnaga1, +men Imran2 1. &i-e *ean of .ollege of Business +dministration' +ssistant !rofessor' *ar +l /loom /ni0ersit1' 2i1ad3' 4ingdom of Saudi +ra5ia. 2. Abstract Emplo1ee is a 5lood stream of an1 5usiness. ;3e a--omplis3ment or disaster of t3e firm depends on its emplo1ee performan-e. <en-e' top management reali9ed t3e importan-e of in0esting in training and de0elopment for t3e sa7e of impro0ing emplo1ee performan-e. ;3is -on-eptual paper aimed at stud1ing t3e effe-t of training on emplo1ee performan-e and to pro0ide suggestion as to 3ow firm -an impro0e its emplo1ee performan-e t3roug3 effe-ti0e training programs. ;3e resear-3 approa-3 adopted for t3e stud1 -onforms to =ualitati0e resear-3' as it re0iews t3e literature and multiple -ase studies on t3e importan-e of training in en3an-ing t3e performan-e of t3e wor7for-e. >urt3er t3e paper goes on to anal1se and understand t3e t3eoreti-al framewor7 and models related to emplo1ee de0elopment t3roug3 training and de0elopment programs' and its effe-t on emplo1ee performan-e and on t3e 5asis of t3e re0iew of t3e -urrent e0iden-e of su-3 a relations3ip' offers suggestions for t3e top management in form of a -3e-7list' appropriate for all 5usinesses' to assess t3e emplo1ee performan-e and to find out t3e true -ause s" of t3e performan-e pro5lem so t3e pro5lem -ould 5e sol0ed in time t3roug3 desired training program. ;3e stud1 in 3and fa-es t3e limitations as t3ere are no ade=uate indi-ations to -orrelate dire-tl1 t3e relations3ip 5etween training and emplo1ee performan-e. <en-e' t3ere is a need for -ondu-ting an empiri-al resear-3 in future to test t3e proposition dis-ussed in t3e stud1. ;3e stud1 in 3and pro0ides 5rief o0er0iew of t3e literature a5out training effe-ti0eness and 3ow it -ontri5utes in en3an-ing t3e emplo1ee performan-e and ultimatel1 -on-ludes along wit3 re-ommendation to gi0e dire-tions for future resear-3 51 appl1ing different le0el of anal1sis on e?ploring t3e impa-t of training pra-ti-es on emplo1ee performan-e. Keywords: ;raining ' Emplo1ee performan-e. 1. Introduction Ms. +men Imran' 6e-turer' Institute of Management Studies' /ni0ersit1 of !es3awar' !a7istan. , E-mail of t3e -orresponding aut3or8 amir9a7i)#:3otmail.-om

Impro0ed -apa5ilities' 7nowledge and s7ills of t3e talented wor7for-e pro0ed to 5e a mo@or sour-e of -ompetiti0e ad0antage in a glo5al mar7et M-4inse1' 200A". ;o de0elop t3e desired 7nowledge' s7ills and 5ilities of t3e emplo1ees' to perform well on t3e @o5' re=uires effe-ti0e training programs t3at ma1 also effe-t emplo1ee moti0ation and -ommitment Me1er and +llen' 1991". In order to prepare t3eir wor7ers to do t3eir @o5 as desired' organi9ations pro0ides training as to optimi9e t3eir emplo1eeBs potential. Most of t3e firms' 51 appl1ing long term planning' in0est in t3e 5uilding new s7ills 51 t3eir wor7for-e' ena5ling t3em to -ope wit3 t3e un-ertain -onditions t3at t3e1 ma1 fa-e in future' t3us' impro0ing t3e emplo1ee performan-e t3roug3 superior le0el of moti0ation and -ommitment. C3en emplo1ees re-ogni9es t3eir organi9ation interest in t3em t3roug3 offering training programs' t3e1 in turn appl1 t3eir 5est efforts to a-3ie0e organi9ational goals' and s3ow 3ig3 performan-e on @o5. Emplo1ees are t3e most 0alua5le asset of e0er1 -ompan1 as t3e1 -an ma7e or 5rea7 a -ompan1Bs reputation and -an ad0ersel1 effe-t profita5ilit1. Emplo1ees often are responsi5le for t3e great 5ul7 of ne-essar1 wor7 to 5e done as well as -ustomer satisfa-tion and t3e =ualit1 of produ-ts and e0ents. Cit3out proper training' emplo1ees 5ot3 new and -urrent do not re-ei0e t3e information and de0elop t3e s7ill sets ne-essar1 for a--omplis3ing t3eir tas7s at t3eir ma?imum potential. Emplo1ees w3o undergo proper training tend to 7eep t3eir @o5s longer t3an t3ose w3o do not. ;raining is a ne-essit1 in t3e wor7pla-e. Cit3out it' emplo1ees donDt 3a0e a firm grasp on t3eir responsi5ilities or duties .Emplo1ee training refers to programs t3at pro0ide wor7ers wit3 information' new s7ills' or professional de0elopment opportunities

1$)

European Journal of Business and Management ISSN 2222-1905 !aper" ISSN 2222-2#$9 %nline" &ol.5' No.(' 201$

www.iiste.org

;3e -ompanies aimed at gaining t3e -ompetiti0e ad0antage reali9ed t3e importan-e of training in impro0ing t3e emplo1ees performan-e. !ast resear-3es pro0ides t3e e0iden-e regarding t3e positi0e affe-t of training programs on 5ot3 emplo1ee and organi9ational performan-e. %n one 3and pre0ious wor7 in t3e field pro0ed t3at effe-ti0e training programs leads to superior return on in0estment w3ile t3e ot3er resear-3es mentioned t3e positi0e role of training in attaining t3e supreme le0els of emplo1ee retention .olarelli E Montei' 199AF Be-7er' 199$". *ue to fast pa-e glo5al and te-3nologi-al de0elopment t3e firms are now fa-ing new -3anges as well as -3allenges. ;e-3nologi-al ad0an-ements 3a0e moulded t3e need of -apa5ilities and -ompeten-ies re=uired to perform a parti-ular tas7s. ;3us' to -ope wit3 t3ese -3allenges' more impro0ed and effe-ti0e training programs are re=uired 51 all -orporates. Effe-ti0e training programs 3elps in -onstru-ting a more -ondu-i0e learning en0ironment for t3e wor7for-e and train t3em to -ope wit3 t3e up-oming -3allenges more easil1 and in time Cei-;ai' 200A". +--ording to >aroo=. M' E +slam. M. 4 2011"' managers are tr1ing t3eir le0el 5est to de0elop t3e emplo1eeBs -apa5ilities' ultimatel1 -reating good wor7ing en0ironment wit3in t3e organi9ation. >or t3e sa7e of -apa-it1 5uilding managers are in0ol0ed in de0eloping t3e effe-ti0e training programs for t3eir emplo1ees to e=uip t3em wit3 t3e desired 7nowledge' s7ills and a5ilities to a-3ie0e organi9ational goals. ;3is struggle 51 t3e top management not onl1 impro0es t3e emplo1ee performan-e 5ut also -reates positi0e image of t3e firm worldwide' Jia->ang' 2010". Effe-ti0e training programs 3elps emplo1ees to get a-=uaintan-e wit3 t3e desired new te-3nologi-al ad0an-ement' also gaining full -ommand on t3e -ompeten-ies and s7ills re=uired to perform at s parti-ular @o5 and to 0oid on t3e @o5 errors and mista7es 2o5ert' 200A". +mongst t3e important fun-tion of 3uman resour-e management' one of t3e -ru-ial fun-tion is emplo1ee de0elopment t3roug3 proper training and de0elopment programs. Emplo1ee de0elopment refers to t3e -apa-it1 and -apa5ilit1 5uilding on an emplo1ee' and t3us as of w3ole organi9ation' to meet t3e standard performan-e le0el Elena !. 2000". More t3e de0eloped emplo1ees' more t3e1 are satisfied wit3 t3eir @o5' 3en-e in-reasing t3e firm produ-ti0it1 and profita5ilit1. .3ampat3es' 200A". In spite of t3e large num5er of resear-3es on t3e relations3ip 5etween training and emplo1ee performan-e' t3ere appears to 5e a gap' -on-erning t3e stud1 of effe-t of training on emplo1ee performan-e. ;3e purpose of t3is stud1 is to -lose t3is gap 51 deepl1 in0estigating t3is p3enomenon t3roug3 t3e rele0ant literature' s3edding more lig3t into t3e relations3ip of training effe-ti0eness' and superior emplo1ee performan-e and pro0iding suggestions to t3e firms as 3ow t3e1 -an ma7e 5est use of training programs to ma7e t3eir emplo1ees perform well on @o5. 2. esearch problem

