A Study on the Training Needs of Employees Saint Lucia Air and Sea Port Authority

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(1)A Study on the Training Needs of Employees Saint Lucia Air and Sea Port Authority. By Vanda William. A Thesis Submitted to the Graduate Faculty in Partial Fulfillment of the Requirements for the Degree of MASTER OF BUSINESS ADMINISTRATION Major: International Human Resource Development. Advisor: Chih-Chien Steven Lai, Ph.D. National Taiwan Normal University Taipei, Taiwan June, 2012. I.

(2) ACKNOWLEDGEMENT “Gratitude is the inward feeling of kindness received. Thankfulness is the natural impulse to express that feeling. Thanksgiving is the following of that impulse.” Henry Van Dyke First and foremost, I would like to thank the Almighty God for giving me the strength, courage, determination and good health to finish complete this research. I would also like to thank Taiwan ICDF for giving me the opportunity to advance my education in Taiwan. It has been a wonderful learning experience in all aspects of my life and I will be forever thankful. I would also like to thank the staff of IHRD for being very supportive and for making my stay in Taiwan a comfortable one. My heartfelt gratitude goes to my thesis advisor Dr. Chih Chein Lai for his guidance and willingness to help me through this journey. Thank you for your time, assistance and wisdom. Also special thanks to my committee members, Dr. Tony Shih and Dr. Pai Po Lee for your precious time and valuable contribution towards making this paper what it is now. Also a special thank you to the Human Resource Manager of SLASPA for being very cooperative and giving me the necessary information that I needed to complete this study. Special thanks to my family, my wonderful parents for their continued encouragement and unconditionally support. To my sister, Geelpha Richard I would like to say a special thank you for without you it would not have been possible. Thank you for your time and resources used to help me when I needed you the most. Last and but not least, thank you to my sister Allisa Richard, my niece, Kerdija Steven and my brother Dickson Richard for just being there for me.. I.

(3) ABSTRACT The purposes of this research were to explore the training development processes of training programs at St. Lucia Air and Sea Port Authority (SLASPA), the training programs offered and the training need of employees at this organization. This study aims to understand and explore the relevant training and development needs issues of training programs at Saint Lucia Air and Sea Port Authority. Every organization undergo training programs for their employees therefore the study seeks to explore what strategies are used to discover the different training needs of employees and whether the training program meet those needs. This research utilized both the Quantitative and Qualitative method of data analysis. The collected data were analyzed using descriptive statistics, One Way Anova and document analysis. The participants for this study were employees from Saint Lucia Air and Sea Port Authority. A convenient sampling technique was adopted for data collection. A questionnaire with 28 items were used which utilized a five point Likert- scale ranging from 1, (highly dissatisfied) to 5 (highly satisfied). Out of the 200 questionnaires dispatched, 159 were retrieved, which represents 80 % response rate. The study unveiled that that employees are fairly satisfied with the training programs offered by Saint Lucia Air and Sea Port Authority. Finally, the findings revealed that the only demographic variable that has any significance to training is education. Employees listed a number of training needs, however, customer service and fire arm training were the two more frequently mentioned.. Keywords: Training, training needs, training programs. II.

(4) TABLE OF CONTENTS ABSTRACT. .II. TABLE OF CONTENTS……………………………………………………….III LIST OF TABLES……………………………………………………………....V LIST OF FIGURES……………………………………………………………..VI CHAPTER I. INTRODUCTION ...................................................................................... 1 Research Background..................................................................................................... 1 Motivation of this Study................................................................................................. 3 Significance of this Study .............................................................................................. 4 Research Purpose ........................................................................................................... 5 Research Questions…………………………………………………………………… 6 Delimitations………………………………………………………………………….. 6 Definition of Terms ..................................................................................................... ..7. Chapter II. Literature Review .......................................................................... . .8 Importance of Training ……………………………………………………………… .9 Introduction of Training Needs……………………………………………………….10 Needs Theories………………………………………………………………………...15 Relevant Studies on Training Needs…………………………………………………..20. CHAPTER III. RESEARCH METHOD………..…………………..…………. 22 Research Framework…………………………………………………………………..22 Research Method………………………………………………………………………23 Research Procedure……………………………………………………………………24 Data Collection…………………………………………………………………...........25 Reliability of Instrument…………………………………………………....................27 Method of Data Analysis…………………………………………………………........29. CHAPTER IV. RESULTS AND DISCUSSIONS……………………………...31 Descriptive Statistics…….…………………………………………………………….31 The Training Program Developing Process at SLASPA……….………………….….41 The Training Program at SLASPA……..……………………………………..………43 III.

(5) The Employees Training Needs at SLASPA……...………………………………43 Discussions………………………………………………………………………...44. CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS…………. 47 Conclusions………………………………………………………………………....47 Limitations………………………………………………………………………….48 Recommendations…………………………………………………………………..48 Recommendation for Future Research……………………………………………...49. REFERENCES……………………………………………………………....51 APPENDIX A. COVER LETTER FOR QUESTIONNAIRE………………55 APPENDIX B. QUESTIONNAIRE………………………………………...56 APPENDIX C. DOCUMENT FROM SLASPA……………………………60. IV.

(6) LIST OF TABLES Table 2.1 Knowles‟ Principles of Adult Learning……………………………………………..17 Table 3.1 Cronbach‟s Alpha for Questionnaire Items…………………………………………28 Table 3.2 Cronbach‟s Alpha for Individual Questionnaire Items……………………………..28 Table 3.3 Coding System for SPSS……………………………………………………………29 Table 4.1 Demographic Characteristics of Sample…………………………………………….32 Table 4.2 Descriptive Data for Questionnaire Items…………………………………………...33 Table 4.3 Descriptive Data for Training………………………………………………………..34 Table 4.4 One Way Anova Analysis for Gender………………………………………………35 Table 4.5 One Way Anova Analysis for Age ………………………………………………….36 Table 4.6 One Way Anova Analysis for Marital Status………………………………………..37 Table 4.7 One Way Anova Analysis for Education……………………………………………38 Table 4.8 One Way Anova Analysis for Work Experience…………………………………….39 Table 4.9 One Way Anova Analysis for Employment Level….……………………………….40 Table 4.10 Training Programs at SLASPA……………………………………………………..43 Table 4.11 List of Specific Needs of Respondents……………………………………………..44. V.

(7) LIST OF FIGURES Figure 2.1 Training and HRD Process Model………………………………………………11 Figure 2.2 Expectancy Theory of Motivation ………………………………………………16 Figure 3.1 Research Framework……………………………………………………………..23 Figure 3.3 Research Procedure………………………………………………………………25. VI.

