Management Training Methods: Relative Effectiveness and Frequency of Use in the Malaysian Context

Veeriah Sinniah& Sharan KaurFaculty of Business and AccountancyUniversiti of Malaya50603 Kuala Lumpur, Malaysia

E-LEADER CONFERENCEKUALA LUMPUR, MALAYSIA5-7 JAN 2009

Purpose of StudyObjectives of StudyBackground of StudyHypotheses Research MethodologyResults of StudyConclusionOVERVIEW OF PRESENTATION

PURPOSE OF STUDYTo identify employees perceived effectiveness of training methods, a replication of a study by Sadler-Smith et al (2000)

To explore perceptions of employees on modern and conventional training methods;

To investigate the relative effectiveness of training delivery methods and their frequency of use based on employees perspective;

To explore any significant differences in perceived effectiveness and frequency of use of training methods between small and large organisations

To assess how employees perceive the relative effectiveness of training methods to attain specific training objectives

OBJECTIVES OF STUDY

BACKGROUND OF STUDYInvestment in corporate training in Malaysia is vital included the 9th Malaysia Plan (2006-2010), meant to increase supply of educated & skilled workforce

Challenges in recent years include: increased numbers of employees to train;

increased complexity in the type of work;

pressure on employees to learn & demonstrate new competencies faster & at a higher level;

rapid changes in the business environment &

limited funding

Modern Training MethodsCompanies are exploring e-Learning ie. web-based, intranet-based & CD-based training delivery system to reduce expenses (Juptner, 2001)

New delivery training methods tend to expand due to growth of computing technology, increased IT competencies, reduce barriers to accessing & use of internet, hence increasing range of training methods available to practitioners

In reality, todays training methods are not so new better application of proven practices, relying on the same fundamental training method of instructional /discussion /conference procedure

BACKGROUND OF STUDY

Modern Training MethodsE-Learning includes computer based training, web based training, intranet training (Chute, 200; Urdan & Weggen, 2000)

E-Learning mediums include videoconferencing, teleconferencing, CDs, corporate intranets (Chute, 2002)

Just-in-time training is an advantage of e-Learning (NCC, 2000)

BACKGROUND OF STUDY

Modern Training MethodsWeb based training has lower training development cost, simple updating or material revision & increased accessibility , eliminates travel cost & time saving(Hall, 1997; Khan, 1997)

Web based training allow trainees to have training anytime, anywhere & at the amount they need

Computer based training enables trainees to have dialogue with programme, reduce cost of training, reduce length of training & more timely training (Dessler, 2008)BACKGROUND OF STUDY

Modern Training MethodsDistance learning allow learners to learn at a distance away from source of expertise (Harrison, 1998)

Distance learning includes wide range different media:Video & audio tools;Computer based training;Multimedia CD-ROM tools; Intranet / internet based delivery;Television delivery;Books, workbooks & job aidsBACKGROUND OF STUDY

Modern Training MethodsMiller (2001) found coaching (a new field (Wilkins, 2000)) to:Increase productivity;Increase quality;Improve working relationship between employee and bossIncrease job satisfaction

The use of coaching after a traditional instructor-led training is effective in increasing skill retention & transfer of training (Showers, 1987)

BACKGROUND OF STUDY

Consistent advice as to what managers in large firms should consider in design & delivery of training but lesser for small firms (Carlson, et al., 2006)

Small businesses like family owned & operated firms have lower commitment to training, it is viewed as individual career development & does not add value to the firm (Matlay, 2000)

Small firms are less likely to undertake training (Sargeant, 1996)

The higher the initial set up costs for training (ie e-Learning), the less likely small firms would invest in this, irrespective of its appropriateness (Basset-Jones, 1991)BACKGROUND OF STUDY

HYPOTHESESH1: There is a significant difference between modern & conventional training methods in terms of frequency of use

H2: There is a significant difference between modern & conventional training methods in terms of effectiveness

H3: There is a significant difference between size of firms in their use of training methods

H4: There is a significant difference between modern training methods & conventional training methods in terms of attaining training objectives

Quantitative study

Convenient sampling employed with 300 questionnaires distributed to management level employees from the private & public sectors

254 were returned, however only 200 was usable return rate of 66.67%

Training practices & methods adopted from Sadler-Smith et al (2000); training objectives adopted from Carroll et al (1972)

Training methods used are: Off-site courses, On-site courses; OJT; Video training; Distance learning; Computer based training & CoachingRESEARCH METHODOLOGY

Majority of the respondent are Females (56%);were between 26 30 years old (44.3%)are Malays (35%);have a Bachelors degree (67.5%);have about 1 5 years of working experience (48.7%);are Executives & Sr. Executives (52.7%)RESULTS OF STUDY

RESULTS OF STUDYH1: There is a significant difference between modern & conventional training methods in terms of frequency of use (not supported)t= 1.15; df = 199; p = .88 (p > .05)

H2: There is a significant difference between modern & conventional training methods in terms of effectiveness (supported)t= 4.26; df = 199; p = .00 (p < .05)

Off-site courses, On-site courses; OJT had higher % on effectiveness

Distance learning; computer based & coaching, were rated high on ineffectiveness

RESULTS OF STUDYCorrelations exist between frequency of use and effectiveness for:Conventional methods (p < .01); Modern methods (p < .01)This means that those respondents who perceived the training method effective also used them frequently

H3: There is a significant difference between size of firms in their use of training methods (not supported) (p > .05)

H4: There is a significant difference between modern training methods (M = 57.02, SD = 7.66) & conventional training methods (M = 63.72, SD = 11.72) in terms of attaining training objectives (supported) (t = 7.55, df = 199, p < .05)

OJT was rated the highest in attaining all training objectives (ratings for 1 training objective is same as Coaching) (MCoaching = 3.89, SDCoaching = .89; MOJT = 3.88, SDOJT = .85)

Distance learning was perceived as the least effective method for achieving training objectives (MDistance Learning-Knowledge Acquisition = 2.81, MDistance Learning-Changing Attitudes = 2.64, MDistance Learning-Problem Solving = 2.72, MDistance Learning-Skill Development = 2.80, MDistance Learning-Knowledge Retention = 2.79)

RESULTS OF STUDY

CONCLUSIONContradictory to previous research, this study found that all organisations regardless of their size reported training activities very important or important to their organisation

The use of the Internet, multimedia and other virtual realities is unlikely to supplant, as some seek to imply, learning through doing as epitomized in the theories of Knowles (1990), Kolb (1984) & Revans (1983).

This study does not seek to deny the value of modern learning methods, however, the high initial cost of setting up modern training methods may be the reason behind its lack of use

The perception of this studys respondents indicate that since modern methods were lacking in use, it was also perceived as ineffective

Hence, efforts should be made to explore how modern methods may best be exploited, as its advantages in cost reduction & timely training can accelerate the up-skilling of employees in organisations

The challenge for HR is to successfully utilize and integrate modern and traditional, OJT and off-job methods so as to build on the strengths of each and meet the needs of learners and businesses

CONCLUSION

*******************