American Journal of Scientific Research ISSN 1450-223X Issue 6 (2009), pp.39-51 EuroJournals Publishing, Inc. 2009 http://www.eurojournals.com/ajsr.

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The Effectiveness of Training in the Public Service

Haslinda, A Faculty of Economics and Management, Universiti Putra Malaysia 43400 Selangor, Malaysia E-mail: hba@putra.upm.edu.my; drhaslinda@gmail.com Mahyuddin, M. Y Graduate School of Management, Universiti Putra Malaysia 43400 Selangor, Malaysia E-mail: mxudin@yahoo.co.uk Abstract The aim of this study is to examine the effectiveness of training and development in the public sector using training evaluation framework and transfer of training elements. Quantitative method through questionnaire survey was used for data collection in which questionnaires were distributed to respondents in various Ministries and departments in the Federal Territories of Kuala Lumpur and Putrajaya. The findings of this study suggest that public service employees were evaluated at all five levels of evaluation, namely, the reaction, learning, behavior change, results and transfer of training levels. Factors that can affect the effectiveness of training in the public sector include lack of support from top management and peers, employees individual attitudes, job-related factors and also the deficiencies in training practice. Information obtained could be practical when management decides to analyze the evaluation and transfer of training elements that has been addressed in this study as to get management support and to create conducive environment to apply related skill and knowledge on the job.

Keywords: Training and Development, evaluation, transfer of training, public service, Malaysia

1.0. Introduction
In Malaysia, the importance of providing training and development is seen through the various policies implemented by the government and the large amount of money invested. In relation to the public sector, the government policy is to provide a minimum of seven training days per year for every employee as cited in the Public Service Department Service Circular, 2005. It happens that training and development in Malaysia civil service taking place as an event. In order for a training and development system to be of value to an organization, it must be elevated to a high status, and it must measures its effectiveness. Organizations can no longer afford to provide training that has not been evaluated for its contribution to the organizations strategic goals and mission and its effectiveness and use on the job to achieve those goals (Brinkerhoff, 2005). Effectiveness goes to the heart of what training and development are all about in an organization: giving employees the knowledge and skills they need to

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perform their jobs effectively (Noe & Schmitt, 1986). In order to initiate more effective training, organizations need to look at how the training and development system is aligned with the strategy of the organization and at what is being done to make sure that all training and development activities are effective. Moreover, the government has spent enormous amount of money on employees in the public sector and more expenses will be incurred by the government in training its public sector employees in order to achieve a knowledge-based workforce and knowledge-economy in tangent with the countrys vision 2020. However, presently, many grievances and complaints have been directed towards public sector employees for their ineffectiveness and inefficiency. Despite, the governments spending on their training and development to improve performance, these complaints and grievances are on the increase. For example, complaints on public sector employees in 2007 was 5,347 cases and an increase of 33.7% is seen in 2008. Hence, this study is timely and important to examine the effectiveness of training and development programs of public sector employees. Therefore, it is important to examine the effectiveness of training and development in the public sector since enormous amount of money has been invested on its employees. Hence, the objective of this study is to examine the effectiveness of training and development in the public sector in Malaysia.

2.0. Conceptual Framework The first part of the study framework is based on Kirkpatrick model, in which employees reaction, learning, behaviors, results and return on investment (ROI) will be examined. The second part of the study will examined the transfer of training but only to the context of after training; to explore the effectiveness of training and development by looking at how is transfer of training applied after training. The final part of the study will examine other factors that can influence the effectiveness of training and development.
Figure 1: Conceptual Framework

Evaluation Level 1 - Reaction Level 2 - Learning Level 3 - Behaviors Level 4 - Results Level 5 - ROI Transfer of Training (After attending a course) Other Factors Affecting Training Effectiveness Effectiveness of Training and Development

3.0. Review of Literature

3.1. Kirkpatricks Evaluation of Training Kirkpatricks model of evaluation is being applied. This model consists of four levels of evaluation. The first level is the reaction level in which the reactions of the trainees are understood to mean the way in which they perceive and subjectively evaluate the relevance and quality of the training. It