;3is stud1 5egins from t3e reali9ation of t3e need to effe-ti0el1 administer t3e effe-t of training on emplo1ee performan-e. ;raining is a s1stemati- pro-ess to en3an-e emplo1eeBs s7ill' 7nowledge and -ompeten-1' ne-essar1 to perform effe-ti0el1 on @o5. %0erall' training impa-ts organi9ational -ompetiti0eness' re0enue and performan-e. /nfortunatel1' t3e ma@orit1 of go0ernmental' pri0ate organi9ation and international organi9ations are not re-ogni9ing t3e importan-e of training to in-rease t3eir emplo1eeDs produ-ti0it1 and w3en t3e e-onom1 slows or w3en profits de-line' man1 organi9ations first see7 -uts in t3eir training 5udgets. ;3is will leads to 3ig3 @o5 turno0er t3en in-rease t3e -ost to 3ire new emplo1ees w3i-3 low down t3e organi9ational profita5ilit1. !ast resear-3es pro0ed a positi0e lin7 5etween training and emplo1ee performan-e' as training 5rings 5enefits for t3e emplo1ee along wit3 for t3e firm 51 positi0el1 impa-ting emplo1ee performan-e t3roug3 t3e en3an-ement of emplo1eeBs -ompeten-ies and 5e3a0iour. >irms t3at fo-uses on s3are3olders and -ustomer satisfa-tion reali9ed t3e importan-e of in0esting in training' and t3us re-ogni9es t3e wort3 of emplo1ee de0elopment E0ans and 6indsa1' 1999". 4eeping a5o0e dis-ussion in mind' t3e signifi-ant fun-tion of t3is stud1 is to answer t3e following resear-3 =uestion8 esearch !uestion: "ow training effect the employees# performance. Moreo0er' to find t3e answer to t3e a5o0e mentioned resear-3 =uestion' t3e stud1 3ig3lig3ts t3e -riti-al re0iew on t3e topi- under -onsideration to 5etter understand t3e p3enomenon as to 3ow effe-ti0e training leads to superior emplo1ee performan-e and 3ig3er organi9ational returns and pro0ide a -3e-7list for impro0ing emplo1ee performan-e t3roug3 designing effe-ti0e training programs.

1$#

European Journal of Business and Management ISSN 2222-1905 !aper" ISSN 2222-2#$9 %nline" &ol.5' No.(' 201$
$. esearch ob%ecti&es

www.iiste.org

;3roug3 t3e rele0ant re0iew of different studies' reports' periodi-als and 5oo7s' on t3e topi- under -onsideration' following o5@e-ti0es -ould 5e drawn8 '. ;o in0estigate t3e meaning and importan-e of training. ;o identif1 t3e signifi-an-e of emplo1ee performan-e. ;o e?plore t3e relations3ip 5etween ;raining and emplo1ees performan-e. ;o de0elop guideline for assessing t3e emplo1ee performan-e

e&iew of (iterature

In t3e fast pa-e -3anging world of 5usiness and en0ironmental un-ertaint1' organi9ations reali9e its limitation of dealing wit3 new -3allenges ;ai' 200A". <owe0er te furt3er states t3at t3e firms s3ould in0est in training programs to ma7e t3eir emplo1ees -ompetent enoug3 to fa-e un-ertainties and ta7e effe-ti0e de-ision in time' in order to remain -ompetiti0e in t3e mar7et. Effe-ti0e training is 5enefi-ial for t3e firm in 0ariet1 of wa1s' su-3 as' it pla1s a 0ital role in 5uilding and maintaining -apa5ilities' 5ot3 on indi0idual and organisational le0el' and t3us parti-ipates in t3e pro-ess of organisational -3ange &alleet al.' 2000". Moreo0er' it en3an-es t3e retention -apa-it1 of talented wor7for-e' 3en-e de-reasing t3e unintentional @o5 rotation of t3e wor7ers Jones and Crig3t' 1992F S3aw et al.' 199#". >urt3ermore' it indi-ates t3e firmBs long-term -ommitment towrds its wor7ers and in-reases t3e emplo1eeBs moti0ational le0el !feffer' 199(". +ll t3ese -ontri5utions lead to a a-3ie0ing -ompetiti0e ad0antage Goundtet al.' 199A" and to an en3an-ement in emplo1ee performan-e and organisational produ-ti0it1 Bartel' 199(F 4no7e and 4alle5erg' 199(F <uselid' 1995F *eler1 and *ot1' 199A". 4.1 Training Effe-ti0e training and de0elopment programs aimed at impro0ing t3e emplo1eesB performan-e. ;raining refers to 5ridging t3e gap 5etween t3e -urrent performan-e and t3e standard desired performan-e. ;raining -ould 5e gi0en t3roug3 different met3ods su-3 as on t3e -oa-3ing and mentoring' peers -ooperation and parti-ipation 51 t3e su5ordinates. ;3is team wor7 ena5le emplo1ees to a-ti0el1 parti-ipate on t3e @o5 and produ-es 5etter performan-e' 3en-e impro0ing organi9ational performan-e. ;raining programs not onl1 de0elops emplo1ees 5ut also 3elp an organi9ation to ma7e 5est use of t3eir 3umane resour-es in fa0our of gaining -ompetiti0e ad0antage. ;3erefore' it seems mandator1 51 t3e firm to plan for su-3 a training programs for its emplo1ees to en3an-e t3eir a5ilities and -ompeten-ies t3at are needed at t3e wor7pla-e' Jie and 2oger' 2005". ;raining not onl1 de0elops t3e -apa5ilities of t3e emplo1ee 5ut s3arpen t3eir t3in7ing a5ilit1 and -reati0it1 in order to ta7e 5etter de-ision in time and in more produ-ti0e manner *a0id' 200A". Moreo0er it also ena5le emplo1ees to deal wit3 t3e -ustomer in an effe-ti0e manner and respond to t3eir -omplaints in timel1 manner <ollen5e-7' *erue and Hu99o' 200(". ;raining de0elops self effi-a-1 and results in superior performan-e on @o5 S0en@a' 200)"' 51 repla-ing t3e traditional wea7 pra-ti-es 51 effi-ient and effe-ti0e wor7 related pra-ti-es 4at3ira0an' *e0adason and Ia77eer' 200A". ;raining refers to a planned inter0ention aimed at en3an-ing t3e elements of indi0idual @o5 performan-eJ .3ia5uru and ;e7lea5' 2005". It is all a5out impro0ing t3e s7ills t3at seems to 5e ne-essar1 for t3e a-3ie0ement of organi9ational goals. ;raining programs' ma1 also 3elp t3e wor7for-e to de-rease t3eir an?iet1 or frustration' originated 51 t3e wor7 on @o5 .3enet al.' 200(". ;3ose wor7ers w3o feel t3emsel0es to 5e un5le to perform a tas7 wit3 t3e desired le0el of performan-e often de-ide to lea0e t3e firm .3en et al.' 200("' ot3erwise t3eir sta1 at frim will not dd to produ-ti0it1 4anelopoulos and +7ri0os' 200A". ;3e greater t3e gap 5etween t3e s7ills ne-essar1 and t3ose possessed 51 t3e wor7for-e' t3e 3ig3er t3e @o5 dissatisfa-tion of t3e wor7ers. 2owden 2002"' suggest t3at training ma1 also 5e an effi-ient tool for impro0ing ones @o5 satisfa-tion' as emplo1ee 5etter performan-e leads to appre-iation 51 t3e top management' 3en-e emplo1ee feel more ad@usted wit3 3is @o5. +--ording to 2owden and .onine 2005"' trained emplo1ees are more a5le to satisf1 t3e -ustomers and ;sai et al.' 200)"' emplo1ees w3o learn as a result of training program s3ows a greater le0el of @o5 satisfa-tion along wit3 superior performan-e. 4.2 The Importance of Training

