N ipa

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1. Background of the study
Economic globalization, increasing consumer demand for better quality products or services,
explosions in technological advances and constant changes in the business environment have
created the need for organizations to continuously provide their employees with certain skills,
knowledge and abilities (SKAs) in order to maintain market competitiveness and business
survival (Vloeberghs & Faes; 2003). As Employee training is essential as it is one of the
main ways of raising the skill level of the workforce. Training is an important factor that
could facilitate a firm’s expansion, develop its potentials and enhance its profitability (Cosh,
et al, 1998). Tung-Chun (2001) agreed with this stating that educated and well-trained
employees are a prerequisite for an organization’s competitive advantage.
For developing and managing people properly organizations are conducted by Human
Resource Management (HRM). HRM is a planned approach to managing people effectively
for performance (BEARDWELL et al, 2004). The core activities of HRM are manpower
Planning, Recruitment, Performance Management, Training and Development, Staff
Relations. Among of these training is the most important act to utilize employees’ talent and
skills. It is a learning experience that seeks a relatively permanent change in individuals that
will improve their ability to perform of the job (Decenzo & Robbins; 2006). Training
include: the improvement of employee job performance, employee development (Burden
and Proctor, 2000).
Especially for the Multi-national Company’s (MNCs) staff training is essential as MNCs
operate in a complex and uncertain environment which creates a unique set of organizational,
co-ordination and managerial issues for managers (Collings & Morley, 2004). Like others
MNCs Ericsson also has a huge budget for employee training. Ericsson is now a top company
in the world only because of its personnel so it trusts that people are assets, it motivates its
people to be creative and hard work through satisfying them. Actually the company recruits
talent people and try to utilize their capability and finally retain them.
2. Background of the company
Ericsson is a world-leading supplier of telecommunications equipment and related services to
mobile and fixed network operators globally. Its 1,000 networks in 140 countries utilize its
network equipment and 40 percent of all mobile calls are made through its systems. It has

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been present in Bangladesh since 1997, to support its customers through a local branch office,
Ericsson AB – Branch Office Dhaka. In early 2006, it incorporated under the Bangladesh
laws as LM Ericsson Bangladesh Limited (EBL), for establishing a full-fledged company.
Today, Ericsson Bangladesh is a partner to all major operators in the country. At present the
country’s largest end-to-end telecommunications solutions provider with complete in-country
expertise and support team with a staff-strength of more than 400.
Ericsson trusts its employees are its greatest asset. Every employee is important in helping
them to reach its vision and goals so every employee counts. It recruits those people who are
proactive, innovative, trustworthy and responsive and then utilizes them. As Ericsson utilize
its resources globally, promote global networking, and expect its employees to work across
organizational and national boundaries and makes the staffs capable through training and
development. EBL has 800 staffs and it utilizes their SKAs through local and foreign
training. It funds BDT 5 million yearly for its human resources’ development. It provides
training almost 400 employees yearly and it is committed with its staffs that it will help them
make the most of their potential by providing a rich learning environment and a structured
framework for their career development.
3. The problems statement and Significance of the study
The 21st century companies are facing unique competitive, economic and global challenges.
With the challenges the global business climate also facing a challenge for managing and
employing people, (Vloeberghs & Faes; 2003). People are one of the key inputs into
organizations (Campbell and Butterworth: 2005).Any company’s success depends on its
manpower. To reach the vision of a company, it has to recruit talent, proactive, innovative,
trustworthy and responsive staffs. Then improve their SKAs by training and justify the
potential results or feedback from the trained staffs. Training enhances organization
performance with employee’s individual performance. So the main intension of the study is
to gain a better understanding of the effectiveness of training those enhance personnel’s
performance in EBL.

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4. Research objectives and questions
From the problem discussion above, the main objective of the research is a general evaluation
of EBL to assess its training effectiveness to enhance employees’ performances. These are
the main intentions why the research is done:
i. To evaluate the effectiveness of training in EBL
ii. Assessing the effectiveness of training motivation in EBL
iii. Scrutinize the relationship between employee perceived training effectiveness
and job satisfaction in EBL
iv. To identify the EBL’s training strategies for enhancing employees’
performances?
The following three research questions have been developed in order to support the
objectives of the study in the best way possible. The following research questions will be
explored in the study:
i. Does training enhance employees’ performances?
ii. How employees could be utilized for the betterment of the organization via
effective training?
5. Review of Literature
5.1 Definition of Training
Cascio (2003) stated training consists of planned programs designed to improve performance
at the individual, group or organizational levels. It is a learning experience in that it seeks a
relatively permanent change in an individual that will improve the ability to perform on the
job. it includes experiences intended to meet essential job requirements, update skills, prepare
people for career movement of any kind, rectify knowledge or skill deficiencies, and evoke
new insights or even create new knowledge (Rothwell & Kazanas, 2003). Its main purpose

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is workplace is to develop the abilities of the individuals and to satisfy the present and future
needs of the organization (Manpower Services Commission, 1981).
5.2 Types of training
According to Robbins (2005) training can include everything from teaching employees basic
reading skills to advanced courses in executive leadership. There are four general skills
categories:
Figure 2:7 Skills categories of training
Source: Robbins, 2005. Pp.521
• Basic literacy skills: Organizations increasingly have to offer basic reading and math
skills for their employees.
• Technical skills: Most training is focussed at upgrading and improving employee’s
technical skills. Technical training has become vital at present because of two
reasons- new technology and new structural design.
• Interpersonal skills: Human resources’ work performance depends on their ability to
interact with their co-workers and their boss. Some employees may have to improve
their interpersonal skills through training.
• Problem solving skills: When managers or employees perform no routine tasks, they
have to solve problems on their job then according their requirements of skills they
can participate in problem solving training (Robbins, 2005).
5.3 Training Methods
According to McConnell (2005) there are two procedures of training and these are 1)
Internal training & 2) External training. Internal training is that training offered and
Skill
Categories
Basic literacy
skills
Technical skills Interpersonal
skills
Problem
solving skills

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conducted by the organization. External Training is also job-related, but an external source
rather than the organization itself. There are two methods of training;
Figure 2:8 Training Methods
Source; Beardwell et al., 2004
5.3.1 On-the-job training: Training a person to learn a job while working on it. it is planned,
organized, and conducted at the employee's worksite.
i. Coaching or Understudy method: Coaching is one of the training methods, which is
considered as a remedial method for inadequate performance (Dessler; 2005).
ii. Special assignments: Special assignments similarly give to lower-level executives’
firsthand experience in working on actual problems. (Dessler; 2005)
Training Methods
On-the-job training
*Coaching or Understudy
method
*Special assignments
*‘Sitting by Nellie’ and
learning by doing
*Mentoring
*Shadowing & Job rotation
Decenzo & Robbins; (2006)
*E-learning
*Apprenticeship programs
*Job instruction training
Source: Beardwell et al., 2004,
Off-the-job
training
*Classroom Lectures/
conferences
*Films
*Simulation exercises
*Experimental exercises
*Role playing
*Case studies
*Computer modeling
*Vestibule training
*Sensitivity training
*Transactional analysis
Source: (Decenzo & Robbins;
2006)

