CHAPTER 1 1.

0 INTRODUCTION

1.1 BACKGROUND
The concept of training predates history; it is as old as man himself. The earliest man learnt to hunt and grow crops for his survival, one of the earliest types of training was on the job training which is still in wide use today. As time went on modern theories of psychology, training and staff development were applied to training methods in order to keep staff skilled, knowledgeable and motivated. Training is a form of investment in human capital in which costs are incurred in the present in the anticipation of benefits in the future. Human capital theory postulates that workers invest in training to increase their productivity which in turn will enhance their benefits, and in particular earnings and promotions. When the day is moving forward the people are having problem in work because when the way people work before now its totally different way of working so people are facing some difficulties for changing day by day in working style. most of the people are not accepted this challenges and some are accepted this challenges through motivation that employee have to get training and development program it s a need of employee retention and growing opportunities and career enhancing skills. As part of succession planning to help an employee be eligible for a planned change in role in the organization and to test the operation of a new performance management system.

Training and development is the field concerned with organizational activity aimed at bettering the performance of individuals and groups in organizational settings. It has been known by several names, including employee development, human resource development, and learning and development. Training and development encompasses three main activities: training, education, and development.

Training: This activity is both focused upon, and evaluated against, the job that an individual currently holds. Education: This activity focuses upon the jobs that an individual may potentially hold in the future, and is evaluated against those jobs. Development: This activity focuses upon the activities that the organization employing the individual, or that the individual is part of, may partake in the future, and is almost impossible to evaluate.

1.2 STATEMENT OF PURPOSE

The purpose of this study is to determine the importance of need assessment on employees training and development. This is the big issue of the organization to stay with the current or on going challenges. And it will help to analyze the factor which are increased productivity, reduced employee turnover, Increased efficiency resulting in financial gains, providing employees with expanded responsibilities so that they can make full use of their skills and abilities. So this research will help to the reader that what is the training and development and how it s important for the employees as well as the organization for the future perspective.

1.3 OBJECTIVES OF THE STUDY Increase productivity. Develop new skills, knowledge, understanding and attitudes. Building a more efficient, effective and highly motivated team, which enhances the company`s competitive position and improve employees morals. Ensuring adequate human resources for expansion into new programs.

1.4 PROBLEM STATEMENT

To understand the effects of need assessment on employee Training and Development on health sector

It is universally accepted that training improves on skills, abilities and knowledge of employees and which in turn enhances productivity and their performance at workplace. The main part of the training and development is to understand and make sense of the abilities, knowledge, behavior and skills which one gets from training sessions, put in practice in improved form at the job.

1.5 SCOPE OF RESEARCH This scope of this research is to determining the effect of need assessment on the employee s training and development and all the dimensions of employees needs assessment in strategic training (i.e. motivation to learn, perceived support, and training attitudes) in the Karachi s heath care industry.

1.7 Limitation Originally more than 5 hospitals including the above mentioned were chosen. The staff greeted and welcomed warmly, but when it becomes to information sharing many were reluctant to share the information. So the only three hospitals were included in the study.

CHAPTER 2 2.0 Literature Review

2.1 Introduction to Training:

Selection is just the first step in matching an employee with a job. The next step involves training the employee to do the job. Training begins were selection ends and it focuses upon preparing the employee for a specific job. One of the potent factors militating against the good performance of employees is inadequate training. It is an established fact that no seriously minded organization can be staffed by people with expertise and potentials in the various discipline needed for its total functioning simply by recruitment. It is the systematic training and development of personnel on continuous basis that can harness the totality of human resources towards high productivity in the organization. That is the development of human resources continues to be of great importance to the well-being of contemporary organizations. According to American Society for Training and Development (ASTD) president and Chief Executive Officer, more than ever, business is investing in training. He contends that companies seem to realize that a well-trained workforce is the key to competitiveness (ASTD, 1996). The more organizations seek excellence, the more employees training and development becomes imminent. In contemporary organizations, information dissemination by itself leads to little or no results. It is the ability of the organization to disseminate knowledge that leads to employees skills and abilities development. Training is usually aimed at solving significant problems as we are suppose to use it as a key requirement for ensuring that any training which takes place is based on proper analysis of its contribution to the effectiveness and efficiency of an organization. Training has been seen by scholars as an aid in adjusting to work environment which is designed to increase the capacity of individual or group in contributing to the attainment of the organizational goals.

Training according to Cole (1999) will be understood as any learning activity which is directed towards the acquisition of specific knowledge and skills for the purpose of an occupation or task. To Cole, the focus of training is the job or task. He gives examples of training needs as follows the need to have efficiency and safety in the operation of

particular machines or equipment; the need to have efficiency and safety in the operation of particular machines or equipment, the need for an effective sales force, and the need for competent management in the organization. To Banjoko (1996), training is an organized procedure by which people learn knowledge and or skills for a definite purpose. That is it is a process for equipping the employees particularly the nonmanagerial employees with specific skills.

