LV Thạc sỹ_Improvement of human resource training at Binh duong department of industry and trade

survey scale through Cronbach’s alpha, the exploratory factor analysis, and linear regression.These analyses were carried out base on the data that was collected from an survey ofquestio

DIPLÔME D’UNIVERSITÉ

DE NIVEAU MASTER

EN MANAGEMENT DES RESSOURCES HUMAINES,

« GESTION DE L’EMPLOI ET ORGANISATION DU TRAVAIL »

UNIVERSITÉ PARIS OUEST NANTERRE LA DÉFENSE

Improvement of Human Resource Training at

Binh Duong Department of Industry and Trade

Improvement of Human Resource Training at Binh Duong Department

of Industry and Trade

I would like to express my greatest gratitude to all those who gave me the gracefulsupports to complete this thesis I want to thank Professor Catherine Vincent who is mysupervisor for the continuous support for the dissertation, from initial advice to contacts in theearly stages of conceptual inception and through ongoing advice and encouragement to this day

A special thank of mine goes to my friends and colleaguesin Vietnam for giving mepermission to commence this thesis from the initial stage to the end, to do the necessary researchwork and to use current policies and data required for my analyses

My particular thank goes to my classmates and the teachers of this course in helping me

to expand my knowledge in the topic in my thesis This program really brought us together toappreciate the true value of friendship and respect of each other

I wish to thank my family for their precious support during my working The last but notthe least I want to thank my wife who patient love and enabled me to complete this thesis in timeand quality

In the context of the needs for economic integration and globalization of Binh Duongprovince industry and trade, the Department has attached great importance to human resourcetraining and development, implementing quality human resource policies in the period ofmodernization and industrialization The Department also has regular reviews of the needs ofBinh Duong People’s Committee for quality personnel qualified enough for the management ofindustry, including small industry and trade Human resources are provided annually to helpmanage the sectors of mechanical engineering industry, metallurgical industry, electricity, newenergy, renewable energy, chemical engineering industry, industrial explosives, mining andmineral processing, consumer industry, food processing industry, and other processing industries.Besides, managerial personnel are central to the fields of provincial commodity circulation,importing and exporting, market management, competition management, trade promotionmanagement, monopoly management, antidumping, consumer protection, electronic commerce,trade service, economyic integration, management of local industrial zones, industrial incentive,and management of public service.Binh Duong Department of Industry and Trade have eightdivisions and three centers now There were 202 civil servants who are working at Department in2013

The overarching objective of this study was to identify the factors that has been affecting

to the human resource training satisfaction in Binh Duong Department of Industry and Tradewhich is known as a state-owned organization To fulfill this objective, the author has alreadyexamined critically the theory of human resource training and factors influencing humanresource training satisfaction in Chapter II Then, the author constructed the conceptual researchmodel that consisted of six factors namely supervisor support, training design, performance self-efficacyiencyy, training transfer, performance feedbacks, and training retention that were set inthe direct impact to human resource training

Additionally, the relationship between six factors above and human resource satisfactioncould be measured by quantitative analysis with the application of reliability analysis for the

survey scale (through Cronbach’s alpha), the exploratory factor analysis, and linear regression.These analyses were carried out base on the data that was collected from an survey ofquestionnaire with 133 employees of Binh Duong Department of Industry and Trade.

The data analyses showed that only training design and training transfer factors had thesignificant statistical relationship with human resource training factors whether the Betacoefficient for only training design and training transfer factors were 0.835 and 0.297 meant thatwhen only training design and training transfer factor increases by 1% separately and othercomponents were stable, the customer satisfaction increases by 0.835% and 0.297% respectively

Table of Content

Acknowledgement ii

Abstract iii

_Toc350598656Table of Content .v

List of Table iii

List of Figure iii

Chapter I: Introduction 3

Chapter I introduction 3

1.1 Background of the study 3

1.2 Roles of training in human resource development 3

1.3 Research objective and research questions 3

_Toc3505986641.4 Scope of the study .4

_Toc3505986651.5 Structure of the study .4

Chapter II: Literature reviews 3

Chapter II introduction 3

2.1 Human resource training definition and types of training 3

2.1.1 Human resource training definition 3

_Toc3505986702.1.2 Types of human resource training .8

_Toc3505986712.2 The relationship between human resource training satisfaction and its antecedents .9

_Toc3505986722.2.1 Human resource training satisfaction .9

_Toc3505986732.2.2 The relationship between human resource training satisfaction and supervisor support .10

_Toc3505986742.2.3 The relationship between human resource training satisfaction and training design 3

_Toc3505986752.2.4 The relationship between human resource training satisfaction and performance self-efficiency 3

_Toc3505986762.2.5 The relationship between human resource training satisfaction and

training transfer .3

_Toc3505986772.2.6 The relationship between human resource training satisfaction and performance feedbacks 3

_Toc3505986782.2.7 The relationship between human resource training satisfaction and training retention 3

_Toc3505986792.3 Summary of conceptual model for this research and research hypotheses 3 _Toc350598680Chapter III: Research methodology 3

_Toc350598681Chapter III Introduction .3

_Toc3505986823.1 Research strategy 3

_Toc3505986833.2 Research design 3

_Toc3505986843.3 Data collection method .21

_Toc3505986853.3.1 Primary data .21

_Toc3505986863.3.2 Secondary data .22

_Toc3505986873.4 Main survey .3

_Toc3505986883.4.1 Sampling method and sample size 3

3.4.32 Questionnaire administration 3

_Toc3505986903.5 Tool development for data analysis .3

_Toc3505986913.5.1 Survey scale assessment .3

_Toc3505986923.5.2 Linear regression and hypothesis testing 3

_Toc3505986933.6 Limitation of the research methodology 3

_Toc350598694Chapter IV: Data analyses 3

_Toc3505986954.1 Demographic information .3

_Toc3505986964.2 Reliability analysis 3

_Toc3505986974.2.1 Reliability analysis for supervisor support factor 3

_Toc3505986984.2.2 Reliability analysis for training design factor 3

_Toc3505986994.2.3 Reliability analysis for performance self-efficacy factor .3

_Toc3505987004.2.4 Reliability analysis for training transfer factor .30

_Toc3505987014.2.5 Reliability analysis for performance feedbacks factor .31

_Toc3505987024.2.6 Reliability analysis for training retention factor .32

_Toc3505987034.2.7 Reliability analysis for human resource training satisfaction factor 32

