This study aimed to explore the satisfaction of employees concerning the training programs conducted at SLASPA. In this chapter, conclusions are presented first in section one, practical implications and suggestions for further research are presented in section two. The results of the study have enabled a better understanding of some of the needs of employees. Also it has enabled the researchers to establish whether demographic variables have any difference to training.
Conclusions
Training is crucial for organizational development and success. It is fruitful to both employers and employees of an organization. An employee will become more efficient and
productive if he is trained well. The ultimate goal of any training program is to produce competent employees who can safely, effectively and efficiently perform the tasks required to meet your business requirements. Training is also an essential tool that ensures your staffs are kept up-to-date with the changes that are taking place in the world today. As your company implements new technology in the work environment, training will also be needed to make sure your employees have the knowledge and skills to take advantage of these new tools (Grupta, 2007).
The significance and value of training has long been recognized. Consider the popular and often repeated quotation, “Give a person a fish and you feed him for a day. Teach a person to fish and you feed him for a lifetime.” This simple but profound saying is attributed to the wisdom of Confucius who lived in the 5th century BC. Given today‟s business climate and the exponential growth in technology with its effect on the economy and society at large, the need for training is more pronounced than ever.
This study was conducted to assess the training programs conducted at SLASPA and to find out whether employees are satisfied with their training. As mentioned earlier the results confirmed that employees are satisfied with their training, which means that there is still room from much improvement. Also employees feel that administration does not take their concerns into consideration or even care about how they feel. The culture of an organization is to be supportive and developmental, if employees do not feel that need then this may be detrimental to the
organization. This can cause employees not to be motivated in some aspects may lose interest in their work.
48
Limitations of the Study
In today‟s fast paced environment, training requirements can change so rapidly that data collected during a needs assessment, especially if the assessment spans an extended time frame, can become outdated fairly quickly (Gupta, 1999).
The researcher experienced many limitations throughout this study. One was the fact that her questionnaires were not the one administering the questionnaire and therefore the process of the data collection was rather slow. Therefore the researcher had time constraint. Secondly, even though there was a concentrated effort to get the questionnaire into the hands of employees, there is no guarantee that the individuals will actually receive and complete the questionnaires.
Recommendations
It is no doubt that SLASPA indeed undergoes training for employees of all levels at the organization. However base on the findings of the study the researcher recommends the following:
1. A more in-depth focused survey should be conducted by the Human Resource Department to assess the training needs of volunteers. There need to be a more structured form of assessment of programs. Many employees responded neutral to the questionnaire item that says that employees apply the training to their workplace. If a formal evaluation was being conducted then the Human Resource department would be aware of it.
2. Many employees suggested many training programs however many of these programs SLASPA in the document that they provided showed many of these training such as
customer service, first aid, firearm training etc. So this means that it is either employees are not satisfied with how these training were conducted or they are not learning from this training, or they feel that they need to have it on a more regular basis. Therefore SLASPA needs to look into the design and delivery method of these programs. It also means that learning is not taking place in some of the training programs. Technology training was a priority identified for employees. Interpersonal communications skill training was
identified as a need for staff. Therefore training to address these needs should be scheduled as soon as possible.
49
3. Assess the delivery method of training. When preparing a training program, they need to find creative ways to deliver the content of the training. Maybe this is one of the reasons that employees are still suggesting the same programs that the organization gives to them.
Recommendations to the Managers
Managers should allow employees to have some control over their learning. Due to the fact that some trainee walk into an organization with the notion that they already know it all. This reflects their experience. Some of these experiences differ from person to person and some can view training as a hindrance to their learning and may even resist training. Therefore allow these individuals to share their learning experiences with others. In fact Blanchard and Thacker (2010), also states that more often than not, adults seek learning assistance from others.
Involve Trainees in the training process. As can be seen in the questionnaire analysis, employees feel that supervisors have no interest in their need. Let employees get involve, this would create the impression that their needs are being taken into consideration, so much so that they can actively participate in the process and development of training. Also getting employees involve can help with the resistance to change and to learning new ideas. Therefore both
supervisors and trainees should be involved in identifying the training needs.