In the view of Armstrong (1999), training is the systematic modification of behavior through learning which occurs as a result of education, instruction, development and planned experience. In a related work, Aina (1992) sees training as the acquisition of the technology which permits employee to perform according to standard. He then see training as an experience, a discipline or a systematic action which causes people to acquire new skills and knowledge and predetermined behavior. Nwachukwu (1988) sees training as organization effort aimed at helping an employee to acquire basic skills required for the efficient execution of the functions for which he was hired. In his contribution Cascio (1989) sees training as consisting of planned programs designed to improve performance at the individual, group and/or organizational levels. To Cascio, improved performance in turn, implies that there have been measurable changes in knowledge, skills attitudes and/or social behavior. Training in view of Decenzo and Robbins (1996) is a learning experience in that it seeks a relatively permanent change in an individual that will improve the ability to perform on the job.

Decenzo and Robbins typically say training can involve the changing of skills, knowledge, attitudes, or behavior. To them, it may mean changing what employees know, how they work, their attitudes toward their work, or their interaction with their coworkers or

supervisor. Decenzo and Robbins see training as more present-day oriented, its focus is on individuals current jobs, enhancing those specific skills and abilities to immediately perform their jobs. For example according to them, suppose you enter the job market during your senior year of college, pursuing a job as an Human Resource Management (HRM) recruiter. Although you have a Business Administration degree with a concentration in Human Resource Management, when you are hired, some training is in order. Specifically, you will need to learn the company s Human Resource Management policies and practices, and other pertinent recruiting practices. This, by definition is jobspecific training, or training that is designed to make you more effective in your current job.

A critical look at all the selected views on the concept of training revealed that they appear to be saying the same thing what differs is the choice of words. One could then say that the fundamental aim of training is to help the organization achieves its purpose by adding value to its key resource the people it employs. That is training means

investing in people to enable them to perform better and to empower them to make the best use of their natural abilities for overall effectiveness and efficiency of an organization. An organization is seen to be effective and efficient if there is demonstrable increase in productivity

2.2 Introduction to Human Resource Management:

Human resource management (HRM) is the tactical and rational move towards institution s / organization s most important and crucial assets the Human Resource who are working for organizational goals individually as well as collectively. If you just say that Human Resource management means hiring, training, developing, makes best use of skills, maintaining and accordingly compensating their assets i.e. internal customer (employees) for their services inline of job and organizational requirements. Michael (2006). Most HR professional would agree that limiting organizational liability

when training employees is a very important aspect of employee development. Certain jobs require training and certifications in order for an employee to successfully execute the minimum job requirements related to their position. The proper documentation of employee development before or during the employee s completion of their job can not only help follow and develop training, but also limit liability in the case of human error on the part of these employees. The concept of human resource management best practices is also called High Commitment . According to another person who worked extensively in Human Resource Management defines it as the participation of all executive decisions and events affects the nature of association between institutes and their internal customer i.e. the resource persons. (Beer et al., 1984)

2.3 Human Resource Management and Training & Development:

According to Beardwell and Holden (1993) that in last few years especially after 2008, importance of training is increasing in order to have competitive edge and to maintain it employee development is focused a lot. Institutes are willing to invest on a continuous as an ongoing process in training and development after the realization of technological and skill development changes have made them realized that without knowledge, skills and ability it is very difficult not only to maintain but also have competitive edge over others.

2.4 Introduction of Development:

The notion of development in organizations has attracted considerable research over the years. Robbins (2003) views OD as a collection of planned-change interventions built on humanistic-democratic values that seeks to improve organizational effectiveness and employees well-being. According to Ogundele (2005); growth implies change and change also implies development. Thus, growth and change could be used interchangeably. Development refers to deliberate, planned, conscious and proactive

change implemented to achieve effectiveness in the overall components of the organization. Luthans (1998) quoting Bennis (1960) sees "development as a response to change, a complex educational strategy intended to change the beliefs, attitudes, values and structure of organizations so that they can better adapt to new technologies, markets and challenges" Burke (1982) as cited in Luthans (1998) views "development as a planned process of change in an organization s culture through the utilization of behavioral science technology, research and theory.

