Thesis - Effects On Training On Job Satisfaction - Before Cut

Examining effects of training on job satisfaction of NGO sector
employees in Islamabad
By
Muhammad Shafique Khan
Master of Science (MS) in Management Sciences
Submitted to
Muhammad Ashfaq Khan
Department of Management Sciences

Mohammad Ali Jinnah University
Islamabad
Table of Contents
1
CHAPTER 1................................................................................................................. 3
INTRODUCTION....................................................................................................... 3
1.1 Background of the Study................................................................................ 3
1.2 Problem Identification.................................................................................... 5
1.3 Rationale of the Study....................................................................................7
1.4 Significance of the Study................................................................................ 8
1.5 Problem Statement Research Questions......................................................10
1.6 Objectives of the Study................................................................................10
1.7 Definition of Terms:...................................................................................... 11
CHAPTER 2............................................................................................................... 13
LITERATURE REVIEW AND THEORETICAL FRAMEWORK.........................................13
2.1 LITERATURE REVIEW..................................................................................... 13
2.2 Theoretical Framework.................................................................................24
2.3 Development of Hypothesis:........................................................................35
CHAPTER 3............................................................................................................... 36
METHODOLOGY..................................................................................................... 36
3.1 Sample & Respondents:...............................................................................36
3.2 Instrument & Measure:................................................................................. 36
3.3 Procedure:.................................................................................................... 37
3.4 Extent of Researchers Interference:.............................................................37
3.5 Data Analysis:.............................................................................................. 38
CHAPTER 4............................................................................................................... 39
RESULTS AND DISCUSSION.................................................................................... 39
4.1 Results......................................................................................................... 39
4.2 DISCUSSION.................................................................................................... 95
CHAPTER 5............................................................................................................... 95
CONCLUSION AND RECOMMENDATIONS................................................................95
5.1 Conclusion.................................................................................................... 96
5.2 Recommendations........................................................................................ 97
5.3 Limitations of the Study.............................................................................100
CHAPTER 1
INTRODUCTION
1.1 Background of the Study
Non-Government Organizations (NGOs) in Pakistan have been existing

since its independence in 1947. They generally work for rehabilitation as well
as social welfare, and to serve the poor and marginalized people. The
number of NGOs has remained static for some thirty years, but has
mushroomed in 1980s and 1990s. From a macro-perspective, NGOs have a
strong potential to improve and widen the space for Pakistani citizens to
engage in the human and social development of the nation. There are five
laws under which NGOs in Pakistan operate. The Societies Registration Act of
1860 pertains to professional, cultural and educational bodies. The Trust Act
of 1882 provides legal cover for private acts of public charity. Many NGOs are
registered under Cooperative Societies Act of 1952. The Voluntary Social
Welfare Agencies Ordinance was promulgated in 1961 to regulate and assist
the development of NGOs undertaking welfare activities. The Companies
Ordinance of 1984 allows NGOs to set themselves up as non-profit
companies (Asian Development Bank, 1999).
NGOs have played a distinguished role in creating awareness of issues

human and legal rights, women in development, and overpopulation. By
showing their ability to succeed where government has had difficulties, NGOs
have helped change national perceptions and policies concerning sustainable
development (Asian Development Bank, 1999). In recent years, NGOs have
become increasingly important player in designing and delivering community
based programs. The credit goes to NGO professionals who devote their lives
for this cause. Like other sectors, the employees in NGO sector have
emotions and expectations. They constantly seek for satisfaction with job in
order to show higher productivity.
High staff turnover and poor performance have been persistent issues
for both international and local non government organizations (NGOs). This is
mainly because the employees are less satisfied with their jobs. The issues
3
have often been connected to the difficulties in motivating staff and

volunteers. Financial and non-financial constraints in NGOs including multicultural environments in many of those made the situation more complex
and hard to tackle. People In Aid, therefore, commissioned research to look
at ways in which these organizations can and do motivate their staff and
volunteers to retain. The factors responsible for low employee motivation
and high turnover, as revealed through the research, are low salary,
restructuring and job insecurity, increased employment opportunities
elsewhere, issues of personal safety and security, lack of respect and
appreciation, under employment, lack of development opportunities, work
culture within the workplace and non alignment of values (People In Aid,
2007).
Employee satisfaction has become one of the most attentionsdemanding concerns of the managers, decision makers and employers world
over. This is predominantly because of the significant influence of
employees satisfaction on their performance. Literature shows that the
employees who are satisfied with their jobs perform noticeably better than
those who are unsatisfied. There is a wide range of driving forces of job
satisfaction; employee training is one of them. Glance et al. (1997) stressed
that training enhances the commitment of employee with the organization.
Training deals with the efforts made to bring improvement in the

performance of employees. Organizations invest much of its capital on
training (Jones et al., 2008) studied the association of training, job
satisfaction and workplace performance. Results of a 2000 survey of 271
network professionals conducted by Lucent Care showed that the most
important factor in job satisfaction was the opportunity to learn new skills
(Blum & Kaplan, 2000). A survey of one thousand employees of Xeroxs
European Business Service Centre found training and education were key
priorities for staff (Pischke, 2001). Likewise, a 2000 Computerworld survey of
575 IT professionals found that dissatisfied employees attributed their job
dissatisfaction in part to inability to get the training they wanted (Melymuka,
2000). A study of nurses in the United Kingdom found that dissatisfaction
with promotion and training opportunities had a stronger impact on job
satisfaction than workload or pay (Shields & Ward, 2001).
Training deals with the efforts make to bring improvement in the

performance of employees. Organizations invest much of its capital on
training (Jones et al., 2008) studied the association of training, job
satisfaction and workplace performance. He added that training is positively
associated with the employee job satisfaction while employee job
satisfaction is further having relationship with the measures of performance.
He explained that the direct relationship between training and performance
depends on the factors of training and performance used in the analysis.
Satisfaction with training and development is a major factor in

decisions regarding peoples careers (Violino, 2001). It is a factor that
prospective employees evaluate in the job-hunting process. It is cited in
surveys as to why workers accept or decline jobs with certain employers and
why employees leave one employer for another. A sample of workplace
surveys shows the importance of workplace training from a variety of
perspectives. Violinos (2001) North America Employment Review survey of
twenty-six hundred American and Canadian employees found that 80
percent of respondents said receiving training that increases their skills and
abilities was a key component of what they looked for in jobs (What Drives,
2001). A 2001 Network Computing survey of fourteen hundred information
technology (IT) professionals found that IT employees felt educational and
training opportunities were critical in their job (Violino, 2001).
The present study was undertaken to investigate the relationship of

training with job satisfaction of the employees working in various NonGovernment Organizations (NGOs) of Pakistan. The study also ascertained
the effectiveness of employee training programs being implemented for
equipping employees with modern skills.
1.2 Problem Identification
The importance of training has grown in last few years because of

rapid growth in the management practices, and increasing demands of the
employee job. Thus training is the best solution to improve employees
understanding and let them know how to use the specific skills. Training can
also be of general in nature which enhances employees skills to cope with
5
the common problems. There are few factors which have strong impact on
the output of training. Therefore it is necessary to address those critical
issues before managing training programs and investing huge sum on the
employees development. Employee training persistently contributes to the
increase in capital stock which is available in the economy (Baldwin &
Johnson, 1995).
Bo Hansson (2009) is of the view there are only two options to continue
with high profits and higher wages in the developed nations: escalating the
skill levels of individuals or developing superior skills for managing those
skills and human capital more broadly. This point is highly taken by the
employers as they replied to these new phenomena by enhancing the wages
for workers with more skills, capabilities and by increasing their utilization of
downsizing and other techniques intended to down the labor costs.
Training, work place performance and employee job satisfaction has

positive relationship (Jones et al., 2008). While training is positively
associated with the employee job satisfaction and employee job satisfaction
is further having relationship with the measures of performance. The
explanation of the direct relationship between training and performance
depends on the factors of training and performance used in the analysis.
Baldwin (1999) studied the training strategies of the different companies. He
came with conclusion that the required skills capabilities depends on industry
where employee is working.
Training brings the change in employee attitude which is consistent

(Rowden, 2003). It is one of the means of improving the manpower utilization
and helps the potential raise in the employee job satisfaction. However it
also needs employees should be given opportunity to grow in the
professional environment, where they are provided latest tools, experience
trainer and proper on the job and off the job training.
Trend of training and development receives more attention of NonGovernment Organizations (NGOs) sector than any other sector because
most of the practitioners belong to society where they have not received any
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professional education. Although, NGOs are focusing on the building capacity

of its employees yet great commitment is required to promote the man
power capabilities and potential by providing the training as per the demand
of the market. One thing missing in these trainings is evaluating
effectiveness of these trainings. There is dire need to evaluate the trainings
so that effectiveness could be measured. The present study was particularly
aimed at ascertaining effects on trainings on employee satisfaction.
1.3 Rationale of the Study
Considerable research studies have been conducted on organizational

commitment, satisfaction, coaching, and employee development as
individual or organizational outcomes. However, very little research has been
done on the relationship between employees satisfaction with employee
development and coaching (Tansky & Cohen, 2001). Rowden & Conine (2003)
also recommended additional research to further understand this apparently
powerful link between workplace learning and job satisfaction. If this
powerful link continues to surface in other sectors and larger companies,
managers concerned with the level of job satisfaction among their
employees may want to encourage more learning opportunities in the
workplace.
Hollenbeck (1996) has discussed sensitive issue that whether the

training should be given to employees to develop their basic skills. Most of
the literature in this area has focused on the impact of education and skills
on job satisfaction rather than the effect of training as such. One exception is
Siebern-Thomas (2005) who analyzing 13 countries in the European
Community Household Panel (ECHP) 1994-2001, found that job satisfaction
tended to be higher where there was access to workplace training.
The reason for undertaking this study was that a little research has
addressed this field particularly in NGO sector. Thus, along with generating a
body of knowledge for practitioners, the study will also be a great
contribution to the management research.
1.4 Significance of the Study
Training and development has been the area of interest of the scholars
for long time. Researcher has investigated much in this context. However
there is still enough room for the researchers to investigate about. Employee
training persistently contributes to the increase in capital stock which is
available in the economy (Baldwin & Johnson, 1995). The designing of the
modules of training, quality of trainer and learners potential and preferences
in learning styles are important factors which affect the output of the training
process. Thus it is necessary to handle the overall training program with care
and scientifically design the courses, select the best trainer among the
available and opt the learners favorite learning style. This study investigates
the factors effecting the training session i.e. course design, quality of trainer
and learners experience. Thus, it addresses the key elements which affect
the output of the investment on employees training.
The focus of the study is to find solution of the problems been faced by
trainees during training session. It is endeavored to assess the factors which
affects the training process. The importance of training determinants is
studied to measure the affect on outcome of training programs. Valuable
assessment is intended to make for seeking solution for providing the best
possible environment to the trainees by identifying the factors of hindrance.
It may provide base for conduction of effective training programs. The
findings of the study shows that there is positive relationship between
training and development and employee job satisfaction while trainer quality
, course design and learning experience have positive association with
training and development. Thus the training and development of the
employees should be imparted with having special consideration on its
determinants so that employee job satisfaction can be achieved.
1.5 Problem Statement
In this study, we are concerned with investigating the relationship of

employee training with their job satisfaction. The study tested the following
variables; (1) employee training, and (2) job satisfaction. Literature hints that
employee training has significant impact on job satisfaction but there is need
8
to investigate nature of this relationship and its fruitfulness. However, we still

find an unmet need to test job satisfaction and facets that are influenced by
trainings and how.
1.6 Research Questions

Through undertaking the present study, the following research
questions were answered:
(1) What is the relationship between employee training and jobs
satisfaction?
(2) What is nature and extent of relationship between employee training
and jobs satisfaction?
1.7 Objectives of the Study
The study was mainly designed to test its variables. However, the
following objectives were envisaged for this study:
To ascertain the effects of employee training on their job satisfaction

To assess the nature and extent of the relationship of employee training
and job satisfaction
To identify the relevancy and perceived value of employee trainings facets
that play an important role in making a training successful
To generate a body of the knowledge for policy makers and decision makers
about how they can best use trainings
1.8 Definition of Terms:
Training: Landy (1985) defined job training as a set of planned activities on

the part of an organization to increase the job knowledge and skills or to
modify the attitudes and social behavior of its members in ways consistent
with the goals of the organization and the requirements of the job. An
9
instructor-led content based intervention leading to the desired changes in

behavior (Martyn & John, 2006).
Trainers Quality: The presentational skills of the presenter, atmosphere
created and knowledge about the topic constitute trainers quality (Jenny,
2006).
Training Design: Each course included information input and certain
practical skills which needed to be acquired.
Learners Experience: It addresses the issue of change in learners
behavior after been trained.
Employee Job Satisfaction: Job satisfaction is defined as how people feel
about their jobs and different aspects of their jobs. It is the extent to which
people like or dislike their jobs (Jenny, 2006).
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CHAPTER 2
LITERATURE REVIEW AND THEORETICAL FRAMEWORK
2.1 LITERATURE REVIEW
Organizations invest much of its capital on the training and

development of its employees. It makes the case sensitive to investigate
whether training is giving benefit to the trainees and to what extent training
process could be improved. Training not only enhances the performance of
the employees but also helps them to motivate and developed undergoing
relationship with the organization. Stephen & Bowley (2007) studied the
training impact on the employee job satisfaction. In study, they linked
training with the employees productivity which would lead towards
employee as well customer satisfaction. Baldwin & Johnson (1995) described
that if employees are trained at low level it would increase their tendency
towards leaving the organization, while high level training increases the
employee satisfaction and focuses him/her to stay in the organization (Choo
& Bowley, 2007).
Beside the provision of training it also matters that who is imparting

the training, frequency of the training and do the objectives of training are
achieved or not (Choo & Bowley, 2007). Stephen & Bowley (2007) focused on
the evaluation of training process for its productivity and achieve the return
on investment. The trainers quality is also emphasized. Its one among the
critical factors which affects the training productiveness. Thus directly play
its role in the return on investment (Choo & Bowley, 2007). The way course is
designed and the selection of trainer decides about the success and failure
of the training.
Baldwin & Johnson (1995) stated that companies conduct training for
three purposes which are to carry the company strategy, bringing innovation
and advancement in technology. That is done to improve the quality of the
product and for the provision of quality services. He further added that
training also depends on the importance firms give to its labors skills.
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Training is also linked with the innovation thus labor needs to be train to cope
with the latest developments and technological changes. Pischke (2000)
observed during his study that if training is of general nature and is provided
by the employer at no direct cost to the workers then workers typically
reports larger productivity gains from the training during work hours. Beside
this fact, he elaborated that workers with greater earnings are always willing
to participate in the training.
Smits (2006) studied the association pertaining between a company