(8) CHAPTER I. INTRODUCTION The first chapter provides an insight to this research. It provides general information into the background of the study, problem statement, the purpose of research, research questions, the significance of the study, and furthermore the delimitations. Lastly this chapter provides definition of terms which is pertinent to this study.. Background of the Study Organizations spend billions of dollars each year on formal training and development programs in order to facilitate employee‟s learning (Dolezalek, 2005; Noe, 2010). According to Training magazine industry report in 2010, 51.4 billion was budgeted for formal training and some 13.5 billion was spent in training products and services in US Companies, with the expectation that their training investments will lead to improvements in organizational performance or results criteria (Dolezalek, 2005; Salas & Cannon-Bowers, 1999). In today‟s rapidly changing business environment and continued advances in technology, markets become more competitive and therefore capable workers are crucial to organization‟s success in gaining competitive advantage (Manju & Suresh, 2011; Wagonhurst, 2002). Many companies are experiencing great change due to new technologies, rapid development of knowledge, globalization of business, and the development of e-commerce. Therefore companies have to take steps to attract, retain, and motivate their work forces. Training is not a luxury; it is a necessity if companies are to participate in the global and electronic market by offering high quality products and services (Noe, 2010). Training prepares employees to use new technologies, function in new work systems and communicate and cooperate with peers who may be from different background. Monson (2010) stated that good training is essential to a strong, successful business. Training is defined as the acquisition of skills, concepts, or attitudes that results in improved performance in an on-the-job environment (Goldstein, 1980). Organizations effectively use employee skills, provide training and development (T&D) opportunities to improve those skills, and increase employees‟ satisfaction with their jobs and working conditions (Hooi, 2009). 1.

(9) The research of this study will be focusing on one of Saint. Lucia‟s leading organization which is responsible for the air and seaports of the country, SLASPA. Saint Lucia is a small island country in the Eastern Caribbean Sea on the boundary of the Atlantic Ocean and is part of the Lesser Antilles. It covers a land area of 617 km2 (238.23 sq mi) and has a population of 174,000 (2010). Its capital is Castries. SLASPA‟s headquarter is located in the capital city. SLASPA is the organization responsible for the island‟s ports of entry and generates millions of dollars to the revenue into the country. This organization like many others undergoes many training programs and spends thousands of dollars towards training programs within the organization. According to the voice newspaper, SLASPA has invested considerable amounts of time and money in developing its human resources as part of their mandate to ensure the future success and growth of the organization. SLASPA has recognized the vital role it must play in developing its most important asset, „the employees.‟ The training department embarks on a number of training programs to facilitate training for its employees. These training include firearms, global market outlook, customer service, mechanical technicians, supervisory management techniques etc. The Saint Lucia Air and Sea Ports Authority (SLASPA) was established in 1983, and is responsible for running the island's two principal seaports which are located in Castries and Vieux Fort, the two airports namely the George FL Charles Airport and Hewanorra International Airport and the smaller points of entry into St. Lucia, namely Soufriere, Marigot and Rodney Bay Marina. SLASPA also has one subsidiary company, St. Lucia Marine Terminals Ltd which was formed in 1994 and is responsible for the management of the port of Vieux Fort located in the south of the Island. Operating from modern headquarters in Castries, SLASPA was created out of the merger of the St Lucia Ports Authority with the Airports Division of the Ministry of Communications and Works. This merger has created a unique position for the island by providing avenues to generate initiatives to maximize the assets held in its name and offer value-added services to its clientele. The organization is managed by a well-qualified team headed by a general manager who reports to a council appointed by the government. Its mandate is defined as the provision of coordinated and integrated systems of airports and seaports. Under the Shipping Act No. 11, 1994 SLASPA established and houses a Maritime Affairs Unit, for the purpose of the licensing of ships, matters relating to the safety of crew at sea and for matters incidental thereto. 2.

(10) Consequently, it is charged with ensuring the highest quality of services at its air and sea gateways, and as a result continually seeks ways to enhance infrastructure and human resources to meet current and forecasted demands. SLASPA also works closely with the St Lucia Tourist Board and the St Lucia Hotel and Tourism Association to mount effective marketing campaigns for the island of St. Lucia. SLASPA‟s mission statement is to maximize air and sea-borne traffic and related services through safe and efficient operations, performed by a highly motivated work force contributing to the sustainable, social and economic development of Saint Lucia. According to the voice newspaper, SLASPA has invested considerable amounts of time and money in developing its human resources as part of their mandate to ensure the future success and growth of the organization. SLASPA has recognized the vital role it must play in developing its most important asset, „the employees.‟ According to Ben Emmanuel, deputy chairman and part of the training committee at SLASPA, the organization prides itself in its sensitivity to the needs of staff which it sees as its most important asset. Therefore SLASPA spends thousands of dollars into the training and maintaining of employees. This study will examine how training needs for employees at this organization are determined and what issues are related to meeting those needs, what are the training programs conducted and how these programs meet the needs of the employees.. Motivation of this Study In Saint Lucia, SLASPA is one of the biggest organizations own by the government and is therefore charged with ensuring the highest quality of services at its air and sea gateways. As a result SLASPA continually seeks ways to enhance infrastructure and human resources to meet current and forecasted demands. Employees are the ones held accountable for both success and failure of businesses, programs and products. Training need is important because it helps determine whether the training can correct or meet performance problem (Noe, 2010). SLASPA spends thousands of dollars on training and therefore by conducting training needs they can increase the motivation of employees, ensure that their time and money will be spent wisely, and align the training with the organizations strategic plan. It also serves as one of the ways to avoid the failure and performance of the employee‟s by addressing some of employees need. 3.

(11) After doing some research, there are not many literature on training needs and training programs, however not many focus on how specific organization conduct their training needs. They focus more on the theoretical aspect of training needs. Therefore this has motivated the researcher to examine this particular organization because no research has been done looking at the training programs or training needs of employees at this organization and it will aid in the contribution of enhancing the training programs of that organization and by extension a small section of the Human Resource Department. Also the researcher has interacted with a few employees at the organization and most of them have expressed dissatisfaction in the training that they receive claiming that they feel that the training programs are a waste of their time. Therefore it will be both interesting and informative to both the researcher and the organization to find out what the training needs issues are and how they can be addressed for conducting future training programs. Therefore, the motivation for this study is explore the issues that surround training needs at one of St. Lucia‟s leading organization. Also examining employee‟s views is a great source of motivation since employees are not always the ones being the center of research but the organization.. Statement of the Problem Training for organization is an expensive undertaking, although the modern day management would like to refer to „Training‟ as investment rather than an expense. Training has long been an issue for organizations that exist. Time and expense are the main issues that consistently surface in any discussion of training. Nobody can deny the importance of development through training but designing and imparting effective training can add value to the knowledge base and skill inventory of the organization. This therefore must be done by skilled individuals and must be done to ensure that an organization continues to grow.. Significance of this Study As mentioned earlier, SLASPA is the organization responsible for the island‟s ports of entry and generates millions of dollars to the revenue into the country. Therefore this research will contribute significantly to aiding the training department at SLASPA and giving some meaningful contributions towards their approach to training. SLASPA is a valuable company that undertakes 4.