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iii. ‘Sitting by Nellie’ and learning by doing: these traditional methods are used to
teach new skills and methods to employee and they can be very effective.
iv. Mentoring: Mentoring provides guidance and clear understanding of how the
organization goes to achieve its vision and mission to the junior employee.
It is not as structured and regular than in coaching (Beardwell et al, 2004).
v. Shadowing & Job rotation: It usually aims to give trainee managers a ‘feel’ for the
organization by providing experience of working in different departments.
vi. E-learning: a more recent concept of the informational and learning exchange
environment is electronic learning (e- learning) (Beardwell et al, 2004).
5.3.2 Off-the-job training:
It can involve both theory and practical training and may comprise assessment and
examinations. But it may not provide as much transfer of training to the actual job as do on
the job program (Fisher et al, 2005). There are some methods of off-the-job training;

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(Decenzo & Robbins; 2006)
Table 2:1 Off the training methods
There are some cross-cultural training methods that is mainly important for MNCs

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Table 2:2 Cross-cultural training methods
Source: Treven, Sonja. 2003.
According to Davies (2001) there are some factors that Influences on training design

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Figure 2:9 Influences on training design
Source: Davies (2001)
Before selecting training methods organization should concern about these factors.
5.2 Importance of Training
Nonaka and Takeuchi (1995) stated that training is used to improve employee performance
which leads to improved business results. Various authors pointed out many advantages of
training. Summary of which are as follows:
i. Supply of talent: Training is a way to create a supply of talent within the
organization through structured but flexible long-term individual development plans
(Dubois and Rothwell, 2000). It creates a pool of qualified applicants in the right
numbers and with the right skills for higher-level jobs inside an organization.
ii. Equipping individuals with the knowledge, skills, and attitudes: training is an
important and useful tool for equipping individuals with the knowledge, skills, and
attitudes. It is geared to helping managers and workers see and even experience why
changes stemming from strategic objectives are needed (Rothwell & Kazanas, 2003).
iii. Implementation of a new strategy: training can help an organization that is moving
toward implementation of a new strategy in a changing environment. Training can

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serve as a medium for simulating artificial experience to anticipate future events so it
helps people understand what knowledge and skills they might need in the future,
thereby motivating those to learn to meet future rather than past needs (Rothwell &
Kazanas, 2003).
iv. Potential tool: training is a potential tool for giving individuals the skills they need to
think strategically (Rothwell & Kazanas, 2003).
v. Retention of potential talent: Basically, retention of employees, and the retention of
valued skill sets, is important for continued business achievements (Mak and Sockel,
1999). Employee switching may lead to a loss of human resources weakening
competitive positions. Training reduces employee’s switching.
vi. Increase ability: Job-related training increases an employee's ability to perform job
related tasks. As Job satisfaction is an important motivator for employee performance
and is negatively related to turnover so to satisfy employees through training is really
very important (Mak and Sockel, 1999).
vii. Help to meet commitment: Ranft and Lord (2000) stated company commitment to
the training needs of its employees positively influences employee satisfaction,
leading to an increase in employee motivation and an increase in retention and such
commitment culminates in employee exposure to quality job-related training, leading
to better employee morale, an increased sense of employee achievement and
accomplishment (Elizur, 1996). For example, global organizations committed to
employee development (e.g., Proctor & Gamble, Intel, Boeing, Cisco, Dell,
PepsiCo) attract highly qualified candidates (O'Toole & Lawler, 2006).
viii. Good sign of future economic: d'Arcimoles (1997) examined the effects of
employee training upon the financial performance of 61 French firms and found that
there were significant immediate and lagged effects as expenditure on training by firms
was associated with 'immediate and permanent' improvements in productivity and
profitability so: "substantial training expenses seem to be a good sign of future
economic performance."
ix. Lead to productivity: Bartel (1994) had used a value-added measure of productivity

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and found that the introduction of new training programs led to a productivity gain of
18.86% over three years and this gain applied across the board to low performing and
high performing companies.
x. Employee loyalty: Training employees leads to increased employee satisfaction,
facilitates the updating of skills, leads to an increased sense of belonging and benefit,
increased employee loyalty to the organization (Bushardt et al., 1994).
Finally, training has a direct effect on productivity, internal quality and financial outcomes
for firms by raising the general level of skills and enhancing the human capital of the firm.
It is a standalone practice that leads to effective task performance on the part of employees
and this is reflected in enhanced firm performance. Horwitz (1999) showed the Levels of
human resource development how individual effectiveness converts to organizational
effectiveness in the following figures
Figure 2:3 Levels of human resource development
Source: Horwitz (1999)
The world’s top companies for instance IBM, Accenture, Intel and Lockheed Martin alone
each spend in excess of $300 million a year on employee training (Robbins: 2005 Cited in
Training March 2003, p20).

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2.5 Disadvantages of training
Ineffective implemented training may disadvantageous for employee and organization both:
 Training can be a financial drain on resources; Ineffective training may expensive for
development and testing, expensive to operate.
 It often takes people away from their job for varying periods of time so it may create
irregularity
 Equips staff to leave for a better job: trained people may leave the job to join in
another better job (Rothwell et al., 2000).
Canadian industry is not making adequate investments in training (Betcherman, 1992).
2.6 A systems model of the training cycle
Cole (2005) states that to contribute to the organization’s overall goals training programs
should be developed systematically. There is an Instructional Systems Design (ISD) how
the organization recover its haphazardness and failure possibilities of training. The model
shows four steps; 1) needs assessment; 2) design & development of training; 3) delivery of
training; and 4) evaluation of training (Fisher et al, 2005).

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Figure 2:4 an instructional Systems Design Model
Source; Fisher et al., 2005 pp. 372
Step 1; Assess needs: Needs should only be systematically identified when the cause of a
performance problem is lack of knowledge, skill, or appropriate attitude (Rothwell et al.,
2000). There are three levels of needs assessment; Organizational analysis, Job & task
analysis, and Person analysis.
Develop training objectives translates the identified needs by the organization, task and
individual analysis into computable objectives that can guide the training effort (Fisher et al.,
2005).
For training needs analysis, potential tools are: observation, questionnaire, using
consultants, interviews, group discussions, using of tests and using of business records
(Erdoğmuş, 1997, pp. 307-11).
Step 2 Design & development: this step includes selecting appropriate training methods and
developing training materials. This phase covers planning, design and development of
magistrate training. The following activities should be done in this step;
o Select training methods
o Develop detailed content
o Develop training materials
o Pilot test training programme
o Train trainers (Fisher et al., 2005).
Step 3; Deliver
This stage ensures that the delivery of the training is effective and provides opportunities for
the trainee to learn. This will involve choosing the most appropriate design for meeting
training needs, and taking advantage of different training methods (Fisher et al.,; 2005).
Step 4; Evaluate
For a thorough evaluation four levels of evaluation should be collected; reaction, learning,
behaviors and results. Finally, the effectiveness of a training program can be calculated by

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assessing its costs and putting a dollar value on its benefits to the organization (Fisher et al,
2005). According to Davies (2001) there are also three stages
All Line Managers are responsible for ensuring that the competence of their workforce meets
the requirements of Ericsson and its commitments to customers. EBL encourages each
employee to develop his/her potential to the maximum. Training is provided based on the
Ericsson’s Competence Management Process. Development needs are identified as part of the
IPM process. Individual Performance Management is an annual ongoing process, which
normally includes at least three IPM discussions over the period of 12 months. The process
is:
Figure 2:6 EBL's training process
Setting Individual Goals:
The managers start the discussions with employees to set their individuals goals for the
coming year and first review period. This step takes place in the beginning of the year, when
the target setting for the unit is finalized. The individual goals are usually set for a period of
one year.
Training needs assessment:
• Performence Goal
Setting Individual
Goals
• Value and Behaviors
• Leadership Behavior
• Operational needs
• Individual
competence gape
Training needs
assessment
• Validate all the
section
• Final performence &
development
evulation
• performence feed
back review
Annul
Performance
Summery