French and Bell (1990) maintain that development is a planned systematic process in which applied behavioral science principles and practices are introduced into an ongoing organization towards the goals of effecting organizational improvement and greater organizational effectiveness. The focus is on organizations and their improvement or, to put it another way, total systems change. The orientation is on action-achieving desired results as a result of planned activities . Armstrong (2006) views development as concerned with the planning and implementation of programmes designed to enhance the effectiveness with which an organization functions and responds to change. The aim is to adopt a planned and coherent approach to improving organizational effectiveness. According to Armstrong, an effective organization can be viewed broadly as one that achieves its purpose by meeting the wants and needs of its stakeholders, matching its resources to opportunities, adapting flexibly to environmental changes and creating a culture that promotes commitment, creativity, shared values and mutual trust. To him, development is an all-embracing term involving.

y y y y y y

Change management Team building, Culture management TQM (total quality management) Business process reengineering Performance management

Cole (1995) citing French and Bell (1984) views development as a long-range effort to improve an organizations problem-solving and renewal processes through a more effective and collaborative diagnosis and management of organization culture with the assistance of a consultant or facilitator and the use of theory and technology of applied behavioural science, including action research .

According to Akintayo (1996), Oguntimehin (2001) and Graig (1976). They identified the functions of training as follow: increase productivity, improves the quality of work; improves skills, knowledge, understanding and attitude; enhance the use of tools and machine; reduces waste, accidents, turnover, lateness, absenteeism and other overhead costs, eliminates obsolesce in skills, technologies, methods, products, capital management etc. It brings incumbents to that level of performance which needs the performance for the job; enhance the implementation of new policies and regulations; prepares people for achievement, improves man-power development and ensures the survival and growth of the enterprise.

Chris Obisi (1996) submitted that training and development aim at developing competences such as technical, human, conceptual and managerial for the furtherance of individual and organization growth. Also Akinpelu (1999) postulated that the process of training and development is a continuous one. The need to perform one s job efficiently and the need to know how to lead others are sufficient reasons for training and development and the desire to meet organizations objectives of higher productivity, makes it absolutely compulsory.

2.5 Objectives of Training and Development:

The main objectives of staff training and development are to improve the qualities of the trainee, formulation of objectives for different needs and ways of achieving it. The training objective is very important because it determines the designed and content of the training programmes. Contents of the training remain the same no matter the type of training involved. It is to increase personnel efficiency, professional growth, and smooth and more effective organization s operations. The hope is that employees who receive training in line with their individual or organizational goals will become more efficient in what they do. Organizations should look at the positive effects of training on employee performance, and consider employee development as a targeted investment into making the front line worker stronger. More importantly, development plans that include train-the-trainer (training that trains employees to become trainers of a skill) can provide exponential benefits to the organization. This training can be anything from how employees can do their own jobs better to these employees being groomed to replace their supervisor. In addition, employees who are invested as a trainer might be further inclined to stay with the organization, and possibly reduce employee turnover.

2.6 Methods of Training and Development;

2.6.1 On the job training/coaching This relates to formal training on the job. A worker becomes experienced on the job over time due to modification of job behaviors at the point of training or acquisition of skills. ????????????????????????????????? 2.6.2 Off the job training: In off the job training the workers after recruitment are properly trained and then allowed to perform their duties. This type of training includes lectures, special study programs, films, discussion, case study, role playing, simulation, programmed instruction and laboratory training. Most of these techniques can be used by organizations, although for some it may be too costly.

2.6.3 Induction/orientation Orientations are for new employees. The first several days on the jobs are crucial in the success of new employees. This point is illustrated by the fact that 60 percent of all employees who quit do so in the first ten days. Orientation training should emphasize the following topics: y The company`s history and mission. y The key members in the organization. y The key members in the department, and how the department helps fulfill the mission of the company. y Rules and regulations for employees. No matter what method is used, it is important that the newcomers fully come to know about their place of employment. Cordial surroundings and cooperative coworkers encourage the new comers to feel at home and take interest in their job. 2.6.4 Apprenticeship Apprenticeship is a system of training a new generation of practitioners of a skill, and builds their careers from apprenticeships. Most of their training is done while working for an employer who helps the apprentices learn their trade, in exchange for their continuing labor for an agreed period after they become skilled. Theoretical education may also be involved, informally via the workplace and/or by attending vocational schools while still being paid by the employer. 2.6.5 Demonstration/ lecture Lecture is a verbal presentation of information by an instructor to a large audience. The lecturer is presumed to possess a considerable depth of knowledge of the subject at hand a virtue of this method is that is can be used for very large groups, and hence the cost per trainee is low. This method is mainly used in colleges and universities, though its application is restricted in training factory employees Limitations of the lecture method account for its low popularity. The method violates the principle of learning by practice. It constitutes a one-way communication. There is no feedback from the audience.. Continued lecturing is likely to bore the audience. To break the boredom, the lecturer often resorts to anecdotes, jokes and other attention-getters. This activity may eventually overshadow the real purpose of instruction. However, the lecture method can be made effective it if is combined other methods of training.