(12) many training programs on a yearly basis due to the different types of employees therefore invest heavily towards the training of these employees. The study into the training and training needs of employees would insure that training exercises are focused and appropriate and satisfactory. For certain, training cannot be done for the sake of training. That is a luxury that no organization can really afford. Therefore it will provide management with a more accurate and insightful representation of what are some of the needs of employees at SLASPA and to aid them in the preparation of better and more beneficial training programs for employees. Some problems are often perceived as training problems when they are not. Identifying issues surrounding training needs and finding appropriate ways to doing so is critical for the success of the training and a very practical practice that can help the organization reach their goal and to strive to be the best that they can be.. Purposes of the Study The aim of this study is to gain insight into the training and development practices that are carried out at SLASPA. The salient focus of the study is to examine the training practices used at SLASPA and to see whether these practices need to be improved and whether it meets the training needs of employees. The purposes of the study are as follows: 1. To explore the training development processes of training programs at SLASPA. 2. To explore what training programs are used at SLASPA. 3. To establish whether demographic data such as employment level, gender, age, education, marital status and work experience have any difference on training. 4. To explore the training needs of employees at SLASPA and to find out whether training satisfactorily meet those needs.. 5.

(13) Research Questions Based on the research background and motivation, the main purpose of this study is to explore training needs of employees at SLASPA. Research questions are listed below: 1. What is the training development processes used for training programs and how is the training conducted? 2. What are training programs conducted for employees at SLASPA? 3. What is the difference with demographic data such employment level, gender, age, education, marital status and work experience and training of employee‟s at SLASPA 4. Do training programs satisfactorily meet the training needs of employees?. Delimitations The study focuses on the training programs conducted at SLASPA. As mentioned before SLASPA is a very important organization which The study participants were exclusively drawn from SLASPA and had to be full time employees with at least one year of working experience at this organization. Lastly, due to lack of resources and time the study did not cover all employees at SLASPA. As mentioned in the background, SLASPA is a very huge organization which encompasses the islands two principal seaports,Castries and Vieux Fort, the two airports namely the George FL Charles Airport and Hewanorra International Airport and the smaller points of entry into St. Lucia, namely Soufriere, Marigot and Rodney Bay Marina. Therefore the participants of the survey came from the islands smallest airport, George FL Charles Airport and the Castries Seaport.. 6.

(14) Definition of Key Terms In this section the researcher will give the definition of the variables to be used in the research. Training- According to Goldstein (1980), training is defined as the acquisition of skills, concepts, or attitudes that results in improved performance in an on-the-job environment. Blanchard and Thacker (2010) also defined training as the organized and systematic process of providing an opportunity to learn KSAs for current and future jobs. Noe (2010) defines training as a planned effort by a company to facilitate employees‟ learning of job related competencies. These competencies include knowledge, skills and behaviors that are critical for successful job performance. For the purpose of this study, the researcher will use Noe‟s definition of training. Training need: is the gap between what employees are required to know to perform their job and what they actually know (Blanchard and Thacker, 2010). Training need is also defined as a learning or performance gap that exists between the current conditions and the desired condition (Grupta, 2007). For the purpose of this study Blanchard and Thacker‟s definition will be used. Training Program: a program designed for training in specific skills Grupta ( 2007).. 7.

(15) CHAPTER II. LITERATURE REVIEW This chapter gives a brief review of the literature that is relevant for developing this study. The first section talks about training and training needs. The second section examines theories related to training needs and the last section examines previous research that has been done on training. An Overview of Training Training refers to the planned effort by a company to facilitate employees‟ learning of job related competencies. These competencies include knowledge, skills, or behaviors that are critical for job performance (Noe, 2010). Blanchard and Thacker (2010) also defined training as the organized and systematic process of providing an opportunity to learn KSAs for current and future jobs. Berge (2001) also defines training as learner‟s acquiring knowledge, skills, and attitudes that are useful to them immediately to improve performance on the job. Development is defined as according to Towers (1992) as the identification of those skills and knowledge needed by employees in order for the organization to meet its strategic objectives and the management of those processes necessary to improve them. Employee development is crucial to the implementation of organizational strategies and the development of firm performance. Therefore individuals are now the only source of sustainable competitive advantage. Training often serves as a way to improve the quality and competency of employees. The improvement of training can be very beneficial to an organization due to the fact that it improves product and service quality and performance, and thus create more earning and value for its stakeholders. Craig (1996) states that organizations must comply with standards that apply to similar training programs in industry. Evaluation should be an integral part of workplace basic skills program. Training is rather important especially to the participants who achieve their program goals and improve their performance as a result often comments that they value these achievements because they meet personal goals as well as the company. Research also further demonstrates that those participants who are attracted to such training programs and who complete instruction are the ones who perceive training programs content to be relevant to their needs. 8.

(16) Bashir, Memon and Rizvi (2011) states that every organization has to come up with new ways to increase effectiveness and efficiency in the business process. To remain competitive and sustainable the key is to invest in training. One of the constant trends in the training world is a consistent desire of training professionals to prove training‟s worth to the organization (Shushan, 2012). The continued need for individual and organizational development can be traced to numerous demands, including maintaining superiority in the marketplace, enhancing employee skills and knowledge, and increasing productivity. Training is one of the most pervasive methods for enhancing the productivity of individuals and communicating organizational goals to new personnel.. Importance of Training Training, in the most simplistic definition, is an activity that changes people‟s behavior. Increased productivity is often said to be the most important reason for training. But it is only one of the benefits. Training is essential not only to increase productivity but also to motivate and inspire workers by letting them know how important their jobs are and giving them all the information they need to perform those jobs (Anonymous, 1998). McNamara (2004) lists the following as general benefits from employee training: • increased job satisfaction and morale • increased motivation • increased efficiencies in processes, resulting in financial gain • increased capacity to adopt new technologies and methods • increased innovation in strategies and products • reduces employee turnover This is only a partial listing of the many benefits that result from training. Training that is appropriate to the needs of an organization can add great value. Training is not always the answer to performance problems. Brandt Sakakeeny, training industry analyst for Solomon Smith Barney believes that training can be a great investment and training can be a waste of money (Rosner, 1999). Training is indeed a waste of money when the desired behavior does not occur. Gupta 9.