and training motives while he further elaborated the quality of
apprenticeship training. He obtained the required data by interviewing
employees whose are former apprentices as the purpose of study was to link
training quality and training motives. This study reveals a novel measure of
the quality of training which is based on subjective survey data on the firm &
training effort. The main findings are that those firms and companies that
guide and train the apprentices as a future requirement for qualified workers
provide better quality training as compare to firms that do not have future
benefits from training.
Chong & Galdo (2006) worked on the effect of quality of training on

labor-market earnings using a non-experimental training program. In this
study the main targets were the disadvantaged youths aged 16 to 24 years.
The uniformity of causal effects is relatively possible based on two attractive
features in the data. The prior one is the selection of training courses which
is linking and rely on public bidding processes this assign standardized
scores to multiple proxies for quality. While the second one is the programs
evaluation framework which permits for identification and relation to
comparison of individuals in the treatment once the programs is finished. BY
utilizing difference-in-differences kernel matching methods, it is found that
employees attending high-quality development and training courses they
have greater average and marginal treatment affects.
Maria (1989) studied the effect of post-school training on job

opportunities and wage opportunities of urban female gender workforce. For
this purpose the attendance in post-school training programs is extensive.
After-school training usually increases the rate of a woman's probability of
12
entering the labor force, however, as a result of job training the hourly wage
rates of female worker in wage (private) and non wage employment sectors
does not increase. Several possible explanations for this finding are in line.
Once is that, since women tend to expect to work outside the home
very less years as compare to men, this has an incentive to develop for
occupations which requires lower investments in human capital as compare
to that by men. Another factor is lack of standards for determining and
assessing the value of the training as well as developing in proprietary
institutes where most female workers are trained. Last but not least,
discrimination against women can also make them avoid those from entering
the most successful training and development programs and also the jobs
which permits more wage. Blan (2007) came with the results of the
experience in controlling the quality of the training and development
programs arranged for the students, based on mutually cooperation
concluded with the business environment. That training programs was
developed by ASE in cooperation with the well known organizations.
(A) Learning Experience:
Dougherty (2000) endeavored to fill the gap present as empirical

literature of work experience, job tenure, training and earnings, one previous
study made a distinction among the effects of work experience in the
present occupation and work experience in older ones, and no other study
has made the distinction like the training. It is believed that it is better to
hypothesize that the distinction is necessary.
It has been realized that the returns to work experience in the recent
occupation with post employers are same to those to work experience with
the present employer, and that tenure has not any independent impact. The
same way it has been found that the distinction between training for current
and previous job gives better results than a distinction among training for
current and previous company. It is observed that work experience,
classroom training and institute for vocational training for the present
occupation have highly significant impact on earnings, with work experience.
13
Parent (1995) discussed the issue of training and its impact on wage and
employers seem to reward skills gained through training with ex employers
as much as skills they gained themselves.
However it is found that employees undergoing training programs have

18 percent lesser starting salaries as compare to other workers; this result is
gained by setting up a starting wage equation and by the use of a variable
called on-the-job training still. Training and development has been the
subject of interest of the different scholars. Greenhalgh et al. (1982) studied
the same as it is the process which helps to bring the skills in the employees
which is the requirement of the job. Usually the employees are trained in the
organizations during employment.
(B) Trainer Quality:
Baliga & Pulin (1973) discussed the trainers role in the team building
process. He presented the trainer Interventions and their efficacy in building
up a Group Climate specifically when the Reactive Processes of the Group
reached a dangerous point that was affecting the working of the Group.
Observers were appointed to observe these interventions which were made
This study reveals in regard to the manner in which the empathy processes
may be generated in the group thus it also indicated the efficacy of
Modeling as a trainer-intervention. Scahill (2006) studied the program that
trained the employees to provide services similar to those offered by centers
for economic education affiliated with universities and colleges in the United
States.
Ramachandran (2006) discussed the motivation of teacher in India. His

study was based on analysis of government data, policy materials and
published documents on India and interviews with different stakeholders
inside the state of Rajasthan and rapid survey in ten schools of Tonk District
of Rajasthan. Motivation of primary school teachers issues can be
summarized as the social distance among the teachers and the children is
greater in government schools and teachers are deficient in the skills to
control so much diversity inside the classroom. Nelen & Grip (2009) showed
14
interest on investments in both formal training and informal learning. It is

found that part-time employees have different measures for formal and
informal learning from full-time employees.
(C) Training Design
According to the training literature, there are several training design

factors that influence transfer of training: instructional techniques and
learning principles (Alvarez et al., 2004); self-management and relapse
prevention strategies (Tziner et al., 1991) and goal setting (Holton, 2005).
Thus, organizations should design their training programs to include such
factors that increase the likelihood of transfer. Accordingly, the LTSI
measures such a factor, transfer design. Transfer design refers to the degree
to which training has been designed and delivered in such a way that
provides trainees the ability to transfer learning back to the job (Holton,
2005).
Holton (1996) argues that part of transfer design is the degree to

which training instructions match job requirements. Trainees are more likely
to transfer the training content to the work context when they perceive that
the training program was designed and delivered in such a way that
maximizes the trainees ability to transfer the training to the job (Holton,
2005). Consequently, when trainees have previous knowledge and practice
on how to apply the newly learned knowledge and skills to the job and when
training instructions are congruent with job requirements, an increased
likelihood of transfer should exist.
According to Holton (2005), training design is positively associated with

training effectiveness and how applicable the training was to the These
results reinforce the notion that organizations should be aware of how well
the content of the training program, in terms of the use of activities,
examples and exercises, is focused on the application of on-the-job learning.
15
A large number of equally important variables for effective training are

suggested by many training professionals and academics offering a variety
of generalized approaches to training interventions following the System
Approach to Training and the Procedural Approach (Dalton, 1997). All these
assume that the major elements of the training process have to be the
creation of training plans and the task of systematizing the identification of
training needs (Gray et al., 1997). In implementing these features, the
determination of training objectives, both behavioral and performancerelated, is one of the more important issues. Although the classification is
often not too clear (Kimberly et al., 1996), the choice of the type of training
program, designed to influence either technical or human skills, is a step in
this direction (Axtell et al., 1997).
Research evidence suggests that during the 1980s emphasis was

placed on training programs aimed at maximizing trainees human skills in
both the private and public sectors (Holden, 1993). This shift towards human
skills training, especially in public sector managers, is necessary to help
them to accomplish their upgraded role, as described above. Many
governments all over the world are giving their employees the chance to
improve their interpersonal and social skills, to develop sensitivity towards
others and to adopt a more humanistic style of management.
Research studies have suggested that these efforts can translate into
better leadership behavior, strong team relations and a positive
organizational climate (Holton, 2005). On the other hand, other training
programs teach managers how to develop new skills and competencies such
as managing financial resources or information, and technology, essential to
producing performance effects. The use of advances in performance
technology, their involvement with the newer information technology, and
the efficient allocating of resources are some of the consequences of
participation in these technical programs (Gray et al., 1997).
In the midst of these adjustments, the formulation of the appropriate

programs that will offer effective human or technical skills training must take
into account the trainees personal and occupational differences, in the
context of organization, job and person analysis (Soutar & Turner, 2002). In
16
the process of determining training needs, job analysis aims to identify needs
at the level of individual performance and personnel demographic analysis
helps to produce a training programs tailored to the particular needs of
individuals, and organization analysis focuses on linking strategic planning
considerations with the results of training needs assessment (Gray et al.,
1997).
The involvement of training department experts and of the candidate

trainees in the needs assessment helps builds commitment to the training
effort. In the case of the Greek public sector, the initiative in designing such
programs left entirely to the training departments or to the central
authorities; potential trainees are merely required to participate in training
courses. The problem then arising is how to ensure that the selection of
participants in each program will achieve benefits both for their organization
and for the trainees themselves.
In order to determine which employees would benefit most, and how

the organization will be more advantaged, more must be known about how
their personal factors and their job factors could affect their participation in
each type of training (Soutar & Turner, 2002). Studies have been conducted
to investigate what causes the employee to apply to attend training, using
both a labor market approach (based on human capital theory) and a
psychological approach - based on employee attitudes towards training and
work environment (Gray et al., 1997). The need to conduct a systematic
examination of the links between various job and personal factors, on the
one hand, and the training process, on the other (Longenecker & Ariss, 2002)
is what led us to undertake this survey.
Our study sought to investigate the possibility of NGO participation in

training being managed, in the sense of determining the appropriate type of
human or technical skills training, according to their personal and
occupational characteristics. The generally weak and indirect relationship
between organizational factors such as size, work environment, and training
process (Gray et al., 1997) led to their exclusion from our study. Furthermore,
given their proximity and direct influence, personal and occupational factors
17
should constitute stronger predictors of participation in training than

organizational factors (Soutar & Turner, 2002).
Training content is related to the knowledge gap potential clients or

trainee wish to fill to improve performance (Gray et al., 1997). In the current
study, training content was defined as the knowledge provided in the
training course to improve job performance or to promote personal
development. The fit between program content and learners needs is critical
if learning is to take place and if that learning is to be applied in the
workplace. Content has been found to influence training effectiveness
(Longenecker & Ariss, 2002), sales force performance (Choo & Bowley, 2007)
and preference for universities (Soutar & Turner, 2002).
Training providers have to decide whether to offer detailed or brief

information about the content of their programs (Smith & Bush, 2002). Prior
research has found incomplete information can negatively influence choice
(Kivetz & Simonson, 2000). Further, people who find it difficult to evaluate a
service prior to its purchase tend to search for more information to lower
their perceived risk (Gray et al., 1997). In addition, people believe
advertisements with detailed information more than advertisements with
little pre-purchase information (Ford et al., 1990). Because training services
are often difficult to evaluate prior to purchase, more detailed information
about course content is likely to lower perceived risk, which suggests that
the greater the detail provided about a training program, the more positive
the evaluation of a training option will be.
2.2 Theoretical Framework
Rautalinko & Lisper (2004) stated that few training programs are
designed for specific reasons while others apply sophisticated assessments
of employees strengths and weaknesses before training. If training programs
are designed to enhance the communication skills of the coworkers and they
are being trained in a team than it increases corporate profit and positive
working relationship. Those employees who have good communication skills
gather new information about new work procedures and advance
technologies. For this chain establishes relationships between factors
18
effecting training program and its impact on the training. This further leads
to the satisfaction from the training.
Organization invests much of its capital on its employees to get their

skills improved through training programs. It is therefore important to use
the proper use of that investment and let the employees get benefit from
training programs in real sense. Gray et al., (1997) argues that by training
the employee in job profiles, equipment use empowers the employee to
identify improvement. Training helps a business to achieve its goals but it
should be indicated and designed as a strategy not as an event. While
trainer acts as a consultant when managing the training program. Quality of
trainer is one among the factor which has strong impact on the satisfaction
of employee from the training. Trainers quality varies from trainer to trainer.
The presentation skills, atmosphere created during the training and
knowledge about the topic are important determinants of trainers quality.
Design of the course also has its impact on the employee satisfaction from
the training program.
High-powered statistical tools and techniques need to be

supplemented with people skills (Choo & Bowley, 2007) Course could be
designed for conduction outside the office then its called off the job training
but it is designed to be conducted within office environment then its on the
job training. A third determinant of training is learners experience from the
training program. It shows how learner is confident about what he/she learnt
in training, the effect of training on his/her current job and how much he/she
has improved during training session. All those factors or determinants affect
the employee satisfaction from the training program. In case if all those
factors are well organized and controlled then employee would be satisfied
from training otherwise it may discourage him from training session.
Successful training program conduction also has impacts on the

satisfaction of employee from his/her current job. If employee is feeling
himself/herself developing in the job then he/she feels committed to the
organization. Choo & Bowley (2007) discussed the factor affecting training
and development. He further elaborated the importance of trainer quality on
the overall outcome of the training program. Learning experience and course
19
designed was also his topic of discussion, where he emphasized on the

mentioned factor and their role in development programs. He further
suggested that talented employees should be trained so that they can learn
new techniques and adopt new skills. It would help them to get motivated
and satisfied.
Independent variables of this study are training factors i.e. trainers

quality, Training design and learner experience from the training session.
Training quality is generally influenced by the knowledge of the trainer,
his/her motivation and experience. Course design shows whether training is
designed for on the job training, off the training and either the course is
specific or general in nature. While learners experience of the training shows
that to what extent learners self confidence is developed, effect of training
on employees current job and how much employee has learnt from it. Those
factors affect the trainees satisfaction from the training, which further leads
towards the employee satisfaction from the job. The present study tested the
following research model.
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Research Model:
Trainer
Quality
Learning
Experience
Training Design
Job Satisfaction
Job Satisfaction
Low Absenteeism
Low Quit Intentions
Job satisfaction has become a matter of great interest in social as well
as management sciences. It has been argued in the literature that answers
to questions about how people feel toward their jobs are not meaningless but
rather convey useful information on individual behavior such as job quits
(Shields and Price, 2002), and absenteeism as well as productivity (Clegg,
1983). Moreover, job satisfaction is considered a strong predictor of overall
individual well-being (Judge and Watanabe, 1993). As a consequence, several
21
studies have attempted to identify the determinants of job satisfaction