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During the year further discussions holds to review and follow up results and provide
constructive feedback to support the employee to meet or exceed the goals and expectations.
Regular feedback has also proven to increase the employee motivation.
 Value and Behaviors
 Leadership Behavior
 Operational needs
Annul Performance Summary:
Summarizing all sections in the IPM discussions during the year is discussed. This normally
takes place at the end of the year or may early in the next coming year.
It is a final performance & development evaluation and feedback session but can also be
combined with the start of a new IPM discussion cycle with goal setting for the new review
period.
2.10 Training and job satisfaction: Fisher et al. (2004) claim that job satisfaction includes
the positive feelings associated with the rewarding aspects of a job that can intuitively lead to
improved work performance. Currie (2001) suggests that satisfaction is related to the degree
to which an individual is satisfied with the terms and conditions of employment. Rowden
and Conine (2005) propose that training may be used as a tool to increase job satisfaction
and trained employees will better satisfy the needs of their customers. job satisfaction has
been linked to improved job performance (Wright et al (2002) if it can be shown that an
organization's training program increases job satisfaction, then a bridge from training and
improved employees performance can be established.
2.11 Training, employees’ performances and organizational performance: According to
Harrison (2000), learning (training) is a variable that may have a positive effect on
organizational performance and is considered to be a key element to the attainment of
organizational goals. This becomes clearer by examining Bramley's individual model of
training:

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Figure 2:10 Bramley's individual model of training
The model dictates that the organization should recognize that its employees are not effective
and a change should be attempted in their knowledge, attitudes and skills. According to
Swart et al. (2005) an individual improvement will be contingent on the quality of the
training program, the motivation of the individual and the individual's needs. The model
generally assumes that employee knowledge, skills and attitudes will change by the adoption
of a training program and if the employee believes, there is an improvement in his knowledge
and skills; it may be safe to also assume that, there will be an increase in the person's
individual performance. As a result, according to the model, there will be an increase in
the overall performance of the organization.
2.12 Training effectiveness and employee commitment: Mathews and Shepherd (2002)
stated commitment is an internalized employee belief often associated with “soft HRM” and
a high-trust organizational culture and is frequently associated with an exchange relationship
between the employer and employee. Organizational commitment has also been linked to
improved performance within an organizational context (Bozeman & Perrwe, 2001).
Ahmad and Bakar (2003) tested the relationship between implementing training and

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organizational commitment, came across various findings concerning all three aspects of
commitment, affective, normative and continuance. They found that various dimensions of
training are related with all three aspects of commitment, which is consistent to a large extent
with the findings of Kim (2006).
2.13 Training motivation and training effectiveness
Training motivation is an individual's desire to engage in training activities and fully embrace
the training experience (Facteau et al., 1995). The more motivated the trainee, the more
likely he/she are to reap the intended benefits from the training experience (Noe and Wilk,
1993). Generally individuals who are highly motivated to attend the training program and to
give due attention to the contents of the training program are more likely to score higher
points on the post-training test. Also they are more likely to see the training as a means to
obtain some future benefits. These benefits will only be fully realized if the trainees can
either utilize what they learned on the job (i.e. training transfer), in a new setting (i.e. training
maintenance), and/or to more complex task situations (i.e. training generalization) (Chiaburu
and Marinova, 2005). Training motivation plays a more determinant role than other
individual factors in regard to training performance (Quiñones, 1997).

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6. Methodology
Figure 3:1 Methodology Overview
Source: Foster, 1998 Pp, 81
3.1 Research Purpose
According to Saunders et al (2003) the most commonly used classification of purpose of
research is; exploratory, descriptive and explanatory. Descriptive and exploratory types of
research are for quantitative method while explanatory research is for qualitative method
(Mcnabb, 2002).
 Descriptive Research: Descriptive research design is used to develop snapshot of a
particular situation. Generally things are described by providing measures of an event
or activity. It focuses to describe a particular situation (Mcnabb, 2002).
 Exploratory Research: Exploratory research includes exploring or searching through
problem or solution to provide insights and understanding. In exploration researcher
are more interested to search out data from those sources that give in depth
information (Emory & Cooper, 1991).
 Explanatory Research: According to Saunders et al (2003) an explanatory study
aims to establish casual relationships between variables. Typical objectives of the
research include explaining why some phenomenon occurred, interpreting a cause-
and-effect relationship between two or more variables, and explaining the differences
in two or more group’s responses (Mcnabb, 2002).
The study is mainly descriptive because descriptive data has been collected through detailed
interviews and library studies. But it will also move into the exploratory and explanatory
Research
Purpose
Validity & Reliability
Research
Strategy
Data
Collection
Research
Approach
Data
Analysis
Sample
Selection

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stages as the study is done to gain a deeper understanding the effectiveness of human resource
training to enhance employees’ performances in Ericsson Bangladesh Limited.
3.2 Research Approach:
Here, different research approaches will be presented and the research approach of this study
and related reasons will be given. First, deductive versus inductive research approaches will be
discussed and secondly qualitative and quantitative research will be explained. According to
Maxwell (1996) the qualitative or quantitative approaches are used for the collection and
analysis of the empirical data.
 Qualitative Method: According to Patel and Davidson (1994) a qualitative
approach is used to find a deeper understanding of the area studied. A qualitative
method’s purpose is to create a holistic view of the problem (Gustavsson, 1998).
 Quantitative Method: Patel and Davidson (1994) state a quantitative approach
involves a statistical analysis of the collected data. Data used in this approach is based
on numbers and variables and as a result it is easier to communicate the results
(winter, 1992). In this approach researchers are generally concerned with deductive
testing of the theories and hypothesis (Alvesson & Sköldberg, 1994).
For the study combining the quantitative and the qualitative methods has used. A qualitative
research is suitable to understand which variables affect employees performance and why this
is the case. A quantitative research is suitable to support the qualitative research and give the
major characteristics and patents of a population. The qualitative research will serve as a
preparation for the quantitative research. The quantitative element will help to support
implicit/explicit claims to generalization.
3.3 Research Strategy
Research strategy will be a general plan of how researcher will go about answering the
research questions that have been set by researcher (Thornhill et al, 2003). According to Yin
(1994) there are five primary research strategies, in the social sciences: experiments, surveys,
archival analysis, histories, and case studies;

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Strategy Form of research
Question
Requires control over
behavioural events?
Focuses on
contemporary events?
Experiment How, why Yes Yes
Survey Who, what where, how
many, how much
No Yes
Archival analysis Who, what where, how
many, how much
No Yes/No
History How, why No No
Case study How, why No Yes
Source: Yin, 1994
Table 3:1: Summery of research strategies
Since the type of the study is combining of exploratory, descriptive and explanatory and the
aim of the study was to collect answers from large scales of sample (senior level managers,
general employees and trainer) among EBL in order to formulate the answer of the
investigated problem, so the study mainly conducted by survey. Meanwhile, survey is more
appropriate method in order to gain a better understanding of the research area in quantitative
study.
3.4 Data Collection
Two types of data can be collected, primary and secondary data. Primary data is recognized
as data that is gathered for a specific research in response to a particular problem through
interviews, questionnaires or observations. Whereas secondary data information can be
obtained through various kinds of documents, e.g., research reports, annual reports, books, and
articles (Wiedersheim-Paul and Eriksson, 1999). Different sources of data are showed in the
figure;