(17) acknowledges that not all performance problems can be addressed by training. In many cases, nontraining interventions are necessary (Gupta 1999). The key is to identify what problems can be attributed to training deficiencies and, once that is accomplished, to insure that the right training is implemented. Bartram and Gibson, in their Training Needs Analysis Toolkit agree. Without the right training, employees can be your [the organization‟s] biggest liability. Trained effectively, however, they can become your biggest asset (Bartram and Gibson, 2000). Rosner (1999) adds another ingredient for success – support after training. He states, “The most effective programs train workers in new behaviors and then train managers to support employees as they apply learning daily (Rosner, 1999, p.43). Support and endorsement from management can greatly enhance training results. One can conclude that training is not always the answer, and when it is the answer, it has to be the right training. Training is big business. In 1998, American companies spent $60 billion on training (Rosner, 1999).. Introduction to Training Needs Some performance problems can be addressed by training. Some problems training can‟t fix. Training isn‟t the answer to a problem when it‟s used to cover up the symptoms (Rosner, 1999). A needs assessment avoids misdiagnosing a non-training problem as a training problem. Some organizational and individual training needs are not as clearly defined as others. Even when training needs appear to be obvious, it is still necessary to choose appropriate methods that will meet them. Many training needs are not so obvious. A training needs assessment is one of the most basic and common forms of assessment used by HRD professionals in the workplace (Gupta, 1999). Needs assessments help determine when training is the answer – and when it is not. Assessment insures that training programs have relevance to the people being trained. Gupta, in his book A Practical Guide to Needs Assessment, gives the following overview of the training needs assessment: A needs assessment provides the information that is usually necessary for designing training programs. The basic purpose of a training needs assessment is twofold: to identify the knowledge and skills that people must possess in order to perform effectively on the job and to prescribe appropriate interventions that can close these gaps.. 10.

(18) There are two main reasons to conduct a training needs assessment: 1. it ensures that training programs are developed based on identified needs; and 2. it is relatively easy to implement (Gupta, 1999). Investing in human resource and talent is very beneficial to an organization and strengthens organization advantage in this knowledge based society. To design an effective training program, DeSimone and Werner (2009) stated that trainers often follow the instructional system design (ISD) approach. This approach includes a four-phase approach that consist of assessing training needs, designing training programs, implementing training programs, and evaluating training programs. For the purpose of this study only two phases will be studied.. Figure 2.1 Training and HRD Process Model. Adapted from Werner, J., DeSimone, R. (2009). Human Resource Development. Cengage Learning. U.S.A.. In today's rapidly changing business environment, capable workers are crucial to organization's success in gaining and sustaining a competitive advantage. This must be achieved against a background of intensified competitions, incessant changes, and a power shift to the 11.

(19) customer collaborations across organizational and geographical boundaries, and a need to maintain high level of talent. Edens and Bell (2003) stated that it is also important for an organization not to view training as a one off investment and solution. Training should be about more than simply „„teaching‟‟ staff new skills or guiding them on how to do things „„better.‟‟ Instead if training is seen as an ongoing process with set goals and outcomes, which are monitored, refreshed and enhanced, it can bring a continued and long-term benefit to a business. The continued need for individual and organizational development can be traced to numerous demands, including maintaining superiority in the marketplace, enhancing employee skills and knowledge, and increasing productivity. Training is one of the most pervasive methods for enhancing the productivity of individuals and communicating organizational goals to new personnel. According to Blanchard and Thacker (2010), Training need is the gap between what employees are required to know to perform their job and what they actually know. Miller and Osinski (2002) further describe it as a crucial activity for the training and development function. According to Denby (2010), training can be an extremely powerful and cost effective investment by an organization, but only if it is implemented to match and complement the business‟s needs and objectives. It can help to expand the scope of available skills within the workforce as well as improve on existing expertise, all with the goal of improving the business‟s efficiency and effectiveness. And enhancing the capabilities of the team can even support retention, as staff feel empowered and invested in, and better equipped to deal with their daily activities. Holmes (1999) further stated that it is important that any investment in training is underpinned by a clear view of what the organization‟s training needs are. Many businesses face the prospect of wasting valuable training budget because they do not know how to accurately identify what their internal needs are, and thus cannot design the most suitable training and enhancement programme. The purpose of a training need is to identify performance requirements or needs within an organization in order to help direct resources to the areas of greatest need, those that closely relate to fulfilling the organizational goals and objectives, improving productivity and providing quality products and services. The training need is the first step in the establishment of a training and development Program. It is used as the foundation for determining instructional objectives, the selection and design of instructional programs, the implementation of the programs and the. 12.

(20) evaluation of the training provided. These processes form a continuous cycle which always begins with a needs assessment (Miller & Osinski, 2002). The goal of a training need is to determine whether a training need exists, who is exists for, and for what tasks training is needed. In order for organizations to know whether training is needed three types of analysis need to be considered, namely organizational analysis, task analysis and person analysis. Training Need is utilized to identify what training workshops or activities should be provided to employees to improve their work productivity. Focus should be placed on needs as opposed to desires (Tollison, 1992).. Organizational Analysis Organizational analysis involves identifying whether training supports the company‟s strategic direction; whether managers, peers, and employees support training activity; and what training resources are available (Noe, 2010). Brown (2002) further stated that organizational analysis examines where training is needed and under what conditions the training will be conducted. It identifies the knowledge, skills and abilities that employees will need for the future as the organization and their jobs evolve or change. Through organizational analysis, data are collected by considering such items as absenteeism, safety incidents, lost workdays, turnover rates, grievances, customer complaints or other performance problems. These data can then be evaluated to indicate where training could improve performance. The organizational analysis phase also should plan for workplace changes, such as skills needed in the future, workforce demographics, and evolving laws and regulations (Brown, 2002). Future skills understand how an organization may be changing and help to identify skill needed. For example, will new equipment be installed or new processes implemented? Will standards or regulations change? Will technology change? Will employees need communication and interpersonal skills to better work with other employees or in teams? Will cultural changes occur within the organization? An organization's labor pool may change as much older people enter the workplace or as women or other minorities become more prominent. As the economy changes and operating costs adjust, the workplace may need to change. For example, becoming a global organization will. 13.