(Souza-Poza and Sousa-Poza, 2000).
A number of important determinants of job satisfaction have been
identified in the literature which may be helpful in the consideration of job
satisfaction. Firstly, a variety of personal characteristics have been found to
have significant effects on reports of job satisfaction including gender, race,
age, marital status, children and education. The largest effects here are
generally associated with gender and age. Females have been found to
report higher levels of job satisfaction in the UK labor force using information
from the British Household Panel Survey (Clark et al., 1996).
The seminal paper by Freeman (1978) showed that the probability that
a worker voluntarily leaves his job decreases with job satisfaction, even after
controlling for several worker and job characteristics. The robustness of this
negative relation between job satisfaction and turnover has been established
in (Akerlof et al., 1988). Clark (2001) shows that not only overall job
satisfaction, but also satisfaction with several job domains correlate with the
probability that a worker quits.
In cross-sectional studies job satisfaction has predicted worker
productivity (Tsang et al., 1991). Work by Clark et al. (1996) provides some
evidence that expectations are affected by a workers age, educational level
and occupation. Grund (2001) concentrates on increases of job satisfaction
after job changes. Shields and Ward (2001) find that dissatisfaction with
promotion and training opportunities have a stronger effect on intentions to
quit than dissatisfaction with workload or pay.
Despite the large literature on job turnover (Tai et al., 1998), and the
growing literature on job satisfaction, studies examining the relationship
between job satisfaction and quitting behavior in economics are
comparatively rare. Turnover currently stands at around 9% per annum for
registered females, but is far higher for females who have recently
completed their training (Gray and Phillips, 1992). Gordon and Denisi (1995)
find, using data from three public sector organizations in the US, that job
satisfaction is negatively and significantly related to intentions to quit. More
satisfied workers are less likely to leave their employer (Shields and Ward
2001), have lower rates of absenteeism (Clegg 1983) and have higher
productivity (Mangione and Quinn 1975). In this context, reported job
satisfaction can be seen as a revelation of workers preferences over jobs.
22
Job Satisfaction and Absenteeism
Absenteeism is the term generally used to refer to unscheduled

employee absences from the workplace. Absenteeism can impose a number
of costs on employer such as the lost output of the absent employee;
overtime for other employees to fill in any temporary help costs incurred;
possible loss of business or dissatisfied customers etc (Oi, 1962). In contrast
some psychologists have found that absenteeism may be beneficial as it
provides some temporary relief from the stresses of work (Soutar & Turner,
2002). Many authors (Barmby et al., 1994) have tried to distinguish between
voluntary and involuntary absence but this has proven to be difficult. Barmby
et al. (1991) report that the majority of sickness absence is in the UK is in
spells of five days or less; a finding supported by Labor Market Trends 2003
showed that of those workers who were absent during a reference week,
40% of workers claimed absence for a period of only one day and
approximately 75% claimed absence for 4 days or less. Both these suggest
strongly that much absenteeism is on the basis of self certification of illness
and this has been cited as support for the voluntary absence hypothesis.
Economists have investigated the issue from both a supply and

demand side perspective. On the supply side, (Bridges & Mumford, 2001)
have found that older and single workers were more likely to be absent,
especially for men. On the demand-side, (Soutar & Turner, 2002) found that
larger firms tend to have higher rates of absenteeism which arises because
of their ability to diversify the risk from absence more easily. Workers who
are employed on full-time contracts are more likely to be absent than parttime workers (Clegg, 1983) whilst show that the ending of any probationary
period and employment protection legislation both tend to increase
absenteeism (Ichino & Riphahn, 2005).
A number of authors have considered the relationship between job

satisfaction and absence. In an early study conducted by (Vroom, 1964) low
levels of job satisfaction were found to contribute to higher absenteeism
rates. A finding confirmed by (Clegg, 1983) who also found that low job
satisfaction was also associated with a lack of punctuality and a higher
23
propensity to quit. Drago & Wooden (1992) conducted a comparative study

examining the causes of absenteeism using data from a survey of 601
workers from Australia, New Zealand, Canada, and the United States. Their
results indicated that absenteeism was lower in occupations where
employees worked together closely and harmoniously and where job
satisfaction was high. Finally, Wegge et al. (2004) utilized a sample of 436
employees working in a large civil service department and found that the
hypothesized interaction between satisfaction and involvement was
significant for both their indicators of absence behavior.
Absenteeism caused by low job satisfaction is consistent with both the

involuntary and voluntary absence schools. As noted above, low job
satisfaction can stimulate withdrawal voluntary absence. However, low job
satisfaction has also been linked to a range of health issues especially
mental/psychological problems (Ichino & Riphahn, 2005) and absence in this
way can be thought of as involuntary.
As noted by Zwick (2006), a major estimation problem, particularly

when the data set used as in our case is cross-sectional arises from the
endogeneity of training and other production inputs such as labor and
capital. As firms do not randomly select workers for training, but rather those
most likely to benefit from it, training is not wholly exogenous. There are in
fact two distinct biases: unobserved time invariant heterogeneity and
endogeneity bias in relation to training intensity. In the case of the former,
some firms may be inherently more or less productive than others. In fact,
(Ichino & Riphahn, 2005) for the US, (Wegge et al., 2004) for the UK and
(Zwick, 2006) for Germany all find that less productive firms are more likely
to implement formal training programmes than high productivity firms, which
means that the effect of training on establishment performance is likely to be
understated.
Endogeneity bias may be caused by transitory shocks such as the

introduction of new technology and changes in labor and product market
conditions. Firms may well choose to train when demand is low. Further, the
effects of training may be spread over a number of years and although our
training questions cover the previous twelve months, this may not be enough
24
to capture the full effects. For all these reasons our estimates of the effects
of training on performance are likely to be lower bound estimates. Our job
satisfaction measures are however less likely to suffer from problems of
endogeneity as training is much more likely to influence levels of job
satisfaction than the reverse. Further, levels of job satisfaction seem more
likely to influence levels of performance than the reverse, particularly since
performance is measured relative to competitors. We also have a large
number of controls to pick up factors such as labor quality, tenure and
establishment characteristics.
Job Satisfaction and Quits
Until recently there had been relatively few studies by economists

examining the role played by job satisfaction in quitting decisions. The main
reason for this was the lack of large-sample longitudinal data which could be
used to identify job satisfaction in one period and job turnover in subsequent
periods. Locke (1976) provided an extensive review of the literature in the
psychology field, concluding that a negative correlation coefficient between
job satisfaction and employee turnover was almost always obtained. In one
of the seminal papers on job satisfaction, Freeman (1978) was one of the first
economists to analyze the connection between quits and job satisfaction.
Based on panel data from two different US sources, the National Longitudinal
Survey (NLS, 1966-1971) and the Michigan Panel Survey of Income Dynamics
(PSID, 1972-73), Freeman showed that job satisfaction was positively and
significantly related to the probability of quitting. Moreover, he found not
only that job satisfaction was quantitatively more important than wages, but
also that the causality ran from job satisfaction to future quitting behavior.
This relationship was confirmed by Akerlof (1982) using data from the
NLS Older Men Survey. More recently, Clark et al. (1998) using data from ten
waves of the German Socio Economic Panel (1984-93) found that workers
who reported dissatisfaction with their jobs were statistically more likely to
quit than those with higher levels of satisfaction. Using data from the Danish
section of the ECHP, Kristensen & Westergrd-Nielsen (2004) found that the
inclusion of a subjective measure of job satisfaction improved the predictive
ability of a job quit model. Dissatisfaction with the type of work was found to
25
be the aspect most likely to lead to a worker leaving their job, whilst
satisfaction with job security was found to have an insignificant effect on quit
propensity. The authors contrast this finding with results from the UK, where
dissatisfaction with job security is usually found to be one of the most
important predictors of quit behavior. They attribute this discrepancy to the
differing generosities of the benefit systems in the two countries.
Concerns about recruitment and retention difficulties in the public

health and education sectors in the UK prompted studies by (Shields & Ward,
2001). Shields & Ward (2001) investigated the determinants of job
satisfaction for nurses in the UK and established the importance of job
satisfaction in determining nurses intentions to quit the National Health
Service (NHS). They found that nurses who reported overall dissatisfaction
with their jobs had a 65% higher probability of intending to quit than those
reporting to be satisfied. Wegge et al. (2004) examined the factors influence
the quitting decision of public sector teachers in England and Wales using a
panel data of 29,801 observations on 7,989 different teachers drawn from
the quarterly Labor Force Survey between 1997 and 2003. They argued that
improving job satisfaction through non-pecuniary aspects of teachers jobs
has a larger impact on improving retention than increasing pay.
Kristensen & Westergrd-Nielsen (2004) applied principal components

analysis to data from a survey of employees from three low-wage service
sector companies. They found that satisfaction with short-term rewards and
long-term prospects were far more influential in determining overall
satisfaction than contentment with social relationships or work intensity.
The aforementioned relative shortage of longitudinal data means that

researchers have tended to focus on the relationship between job
satisfaction and their future employment expectations or intentions. The use
of intentions to quit rather than observed quit raises the question how good
a predictor of actual quitting is reports to quit?
2.3 Development of Hypothesis:
26
H1. Employee training is positively associated with job satisfaction of NGO

sector employees.
H2. Employee training leads to decreased absenteeism of NGO sector

employees.
H3. Employee training leads to decreased job quit intentions of NGO sector
employees.
CHAPTER 3
METHODOLOGY
This is an exploratory study which was undertaken for ascertaining the
effects of employee training on their job satisfaction. Data was collected from the
non contrived settings. Time horizon of the study was cross sectional, and the unit
of analysis was individual.
3.1 Population, Sample and Respondents:

The study population consists of 2000 low level employees; however, the
data was collected from a 400 respondents using criterion sampling technique.
Thus, a total of 400 questionnaires were distributed among the respondents but
only 217 questionnaires were returned with useable data reflecting a response rate
of 54.25%. The study respondents were low-middle level employees belonging to
local, national and international NGOs with headquarters in Islamabad. They were
chosen by considering their personal characteristics like age range (30-50), gender
(50% male and 50% female), qualification (degree level), number of years with the
organization (minimum 2), and number of trainings attended (minimum 2).
3.2 Instrument & Measure:
27
The study adopted a structured questionnaire developed by Choo & Bowley

(2007) used in their study pertinent to training outcomes. The questionnaire was
amended according to the study requirements (questionnaire attached in annex 1).
Twenty two more items were included for identifying impact of employee trainings
on the job satisfaction. The questionnaire comprised of two sections. In first section,
the respondents were asked to tell about their personal characteristics, while in
second section, the respondents were asked to express their perceptions regarding
the study variables. The instrument contained pertinent questions regarding the
study variables which have been addressed through 48 statements to which the
respondents have been asked to express their judgments using a five point Likert
scale ranging from strongly disagree (1) to strongly agree (5).
3.3 Pilot Testing

To validate the instrument, a pilot test was carried out at a convenience
sample of 50 respondents. The returned questionnaires helped us refine the survey
instrument. To improve the comprehensibility and clarity of the questionnaire,
difficult words were substituted with simpler words where possible. Also, a few other
items were reworded to ensure that the understanding level is more appropriate.
The remaining respondents were contacted later after redesigning the instrument as
required.
3.4 Procedure:
The survey instrument was self-administered and was distributed personally
among the targeted respondents. Only one questionnaire was given to each
respondent and the filled questionnaires were collected personally. Sufficient
support was provided to the respondents to understand and answer the asked
questions accurately. Questionnaire comprises questions related to all independent
and dependent variables. Demographic section covers questions related to age,
gender, education and experience etc. Respondents were facilitated during
questionnaire filling process for correct data acquisition. Few filled questionnaire
were rejected because of double entry, keeping questions blank and other
problems.
3.5 Extent of Researchers Interference:
28
Researcher ensured it to the best possible that the data collected is unbiased
and reliable data. However, researcher had to interfere during the collection of data.
As few respondents employees remained careless in filling the mentioned fields
therefore researcher helped them in filling the questionnaire. Few respondents
employees did not fill the questionnaire completely. Thus for getting the
questionnaire refilled by the employees. Generally employees committed mistakes
because of not concentrating on the questions and double entry or no entry for any
question in the questionnaire.
3.6 Data Analysis:

Only quantitative technique was used to analyze data. Analysis of a Moment
Structures (AMOS) and Statistical Package for Social Sciences (SPSS) were employed
for data analysis. Descriptive frequencies, percentage, standard deviations, and
mean average was drawn using SPSS while the study variables were regressed
using AMOS.
29
CHAPTER 4
RESULTS AND DISCUSSION
4.1 Results
Our sample for the study was 400 Employees. Out of the target sample only
217 employees responded back. Thus, the response rate is 54.25 % of the total
contacted sample. While answering to the question regarding age, 65 respondents
(30 %) reported their age between 20-30. While 59 (27.188 %) of the respondents
reported their age between 31 to 40 age group. 55 (25.34%) of the employees
reported to be between 41to 50 and only 38 (17.51%) were above at the age of
above 50. All age groups participated in the study almost equally as per their ratio
is concerned.
Analysis of Variance (ANOVA)
Table 4.2.1(a) ANOVA of age group - relationship of trainer quality with job
satisfactions
Trainer
quality
Sum of
squares
Df
Mean
Square
Betwee
n
groups
2.510
.837
Within
groups
157.407
213
.739
Total
159.917
216
Significance
1.132
.337
Table 4.2.1(b) Descriptive statistics of age group

Age Group
Mean
Std.
Deviation
Std. Error
20-30
65
3.5692
.90085
.11174
30
31-40
59
3.4576
.72687
.09463
41-50
55
3.6909
.85792
.11568
Above 50
38
3.3947
.97369
.15795
Total
217
3.5392
.86044
.05841
The above tables show the perceived difference with respect to trainer
quality in terms of age groups of respondents of NGO sector organizations
employees. The model is categorizes into four age groups with the proposition that
there is no significant mean difference in the perceptions of employees at the age
groups with the significance level of 0.05.
The table 4.2.1 (b) reveals that first age group between 20-30 has mean
value of 3.5692 with standard deviation of .90085 whereas the mean value of
3.4576with standard deviation is .72687 of 31-40 years of age group, like wise age
group of 41-50 has mean value of 3.6909 and the standard deviation of .85792and
the last bracket of age group above 50 years has mean value 3.3947 with standard
deviation .86044. It is found that there is no significant mean difference for all age
groups.
Table 4.2.1 (a) depicts analyses of variance for trainer quality Age Group.
The (F= 1.132, P<0.05) indicate that independent variable (age group) better
explain the variation in the dependent variable (trainer quality). The table further
reveals that in all age group there is no significant difference in employees
perceptions regarding trainer quality in NGO sector organization as the probability
value is greater than 0.05.
Table 4.2.2 (a) ANOVA of course design with respect to age group
Trainer
quality
Sum of
squares
Df
Mean
Square
Significance
Between
groups
.448
.149
.209
.890
Within
groups
152.391
213
.715
31
Total
152.839
216
Table 4.2.2 (b) Descriptive statistics of age group