2.6.6 Vestibule This is done through industrial attachment for the purpose of skills and technology transfer. It is therefore achieved through placement of an individual within another area of relevant work or organization. The effect is the acquisition of practical and specialized skills.

2.6.7 Formal Training A practical and theoretical teaching process which could be done within or outside an organization. When training is carried out inside an organization, it is called an in-house training. Off-house training is carried out in professionalized training areas like: Universities, Polytechnics and Professional Institutes.

2.7 Motivation Theories: Goal / Transfers:

Goal-setting theory suggests two cognitive determinants of behavior: intentions and values. Intentions are viewed as the immediate precursors of human action. The second cognitive process manifests itself in the choice or acceptance of intentions and subsequent commitment to those goals (Locke, 1968). It is the recognition that instructions will affect behavior only if they are consciously accepted that makes goal setting a cognitive theory of motivation. A goal is that level of performance the individual is trying to accomplish; it is the object or aim of behavior. According to Locke (1968), goals direct attention and action. In addition, they mobilize effort in proportion to perceived requirements of the goal or task (Locke, Shaw, Saari, and Latham, 1981). Therefore, goal setting, like expectancy theory, may explain how and why behavior is facilitated or restrained in the pertaining, training, and post training processes. Goalsetting theory holds that, once a hard task is accepted, the only logical thing to do is to try until the goal is achieved or until a decision is reached to lower or abandon the goal (Locke, 1968). Research further suggests that both goals and feedback are necessary to

improve performance and that participation, incentives, and individual differences affect performance primarily through goal setting (Locke, Shaw, Sarri, and Latham, 1981).

2.8 Motivation to Learn:

The motivational level of employees is a foundational component of the effectiveness of organizational training programs. Goldstein (1991, 1992) emphasized the importance of motivation: Before trainees can benefit from any form of training . . . they must be motivated (1991 p. 541). Noe and Wilks argued that motivation to learn, and evaluation of previous development experiences have a direct effect on employee s participation in development activities (1993: 292). They developed and tested a conceptual model of development activity that was based on work conducted by Dubin (1990), Farr and Middlebrooks (1990) found that motivation to learn, perception of benefits and work situation perceptions had considerable, unique effects on employee development activity.

2.9 Transfer of training:

Training transfer generally refers to the use of trained knowledge and skills back on the job. Baldwin & Magjuka (1988) mentioned that for transfer to occur, learned behavior must be generalized to the job context and maintained over a period of time on the job . Meanwhile, Saks & Haccoun (2007) views training transfer is the generalization of knowledge and skills learned in training on the job and the maintenance of acquired knowledge and skills over time. According to the transfer of training framework by Saks & Haccoun (2007), the transfer of training activities could be segregated into three phases which is before, during, and after training to facilitate and improve the transfer of training. However, for the purpose of this study, only transfer of training after training is being applied. In this case, the management must ensure that trainees have

immediate and frequent opportunities to practice and apply what they learn in training on the job. The management should also encourage and reinforce trainees application of new skills on the job. There are many other things that managers do to facilitate transfer such as develop an action plan with trainees for transfer and show support by reducing job pressures and workload, arrange practice sessions, publicize transfer successes, give promotional preference to employees who have received training and transfer, and evaluate employees use of trained skills on the job (Wexley & Baldwin, 1986). The trainer should conduct follow-up or booster sessions following a training program. Trainers should maintain their involvement in the training and transfer process by conducting field visits to observe trainees use of trained skills, provide and solicit feedback and provide continued support and assistance to trainees (Lim & Johnson, 2002). Trainees should be able to use new knowledge and skills on the job as soon and as often as possible. At the same time, trainees should meet with their supervisor to discuss opportunities for transfer. Trainees might also establish a network of peers who also attended a training program that can provide assistance and support each other for using their trained skills on the job. Trainees should also set goals for practicing their newly acquired skills on the job (Foxon, 1997).

2.10 Strategic Training:

Strategic human resource management researchers define human resource management practices such as training as the types of activities that affect behavior of individuals in their efforts to formulate and implement the strategic needs of the organization (Huselid et al., 1997; Becker et al., 1996; Deery et al., 1994; Guest, 1987; Ileset al., 1990; Meyer and Allen, 1997). Tanannenbaum et al. (1991) found a strong positive correlation between commitment and emplolyees motivation for training. Also, employees exposed to more training opportunities are likely to exhibit higher levels of affective commitment (Meyer, & Allen, 1991). According to Lang (1992) perhaps training

should be specifically designed to achieve increased organizational commitment. In fact, organizational commitment is able to solve basic management problems (Salaman et al., 2005) in order to achieve individual effectiveness, that is, organizational commitment as a factor of work related attitude and training as an instrument have impact on individual effectiveness (Ahmad & Bakar, 2003) including, actual turnover.