_Toc3505987044.3 Exploratory factor analysis 3_Toc3505987054.4 Hypotheses testing .3

4.5 Key findings and discussions……… 394.5.1 Why training design and training transfer impact significantly human resource trainingsatisfaction at Binh Duong Department of Industry and Trade……… .394.5.2 Why supervisor support, performance self-efficiency and training retention do notimpact significantly human resource training satisfaction at Binh Duong Department of

_Toc3505987095.2.1 Enhancement of human resource training design .43

_Toc3505987105.2.2 Enhancement of human man resource training transfer .45

_Toc350598711Bibliography .49_Toc350598712Appendices .55_Toc350598713Appendix I: Survey of Questionnaire .55_Toc350598714Appendix II: Data Analysis Output – Attracted from SPSS 18.0 .61

List of Table

_Toc350598555Table 1: Demographic Information 3

_Toc350598556Table 2: Reliability analysis for supervisor support factor 3

_Toc350598557Table 3: Reliability analysis for training design factor .3

Table 4: Reliability analysis for performance self-efficiaency factor 3

_Toc350598559Table 5: Reliability analysis for training transfer factor .31

_Toc350598560Table 6: Reliability analysis for performance feedbacks factor .31

_Toc350598561Table 7: Reliability analysis for training retention factor .32

_Toc350598562Table 8: Reliability analysis for human resource training satisfaction factor .32

_Toc350598563Table 9: KMO and Barlett’s Test .33

_Toc350598564Table 10: Total Variance Explained .33

_Toc350598565Table 11: Component Matrix 3

_Toc350598566Table 12: Rotated Component Matrix 3

_Toc350598567Table 13: Model Summary 3

_Toc350598568Table 14: ANOVA 3

_Toc350598569Table 15: Beta Coefficients Estimation 3

_Toc350598570Table 16: Conclusion for hypothesis testing .42

List of Figure _Toc350598571Figure 1: Training Design Process .11

_Toc350598572Figure 2: Conceptual model of the study 3

_Toc350598573Figure 3: Research Design .20

Chapter I: Introduction

Chapter I introduction

In this chapter, the author would like to conduct the preliminary examination on the topic abouthuman resource training regarding to the fact that human resource training is now playing acritical role in many organizations today At the first stage, the author will summary somebackground information about human resource trainings and why it is so important to allorganization types no matter what organizations are formed under stated-owned or private types.Furthermore, the author highlighted the role of human resource training such as contributing tothe improvements of skill-based levels of employees as well as the improvement of workingattitudes

Base on study’s background examination, the author proposed the overarching objective of thisstudy and then broken up it to antecedents that were considered solving in later chapters.Additionally, the author also asserted the scope and the structure of the study It was worth todenote that the structure of the study consisted of five chapters ranging from backgroundinformation about human resource training to related literature reviews to research methodology

to data analysis results to final conclusions and recommendations

1.1 Background of the study

Ryder (2012) also addressed that human resource was very important to anyorganization.However most of Vietnamese organizations have not taken into adequateconsideration of their trainings towards their employees’ satisfaction (Bekkevold et al., 2003).The weaknesses in training mechanism of Vietnamese organization consisted of the inadequatetraining materials and facilities due to training was wrongly considered as in lower prioritycompared to other goals and missions

In this context, Binh Duong Department of Industry and Trade has not been the exceptional case.For many years of working for Binh Duong Department of Industry and Trade as humanresource manager, the author witnessed the organization was lack of training mechanisms tofoster productivity of each employee and performance of overall system This argument wasstrongly supported by the identification of Hakkalaand Kokko(2007) in the research about the

State and the private sector in Vietnam whether the lack of human resource training in most ofVietnamese organization has been returning the obstacle concerns for technology management

innovation and investment efficiency Hakkala and Kokko (2007) also emphasized that eachorganization should enhance its human resource training through establishment of research onthose factors that influence on its human resource training Furthermore, the author recognizedthat there were not any previous researches which were written about human resource trainingsand the relationships with antecedents in Binh Duong Department of Industry and Trade In theauthor’s opinion, clear identification on which factors influencing human resource training inBinh Duong Department of Industry and Trade will be helpful to the organization to develop theroute for strengthening its human resource skills and competencies

Thus, the author would like to lay the focus on the topic “Improvement of Human Resource Training at Binh Duong Department of Industry and Trade” through the quantification of influence of factors to human resources training satisfaction

1.2 Roles of training in human resource development

Since the time when the economist, Adam Smith,provided a general framework for humanresource development in order to expand and to strengthen the human capital for an organization,there were so many studies had already highlighted the role of training in human resourcedevelopment The recent researches again proposed that training has been playing the criticalrole in any organizations and considered as the strategic factors to foster the development of afirm to higher level of efficiencies Kempton (1995) and Kelly (2006) denoted that humanresource training helped the organization to develop new working attitudes and expertise andcontributed to the higher performance of the organization through better productivity

Additionally, human resource training is valuable at the national level On the other hand, itmeans that human resource training is positive to social development as it influences on thesupportive programs of countries governments to foster the public educational systems andtrainings to satisfy the requirements from economic sectors (Silva, 1997) Furthermore, Wilson(199?9) identified that adequate concentration on human resource training enables thedevelopment of the knowledge related to training such as policy lobbying, advisory and

representation services The related knowledge also includes better human relations betweenemployees in organizations and therefore leading to better organization performances

