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

This study examines employees' perceived effectiveness and frequency of use of training methods in Malaysia. It explores modern and conventional methods, differences between small and large organizations, and the effectiveness of methods for specific training objectives.

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

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  1. Management Training Methods: Relative Effectiveness and Frequency of Use in the Malaysian ContextVeeriah Sinniah& Sharan KaurFaculty of Business and AccountancyUniversiti of Malaya50603 Kuala Lumpur, Malaysia E-LEADER CONFERENCE KUALA LUMPUR, MALAYSIA 5-7 JAN 2009

  2. OVERVIEW OF PRESENTATION • Purpose of Study • Objectives of Study • Background of Study • Hypotheses • Research Methodology • Results of Study • Conclusion

  3. PURPOSE OF STUDY • To identify employees’ perceived effectiveness of training methods, a replication of a study by Sadler-Smith et al (2000)

  4. OBJECTIVES OF STUDY • 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

  5. BACKGROUND OF STUDY • Investment 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

  6. BACKGROUND OF STUDY Modern Training Methods • Companies 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, today’s training methods are not so new – better application of proven practices, relying on the same fundamental training method of instructional /discussion /conference procedure

  7. BACKGROUND OF STUDY Modern Training Methods • E-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)

  8. BACKGROUND OF STUDY Modern Training Methods • Web 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)

  9. BACKGROUND OF STUDY Modern Training Methods • Distance 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 aids

  10. BACKGROUND OF STUDY Modern Training Methods • Miller (2001) found coaching (a new field (Wilkins, 2000)) to: • Increase productivity; • Increase quality; • Improve working relationship between employee and boss • Increase job satisfaction • The use of coaching after a traditional instructor-led training is effective in increasing skill retention & transfer of training (Showers, 1987)

  11. 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)

  12. HYPOTHESES • H1: 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

  13. RESEARCH METHODOLOGY • 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 & Coaching

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

  15. RESULTS OF STUDY • H1: 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

  16. RESULTS OF STUDY • Correlations 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)

  17. RESULTS OF STUDY • 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)

  18. CONCLUSION • Contradictory 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

  19. CONCLUSION • The perception of this study’s 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

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