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Figure 3:4 Different Sources of data
In this work both type of data have been used. A questionnaire has been used as the main
source of data collection (primary data). The questionnaire is filled by the sample population
which consists of staffs of Ericsson’s and who are Ericsson’s trainee. For this literature
review secondary has been gathered from various books, news articles, surveys done by
different agencies, news paper.
3.5 Sample Selection
Sampling is selecting some of the elements in a population; researchers may draw conclusions
about the entire population. There are several compelling reasons for sampling, including:
lower cost, greater accuracy of result, greater speed of data collection and availability of
population selection (Cooper & Schindler 2003). Traditional sampling method can be
divided into two broad categories: probability and non-probability sampling (Samouel et al,
2003).
Primary
data
•Sampling, Surveys, Personal
interviews, Observations,
Questionnaires and Official
records (Saunders
et.al,.2003) observation,
interviews and/or
questionnaires (Hair et. al.,
2003).
Secondary
data
•Journals, Books, Reports,
Magazines, from personal
communication, Newspaper
and online (Saunders et. al,
2003) governmental
publications, personal records,
census (Kumar, 1996).
Sources of data

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Figure 3:5 sampling Methods
Source: Samouel et al, 2003
Probability: In probability sampling, sampling elements are selected randomly and the
probability of being selected is determined ahead of time by the researcher (Hair et. al.,
2003).
3.5.2 Non-probability: the aim of being statistically representative of the population
(Samouel , 2003). According to Samouel et al., (2003) most common non-probability
sampling methods are
i. Convenience sampling: Convenience sample involves select sample members who
can provide required information and who are more available to join in the study (Hair
et al, 2003).
ii. Judgment sampling: Researcher’s judgment is used to select sample element and it
involves for a specific purpose. Group of people who have knowledge about particular
problem they can be selected as sample element (Hair et. al., 2003).
iii. Quota Sampling: In quota sampling the researcher defines the strata of the target
population, determines the total sample size and set a quota for the sample elements
from each stratum (Samouel, 2003).
For the study sample has been selected from the Ericsson’s staffs because it took less time to
conduct research. Sample was selected by using judgment because is more convenience and
low cost involvement.
Sampling
method
Probability
Sampling
Non-probability
sampling
Convenience
sampling
Judgment
sampling
Quota
Sampling

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3.5.3 Sample Size
The larger the sizes of the sample the greater its precision or reliability, but there are
constraints to be dealt with .The constraint are time, staff and cost. In this study population are
the human resources (staffs) of Ericsson Bangladesh limited (EBL) and the samples are
senior level managers, general employees and trainers of EBL. Samples sizes are;
Table 3:2 Sample size
The choice of company was based on the fact they operate in different countries which
will further increase validity. The choice of respondents was based on the assumption
that they were the most appropriate people to be interviewed in regards to the purpose
and research questions of the study.
3.6 Data Analysis
According to Yin (2003, p.109) “data analysis consists of examining, categorizing, tabulating,
testing or otherwise recombining qualitative evidence to address the initial propositions
of a study”. There are different strategies of how to analyze the data collected:
i. Understanding the characteristics of language
ii. Discovering regularities
iii. Comprehending the meaning of text or action
iv. Reflection (Saunders et al, 2003)
For quantitative data analysis, statistical software’s for analysing data SPSS 13.0 for windows
and Microsoft Office Excel 2007 were used for data input and analysis. The statistics results
were presented by graphical form with detail descriptions.
Samples Size
Senior level managers 20
General employees 100
Trainers of EBL 4
Total samples 124

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Data Analysis
4.1 General information of the respondents
In this section the data related to general specifications of respondents such as sex, income,
position in the company. APPENDIX H provides a table 4:1 of Demographic Information
of the respondents
4.2 Analysis the Questionnaire of senior level managers (sample size 20)
Question 1: General questions to senior level managers……..
Table 4:2 General questions to senior level managers
Employees Training programmes of a company are crucial for organizational operation, and
organizational advancement (Mak and Sockel, 1999). As any company’s success depends on
its manpower so the company has to utilize their skills through training. EBL has 800
employees and it funds a huge amount to develop them yearly. The company utilizes its
personnel skills, capacity and capability through local and foreign training. It funds BDT 5
million yearly for its human resources’ development. It provides training almost 400
employees yearly. For managing people properly the organization is conducted by Human
General questions to Senior level managers Responses
a. Approximately how many employees does your organization have? 800 employees
b. How much money EBL budget for the T&D? 5 million
c. Approximately how many employees are trained yearly? Almost 400
d. Does HR department conduct briefing and debriefing sessions for
employees sponsored for training?
Yes
e. Is the company's management is committed to training and
development?
Yes

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Resource Management. In EBL, HR department conducts briefing and debriefing sessions for
employees sponsored for training. But it may do not conduct 100% so the organization
should concern on their HR department that it conducts briefing and debriefing sessions for
employees sponsored for training properly. And Ericsson is committed with its staffs that it
will help them make the most of their potential by providing a rich learning environment and
a structured framework for their career development.
Question 2; do you feel EBL has adequate facilities to develop its human resources?
Here 90% of respondents said- yes EBL has adequate facilities to develop its human
resources but 10% respondents said that it does not have enough facilities it should consider
many other facilities for its human resources development. Ericsson believes employees are
its greatest asset. So EBL provides the better facilities to its human resources development to
utilize employees’ skills and talent. The employees are provided with training and
development programs on a regular basis in a multi-technology environment.
Question 3; do you feel there is adequate emphasis on developing managerial
capabilities of the managerial staff through training?
Yes
90%
No
10%
Figure 4:1 Do you feel EBL has adequate facilities to develop its
human resources?

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Here 40% respondents strongly claimed that there is adequate emphasis on developing
managerial capabilities of the managerial staff through training and 50% respondents agreed
with them but 10% respondents were totally disagree with them and said EBL does not have
adequate emphasis on developing managerial capabilities of the managerial staff through
training. Basically managers supervise other personnel of the organization so they should
have adequate managerial capabilities. They also support and assist employees’ development
by discussing, documenting and implementing their development plan. So the managers have
to be trained in a way that they may work as proactive, innovative, trustworthy, and
responsive and also supervise the personnel very effectively. EBL has adequate importance
on developing managerial capabilities of the managerial staff through training. It provides
local and foreign training to its managers. But sometimes it may not provide training in
special circumstance.
Question 4; Do you think that employees are sponsored for training programmes on the
basis of carefully identified development needs?
Strongly
agree
Agree
Neither
agree nor
disagree
Disagree
Strongly
disagree
Series1 8 10 0 2 0
0
2
4
6
8
10
12
Values
Figure 4:2 Do you feel there is adequate emphasis on
developing managerial capabilities of the managerial
staff through training?

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To answer this question, 60% respondents strongly stated that employees are sponsored for
training programmes on the basis of carefully identified development needs and 20%
respondents also supported them but 10% were not agreed with them. And other 10%
respondents could not answer of the question and they did not give any clear opinion. They
said it varies on basis of different cases.
Basically there are four steps of any training process in most of the organization; 1) needs
assessment; 2) design & development of training; 3) delivery of training; and 4) evaluation of
training(Fisher et al, 2005). Like other organization EBL’s employees are also sponsored for
training programmes on the basis of carefully identified development needs. But sometimes it
may not occur in special circumstance.
Question 5; How true is that induction training is given adequate importance in EBL?
Here 80% respondents claimed that it is somewhat true that induction training is given
adequate importance in EBL and 10% of respondents said it is true to a great extent but
another 10% alleged that it is a little true. Induction training is absolutely vital for new
personnel at organization. Good induction training ensures new personnel are retained, and
then settled in quickly and happily to a productive role. It's about the basics that experienced
employees all take for granted: what the shifts are; where the notice-board is; what the
routine is for holidays, sickness; where the canteen is; what the dress code is; where the
toilets are. That is why induction training is given adequate importance in EBL. Colleagues
and senior level managers generally help during induction training.
Question 6; Is it true that senior managers take interest and spend time with the new
staffs during the On-the-Job training?