Age Group
Mean
Std.
Deviation
Std. Error
20-30
65
3.5692
.82858
.10277
31-40
59
3.5593
.77172
.10047
41-50
55
3.6545
.84367
.11376
Above 50
38
3.5263
.97916
.15884
Total
217
3.5806
.84118
.05710
The above tables show the perceived difference with respect to course design in
terms of age groups of respondents of NGO sector organizations employees. The
model is categorizes into four age groups with the proposition that there is no
significant mean difference in the perceptions of employees at the age groups with the
significance level of 0.05.
The table 4.2.2 (b) reveals that first age group between 20-30 has mean value of
3.5692 with standard deviation of .82858 whereas the mean value of 3.5593 with
standard deviation is .77172 of 31-40 years of age group, like wise age group of 41-50
has mean value of 3.6545 and the standard deviation of .84367 and the last bracket of
age group above 50 years has mean value 3.5263 with standard deviation .97916.
Table 4.2.2 (a) depicts analyses of variance for Employee Selection Age Group. The
(F= .209, P>0.05) indicate that independent variable (age group) better explain the
variation in the dependent variable (employee selection). The table further reveals that
in all age group there is insignificant difference in employees perceptions regarding
course design in NGO sector organization as the probability value is greater than 0.05.
Table 4.2.3 (a) ANOVA of learning experience with respect to age group
Trainer
Sum of
Df
Mean
Significance
32
quality
Between
groups
squares
Square
1.568
.523
Within
groups
104.653
213
.491
Total
106.221
216
1.064
.365

Age Group
Mean
Std.
Deviation
Std. Error
20-30
65
3.6154
.65413
.08113
31-40
59
3.4068
.61919
.08061
41-50
55
3.5455
.76541
.10321
Above 50
38
3.4474
.79517
.12899
217
3.5115
.70126
.04760
Total
The above tables show the perceived difference with respect to learning
experience in terms of age groups of respondents of NGO sector employees. The
model is categorized into four age groups with the proposition that there is no
significant mean difference in the perceptions of employees at the age groups with
the significance level of 0.05.
3.4068 with standard deviation is . .61919 of 31-40 years of age group, like wise
age group of 41-50 has mean value of 3.5455 and the standard deviation of .76541
and the last bracket of age group above 50 years have mean value 3.4474 with
standard deviation .79517.
Table 4.2.3 (a) depicts analyses of variance for Employee Selection Age Group.
33
The (F= 1.064, P>0.05) indicate that independent variable (age group) better
explain the variation in the dependent variable (employee selection). The table
further reveals that in all age group there is insignificant difference in employees
perceptions regarding learning experience in NGO sector organizations as the
probability value is greater than 0.05.
Table 4.2.4 (a) ANOVA of training and development with respect to age group
Trainer
quality
Between
groups
Sum of
squares
Df
Mean
Square
1.603
.534
Within
groups
170.894
213
.802
Total
172.498
216
Significance
.666
.574

Age Group
Mean
Std.
Deviation
Std. Error
20-30
65
3.6769
.96998
.12031
31-40
59
3.6102
.78821
.10262
41-50
55
3.5818
.83202
.11219
Above 50
38
3.4211
1.00355
.16280
217
3.5899
.89364
.06066
Total
The above tables show the perceived difference with respect to training and
development in terms of age groups of respondents of NGO sector organizations
3.6102 with standard deviation is .78821 of 31-40 years of age group, like wise age
34
group of 41-50 has mean value of 3.5818 and the standard deviation of .83202 and
deviation 1.00355. Table 4.2.4 (a) depicts analyses of variance for Employee
Selection Age Group.
The (F= .666, P>0.05) indicate that independent variable (age group) better
further reveals that in all age group there is insignificant difference in employees
perceptions regarding training and development in NGO sector organization as the
probability value is greater than 0.05.
Table 4.2.5 (a) ANOVA of employee job satisfaction with respect to age group
Trainer
quality
Sum of
squares
Between
groups
Df
Mean
Square
1.724
.575
Within
groups
125.041
213
.587
Total
126.765
216
Significance
.979
.404

Age Group
Mean
Std.
Deviation
Std. Error
20-30
65
3.6308
.69752
.08652
31-40
59
3.5254
.75100
.09777
41-50
55
3.7636
.76893
.10368
Above 50
38
3.5789
.88932
.14427
217
3.6267
.76608
.05200
Total
The above tables show the perceived difference with respect to employee job
satisfaction in terms of age groups of respondents of NGO sector organizations
35

value of 3.6308 with standard deviation of .69752whereas the mean value of
3.5254with standard deviation is .75100 of 31-40 years of age group, like wise age
group of 41-50 has mean value of 3.7636 and the standard deviation of .76893 and
deviation .88932.
Table 4.2.5 (a) depicts analyses of variance for Employee Selection Age
Group. The (F= .979, P>0.05) indicate that independent variable (age group) better
further reveals that in all age group there is significant difference in employees
perceptions regarding employee job satisfaction as the probability value is greater
than 0.05.
Table 4.2.6 Independent T-Test of training quality with respect to Gender

Variable
Group
Trainer
quality
Male
Female
Mean
157
3.5287
60
3.5667
SD
T- stat
.78086 -.290
P- Value
.772
1.04746
Table shows the mean values of male and female respondents with respect to
perceived trainer quality variable, standard deviation, t- stat and p value.
It is clear that there is no mean difference in both groups perceptions.

Independent sample T-test applies on the bases of the assumption of equal
variances and to measure the difference between trainer quality of male and female
employees of different banks. The mean value of female respondents is greater
than male respondents (3.5667) which is closer to 4 Agree. It indicates that
female employees perceive more importance to trainer quality as compared to male
employees in NGO sector organizations.
36
The trainer quality has a great impact on the overall success of training
session. This leads towards the output of training program. The more the trainer is
skilled with knowledge, experience, energetic and motivated the greater are
chances of training session successful completion. Therefore, thoughtful design of
jobs can help both the organizations and its employees achieve their objectives.
Table 4.2.7 Independent T-Test of Course design with respect to Gender

Variable
Group
Course
design
Male
Female
Mean
SD
157
3.5796
.84069
60
3.5833
.84956
T- stat
P- Value
-.029 .977
perceived course design variable, standard deviation, t- stat and p value.

than male respondents (3.5833) which is closer to 4 Agree. It indicates that
female employees perceive more importance to course design as compared to male
The way training course is designed has always great impact on the overall
training program output. Training program is believed to be conducted for
empowering employee with skills, knowledge and enlighten about new tactics to do
the job in better style. If course is designed having enough new material to share
than it proves fruitful for the trainees
Table 4.2.8 Independent T-Test of learning experience with respect to Gender

Variable
Group
Learning
experien
ce
Male
Female
Mean
SD
157
3.4395
.71913
60
3.7000
.57833
T- stat
P- Value
-2.477 .014
37
perceive learning experience variable, standard deviation, t- stat and p value.
It is clear that there is mean difference in both groups perceptions.

employees. The mean value of female respondents is greater than male
respondents (3.7000) which is closer to 4 Agree. It indicates that female
employees perceive more importance to learning experience as compared to male
employees in NGO sector organizations. Table further reveals that there is
significance mean difference between gender groups.
The views of trainee about training session are of high worth. The main
theme of conducting training for the employees is to bring permanent and modified
changes in the behavior of the employees which could help them to perform their
duties in better way. As the main concerned are employees during training thus it is
important to understand the employees views about learning experience.
Thus it is assumed that all those training programs where employees are
given preference while designing training contents and they are properly asked
about the teaching or training style culminate in success. Trainees feedback is
considered before the conduction of training program.
Table 4.2.9 Independent T-Test of training and development with respect to Gender
Variable
Group
training
and
developme
nt
Male
Female
Mean
SD
157
3.5732
.83362
60
3.6333
1.04097
T- stat
P- Value
-.442 .659
perceived training and development variable, standard deviation, t- stat and p
value.
38

employees of different banks. The mean value of male respondents is greater than
female respondents (3.6333) which is closer to 4 Agree. It indicates that male
employees perceive more importance to training and development as compared to
female employees in NGO sector organizations.
Training and development is the one among the function of the human
resource management functions. It is practiced in huge organizations not only to
equip employees with skills and potential but also to help them keep motivated. It
also improves employees job satisfaction. They feel there selves being valued. So
in return they try to produce and perform efficiently.
It is assumed that NGO sector organizations of Pakistan give preference to

the employee training and conduct training programs as per their demands.
Employee orientation to the organization is also given propriety.
Table 4.2.10 Independent T-Test of employee job satisfaction with respect to Gender
Variable
Group
Employee
job
satisfactio
n
Male
Female
Mean
SD
157
3.6242
.75459
60
3.6333
.80183
T- stat
P- Value
-.078 .938
perceived employee job satisfaction variable, standard deviation, t- stat and p
value.

39

than female respondents (3.6333) which is closer to 4 Agree. It indicates that
female employees perceive more importance to trainer quality as compared to male
Training plays a role in satisfying employee from its job. As training improves
individuals capacity to perform his/her job with efficiency and bright the individuals
professional future by enhancing his skills. It can further help him to grow in his
career.
While satisfaction from the training vary with the gender. As per the
assumptions from the study it is believed that female staff gets more satisfaction
from training sessions compared to the male. Although both the gender show
confidence on training programs and supports the arguments but female are more
likely to get satisfied then male.
Table 4.2.11 (a) ANOVA of Trainer quality with respect to educational qualification
Trainer
quality
Between
groups
Sum of
squares
Df
Mean
Square
.950
.475
Within
groups
158.967
214
.743
Total
159.917
216
Significance
.640
.528
Table 4.2.11 (b) Descriptive statistics of educational qualification

Age Group
Graduate
Mean
Std.
Deviation
Std. Error
100
3.6100
.87496
.08750
Master
37
3.4595
.73009
.12003
Professional
qualification
80
3.4875
.89998
.10062
217
3.5392
.86044
.05841
Total
40
The above tables shows perceived difference with respect to trainer quality
in terms of educational qualification of respondents of NGO sector organizations
employees of Pakistan. The model is categorizes into three age groups with the
proposition that there is no significant mean difference in the perceptions of
employees at the age groups with the significance level of 0.05.
The table 4.2.11 (b) reveals that first educational qualification group is of
graduate which has mean value of 3.6100 with standard deviation of .87496
whereas the mean value of 3.4595 with standard deviation is .73009 of masters
group, like wise educational qualification group of professional qualification has
mean value of 3.4875 and the standard deviation of . .89998.
The table 4.2.11 (b) further shows the mean variation standard deviation and
standard error of the different categories .The table further shows that trainer
quality mean is closed at almost all categories of educational qualification. The total
mean of the all three categories is above 3.5 which indicate that is close to agree.
Table 4.2.11 (a) depicts analyses of variance for trainer quality educational
qualification group. The (F= .640, P>0.05) indicate that independent variable
(educational qualification) better explain the variation in the dependent variable
(trainer qualify). The table further reveals that in all educational qualification there
is insignificant difference in employees perceptions regarding learning experience
in NGO sector organizations as the probability value is greater than 0.05.
Table 4.2.12 (a) ANOVA of Course design with respect to educational qualification
Course
design
Between
groups
Sum of
squares
1.210
Df
Mean
Square
2
.605
Significance
.854
.427
41
Within
groups
151.629
214
Total
152.839
216
.709

Age Group
Graduate
Mean
Std.
Deviation
Std. Error
100
3.6600
.86713
.08671
Master
37
3.5405
.76720
.12613
Professional
Education
80
3.5000
.84194
.09413
217
3.5806
.84118
.05710
Total
The above tables shows perceived difference with respect to course design in
terms of different qualification background groups of respondents of NGO sector
organizations employees of Pakistan. The model is categorizes into four age groups
with the proposition that there is no significant mean difference in the perceptions
of employees at the age groups with the significance level of 0.05.
mean value of 3.5000 and the standard deviation of .84194.
standard error of the educational qualification categories .The table further shows
that course design mean increases for the professional qualification while it is
lowest for the master and in the middle for the graduate. This table also reveals
that mean is almost closer mean value for all categories.
Table 4.2.13 (a) ANOVA of learning experience with respect to educational

qualification
42
Course
design
Between
groups
Sum of
squares
Df
Mean
Square
.793
.396
Within
groups
105.429
214
.493
Total
106.221
216
Significance
.804
.449

Age Group
Graduate
Mean
Std.
Deviation
Std. Error
100
3.4800
.68873
.06887
Master
37
3.4324
.68882
.11324
Professional
Education
80
3.5875
.72380
.08092
217
3.5115
.70126
.04760
Total
The above tables shows perceived difference with respect to learning

experience in terms of age groups of respondents of NGO sector organizations
employees of Pakistan. The model is categorizes into four age groups with the
graduate which has mean value of 3.4800 with standard deviation of.68873
standard error of the educational qualification categories. The table further shows
that learning experience mean is greater for the professional qualification then for
the graduates and finally for the master employees.
43
Table 4.2.14 (a) ANOVA of training and development with respect to educational
qualification
Course
design
Sum of
squares
Df
Mean
Square
Betwee
n
groups
.101
.051
Within
groups
172.396
214
.806
Total
172.498
216
Significance
.063
.939

Age Group
Graduate
Mean
Std.
Deviation
Std. Error
100
3.6100
.86334
.08633
Master
37
3.5946
.72493
.11918
Professional
Education
80
3.5625
1.00434
.11229
217
3.5899
.89364
.06066
Total
The above tables shows perceived difference with respect to training and
development in terms of educational level of the of respondents of NGO sector
44
The table 4.2.14 (b) reveals that first educational qualification level group is
of graduate which has mean value of 3.6100 with standard deviation of .86334
mean value of 3.5625 and the standard deviation of 1.00434.
that learning experience mean is greater for the professional qualification then for
the graduates and finally for the master employees.
Table 4.2.15 (a) ANOVA of employee job satisfaction with respect to educational
qualification
Course
design
Between
groups
Sum of
squares
Df
Mean
Square
.386
.193
Within
groups
126.379
214
.591
Total
126.765
216
Significance
.327
.722

Age Group
Graduate
Mean
Std.
Deviation
Std. Error
100
3.6600
.69949
.06995
Master
37
3.5405
.80259
.13194
Professional
Education
80
3.6250
.83249
.09308
217
3.6267
.76608
.05200
Total
The above tables shows perceived difference with respect to employee job
satisfaction in terms of age groups of respondents of NGO sector organizations
45

that learning experience mean is greater for the master degree holder employees
then for the professional qualification holders and lowest for the graduates
employees.
Table 4.2.16 (a) ANOVA of trainer quality with respect to working experience
Course
design
Sum of
squares
Between
groups
Df
Mean
Square
.453
.151
Within
groups
159.464
213
.749
Total
159.917
216
Significance
.202
.895
Table 4.2.16 (b) Descriptive statistics of work experience