1.3 Research objective and research questions

The overarching objective of this study was to identify the factors that has been affecting to thehuman resource training satisfaction in Binh Duong Department of Industry and Trade which isknown as a state-owned organization According to Goldsteins (1986), training evaluation is thesystematic collection of data regarding of training program Normally, it is often measured byanswering two questions: one is whether the training objective is achieved or not, and other ishow to effectively using learning material in real life contexts Sullivan (2012), furthermore,provides fourive indicators to measure the success level of training program namely (1) thenumber of attended people during the training program, (2) the number of people that is paidattention to the training program, (3) the satisfaction level when the training program is ended,(4) the satisfaction level when the training program is ended in the context of the traineesunderstand the cost of training

Among sixfour indicators above, the first indicator is the easiest way to measure trainingeffectiveness However, higher number of trainees does not mean that the training is effective It

is the same situation in Binh Duong Department of Industry and Trade as the employees of thisorganizsation often participate fully on training programs but the effectiveness of trainingprogram is still questionable as many of them cannot apply the training to their daily works Thesecondindicators can be measured through direct observation during training session However,during the time of working for Binh Duong Department of Industry and Trade, the authorobserves that the employees are trying to focus on the training program with high contribution toduring training session The third and fourth indicators refer to the employeess satisfaction totraining programs of Binh Duong Department of Industry and Trade In Vietnam, the employeessatisfaction has not been measured before due to the lack of knowledge on how to measure thoseindicators.Thus, the study is set to focus on the training satisfaction has the highest hierarchytomeasure the training efficiency and effectiveness in Binh Duong Department Industry and Trade

Hence, the author constructed the following research questions that were set to be answered inlater chapters:

 What are related theories about human resource training?

 What are factors influencing human resource training in related studies?

 How to quantify the impact of factors to human resource training in Binh DuongDepartment of Industry and Trade?

 What is the strongest influence factor to human resource training in Binh DuongDepartment of Industry and Trade?

 What is the route to Binh Duong Department of Industry and Trade to improve its humanresource training base on the analyses of factors influencing on human resource training?

1.4 Scope of the study

Due to the time limitation, the study was downsized to the scope of covering the human resourcetraining topic without consideration on other human resource topic such as strategic humanresource management, or human resource planning, etc Additionally, the study laid its focus onthe human resource training in Binh Duong Department of Industry and Trade aswherethe author

is now working for this organizationas role of human resource manager

Although the study was considered as helpful to the author as a human resource manager at BinhDuong Department of Industry and Trade in improving human resource training quality, butadequate assessment on this topic was still questionable due to the narrowing scope of the study.Hence, the value of this study is only relative and referential

1.5 Structure of the study

The study consisted of five chapters as follow:

mention about the role of human resource training and downsizing this study within an specificscope Additionally, the author proposed the overarching objectives as well as breaking it down

to several research questions that would be answered in later chapters

Chapter II: Literature review

This chapter objected to examine the related literatures about human resource training definition

as well as identifying possible antecedents This part was also constructed in the way of whichthe author highlighted the significant relationship between human resource training and itsantecedents Then, the author proposed the conceptual model for this study with clear illustration

on the relationship between human resource training and its antecedents and reflected theserelationships through several hypotheses

Chapter III: Research methodology

This chapter was written in the context of which any researches should be constructed base on an

specific methodology Furthermore, the author targeted to conduct this study in the quantitativeway, the author had to collect the primary data through survey with a sample of employees whoare working for Binh Duong Department of Industry and Trade So, this part consisted of thesampling technique and sampling size that the author used in this study So far, the authorproposed the usage of reliability of the survey scale analysis (through Cronbach alpha),Exploratory Factor Analysis (EFA), and linear regression

Chapter IV: Data analyses

This chapter was constructed to providinge the outputs of data analyses upon on the dataachieved from the survey with a sample of employees who are working for Binh DuongDepartment of Industry and Trade Then, base on the data analysis output, the author self-provided the route for improving human resource training in Binh Duong Department of industryand Trade

Chapter V: Conclusions and recommendations

The results of information collection and research are analyzed and discussed in this chapter Theevaluation of relationship between human resource training and its antecedents were alsopresented in this chapter.

Chapter II: Literature reviews

Chapter II introduction

This chapter addressed the issues relating to research field are introduced, and researchobjectives are also proposed in Chapter 1 Chapter 2 continuously introduces the concepts andtheories relevant to the issues mentioned in Chapter 1 Specifically, Chapter 2 providestheoretical model, and build research theory Basically, Chapter 2 includes the main parts asfollows (1) The definition of human resource training satisfaction, (2) Factors influencing humanresource training satisfaction, (3) The concepts useful al for this research and researchhypotheses

2.1 Human resource training definitionand types of training

2.1.1 Human resource training definition

 Human resource management and its roles

The definition of human resource training requires the clarification on the concept of humanresource management and strategic human resource management Today, human resourcemanagement has been globally recognized as a vital driver in an organization and the only source

of distinctive competitive advantages As the topic of human resource management (HRM) hasbeen long discussed and well documented in literature, there are different definitions of HRM

As defined by Decenzo and Robins (2009) shared a different definition of human resource as ittakes into account the people aspect in term of management perspectives Decenzo and Robins(2009) asserts that the organizations today continuously carry measurements to improve their

human resource capacities such as skills development, performance motivation, and engagementencouragement

Milkovich and Boudreau (1997) defines human resource management as decisions towards theemployee’s relationship among employees, and between employers and employees, towards theemployees working performance contributing to fulfilling common goals and individual goals Though HRM has been differently defined by authors, these definitions emphasized the best use

of human resources for achieving the organizational and individual goals Traditionally, HRMhas been viewed as primarily administrative, mainly concerned about the level of the individualemployee, job and practice (Ulrich, 1997) Yet, over the years, both researchers and practitionersbegan to recognize the link between HR practices and business strategy In other words, todeliver the business objectives, human resource management must be strategic and responsive tothe business strategy Strategic human resource management (SHRM) emphasizes the need forformulating HR strategies in line with the overall corporate strategies Therefore, HR plans andstrategies necessarily take into account the likely impacts of both internal and externalenvironments such as society, economic conditions, industry characteristics, legal changes, etc

as well as the long-term orientation of the organization to develop the required HR to accomplishthe organization’s objectives