Recommendations for Future Research
The training need of employees can play a significant role in the productivity of an organization. This means that these are areas that they are not very confident with and feel that they need more of a push in those areas. Since this research concentrated on employees and their training needs, the researcher has proposed a few areas that one can undergo some suggestions for further research.
1. Further research can be done in the area of employee‟s personality since personality does affect how employees learn. A successful trainer needs to understand how to deal with various types of trainees they might encounter. It would be interesting to know what personality traits employees and SLASPA possess, and how it affects training.
2. Examine the different methods used to implement training at SLASPA. Find out whether those methods are appropriate for trainees learning.
50
3. Have a study on employee‟s motivation towards learning. Whether there are any incentives in place to motivate employees to learn.
51
REFERENCES
Anderson, A.H. (1993). Successful training practice: A manager’s guide to personnel development.
Cambridge, MA: Blackwell.
Anonymous. (1998). Top tips for finding and keeping good people. Nonprofit World, 16(53), 17.
Bartram, S. & Gibson, B. (2000). The training needs analysis toolkit (2nd ed). Amherst, MA: HRD Press, Inc.
Bashir, U., Memon, S., & Rizvi, S. (2011). Effectiveness of training need analysis: Philosophy to practice - A case study of Pakistan Petroleum Limited. Journal Of Managerial Sciences, 5(2), 125-137.
Beder, H. (1989). Purposes and philosophies of adult education. In S. B. Merriam and P.M.
Cunningham (Eds.), Handbook of adult and continuing education. (pp. 37-48). San Francisco, CA: Jossey-Bass Publishers.
Berger, Z. (Ed). (2001). Sustaining distance training: Integrating learning technologies into the fabric of the enterprise. Jossey-Bass Inc., United States.
Blanchard, P., Thacker, J. (2007). Effective training systems and strategies, and practices.
Pearson, New Jersey.
Blanchard, P., Thacker, J. (2010). Effective training systems and strategies, and practices.
Pearson, New Jersey.
Brown, J. (2002). Training needs assessment: A must for developing an effective training program.
Public Personnel Management, 31(4), 569.
Cekada, T. L. (2011). Need training? Conducting an effective needs assessment. Professional Safety, 56 (12), 28-34.
Cunningham, P. (1989). Making a greater impact on society: Fulfilling the promise of adult and continuing education. New Directions for Continuing Education. San Francisco: Jossey-Bass.
Denby, S. (2010). The importance of training needs analysis. Industrial and Commercial Training, 42(3), 147-150. doi: 10.1108/00197851011038132.
Dolezalek, H. (2004). Training magazine's 23rd annual comprehensive analysis of employer-sponsored training in the United States. Training, 41(10), 20.
Dolezalek, H. (2005). 2005 Industry Report. Training, 42(12), 14.
Dolezalek, H. (2010). Talent Scout. Training, 47(2), 52.
52
Edens, P., Bell, S. (2003). Effectiveness of training in organizations: A meta-Analysis of design and evaluation. Journal of Applied Psychology, 88(2), 234–245. doi:
10.1037/0021-9010.88.2.234
Falk, I. H. and Harrison, L. B. (1998) Community learning and social capital: Just having a little chat. Journal of Vocational Education and Training, 50 (4) 609-627
Finger, M. (1995) Adult education and society today. International Journal of Lifelong Education, 14(2), pp. 110-119.
Goldstein, I. (1980). Training in work organization. Annual Review Psychology, 31, 229-272.
Goldstein, I. (1993). Training in organizations: Needs assessment, development, and evaluation (3rd ed.). Wadsworth Publishing
Grupta, K. (2007). A practical guide to needs assessment. Pfeiffer. U.S.A
Hicks, C.,Hennessy, D. (2006). A methodology for assessing the professional development needs of nurse and midwives in Indonesia: Paper 1 of 3. Human Resources of Health, 4 (8).