In a relationship between organizational commitment and training a sample of the numerous possible antecedents that have been explored include perception, and benefits such as career, job related, personnel (Mathieu and Martineau, 1997), satisfaction (Tannenbaum et al,1991), self-efficacy (Saks,1995), social support (Facteau et al, 1995), facilities, materials and equipments (Gomez-Mejia et al., 1995).

Although a variety of studies have been reported recently examining certain aspects of commitment and training, from a strategic approach it is admittedly limited. The findings do provide some support for the argument that strategic training practices are designed to foster organizational commitment and reduce actual turnover. This strategic approach to training is an implication of a strategic human resource management practice that involves abandoning the mindset and practices of personnel management and operational issues and focusing on strategic issues Mello (2002:100). Therefore, from the employee s point of view, training is a character of the employers commitment to their staff (Storey and Sisson, 1993).

In addition, according to Farrell and Rusbult (1981) exchange theory suggests that training can be viewed as an investment in the relationship between an organization and the employees and can contribute to organizational commitment. The more positive the training experience, the greater can the commitment is to the organization.

Organizational commitment is positively related to the employee s attitude towards training and training motivation (Carlson et al., 2000). According to Blau (1964), "Social

exchange... refers to voluntary actions of individuals that are motivated by the returns they are expected to bring and typically do in fact bring from others". Cook and Rice (2003) noted social exchange as the process by which individuals and group give resources to other social individuals, group and organization and receive resources from them.

According to Rousseau (1989) the terms and conditions of this reciprocal exchange between organizations and their employees are defined within in the psychological contract. He also describes that psychological contract is an employee s belief regarding terms and conditions of an exchange relationship with their organization. It constitutes of employment obligations, embedded in the context of social exchange. Strategic human resource management practices affect the psychological contract (King, 2000; Guzzo and Noonan, 1994).

A psychological contract is created when organizations and their representatives convey promises of future inducements (training) to the employees in exchange for some contribution from the employees who help them understand terms of their employment (Rousseau & Greller, 1994). It has been argued that human resource management practices including training can send strong messages to individuals regarding what an organization expects of them and what they can expect in return and hence training are seen to play an important role as message senders, shaping terms of the psychological contracts (Rousseau & Wade-Benzoni, 1994). Hence, a major function of training is to foster an appropriate psychological contract (Rousseau & Greller, 1994), and employee interpretations of their employer s training may affect their psychological contract with their employer, and ultimately their perception of contract fulfillment or breach may affect their commitment to their employer.

As a result, in the present study, it is theorized or hypothesized that industries managers can influence work related attitude such as organizational commitment

through the maintenance of the strategic training, reduce turnover intention and enhance effectiveness. One of the most important keys to developing successful training programs in organizations is strategizing the training. This involves needs assessment (Mello, 2002). Although needs assessment involves three levels of analysis such as organization, task, and personal, in this research it was theorized that the more precisely managers can influence organizational commitment through individual level of needs assessment of strategic training. Because this level of needs assessment considers the people to be committed, only analyzing individual needs shows a lack of adequate planning and strategizing on the part of organization (Anthony et al., 1999).

In addition, it is thought that highly committed organizations use strategic training practices to make more informed decisions with good consequences. This requires an analysis of levels of knowledge, personal growth, motivation to learn (Hicks, 1984) and personnel attitude that play a role in determining trainability (Noe and Schmitt,1986). Also, this analysis is based on personnel needs assessment of training focuses on the organization-person fit (Daley, 2002) that may lead to affective commitment.

It is important to remember that organizational commitment provides a basis for understanding the development of linkages between individuals and organizations (Chew and Chen, 2008). Although, some emprical supports show that person organization fit is positively linked with organizational commitment and is negatively related to turnover intention (Studies by Becker et al, 1996; Chew &Chen, 2008) there remains a shortage of empirical support for the notion that needs assessment of personal which is essential if training is to be linked to affective organizational commitment. Unfortunately, such link is little investigated. Iranian hospitality industries are organizations that rush to provide training solutions to their problems such as turnover intention, low interest to learn, and lack of support, without adequately

assessing personal needs. Training needs assessment is a tool that helps them create a superior workforce.

Furthermore, strategic human resource management practices are concerned with longer-term people issues (Armstrong, 2000) and within this framework it is necessary to consider long-term strategies of training. For example, it should provide appropriate support, and it would be necessary to address personal attitude and motivation to learn within the organizations to ensure participation and perceived support. However, organizations can also achieve immediate improvements in performance and result if short-term management approach applies effective training (Thomas, 2000).