According to Beatty and Schneier (1997), the role of HR in 21st century is turn to become thestrategic factor that supports the organizations developments Rouna and Gibson (2004) asserts

that the contemporary role of HR consists of increasing the people centrality managementtowards the success of the organizations, and strategic role

People centrality towards the success of the organizations is increasing in the context of theemergence of resource based view Drucker (1999) highlights the importance role of HRM toknowledge workers which is considered as the most valuable asset of an organization in 21stcentury It is reported some characteristics of knowledge workers as: (i) knowledge workers canmanage themselves or they have autonomy characteristic, (ii) knowledge workers have thecharacteristics of innovation and continuous learning/teaching, and (iii) knowledge worker isconsidered as an asset rather than cost to an organization (Drucker, 1999, pp.84)

Strategic role of human resource management refers to the way of which modern HRMcontributes its significance into strategy formulation process and is considered as the strategicpartner when the chosen strategies are implemented organizational wide The role of HRM tostrategic aspect also reflects through HRM today helps the organizations to construct flexible,flat and agile organizational structure with the objective of dealing with the changes in themarkets and of solving the internal issues (Bal, 2011) According to Schoonover (2010), modernHRM helps the organizations in delivering timely encouragement and measurements that allowthe employees to acquire initiative, autonomy, and accountability The measurement forfacilitating initiative, autonomy and accountability among employees is considered as trainings,performance feedbacks (Schoonover, 2010).

 Human resource training definition

During the time, there were many definitions that were developed for human resource training.For example, Davis and Davis (1998) identified that human resource training as a processconsisting of skill development, information providing, and attributes that should be nurtured inorder to bring the higher working efficiency in in both of individual level and organizationallevel Gravan et al (1995) defined human resource training as an education system thatemployees should gain in the future to develop their abilities toward their jobs

In this research, the author proposed using the definition of human resource training as asystematic process that includes work-related knowledge, experiences and employees’s’

participation in the objective of improving organization and individual performances (Swanson,1996) Furthermore, Swanson (1996) also distinguished training and development whethertraining took into consideration of new employees and new jobs while development focused onexistingemployees Swanson and Holton III (2001) also provided the clarification on thedifference between human resource training and learning Swanson and Holton III (2001) statedthat learning is a broaden activity which was designed to improve the competency of employeeswithin an organization at different level Training shouldalways hold forth the promise ofmaximizing learning (Swanson and Holton III, 2001)

2.1.2 Types of human resource training

Kempton (1995) and Okanya (2008) identified that there were two types of human resourcetraining namely on the job training and off the job training

Holden (2001) identified that on the job training as a plan and a structure whether they weretaken place at normal work station with the involvement of trainer and trainee Holden (2001,pp332) asserted that trainer was included by managers and supervisor or peer colleague that theyspent sufficient time with the trainees to “teach a set of skills that have been specified inadvance.” Okanya (2008) highlighted that on the job training did not lead to learning transferproblem Kenny and Reid (1986), however, denoted that on the job training was the mostsuccessful training method but it also took time and made abused to both of trainers and trainees.Okanya (2008) addressed that on the job training was ranged from job enrichment to job rotation

to special project to coaching to mentoring to planned experience

Kempton (1995) emphasized off the job training as included by group discussion, lectures,individual tutorials, reading, training course and workshops Kempton (1995) also highlightedthe role of off the job training in offering an opportunity to impart knowledge and skills that can

be learnt or practiced in a safe environment

2.2 The relationship between human resource training satisfaction and its antecedents

2.2.1 Human resource training satisfaction

Swanson and Holton III (2001) stated that human resource training satisfaction was one part of

thea widenr concept namely employee satisfaction It means that when the employees feels

satisfaction to the firms’ contexts, they will impact and decide a strong performing firms.Generally, nothing is more fundamental to generating feelings of satisfaction and engagementthan providing the employees opportunities for professional development Employeedevelopment training programs offer those developmental opportunities, but many companiesdon’t have the time, expertise or budget to coordinate first-class, relevant instruction and learningprograms It also refers to the fact that the firms can evaluate their training program through howtheir employees feel satisfy with the training program Thus, the definition of human resourcetraining could be explained through the definition of employee satisfaction Locke (1969, pp137)

emphasized employee satisfaction as “pleasurable or positive emotional state resulting from anappraisal of one’s job or job experiences.”

According to O.C (2010), human resource training satisfaction was considered as the benchmarkthe effectiveness and usefulness of already offered training programs The German Socio-Economic Panel Study (2011) reported that employee satisfaction was outcome by furthertraining Along with the finding of German Socio-Economic Panel Study (2011), the author paidattention on the findings of Clark and Oswald (1996) of which these author provided theequation to measure employee satisfaction through training based on four variables namelyincome, working hour, individual characteristics, and training participation Hence, the authorsensed that, in accordant with employee satisfaction definition, human resource trainingsatisfaction was the level of satisfaction of the employees in an organization towards theirreceived training programs

2.2.2 The relationship between human resource training satisfaction and supervisor support

 The definition of supervisor support

According to Bass et al (1990), Avolio et al., (1991), and Hamidifar (2009), the supervisorsupport was explained through the concept of leadership styles of which the supervisor/managerchoose in dealing with their followers S.P (2012) asserted that supervisor support as the valuesthat the leaders transfer to their followers in the way of which the leaders took into account thewell-being of their followers Hence, the supervisor support was influenced by the leadershipstyles that the leaders conducted upon on their followers

 The relationship between human resource training satisfaction and supervisor support

