Training Citation

Introduction
In the context of global labour markets, investment on human resource

development has constantly been a leading policy of each nation. In higher
academic institutions, training and education quality has become a major concern
of educators and employers. To meet the job requirement and the needs of society
after graduation, students at universities and colleges need to be equipped with
sufficient knowledge, skills and working-performance competence that may be
adaptable with various working environments. Consequently, training effectiveness
at higher academic institutions has become the ultimate goal stakeholders orient to,
on the path to long-term sustainable development (Hewitt, 2005). In the same way,
the quality of training and how to train students effectively has been put on high
priority. Much research has been made to explore the factors influencing the
training effectiveness, covering the positive and negative ones with the aim of
prompting the potential of in-future human resource who are engaging in the
training programs at university. It can be acknowledged that to attain the objectives
in training, the education administrators need to identify the opportunities to boost
students to obtain, recognize the challenges to facilitate students to overcome,
build the core value to orient students to emphasize, and make the incentives for
learners to develop
(Saks & Haccoun, 2007). It is undisputable that the quality of training rests with a
wide range of particular conditions and factors, including teacher resource, facility,
content and materials, training methods, and development policy of each college. A
close combination among these factors will empower the learner and teacher to
implement the goal successfully. In Vietnam, training in higher institution has been
emphasized, developed steps by steps, and cultivated the promising results with the
appropriate strategies of each university. There have been a large numbers students
who graduated and become the outstanding employees in companies and offices.
There is a consensus that to achieve the training effectiveness, it is crucial to
identify the factors influencing training process. From that, the trainers and
learners can have the suitable orientation. The study investigates the factors
influencing training effectiveness in tertiary institutions in Vietnam. The paper
highlights the ……………………….with the following research questions:
1.
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3.
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Literature Review
Training and training effectiveness
Training in different contexts is considered and defined in various ways under

distinctive perspectives. In particular, training is investigated in working
environments such as companies, enterprises, and organizations or in training
institutions, including colleges or universities. Training in higher institutions is
identified as
The main reason is to develop knowledge and skills of employees as per the
requirements of the job and eliminate performance problems (Surbhi, 2015)
Training is an integral part of Human resource development. In the present
scenario training increasingly viewed as a mean of fostering the growth of the
individual employee as well as of the organization also. Training is a process of
learning a sequence of programmed behavior. Training is the application of gained
knowledge and experience. It gives people an awareness of rules and procedure to
guide their behavior. According to Flippo (1971) “training is an act of increasing
the knowledge and skill of an employee for doing a particular job”. Similarly
Beach (1980) viewed that "training is an organized procedure by which people
learn knowledge and/or skills for a definite purpose”. In fact it is the training that
bridges the gap between job requirement and employee present specifications. A
training programme is not complete until you have evaluated methods and results.
A key to obtaining consistent success with training programs is to have a
systematic approach to measurement and evaluation. Recognition of the training
methods and measurement techniques are crucial for the organization’s training
success (Kalemci, 2005)”.
Training motivation of employees represents an important factor in improving the

effectiveness of training outcomes (Tai, 2006).
Factors influencing training effectiveness
Training models
The main reason is to develop knowledge and skills of employees as per the
requirements of the job and eliminate performance problems (Surbhi, 2015)
- in skill assessment, trainees provide a clear picture of performance and skill
improvements directly related to training (Eades, 2014).
- The assessment of the impact of training on trainee’s performance and behavior
to determine the effectiveness of a training program must be given focus by an
organization (Kirkpatrick & Kirkpatrick, 2016)
- McNamara (2016) pointed out that it is important to select training activities that
will definitely improve the teaching and learning process, which include instructor-
led sessions, computer-based training, web-based training, and selfdirected,
interactive, or multimedia-inspired lessons. By selecting the most suitable media
and materials, trainees may be able to maximize their skills, knowledge, and
attitude toward the training program. During the development phase, training
design must be piloted to ensure the content is understandable and applicable to the
learners. Several important points must be checked, such as the accuracy of the
contents, the logical sequence of materials to be presented, and the proposed
course, learning objectives and outcomes that are suitable to those who will attend
the training program.
- Sanjeevkumar and Yanan (2011) undertook a study to find out the factors that
affect employee training by combining theoretical and empirical research. The
problem addressed in their study included factors that affect training: types, TE,
and employees’ personal characteristics training effectiveness.
In his study, Nagar (2009) studied the effectiveness of training programs being
conducted by the commercial banks in both public as well as in the private sector.
The findings revealed that training programs are generally effective with respect to
the selected variables of the study, which include trainer, teaching, and computer-
aided program and infrastructure facilities. Al-Ajlouni, Athamneh, and Jaradat
(2010) stressed that when evaluating a training program,there is a need to compare
the output with other similar training programs. This comparison would be of help
in identifying problems and weaknesses, which could be the basis of the trainer in
his or her future training program. Petkova (2011) studied the “Optimizing
Training Effectiveness: The Role of Regulatory Fit” that addresses the need to
integrate
research on a regulatory fit between theory and training
effectiveness
- As organizations vary in size, goals, functions, complexity, construction, the
physical nature of their
product, and appeal as employers, so do the contributions of HRM. But, in most
the ultimate goal of the HR
function is to: "ensure that at all times the business is correctly staffed by the right
number of people with
the skills relevant to the business needs", that is, neither overstaffed nor
understaffed in total or in respect
of any one discipline or work grade (Morton, 2004; Mucha, 2004; Hewitt, 2005).
- Bramley (1991) summarises training as:
· A systematic process with some planning and control rather than learning from
experience;
· Being concerned with concepts, skills, and attitudes of people treated both as
individual and as a
member of the various groups;
· Being intended to improve performance in the present and the following job and
through this should
enhance the effectiveness on the part of the organisation in which the individual or
group works.
- Erlendsson (2002) defines effectiveness as the extent to which objectives are met
(‘doing the right things’). Engaging in the measurement of educational
effectiveness creates a value-added process through quality assurance and
accreditation review and contributes to building, within the institution, a culture of
evidence (Vlãsceanu, Grünberg & Pârlea , 2004).
Wojtczak (2002) defines effectiveness in the context of medial education as a
measure of the extent to which a specific intervention, procedure, regimen, or
service, when deployed in the field in routine circumstances, does what it is
intended to do for a specified population. In the health field, it is a measure of
output from those health services that contribute towards reducing the dimension
of a problem or improving an unsatisfactory situation.
- According to Phillip (1991) evaluation is undertaken for several purposes, which
are:
· To determine whether a program is accomplishing its objectives
· To identify the strengths and weaknesses of the HR process
· To determine the cost/benefit ratio of an HR programme
· To decide who should participate in future programmes
· To test the clarity and validity of tests, questions and exercises
· To identify which participants benefited the most or at least from the programme.
· To reinforce major points made to the participants
· To gather date to assist in marketing future programmes
· To determine if the programme is appropriate
· To establish a database, which can assist management in decision-making
- Birdi (2005) found that poor managerial support or an unfavorable

departmental climate could limit the impact of creativity training with regard to
influencing idea implementation. Unfavorable environment affects the training
effectiveness. According to him training will be affected negatively if there is less
support from department or there is unfavorable condition for training. Fischer &
Ronald (2011) stated that open-mindedness is also a significant moderator of
training effectiveness. It has been found that training become more successful if
the participants and trainer work with open-mindedness. Driskell (2011)
concluded in his study that type of training implemented, training content and
trainee expertise also affect the training outcomes. Success of a training
programme always depends on how the training was given, what was the content
and who was the trainer. Haslinda & Mahyuddin (2009) found that lack of support
from top management and peers, employees’ individual attitudes, job-related
factors and also the deficiencies in training practice are the main factors which
affect the effectiveness of training. If there will be less support from top
management and peers, job is not going well or somehow there is problem in job
and absence of training practice then there is less chance of effective training
programme. Beigi & Shirmohammadi (2011) found that emotional training have
significant impact on service quality. It means there is a relationship between
behavior and learning, and service industry can be benefitted by emotional
training because service industry is basically related to marketing and verbal
communication. Saks & Haccoun (2007) discussed that psychological states of
trainees especially motivation, self-efficacy, perceived control and the realities of
the organizational context affects the training outcomes. Tai (2006) also
concluded about general self-efficacy that it partially arbitrated the relationship
between training framing and training motivation and consequently influenced
training outcomes. On the other hand Black & Mendenhall (1990) explained that
cross-cultural skill development, adjustment and performance are three primary
dependent variables of cross culture training effectiveness.

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Introduction

In the context of global labour markets, investment on human resource

Training in different contexts is considered and defined in various ways under

Training motivation of employees represents an important factor in improving the

- Birdi (2005) found that poor managerial support or an unfavorable

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