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attempts to answer questions regarding the participants' perceptions - Did they like it? Was the material relevant to their work? This type of evaluation is often called a smileysheet. According to Kirkpatrick, every program should at least be evaluated at this level to provide for the improvement of a training program. At this level, evaluation measures the satisfaction of the people who followed the training. In conjunction with that, positive reactions are of critical importance in creating sufficient learning motivation. In this sense, the participants' reactions have important consequences for learning (level two). Although a positive reaction does not guarantee learning, a negative reaction almost certainly reduces its possibility. Learning can be described as the extent to which the attitudes of the participants change, their knowledge increases or their skills are broadened as a consequence of the training. This is a second level of evaluation of learning behavior whereby evaluation is intended to measure the progress made in terms of knowledge, skills or attitudes. In other words, evaluation tests the participants to see whether new skills have been acquired. At this point, evaluation can relate to the method used to transfer the knowledge, skills and attitudes. To assess the amount of learning that has occurred due to a training program, level two evaluations often use tests conducted before training (pretest) and after training (post test). Assessing at this level moves the evaluation beyond learner satisfaction and attempts to assess the extent students have advanced in skills, knowledge, or attitude. Measurement at this level is more difficult and laborious than level one. Methods range from formal to informal testing to team assessment and self-assessment. If possible, participants take the test or assessment before the training (pretest) and after training (post test) to determine the amount of learning that has occurred. A third evaluation level is that of changes in job behavior or performance. This involves studying the change in job behavior which takes place as a result of the training. Evaluating at this level attempts to answer the question - Are the newly acquired skills, knowledge, or attitude being used in the everyday environment of the learner? At this point, evaluation sees whether tasks are performed differently before and after the training. In order for positive reactions and learning effects actually to lead to changed job behavior, the transfer of acquired skills to the work situation must especially be ensured. The quality of this transfer is strongly dependent on the support the participant receives after the training, especially from his immediate supervisor or coach (Kirkpatrick, 1998). From a study by Bergenhenegouwen (1997), which explain the low effectiveness of training courses, are found in this area in which immediate bosses who have more of a discouraging effect, who themselves do not set a satisfactory example or provide insufficient supervision. For many trainers this level represents the truest assessment of a program's effectiveness. However, measuring at this level is difficult as it is often impossible to predict when the change in behavior will occur, and thus requires important decisions in terms of when to evaluate, how often to evaluate, and how to evaluate. Level four evaluation attempts to assess training in terms of organizational results. At this point, evaluation checks how the results are evaluated at the end of the training initiatives. An evaluation of the results therefore measures the progress made at organizational level. Frequently thought of as the bottom line, this level measures the success of the program in terms that managers and executives can understand - increased production, improved quality, decreased costs, reduced frequency of accidents, increased sales, and even higher profits or return on investment (Level 5 ROI). From a business and organizational perspective, this is the overall reason for a training program, yet level four results are not typically addressed. Determining results in financial terms is difficult to measure, and is hard to link directly with training. According to Kirkpatrick (1998), the subject of evaluation or the level at which evaluation takes place is dependent on the phase during which the evaluation takes place. In Kirkpatrick's fourlevel model, each successive evaluation level is built on information provided by the lower level. Assessing Training Needs often entails using the four-level model developed by Donald Kirkpatrick (1994). According to this model, evaluation should always begin with level one, and then, as time and budget allows, should move sequentially through levels two, three, and four. Information from each prior level serves as a base for the next level's evaluation. Thus, each successive level represents a