DOI:10.1186/1478-4491
Hicks, C.,Hennessy, D. (1999).A task based approach to defining the role of the nurse practioner:
the views of UK acute and primary sector nurses. Journal of Advanced Nursing, 29 (3), 666-673
Hooi, L., (2010). Technical training in the MNCs in Malaysia: A case study analysis of the petrochemical industry. Journal of European Industrial Training, 34 (4), 317-343. DOI:
10.1108/03090591011039072
Holmes, T. J. (1999). Developing effective training programs. The Armed Forces Comptroller, 44(4), 7-10.
Jaya. S., Ehsan. S. (2007). Training needs. Prioritysky SDN. BHD.
Knowles, M. (1980) The modern practice of adult education. Pedagogy to Andragogy (2nd edn). Englewood Cliffs: Prentice Hall/Cambridge.
Longoria, R. G. (1997). The relationship between work experience and job knowledge: A theoretical and emperical reexamination. Retrieve from:
Http://schoarship.rice.edu/bitstream/handle/1911/10180/9727575.PDF?sequence=1 Manju,S., Suresh, B. (2011). Training design interventions and implications for the productivity effectiveness. Synergy, 9(1), 52.
53
Merriam, S & Leahy, B. (2005). Learning Transfer: A review of Research in Adult Education and training. Peace Journal of Lifelong Learning, 14, 1-24.
McNamara, C. (2004.) Employee Training and Development: Reasons and Benefits. Retrieved April 2012 from web site: http://www.mapnp.org/library/trng_dev/basics/reasons.htm
Miller and Osinski, (2002). New idea to meet skills training needs. (1993). Plant, 52(2), 32.
Monson, C. (2010). Training: An investment in performance improvement. Franchising World, 42(9), 22-24.
Nadler, L. (1982). Designing training programs: The critical events model
Noe, R.A., Hollenbeck, J.R., Gerhart, B., Wright, P.M (2007) Fundamental of Human Resource Management (2ed). McGraw Hill, New York.
Noe, R. (2010) Employee Training and Development. McGraw Hill, New York.
Pinsonneault, A., & Kraemer, K. L. (1993). Survey research method in management information systems: An assessment. International Journal of Management, 10 (2), 75-105.
Rosner, R. (1999). Training is the answer … but what was the question? Workforce, 78, 42-50.
Rosset, A. (1989). Assess for success. Training and Development Journal, 43 (5), 55-60.
Salas, J. (1999). Training team problem solving skills: An event-based approach. Computers in Human Behavior, 15(3-4), 441.
Selman, G., Cooke, M., Selman, M., & Dampier, P. (1998). The foundations of adult education in Canada. Toronto: Thompson Educational Publishing.
Shushan, E. (2012). Enhance Training's Worth With Learning Processes. T+D, 66(2), 60-63.
Stanley, T. L. (2002). Good training programs don't just happen. SuperVision, 63(6), 8-10.
Tollison, P. (1992). Assessing TQM training needs. The Journal for Quality and Participation, 15(1), 50-50.
Towers, B. (Ed.).(1992). The handbook of Human Resource Management. U.K. Blackwell Publishers.
Training Magazine. (2001). Industry Report 2001. Minneapolis, MN: Bill Communications.
UNESCO. (1980). Adult Education. Retrieved from http://www.unesco.org/new/en/
Wagonhurst, C. (2002). Developing effective training programs. Journal of Research Administration, 33(2), 77-81.
Werner, J. & DeSimone, R. (2009). Human Resource Development. Cengage Learning. U.S.A.
54
Werner, J. & DeSimone, R. (2006). Human Resource Development (4th ed). U.S.A: Thomas South-Western.
55
APPENDIX A: COVER LETTER
Dear Sir/Madame,
This study seeks to investigate the training and development practices that are carried out at SLASPA. The salient focus of the study is to make an analysis of the training programs and see how they can be improved and whether it meets the training needs of the employees. This research is strictly for academic purpose and your valuable contribution would go a long way to help obtain the necessary data need for the completion of this study. Your answers will strictly confidential and will be used for statistical analysis.
Your participation will be greatly appreciated and if you need further clarification, my contact information is at the bottom. Thank you in advance for your participation.