(21) require changes. Understanding the effects of such changes will help an organization better accommodate employees' needs while still meeting organizational needs. Laws and regulations: Changes in safety and environmental regulations as well as adoption of other laws may dictate that an organization provide training in specific areas. For instance, employees who work with hazardous materials may need annual refresher training. Task Analysis Task analysis examines each job's knowledge and skills requirements and compares these requirements to employees' actual knowledge and skills. Any gaps indicate a training need. Sources for collecting operations/task analysis data include job descriptions, standard operating procedures, job safety analyses/job hazard analyses, performance standards, review of literature and best practices, and on-site observation and questioning (Miller & Osinski, 2002). According to Brown (2002), an effective task analysis identifies: -Tasks that have to be performed; -Conditions under which those tasks are to be performed; -How often and when tasks are performed; -Quantity and quality of performance required; -Skills and knowledge required to perform tasks; -Where and how these skills are best acquired.. Person Analysis Goldstein and Irwin (1993) suggested that when doing person analysis, the focus should be on how well the staffs should execute their job, namely the evaluation of their performance. According to Anderson (1993), Person Analysis focus on two questions: Who need training? What kind of training is needed? In this level, self insight and analysis are assessed, using the critical incident technique and other techniques (). Person analysis examines a worker and how s/he is performing the assigned job. An employee can be interviewed, questioned or tested to determine individual level of skill or knowledge. Data also can be collected from performance reviews. Performance problems can be identified by looking at factors such as productivity, absenteeism, tardiness, accidents, grievances, customer complaints, and product quality and 14.

(22) equipment repairs needed. When deficiencies are identified, training can be established to meet the individual employee's needs (Miller & Osinski, 2002). The three levels of the needs analysis are interrelated and data need to be collected at all levels for the analysis to be effective. Based on the information gathered, management can identify training needs, establish learning objectives, and develop a training program that meets organizational and employee needs. Blanchard and Thacker (2010), states that employees motivation is goal directed and derived from both personal needs and decision processes used to satisfy those needs.. Needs Theories A need as defined by Gupta (2007), stated that a need when addressed, contributes to achieving the desired learning or performance goal by closing the gaps between current condition and the desired condition. DeSimone and Werner (2009) further defined needs as deficiency states or imbalances, either physiological or psychological, that energizes and directs behavior. Henry Murray proposes that human beings experience a large number of needs, such as aggression, affiliation, autonomy, and achievement. Although needs are internal states, they can be influenced by forces in the environment. Noe (2010) stated that needs theories help to explain the value a person places on certain outcomes. A need is therefore define as a deficiency that a person is experiencing at any point in time. A need motivates a person to behave in a manner to satisfy the deficiency. Blanchard and Thacker (2010), states that understanding a person‟s needs help the individual understand his behavior. From Maslow‟s early work, Alderfer (1969) developed a need theory on motivation called the ERG theory. ERG represents the three basic needs of the theory: existence, relatedness, and growth. Existence needs are immediate needs required to sustain life, (need for food, shelter, and the need for some security in the future for a safe and healthy life. Relatedness needs reflect people‟s need to be valued and accepted by others. Interpersonal membership and group membership (work, family, friends, etc.) acts to satisfy these needs. Growth needs include feeling of self worth and competency and achieving our potential. Recognition, accomplishment, challenging opportunities, and feeling of fulfillment are outcomes that can satisfy needs. 15.

(23) Expectancy Theory Noe (2010) mentioned another needs theory known as the expectancy theory. Expectancy suggests that a person‟s behavior is based on three factors: expectancy, instrumentality, and valence. Expectancy is said to be the link between trying to perform a behavior and actually performing that behavior very well. In the expectancy theory, a belief that performing a given behavior (e.g., attending a training program) is associated with a particular outcome is called instrumentality. Valence is the value that a person places on an outcome (e.g., how important it is to perform a better on the job. From a training perspective, expectancy theory suggests that learning is most likely to occur when employees believe in themselves and that they can learn the content of a training program; and learning is linked with outcomes such as better job performance, a salary increase, or peer recognition (instrumentality; and employees value these outcomes (valence).. Figure 2.2 Expectancy theory of motivation. Blanchard, P., Thacker, J. (2010). Effective Training Systems and Strategies, and Practices. Pearson, New Jersey. Blanchard and Thacker (2010) further states that people work to satisfy their needs. Understanding the types and the strengths of employees needs is important in the training process. It can help identify some of the poor performance and therefore determine training needs. Understanding need is also important in designing a training programs and facilities. Trainers need to make sure that the environment and training methods- that is how the training is conducted and where it takes place-meet the trainee‟s physical relationship and growth needs.. 16.

(24) Adult Learning Theory The adult learning theory was developed out of the need for a specific theory of understanding how adults learn. Educational psychologists, recognizing the limitations of formal education theories, developed andragogy, the theory of adult learning (Noe, 2010). Malcom Knowles is most frequently associated with adult learning theory. Knowle‟s model is based on several assumptions: Table 2.1 Knowles’ Principles of Adult Learning Principles of Adult. Definition. Learning Need to Know. Adults need to know why they should learn something, meaning the reason they need to learn something or how it will benefit them.. Self-Concept. Adults fight against others imposing their wills on them, but having been conditioned through the national schools system of a dependant learner, they need to be moved into a self-directed learner where they are responsible for their own learning and the direction it takes.. Role of Experience. Adult‟s experience should be used in their new learning and the technique should include ways to include the adult‟s knowledge as a tool that they can draw upon and also provide engagement by acknowledge them for their experiences.. Readiness to Learn. Adults seek out learning as a way to better with real life tasks and problems.. Orientation to Learning. The new learning should clearly define how the new learning will apply to their life in some fashion.. Motivation to Learn. Internal motivators are important than the external motivators that adults may receive for more learning. These internal motivators can come in the form of increased job 17.