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more precise measure of the effectiveness of the training program, but at the same time requires a more rigorous and time-consuming analysis. 3.2. Transfer of Training Training transfer generally refers to the use of trained knowledge and skills back on the job. Baldwin & Magjuka (1988) mentioned that for transfer to occur, learned behavior must be generalized to the job context and maintained over a period of time on the job. Meanwhile, Saks & Haccoun (2007) views training transfer is the generalization of knowledge and skills learned in training on the job and the maintenance of acquired knowledge and skills over time. According to the transfer of training framework by Saks & Haccoun (2007), the transfer of training activities could be segregated into three phases which is before, during, and after training to facilitate and improve the transfer of training. However, for the purpose of this study, only transfer of training after training is being applied. In this case, the management must ensure that trainees have immediate and frequent opportunities to practice and apply what they learn in training on the job. The management should also encourage and reinforce trainees application of new skills on the job. There are many other things that managers do to facilitate transfer such as develop an action plan with trainees for transfer and show support by reducing job pressures and workload, arrange practice sessions, publicize transfer successes, give promotional preference to employees who have received training and transfer, and evaluate employees use of trained skills on the job (Wexley & Baldwin, 1986). The trainer should conduct follow-up or booster sessions following a training program. Trainers should maintain their involvement in the training and transfer process by conducting field visits to observe trainees use of trained skills, provide and solicit feedback and provide continued support and assistance to trainees (Lim & Johnson, 2002). Trainees should be able to use new knowledge and skills on the job as soon and as often as possible. At the same time, trainees should meet with their supervisor to discuss opportunities for transfer. Trainees might also establish a network of peers who also attended a training program that can provide assistance and support each other for using their trained skills on the job. Trainees should also set goals for practicing their newly acquired skills on the job (Foxon, 1997). 3.3. Factors Influencing the Effectiveness of Training and Development In the real world, there are some other factors that influence the effectiveness of training and development in an organization. One of them that have been identified by Haywood (1992) is the human resource policy of training and development. He mentioned that too many training program place emphasis on ease and the very purpose behind the design of programs namely, learning, skill development and behavioral change, has defeat the original purpose and goals of training are lost and the means all too readily becomes the end. Furthermore, the human resource policy would determine a clear link between training and an organizations career development and reward system in which training might leads to recognition and advancement (Cheng & Ho, 1998). Indeed, the trainers capabilities as a subject matter expert would determine the effectiveness of training and development. Training programs can be trivialize if the organization hiring unqualified trainers that could defect the transfer of learning to the employees. In addition, employees attitude and motivation are one of the factors that might influence the effectiveness of training and development. Therefore, the positive attitude should be foster through the constant emphasis on team building program to enhance the employees motivational effort. In relation to this, the employees motivation in transfer and transfer climate are crucial to ensure the effectiveness of training and development (Bumpass, 1990). Finally, the commitment of top management to the training and development is critical to its success. Organizations whose top management view training as a way to meet organizational goals by

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making sure that employees take an active part in the delivery of training and in the planning of training objectives; and by maintaining a financial commitment to training (Facteau et al., 1995).

4.0. Methods
A quantitative approach was adopted and a survey was chosen as the method of enquiry. The development of the survey instrument, a questionnaire, was guided by the research questions and was based on the literature reviewed. The questionnaire assessed the five level of evaluation, namely, the reaction, learning, behavior change, results and transfer of training levels. A total of 120 questionnaires were distributed to respondents with a response rate of 50%. Respondents were chosen from various Ministries and departments in the Federal Territories of Kuala Lumpur and Putrajaya using simple random sampling. The data were analyzed through SPSS (Statistical Package for Social Sciences).

5.0. Findings and Discussion

5.1. Reaction Level of Evaluation Table 4.2 shows the reactions of respondents on one of the course they attended during the past one year. The findings revealed that a total of 78.3% of the respondents agree that they enjoy the courses attended. Most of the respondents (78.4%) agree that the objectives of the training program have been fully achieved. About 68.4% agree that their personal objectives for attending the training program have been achieved. Most of the respondents (78.3%) responded that their training program is relevant to their job. In addition, majority of the respondents (81.7%) reported that the training they attended is important to their job. The rest of the respondents (70%) agree that the content of the training was easy to follow. Out of 60 respondents, 56.7% responded that there were sufficient exercises, simulations and role plays in helping them to follow the training program. Most of the respondents (76.6%) responded agree that they have learned what they needed to, and got some new ideas from the training program. Majority of the respondents (80%) agree that the overall rating for the training program is good. This is in line with findings by Sanchez and Medkik (2004) indicate that trainees reactions towards training were positive. According to a study conducted by Nancy (1988) revealed that whenever training is organized according to the employees needs and is job-relevant it has a much higher impact on participants. Finally, even if the course contents and methods are adequate, if the organizations atmosphere is not conducive to implementation, training will have very little impact on the employee and his job performance. 5.2. Learning Level of Evaluation Table 4.3 shows the evaluation of respondents towards training which based on the learning (level 2) of Kirkpatricks evaluation model. The findings revealed that most of the respondents had little (35%) or fair (55%) level of knowledge before completing the training program attended. Only 8.3% of the respondents reported having high level of knowledge and skill on the topic of the course before attending the training program. However, most of the respondents (73.4%) were found to be having high level of knowledge and skill after completing the training program. And 23.3% of the respondents had fair level of knowledge and skill upon completing the course. However, this is in contrast with findings by Salas et al., (2006) indicate that the impact of training on learning and behavioral changes suggest mixed results across and within domains. According to a study conducted by Nancy (1988) who reported that the course had some kind of impact on the increase of trainees theoretical knowledge. The comment most commonly expressed was that program attendance stimulated the desire for further reading and study and that it had a broadening effect, which led to looking at old things in new and different ways.