1$9

European Journal of Business and Management ISSN 2222-1905 !aper" ISSN 2222-2#$9 %nline" &ol.5' No.(' 201$

www.iiste.org

;raining is important and an imperati0e tool for t3e organi9ation to re0amp t3e performan-e of all t3e personnel for organi9ational growt3 and su--ess. It is 5enefi-ial to 5ot3 emplo1ers and emplo1ees of an organi9ation. +n emplo1ee will 5e-ome more effi-ient and produ-ti0e if 3e is trained well. >irms -an de0elop and en3an-e t3e =ualit1 of t3e -urrent emplo1ees 51 pro0iding -ompre3ensi0e training and de0elopment. ;raining is essential not onl1 to in-rease produ-ti0it1 5ut also to moti0ate and inspire wor7ers 51 letting t3em 7now 3ow important t3eir @o5s are and gi0ing t3em all t3e information t3e1 need to perform t3ose @o5s +non1mous' 199#". ;3e general 5enefits re-ei0ed from emplo1ee training are8 in-reased @o5 satisfa-tion and morale ' in-reased moti0ation ' in-reased effi-ien-ies in pro-esses' resulting in finan-ial gain' in-reased -apa-it1 to adopt new te-3nologies and met3ods' in-reased inno0ation in strategies and produ-ts and redu-ed emplo1ee turno0er. 4.3 Employee performance +--ording to <awt3orne studies' and man1 ot3er resear-3 wor7 on produ-ti0it1 of wor7er 3ig3lig3ted t3e fa-t t3at emplo1ees w3o are satisfied wit3 t3eir @o5 will 3a0e 3ig3er @o5 performan-e' and t3us supreme @o5 retention' t3an t3ose w3o are not 3app1 wit3 t3eir @o5s 6and1' 19#5". Moreo0er' it is stated t3at emplo1ees are more li7el1 to turno0er if t3e1 are not satisfied and 3en-e demoti0ated to s3ow good performan-e. Emplo1ee performan-e is 3ig3er in 3app1 and satisfied wor7ers and t3e management find it eas1 to moti0ate 3ig3 performers to attain firm targets. 4ini-7i and 4reitner' 200)". ;3e emplo1ee -ould 5e onl1 satisfied w3en t3e1 feel t3emsel0es -ompetent to perform t3eir @o5s' w3i-3 is a-3ie0ed t3roug3 5etter training programs. 2e-ogni9ing t3e role of training pra-ti-es' ena5le t3e top e?e-uti0es to -reate 5etter wor7ing en0ironment t3at ultimatel1 impro0es t3e moti0ational le0el as well as t3e performan-e of t3e wor7for-e. +--ording to 6eonard-Barton' 1992"' an organisation t3at gi0es wort3 to 7nowledge as a sour-e of gaining -ompetiti0e edge t3an -ompetitors' s3ould 5uild up s1stem t3at ensure -onstant learning' and on t3e effe-ti0e wa1 of doing so is training. !feffer 199(" 3ig3lig3ts t3at well-trained wor7for-e is more -apa5le of a-3ie0ing performan-e targets and gaining -ompetiti0e ad0antage in t3e mar7et. ;raining is determined as t3e pro-ess of ena5ling emplo1ee to -omplete t3e tas7 wit3 greater effi-ien-1' t3us -onsidered to 5e 0ital element of managing t3e 3uman resour-e performan-e strategi-all1 6awler' 199$F *elane1 and <uselid' 199A". ;3e importan-e of training on t3e emplo1ee performan-e' t3roug3 --elerating t3e learning pro-ess' is mentioned in man1 resear-3es e.g. M-Hill and Slo-um' 199$F /lri-3et al.' 199$F Nona7a and ;a7eu-3i' 1995F *iBella et al.' 199A". Emplo1ee performan-e' a-3ie0ed t3roug3 training' refers to immediate impro0ements in t3e 7nowledge' s7ills and a5ilities to -arr1 out @o5 related wor7' and 3en-e a-3ie0e more emplo1ee -ommitment towards t3e organi9ational goals <uselid' 1995F I-3niows7i et al.' 199)". 4amo-3e and Mueller 199#" mentioned t3at training s3ould leads to t3e -ulture of en3an-ing learning' to raise emplo1ee performan-e and ultimatel1 3ig3er return on in0estment in training" for t3e firm. K + term t1pi-al to t3e <uman 2esour-e field' emplo1ee performan-e is e0er1t3ing a5out t3e performan-e of emplo1ees in a firm or a -ompan1 or an organi9ation. It in0ol0es all aspe-ts w3i-3 dire-tl1 or indire-tl1 affe-t and relate to t3e wor7 of t3e emplo1eesJ emplo1ee performan-e' we5site ". Emplo1eeDs performan-e important for t3e -ompan1 to ma7e e0er1 effort to 3elp low performers. !erforman-e is -lassified into fi0e elements 8 !lanning' monitoring' de0eloping' rating and rewarding. In t3e planning stage '!lanning means setting goals' de0eloping strategies' and outlining tas7s and s-3edules to a--omplis3 t3e goals. Monitoring is t3e p3ase in w3i-3 t3e goals are loo7ed at to see 3ow well one is doing to meet t3em .Monitoring means -ontinousl1 measuring performan-e and pro0iding ongoing feed5a-7 to emplo1ees and wor7 groups on t3eir progress toward rea-3ing t3eir goals. %ngoing monitoring pro0ides t3e opportunit1 to -3e-7 3ow well emplo1ees are meeting predetermined standards and to ma7e -3anges to unrealisti- or pro5lemati- standards . *uring t3e de0eloping stage an emplo1ee is supposed to impro0e an1 poor performan-e t3at 3as 5een seen during t3e time frame one 3as 5een wor7ing at t3e -ompan1. *uring planning and monitoring of wor7' defi-ien-ies in performan-e 5e-ome e0ident and -an 5e addressed. ;3e rating is to summarise t3e emplo1ee performan-e. ;3is -an 5e 5enefi-ial for loo7ing at and -omparing performan-e o0er time or among 0arious emplo1ees. %rgani9ations need to 7now w3o t3eir 5est performers are at t3e end of t3e -1-le is rewarding stage. ;3is stage is designed to reward and re-ognise outstanding 5e3a0ior su-3 as