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On-the-job training (OJT) is one of the greatest training methods because it is planned,
organized, and conducted at the employee's worksite. OJT is provided at the worksite so
every staff has to be helpful towards trainee to train him effectively (Beardwell, Holden &
Claydon; 2004). In EBL, senior managers take interest and spend time with the new staffs
during the On-the-Job training if it is needed. To answer this, question 80% respondents
claimed it is somewhat true that senior managers take interest and spend time with the new
staffs during the On-the-Job training and another 20% said it is a little true.
Question 7; How would you rate the quality of training programs in your organization?
45% respondents stated that EBL’s training programmes are very good and 50% also support
them to claim that the programmes are good but another 5% stated that the programmes are
neither good nor bad.
To ascertain the quality of training program every company has to evaluate the training
process. When they EBL evaluates its training programmes then it ascertain training feedback
or quality. It provides quality training programmes to its personnel and it is a world-leading
supplier of telecommunications equipment and related services to mobile and fixed network
operators globally because of its expert human resources and hi technology.
Question 8; Do you believe that external training programmes are carefully chosen after
collecting enough information about their quality and suitability?
Very good
Good
Neither
very bad
bad
9
10
1
0
0
Figure 4:3 How would you rate the quality of training
programs in your organization?

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To answer this question, 96% respondents stated that EBL’s external training programmes
are always carefully chosen after collecting enough information about their quality and
suitability and 4% said EBL do it sometimes. To justify the quality and suitability of the
programmes EBL takes some actions such it send its agent to know about the training and
review the programmess’ history. And EBL funds a huge amount for T&D so it’s external
training programmes are carefully chosen after collecting enough information about their
quality and suitability.
Question 9; How would you indicate a training area most important to your
development over the next two years?
To indicate a training area most important to EBL development over the next two years 20%
respondents suggested that the organization needs technical/professional training more but
80% suggested that they should management development more for future. In any
organization management development should be the main focus of training programmes. As
organized management can reach the company’s goal or vision so EBL has to focus on
management development as well as technical training in future.
Question 10: How would you rate the effectiveness of EBL training programs to
enhance organizational performances?
0
5
10
15
20
Market
training Technical
/professio
nal
training
Managem
ent
developm
ent
Presentat
ion skills
training
Foreign
language
training
Series1 0 4 16 0 0
Values
Figure 4:4 How would you indicate a training area most important
to your development over the next two years?

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Here 50% respondents rate the effectiveness of EBL training programs to enhance
organizational performances as very good and 50% also rate as saying good. According to
Harrison (2000), training is a variable that may have a positive effect on organizational
performance and is considered to be a key element to the attainment of organizational goals
Question 11; How satisfied are you with your overall experience of working in EBL to
enhance your performance or skills?
Here, 40 % respondents are satisfied with their overall experience of working in EBL to
enhance your performance or skills. However 50 % are very satisfied with their overall
experience of working in EBL to enhance your performance or skills. Ericsson Training
Programs is value-for-money training that enhances internal competence, giving personnel a
strong base of in-house, leading-edge skills and expertise. Stay up to date with the skills and
competence needed to address the latest technology and business scenarios. The company
generates profits satisfying its personnel. But another 10% are either satisfied or dissatisfied
with their overall experience of working in EBL to enhance your performance or skills.
4.3 Analysis the Questionnaire For general employees or line managers (sample size 100
persons)
50%
40%
10%
0%
0%
Figure 4:5 How satisfied are you with your overall experience
of working in EBL to enhance your performance or skills?
Very satisfied
Satisfied
Neither satisfied nor
dissatisfied
Dissatisfied
Very Dissatisfied

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Question 1; How would you rate the training process of the company for employees?
To answer the question 80% respondents stated that the training processes of the company for
employees are very good and another 20% supported them saying that the processes are
good.
EBL delivers different training programmes to all its employees based on their needs.
Usually, on the job trainings help them to develop their knowledge on the ongoing business
scenarios and internal work processes. Formal trainings and workshops enhance knowledge
more on general level such as products, skills such as communication skills; excel
knowledge, VAT & tax knowledge etc. To attract and retain motivated professionals who
perform to their full potential, EBL offers a unique employee value proposition such as one
that encourages individual drive and achievement while also focusing on how every
employee can contribute to, and benefit from, their collective strengths. So it is clear that
EBL’s training program is really good according to its employees.
Question 2; do you agree with the following statement “By receiving training, one can
enhance his/her performances and also overall company’s performance very well”?
80
20
0 0 0
0
10
20
30
40
50
60
70
80
90
Very good Good Neither very bad bad
Figure 4:6 How would you rate the training process of
the company for employees?
Series1

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About 62% respondents were agree with the statement “By receiving training, one can
enhance his/her performances and also overall company’s performance very well”, 35%
strongly agreed with the statement, 2% were uncertain to answer the question but 1%
respondents claimed disagree with the statement.
Training leads to increased employee satisfaction, facilitates the updating of skills, leads to an
increased sense of belonging and benefit, increased employee loyalty to the organization
(Bushardt et al, 1994), and also strengthens the organization’s competitiveness (Burden
and Proctor, 2000). It also cuts employees’ turnover and help to retain skilled employees.
Basically employees’ capabilities or productivities are improved by training and
development. Employees are encouraged to drive their career forward and to try new ideas.
They are supported by clear expectations and goals. Working in teams across organizational
and national boundaries, employees will utilize the wealth of knowledge around personnel to
find creative ways to succeed in an ever-changing business environment. EBL believes that
“By receiving training, one can enhance his/her performances and also overall company’s
performance very well”.
Question 3; How important training affect your performance towards your job?
35%
62%
2%
1%
0%
Figure 4:7 Do you agree with the following statement “By
receiving training, one can enhance his/her performances and
also overall company’s performance very well”?
Strongly agree
Agree
Uncertain
Disagree
Strongly disagree

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To anwer this question, 75% respondents claimed that training affect our performance
towards our job highly important, 22% stated it as important, 2% said as average and 1%
stated as less important.
Job-related training increases an employee's ability to perform job-related tasks. As Job
satisfaction is an important motivator for employee performance and is negatively related to
turnover, so to satisfy employees T&D is really very important (Mak and Sockel, 1999). As
EBL provide training based on needs assessment of employee so the training enhances job
related knowledge and employees can work properly. Learning available to meet personnel
specific needs Ericsson offers:
 28 Education Centres worldwide
 400 experienced learning consultants and instructors
 800 courses in the standard portfolio
 Students from over 160 countries
 Over 300000 student days per year
 Latest Talent and Learning Management systems
Question 4; Are you satisfied with the quality of training and development that you
receive for your current position in the company?
Highly
important
Important Average
Less
important
Not
important
Series1 75 22 2 1 0
0
10
20
30
40
50
60
70
80
Figure 4:8 How important training affect your
performance towards your job?