2.11 Perceived Support:

Huczynski and Lewis (1980) concluded that issues important to whether or not trainee s use their training included whether they attended the course on their own initiative; how helpful they believed the training would be to them in their jobs; and the motivational climate of the organization, in particular, supervisor support. In addition, employees are often influenced by the level of and the manner in which they interact with their supervisors (Eisenberger et al., 2002). When supervision creates an environment where there is a sense of belonging, and demonstrates effective training, employees will display strong feelings of commitment (Ammeter & Dukerich, 2002). In addition, supervisor support has been shown to enhance employee job attitudes such as organizational commitment (Thompson & Prottas, 2005) and is negatively related to turnover intentions (Thompson et al., 1999). Supervisor support, a source of social support, is related to work attitude (Hammer et al., 2009) and they are responsible for training. Also, they motivate employees toward acceptable behaviors such as commitment (Caykoylu et al., 2007). Furthermore, training attitudes indicate levels of good or bad feeling about training. Hicks (1984) argued that if employees are given reasonable information about the training program, the employees can see how training

fits with their needs. So, if the employees feel that the match is good, they should have a heightened desire to learn (Porter et al., 1974), which is a prerequisite for strategizing training.

2.12 Training Attitudes:

Training attitudes indicate levels of good or bad feeling about training. Hicks (1984) argued that if employees are given reasonable information about the training program, the employees can see how training fits with their needs. So, if the employees feel that the match is good, they should have a heightened desire to learn (Porter et al., 1974), which is a prerequisite to strategize training. It is clear that training attitudes in strategizing training as a dimension of personal analysis needs was discovered by results (Hicks 1984) indicated that employees who received the reasonable training and those who had a higher degree of choice were more likely to perceive the seminar to be appropriate for them to take and were better able to profit from training. Also, they were also more committed to their decisions to attend the training.

In ligh of this, if employees in the Iranian hospitality industries have learnt new skills and knowledge and successfully implemented this learning to enhance the performance of the organization, they should be compensated accordingly in a way that is significant to them. As a result, according to Garger (1999) the challenge for business today is to provide development opportunities and alignment between these strategies, the most likely to see improvement in both satisfaction of the employees of the hospitality industry in Iran and actual turnover.

2.13 Organizational Commitment:

Meyer and Allen (1991) commented on the various definitions of organizational commitment to include the view that commitment is a psychological state that (a)

characterizes the employee s relationship with the organization, and (b) has implications for the decision to continue membership in the organization . Thus, regardless of the definition, committed employees are more likely to remain in the organization than are uncommitted employees. What differs across definitions is the nature of the psychological state being described.

According to Meyer and Allen (1991), the three states are as follows: Affective (commitment) refers to the employee s emotional attachment to, identification with, and involvement in the organization. Employees with a strong affective commitment continue employment with the organization because they want to do so. Normative commitment reflects a feeling of obligation to continue employment. Employees with a high level of normative commitment feel that they ought to remain with the organization.

Finally, continuance commitment refers to an awareness of the costs associated with leaving the organization. Employees whose primary link to the organization is based on continuance commitment remain because they need to do so . Meyer and Allen (1991) described these dimensions as components rather than types of commitment, as they postulated that they were not mutually exclusive. The components were felt to reflect a psychological state, and any individual could experience all three components of commitment to varying degrees (Meyer and Allen, 1997). Due to the conceptual differences in the components, they hypothesized that each component would have different antecedents and differences in work-related behavior such as actual turnover. As a result, Meyer, Allen and their colleagues (e.g. Allen and Meyer, 1990; Meyer and Allen, 1984, 1991; Meyer et al., 1990; Meyer et al.,1993; Meyer et al., 1989) view affective, normative and continuance commitment as components of attitudinal commitment (Iverson and Buttigieg, 1999). However, according to Iverson and Buttigieg (1999), affective commitment is the most consistent factor with the conceptual and operational definition of attitudes, so it has been termed attitudinal commitment . In

other words, affective commitment is a psychological and individual-level (Elias, 2009). Consequently, for this study we want to focus on this aspect of commitment in Meyer and Allen s three component commitment model.

Furthermore, organizational commitment is especially important for the service sector businesses (Sarmad, 2005). As employees are the very first people who meet the requirements of guests, organizational commitment, which affects the behaviors of employees, has a distinct place in service industries. Because employees have relationships with guests in hotel businesses and accordingly they play key roles in guest satisfaction, top managers should rather consider organizational commitment of their employees (Guc lu, 2006).