Yours Sincerely, Vanda William
Email: vandawilliam@gmail.com Cell Phone No.: +886983xxxxxx Advisor: Dr. Steven Lai
Director of Graduate Institute of Human Resource Development, National Taiwan Normal University,
Taiwan.
56
APPENDIX B. RESEARCH QUESTIONNIARE
This questionnaire comprises three sections that are to do with your training needs. Please answer all the questions as honestly as possible to enable us to compile a complete picture of your training requirements. Each section is prefaced by instructions for completion. Please read and follow these carefully.
Section I. Demographic Information 1. Gender: Male, Female 2. Age: ________(yrs)
3. Education: High School Diploma, Associates Degree, Bachelors Degree,
Masters Degree or higher.
4. Marital Status: Married Single 5. Employee‟s Job Position: _________________________
6. Working Experience: _______(yrs) Section II: Training Needs
In order to perform your job effectively you need relevant skills. You will see listed below a range of skilled activities many of which you undertake in performing your job. Look at each of these activities and then rate each one by circling the appropriate number in the box. The first rating (1) is concerned with how dissatisfied you are with the training, performance or your job; the last rating (5) is concerned with satisfied you are with the training, performance or your job.
Highly Dissatisfied
Dissatisfied Neutral Satisfied Highly Satisfied 1 5 Job Performance
1. Establishing a relationship 1 2 3 4 5
57 Highly
Dissatisfied
Dissatisfied Neutral Satisfied Highly Satisfied
4. Getting on with your colleagues
1 2 3 4 5
5. Introducing new ideas at work
9. Organizing your own time effectively
12. Making do with limited resources
1 2 3 4 5
58 Highly
Dissatisfied
Dissatisfied Neutral Satisfied Highly Satisfied
19. Applying training to your own work
25. Evaluating needs of the organization
1 2 3 4 5
59 Highly
Dissatisfied
Dissatisfied Neutral Satisfied Highly Satisfied 1 5 26. Writing reports of training
programs
1 2 3 4 5
27. Assessing the needs of employees
1 2 3 4 5
28. Designing effective training activities
1 2 3 4 5
Section III: Specific training needs
Please specify the areas of your job in which you would like to receive further training or instruction. List these in order of importance:
1.
2.
3.
4.
60
APPENDIX C. DOCUMENT FROM SLASPA
0 10 20
Types of Workshops 2010-2011
No. of Workshops
Figure 1: Pie Chart Depicting number of Employees exposed to Training for 2010-2011
Chart Depicting Number of Employees Exposed to Training for 2010-2011
Port Police Marketing Maritime Accounts Engineering
Figure 2: Graph depicting the type and number of In-house training workshops
61
0 2 4
Customer Service Training Microsoft Excel Training LPO Workshop Dangerous Goods New Shipping Legislation
Graph Showing the Type and Number of In-house Workshops
Figure 3: Graph depicting number of training workshops facilitated by SLASPA managers’ financial year 2010-2011
0 2 4 6
Graph Showing Showing the Type and Number of Inhouse training facilitated by SLASPA
Managers
Graph Showing Showing the Type and Number of Inhouse training facilitated by SLASPA Manager Assists employees in accessing external training opportunities
62
Figure 4: Graph depicting the type and number of In-house training workshops
0 1
2 3
Port Officers Training Performance Appraisals Aerodrome Certification and Aeronautical …
Substance Abuse H1N1 Flu Workshop Debt Collection Strategies Motivation in the Workplace Coaching and Mentoring NELP Level III
Graph Showing the Type and Number of In-house Workshops
Figure 4: Graph depicting number of training workshops facilitated by SLASPA managers’ financial year 2009-2010
0 1 2 3
Port Officers Training
Customer Service Training
Performance Appraisal
Graph Showing Showing the Type and Number of Inhouse training facilitated by SLASPA
Managers
63
EO- Entire Organization ED- Entire Department