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76% respondents are very satisfied with the quality of training and development that
they receive for their current position in the company and 20% are satisfied.
However 2% are neither satisfied nor dissatisfied on the other hand 2% are
dissatisfied with the quality of training and development that they receive for their
current position in the company.
Employees receive training identifying their development needs. EBL utilizes their
resources globally, promote global networking, and anticipate employees to work across
organizational and national boundaries. It encourages international careers and job
rotation to reinforce EBL’s global approach. That begins with an environment that
energizes personnel’s efforts to build success. As EBL relentlessly invest a huge amount
in employees’ competence so it tries to provide them better training programme. It makes
every effort to ensure that they are offered challenges and are able to grow and develop in
his role.
Question 5; Do you agree with the following statement that “On-the-job Training is
better than off-the-job training”?
0 20 40 60 80
Very satisfied
Satisfied
Neither satisfied…
Dissatisfied
Strongly dissatisfied
Very satisfied Satisfied
Neither satisfied
nor dissatisfied
Dissatisfied
Strongly
dissatisfied
Series1 76 20 2 2 0
Figure 4:9 Are you satisfied with the quality of training and
development that you receive for your current position in the company?

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98% respondents strongly agreed with the following statement that “On-the-job Training is
better than off-the-job training” and another 2% also agreed with them.
On-the-job training (OJT) is one of the greatest training methods because it is planned,
organized, and conducted at the employee's worksite. It will generally be the crucial method
used for broadening employee skills and increasing productivity. It also provides a valuable
employee at no cost or obligation. As the name implies off-the-job training is the training
done on behalf of employers, usually away from their premises or may be near to the
worksite, at a special training centre or resort (Fisher et al, 2005). This enables the trainee to
study theoretical information or be exposed to new and innovative ideas (Beardwell et al,
2004). As OJT provides practical knowledge about the job so we can say “On-the-job
Training is better than off-the-job training”.
Question 6; Do you agree that EBL”s training are implemented, including cultural
awareness, communication and conflict resolution?
Series1
0
100
Strongly
agree
Agree
Uncertain
Disagree
Strongly
disagree
Values
Strongly
agree
Agree Uncertain Disagree
Strongly
disagree
Series1 98 2 0 0 0
Figure 4:10 Do you agree with the following statement that
“On-the-job Training is better than off-the-job training”?

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13% respondents are strongly agreed that EBL”s training is implemented, including
cultural awareness, communication and conflict resolution, 85% are agreed but 1% is
uncertain about this and another 1% claimed as disagree. Ericsson is a truly global company
and therefore has to communicate globally, and so its employees have the opportunity to
work with different cultures and travel to all sorts of wonderful places. EBL’s people from
Ericsson, the Swedes and the ex-pats working in Japan, really had such a willingness to learn
their culture and values, and to respect them, and unique. Ericsson is less hierarchical an
organization and is very informal compared to lots of other companies - there are no barriers
to communication. To cope up with multi-cultural challenges the company offer some special
training programme so EBL”s training are implemented, including cultural awareness,
communication and conflict resolution
Question 7; Are you satisfied with how your supervisor has worked with you to create a
development plan for a future position at the company?
Managers are very focused on development and the next stage in each person's career -
they're not scared to lose an individual; they're focused on how they can move him or her
forward and benefit the whole company. Here, 66% respondents are very satisfied with how
66%
20%
7%
5%2%
Figure 4:11 Are you satisfied with how your supervisor has
worked with you to create a development plan for a future
position at the company?
Very satisfied
Satisfied
Neither satisfied nor
dissatisfied
Dissatisfied
Very Dissatisfied

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your supervisor has worked with you to create a development plan for a future position at the
company, 20% are also satisfied, 7% did not comment specifically on it and they just said we
are neither satisfied nor dissatisfied but 5% are dissatisfied and 2% respondents are very
dissatisfied.
Question 8; Are Human relations competencies adequately developed in your
organization through training in human skills?
Here 84% respondents confidently stated that Human relations are competencies adequately
developed in our organization through training in human skills and 11% were agreed with
them. But another 2% were disagreed and 1% was strongly disagreed however 2% were
indecisive about the response.
At EBL, there are some training programmes in human skills. Human relations competencies
are adequately developed in EBL through training in human skills. Any company’s success
depends on its manpower so human relationships have to be cooperative in any organization.
At EBL, there are some training programmes in human skills. Human relations competencies
are adequately developed in EBL through training in human skills
Question 9; what do you feel that “Employees prefer being trained or they prefer
finding out things with themselves”?
0
20
40
60
80
100
Strongly
agree
Agree Uncertain Disagree Strongly
disagree
Series1 84 11 2 2 1
Values
Figure 4:12Are Human relations competencies adequately
developed in your organisation through training in human
skills?

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Frequency Percent
Valid
Percent
Cumulativ
e Percent
Valid Strongly agree 90 70.9 90.0 90.0
Agree 6 4.7 6.0 96.0
Uncertain 1 .8 1.0 97.0
Disagree 2 1.6 2.0 99.0
Strongly disagree 1 .8 1.0 100.0
Total 100 78.7 100.0
Missig System 27 21.3
Total 127 100.0
Table 4:3 Frequency & Percent responses
As employees are sponsored for training programmes on the basis of carefully identified
development needs so they prefer being trained then prefer finding out things with
themselves. Here 90% respondents are strongly agreed with the following statement
“Employees prefer being trained or they prefer finding out things with themselves”. And 6%
also agree with statement but 1% was uncertain, 2% disagree and 1% was strongly
disagreeing with the statement “Employees prefer being trained or they prefer finding out
things with themselves”.
Question 10; Do you agree with the following point “Training development is positively
significant with your (employee) satisfaction”?

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To answer this question, 15% answerers were strongly agreed and 74% were agreed with the
following point “Training development is positively significant with our satisfaction”.
However 6% respondents claimed as disagree and 5% are vague. In EBL employees are
sponsored for training programmes on the basis of carefully identified development needs so
employees can improve their weaknesses or lacking through training. So employees believe
that Training development is positively significant with their satisfaction.
Question 11: Does training increase your level of commitments towards organization?
Here 98% answerer said yes training increase our level of commitments towards organization
but 2% were disagree with them. career development, employee evaluation of appraisal
practices, and assessment of the benefits offered by the organization have an effect on both
affective and normative commitment, while training was found not to contribute to the
increase in employee commitment.
Question 12: How would you rate the training motivation of EBL?
0
100
Strongly
agree
Agree
Uncertain
Disagree
Strongly
disagree
values
Strongly
agree
Agree Uncertain Disagree
Strongly
disagree
Series1 15 74 5 6 0
Figure 4:13 Do you agree with the following point “Training
development is positively significant with your (employee)
satisfaction”?

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50% respondents stated their training motivation is good but 25% stated bad, another 25%
neither good nor bad. So organization should more concern on training motivation as the
more motivated the trainee, the more likely he/she are to reap the intended benefits from the
training experience (Noe and Wilk, 1993).
4.4 Analysis the Questionnaire For trainer (sample size 4)
Question 1; what are the training methods does EBL deliver to its employees and
managers?
EBL delivers on the job trainings, local seminars, workshops, foreign seminars and
workshops to all its employees. Generally, on the job trainings help people to develop their
knowledge on the ongoing business scenarios and internal work processes. Formal trainings
and workshops enhance knowledge more on general level such as products, skills such as
communication skills; excel knowledge, VAT & tax knowledge etc. Providing training is a
continuous process which the company believes help employees to grow as professionals
with the organization.
Question 2; is training delivered at both employee and executive levels?
Very good
Good
Neither
very bad
bad
0
50
25
0
25
Figure 4:14 How would you rate the training motivation
of EBL?