Age Group
Mean
Std.
Deviation
Std. Error
Less than 4
82
3.5488
.83374
.09207
5-10
32
3.5000
.95038
.16801
11-15
50
3.4800
.67733
.09579
16 and above
53
3.6038
1.00651
.13825
46
Total
217
3.5392
.86044
.05841
The above tables shows perceived difference with respect to trainer quality
in terms of work experience of respondents of NGO sector organizations employees
of Pakistan. The model is categorizes into four work experience group with the
The table 4.2.16 (b) reveals that first work experience group constitute work
experience of less than 4 years which has mean value of 3.5488 with standard
deviation of .83374 whereas the mean value of 3.5000 with standard deviation is .
95038 of 5-10 experience holder group, like wise experience holder group of 11-15
has mean value of 3.4800 and the standard deviation of .67733. While final
experience holder group of having 16 and above years experience has mean value
of 3.6038 and standard deviation of 1.00651.
Table 4.2.17 (a) ANOVA of Course design with respect to working experience
Course
design
Sum of
squares
Between
groups
Df
Mean
Square
1.833
.611
Within
groups
151.006
213
.709
Total
152.839
216
Significance
.862
.462

Age Group
Mean
Std.
Deviation
Std. Error
Less than 4
82
3.6220
.82612
.09123
5-10
32
3.7500
.95038
.16801
11-15
50
3.4800
.76238
.10782
16 and above
53
3.5094
.86874
.11933
217
3.5806
.84118
.05710
Total
47
The above tables shows perceived difference with respect to course design in
terms of work experience of respondents of NGO sector organizations employees of
Pakistan. The model is categorizes into four age groups with the proposition that
deviation of.82612 whereas the mean value of 3.7500 with standard deviation is .
of 3.5094 and standard deviation of .86874.
Table 4.2.17 (a) depicts analyses of variance for course design educational
qualification group. The (F= .462, P>0.05) indicate that independent variable (work
experience) better explain the variation in the dependent variable (course design).
The table further reveals that in all educational qualification there is no significant
difference in employees perceptions regarding learning experience in NGO sector
organizations as the probability value is greater than 0.05.
Table 4.2.18 (a) ANOVA of learning experience with respect to working experience
Course
design
Between
groups
Sum of
squares
Df
Mean
Square
.260
.087
Within
groups
105.961
213
.497
Total
106.221
216
Significance
.174
.914

Age Group
Mean
Std.
Std. Error
48
Deviation
Less than 4
82
3.5488
.70540
.07790
5-10
32
3.4688
.71772
.12688
11-15
50
3.5200
.76238
.10782
16 and above
53
3.4717
.63862
.08772
217
3.5115
.70126
.04760
Total
The above tables shows perceived difference with respect to learning

experience in terms of work experience of respondents of NGO sector organizations
of 3.4717and standard deviation of .63862
Table 4.2.17 (a) depicts analyses of variance for learning experience age
group. The (F= .174, P>0.05) indicate that independent variable better explain the
variation in the dependent variable. The table further reveals that in all educational
qualification there is no significant difference in employees perceptions regarding
learning experience in NGO sector organizations as the probability value is greater
than 0.05.
Table 4.2.19 (a) ANOVA of training and development with respect to working
experience
Course
design
Between
groups
Sum of
squares
.483
Df
Mean
Square
3
.161
Significance
.199
.897
49
Within
groups
172.015
213
Total
172.498
216
.808

Age Group
Mean
Std.
Deviation
Std. Error
Less than 4
82
3.6463
.92124
.10173
5-10
32
3.5938
.83702
.14797
11-15
50
3.5400
.78792
.11143
16 and above
53
3.5472
.99162
.13621
217
3.5899
.89364
.06066
Total
The above tables shows perceived difference with respect to training and
development in terms of work experience of respondents of NGO sector
Table 4.2.19 (a) depicts analyses of variance for training and development
educational qualification group. The (F= .199, P>0.05) indicate that independent
variable better explain the variation in the dependent variable The table further
reveals that in all educational qualification there is no significant difference in
employees perceptions regarding learning experience in NGO sector organizations
as the probability value is greater than 0.05.
50
Table 4.2.20 (a) ANOVA of employee job satisfaction with respect to working
experience
Course
design
Sum of
squares
Df
Mean
Square
Betwee
n
groups
.653
.218
Within
groups
126.112
213
.592
Total
126.765
216
Significance
.367
.777

Age Group
Mean
Std.
Deviation
Std. Error
Less than 4
82
3.6951
.73180
.08081
5-10
32
3.5625
.87759
.15514
11-15
50
3.5800
.67279
.09515
16 and above
53
3.6038
.83986
.11536
217
3.6267
.76608
.05200
Total
The above tables shows perceived difference with respect to employee job
satisfaction in terms of work experience of respondents of NGO sector
has mean value of 3.5800 and the standard deviation of .67279 While final
51
Table 4.2.19 (a) depicts analyses of variance for employee job satisfaction
educational qualification group. The (F= .367, P>0.05) indicate that independent
variable (educational qualification) better explain the variation in the dependent
variable (employee job satisfaction). The table further reveals that in all educational
qualification there is no significant difference in employees perceptions regarding
learning experience in NGO sector organizations as the probability value is greater
than 0.05.
Regression Analysis
Table 4.3.1 Regression Analyses of Training and development on trainer

quality
Variable
t- value
R-Square
Constant
.779
4.688
.585
Trainer
quality
.794
17.393
F-Stat
3.2.533
Sig
.000
The table 4.3.1 shows regression analysis for training and development with
trainer quality executed with the proposition that trainer quality has no relationship
with training and development.
The table further illustrates that the regression of trainer quality has positive
effect on training and development and this relationship is statistically significant as
the probability value for this model is less than the level of significance which is
0.05 %. The analysis further show that trainer quality is perceived as an important
factor in training and development (t = 4.688).
52
The analyses show that there is positive relationship between trainer quality
and training and development (= .794) which reveals that training and
development level is sensitive to trainer quality and brings/contributes 79.4%
change in training and development supported by the positive sign of trainer quality
co-efficient.
4.3.2 CASE WISE REGRESSION ANALYSES
Case wise Regression analyses were used in order to check the Significance
of independent variables with Respect different demographics on dependent
variables for the research work.
Table 4.3.2.1 (a) Regression Analyses of Training and development on

trainer quality with age group
Case wise Regression analysis
Age
group
Variabl
e
20-30
Constan
t
.313
.241
1.296
Trainer
quality
.943
.066
14.371
1.633
.431
3.788
Trainer
quality
.572
.122
4.678
Constan
t
.713
.302
2.363
Trainer
quality
.777
.645
31-40
41-50
51 and
above
Constan
t
Constan
t
S.E
t- value
RSquare
F-Stat
Sig
.766
206.532
.000
.278
21.964
.000
.642
95.154
.000
.080
9.755
.369
1.749 .629
61.152
.000
53
Trainer
quality
.818
.105
7.820
In the above Table, the results of regression analysis for training and
development on trainer quality were executed with different age group that is 2030 years, 31 - 40 years, 41 50 years and ultimately 51 and above years. it is to
check that the training and development from each age group have a significant
relationship with the trainer quality.
In the above Output of regression analysis showing that for the first age
group that is 20-30 the value of R-Square is .766 which mean the variation in
dependent variable which is training and development is explained by the
independent variable which in trainer quality which is infects low variation
explanation and then the regression coefficient for training and development is .943
which reveals that trainer quality level is sensitive to training and development. We
can say that training and development brings/contributes 94.3 % change in trainer
quality supported by the positive sign of training and development co-efficient.
Further in order to the check the Statistical significance relationship between

the training and development and trainer quality of regression analysis showing that
for the second age group that is 31-40 the value of R-Square is .278 which show the
variation in dependent variable which is training and development is explained by
the independent variable which in trainer quality which is infects low variation
can say that training and development brings/contributes 57.2 % change in trainer
quality supported by the negative sign of training and development co-efficient.

for the third age group that is 41-50 the value of R-Square is .642 which show the
the independent variable which in trainer quality which is infects low variation
it reveals that trainer quality level is sensitive to training and development. We can
say that training and development brings/contributes 77.7% change in trainer
quality supported by the negative sign of training and development co-efficient.
54

for the fourth age group that is 51 and above the value of R-Square is .629 it shows
the variation in dependent variable which is training and development is explained
by the independent variable which in trainer quality which is infects low variation
can say that training and development brings/contributes 81.8% change in trainer
quality supported by the positively sign of training and development co-efficient.
Table 4.3.2.2 Regression analysis of Training and development on trainer quality

with respect to gender
Gender Variabl
e
Male
Female
S.E
tvalue
Constan
t
.998
.226
4.413
Trainer
quality
.730
.063
11.662
Constan
t
.467
.218
2.143
.888
.059
15.135
RSquare
F-Stat
Sig
.467
135.99
5
.000
.798
229.06
0
.000
In the Table 4.3.2.2 the results of regression analysis for Training and
development with respect to trainer quality with the selection variable gender are
executed with the proposition that trainer quality have a significant relationship
with Training and development for both Genders. The group is categorizes into
male and female. The analyses show that model is significant for male and female
category. The analysis further shows that the value of R-Square is .467 for male
and .798 for female.
The analyses further reveal that regression coefficient for trainer quality
shows that training and development level is sensitive to trainer quality. Trainer
quality brings/contributes change in training and development in male and female
55
employees supported by the positive sign of trainer quality co-efficient but

significance relationship for male.
Further to the check the Statistical significance relationship between the

trainer quality and training and development in male category, in the above output
the t- value for internal service is with standard error of 11.662. The P value of for
the model is .000 which does satisfy the proposition .Hence it concludes that trainer
quality has positive effect on training and development of female employees.

trainer quality and training and development in female category, in the above
output the t- value for internal service is with standard error of .059. The P value of
for the model is .000 which does satisfy the proposition and the relationship is
significance .Hence it concludes that trainer quality has positive effect on training
and development of female employees.
Table 4.3.2.3 Regression analysis of Training and development on trainer quality

with respect to educational qualification
Education
al
qualificati
on
Variabl
e
Graduation
Constan
t
.857
.235
3.650
Trainer
quality
.763
.063
12.053
1.090
.406
2.686
Trainer
quality
.724
.115
6.302
Constan
t
.561
.290
1.938
Trainer
quality
.861
.080
10.696
Master
Professional
Qualificatio
n
S.E
tvalue
Constan
t
RSquare
F-Stat
.597
145.277
7
.532
39.720
.595
114.404
Sig
.000
.000
56
The above Table 4.3.2.3 shows the results of regression analysis between
training and development and trainer quality with respect to educational level of the
respondents. The regression analyses are executed with the proposition that trainer
quality has no relationship with training and development in all three group of
educational level. The group is categorizes into educational level of graduate,
master and professional qualification.
The table further reveals that regression model of graduate level employees
is insignificant .the value of R-Square (.597) indicate that trainer quality accounts
59.7 % of variation in training and development for graduate employee category.
The coefficient ( =.763) for trainer quality is negatively effecting the training and
development for graduate level.
The table further reveals that regression model of master level employees is
insignificant .the value of R-Square (.532) indicate that trainer quality accounts 53.2
% of variation in training and development for master employee category. The
coefficient ( =.724) for trainer quality is positively effecting the training and
development for master level.
The table further reveals that regression model of professional level

employees is insignificant .the value of R-Square (.595) indicate that trainer quality
accounts 59.5 % of variation in training and development for professional
qualification holder employee category. The coefficient ( =.861) for trainer quality
is positively effecting the training and development for professional level.
Table 4.3.2.4 Regression Analyses of Training and development on trainer quality

with respect to work experience
Work
experien
ce
Variabl
e
S.E
Less than
4
Constan
t
.942
.326
2.889
Trainer
quality
.762
.089
8.521
tvalue
RSquar
e
F-Stat
Sig
.476
72.615
.000
57
5-10
11-15
16 and
above
Constan
t
1.156
.357
3.242
Trainer
quality
.696
.098
7.075
Constan
t
.593
.408
1.453
Trainer
quality
.847
.115
7.359
Constan
t
.435
.248
1.752
Trainer
quality
.864
.066
13.003
.625
50.060
.000
.530
54.155
.000
.768
169.07
7
.000
The above Table 4.3.2.4 shows the regression analysis between trainer
quality and training and development with respect to work experience. In the
above the regression model between training and development and trainer quality
with the with respect to work experience are executed to check the proposition that
trainer quality has no relationship with training and development at any work
experience group. The group is categorized into four work experience groups that
are less than 4 years, 5 - 10 years, and 11 15 years and ultimately 16 and above
years.
The table reveals that the regression model is significant with R 2 = .476
which depicts that trainer quality accounts variation in training and development at
the work experience group between 4 years. The analysis further shows that there
is positive relationship between trainer quality and training and development
reveals that training and development level is sensitive to trainer quality at this
work experience group and brings/contributes change in training and development
supported by the positive sign of trainer quality co-efficient and this relationship is
statistically significant. The analysis further explain that trainer quality is perceived
as an important factor in training and development (t = 8.521).
the work experience group between 5-10 years. The analysis further shows that
58
there is positive relationship between trainer quality and training and development
the work experience group between 16 and above years. The analysis further shows
that there is positive relationship between trainer quality and training and
development reveals that training and development level is sensitive to trainer
quality at this work experience group and brings/contributes change in training and
development supported by the negative sign of trainer quality co-efficient and this
relationship is statistically significant. The analysis further explain that trainer
quality is perceived as an important factor in training and development (t =
13.003).
Table 4.3.3 Regression Analyses of Training and development on course design

Variable
Constant
Course
design
t- value
1.864
.482
R-Square
7.849 .206
F-Stat
55.746
Sig
.000
7.466
In the above Table 4.3.3, regression analyses of course design with training
and development are executed with the proposition that training and development
have no relationship with course design.
59
The table reveals that the regression model is significant (F, 55.746),
(P<.012) with R2 = .206 depicts that training and development accounts 20.6%
variation in course design. The analysis further depicts that there is positive
relationship between course design and training and development (= .482) shows
that course design level is sensitive to training and development and training and
development contributes 48.2% change in course design and the relationship is
statistically significant as the probability value for this work experience group is less
than level of significance that is 0.05 %.
Table 4.3.3.1 Regression Analyses of Training and development on course design

with respect to age group
Age
group
Variabl
e
20-30
Constant
CD
31-40
Constant
CD
41-50
Constant
CD
50 and
above
Constant
CD
S.E
t- value
RSquare
1.406
.453
3.101 .295
.636
.124
5.139
2.285
.459
4.982 .133
.372
.126
2.956
1.865
.447
4.177 .227
.470
.119
3.944
1.972
.572
3.446 .161
.411
.156
2.626
F-Stat
Sig
26.406
0.000
8.741
.005
15.552
.000
6.898
.013
development on course design were executed with different age group that is 2030 years, 31 - 40 years, 41 50 years and ultimately 51 and above years. It is to
relationship with the trainer quality.
group that is 20-30 the value of R-Square is .295 which mean that the 29.5 % of
60
the independent variable in course design which is infects low variation explanation
and then the regression coefficient for training and development is .636 which
reveals that course design level is sensitive to training and development. We can
say that training and development brings/contributes 63.6 % change in course
design supported by the positive sign of training and development co-efficient.