2.14 Psychological contract:

Argyris (1960), Levinson et al.(1962), and Schein (1965), developed a psychological contract theory as a framework for understanding the employment relationship (Shore et al., 2004; Taylor & Tekleab, 2004) i.e. mutual obligations (Rousseau & Tijoriwala, 1998; Rousseau, 1989), or legal contract (Zhao et al., 2007).

Psychological contracts are defined as the beliefs individuals hold regarding the terms and conditions of the exchange agreement between themselves and their organizations (Rousseau, 1995, p. 9) or an individual s belief in the terms and

conditions of a reciprocal exchange agreement between the focal person and another group (Rousseau, 1989, p. 123). In other words, psychological contracts refer to employees perceptions of what they owe to their employers and what their

employers owe to them (Robinson, 1996, p.574). Furthermore, psychological contracts are highly subjective (Guzzo and Noonan, 1994). Also, Schein (1965) emphasized the importance of the psychological contract concept in understanding and managing behavior in organizations. So, psychological contract theory can also be used to

understand commitment. Although, employee perceptions of the psychological contract and commitment to the organization are theoretically linked, and there is some empirical support for this relationship (e.g., Bunderson, 2001; Lester et al., 2002; Sels et al., 2004), research has not kept rapidity with recent developments in the broader contracts and commitment literatures (McInnis et al., 2009).

2.15 The Kirkpatrick Model:

Across the world most of the well-known and established organizations and few private healthcare providers are using this model for measuring the training programs effectiveness. This model was developed by Donald Kirkpatrick in the late 1950s. Many researchers and writer have modified this model, but the basic theme and structure remained. The model is named after the founder as Kirkpatrick s Model . It has fourlevel and the basic structure is as under:

Figure 2.1 - Kirkpatrick Model for Evaluating Effectiveness of Training Programs

Level 4 Results: What organizational benefits resulted from the training?

Level 3

Behavior: To what extent did participants change their behavior back in the

workplace as a result of the training?

Level 2

Learning: To what extent did participants improve knowledge and skills and

change attitudes as a result of the training?

Level 1 Reaction: How did participants react to the program?

This model will provide information on value and usefulness of the training for all levels. Every level has its own benefit. Level one provides information for all levels and is cost effective as well. As you move up, each level cost effectiveness decreases. Level two is helpful in evaluation for learning for skills. Level three can be used for strategic level programs and level four evaluated the result of the training. But one should bear in mind the objective of training while using this model.

CHAPTER 3

3.0 METHODOLOGY:

The major objective of this research is to know the Impact of training and development programs in healthcare organization. First of all we identified the objective behind this research. We collected data with the help of questionnaire to identify issues relevant to the research. After that it would be recommended how training and development programs affect the performance of employees at work place. The main objective is to answer this important questions whether the performance of the employees increases or decreases after training and development program in an organization.

3.1 RESEARCH DESIGN:

The study is of exploratory and descriptive in nature while emphasizing on qualitative research, for building data form future research. It is carried out to find the reason how and in which way T&D program affect the performance of an organization employee. Instrument/ Questionnaire used to determine employee performance after undergoing a T&D program consist of five responses on Linkert scale. 1= Strongly agree 2= Agree 3= Neither agreed nor disagree/ Neutral 4= Disagree 5= Strongly disagree Negative questions were translated into positive questions so that the concept flows in the same direction.

3.2 SAMPLING DESIGN

The population of the study consists of existing employees, senior managers of 3 different hospitals in Karachi, namely Agha Khan University Hospital, Agha Khan Maternity Home, and Zia uddin Hospital Karachi. . Thus the respondents of the study have been drawn from the population of healthcare organization In Karachi. Total number of 60 questionnaires was distributed in these organizations. As population size is 60.

After the questionnaire were reviewed for the data analysis, about 10 questionnaire discarded as the information was not complete.

CHAPTER 4

4.0 STATISTICAL ANALYSIS & EVALUATION

4.1 Analyze the role of need of assessment in employee development:

Ho: There is no relationship between employee training and need assessment. Ha: There is a relationship between employee training and need assessment.
Strongly Agreed Q. Need Assessment play a vital role in assigning trainings to employees. Agreed Neither Agreed nor Disagreed Disagreed Strongly Disagreed

4.1.1 Chart on Analyze the role of need of assessment in employee development:

ANALYSIS: The p-value is less than = 0.05 it will come in critical region; therefore we have

rejected the null hypothesis and accept the alternate hypothesis.

4.1.2 Graph on Analyze the role of need of assessment in employee development:

=3 1<3

4.2 Analyze the role of training in increasing work performance:

Ho: Role of training doesn t increase work performance. Ha: Role of training do increase work performance.

Strongly Agreed Q. Training is provided as an incentive for increased work performance.