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Every respondents said EBL delivers training at both employee and executive levels.
Question 3; what are the draws back of the training process?
On the job training has more scope of interaction and feedback whereas formal trainings may
not have that. In EBL formal training is proposed for an employee when other forms of
development are deemed ineffective.
Question 4; Are there any other training areas EBL should consider? Please list:
EBL should consider;
 Organizational attachments,
 Job rotation
Job rotation usually aims to give trainee managers a ‘feel’ for the organization by providing
experience of working in different departments. It provides the employees with opportunities
to widen the horizon of knowledge, skills, and abilities by working in different departments,
business units, functions, and countries (Beardwell et al., 2004).
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Yes No
Figure 4:15 Is training delivered at both employee
and executive levels?

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Conclusion
7.1 Research Questions
The majority of employees today expect to be trained and they trust that training is very much
effective to enhance their skill and satisfy them. In this chapter the research questions would
be answered:
Question 1; does training enhance employees’ performances?
Training is a variable that may have a positive effect on organizational performance and is
considered to be a key element to the achievement of organizational goals as organizational
performance is depends on its human resources performance. However EBL adopt a training
activity as a solution to lagging performance presupposes that this performance problem, i.e.
this gap between the desired and the actual performance, is due to lack of training. Its
management ought to adopt training interventions to bridge this gap. Bridging the
performance gap involves adopting a particular training intervention aiming at changing
specific skills and attitudes of the employees. As the employee believes, there is an
improvement in his knowledge and skills; it may be safe to also assume that, there is an
increase in the person's individual performance. Through training the person's competencies
will be reinforced and will enable him to execute the tasks assigned effectively and
efficiently. As a result there will be an increase in the overall performance of the
organization. In EBL about 97% employees believe that “By receiving training, one can
enhance his/her performances and also overall company’s performance very well”. As EBL
provide training based on needs assessment of employee so the training enhances job related
knowledge and employees can work properly.
Question 2: How employees could be utilized for the betterment of the organization via
effective training?
To the extent that employee training programs are effective, organizations are able to avoid
wasteful spending and improve performance and productivity. It is clear that training improve
employees’ performance so training is also effective to utilize other inputs as human
resources are run or work the other inputs of the organization. For betterment of the
organization the employees who perceived training utilize other management resources very
efficiently.

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Figure 7:1 Key management resources
Source: Davies (2001)
When an employee perceived training effectively then he can apply it in its new or
complicated methods. They can use job materials as skilled. Within a short time (Minutes)
they can perform his job even in low cost (Money) than other employees who did not
perceive training. An effective worker can work more and in an organized way. EBL know
how to help employees to utilize other management resources for betterment of the
organization. People are the controller of other factors. So, if organization can develop, train
or utilize its human resources then they can work others elements very efficiently and
effectively.
7.2 Justification of research objectives
In this part it would be revealed that how the research objectives are met
Research objective 1: to evaluate the effectiveness of training in EBL
According to the respondents EBL provides very good training to its senior level manageress
and also employees and that affect their job performance very much. EBL utilizes its human
resource’s talent and increase productivity providing different training programs to its staffs.
EBL training program is very much effective as it evaluates every employee’s performance

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through IPM process and provides proper training to resolution staff’s SKAs lacking. EBL’s
training helps them reduce their anxiety or frustration, brought on by work demands, that they
are not familiar with, and they are lacking the skills to handle effectively. So it is employees
that perceive their training beneficial will be more satisfied than those who get no training or
training of no value.
Research objective 2: Assessing the effectiveness of training motivation in EBL
Generally motivation is a characteristic of an individual willing to expend efforts toward a
particular set of behavior. From a training context, motivation can influence the willingness
of an employee to attend the training program and to transfer what they learn in the program
onto the job. Thus, it is likely that trainees cannot reap the full benefits of training without
considering training motivation. Trainees who possess higher training motivation will
demonstrate more training effectiveness than those who have low motivation. EBL motivate
its employees through training, its personnel prefer being trained then they prefer finding out
things with themselves. EBL should concern on training motivation more because only 50%
employees are happy with their training motivation.
Research objective 3: Scrutinize the relationship between employee perceived training
effectiveness and job satisfaction in EBL
Job satisfaction is an important motivator for employee performance and is negatively related
to turnover, so to satisfy employees training is really very important in EBL. And results of
hypothesis 1 also revealed a significant and coefficient relationship between employees’
perceived training effectiveness and their job satisfaction in EBL. As the P value = .000 that
is < .05 that is mean their relationship is significant. About 90% managers are satisfied with
their overall experience of working in EBL to enhance their SKAs.
Research objective 4: To identify the EBL’s training strategies for enhancing
employees’ performances?
EBL delivers on the job trainings, local seminars, workshops, foreign seminars and
workshops to all its employees. It delivers training based on its Individual Performance
Management process where every employee has an individual performance goal. And the
result of regression analysis depicts that the organizational performances was positively and
significantly coefficients with quality of the training of EBL as the P’s value is .000.

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EBL”s training is implemented, including cultural awareness, communication and conflict
resolution. So EBL’s training strategies for enhancing employees’ performances are very
much effective.
EBL provides effective training to employees that is co efficiently related with employee
performance, job satisfaction, employee commitment and training motivation etc. according
to respondents it should be more concerned on training motivation. But overall training
process is very good and satisfactory to enhance employees’ performances.
Recommendations
8.1 Recommendations for EBL
Within the framework and limitations of this study and based upon the findings and
conclusions of this study, the following recommendations are specifically directed to the EBL
in terms of effective employee training development process design.
 EBL should introduce updated programs such Organizational attachments and Job
rotation to get higher outputs from its human resources concerning on training costs.
 Enhance the scope of interaction and feedback of its formal training.
 The supervisors and senior managers should act as a team leader in the directing
subordinates
 More concern on training motivation
 EBL”s training program may concern more on cultural awareness, communication
and conflict resolution
 More importance should be given on management and technical training programs.
 Induction training should be given adequate importance in EBL
 Refine the criteria for approval of training classes to ensure consistency and fairness
for all employees.
 EBL may open a university like Motorola University that created a new internal
institute named College of Learning Technologies (CLT) to develop employees’
educational delivery systems through satellite, Internet and virtual classrooms.
 EBL may modify its training process for additional benefits as following process:

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Figure 8:1 Recommended training process for EBL
From the recommended framework it is evident that managers should define individual
performance goal precisely for each employees. In the next recommended phase manager
should make sure that all employees are assessed to ensure ongoing competence through the
trust’s Appraisal Review process. The purpose of this is to provide positive feedback on
performance and can also highlight every individual problem that can be supported through
ongoing training needs. In the next phase the training needs should only be systematically
identified when the cause of a performance problem is lack of SKAs.
Step 1: Setting
individual
peroformance goal
Step 2: Assessment of
individual goal
through appraisal
Step 3: Training needs
assessment
• Organizational
analysis
• Person analysis
• Task analysis
Step 4: Micro
organizational
training levelAnalysis
•Place
•Product
•Promotion
•Price
Step 5: Ensuring
transfer of training
• Self-management
strategies
• Peerand manager
support
Step 6: Selecting
training methods
Step 7: Annual
performance summery
•Validate all the
section
•Final performence &
development evulation
•performence feed
back review
= established training
process of EBL
= Recommended
training process
for EBL