the training and development and course design of regression analysis showing that
for the second age group that is 31-40 the value of R-Square is .133 which mean
that the 13.3 % of variation in dependent variable which is training and
development is explained by the independent variable which in course design which
is infects low variation explanation and then the regression coefficient for training
and development is .372 which reveals that course design level is sensitive to
training and development. We can say that training and development
brings/contributes 37.2 % change in course design supported by the positive sign of
training and development co-efficient.

for the third age group that is 41-50 the value of R-Square is .227 which mean that
the 22.7 % of variation in dependent variable which is training and development is
explained by the independent variable which in course design which is infects low
variation explanation and then the regression coefficient for training and
development is .470 which reveals that course design level is sensitive to training
and development We can say that training and development brings/contributes 47.0
% change in course design supported by the positive sign of training and
development co-efficient.

for the fourth age group that is 51 and above the value of R-Square is .161 which
mean that the 16.1% of variation in dependent variable which is training and
development is explained by the independent variable which in course design which
is infects low variation explanation and then the regression coefficient for training
and development is .411 which reveals that course design level is sensitive to
training and development. We can say that training and development
brings/contributes 41.1% change in course design supported by the positively sign
of training and development co-efficient.
61

with respect to Gender
Gender
Male
Female
Variabl
e
Constan
t
S.E
t- value
2.247
.272
8.274
Course
design
.370
.074
5.013
Constan
t
.870
.460
1.891
Course
design
.771
.125
6.166
RSquare
F-Stat
Sig
.140
25.129
.000
.396
38.022
.000
development with respect to course design with the selection variable gender are
executed with the proposition that course design have a significant relationship
with training and development for both Genders. The group is categorizes into
male and female. The analyses show that model is significant for male and female
category. The analysis further shows that the value of R-Square is .140 for male
and .396 for female.
The analyses further reveal that regression coefficient for course design
shows that training and development level is sensitive to course design. Course
design brings/contributes change in training and development in male and female
employees supported by the positive sign of trainer quality co-efficient.

course design and training and development in male category, in the above output
the t- value for course design the P value of for the model is .000 and with .370
which shows that the course design has positive and significance effect on training
and development of male employees.

course design and training and development in female category, in the above
62
output the t- value for course design the P value of for the model is .000 and with
.771 which shows that the course design has positive and significance effect on
training and development of male employees.

with respect to educational qualification
Education
al
qualificati
on
Variabl
e
Graduate
Constan
t
Constan
t
Course
design
Professional
qualification
S.E
tvalue
Course
design
Master
Constan
t
Course
design
2.246
.351
6.405
.373
.093
3.996
1.739
.481
3.614
.524
.133
3.945
1.406
.416
3.379
.616
.116
5.327
RSquare
F-Stat
Sig
.140
15.965
.000
.308
15.563
.000
.267
28.372
.000
training and development and course design with respect to educational level of the
respondents. The regression analyses are executed with the proposition that course
design has no relationship with training and development in all three group of
educational level. The group is categorizes into educational level of graduate,
is insignificant .the value of R-Square (.140) indicate that trainer quality accounts
The coefficient (= .373) for trainer quality is positively effecting the training and
63
coefficient ( =-.082) for trainer quality is positively effecting the training and

accounts 4.3 % of variation in training and development for master employee
category. The coefficient ( =.524) for trainer quality is positively effecting the
training and development for professional level.

with respect to work experience
Work
experien
ce
Variabl
e
Less than
4
Constan
t
2.465
.443
5.566
.326
.119
2.737
2.154
.559
3.851
.384
.145
2.653
1.947
.476
4.088
Course
design
.458
.134
3.424
Constan
t
.755
.414
1.823
Course
design
.796
.115
6.943
Constan
t
Course
design
11-15
16 and
above
S.E
t- value
Course
design
5-10
Constan
t
RSquare
F-Stat
Sig
.086
7.490
.008
.190
7.038
.013
.196
11.722
.001
.486
48.206
.000
64
The above Table 4.3.3.5 shows the regression analysis between course design
and training and development with respect to work experience. In the above the
regression model between training and development and course design with the
with respect to work experience are executed to check the proposition that course
design has no relationship with training and development at any work experience
group. The group is categorized into four work experience groups that are less than
4 years, 5 - 10 years, and 11 15 years and ultimately 16 and above years.
The table reveals that the regression model is not significant with R 2 = .086
the work experience group between 4 years. The analysis further shows that there
is negative relationship between trainer quality and training and development
The table reveals that the regression model is significant with R 2 =

7.038which depicts that trainer quality accounts variation in training and
development at the work experience group between 5-10 years. The analysis
further shows that there is negative relationship between trainer quality and
training and development reveals that training and development level is sensitive to
trainer quality at this work experience group and brings/contributes change in
training and development supported by the positive sign of trainer quality coefficient and this relationship is statistically significant. The analysis further explain
that trainer quality is perceived as an important factor in training and development
(t = 2.653).
The table reveals that the regression model is not significant with R 2 =.196
65
the work experience group between 16 and above years. The analysis further shows
that there is positive relationship between trainer quality and training and
development reveals that training and development level is sensitive to trainer
quality at this work experience group and brings/contributes change in training and
development supported by the positive sign of trainer quality co-efficient and this
relationship is statistically not significant. The analysis further explain that trainer
quality is perceived as an important factor in training and development (t = 6.943).
Table 4.3.4 Regression Analyses of Training and development on learning experience
Variable
Constant
Learning
experience
t- value
3.374
R-Square
10.856 .002
.061
F-Stat
.501
Sig
.480
.087
In the above Table 4.3.4 regression analyses of learning experience with

training and development are executed with the proposition that training and
development have no relationship with learning experience. The table reveals that
the regression model is insignificant (F, .501),(P>0.05) with R 2 = 002 depicts that
training and development accounts .2% variation in learning experience. The
analysis further depicts that there is negative relationship between learning
experience and training and development (= .061) shows that learning experience
level is sensitive to training and development and training and development
contributes 6.1% change in learning experience and the relationship is statistically
insignificant as the probability value for this work experience group is greater than
level of significance that is 0.05 %.
Table 4.3.4.1 Regression Analyses of Training and development on learning

experience with respect to age
Age
group
Variable
20-30
Constant
3.29
.684
Learning
experien
ce
.107
.186
Constant
4.168
.579
31-40
S.E
t- value
RSquare
4.808 .005
F-Stat
Sig
.328
.569
.961
.331
.573
7.202 .017
66
41-50
50 and
above
Learning
experien
ce
-.164
.167
-.980
Constant
3.409
.541
6.303 .002
Learning
experien
ce
.049
.149
Constant
2.708
.734
Learning
experien
ce
.207
.207
.107
.745
.995
.325
.327
3.691 .027
.997
development on learning experience were executed with different age group that is
20- 30 years, 31 - 40 years, 41 50 years and ultimately 51 and above years. It is to
relationship with the learning experience.
group that is 20-30 the value of R-Square is .005 which mean that the .5% of
the independent variable which in learning experience which is infects low variation
which reveals that learning experience level is sensitive to training and
development. We can say that training and development brings/contributes 10.7 %
change in learning experience supported by the positive sign of training and
development co-efficient.

the training and development and learning experience of regression analysis
showing that for the second age group that is 31-40 the value of R-Square is .017
which mean that the 1.7 % of variation in dependent variable which is training and
development is explained by the independent variable which in learning experience
which is infects low variation explanation and then the regression coefficient for
training and development is -.164 which reveals that learning experience level is
sensitive to training and development. We can say that training and development
brings/contributes 16.4 % change in learning experience supported by the negative
sign of training and development co-efficient.
67

showing that for the third age group that is 41-50 the value of R-Square is .002
which mean that the 0.2 % of variation in dependent variable which is training and
development is explained by the independent variable which in learning experience
which is infects low variation explanation and then the regression coefficient for
training and development is .049 which reveals that learning experience level is
sensitive to training and development. We can say that training and development
brings/contributes 4.9% change in learning experience supported by the positive
sign of training and development co-efficient.

showing that for the fourth age group that is 51 and above the value of R-Square is .
027 which mean that the 2.7 % of variation in dependent variable which is training
and development is explained by the independent variable which in learning
experience which is infects low variation explanation and then the regression
coefficient for training and development is .207 which reveals that learning
experience level is sensitive to employee job Satisfaction. We can say that training
and development brings/contributes 20.7 % change in learning experience
supported by the positively sign of training and development co-efficient.

experience with respect to Gender
Gender
group
Male
Female
Variable
S.E
tvalue
RSquar
e
Constant
3.597
.327
10.995 .000
Learning
experien
ce
-.007
.093
-.074
Constant
2.586
.816
3.167 .028
Learning
experien
ce
.283
.218
1.301
F-Stat
Sig
.005
.941
1.692
.198
68
development with respect to learning experience with the selection variable gender
are executed with the proposition that learning experience have a significant
relationship with employee job satisfaction for both Genders. The group is
categorizes into male and female. The analyses show that model is significant for
male and female category. The analysis further shows that the value of R-Square is
0.000 for male and .028 for female.

learning experience and training and development in male category, in the above
output the t- value for learning experience is with R 2 .000. The P value of for the
model is .941 which does satisfy the proposition .Hence it concludes that learning
experience has negative effect -.007 on training and development of male
employees while relationship is insignificance.

learning experience and training and development in female category, in the above
output the t- value for learning experience is with R 2 .028. The P value of for the
model is .198which does satisfy the proposition .Hence it concludes that learning
experience has positive effect .283 on training and development of female
employees while relationship is insignificance.

experience with respect to educational qualification
Education
al
qualificati
on
Variable
Graduate
Constant
3.334
.448
Learning
experien
ce
.079
.126
Constant
2.894
.611
4.739 .038
Learning
experien
ce
.204
.175
1.170
Master
S.E
tvalue
RSquar
e
7.439 .004
FStat
Sig
.393
.532
1.368
.250
.627
69
Professional
qualification
Constant
3.600
.575
6.263 .000
Learning
experien
ce
-.011
.157
-.067
.005
.947
training and development and learning experience with respect to educational level
of the respondents. The regression analyses are executed with the proposition that
trainer quality has no relationship with training and development in all three group
of educational level. The group is categorizes into educational level of graduate,
is insignificant .the value of R-Square (.004) indicate that trainer quality accounts .4
% of variation in training and development for graduate employee category. The
coefficient (= .079) for trainer quality is positively effecting the training and
coefficient ( =.204) for trainer quality is positively effecting the training and

accounts 0% of variation in training and development for master employee
category. The coefficient ( =-.011) for trainer quality is positively effecting the

experience with respect to work experience
Work
experien
ce
Variable
S.E
tvalue
RSquar
e
FStat
Sig
70
Less than
4
5-10
11-15
16 and
above
Constant
3.742
.528
7.086 .000
Learning
experien
ce
-.027
.146
-.184
Constant
3.356
.752
4.462 .003
Learning
experien
ce
.068
.213
Constant
3.174
.534
Learning
experien
ce
.104
.148
Constant
3.004
.763
Learning
experien
ce
.157
.216
.034
.854
.104
.750
.490
.487
.524
.472
.322
5.941 .010
.700
3.935 .010
.724
The above Table 4.3.4.3 shows the regression analysis between learning
experience and training and development with respect to work experience. In the
above the regression model between training and development and learning
experience with the with respect to work experience are executed to check the
proposition that learning experience has no relationship with training and
development at any work experience group. The group is categorized into four work
experience groups that are less than 4 years, 5 - 10 years, and 11 15 years and
ultimately 16 and above years.
which depicts that learning experience accounts variation in training and
development at the work experience group between 4 years. The analysis further
shows that there is negative relationship between learning experience and training
and development reveals that training and development level is sensitive to
learning experience at this work experience group and brings/contributes change in
training and development supported by the positive sign of learning experience coefficient and this relationship is statistically not significant. The analysis further
explain that learning experience is perceived as an important factor in training and
development (t = -.184).
71
The table reveals that the regression model is not significant with R 2 = .
003which depicts that learning experience accounts variation in training and
further shows that there is positive relationship between learning experience and
trainer quality at this work experience group and brings/contributes change in
training and development supported by the negative sign of learning experience coefficient and this relationship is statistically not significant. The analysis further
development (t = .322).
further shows that there is negative relationship between learning experience and
learning experience at this work experience group and brings/contributes change in
training and development supported by the negative sign of learning experience coefficient and this relationship is statistically not significant. The analysis further
development (t = 1.710).
development at the work experience group between 16 and above years. The
analysis further shows that there is negative relationship between learning
experience and training and development reveals that training and development
level is sensitive to learning experience at this work experience group and
brings/contributes change in training and development supported by the negative
sign of learning experience co-efficient and this relationship is statistically not
significant. The analysis further explain that learning experience is perceived as an
important factor in training and development (t = .700).
Table 4.3.5 Regression analysis of employee job satisfaction on training and

development
Variable
Constant
t- value
1.155
R-Square
8.965 .645
F-Stat
390.978
Sig
.000
72
Training
and
developme
nt
.689
.035
In the above Table 4.3.5, regression analyses of training and development

with employee job satisfaction are executed with the proposition that employee job
satisfaction have no relationship with training and development.
The table reveals that the regression model is significant (F, 390.978),
(P<.000) with R2 = .645 depicts that employee job satisfaction accounts 64.5%
variation in training and development. The analysis further depicts that there is
negative relationship between training and development and employee job
satisfaction (= .689) shows that training and development level is sensitive to
employee job satisfaction and employee job satisfaction contributes 68.9% change
in training and development and the relationship is statistically significant as the
probability value for this work experience group is less than level of significance
that is 0.05 %
Table 4.3.5.1 Case wise regression analysis of employee job satisfaction on training
and development with respect to age
Age
group
Variable
20-30
Constant
41-50
S.E
tvalue
RSquare
1.356
.176
.619
.046
1.413
.368
3.841 .377
Training
and
developme
nt
.585
.100
5.875
Constant
.835
.218
3.840 .783
Training
and
.818
.059
Training
and
developme
nt
31-40
Constant
7.723 .740
F-Stat
Sig
179.191
.000
34.516
.000
190.887
.000
13.386
13.816
73
developme
nt
50 and
above
Constant
.849
.229
Training
and
developme
nt
.798
.064
3.711 .811
154.416
.000
12.426
In the above Table, the results of regression analysis for employee job
satisfaction and training and development were executed with different age group
that is 20- 30 years, 31 - 40 years, 41 50 years and ultimately 51 and above years.
it is to check that the employee job satisfaction from each age group have a
significant relationship with the training and development.
group that is 20-30 the value of R-Square is .740 which mean that the 74.0 % of
variation in dependent variable which is employee job satisfaction is explained by
the independent variable which in training and development which is infects low
variation explanation and then the regression coefficient for employee job
satisfaction is .619 which reveals that training and development level is sensitive to
employee job Satisfaction. We can say that employee job satisfaction
brings/contributes 61.9% change in training and development supported by the
positive sign of employee job satisfaction co-efficient.