(25) satisfaction, self-esteem, and quality of life. Source: Fidishun, D. (2011). Andragogy and technology: Integrating adult learning theory as we teach with technology [Electronic version]. Retrieved December 2, from http://www.mtsu.edu/~itconf/proceed00/fidishun.htm.. As an individual field, adult education should be perceived as a lifelong process, as adults need to gain new knowledge, skills, attitudes, and values in order to participate in a changing society (Knowles, 1980). What we learned in our youth may not sustain us in our adulthood. In fact, Beder (1989) outlines four purposes of adult education: "to facilitate change in a dynamic society, to support and maintain the good social order, to promote productivity, and to enhance personal growth" (p. 39). Beder also suggests an interrelationship in which affecting one purpose will affect all the others. In addition, Knowles describes adult education in terms of a learning process and maintains that the field encompasses practically all experiences of mature men and women by which they acquire new knowledge, understanding, skills, attitudes, interests, or values. It is a process that is used by adults for their self-development, both alone and with others, and it is used by institutions of all kinds for the growth and development of their employees, members, and clients. It is an education process that is often used in combination with production processes, political processes, or service processes. United Nations Educational, Scientific and Cultural Organization (UNESCO) (1980) provide the following definition of adult education, hinting at participation, change, and development. The entire body of organized educational processes, whatever the content, level and method, whether formal or otherwise, whether they prolong or replace initial education in schools, colleges and universities as well as in apprenticeship, whereby persons, regarded as adult by the society to which they belong, develop their abilities, enrich their knowledge, improve their technical or professional qualifications or turn them in a new direction and bring about changes in their attitudes or behavior in the twofold perspective of full personal development and participation in balanced and independent social, economic and cultural development, (p. 3) Although both definitions focus on self-development, allowing for participation within groups and the larger community, Knowles (1980) connects adult education to political processes. The very learning and growth a person undertakes, which can lead to empowerment, is in itself a 18.

(26) political process. Cunningham (1989) contends that by further institutionalizing the field of adult education, educators will lose the vision, and that education for social change will continue to deteriorate. Yet, he feels a renewed energy coming from adult educators in many aspects of education for social change including conscientization, popular education, peace studies, and environmental education. Selman, Selman, Cooke, and Dampier (1998) add, "much, if not most, of adult learning in our society takes place outside of our educational institutions and the programs which they offer”. The adult learning theory is especially important to consider in the developing training programs because the audience for many such programs tends to be adults, most of whom have not spent a majority of their time in a formal education setting. Many adults believe that they learn through experience. As a result, trainers need to provide opportunities to trainees to experience something new and discuss it or review training materials based on their experiences. In fact, Finger (1995) argues that traditional adult education is counterproductive to the humanization of society. Finger proposes a new role for adult education that focuses on collective and collaborative methods to effect positive social change and notes that adult education should be collaborative, utilizing principles and methods from community development and organizational learning. Further, Cunningham (1989) affirms the view that individualized studies reduce educational opportunities for social change and community learning, stating, "the education of adults is a social activity, not a discipline, and can be seen as unique in that its history is not made behind the backs of people; it is made by the people". In examining the effects of informal learning, Falk and Harrison (1998) discovered that learning in the community supports the transfer of skills, knowledge, and values to others, and most importantly to the next generation. Community learning is associated with process, a community development outcome that includes activities such as group participation, celebrations, and leadership development (Falk & Harrison, 1998). For Falk and Harrison, community learning is continuous in that it supports capacity building as well as individual and group transformation.. 19.

(27) Relevant Studies on Training Needs Jaya and Ehsan, (2007) wrote that training need is utilized to identify what training workshops or activities should be provided to employees to improve their work productivity. Focus should be placed on needs as opposed to desires. Too many times within organizations training is used to try and fix problems that may not be skills or knowledge related. Similarly, providing training without having determined a need for can also a waste or time and money. The first step in any training program is to determine whether training is needed and, if needed, to specify what that training should accomplish. Training Need is utilized to identify what training workshops or activities should be provided to employees to improve their work productivity. Focus should be placed on needs as opposed to desires. One way to review office operations for potential training topics is to examine these operations in terms of five categories of training needs listed by Stanley (2002): 1. Newcomers to an organization 2. A change in work within an office 3. Improvement of a poor performer 4. Developmental requirements 5. Consideration of a potential promotion Newcomers to a organization: When a new employee arrives at an office, he/she needs to become acquainted with the duties and responsibilities of his/her new position. This may require a formal training program for personnel new to an organization; or it may be as simple as a good orientation for someone transferring in from another part of the organization. In any case, don't overlook the need for training as part of a new employee orientation program. A change in work within an office: Change is a constant part of any business. Some changes evolve slowly while other changes arrive suddenly. These changes may include things such as a formal business re-organization, new tasks, new equipment, or new software. These types of change require training and will probably be the biggest source for new or continuing training requirements. Improvement of a poor performer: Occasionally inefficient, ineffective or incorrect performance by an employee requires a change in the way an employee does something. Training 20.

(28) may be the vehicle used to make this change easier. Identification of the need for this type of training is not always easy. Developmental requirements: Many employees seek tasks or knowledge that go well beyond their basic job requirements. These desires are referred to as their self-actualization or selfdevelopment needs. Supervisors can often help motivate employees by helping them satisfy these needs through training. Consideration of a potential promotion: In some organizations training is provided as part of an internal advancement program. This training encourages personnel to seek higher levels of authority and responsibility, as well as provide some of the skills needed for these higher positions (Stanley, 2002).. 21.

(29) CHAPTER III. RESEARCH METHODOLOGY This chapter contained the methodology that was adopted for the study. It comprised of research design and framework, population and sampling procedure, instrumentation, reliability of the research instruments, data collection procedure, data analysis as well as research conculsions. The design is however, strongly influenced by the research questions and by the findings from the review of the literature that are contained in chapters one and two respectively. The study was an explanatory quantitative research work. According to Babbie (2011), surveys may be used for explanatory analysis and are essential in studies that have individuals as units of analysis. The data was collected using a questionnaire containing closed-ended questions in the Likert‟s scale format where the respondent must select from a list of answers.. Research Framework The research framework (See figure 3.1) of the study was developed in accordance with the purpose of the study and the literature review. It offers an overview of the major components the researcher targeted. According to the research questions and related literature review about training needs, and the variables to be studied, the researcher then provides the research framework which will give a visual representation of what is being researched. According to Blanchard and Thacker (2010), Training need is the gap between what employees are required to know to perform their job and what they actually know. Miller and Osinski (2002) further describe it as a crucial activity for the training and development function. There the framework depicts training need of employees whether it be on a staff, personal or task level is to be met by the provision of training of an organization for different employees whether they be administrative or lower end employees. Administrative employees include the employees who work in the managers, supervisors, human resource department, accounts, administrative assistance, engineers, information technology, internal audit, marine department, and in seaport operations. Lower Level employees include port police officers, clerks, secretaries, electrician, mechanics, customer service and maintenance, such as cleaners, security, company drivers.. 22.