1(0

European Journal of Business and Management ISSN 2222-1905 !aper" ISSN 2222-2#$9 %nline" &ol.5' No.(' 201$
t3at w3i-3 is 5etter t3an e?pe-ted. 4.4 The relationship between Training and employees performance

www.iiste.org

Most of t3e pre0ious studies pro0ides t3e e0iden-e t3at t3ere is a strong positi0e relations3ip 5etween 3uman resour-e management pra-ti-es and organi9ational performan-e. !ur-ell et al.' 200$". +--ording to Huest 199)" mentioned in 3is stud1 t3at training and de0elopment programs ' as one of t3e 0ital 3uman resour-e management pra-ti-e' positi0el1 affe-ts t3e =ualit1 of t3e wor7ers 7nowledge' s7ills and -apa5ilit1 and t3us results in 3ig3er emplo1ee performan-e on @o5. ;3is relation ultimatel1 -ontri5utes to supreme organi9ational performan-e. ;3e result of >aroo=. M' E +slam. M. 4 2011" stud1 depi-ts t3e positi0e -orrelation 5etween training and emplo1ee performan-e as rL.2$$. ;3us' we -an predi-t from t3is finding t3at it is not possi5le for t3e firm to gain 3ig3er returns wit3out 5est utili9ation of its 3uman resour-e' and it -an onl1 3appen w3en firm is a5le to meet its emplo1ees @o5 related needs in timel1 fas3ion. ;raining is t3e onl1 wa1s of identif1ing t3e depri0ed need of emplo1ees and t3en 5uilding t3eir re=uired -ompeten-e le0el so t3at t3e1 ma1 perform well to a-3ie0e organi9ational goals. Moreo0er' t3e result of t3e stud1 of Sultana. +' et.al. 2012"' -ondu-ted in tele-om se-tor of !a7istan' states t3e 2M as .501 w3i-3 means t3at 50.1N of 0ariation in emplo1ee performan-e is 5roug3t 51 training programs. >urt3er' t3e ;-0alue was #.5# t3at e?plains training is good predi-tor of emplo1ee performan-e. +s depi-ted 51 t3e wor7 of <arrison 2000"' learning t3roug3 training influen-e t3e organi9ational performan-e 51 greater emplo1ee performan-e' and is said to 5e a 7e1 fa-tor in t3e a-3ie0ement of -orporate goals. <owe0er' implementing training programs as a solution to -o0ering performan-e issues su-3 as filling t3e gap 5etween t3e standard and t3e a-tual performan-e is an effe-ti0e wa1 of impro0ing emplo1ee performan-e Swart et al.' 2005". +--ording to Swart et al.' 2005"' 5ridging t3e performan-e gap refers to implementing a rele0ant training inter0ention for t3e sa7e of de0eloping parti-ular s7ills and a5ilities of t3e wor7ers and en3an-ing emplo1ee performan-e. <e furt3er ela5orate t3e -on-ept 51 stating t3at training fa-ilitate organi9ation to re-ogni9e t3at its wor7ers are not performing well and a t3us t3eir 7nowledge' s7ills and attitudes needs to 5e moulded a--ording to t3e firm needs. ;3ere mig3t 5e 0arious reasons for poor performan-e of t3e emplo1ees su-3 as wor7ers ma1 not feel moti0ated an1more to use t3eir -ompeten-ies' or ma1 5e not -onfident enoug3 on t3eir -apa5ilities' or t3e1 ma1 5e fa-ing wor7- life -onfli-t. +ll t3e a5o0e aspe-ts must 5e -onsidered 51 t3e firm w3ile sele-ting most appropriate training inter0ention' t3at 3elps organi9ation to sol0e all pro5lems and en3an-e emplo1ee moti0ational le0el to parti-ipate and meet firm e?pe-tations 51 s3owing desired performan-e. +s mentioned 51 Swart et al. 2005" t3is emplo1ee superior performan-e o--ur onl1 5e-ause of good =ualit1 training program t3at leads to emplo1ee moti0ation and t3eir needs fulfilment. +--ording to Crig3t and Hero1 2001"' emplo1ee -ompeten-ies -3anges t3roug3 effe-ti0e training programs. It not onl1 impro0es t3e o0erall performan-e of t3e emplo1ees to effe-ti0el1 perform t3e -urrent @o5 5ut also en3an-e t3e 7nowledge' s7ills an attitude of t3e wor7ers ne-essar1 for t3e future @o5' t3us -ontri5uting to superior organi9ational performan-e. ;3roug3 training t3e emplo1ee -ompeten-ies are de0eloped and ena5le t3em to implement t3e @o5 related wor7 effi-ientl1' and a-3ie0e firm o5@e-ti0es in a -ompetiti0e manner. <owe0er' emplo1ee performan-e is also effe-ted 51 some en0ironmental fa-tors su-3 as -orporate -ulture' organi9ational stru-ture' @o5 design' performan-e appraisal s1stems' power and politi-s pre0ailing in t3e firm and t3e group d1nami-s. If t3e a5o0e mentioned pro5lems e?ist in t3e firm' emplo1ee performan-e de-reases not due to la-7 of rele0ant 7nowledge' s7ills and attitude' 5ut 5e-ause of a5o0e mentioned 3urdles. ;o ma7e training effe-ti0e and to ensure positi0e effe-t of training on emplo1ee performan-e t3ese elements s3ould 5e ta7en into -onsideration Crig3t and Hero1 2001". Besides' Eisen5ergeret al. 19#A" stated t3at wor7ers feel more -ommitted to t3e firm' w3en t3e1 feel organi9ational -ommitment towards t3em and t3us s3ow 3ig3er performan-e. Bartel 199("' reports t3at t3ere is a positi0e -orrelation 5etween effe-ti0e training program and emplo1ee produ-ti0it1' 3owe0er to ma7e it possi5le' Swart et al.' 2005"' it is t3e responsi5ilit1 of t3e managers to identif1 t3e fa-tors t3at 3inders training program effe-ti0eness and s3ould ta7e ne-essar1 measures to neutrali9e t3eir effe-t on emplo1ee performan-e. In addition' +3mad and Ba7ar 200$"' -on-luded t3at 3ig3 le0el of emplo1ee -ommitment is a-3ie0ed if training a-3ie0e learning out-omes and impro0es t3e performan-e' 5ot3 on indi0idual and organi9ational le0el. ;3ese findings are also -onsistent wit3 t3e results of 4im 200A" resear-3 wor7. Henerall1' it -an 5e de5ated t3at t3e effe-t of training program on emplo1ee out-omes su-3 as moti0ation' @o5