the employee job satisfaction and training and development of regression analysis
showing that for the second age group that is 30-40 the value of R-Square is .377
which mean that the 37.7 % of variation in dependent variable which is employee
job satisfaction is explained by the independent variable which in training and
development which is infects low variation explanation and then the regression
coefficient for employee job satisfaction is .585which reveals that training and
development level is sensitive to employee job Satisfaction. We can say that
employee job satisfaction brings/contributes 58.5% change in training and
development supported by the positive sign of employee job satisfaction coefficient.
74

showing that for the third age group that is 41-50 the value of R-Square is .783
which mean that the 78.3 % of variation in dependent variable which is employee
job satisfaction is explained by the independent variable which in training and
development which is infects low variation explanation and then the regression
coefficient for employee job satisfaction is .818 which reveals that training and
development supported by the positive sign of employee job satisfaction co-efficient

showing that for the fourth age group that 51 and above the value of R-Square is .
811 which mean that the 81.1 % of variation in dependent variable which is
employee job satisfaction is explained by the independent variable which in training
and development which is infects low variation explanation and then the regression
coefficient for employee job satisfaction is .798 which reveals that training and
development supported by the positive sign of employee job satisfaction co-efficient
and development with respect to gender
Gende
r
group
Variable
Male
Constant
S.E
tvalue
Training
and
developme
nt
Female
Constant
Training
and
developme
nt
1.125
.169
6.644
.699
.046
15.153
1.193
.187
6.377
.672
.050
13.554
RSquar
e
F-Stat
Sig
.597
229.61
8
.000
.760
183.71
5
.000
75
In the Table 4.3.5.2 the results of regression analysis for employee job
satisfaction and Training and development with respect to gender with the selection
variable gender are executed with the proposition that training and development
have a significant relationship with employee job satisfaction for both Genders. The
group is categorizes into male and female. The analyses show that model is
insignificant for male and female category. The analysis further shows that the
value of R-Square is .597 for male and .760 for female.

training and development and employee job satisfaction in male category, in the
above output the t- value for training and development is with R 2 .597. The P value
of for the model is .000 which does satisfy the proposition .Hence it concludes that
training and development has positive effect -.295on employee job satisfaction of
male employees while relationship is significance.

training and development and employee job satisfaction in female category, in the
above output the t- value for training and development is with R 2 .760. The P value
of for the model is .000 which does satisfy the proposition .Hence it concludes that
training and development has positive effect .672 on employee job satisfaction of
female employees while relationship is significance.
and development with respect to educational qualification
Education
al
qualificati
on
Variable
Graduation
Constant
S.E
tvalue
Training
and
developme
nt
Master
Constant
1.080
.143
.715
.039
1.240
.560
RSquare
7.594 .788
F-Stat
Sig
343.794
.000
17.566
.000
18.542
2.216 .334
76
Training
and
developme
nt
Professional
Qualificatio
n
Constant
Training
and
developme
nt
.640
.153
4.191
1.216
.201
6.055 .665
.676
.054
155.026
.000
12.451
employee job satisfaction and training and development with respect to educational
level of the respondents. The regression analyses are executed with the proposition
that trainer quality has no relationship with training and development in all three
group of educational level. The group is categorizes into educational level of
graduate, master and professional qualification.
is significant .the value of R-Square (.788) indicate that trainer quality accounts
The coefficient (= .715) for trainer quality is negatively effecting the training and
significant .the value of R-Square (.334) indicate that trainer quality accounts 33.4
coefficient ( =..640) for trainer quality is positively affecting the training and

employees is significant .the value of R-Square (.665) indicate that trainer quality
accounts 66.5% of variation in training and development for master employee
category. The coefficient ( =-.676) for trainer quality is positively effecting the
77
and development with respect to work experience
Work
experien
ce
Variable
Less than
4
Constant
5-10
11-15
16 and
above
S.E
tvalue
RSquare
F-Stat
Sig
.596
118.034
.000
.395
19.591
.000
.807
201.202
.000
.790
191.789
.000
1.459
.212
6.875
.613
.056
10.864
1.194
.549
2.176
Training and
development
.659
.149
4.426
Constant
.864
.196
4.406
Training and
development
.767
.054
14.185
Constant
.934
.200
4.666
Training and
development
.753
.054
13.849
Training and
development
Constant
The above Table 4.3.5.3 shows the regression analysis between training and
development and employee job satisfaction with respect to work experience. In the
above the regression model between employee job satisfaction and training and
development with the with respect to work experience are executed to check the
proposition that training and development has no relationship with employee job
satisfaction at any work experience group. The group is categorized into four work
experience groups that are less than 4 years, 5 - 10 years, and 11 15 years and
ultimately 16 and above years.
which depicts that training and development accounts variation in employee job
satisfaction at the work experience group between 4 years. The analysis further
shows that there is positive relationship between training and development and
employee job satisfaction reveals that employee job satisfaction level is sensitive to
training and development at this work experience group and brings/contributes
change in employee job satisfaction supported by the positive sign of training and
development co-efficient and this relationship is statistically significant. The analysis
78
further explain that training and development is perceived as an important factor in

employee job satisfaction (t = 10.864).
satisfaction at the work experience group between 5-10 years. The analysis further
change in employee job satisfaction supported by the negative sign of training and
satisfaction at the work experience group between 11-15 years. The analysis further
change in employee job satisfaction supported by the negative sign of training and
development co-efficient and this relationship is statistically
significant. The
analysis further explain that training and development is perceived as an important
factor in employee job satisfaction (t = 14.185).
The table reveals that the regression model is not significant with R 2 = . .790
satisfaction at the work experience group 16 and above years. The analysis further
change in employee job satisfaction supported by the positive sign of training and
Validity
79
Validity is concerned with the whether the findings are really about what they
likely to be (Sanuders et al, 2000). If question can be misunderstood, the
information is said to be of low validity. In order to avoid low validity, we tried to
design Questionnaire simple as possible and where necessary interview were
conducted face to face while filling out questionnaire so that the haziness should be
explained. The following the reliability statistics facets wise. Alpha denoted the
degree of strengthens.
RELIABILITY STATISTICS
4.5.1. Item Wise reliability statistics
Item Description
Alph
a
1.Trainer Quality
1.
2.
3.
4.
5.
6.
7.
8.
9.
The trainer was well prepared.

The trainer was very helpful
I was very satisfied with the support offered to me by my trainer
The Trainer was easy enough to be understood
The Trainer kept on motivating the learners.
The trainer encouraged asking of questions.
He was capable enough to articulate.
The trainer was a good facilitator during training session.
He inquired about learners interest regarding training style before
delivering.
0.92
3
2. COURSE DESIGN:
1 The objectives of the program were relevant to my job.
2. I was well informed of the requirements for the Program.
3. I was very confident that I had the knowledge and skills required to
successfully complete the program.
4. I was well informed of how to complete each module of the program.
5. The assessments used in the program were fair.
6. I accomplished all the objectives of the course.
7. Training was designed to be conducted inside the organization..
80
8. It was relevant to the specific problems being faced by the group of

learners.
.852
9. Performance of the learner was tested against the training being given.
10. Training was designed to address specific issues being faced by the
learners.
11. Training was conducted beyond the boundaries of organization.
3. LEARNING EXPERIENCE:
1 The learning style of the learners was considered for training.
2. I am satisfied with the learning from that training.
3. It would help me to improve my performance in my current job
4. I am feeling valued after that training.
5. That training has increased my skills
6. I would be able to apply what I had learned on a regular basis in my job.
7. I had plenty of time to complete all the modules of the program.
8. The activities in the program gave me sufficient practice and feedback.
9. I found the program overall to be very challenging.
.842
10. The activities in the program gave me sufficient practice and feedback.
11. The program exceeded my expectations.
4. TRAINING AND DEVELOPMENT
1 I have access to relevant training programmers and skill development
activities.
2. The training and development offered by my company is relevant for my
daily work.
3. The training and development offered by my company is aligned with my
expectations and my personal development needs related to work.
4. My employer organizes continuous follow-up, feedback-sessions,
knowledge sharing activities after the training.
5. I feel satisfied with the way completed training activities are being
81
rewarded (raise in salary, promotion etc).

5. JOB SATISFACTION
.875
1. I feel very comfortable in my work environment.

2. I consider my co-workers friends
3. My supervisor/franchisee regularly acknowledges when I do a good
job
4. My values and those of the organization are very similar
5. I am willing to put in a great deal of effort beyond that normally
expected in order to help the organization to be successful.
6. I am very proud to tell others that I work for this Organization
.756
Correlation Analysis
Based on the sound reliability statistics of the variables, which is discussed
above .The mean value of each variable is calculated, thats trainer quality, course
design, learner experience, training and development and employee job
satisfaction. Based on the mean value of these variable bivariate Pearson product
correlations is executed in Statistical software. Below is the correlation matrix
among variables.
82
4.6.1. Correlations Matrix of Variables

TQ
CD
LE
TQ
TD
EJS
CD
.519
LE
.063
.059
TD
.765
.454
.048
EJS
.749
.438
.107
1
1
.803
*. Correlation is significant at the 0.05 level.
Hypotheses are tested by using statistical tools. The main statistical used in
the management sciences studies are correlation, regression, and statistical tests
i.e. T-test, F-test and ANOVA etc. Every statistical tool has its own area of
measurement. Generally correlation is used for measuring the degree of strength
among the variables. Researcher intends to investigate the degree of strength
among the different variables used in this study. Thus correlation has been used for
the same purpose.
.
T.Q = Trainer quality
C.D =Course design
L.E= Learning experience
T.D = Training and development
E.J.S= Employee job satisfaction.
In this study the trainer quality, learner experience and course design are
independent variable for Training and development while training and development
itself is independent variable for employee job satisfaction.
4.5 DESCRIPTIVE STATISTICS

4.5.1 Descriptive statistics of Variables
Descriptive Statistics
83
Variables
Mean
Std. Deviation
Trainer quality
3.539
.860
Course design
3.580
.8411
Learner experience
3.511
.7012
Training and development
3.5899
.8936
Employee job satisfaction
3.6267
.76608
Hypothesis
Table Regression Analyses of Training and development on Trainer quality,
Course design and learning experience.
Variable
t- value
Sig
RSquare
F-Stat
Sig
(Constant)
.608
2.398
.017
.589
101.790
.000
trainer
quality
.752
14.093
course
design
.083
1.513
learning
experience
.007
.139
.000
.132
.890
Table Regression analysis of employee job satisfaction on training and

development
Variable
Constant
Training
and
t- value
1.155
.689
R-Square
8.965 .645
F-Stat
390.978
Sig
.000
.035
84
developme
nt
Hypothesis 1: The quality of the trainer is positively associated with the employee
training and development.
Although training and development has been the area largely discussed by
the researcher in their empirical research. Very less work has been done in this
regard keeping trainer quality and training and development in content in Pakistan.
There is a quite gap in the study for the researcher to cover that area. While
understanding these attitudes is important because they have important
consequences on employee job satisfaction and these approaches can be influenced
by human resource policies and practices. In this study from the above correlation
matrix it is depicted that trainer quality (T.Q) is positively associated with the
training and development (T & D) that is .765 or 76.5 % with the mean 3.539 and
standard deviation of 0.860. However this correlation is positive but the significant
relationship among trainer quality and training and development will be checked
through regression analysis in proceeding discussion. This finding is matching the
findings of (Choo & Bowley, 2007).
Hypothesis 2: An effective course design is positively associated with the

employee training.
Designing of course for the training is an important aspect as the success or

failure of training program depends on its subject of matter available for discussion,
its presentation and ingredients. It is generally perceived to be directly linked with
the outcome of training session or program.
In Our Study the Correlation between course design and training and
development is positive and the correlation coefficient is .454 which is 45.4% with
the mean of 3.580 and standard deviation of .8411. This finding is matching the
findings of Stephen Choo & Bowley (2007).
85
Hypothesis 3: An employees favorable learning experience is positively

associated with the employee training
An employees favorable learning experience always has pleasant impact on

the overall training and development program. In our Study a favorable learning
experience and training and development is positively associated with each other,
and there is correlation .048 which is 4.8%, with the mean of 3.511 and standard
deviation of 0.7012.
Hypothesis 4: Training is positively associated with the employees job

satisfaction in organizations.
Creating a work environment in which employees are satisfied from there job
is essential to increased profits for organization. Principles of management that
dictate how, exactly, to maximize employee satisfaction center on major areas of
focus: personal motivation and the skills development of the employee.
From our discussion and analysis, there are positive associations between training
and development and employee job satisfaction. The correlation coefficient for this
variable is .803 which is 80.3 % with the mean of 3.6267 and standard deviation of .
76608 magnifying strong correlation. This finding is matching the findings of Ashraf
et al., (2008). However, significance will be check in the proceeding discussion with
the Help of regression analysis.
Regression Analysis
In statistics, regression analysis refers to techniques for the modeling and

analysis of numerical data consisting of values of a dependent variable (also called
a response variable) and of one or more independent variables (also known as
explanatory variables or predictors). The dependent variable in the regression
equation is modeled as a function of the independent variables, corresponding
parameters ("constants"), and an error term. The error term is treated as a random
variable and represents unexplained variation in the dependent variable.
Parameters are estimated to give a "best fit" of the data. Most commonly the best
fit is evaluated by using the least squares method, but other criteria have also been
used.
86
In the study we have used liner regression model by taking trainer quality,
course design, learning experience as independent variable for training and
development while then training and development acts as dependent variable for
employee job satisfaction.
The Rational behind using Regression analysis in our study is to check the
significance of independent variables, which have been discussed in correlation
concept.
The Level of Significance for our Study is 0.05 % and confidence interval is
95%. By Executing Ordinary Least Square Regression, we got the following Out Put.
It is noteworthy to mention here that, the independent variable trainer quality