During literature review examination, the author identified that there was a significantrelationship between supervisor support and human resource training through the leadership style

of the supervisors (Verkrijging, 1972; Nijiman et al., 1977; Baldwin and Ford, 2006).Hamidifar(2009) asserted that leadership style was categorized into three major items: transformationalleadership, transactional leadership, and Laissez-Faire leadership

Transformational leadership was considered as those who had the ability of providing clearvision and charisma to their followers so that they gained the trustfulness and respects from theirfollowers in fully manners (Bass et al., 1990)

Transactional leadership was explained as those leaders who wanted to create the two waycommunication with their followers in describing the common goals and how to achieve those(Avolio et al., 1991)

Laissez-Faire leadership was the style of the leaders those who do not adopt the relationshipexchange with their followers The Laissez-Faire leaders represent a non-transactional kind ofleadership style that necessary decisions are not made, actions are delayed, leadershipresponsibilities ignored, and authority unused (Hamidifar, 2009)

Hence, in the research about human resource training in Binh Duong Department of Industry andTrade, the author proposed the following hypothesis the relationship between supervisor supports

to human resource training satisfaction:

Hypothesis 1: Supervisor support has a significant relationship with human resource training satisfaction in Binh Duong Department of Industry and Trade

To validate above hypothesis, the author develop the temporary scale as follow:

 Ways to apply training: refers to inspirational motivation of transformational leaderwhether the supervisors/managers in Binh Duong Department of Industry and Tradeprovided adequate support for conducting training

 Problem using training: refers to how the issues of using training were addressed by thesupervisors/managers in Binh Duong Department of Industry and Trade

 Interest in the training learning:

 Feedbacks on performance after training: refers to active management by exceptioncharacteristic of transactional leader whether the supervisors/managers in Binh DuongDepartment of Industry and Trade enabled the feedbacks on their employee performancesafter training

 Performance goals based on training: refers to active management by exceptioncharacteristic of transactional leader whether the supervisors/managers in Binh DuongDepartment of Industry and Trade took into consideration of training roles in assessingthe performance goals of their employees

2.2.3 The relationship between human resource training satisfaction and training design

 The definition of training design

Seeklander (2009) defined training design as a process that consisted of initial design of aprogram based on goals to the execution of the training to the measurement of results to themodification of the program to meet those results Holton et al (2000) emphasized trainingdesign as the way of which training was designed and conducted with the objective of helpingthe trainees to apply what they had learnt from training to their works

Figure 1: Training Design Process

Source: Seeklander (2009)

 The relationship between human resource training satisfaction and training design

Holton et al (2000) denoted that the employees in an organization would be more satisfied withthe training through proper training design The reason of this relationship was reflected throughthe fact that training was design to help the employees to shape up their competencies in their

daily workings Hence, the employees were more likely to satisfy with the training programs ifthey perceive that the training program was designed and delivered in such a way that maximizesthe trainee’s ability to transfer the training to the job (Holton, 1996; 2005).

Hence, in the research about human resource training in Binh Duong Department of Industry andTrade, the author proposed the following hypothesis for quantifying the relationship betweentraining design to human resource training satisfaction:

Hypothesis 2: Training design has a significant relationship with human resource training satisfaction in Binh Duong Department of Industry and Trade

To validate above hypothesis, the author developed the temporary scale as follow:

 Examples about ways to use training on the job

 Activities and exercises on how to apply training

 Teaching on how to apply training on the job

2.2.4 The relationship between human resource training satisfaction and performance efficiency

self- The definition of performance self-effic acyiency

Performance self-efficaciency, according to Ormrod (2006), was defined as the measure of theemployees’ capabilities to complete assigned works and to reach the common goals of theorganization Bandura (1977) denoted that performance self-efficaciency was determined as thecombination of employees’ working attitudes, working capabilities, and cognitive skills Bandura(1977) also highlighted the role of performance self-efficaciency as how this factor helps theorganization to understand how the employees perceive their status and how the employees to

behave in specific situations

 The relationship between human resource training satisfaction and performance self-effic acienc y

The relationship between performance self-efficaciency and human resource training satisfactionwere identical in many previous studies According to Carlson (2009), performance self-efficiacency has been emerging as one of the dominant factor toof employee satisfaction in theorganization Hurter (2008) also addressed the relationship between performance self-efficaiencyand human resource training satisfaction as Hurter identifiedthe fact that performance self-efficaiency affected on the working accomplishment level of the employees to assigned tasks It

is based on the fact that when the employees to receive better training and to be equipped byadequate resources When the employees are equipped by necessaryresources, they shall feeltheir job role are highly importance to the firms and their job accomplishments are respected sothat they shall be satisfied with the firms.the employee commitment to the organization

Hence, in the research about human resource training in Binh Duong Department of Industry andTrade, the author proposed the following hypothesis for quantifying the relationship betweenperformance self-efficaiency to human resource training satisfaction:

Hypothesis 3: Performance self-effic aien cy has a significant relationship with human resource training satisfaction in Binh Duong Department of Industry and Trade

To validate above hypothesis, the author developed the temporary scale as follow:

 Ability to use newly trained skills on the job

 Confidence in the ability to use new trained skills at work

 Using what has been learnt from training even in difficult situations

 Overcoming obstacles to use new trained skills or knowledge

2.2.5 The relationship between human resource training satisfaction and training transfer

 The definition of training transfer

Holding (1991) and Healthfield (2012) defined training transfer as the effects of learning onworking performance of those who were received the trainings Baldwin and Ford (1988)asserted that training transfer had its polar whether the positive training transfer was formed if

the employees could apply successfully the training contents into specific situations and viceversa

 The relationship between human resource training satisfaction and training transfer

During the time, there were many previous studies were written about the relationship betweentraining transfer and human resource training satisfaction ofin which these previous studiesconsidered human resource training satisfaction was one part of employee satisfaction (Zumrah,2012) Noe and Schmitt (1986) found transfer of training was significantly related to educatorperformance improvement including their fiscal management and relationships with thecommunity

Hence, in the research about human resource training in Binh Duong Department of Industry andTrade, the author proposed the following hypothesis for quantifying the relationship betweentraining transfer to human resource training satisfaction:

Hypothesis 4: Training transfer has a significant relationship with human resource training satisfaction in Binh Duong Department of Industry and Trade

To validate above hypothesis, the author developed the temporary scale as follow:

 Using new trained skills to improve performancePrior learning or training facilitateshelps in acquiring a new skill or reaching the solution to a new problem

 Prior learning or training facilitates helps in acquiring a new skill or reaching the solutionTraining helped to improve job performance

2.2.6 The relationship between human resource training satisfaction and performance feedbacks

 The definition of performance feedbacks

Colbert (2012) defined performance feedback as the way ofin which the organization conducting

an assessment on their employee performances through different feedback mechanisms Forexample, the organization could choose between formal and informal feedbacks Formalfeedbacks referred to the mechanism enabling the managers, the customers could provide thefeedbacks to the employees Informal feedback, however, referred to somewhat privatediscussion between the managers and their employees Kluger and Denisi (1981), Kim (1984),and Jawahar (2006) denoted that feedbacks have significant and positive effects on performancewhen it is provided for a familiar task, is directed on goal setting, and does not direct attention tothe self

 The relationship between human resource training satisfaction and performance feedbacks

Hattie and Timperley (2007) asserted that feedbacks ashave the most influence on learning andthe polar of this relationship could be positive and negative depending on the articles oftrainings These authors also identified that although feedback is among the major influences, thetype of feedback and the way it is given can be differentially effective According to Velada et al.(2007), performance feedback was one part of the working environment

Hence, in the research about human resource training in Binh Duong Department of Industry andTrade, the author proposed the following hypothesis for quantifying the relationship betweenperformance feedbacks to human resource training satisfaction:

Hypothesis 5: Performance feedbacks has a significant relationship with human resource training satisfaction in Binh Duong Department of Industry and Trade

To validate above hypothesis, the author developed the temporary scale as follow:

 Post-training conversations with people about how to improve job performance

 Feedback on how well was the training application

2.2.7 The relationship between human resource training satisfaction and training retention

 The definition of training retention

Velada (2007) defined training retention as the degree to which trainees retain the content aftertraining is completed Baldwin and Ford (1988) asserted that training retention was the outcome

of the generalization and maintenance of training effects on the job Thus, training retentionwould be more comprehensive when the employees should be received adequate trainingstowards their jobs

 The relationship between human resource training satisfaction and training retention

According to Velada (2007), trainees must have the ability to retain the knowledge instilledduring the training program to facilitate the transfer process.Although the author could not find

the any previous studies illustrating the relationship between human resource trainingsatisfaction and training retention, the author still believed that this relationship has been existed.Hence, in the research about human resource training in Binh Duong Department of Industry andTrade, the author proposed the following hypothesis for quantifying the relationship betweenperformance feedbacks to human resource training satisfaction:

Hypothesis 6: Training retention has a significant relationship with human resource training satisfaction in Binh Duong Department of Industry and Trade

To validate above hypothesis, the author developed the temporary scale as follow:

 The employees can remember the main topics learned in the training in last 6 months

 The employees can easily say several things learned in the training in last 6 months

2.3 Summary of conceptual model for this research and research hypotheses

Base on the examination on the human resource training satisfaction and its antecedents above,the conceptual model for this study was illustrated as in the figure below:

Figure 2: Conceptual model of the study

As shown in the figure above, the author constructed the following research hypotheses:

 Hypothesis 1: Supervisor support has a significant relationship with human resourcetraining satisfaction in Binh Duong Department of Industry and Trade

 Hypothesis 2: Training design has a significant relationship with human resource trainingsatisfaction in Binh Duong Department of Industry and Trade

 Hypothesis 3: Performance self-efficiency has a significant relationship with humanresource training satisfaction in Binh Duong Department of Industry and Trade

 Hypothesis 4: Training transfer has a significant relationship with human resourcetraining satisfaction in Binh Duong Department of Industry and Trade

 Hypothesis 5: Performance feedbacks has a significant relationship with human resourcetraining satisfaction in Binh Duong Department of Industry and Trade

 Hypothesis 6: Training retention has a significant relationship with human resourcetraining satisfaction in Binh Duong Department of Industry and Trade

Chapter Summary

In this chapter, the author has examined some concepts that are relevant to the topic about humanresource management in general and human resource training in particular According to O.C(2010), the effectiveness of human resource training can be measured through human resourcetraining satisfaction of the trainees as it is considered as the benchmark the effectiveness andusefulness of already offered training programs.The theoretical examination helps the author toconstruct the conceptual research model of which it addresses the theoretical relationshipbetween supervisor support and human resource training satisfaction, between training designand human resource training satisfaction, between performance self-efficaiency and humanresource training satisfaction, between training transfer and human resource training satisfaction,between performance feedbacks and human resource training satisfaction; and between trainingretention and human resource training satisfaction

Chapter III: Research methodology

Chapter III Introduction

In this chapter, the author would like to introduce about the research methodology applied forresearching the impacts of human resource training antecedents to employee satisfaction towardsreceived trainings in Binh Duong Department of Industry and Trade The author asserted that theauthor would conduct the study base on interpretivisminterpretive methodology with theapplication of several statistical analyses such as reliability of the survey scale (Cronbach’s

proposed in Chapter II It was worth to denote that there are two methodologies that are oftenutilized in a research namely positivism and interpretivism (Bryman & Bell, 2007; Hughes &Sharrock, 1997; Travers, 2001)

3.1 Research strategy

In this study, the author proposed using the survey and case study as two research strategies Thecase study, in the author’s research, was focused on the current situation of human resourcetraining in Binh Duong Department of Industry and Trade The survey, respectively, focused onthe primary data collection of the employee satisfaction towards human resource trainning inBinh Duong Department of Industry and Trade