Agreed

Neither Agreed nor Disagreed

Disagreed

Strongly Disagreed

4.2.1 Chart on Analyze the role of training in increasing work performance:

ANALYSIS: The p-value is less than = 0.05 it will come in critical region; therefore we have

rejected the null hypothesis and accept the alternate hypothesis. 1.2 Graph on Analyze the role of training in increasing work performance:

=3 1<3

4.3 Motivation to attend the training to the employees are given by appraisal. 4.3.1 Analyze the motivation to attend the training to the employees are given by appraisal. Ho: Appraisal is not an instrument to motivate the employees for training. Ha: Appraisal is an the employees for
Strongly Agreed Q. Employees are given appraisal in order to motivate them to attend the training. Agreed

instrument to motivate training.

Neither Agreed nor Disagreed Disagreed Strongly Disagreed

4.3.2 Chart on Analyze the motivation to attend the training to the employees are given by appraisal.

ANALYSIS: The p-value is less than

= 0.05 it will come in critical region; therefore we have

rejected the null hypothesis and accept the alternate hypothesis.

4.3.3 Graph on attend are given the by

Analyze the motivation to training to the employees appraisal.

=3 1<3

4.4 To identify the importance of interaction between the supervisor and employee.

4.4.1 Analyze the identification of the importance of interaction between the supervisor and employee. Ho: There is no relationship between supervisor and employee. Ha: There is a relationship between supervisor and employee.
Strongly Agreed Q. Employee is often influence by the level of and the manner in which they are interacting with their supervisor. Agreed Neither Agreed nor Disagreed Disagreed Strongly Disagreed

4.4.2 Chart on Analyze the identification of the importance of interaction between the supervisor and employee.

ANALYSIS: The p-value is less than = 0.05 it will come in critical region; therefore we have hypothesis and accept hypothesis.

rejected the

the null alternate

4.4.3 Graph on Analyze the identification of the importance of interaction between the supervisor and employee.

=3 1<3

4.5 To analyze the relationship between training requirement and improvement of employees.

4.5.1 Analyze the relationship between training requirement and improvement of employees. Ho: There is no relationship between training requirement and improvement of employees. Ha: There is a relationship between training requirement and improvement of employees.
Strongly Agreed Q. Training requirement is occur when there is a need for improvement in efficiency and safety in the operation. Agreed Neither Agreed nor Disagreed Disagreed Strongly Disagreed

4.5.2 Chart on Analyze the relationship between training requirement and improvement of employees

ANALYSIS: The p-value is less than = 0.05 it will

come in critical region; therefore we have rejected the null hypothesis and accept the alternate hypothesis.

4.5.3 Graph on Analyze the relationship between training requirement and improvement of employees.

=3 1<3

CHAPTER V 5.0 CONCLUSION & RECOMMENDATIONS 5.1 CONCLUSION

The research was conducted mostly on the health care industries and almost 100% of the respondents were belonging from the same industries like Agha Khan University Hospital, Agha Khan Maternity Home, and Zia uddin Hospital Karachi. The data was conducted on HR, administration, finance and different other departments.

it revealed that the training programs was productive and cost effective that is to measure change in the results of the organization to ensure the progress made at organizational level. respondents agree that the training program will help them to contribute significantly to their organization s bottom line and thus improve the effectiveness of training

The

finding

of

the

study shows

that

training and development boost the

moral of employees upgrade skills, improve their performance and gives them the opportunity to get lucrative jobs and excel in their jobs also. The finding shows that the training aimed at providing the trainee the opportunity of changing their behavior and contributes to their effectiveness and upgrading their skills. Training and development might not necessarily lead to job satisfaction of employees but it leads to increase productivity, improves the quality of work, improves skills, knowledge, understanding and attitude; enhance the Use of tools and machine, reduce waste accident, turnover, lateness, absenteeism and other overhead costs etc. thus, training and development has a positive impact on the performance of employees of different organizations.

5.1 RECCOMENDATION
90 80 70 60 50 40 30 20 10 0 1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

East West North

After detailed conclusion there are number of recommendations by the researcher to improve training and development

program even more authentically and

technically.

It has been observed that there is direct relationship between need assessment and employee training and development program therefore employer should critically analyze the need of training program.

It has been found that training increase the work performance of employees therefore employer should plan adequate training programs according to the need assessment.

Interaction between supervisor and trainee is a most important part of the training program without their coordination the training program will be inefficient and ineffective.

In order to improve the organization`s operation, training program is a best possible way to improve the productivity of employee and organization.

Further research can be done on effect of out sourcing of supervisor and training and development program

S.No 1 2 3 4

Designation Manager Assistant Senior Officer Officer TOTAL

Designation Frequency 10 13 8 19 50

Percent 20 26 16 38 100