The Effectiveness of Training in the Public Service 5.3. Behavioral Change Level of Evaluation

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The results revealed that most of the respondents agree that what they learn can be applied to their job. As shown in Table 4.4, more than three quarter (78.3%) of the respondents agree that the content of the course is practical and useful to their current work. In addition, 75% of the respondents reported their ability to use the knowledge and skills gained through the course to their jobs. In the literature, for instance, Santos and Stuart (2003) found that only 34% of managers reported using new skills or knowledge learned in training compared to 61% of non-managers. In addition, according to a study by Nancy (1988) revealed managers admitted that their organizations climate, even though favorably disposed towards training, would rarely allow for implementation of new ideas and techniques. About 70% of the respondents agree that the course content focused on what is specifically needed to learn. Majority of the respondents (81.7%) agree that they have acquired information and knowledge that is new to them. More than three quarter (78.3%) of the respondents rating the overall training program as very useful and beneficial to them. Finally, about 76.6% expect the training program will make a difference in the way they do their job. Even though there are only a minor of 5% of the respondents that do not expect this training will make a difference in the way they do their job, the organization should not take this lightly and keep on sending them on training programs. They should instead take measure to act on their weaknesses and feedback from the respondents on various factors. Open discussion between the superior and the subordinates will be necessary for mutual benefit. 5.4. Results Level of Evaluation Table 4.5 shows the response in relation to results of the training program they have attended. Most of the respondents (71.6%) think the ideas and information will improve their effectiveness and results. Only 3.3% responded disagree on the ideas and information acquired from the training program will improve their effectiveness and results. Majority of the respondents (66.7%) view on-the-job performance will improve after attending the training program. Out of 60 respondents, 55% respondents think the management will give promotional preference to employees who have received training and transfer of training. This is true where beliefs about the potential benefits of training such as promotion or increases in pay better predict the likelihood for training success than the training budget (Elsbach, 2004). In addition, a clear link between training and an organizations career development and reward system signals that training leads to recognition and advancement (Santos & Stuart, 2003). Furthermore, according to a study conducted by Nancy (1988) indicate that most respondents said that their organization provided some kind of training for their managers, a formal training policy, linking training with planning, recruitment, appraisal or promotion practices. However, only a few organizations would consider promotion possibilities when deciding upon a managers training and would take his participation as a positive element when appraising his performance. 5.5. Return on Investment Table 4.6 shows the return on investment (ROI) on training program the respondents attended during the past one year. It displays that 75% of the 60 respondents agree that the training program will help them to contribute significantly to their organizations bottom line. Out of 60 respondents, 23.3% fairly agree and only 1.7% disagree that the training program will help them to contribute significantly to their organizations bottom line. Based on the research by Sels (2002) indicates that the size of the training investment has no predictive value in terms of the extent of efforts regarding needs analysis, training design and effect evaluation. Furthermore, the more an organization pay to evaluating the effectiveness of training efforts, the more an organization will be able to separate effective from less effective types of training (Sels, 2002).

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The survey aims to analyze the respondents views on various points that are considered important (based on Likert scale of 1 to 5) on transfer of training (after training). The findings revealed that 70% agree that they have immediate and frequent opportunities to practice and apply what have been learn on the job. Most of the respondents (73.3%) agree that they were encouraged to reinforce the application of new skills on the job. This is true when success depends on the beliefs of various group including organizational leaders, superiors, trainees, Human Resource Development Manager and training facilitators. A clash of behavioral norms among any of these groups will thwart effectiveness (Bunch, 2007). More than half of the respondents (63.3%) disagree on the idea that the management develop an action plan with the training program participants for transfer of training. The findings revealed that 63.3% disagree that the management develop an action plan to show support by reducing job pressure and workload. About 41.7% of the respondents disagree that the management develop an action plan to arrange practice sessions. More than half of the respondents (51.6%) disagree that the management develop an action plan to publicize transfer successes. Finally, about 51.7% disagree that the management develop an action plan to evaluate uses of trained skills on the job. This could be related to the elements of Asian culture where symbolic actions were linked to features of a culture (Schein, 1990) and can convey values and assumptions. According to Rousseau (1990) from the organizational context of training effectiveness, a cultural perspective for example, at the surface, artifacts are the physical manifestations and products of cultural activity. Artifacts often convey organizational support for training through impressive training facilities, certificates of training success, graduation ceremony, and prominent involvement of important figures in training functions such as top management and the high hierarchical position of training leaders. About 41.7% of the respondents disagree that the facilitator conduct follow-up or booster sessions following a training program. Most of the respondents (58.3%) agree that the facilitator provided constructive feedback to participants. In addition, 63.3% agree that the facilitators overall performance was effective and helped them to learn. Most of the respondents (61.7%) agree that they begin using new knowledge and skills on the job as soon and as often as possible. Out of 60 respondents, about 51.7% of the respondents disagree that they meet with the superior to discuss opportunities for transfer of training. This is due to the fact that even minor events can influence perceptions of training, for example, superior behaviors such as encouraging subordinates before training or praising new behaviors after training build positive perceptions of training (Rouiller & Goldstein, 1993; Xiao, 1996). In addition, the quality of this transfer is strongly dependent on the support the participant receives after the training, especially from his immediate superior (Kirkpatrick, 1998). Only 56.7% agree that they had opportunities to discuss issues of interest to them with other participants. In addition, only 51.6% agree that they form a buddy system or a network of peers who also attended the training program. Finally, about 56.6% agree that they set goals for transfer of training and use self-management approach. According to a study by Nancy (1988) revealed that social networking resulting from management training can in some ways compensate for the lack of that systematic release of information by the State which is provided to organizations in advanced countries. This shows that employees can get information through personal contacts with participants who are working in the civil service and business opportunities or business deals may be enhanced by getting to know people in other organizations. 5.7. Factors Influencing the Effectiveness of Training Data for other factors affecting the effectiveness of training was collected through open-ended questions. The data was analyzed using themes and they were categorized into four groups of attitudinal, training practice, job-related and top management, commitment and support. In the attitudinal category, the findings revealed most of the respondents suggest that there exist negative

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groups who resist and do not support the effectiveness of training programs in the organization. In addition, it was reported that employees lack of interest and were forced to attend training program. Indeed these are attitudinal problems that can hinder the effectiveness of training in the public sector. A study conducted by Nancy (1988) revealed that managers coming from organizations with an atmosphere favoring centralization, showing resistance to new methods, suspicion of new ideas and of the delegation of authority, reported no impact to the training program. In the training practice category, the findings revealed that budget is a constraint, lack of feedback after training, training needs analysis were not performed, inappropriate selection of trainer and lack of planning for training. In addition, it was reported that some training programs provided were not relevant to the job and the cost of attending external training programs are costly. Good training practice is important to the effectiveness of training programs, however, in this case, various deficiencies exist in managing training in the public sector. Studies have revealed that these deficiencies do exist in managing training and development, not only in the public sector but also in the manufacturing industry (Haslinda, 2007). In the jobrelated category, the findings revealed that most of the time other works clashes with training allocated time, work load whereby the employees too busy with some other tasks, too many procedure and bureaucracy and, time constraints does not permits them to attend training program. In addition, it was reported that employees attended training program that not applicable to their job and stereotyping in terms training content. According to Nancy, (1988) training was not based on systematic identification of needs but selection of participants would be decided very haphazardly, especially when it came to external courses. There is also inconsistency in the application of the knowledge and skills on the job. These are the stated factors that can influence the effectiveness of training Finally, in the top management, commitment and support category, the findings revealed that there is no guidance and follow-up from the top management, leadership problem and, lack of support from the top management as well as from fellow colleagues. It was also reported that there is no commitment from others to implement new knowledge and skill on the job. These are top management, commitment and support problems that can hinder the effectiveness of training in the public sector. In addition, there was no direct involvement of the immediate supervisor in selecting the participants was reported, and no clear attempts at evaluating training results were made (Nancy, 1988).

6.0. Conclusions
This study examined the evaluation framework and transfer of training elements in relation to the effectiveness of training and development in the public sector. The findings revealed that on the use of a five level evaluation model for employee training program; at level 1, most of the respondents were satisfied with the training programs. It shows the appreciation of training by participants, thus gaining insight into the usefulness of training and progress of learning process. At level 2, majority of the respondents learned the skills taught. At this phase, the respondents were evaluated on their progress or behavioral changes through testing of knowledge, skills and attitudes acquired. At this stage, evaluation on the way in which knowledge was transferred is being done to ensure the effectiveness of training. At level 3, the findings reported that the respondents use the new skills on the job. This is the measure during performance of job after training to see the usefulness of training aims, change in behavior or approach after the training and the evaluation of training method. At level 4, the findings revealed that the training programs was productive and cost effective that is to measure change in the results of the organization to ensure the progress made at organizational level. Finally, at level 5, respondents agree that the training program will help them to contribute significantly to their organizations bottom line and thus improve the effectiveness of training.