Robson (2002) defined case study as the special form of experiement whether the researcherwould like to conduct the study on a particular organization that was subjectively assumed fitting

with the research overarching objectives and the knowledge of the researchers on the socialphenomenon Yin (1994) highlighted the critical role of survey as the best strategy for primarydata collection in order to support for the quantitative reserarches Yin (1994) also denoted thatsurvey was also suitable to those who wanted to save cost and to be engaged by limited time forconducting the research

3.2 Research design

Creswell (2004) defined research design as a process of which a research was conducted in linewith the research overarching objective and the scope of the research In the case study of humanresource training in Binh Duong Department of Industry and Trade, the research design consisted

of six steps including:

 Literature reviews: to examine all related previous studies on the concept of humanresource training and its antecedents and to examine how these antecedents influencinghuman resource training satisfaction

 Draft of survey of questionnaire: to draft the survey of questionnaire based on theliterature reviews examination It was worth to denoted that each antecedent of humanresource training was considered including attributes that were represented for thisantecedent

 Pilot study: to conduct the preliminary assessment on the draft survey of questionnairewith the involvement of supervisors/managers of Binh Duong Department of Industryand Trade with the objective of ensuring the draft survey of questionnarire was easy tounderstand for the employees when the survey was officially carried out

 Adjusted survey of questionnaire (if any): to make some modifications on the survey ofquestionnaire after the pilot study was conducted The author would made theadjustments on the questions that was rated leading to misunderstanding for theemployees in Binh Duong Department of Industry and Trade

Literature Reviews

Pilot Study

Draft survey of questionnaire

Adjusted survey of questionnaire (if any)

Quantitative research

Descriptive statistics

Reliability of the survey scale assessment Exploratory Factor Analysis

Linear regression and hypotheses testing

Survey results conclusions

 Quantitative research: to conduct several statistical analyses on the achieved data fromsurvey of questionnaire The data analysis tools consisted of reliability of the survey scale(Cronbach alpha), Exploratory Factor Analysis (EFA), and linear regression

 Survey results conclusions: to generate the key findings from the data analysis outputs aswell as the conclusions for the study

Figure 3: Research Design

3.3 Data collection method

3.3.1 Primary data

Srivastava and Rego (2011) define that primary data is the directly collection of the researcher.Kubr and Prokopenko (1992) asserted that primary data was useful to the researchers who couldnot find the relevant data for their studies from external sources In this context, primary datawas influenced by the methods and data collection techniques (Forshaw, 2000) In this research,the author proposed using the delivery and collection survey of questionnaire whether the authorprovided the questioannirnnaire to the employees at Binh Duong Department of Industry andTrade by hand and collected their answers later (Saunders et al., 2009)

3.3.2 Secondary data

Saunders et al (2009) defined secondary data as the data that was collected from previousstudies This data may be collected from many sources such as books, daily newspapers articles,journals, internet, media, voice, video, reports etc Secondary data has some advantages such as

it was considered as lower time consuming and cost to the researchers because of the authorcould utilize this data type from previous studies (Srivastava and Rego, 2011) However, thesecondary data also had some limitations as it was collected by different researchers in differentstudies so that this data type might not be fitted well with the author studies about humanresource training satisfaction in Binh Duong Department of Industry and Trade.In Vietnam, thestudy about employees satisfaction to received training has not been very popular due to thetopic is very new so that the author has to take secondary data with occidental context However,the nature gap in using these contexts is that foreign studies are designedin publicpublic sectorenvironment while the study about human resource training in Binh Duong Department of

Industry and Trade is designed and conducted in State-owned environment This is the gap thatshould be mentioned when the author utilizessuch kind of secondary data In this research, theauthor proposed using the secondary data sourced from literature reviews Other secondary datawas also taken from the internal reports of Binh Duong Department of Industry and Trade

3.4 Main survey

3.4.1 Sampling method and sample size

As mentioned above, the author would like to collect the primary data from survey ofquestionnaire on a sample of employees who are working for Binh Duong Department ofIndustry and Trade Since, the primary data was collected from the employees, the author self-recognized that it was necessary to conduct the sampling technique to generate adequate samplesize for later data analyses

According to Yamane (1967), the sample size could be generated by the application of followingformulation:

Equation 1: Yamane (1967)'s Sample Size Formulation

n = N / (1 + Ne2)

Where:

 n is the sample size of the survey

 N is the total population

 e2 is the probability of error and is often set at 5% of confidence level

As the number of employees in Binh Duong Department of Industry and Trade now is 200people so that the total population (N) is 200 Thus, the sample size for this study would be:

n = N / (1 + Ne2) = 200 / (1 + 200*0.052) = 133

According to Rogers (2006), the minimum sample size to conduct quantitativeresearch isbetween 200-250 respondents However, this minimum sample size exceeds the number ofemployees in Binh Duong Department of Industry and Trade so that the sample size of 133employees in Yamane (1967) is chosen in this study

3.4.23 Questionnaire administration

In this research, the author would like to use the questionnaire administration of paper and pencilquestionnaire as the author provided the survey sheets to selected employees in Binh DuongDepartment of Industry and Trade Then, the author enabled sufficient time of one week for them

to key-in their answers to this sheet and after that the author collected the answer sheets for laterdata analyses

3.5 Tool development for data analysis

3.5.1 Survey scale assessment

Although the survey of questionnaire was validated by pilot study with the involvement of 10managers/supervisors in Binh Duong Department of Industry and Trade, the author still wanted

to conduct the quantitative analysis on the reliability of the survey construct and the survey scale

It was noted that the reliability of the survey constructs was done by using exploratory factor

analysis why the reliability of the survey scale was done by using Cronbach’s

alpha(phântíchhệsốđộ tin cậy).