has positive relation with sign of beta as .752, course design has beta value .083
and learning experience have negative relation with beta as .007. Training and
development has positive relationship with employee job satisfaction with beta
sign .689.
Regression analyses of different independent variables against dependent

variable.
Linear regression analysis is carried to check the significance of trainer quality,

course design and learning experience on training and development. While again
the same for training and development on employee job satisfaction. The individual
effect of each variable is as follow.
Trainer quality has a positive association with the training and development
with the beta value .752 which reveal that trainer quality is contributing 75.2 % to
change in training and development with the t value of 14.093 and R 2 =.589 while
as P is smaller than level of significance and the relationship is statistically
significant.
Regression analyses of Training and development on course design.
87
Likewise course design has a positive association with the training and
development
with the beta value .083 which reveal that trainer quality is
contributing 8.3 % to change in training and development with the t value of 1.513
and R2 =.206 as the P is smaller than level of significance and the relationship is
statistically significant.
Regression analyses of Training and development on learning experience.
The last independent variable for training and development is learning

experience which has also positive relationship with beta value .007. Training and
development and learning experience association/relationship is statistically
insignificant, because the level of significance is less the P value (P > 0.05 =.000).
Beta value is .007.
Regression analyses
development
of
Employee
job
satisfaction
on
Training
and
As for as the relation between training and development and employee job
satisfaction is concerned, this study analysis and results reveal that there is positive
relation between both independent variable (training and development) and
dependent variable (employee job satisfaction). This association/relationship is
statistically significant, because the level of significance is less the P value (P< 0.05
=0.000). Beta value is .689
4.2 DISCUSSION
In the modern age, the competition in the NGO sector have led them to
emphasize on the skills and working efficiency of their employees. The skillful,
knowledgeable and educated labor force of any organization work as a mean to
achieve the competitive edge over its rival companies in the market. Most of the
NGO sector organizations in Pakistan have realized that fact and adopting
employee-oriented approach by focusing on the improving skills and working
potential of its labor force. This approach not only helps the employees in bringing
88
improvement in the performance but also keeps them motivated and satisfied from
their job.
Examples from successful organizations demonstrate that they have gone a

long way to design effective human resource training system. It includes effective
manpower general training and specific training. Designing of realistic performance
plans and development oriented performance appraisal, effective learning system
providing ample learning opportunities with the help of training, performance
guidance, and other mechanisms ultimately leads to organizational performance. It
also consists of mechanisms to inculcate sense of pride in work.
The intensive study had been conducted considering factors affecting training
i.e. trainer quality, course design and learning experience and its impact on
employee job satisfaction in the NGO sector of Pakistan especially in twin cities,
Rawalpindi and Islamabad.
CHAPTER 5
CONCLUSION AND RECOMMENDATIONS
5.1 Conclusion
With the passage of time the demand for extensive research of training for
employees increases. This study has been conducted with the aim to contribute
further in the measuring of training need for the employees in NGO sector
organizations by applying the tools measuring the factors affecting training i.e.
trainer quality, course design and learning experience. It has been also endeavored
to evaluate the role of training and development process on improving the
commitment of employees for the organizations as companies usually invest much
of its capital on improving the skills of its employees through training and
development programs.
The findings of this study shows that it is quite effective and feasible to
capture the characteristics of training and development by applying set of quality
dimensions tools. This study of linking employee job satisfaction with training and
development is not only important but also a challenging in a competitive era.
89
Nevertheless, when designing this study an attempt was made to reduce its
limitations. However, the external validity (generality) beyond the specific
investigated scope is limited, since this study was particular to implement training
practices in the in the chosen context. Given that the sort of service settings that
could be examined is probably unlimited, future studies should consider other
internal training factors than the elements examined here. For instance, perceived
trainer quality might play a bigger role in situations with personnel involvement, as
those where the needed interactions with trainees are of greater concern. Giving
the importance of the concept of trainer quality, course design and learning
experience on the training and development and employee job satisfaction in the
company, the issues of quality consideration justify attention in further theoretical
and pragmatic research.
Training and development in terms of employee work force development

positively correlated with employees job satisfaction. A fair opportunity of training
and development encourage employees participation, promote empowerment,
recognize that employees play an important role in achieving the organizations
objectives, and treat employees as primary resources. In summary, the present
study demonstrates that focusing on training and development enhance job
involvement, improve the level of job and career satisfaction, and enhance greater
organizational performance. The effect of training and development in these
respects is of the utmost importance. Organizations should be committed to those
practices and their flourishing implementation for the sake of long lasting effects.
5.2 Recommendations
After a detailed and exclusive research work, it becomes understandable to
discuss the points of the deficiency of the business processes understudy and point
out the possible steps as remedies to the imperfection of the structure/systems.
These suggested steps are denoted as Recommendations. Regarding the study
under processes, following strategies are recommended for further improvements:-
1.
To deliver excellent learning opportunity through training to employees and

strive for business distinction, employee satisfaction within organization is
important, and all these can be achieved, if executive level management takes
extra care while developing training and development bases starting from selection
and recruitment process, recognize employee with their core expertise, set up
tremendous work design for employee. So it is recommended that it should be
conducive to enable the HR to deliver what is expected of them.
90
2.
Beside other factors and elements for success of NGO sector, which is
dependent on the HR practices, procedures, applications and implementation
towards their employees development? We know that trainer quality, course design
and learning experience are considered one of the most important drivers of
successful job satisfaction, but unfortunately we are least considering this
relationship in its real essence. Therefore it is, necessary for higher management
that they must satisfy employees, who will become ultimately highly motivated with
good work morale, and work more effectively and efficiently.
3.
It is generally observed that there is lack of professional approach in the

recruitment and selection process of the employees. That later create problems for
the employee to perform according to expectation. However training and
development program cannot help such employees to boost their performance. As a
result the organization suffers from loss. Therefore it is recommended that to
achieve the better results of training program, organizations should make possible
efforts to select right person for right job. Lack of expertise in the practice of
selection process. While utilization of resources is also discouraged.
4.
The findings supporting hypothesis one suggest that there are positive links
between trainer quality and outcome of training and development program. The
good trainer having excellent communication skills, knowledgeable and experience
capabilities can influence his trainee better than any other trainer having
comparatively low skills. Therefore it is recommended that organizations should
select best possible trainer and assign task to professional trainer. This practice will
bring positive result of training and development practice.
5.
The findings supporting hypothesis number 3 suggest that course design has
strong link with the outcome of training program. The enriched course contents
having relevant and practical information with examples can help the trainees to
understand. Therefore it is recommended that before going for conduction of any
training program, proper information must be acquired regarding the course design.
Course should be made enrich with all essential ingredients.
6.
The findings supporting hypothesis number 3 suggest that learning experience

has positive relationship with the training and development thus employees who are
considered for training must be kept involved in the development of training
programs. There feedback is very necessary for the outcome of training program. It
is therefore recommended that before the conduction of training program trainee
must be asked about their favorite training style and there feedback must be taken
seriously.
7.
It is suggested that managers concerned with employee job satisfaction would

be wise to pay at least as much attention to the components of employee job
satisfaction as to training and development is one among those components which
bring satisfaction to the employee. These are the strong belief of the professionals
91
that non-economic needs satisfaction plays a highly important role in job

satisfaction.
8.
Monetary benefit programmes are most highly valued by the employees. The
research study shows that employees basic motivational factor that leads to
enhance in employee job satisfaction. Thus to keep the employees motivated for
training and enhancement of their skills there should be promotion or increment
linkage with the successful completion of training and development program.
9.
It is recommended that, Serious and sincere efforts should be made to improve

productivity in NGO by promoting on the job trainings. Team work concept should be
adopted and employees should be facilitated to work in groups so that they can
learn from each others.
5.3 Limitations of the Study
The present study did not go without limitations. It was impeded by some
undesirable limitations that hampered the researcher from utilizing a variety of
options instead of conducting this study in confined settings. The study limitations
are as under:
50:50 ratios for male and female respondents were set. However, due to
unavailability of female respondents, this ratio was not achieved. Perhaps the
results may be different if we could have access to involve female participants in
this study.
Sample size of the respondents was not sufficient as all 400 questionnaires were
not returned with useable data. Perhaps the findings of the may be different if
we could have received all questionnaires properly filled.
Findings revealed from NGO sector may be the same as findings of the
government, corporate or telecom sector etc.
92
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101
ANNEXURE
QUESTIONNAIRE
Demographic Information
Age (Please tick your age Group)

(1)20-30, (2)30-40, (3) 40-50, (4) 50 and above
Please tick applicable gender

(1)Male, (2) Female
Education (Please tick your education group)

(1)Matriculation, (2) Intermediate, (3) Graduation
(4)Masters Diploma with Metric /Inter Other
Total years of Experience (Please Tick your Experience Group)

(1)1-3, (2)4-6, (3)7-9, (4)10-12, (5)13-15, (6)16-19, (7)20 or above
Total years of Experience with this Organization (Please Tick your Experience
Group)
(1). 1-3 (2). 4-6 (3). 7-9 (4).10-12 (5).13-15 (6)16-19 (7)20 or (8) above
Date____________ Designation_____________________
Department_____________________________________
102
1. TRAINERS QUALITY
The trainer was well prepared
The trainer was very helpful
I was very satisfied with the support

offered to me by my trainer
The Trainer was easy enough to be

understood
The Trainer kept on motivating the

learners.
The trainer encouraged asking of

questions.
He was capable enough to articulate.
The trainer was a good facilitator

during training session.
He inquired about learners interest

regarding training style before
delivering
2. COURSE DESIGN:
The objectives of the program were

relevant to my job.
I was well informed of the requirements

for the Program.
I was very confident that I had the

knowledge and skills required to
successfully complete the program.
I was well informed of how to complete

each module of the program.
The assessments used in the program
103
were fair.
6
I accomplished all the objectives of the

course.
Training was designed to be conducted

inside the organization..
It was relevant to the specific problems

being faced by the group of learners.
Performance of the learner was tested

against the training being given.
1
0
Training was designed to address

specific issues being faced by the
learners.
1
1
Training was conducted beyond the

boundaries of organization.
3. LEARNING EXPERIENCE:
The learning style of the learners was

considered for training
I am satisfied with the learning from

that training.
It would help me to improve my

performance in my current job
I am feeling valued after that training.
That training has increased my skills
I would be able to apply what I had

learned on a regular basis in my job.
I had plenty of time to complete all the

modules of the program.
The activities in the program gave me

sufficient practice and feedback.
I found the program overall to be very
104
challenging.
1
0
The activities in the program gave me

sufficient practice and feedback.
1
1
The program exceeded my

expectations
TRAINING AND DEVELOPMENT
I have access to relevant training

programmes and skill development
activities.
The training and development offered

by my company is relevant for my daily
work.
The training and development offered

by my company is aligned with my
expectations and my personal
development needs related to work.
My employer organizes continuous

follow-up, feedback-sessions,
knowledge sharing activities after the
training.
I feel satisfied with the way completed

training activities are being rewarded
(raise in salary, promotion etc)
JOB SATISFACTION
I feel very comfortable in my work

environment
I consider my co-workers friends
My supervisor/franchisee regularly
acknowledges when I do a good job
105
My values and those of the organization

are very similar
I am willing to put in a great deal of

effort beyond that normally expected in
order to help the organization to be
successful.
I am very proud to tell others that I

work for this Organization
Absenteeism
1. I avoid absenteeism from my work

when I am satisfied with my job.
2. I try my level best to avoid the

leaves that I may avail.
3. I try my level best to attend my duty

all the official hours.
Bob Quit Intentions
1. I want to work with my organization

for long time as I am satisfied with my
job.
2. I will not avail any opportunity that is

offered to me against my present job if I
my organization keeps my satisfied.
106
3. My satisfaction with my job keeps me

loyal and committed with my
organization.
107

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Examining effects of training on job satisfaction of NGO sector

Department of Management Sciences

Non-Government Organizations (NGOs) in Pakistan have been existing

NGOs have played a distinguished role in creating awareness of issues

have often been connected to the difficulties in motivating staff and

Training deals with the efforts made to bring improvement in the

Training deals with the efforts make to bring improvement in the

Satisfaction with training and development is a major factor in

The present study was undertaken to investigate the relationship of

1.2 Problem Identification

The importance of training has grown in last few years because of

Training, work place performance and employee job satisfaction has

Training brings the change in employee attitude which is consistent

professional education. Although, NGOs are focusing on the building capacity

1.3 Rationale of the Study

Considerable research studies have been conducted on organizational

Hollenbeck (1996) has discussed sensitive issue that whether the

1.4 Significance of the Study

1.5 Problem Statement

In this study, we are concerned with investigating the relationship of

to investigate nature of this relationship and its fruitfulness. However, we still

1.6 Research Questions

1.7 Objectives of the Study

To ascertain the effects of employee training on their job satisfaction

1.8 Definition of Terms:

Training: Landy (1985) defined job training as a set of planned activities on

instructor-led content based intervention leading to the desired changes in

Organizations invest much of its capital on the training and

Beside the provision of training it also matters that who is imparting

Smits (2006) studied the association pertaining between a company

Chong & Galdo (2006) worked on the effect of quality of training on

Maria (1989) studied the effect of post-school training on job

(A) Learning Experience:

Dougherty (2000) endeavored to fill the gap present as empirical

However it is found that employees undergoing training programs have

(B) Trainer Quality:

Ramachandran (2006) discussed the motivation of teacher in India. His

interest on investments in both formal training and informal learning. It is

(C) Training Design

According to the training literature, there are several training design

Holton (1996) argues that part of transfer design is the degree to

According to Holton (2005), training design is positively associated with

A large number of equally important variables for effective training are

Research evidence suggests that during the 1980s emphasis was

In the midst of these adjustments, the formulation of the appropriate

The involvement of training department experts and of the candidate

In order to determine which employees would benefit most, and how

Our study sought to investigate the possibility of NGO participation in

should constitute stronger predictors of participation in training than

Training content is related to the knowledge gap potential clients or

Training providers have to decide whether to offer detailed or brief

2.2 Theoretical Framework

Organization invests much of its capital on its employees to get their

High-powered statistical tools and techniques need to be

Successful training program conduction also has impacts on the

designed was also his topic of discussion, where he emphasized on the

Independent variables of this study are training factors i.e. trainers

studies have attempted to identify the determinants of job satisfaction

Job Satisfaction and Absenteeism

Absenteeism is the term generally used to refer to unscheduled

Economists have investigated the issue from both a supply and

A number of authors have considered the relationship between job

propensity to quit. Drago & Wooden (1992) conducted a comparative study