(30) Demographics. Provision of Training. Training Need. Administrative Level. Organizational/Growth. Employees Lower Level. Personal. Employees Task Figure 3.1 Research framework. Research Method The fundamental premise of needs assessment is that in order to make effective decisions about current or future training needs, data must first be gathered (Gupta, 1999). There are many ways to collect data. Commonly used methods are interviews, focus groups, surveys and questionnaires, and observation. Other methods include the nominal group technique, action research, and Dacum (developing a curriculum). Most needs assessments employ one or several data-gathering techniques (Gupta, 1999).This study utilizes quantitative research to collect data from participants in an effort to answer research questions. Quantitative research was selected in order to obtain data from a wider sample of employees in a short time frame. The questionnaire was selected from a previous study and was modified to better suit for this study and field. Also a qualitative approach was used to deduct information from a document provided to the researcher by the manager of the name organization to aid in the answering of research questions 1 and 2.. 23.

(31) Research Procedure In conducting this research the first step was to identify a problem. Then the research purpose and questions were identified and defined. This served as the basis of the study. Then literature was collected to gain more insight on the topic. Information was obtained from previous studies conducted as they provided different ideas of what can be done in carrying out this study. A letter was emailed to the Human Resource Manager of SLASPA informing her of the study. Due to the fact that the researcher has contacts at the organization, communication between the researcher and her contacts took place to ensure that the procedure was carried out smoothly. Once the questionnaires were obtained they were be analyzed. Results were shared and discussed with experts in the field of Human Resource Development on the subject matter for improvement where needed. As for the main study, a similar letter was emailed to the human resource manager and also permission was requested from the general Manager of the organization informing them of the study, and permission was requested to go to the workplace to request the participation of the employees. After one week the respondent received permission from both HR manager and general manager approving. As mentioned in the background the organization consist two airports and a seaport. Sample was collected from each of these areas. After which, the completed questionnaires were analyzed with the help of appropriate soft ware. The findings were discussed with subject matter experts in the field who will further aid in providing a conclusion and suggestions for future study (See figure 3.2). Identify research problem. Identify research purpose and research questions Review of literature. Construction of framework. Adjust instrument and run main study. 24.

(32) Analyze data. Discuss findings. Conclusions and recommendations. Figure 3.2 Research procedure. Data Collection Research Sample Sampling is concerned with drawing of individuals or entities from a population in such a way as to permit generalization about the phenomena of interest from the sample to the population (Pinsonneault & Kraemer, 1993). The researcher distributed a total of 200 questionnaires at the organization. Questionnaires were distributed to employees from each of these locations and from different levels of the organization. One hundred sixty one (161) questionnaires (81%) were received. Questionnaires were considered invalid. Therefore a total of 159 were used for the sample. Convenient sample was used.. Criteria Selection and Convenient Sampling The sample had to meet two criteria. Respondents had to be employed with SLASPA on a full time basis. This therefore means that volunteers and part- time employees were not included in the population. Also employees must have at least 1 year of employment with the organization. These two were based on employees work experience. Work experience is a good predictor of job knowledge (Longoria, 1997). The respondents for this survey were selected by using convenient sampling method. Convenience sampling is a non probability method. This means the respondents are chosen in a non random manner, and some members of the population have no chance of being included.. 25.

(33) When time or cost is a factor, convenient sampling becomes a useful sampling method (Kahl, 2010).. Research Instrumentation The instrument used for this research was largely adapted from Hennessy-Hicks Training Needs Analysis Questionnaire and Manual, (Hicks and Hennessy, 2001). The aims of the Hennessy-Hicks Training Needs Assessment Questionnaire are to identify training needs at the individual, group or organisational level and to prioritise these training needs. The instrument is unique in that it is tailored for use specifically with health care teams, but can easily be adapted to meet the particular objectives of a clinical specialty, management or organisation. Therefore this instrument has been modified to suit the organization which will be studied. The instrument has been successfully used in developed and developing countries, with equal success. Developed in 1996, the original instrument consisted of 30 questions and had a 7 point Likert scale. Some of the questions on the instrument were tailored for this research without compromising its psychometric properties. A total of 20 questionnaires were distributed to employees at the organization to which may respondents said that they had difficulty understanding the scale. Therefore the scale was change to a five point Likert scale according to two criteria: how dissatisfied are respondent‟s with their training and their task to how satisfied the respondent is currently with training and performing their task. It ranged from highly dissatisfied to highly satisfied. In majority of studies, the tool has been modified in order to customize it for the particular aims and objectives of a study and it has not compromised its validity or its reliability. Therefore a total of 28 questions were asked to the employees at SLASPA. The questions were designed in two categories, one in relation to employee‟s job performance and the next on assessment of the training programs issued by SLASPA. The item numbers for questions in relation to job are (Q1, Q2, Q3, Q4, Q5, Q6, Q7, Q8, Q9, Q10, Q11, Q12, Q13, Q14, Q15, Q16 and Q17). Questions in relation to training offered by SLASPA are (Q18, Q19, Q20, Q21, Q22, Q23, Q24, Q25, Q26, Q27 and Q28). This could be found in section 2 of the questionnaire. In addition, the questionnaire has a section for biographical and occupational information, thus affording the possibility of breaking down the sample into different groups for comparison purposes. The instrument has added benefits in that the method of assessing training needs is 26.

(34) relatively opaque and thus reasonably free from deliberate distortion. Standard methods of collecting training needs data tend towards a free response wish-list approach, which may provide a statement of the respondent's interest and desires rather than reflecting actual skill deficits and areas in need of development (Hicks and Hennessy, 1999). The research instrument of this study is a questionnaire; it comprises of three major sections (See appendix A). This questionnaire is adopted from Hennessy-Hicks Training Needs Analysis Questionnaire and Manual (Hicks and Hennessy, 2001). Section I is demographic information of respondents. Section II focuses on training needs and Section III will be long answer questions. Section I request demographic information of the respondent; therefore, it includes gender, age, job title, working experience, education and marital status. 1. Gender: Male or Female 2. Age: Participants will state their age. 3. Employment position: Is the current position that the employee currently holds. 4. Education: Is divided into four groups: High School Diploma, Associates Degree, Bachelors Degree and Maters Degree or higher. 5. Marital Status: Participants will be asked to identify which one of the two categories they fall under. 6. Working experience: Participants will be asked to indicate the number of years they have been working in their current position. Section two comprises of the questionnaire items from 1 to 28 and section three is an open section where respondents write in the areas where they feel there is a need for training or further training.. Reliability of Instrument A measurement is reliable if it reflects mostly true score, relative to the error. After having gathered the data from the 159 participants, a reliability test was done to ensure the quality of the questionnaire. The Cronbach‟s Alpha was used to test the reliability in this research. The questionnaire consisted of 28 items. The questions were designed in two categories, one in relation to employee‟s job performance and the next on assessment of the training programs issued by SLASPA. The item numbers for questions in relation to job performance are (Q1, Q2, Q3, Q4, Q5, 27.

(35) Q6, Q7, Q8, Q9, Q10, Q11, Q12, Q13, Q14, Q15, Q16 and Q17). Questions in relation to training programs offered by SLASPA are (Q18, Q19, Q20, Q21, Q22, Q23, Q24, Q25, Q26, Q27 and Q28). To test reliability the researcher used SPSS 19. In Table 3.1, it indicated high internal consistency based on the alpha reliability of all items combined, 0.938 (28 items), the 17 items based on employees performance and the Cronbach‟s Alpha for the 11 items on training offered by SlASPA. The Cronbach‟s Alpha for individual items in the questionnaire is in Table 3.2.. Table 3.1. Cronbach’s Alpha for Questionnaire Items Cronbach‟s Alpha. N. of items. Questionnaire. .938. 28. Job Performance. .945. 17. Training. .810. 11. Table 3.2 Cronbach’s Alpha for Individual Questionnaire Items Cronbach‟s Alpha N. of items Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20 Q21. .936 .935 .935 .936 .934 .935 .966 .934 .935 .934 .935 .935 .934 .935 .934 .934 .937 .936 .936 .934 .935 28.

(36) Q22 Q23 Q24 Q25 Q26 Q27 Q28. .934 .933 .933 .936 .934 .934 .935. Methods of Data Analysis Table 3.3 Coding System Used in SPSS Demographic Data Gender Age Education. Marital Status Work Experience Employee Level. Coding System 1=Male 2=Female Data was entered into SPSS 1=High School 2=Associates Degree 3=Bachelors Degree 4=Masters Degree 1=Married 2=Single Data was entered into SPSS 1=Administrative Employees 2=Low Level Employees. Once the data was collected, it was prepared for data analysis. This was done by coding each response with a number sequence. Once this process was completed, the data was keyed into SPSS. The questionnaire had open responses for age and work experience. For the purpose of presentation, age and work experience were put into categories to save space. Many respondents were between the age of 23-29, 30-35 and 36 and above. There were for groups. The same procedure followed for work experience but was categorized in four groups. In order to test for differences, the data was then inputted into the Software Package for the Social Sciences (SPSS) 19.0.Table 3.3 shows the coding system used in creating the SPSS file. In SPSS, the data was then cleaned by running frequencies on all tested variables. This process helped in identifying mistakes for example it helped in removing numbers such as 44 and 55 instead of 4 and 5.. 29.

(37) Descriptive Statistics were then run on the demographic data items of gender, age, education, marital status, working experience and employee level. This was done to give the researcher more information about the data that was collected from the sample population. The descriptive statistics also helped the researcher to arrange the data into a more interpretable form by forming the frequency distributions, graphic displays and by calculating numerical indexes such as averages. In order to understand the characteristics of each group and the relationships between or among the groups, the following methods were used, descriptive statistics, including means and standard deviations, t-test and one way anova. Also a document analysis was used to answer research questions one and two. This data was made available by the manager of the Human Resource of SLASPA.. 30.

(38) CHAPTER IV. RESULTS AND DISCUSSIONS This chapter presented the data analysis, and gave a comprehensive overview of the research findings. In addition, it included relevant discussions of the research findings. First and foremost, descriptive statistical analyses were used to describe the demographic characteristics of the study group. This was preceded by the t test and the one-way analysis of variance (ANOVA) analysis in order to test whether there were differences among training program and demographic groups.. Descriptive Statistics Characteristics of the Sample. This section presents details concerning the background information of the participants. The demographic section incorporates total of six factors: gender, age, education, marital status, employee position and working experience. The aim was to obtain additional information with regards to employees as well as the group tendencies connected to training. The results are presented in the table below. All respondents are employees in the St. Lucia Air and Sea Port Authority. A total of 161 questionnaires (81%) out of the 200 dispatched were collected. During the preliminary stages of analysis, questionnaires in which respondents either did not answer every question or chose multiple answers were discarded. As a result, two were discarded and a total of 159 questionnaires out of the total number collected were deemed fit and valid to be analyzed, representing a response rate of 79.5%. Of the total number of respondents who participated 90 (56%) were male and 69 (43.4%) were female. With regards to age distribution, majority of respondents fell in the age category of 30-35 and 36 and above (31%, 36%). Also majority of the respondents were single, 95(59.7%) were married and 64 (40.3%) were single. In reference to respondent‟s education, more than half of the participants had an associate‟s degree (82%, 51.6%) This was followed by high school graduates (43) and people with bachelor‟s degree (25). Respondents with master‟s degree represented the smallest number of respondents. With regards to respondent‟s levels in the 31.

(39) organization, 50% of them were working with administration whereas are in remainder worked as low level staff (49.7%). Finally, pertaining to the number of years respondents has as work experience, the majority of the respondents have had a period of 5 to 10 years (48.4%) while only 25% served a period above 1-5 years. Table 4.1 Demographic Characteristics of the Study Sample (N=159) Demographics Gender Age. Marital Status Education. Employee Level Work Experience. Female Male 23 & below 24 -29 30 -35 36 & above Single Married High School Associates Degree Bachelor‟s Degree Masters Administrative Low Level Employees 1year -5years 5years-10years 10years-15years 15years and over. N 69 90 12 40 50 57 64 95 42 82 25 9 80 79 40 77 20 22. % 43.4 56 7.5 25.1 31.4 35.8 40.3 59.7 27.0 51.6 15.7 5.7 50.3 49.7 25.1 48.4 12.6 13.8. Descriptive Statistics for the Questionnaire A total of 28 questions were asked to respondents. The first 17 questions were in relation to the employee‟s job and the next eleven (11) of these questions were asked about training offered by the organization. The respondents were asked to select their responses by choosing the number that best applied to them. The options were presented on a 5 point Likert scale with 1= strongly dissatisfied, 2= dissatisfied, 3= neutral, 4= satisfied and 5= highly satisfied. The questions asked based on the training programs observed that mean scores ranged between 3.26 (SD=1.26) and 3. 89 (SD= .897). This suggests that the respondent‟s scores on average were between neutral and satisfied with the statements of the items. The question with the highest mean score asked 32.