1(1

European Journal of Business and Management ISSN 2222-1905 !aper" ISSN 2222-2#$9 %nline" &ol.5' No.(' 201$

www.iiste.org

satisfa-tion and organi9ational -ommitment' did not re-ei0ed mu-3 attention so far. 2are wor7 was done to test w3et3er firms -an affe-t t3eir wor7ers attitude' t3roug3 proper training inter0entions. +--ording to 6ang 1992" training s3ould 5e planned in su-3 a wa1 t3at it results in organi9ational -ommitment. %n t3e ot3er 3and Haertner and Nollen 19#9" proposed t3at emplo1eesB -ommitment is a result of some 3uman resour-e pra-ti-es' t3at is' su--ession planning and promotions' -areer de0elopment and training opportunities. +ll t3ese pra-ti-es' w3en a-3ie0ed results in greater emplo1ee performan-e. Moreo0er' Me1er and Smit3 2000"' in0estigate t3e lin7 5etween <uman 2esour-e Management pra-ti-es and organi9ational -ommitment' so as to dis-o0er t3e -auses of effe-ti0e emplo1ee performan-e. +lt3oug3 t3e a5o0e literature pro0ides t3e e0iden-es regarding t3e 5enefits of training and its positi0e influen-e on emplo1ee performan-e' .3eramieet al. 200)"' argued t3at' management' mostl1 feel 3esitant w3ile in0esting in its 3uman resour-e due to 0arious reasons. Sometime' in spite of re-ei0ing effe-ti0e and timel1 training programs' emplo1ee are intended to -as3 it for t3e sa7e of t3eir own mar7et 0alue and emplo1ment opportunit1 ' or willing to -3ange @o5 @ust 5e-ause of 3ig3er salaries' and t3us' firm in0estment in training results as a -ost rat3er t3an profit. It is also o5ser0ed t3at due to t3e resistan-e of t3e organi9ation towards offering training' propels indi0iduals to in0est t3emsel0es for t3eir -areer de0elopment and greater performan-e Baru-3' 200A". +s mentioned 51 +rnoff 19)1"' training sessions a--elerate t3e initiati0e a5ilit1 and -reati0it1 of t3e wor7for-e and fa-ilitate to a0oid 3uman resour-e o5soles-en-e' t3at ma1 o--ur 5e-ause of demograp3i- fa-tors su-3 as age' attitude or t3e ina5ilit1 to -ope wit3 t3e te-3nologi-al -3anges. %5isi 2001"' reported t3at training is a s1stemati- pro-ess of en3an-ing t3e 7nowledge' s7ills and attitude' 3en-e leads to satisfa-tor1 performan-e 51 t3e emplo1ees at @o5. <e furt3er mentioned t3at t3e need and o5@e-ti0es of t3e training program s3ould 5e identified 5efore offering it to t3e emplo1ees. S-ott' .lot3ier and Spriegel 19))" argued t3at training is t3e -ru? of 5etter organi9ational management' as it ma7es emplo1ees more effi-ient and effe-ti0e. ;3e1 furt3er ela5orated t3at training pra-ti-e is 3a0e a strong 5ond wit3 all ot3er 3uman resour-e pra-ti-es as Mamoria' 1995"' it ena5les emplo1ees to de0elop t3emsel0es wit3in t3e firm and raise t3eir mar7et 0alue in t3e mar7et. Moreo0er' training supports to s3ape emplo1eesB @o5 related 5e3a0ior and fa-ilitate t3em to parti-ipate for t3e su--ess of t3e organi9ation and ultimatel1 firm gets 3ig3er return due to superior performan-e of its emplo1ees. Mamoria 1995"' furt3er mentioned t3at a well trained wor7er is a5le to ma7e a 5est use of organi9ational resour-es along wit3 minimum le0el of wastages. +s stated 51 %3a5unwa 1999"' w3en emplo1ees are well trained organi9ation -an delegate responsi5ilit1 and aut3orit1 to t3em wit3 full -onfiden-e of ensuring organi9ational su--ess. ). Theatrical framewor* Being t3e intelle-tual propert1 of t3e firm' emplo1ees pro0es to 5e a good sour-e of gaining -ompetiti0e ad0antage <ouger' 200A"' and training is t3e onl1 wa1 of de0eloping organi9ational intelle-tual propert1 t3roug3 5uilding emplo1ees -ompeten-ies. <en-e on t3e 5asis of t3e a5o0e re0iew of literature' following proposition -ould 5e drawn8 Proposition: ;3ose emplo1ees w3o re-ei0e periodi-al effe-ti0e training sessions are more a5le to perform well on t3e @o5 51 in-reasing t3e =ualit1 of wor7' 3en-e a-3ie0ing organi9ational goals and gaining -ompetiti0e ad0antage. Cei-;ai' 200(". *elineated in >igure 1. +. esearch ,ethodology ;3is is an e?plorator1 resear-3 5ased solel1 on insig3ts drawn from t3e anal1sis of t3e e?isting literature of different studies' reports' periodi-als and 5oo7s related to t3e topi- of stud1 in order to in0estigate t3e relations3ips 5etween training and emplo1ee performan-e. ;3is resear-3 wor7 will ser0es as a means to 3elp a-=uire useful information or 7nowledge a5out t3e su5@e-t area. B1 drawing on t3e e?isting literature' not onl1 topi- under -onsideration is t3eori9e' 5ut also formulates and dis-usses t3e proposition t3at will 3elp illuminate and dis-uss some wa1s for t3e firms to understand t3e effe-t of training on emplo1ees performan-e. +s posited 51 Hummesson 2002' p. 2#$"' one 5urdensome tas7 wit3 all resear-3 is not to -olle-t or rat3er generate more data' 5ut to interpret and -om5ine w3at is alread1 t3ere and ma7e some sense out of it. Ce su5mit to t3is assertion and tr1 to ma7e t3e most out of t3e insig3ts we -an get from t3e e?isting literature to address t3e p3enomenon under stud1.

1(2

European Journal of Business and Management ISSN 2222-1905 !aper" ISSN 2222-2#$9 %nline" &ol.5' No.(' 201$

www.iiste.org

-. esearchers &iews and .uggestions Based on t3e -olle-tion and anal1sis of results of studies' reports' periodi-als and 5oo7s related to t3e topi- of stud1 t3e resear-3ers found t3at managers does not re-ogni9e a5out t3e importan-e of training and its effe-t on emplo1ee performan-e or t3e1 5elie0e t3at training in-reases t3e -ompan1 -ost .In an effort to -orre-t t3e pro5lem' management will de-ide t3at w3at t3ese poor performers need is training. But unless poor performan-e is -aused 51 a real la-7 of 7nowledge or s7ill' training will 3a0e little or no effe-t on t3e pro5lem. So' 3ow do 1ou 7now w3en training is t3e remed1O. ;3e resear-3ers de0ised guidelines suita5le for all -ompanies to assess t3e emplo1ee performan-e .;3ese guidelines are designed to determine t3e true -ause s" of t3e performan-e pro5lem ' and' in turn' 3ow 5est to -orre-t it. 7.1 Guidelines for Employee rofessional E!aluation " #e!elopment +5ilit18 E0aluate t3e emplo1eeBs p31si-al a5ilit1 and 3eat3 issues' if t3ere are an1' to de-ide to w3at e?tent -ane 3e perform t3e @o5' in addition' e0aluate t3e emplo1eeBs present and past ps1-3ologi-al state to de-ide if 3e or s3e 3as t3e mental a5ilit1 to a-tuall1 start or e0en -ontinue t3e tas7s. >or e?ample8 4aiser !ermanente 3as 5een ran7ed $rd in 2012 in re-ruiting disa5led emplo1eesB' w3o -onstitute 5N or t3e wor7for-e t3ere' and assigned t3em tas7s t3at -ould a-tuall1 fit t3eir -apa5ilities . *i0ersit1 In-. 2011". Standards8