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With regards to the transfer of training, respondents appear to make mixed responses with regards to subject matter discussed. Generally, the findings suggest that transfer of training has a lot of room for improvement in order to enhance the effectiveness of training and development in the public sector. Tannenbaum and Yukl (1992) reported that only 25% of organizations surveyed conducted any form of needs assessment and only 10% evaluated training outcomes. This study shows that it is crucial for an organization to quantify their effectiveness. However, based on a research done by Kaeter (1995) revealed that the training manager of a large corporation questioned the practicality of training theory and research because, in the real world, if you need the program tomorrow, you have to skip the analysis. In contrast, Orpen (1999) cautioned the penalty for incompetence is so great that it is better not to offer training if it is poorly designed or implemented because it creates or confirms the belief that training is inconsequential or worse. Other factors influencing the effectiveness of training was analyzed using themes and they were categorized into four groups of attitudinal, training practice, job-related and top management, commitment and support. The findings revealed that in the category of four groups suggest that there are various problems that can hinder the effectiveness of training in the public sector. Amongst attitudinal problems that have been stated are employees lack of interest, the existence of negative groups who resist, do not support the training program and they were forced to attend training courses. In the training practice category, factors that affects the effectiveness of training include budget constraint, training needs analysis were not performed, inappropriate selection of trainer and lack of planning for training. In addition, in the job-related category, heavy workload, procedures and bureaucracy, time constraints and employees attended training program that not applicable to their job were some of the responses reported. Finally, it was found that top management, commitment and support, lack of guidance and follow-up from the top management, leadership problem and lack of support from colleagues were some of the factors that can affect training effectiveness. 6.1. Contribution of Study Firstly, this study will facilitate in adding knowledge to existing literature related with the effectiveness of training and development and particularly in the public sector from the local context. It therefore might assist future researcher to come out with better and comprehensive findings within the scope of this study. The study would also provide information to the public sectors training institution about employees perception on training and development. Information obtained could be practical when management decides to analyze the evaluation and transfer of training elements that has been addressed in this study as to get management support and to create conducive environment to apply related skill and knowledge on the job. Besides, findings would also allow management to capitalize organization strategy in order to deal with elements of the job that contribute to effectiveness of training and development. Moreover, the findings aims to provide some preliminary information and background to understand the bigger picture and the scenario on the effectiveness of training and development in the public sector that would affect the Malaysian government in terms of national competitiveness in a long run if it were not clearly addressed. Thirdly, this study would also contribute to the policy maker since the information gathered might be useful for them to justify the return on investment aspects which is closely related to Key Performance Indicators (KPI) for every civil service employees to achieve. 6.2. Implications of the Research Findings There are several implications of these research findings since many public sector organizations had increase their concern with regards to the effectiveness of training and development since it is critical to enhanced on-the-job performance in order to achieve Key Performance Indicators (KPI) for each employees. Thus, from the aspect of the evaluation and transfer of training elements; management might start from employees support system, because lack of support and cooperation from

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management and co-workers are one of the most cited reasons for ineffectiveness of transfer of training. 6.3. Limitation and Recommendation for Future Research The sample size of the survey was relatively smaller where it covered a small number of civil service employees across various ministries and agencies which includes state civil service. With a longer time frame, perhaps it will allow a higher response rate thus making the survey more representative and convincing. Due to limited resources and time, the survey was designed to utilize questionnaire as an instruments of study to collect the necessary information from selected respondents, which using both quantitative and qualitative methods. An established questionnaire is a means by which participants express their feedback regarding the effectiveness of training through a series of quantitative and qualitative survey questions completed at the end of the training program. Perhaps with observations as a means to collect the data and assistance by research assistants could help to improve the reach to a larger audience and thus improving the response rate and sample size. A more details analysis will then be more meaningful with the larger sample size. In future, an in-depth analysis of the performance and promotion trend of civil service employees could be made to understand how their training and development help in their career development and growth. The reasons why the reactions part of evaluation scores high percentage could also be studied. A comparative study between the perceptions of federals civil service who employed at the ministries and states civil service could provide different insight into the subject matters. The mobility of civil service employees moving from public sector to private sector due to the competencies acquired through the training and development could also be interesting topics to be discussed as well.

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