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Chapter 10
References lists
10.1 Chapter 1
10.1.1 Books
1. BEARDWELL, IAN; HOLDEN, LEN; & CLAYDON, TIM. (2004). Human
Resource Management; A contemporary Approach. 4th edition. Prentice Hall; New
York.
2. Campbell, David and Butterworth-Heinemann, Tom, Craig. (2005). Organisations and
the Business Environment. 2nd edition.
3. Decenzo, David, A; & Robbins, Stephen, P; (2006). Human Resource Management.
7th edition. John Wiley & Sons, Inc; Asia.
4. Vloeberghs, Danie¨ l & Faes, Erik. (2003). “The role of human resource management
in implementing a ‘new agreement’ between employers and employees”. AI & Soc
10.1.2 Journals & Articles
1. Baldwin, T.T., Magjuka, R.J. (1991), "Organizational training and signals of
importance: linking pre-training perceptions to intentions to transfer", Human
Resource Development, Vol. 2
2. Burden, R. and Proctor, T. (2000). Creating a sustainable competitive advantage
through training. Team Performance Management 6(5,6)
3. Collings, D. G., & Moreley, M.J. (2004). Contemporary Debates and New Directions
in HRM in MNCs: Introduction. International Journal of Manpower, Vol.25, No.8,
4. Cosh, A, Duncan, J & Hughes, A 1998, ‘Investing in training and small firm growth
and survival: an empirical analysis for the UK 1987 – 1997’, DfEE research report
RR36, HMSO, London
5. Tung-Chun Huang 2001, ‘The relation of training practices and organizational
performance in small and medium size enterprises’, Education & Training, vol. 43,
no. 8/9,

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10.2 Chapter 2
10.2.1 Books
1. Beardwell, Ian. Holden, Len. Claydon, Tim. (2004). Human Resource Management; a
contemporary approach. 4th edition. Prentice Hall: Financial Times
2. Brief, A. P. (1998). Attitudes In and Around Organizations. Thousand Oaks, CA:
Sage.
3. Cascio, Wayne. F. (2003). Managing Human Resource. 6th edition. Tata McGraw-Hill
Publishing Limited; New Delhi.
4. Cole, G.A. (2005). Management Theory and Practice. 6th edition. Thomson; United
Kingdom.
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employee/5682927-1.html at 14 January 2009, 00:08:23
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Human%20Resource%20Management%20Case%20Studies.htm [Accessed at 10-01-
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10.5 Chapter 6
10.5.1 Books
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corporate education and training practices. New York; Auther.

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2. Swart, J., Mann, C., Brown, S., Price, A. (2005), Human Resource Development:
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Chapter 12
APPENDICES
APPENDIX G:
Questionnaire
For senior level managers (sample size 20)
Question 1: General questions to senior level managers……..
a. Approximately how many employees does your organization have?
b. How much money EBL budget for the T&D?
c. Approximately how many employees are trained yearly?

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d. Do you feel EBL has adequate facilities to develop its human resources?
e. Is the company’s management is committed to training and development?
a. Yes
b. No
Question 2; do you feel EBL has adequate facilities to develop its human resources?
a. Yes
b. No
Question 3: Do you feel there is adequate emphasis on developing managerial capabilities
of the managerial staff through training?
a. Strongly agree
b. Agree
c. Uncertain
d. Disagree
e. Strongly disagree
Question 4; Do you think that employees are sponsored for training programmes on the
basis of carefully identified developmental needs?
a. Strongly agree
b. Agree
c. Uncertain
d. Disagree
Question 5; How true is that Induction training is given adequate importance in EBL?
a. Not at all true
b. A little true
c. Somewhat true
d. True to a great extent
e. Very true
Question 6 ;Is it true that senior manager’s takes interest and spends time with the new
staff during the On-the-job training?
a. Not at all true
b. A little true
c. Somewhat true
d. True to a great extent
e. Very true
Question 7; How would you rate the quality of training programmes in your organisation?
a. Very good
b. Good
c. Neither
d. very bad
e. bad
Question 8; Do you believe that external training programmes are carefully chosen after
collecting enough information about their quality and suitability?
a. Always
b. Sometimes
c. Most frequently

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d. Not necessarily
Question 9; How would you indicate a training area most important to your development
over the next two years?
a. Market training
b. Technical/professional training
c. Management development
d. Presentation skills training
e. Foreign language training
If others please mention that…………..
Question 10: How would you rate the effectiveness of EBL training programs to enhance
organizational performances?
a. Very good
b. Good
c. Neither
d. very bad
e. bad
Question 11; How satisfied are you with your overall experience of working in EBL to
enhance your performance or skills?
a. Very satisfied
b. Satisfied
c. Neither satisfied nor dissatisfied
d. Dissatisfied
e. Very Dissatisfied
For general employees or line managers (sample size 100 persons)
Question 1; How would you rate the training process of the company for employees?
a. Very good
b. Good
c. Neither
d. very bad
e. bad
Question 2; Do you agree with the following statement “By receiving training, one can
enhance his/her performances and also overall company’s performance very well”?
a. Strongly agree
b. Agree
c. Uncertain
d. Disagree
Question 3; How important training affect your performance towards your job?
a. Highly important
b. Important
c. Average
d. Less important
e. Not important
Question 4; Are you satisfied with the quality of training and development that you receive
for your current position in the company?

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a. Very satisfied
b. Satisfied
d. Dissatisfied
Question 5; Do you agree with the following statement that “On-the-job Training is better
than off-the-job training”?
a. Strongly agree
b. Agree
c. Uncertain
d. Disagree
Question 6; Do you agree that EBL”s training are implemented, including cultural
awareness, communication and conflict resolution?
a. Strongly agree
b. Agree
c. Uncertain
d. Disagree
Question 7; Are you satisfied with how your supervisor has worked with you to create a
development plan for a future position at the company?
a. Very satisfied
b. Satisfied
d. Dissatisfied
Question 8; Are Human relations competencies are adequately developed in your
organisation through training in human skills?
a. Strongly agree
b. Agree
c. Uncertain
d. Disagree
Question 9; What do you feel that “Employees prefer being trained or they prefer finding
out things with themselves”?
a. Strongly agree
b. Agree
c. Uncertain
d. Disagree
Question 10: Do you agree with the following point “Training development is positively
significant with your (employee) satisfaction”?
a. Strongly agree
b. Agree
c. Uncertain
d. Disagree

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Question 11 ; Does training increase your level of commitments towards organization?
a. Very good
b. Good
c. Neither
d. very bad
e. bad
Question 12: How would you rate the training motivation of EBL?
a. Very good
b. Good
c. Neither
d. very bad
e. bad
For trainer (sample size 4)
1. What are the training methods does EBL deliver to its employees?
2. Is training delivered at both employee and executive levels?
a. Yes
b. No
3. What are the draws back of the training process?
4. Are there any other training areas EBL should consider? Please list
APPENDIX H:
Demographic Information of the respondents

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Questions for Senior level Managers
Variables Measuring
Group
Frequency Percentage %
Gender Male 18 18
Female 2 2
Total 20 20
Age 30-40 13 13
40-50 7 7
Total 20 20
Income 100000-150000 5 5
150000-250000 15 15
Total 20 20
Questions for general employees (Sample 100)
Variables Measuring
Group
Gender Male 85 85
Female 15 15
Total 100 100
Age 25-35 70 70
36-48 30 30
Total 100 100
Income 20000-50000 51 51
50000-100000 49 49
Total 100 100
For Trainer (Sample 4)
Variables Measuring
Group
Gender Male 4 4
Female 0 0
Total 4 4
Age 27-35 2 2
35-45 2 2
Total 4 4

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