E0aluate 3ow t3e emplo1ees per-ei0e t3eir @o5s in term of understanding t3eir tas7s and duties' smoot3 -ooperation wit3 t3eir super0isors' and awareness of time limits. +lso' e0aluate 3ow goals and pro-edures are presented to emplo1ees in terms of -learan-e' and a0aila5ilit1 soft or 3ard -opies". >or e?ample' <alli5urtonBs K9eroJ rule' w3i-3 see7s to 9ero 3ealt3 in-idents' is set' -learl1' to 5ot3 emplo1ees and 0isitors' e0en on t3eir we5site to ensure safet1 in its fa-ilities. <alli5urton" 4nowledge and S7ills8 E0aluate if t3e emplo1eesB 5a-7ground 7nowledge and adeptness are -ompati5le wit3 tas7s and duties. If t3e1 are not' -3e-7 if t3ere is an1 training to narrow t3e 7nowledge and s7ill gaps. +nd if t3ere are no trainings' de-ide w3et3er it is a5solutel1 ne-essar1 for t3e emplo1ee to -omplete t3e tas7s. >or e?ample' most IBM emplo1ees need to 3a0e an ele-troni- or -omputer s7ills 5a-7ground' 5ut if some la-7 some of t3is 7nowledgeF IBM will pro0ide e?tensi0e trainings to -lose t3e gap. ;raining Industr1' 2012". Measurement8 E0aluate 1our emplo1ee e0aluation if it is 5ased on measuring t3e emplo1eesB performan-e in terms of tas7 performan-e or if it 5iased to t3e emplo1ee. >or e?ample' t3e +--reditation Board of Engineering and ;e-3nolog1 sends its e0aluators o0erseas to e0aluate -ollege professors in terms of a--reditation standards' w3ile maintaining a -ompletel1 un-5iased status. +BE;". >eed5a-78 .3e-7 if t3e emplo1ee re-ei0es regular feed5a-7 on 3is or 3er wor7 and performan-e or not. +nd if feed5a-7 is re-ei0ed' -3e-7 if it is related to -ompensation' and if t3e emplo1ee -3ooses 3is e0aluator. >or e?ample' +do5e 3as de-ided to relate performan-e feed5a-7 to annual salar1 in-rease. E;' and Sengupta' 2012" En0ironment8 .3e-7 if t3e emplo1ee is surrounded 51 t3e ne-essar1 tools needed for tas7 -ompletion and if enoug3 time is gi0en for tas7 -ompletion' or if t3e wor7ing en0ironment is -omforting for tas7 -ompletion. >or e?ample M-*onaldBs pro0ides all t3e ne-essar1 tools re=uired for trainings' and a--ommodations to its wor7ing en0ironment. M-*onaldBs" Moti0ation8 .3e-7 if t3ere is an1 sort or in-enti0e for good performan-e or punis3ment for 5ad performan-e. +dditionall1' for effe-ti0e emplo1ees' -3e-7 for an1 guard for t3ose emplo1ees if t3e1 are punis3ed wit3 e?tra tas7s to do @ust 5e-ause of t3eir good performan-e. >or e?ample J>. staffing -ompan1 moti0ates its emplo1ees t3roug3 t3e

1($

European Journal of Business and Management ISSN 2222-1905 !aper" ISSN 2222-2#$9 %nline" &ol.5' No.(' 201$
Kemplo1ee of t3e mont3 -ompetitionsJ. J>. staffing -ompan1". /. 0120(3.I12

www.iiste.org

;3e main o5@e-ti0e of e0er1 training session is to add 0alue to t3e performan-e of t3e emplo1ees' 3en-e all t1pe of 5usinesses design training and de0elopment programs of t3eir emplo1ees as a -ontinuous a-ti0it1. !urpose of training is w3at emplo1ees would attain after e?perien-ing t3e training program. Some of t3e organi9ations plan and implement t3e training program for t3eir emplo1ees wit3out identif1ing t3e purpose and o5@e-ti0es and wit3out 7nowing w3at t3e 7nowledge' s7ills and a5ilities emplo1ees would learn at t3e end of t3e training program and w3et3er t3e1 will 5e a5le to attain performan-e targets on @o5. ;3erefore' firm must design t3e training program wit3 -lear goals and o5@e-ti0es w3ile 7eeping in mind t3e parti-ular needs of 5ot3 indi0idual and t3e firm. ;3is stud1 in 3and -3iefl1 fo-uses on t3e role of training in en3an-ing t3e performan-e of t3e emplo1ees. ;raining pla1s 0ital role in t3e 5uilding of -ompeten-ies of new as well as -urrent emplo1ees to perform t3eir @o5 in an effe-ti0e wa1. It also prepares emplo1ees to 3old future position in an organi9ation wit3 full -apa5ilities and 3elps to o0er-ome t3e defi-ien-ies in an1 @o5 related area. ;raining is -onsidered as t3at sort of in0estment 51 t3e firm t3at not onl1 5ring 3ig3 return on in0estment 5ut also supports to a-3ie0e -ompetiti0e ad0antage. Emplo1ees referred as t3e rare' non-imita5le and 0alua5le resour-e of t3e firm and t3e su--ess or failure of an1 5usiness mainl1 relies on its emplo1ees performan-e. ;3us' organi9ations reali9ing t3e fa-t are willing to in0est in training programs for t3e de0elopment of t3eir emplo1ees. Effe-ti0e training is -onsidered to 5e a 7e1 fa-tor for impro0ed performan-eF as it -an en3an-e t3e le0el of emplo1ee and firm -ompeten-1. It supports to fill t3e gap 5etween w3at performan-e if re=uired and w3at performan-e is 3appening' i.e. gap 5etween desired performan-e and a-tual emplo1ee performan-e. ;raining need referred to an1 defi-it in performan-e' w3i-3 -an 5e relie0ed 51 appropriate training. ;3ere are different met3ods of o0er-oming defi-ien-ies in emplo1ee performan-e on @o5' and training is one of t3em. !arti-ularl1 training de0elops s7ills' -ompeten-1' and a5ilit1 and ultimatel1 impro0es emplo1ee performan-e and organi9ational produ-ti0it1. ;raining programs is t3e stimulant t3at wor7ers re=uire to impro0e t3eir performan-e and -apa5ilities' w3i-3 -onse=uentl1 in-rease organi9ational produ-ti0it1. ;3erefore' training s3ould 5e designed on t3e 5asis of firm spe-ifi- needs and o5@e-ti0es. Effe-ti0e training is t3e t3oug3tful inter0ention designed at attaining t3e learning ne-essar1 for upgraded emplo1ee performan-e. ;3e resear-3 affirmed t3e proposition t3at training 3as a positi0e impa-t on emplo1ee performan-e.

eferences 1. 2. +BE;. +--reditation -ommission and -onstitution' 3ttp8PPwww.a5et.orgPgo0ernan-eP. +fs3an Sultana' So5ia Irum' 4amran +3med' Nasir Me3mood 2012"' impa-t of training on emplo1ee performan-e8 a stud1 of tele-ommuni-ation se-tor in !a7istan' interdis-iplinar1 @ournal of -ontemporar1 resear-3 in 5usiness' 0ol (' No A.

$. +3mad' I.4. and Ba7ar' 2.+. 200$"' K;3e asso-iation 5etween training and organisational -ommitment among t3e w3ite--ollar wor7ers in Mala1siaJ' International Journal of ;raining and *e0elopment' &ol. ) No. $' pp. 1AA-#5. (. +non1mous. 199#' SeptP%-t". C3at nonprofits need to 7now a5out te-3nolog1. Nonprofit Corld' 1A' $#. 5. +rnoff' J. 19)1" +-3ie0ement Moti0ations ;raining and E?e-uti0es ad0an-ement' Journal of +pplied S-ien-e New Gor7 &ol. ) 1". A. Bartel' +.!. 199("' K!rodu-ti0it1 gains for t3e implementation of emplo1ee training programsJ' Industrial 2elations' &ol. $$ No. (' pp. (11-2#. ). Bartel' +.!. 199("' K!rodu-ti0it1 gains from t3e implementation of emplo1ee training programsJ'Industrial 2elations' &ol. $$' pp. (11-25.

#. Baru-3' G. 200A"' K.areer de0elopment in organi9ations and 5e1ond8 5alan-ing traditional and -ontemporar1 0iewpointsJ' <uman 2esour-e Management 2e0iew' &ol. 1A' pp. 125-$#.

1((

European Journal of Business and Management ISSN 2222-1905 !aper" ISSN 2222-2#$9 %nline" &ol.5' No.(' 201$
9.

www.iiste.org

Be-7er' H. S. 199$. <uman -apital8 + t3eoreti-al and empiri-al anal1sis wit3 spe-ial referen-e to edu-ation $rd ed.". .3i-ago' I68 /ni0ersit1 of .3i-ago !ress.

10. Brin7er3off' 2. %.' 200A". In-reasing Impa-ts of ;raining In0estments8 +n E0aluation Strateg1 for Building %rgani9ational 6earning .apa5ilit1' Industrial and .ommer-ial Ban7ing. Emerald Hroup of !u5lis3ers' $# A"' pp. $02-$0). 11. .3eramie' 2.+.' Sturman' M... and Cals3' 4. 200)"' KE?e-uti0e -areer management8 swit-3ing organi9ations and t3e 5oundar1 less -areerJ' Journal of &o-ational Be3a0ior. 12. .olarelli' S. M.' E Montei' M. S. 199A. Some -onte?tual influen-es on training utili9ation. ;3e Journal of +pplied Be3a0ioral S-ien-e' $2 $"8 $0A-$22. 1$. *elane1' J.;. and <uselid' M.+. 199A"' K;3e impa-t of 3uman resour-e management pra-ti-es oper-eptions of organi9ational performan-eJ'+-adem1 of Management Journal' &ol. $9 No. (' pp. 9(9-A9 1(. *eler1' J.E. and *ot1' *.<. 199A"' KModes of t3eori9ing in strategi- 3uman resour-e management8 tests of uni0ersalisti-' -ontingen-1 and -onfigurational performan-e predi-tionsJ'+-adem1 of Management Journal' &ol. $9 No. (' pp. #02-$5 15. *iBella' +.J.' Ne0is' E... and Hould' J.M. 199A"' K/nderstanding organi9ational learning -apa5ilit1J'Journal of Management Studies' &ol. $$ No. $' pp. $A1-)9. 1A. *i0ersit1 In-. ' 3ttp8PPwww.di0ersit1in-.-omPdi0ersit1-managementPt3e-di0ersit1in--top-10--ompanies-for-people-wit3-disa 5ilities-2P 1). Eisen5erger' 2.' <untington' 2.' <ut-3inson' S. and Sowa' *. 19#A"' K!er-ei0ed organisational supportJ' Journal of +pplied !s1-3olog1' &ol. )1' pp. 500-). 1#. E0ans' J. 2. and 6indsa1 C. M.' 1999"' K;3e Management and .ontrol of Qualit1J' (t3 edition' Sout3-Cesternllege .ollege !u5lis3ing' .in-innati %3io' /S+. 19. Haertner' 4.N. and Nollen' S.*. 19#9"' K.areer e?perien-es' per-eptions of emplo1ment pra-ti-es and ps1-3ologi-al -ommitment to t3e organisationJ' <uman 2elations' &ol. (2' pp. 9)5-91. 20. Huest' *. 199)"' K<uman resour-e management and performan-e8 a re0iew and resear-3 agendaJ' International Journal of <uman 2esour-e Management' &ol. # No. $' pp. 2A$-)A. 21. Hummesson' E. 2002"' ;otal 2elations3ip Mar7eting8 Mar7eting Management' 2elations3ip Strateg1 and .2M +pproa-3es for t3e Networ7 E-onom1' 2nd ed.' Butterwort3-<einemann' %?ford. 22. <alli5urton' ;3e Iero 2ule' 3ttp8PPwww.3alli5urton.-omP+5out/sPdefault.asp?Ona0idL9)1EpageidL2$0 2$. <arrison' 2. 2000"'Emplo1ee *e0elopment' Bee7man !u5lis3ing' Sil0er 6a7es' !retoria. 2(. 3ttp8PPwww.5u99le.-omParti-lesPemplo1ee-performan-eP 25. <uselid' M.+. 1995"' K;3e impa-t of 3uman resour-e management pra-ti-es on turno0er' produ-ti0it1 and -orporate finan-ial performan-eJ'+-adem1 of Management Journal' &ol. $# No. $' pp. A$5-)2. 2A. I-3niows7i' ..' S3aw' 4. and !rennus3i' H. 199)"' K;3e effe-ts of 3uman resour-e management pra-ti-es on produ-ti0it18 a stud1 of steel finis3ing linesJ'+meri-an E-onomi- 2e0iew' &ol. #) No. $' pp. 291-$1$ 2). J>. Staffing .ompanies' 3ttp8PPwww.@f-staffing.-omPa5out-us.-fm 2#. Jones' H.2. and Crig3t' !.M. 1992"' K+n e-onomi- approa-3 to -on-eptuali9ing t3e utilit1 of 3uman resour-e management pra-ti-esJ' in 2owland' 4. and >erris' H. Eds"'2esear-3 in !ersonnel and <2M' &ol. 10 29. 4amo-3e' 4. and Mueller' >. 199#"' K<uman resour-e management and t3e appropiation-learning perspe-ti0eJ'<uman 2elations' &ol. 51 No. #' pp. 10$$-A0. $0. 4im' S. 200A"' K!u5li- ser0i-e moti0ation and organi9ational -iti9ens3ip 5e3a0ior in 4oreaJ' International Journal of Manpower' &ol. 2A No. #' pp. )22-(0.

1(5

European Journal of Business and Management ISSN 2222-1905 !aper" ISSN 2222-2#$9 %nline" &ol.5' No.(' 201$
$1. 4ini-7i' +. and 4reitner' 2. 200)"'%rgani9ational Be3a0ior' M-Hraw-<ill' New Gor7' NG.

www.iiste.org

$2. 4no7e' *. and 4alle5erg' +.6. 199("' KJo5 training in /S organi9ationsJ'+meri-an So-iologi-al 2e0iew' &ol. 59' pp. 5$)-(A. $$. 6and1' >. C. 19#5".;3e ps1-3olog1 of wor7 5e3a0ior $rd ed.". <omewood' I68 *orse1 !ress. $(. 6ang' *.6. 1992"' K%rganisational -ulture and -ommitmentJ' <uman 2esour-e *e0elopment Quarterl1' &ol. $ No. 2' pp. 191-A. $5. 6awler' E.E. III 199$"' K.reating t3e 3ig3-in0ol0ement organi9ationJ' in Hal5rait3' J.2. and 6awler' E.E. III Eds"'%rgani9ing for t3e >uture8 ;3e New 6ogi- for Managing .omple? %rgani9ations' Josse1-Bass' San >ran-is-o' .+. $A. 6eonard-Barton' *. 1992"' K;3e fa-tor1 as a learning la5orator1J'Sloan Management 2e0iew' pp. 2$-$#. $). 6u' J.>.' ;@os0old' *.' and 4an S3i. 2010". ;eam ;raining in .3ina8 ;esting and +ppl1ing t3e ;3eor1 of .ooperation and .ompetition' Journal of +pplied So-ial !s1-3olog1' (0 1"' pp. 101-1$(. $#. Mamoria' ..B 1995"' !ersonnel Management' <imala1a !u5lis3ing <ouse New *el3i. $9. M-*onaldBs' 3ttp8PPwww.a5outm-donalds.-omPm-dP-orporateR-areers.3tml (0. M-Hill' M.E. and Slo-um' J.C. 199$"' K/nlearning t3e organi9ationJ'%rgani9ational *1nami-s' pp. A)-)9. (1. M-4inse1 Quarterl1 200A"' K+n e?e-uti0e ta7e on t3e top 5usiness trendsJ' a M-4inse1 Hlo5al Sur0e1. (2. Me1er' !.J. and Smit3' +... 2000"' K<2M pra-ti-es and organisational -ommitment8 test of a mediation modelJ' .anadian Journal of +dministrati0e S-ien-es' &ol. 1) No. (' pp. $19-$1. ($. Mullins' J.6.' 200$. Management of organi9ational Be3a0ior' )t3 edition' !renti-e <all' New Jerse1 3ttp8PPimg1.u7dissertation.-omPmaterialsPsamplesPdissertation.pdf ((. Mumford' +. 19##". *e0eloping ;op Managers. +lders3ot8 Hower.Quoting '+s3is3 4umar'E0aluating t3e ;raining and *e0elopment programmes in t3e .orporate Se-tor ' 6otus Institute of Management Bareill1 /.!."' IN*I+. (5. Nona7a' I. and ;a7eu-3i' <. 1995"';3e 4nowledge--reating .ompan1' %?ford /ni0ersit1 !ress' New Gor7' NG. (A. %5isi .3ris 2001"' Emplo1ee de0elopment' Issues and dimensions' /ni-al Journal of pu5li- +dministrator Sept &ol. 1. (). %3a5unwa Sam 1999" Nigeria Business En0ironment in t3e New Millennium- paper presented for <2*B /NI6+H on 2eno0ating our -orporate management pra-ti-es for t3e New Millemium' Cednesda1 19t3 Ma1. (#. !feffer' J. 199("'.ompetiti0e +d0antage t3roug3 !eople' <ar0ard Business S-3ool !ress' Boston' M+ (9. !ur-ell' J.' 4innie' N.' <ut-3inson' S.' 2a1ton' B. and Swart' J. 200$"'/nderstanding t3e !eople and !erforman-e 6in78 /nlo-7ing t3e Bla-7-Bo?. 2esear-3 2eport' .I!*' 6ondon. 50. Sengupta' *e0ina' and E; Bureau. S+do5e S1stems set to s-rap annual appraisals' to rel1 on regular feed5a-7 to reward staff.S Economic Times. 2012"8 n. page. Ce5. 2 Jan. 201$. T3ttp8PParti-les.e-onomi-times.indiatimes.-omP2012-0$-2)PnewsP$12(505#R1Rado5e-s1stems-appraisal-fee d5a-7U. 51. S3aw' J.*.' *eler1' J.E.' Jen7ins' H.*. and Hupta' N. 199#"' K+n organi9ation-le0el anal1sis of 0oluntar1 and in0oluntar1 turno0erJ' +-adem1 of Management Journal' &ol. (1 No. 5'pp. 511-25. 52. Swart' J.' Mann' ..' Brown' S. and !ri-e' +. 2005"'<uman 2esour-e *e0elopment8 Strateg1 and ;a-ti-s' Else0ier Butterwort3-<einemann !u5li-ations' %?ford. 5$. S-ott. .lot3eir and Spriegel 19))" !ersonnel Management8 !rin-iples' pra-ti-es and point of &iew. 5(. ;ata M-Hraw-<ill !u5lis3ing .ompan1 6td. New *el3i' Si?t3 Edition. Steinmet9' 6awren-e 19A9" 55. ;ai' C. ;.' 200A". Effe-ts of ;raining >raming' Heneral Self-effi-a-1 and ;raining Moti0ation on ;raineesB ;raining Effe-ti0eness' Emerald Hroup !u5lis3ers' $5 1"' pp. 51-A5.

1(A

European Journal of Business and Management ISSN 2222-1905 !aper" ISSN 2222-2#$9 %nline" &ol.5' No.(' 201$
5A. ;raining Industr1' ;op 20 ;raining %utsour-ing .ompanies' 2012'

www.iiste.org

3ttp8PPwww.trainingindustr1.-omPtraining-outsour-ingPtop--ompanies-listingsP2012P2012-top-20-training-ou tsour-ing--ompanies.asp? 5). /lri-3' *.' Ji-7' ;. and &on Hlinow' M.+. 199$"' K<ig3-impa-t learning8 5uilding and diffusing learning -apa5ilit1J' %rgani9ational *1nami-s' pp. 52-AA 5#. &alle' 2.' MartVWn' >.' 2omero' !.M. and *olan' S. 2000"' KBusiness strateg1' wor7 pro-esses and 3uman resour-e training8 are t3e1 -ongruentOJ'Journal of %rgani9ational Be3a0ior' &ol. 21' pp. 2#$-9) 59. Ce?le1' 4.N.' and Baldwin' ;.;. 19#A"' XManagement de0elopment'B Journal of Management' 12' 2))-29(. Quoting '+s3is3 4umar'E0aluating t3e ;raining and *e0elopment programmes in t3e .orporate Se-tor ' 6otus Institute of Management Bareill1 /.!."' IN*I+. A0. Crig3t' !. and Hero1' *.H. 2001"' K.3anging t3e mindset8 t3e training m1t3 and t3e need for word--lass performan-eJ' International Journal of <uman 2esour-e Management' &ol. 12 No. (' pp. 5#A-A00. A1. Goundt' M.+.' Snell' S.+.' *ean' J.C. and 6epa7' *.!. 199A"' K<uman resour-e management' manufa-turing strateg1 and firm performan-eJ'+-adem1 of Management Journal' &ol. $9 No. (' pp. #$A-AA.

Effecti&e Training Programs

Employee Performance

4igure 1: Theoratical ,odel epresenting elationship 5etween Independent And 6ependent 7ariable Independent &aria5le *ependent &aria5le

1()