AIRPORTS DIVISION
( Focus- Safety, and Building Departmental
Capacity )
Train the Trainer ( ATCO supervisors)
2
Customer Service ED
AIS Programme
1
Airport Safety Management Course
1
Airport Commercial Management
1
ATC training
OPERATIONS DIVISION
(Focus - Building Departmental Capacity at all
levels and Certification of Employees)
Train the Trainer- (Operators Malta) 2
Cargo Storage, Handling and Movement 2
KPI's for shipping- June 1
Port Operation ( TM and WM) 2
Fork Lift Operations Certification ED
Dangerous Goods ED
Stevedore training ( E.g.. Signalling, identifying
marks and Labels, 1
64
Port Management ( Malta) ED
Tallying workshop ED
Customer Service ED
Basic Enrichment 1
Port Operations ( In house ) ED
HUMAN RESOURCES
(Focus- Increased knowledge of Human Resource
Management issues and best practises)
Job Evaluation and Analysis 1
Industrial Relations and Negotiations 1
Compensation Survey and Analysis 1
Performance Improvement Workshop 1
Team Building ED
Human Resources Management Workshops ED
Coaching and Mentoring Workshop 4
Basics of Training and Development 1
ADMINISTRATION
( Focus- Increased Productivity and Efficiency through re tooling)
General Administrative Courses ED
Microsoft Office ED
Administrative Professional Workshops ED
MARINE
65
( Focus- Acquisition of new skills and techniques)
Job Attachment- Trinidad Coast Guard ED
Refresher Courses- Lighthouse employees 1
PORTS POLICE
(Focus -Development of complete training
curriculum to be used for in house training)
Court Prosecutor Training 1
In house Security Programmes ED
New Court Procedures ED
Firearms Training ( In house instructors) ED
ISPS awareness ED
AED defibrillator Training ED
ACCOUNTS
(Focus- Upgrading of Existing Skills)
Budgetting Workshops 1
Basic Enrichment 2
In-house Training - Accounts/Accounting
Procedures ED
ACC PAC Upgrade ED
Professional Development Workshops 2
INFORMATION SYSTEMS
(Focus- Upgrade of Existing Skills )
Network Management and VOIP training for data
and voice Network 1
66
Linux Administration and Network
Administration 1
Web design and Administration 1
CIVIL ENGINEERING
( Focus- Increasing Technical Competencies for line staff and building supervisory /leadership
capacity )
Project Management 2
Performance Management ED
Asphalt Maintenance 4
Technical Report Writing 8
Basic Carpentry/ Joinery /Plumbing 2
Facilities Management 3
Mechanical Engineering
(Focus -Improving Technical Capacity for
Increased productivity and efficiency)
Welding Training- follow up with MIC 1
Maintenance Planning and
Schedule-Trainmar/fleet management 2
FIDIC Contracts( crane reachstakers/straddle) 2 Crane Inspection-certfication in industrial
equipment 2
Word and Excel ED
Training on Terminal Trucks - kalmar- daren 2 Inhouse Training on Electricals-structure
programme ED
67
Job Estimation - AC and mechanical 1
Fork lift inspection training- J60Z0 Daren
GENERAL COURSES
Dangerous Goods EO
Employee Development Initiatives EO
Peformance Management System Roll out EO
Microsoft Office EO
First Responders/ Basic First Aid EO
Orientation EO
Aids Awareness EO
SUPERVISORY STAFF
( Focus strengthening Supervisory Capacity)
Supervisory Development EO
MANAGERIAL STAFF
(Focus- Building Managerial Capacity)
Strategic Planning Workshops( Retreat and
Evalaution Exercise) EO
Transitioning into Leadership ( including focus on corporate culture, professionalism and image, team
building ) EO
MARKETING DEPARTMENT
(Focus- Acquisition of Specific Function Skills)
Graphic Design 1
Market Research 1
68
Public Relations 1
Mall Management 1
Photography 1
MARITIME AFFAIRS
( Focus -Upgrading of Existing competencies) Certificate Programme in Basic Shipping 1
OJT Programmes with other Ports 2
IMO Safety Management Workshop 1
IMO workshops 1
INTERNAL AUDIT
(Focus- Retooling of Existing Skills)
Risk Management Workshop 1
Professional Accounting Workshops ED
LEGAL OFFICE
Paralegal Training SALCC 1
Salvage Law and Practice Seminar 1