 Reliability of the survey scale

The assessment on the reliability of the survey scale was conducted by using the Cronbach’salpha reliability coefficient through SPSS 18

Equation 2: Cronbach alpha Calculation

21

 K is the number of components or variables

 2X is the variance of the observed total test scores

2

i

Y

 the variance of component is for the current samples of interviewees

Nunnally (1978) stated that Cronbach alpha should be 0.70 or above Some studies argued that0.60 is also acceptable (Gerrard et al, 2006; Kenova and Jonasson, 2006; Malhotra et al, 2005),and simultaneously the coefficients of ‘Corrected item-total correlation’ should be greater than0.30, or the ‘Alpha if item deleted’ should be not greater reliability alpha

 Exploratory factor analysis

Hair et al (1998) emphasized exploratory factor analysis as the data reduction method thatallowed the researchers to reduce the large amount of collected data to components Thismethod, furthermore, was often used to validate the construct of the survey of questionnairewhether the pre-determined factors and their attributes could be shaped up in different forms.Besides in order to significant analysis, factor loading should be greater 0.5 as an importantstandard in factor analysis, and also the eigenvalues of the correlation matrix greater than 1 orthe cumulative eigenvalues greater than 50% (DeCoster, 1998)

In addition, in factor analysis, Kaiser-Meyer-Olkin measure (KMO) of sampling and Bartlett’stest should be considered as a necessary condition Whereby, KMO should be between 0.5 and1.0 and Bartlett Sig should be lower than 0.05 These means that the observed variables correlatetogether in overall of analysis (Gerbing and Anderson, 1988) Thus, some standards for factoranalysis are summarized as follows:

 KMO is between 0.5 and 1.0

 Barlett sig is lower than 0.05 (or 5%)

 The cumulative eigenvalues are greater than 50%

 Factor loading is greater than 0.50

3.5.2 Linear regression and hypothesis testing

In this part, the author will use multiple-regression for statistic analyzing Multiple-regression is

a statistical technique which enables the statisticians to predict the score of independent variables

(or predictor variables) impacting on dependent variable (or criterion variable), in order toconsider the relationship between independent variables and dependent variable Thisrelationship may be linear or non-linear, predictor variables may be quantitative or qualitative(Cohen et al, 2003)

3.6 Limitation of the research methodology

Due to the time constraints and limited knowledge, the author self-recognized that the researchmethodology used in this study consisted of several limitations The first limitation came fromthe uses of paper and pencil questionnaire administration as the author could not adopt thevalidation on the reliability in the answers of the respondents As mentioned above, the authorhad provided the survey sheet to the employees and then collecting them after one week Thepaper and pencil questionnaire administration was considered as barring risk as the respondentscould manipulate the answers or they could answer same as other respondents they knew in theorganization In this context, the face-to-face questionnaire administration was outperformancecompared to paper and pencil questionnaire administration However, the issue of high timeconsuming eliminated the application of face-to-face method

The second limitation came from the data analysis techniques whether the uses of exploratoryfactor analysis for validating the survey construct was questionable because of many researchestoday tended shifting from exploratory factor analysis to confirmatory factor analysis Brannick(1995), Stone-Romero, Weaver and Glenar (1995) indicated that the application of exploratoryfactor analysis in social sciences has been decreasing while the utilization for confirmatory factoranalysis has been increasing as confirmatory factor analysis has helped the researchers toexamine the relationship between dependent factor with each attributes within anfactors,

The third limitation came from the process of pilot study whether the author asserted that therewas possibility of which the managers/supervisors involved in the pilot study process might not

be well in perception of the importance of the study about human resource training in BinhDuong Department of Industry and Trade In this context, the managers/supervisors might notrate the survey of questionnaire in fully manner and they might accept this survey ofquestionnaire due to they were too busy with other works

Chapter Summary

This chapter is stated with the objective of proposing the methodology that is applied in thisstudy about human resource training satisfaction at Binh Duong Department of Industry andTrade In this chapter, the author has already clarified the difference between positivism andinterpretivisme research methodology/phyilosophy, qualitative and quantitative research method.The examination helps the author to choose the right research methodology, research method aswell as conducting suitable research approach In more detail, positivism research methodologywith quantitative research method is applied in this study To collect the necessary data forquantitative analysis, the author decided to choose the survey of questionnaire to collect theanswers of the respondents towards the relationship between six studied factors (namelysupervisor support, training design, performance self-efficacy, training transfer, performancefeedbacks and training retention)and human resource training at Binh Duong Department ofIndustry and Trade The typologiesy of data analysis tools consists of reliability of the surveyscale, EFA analysis, and linear regression

Chapter IV: Data analyses

4.1 Demographic information

The table below showed the demographical information of the respondents involved in thesurvey of questionnaire:

Table 1: Demographic Information

As shown in the table above:

 There were 71 male respondents involved in the survey (53%) while only 42 femalerespondents participated in the survey (32%)

 The percentage distribution of ‘Less than 30 years old’, ’30-39 years old’, ’40-49 yearsold’, and ‘50 years old and older’ were 16%, 53%, 25%, and 6% respectively

 The percentage distribution of education group ‘Higher, ‘Bachelor’, ‘Associate Degree’,were 14%, 83%, and 3% respectively

 Among 133 respondents involved in the survey, only 12% havinghaving a high and veryhigh acquaintance to the topic of human resource development, 21% havinge mediumacquaintance, and 67% having low and very low acquaintance

4.2 Reliability analysis

The objective of reliability analysis was to assess the appropriateness of the survey scale Asmentioned in Chapter 2, the survey scale was built upon on the theory of Likert scale thatconsisted of five scales ranging from 1 to 5 score with 1 as Strongly Disagree and 5 as StronglyAgree Theoretically, reliability analysis was conducted at the factor level in order to generate theCronbach’s alpha values The expected value of Cronbach’s alpha was above 0.6 to indicate thegood reliability of the survey scale The Cronbach’s alpha value for each factor was presented inAppendix III

4.2.1 Reliability analysis for supervisor support factor

Reliability analysis for supervisor support factor was presented below:

Table 2: Reliability analysis for supervisor support factor

Corrected Total Correlation

Item-Cronbach's Alpha ifItem Deleted

in this analysis

4.2.2 Reliability analysis for training design factor

Reliability analysis for training design factor was presented below: