Critical Analysis of Human Resource Management Article

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critical Evaluation of Human Resource Management(training and development) Article

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Content

€ Rabia

Saleem € Hina Akram € Atiya Bano € Lubna Ishtiaq

Daeyeon Cho

Results, conclusion and implication, critical evaluation

analysis

Literature Review

Introduction (variables, objective, hypothesis, research design and types of study)

In the field of human resource development (HRD), employee development has been used to improve employee competence, allowing them to perform better on the job and in turn enhance organizational performance

Structured on-the-job training (S-OJT), as a form of planned training on the job, has recently received much attention from HRD researchers and practitioners. S-OJT has many advantages as a planned training program, such as predictable training outcomes and a manageable process.

The delivery of S-OJT is based on various forms of widely mutual interactions between the trainer and trainee, such as discussions, dialogs, and non-verbal behaviors. Such interactions can be called developmental and learning interactions

According to a system view of S-OJT in relation to the trainer, S-OJT trainer preparation through train-the-trainer programs can be viewed as an input. Trainer self-efficacy is regarded as its output. At the same time, these constructs play a role as the S-OJT inputs, and trainers· delivery of SOJT is viewed as the training process.

The organizational commitment of trainers can be an output of the dynamic interactions between input and process components.

input

S-OJT trainer preparation
Organizational commitment can be output b/w input and process

process

delivery of S-OJT

output

self-efficacy

Structured on the job training

Self-efficacy

Organizational Commitment

Jacobs, 2003

Johnson and Leach 2001

Bjorkquist and Murphy 1996

Self-efficacy

‡ Self-efficacy can be defined as ´beliefs in one·s capabilities to organize and execute the courses of action required to produce given attainments

r a izati al c it e t

‡ Organizational commitment can be thought of as the level of attachment felt toward the organization in which one is employed

The purpose of this study was to examine the causal relationship between S-OJT trainer preparation, self-efficacy as a trainer, trainer·s delivery of S-OJT, and organizational commitment as a consequence of employing

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Hypothesis 1

‡ S-OJT trainer preparation through train the- trainer programs has a positive impact on a trainer·s delivery of S-OJT and self-efficacy as a trainer

Hypothesis 2

‡ Self-efficacy as a trainer has a positive influence on a trainer·s delivery of S-OJT

Hypothesis 3

‡ Both trainers· delivery of S-OJT and S-OJT trainer preparation has a positive impact on trainers· organizational commitment

This section provides a review of S-OJT research, S-OJT trainer preparation through train-the-trainer programs, and the delivery of S-OJT. It presents literature related to trainer selfefficacy and organizational commitment

€ Training

process based on the trainers· actions that require the greater attention S-OJT focuses on the trainers, preparation of the training, training modules and the learning evaluation of the trainee. events used to deliver S-OJT are based on widely mutual interactions between the trainer and trainee in more meaningful ways, including discussions, dialogs, and performance evaluations (Stein 2001).

€ All

Prepare the delivery: The trainer
should decide on the most appropriate time and location to deliver the training. Training resources have to be secured and the S-OJT module should be reviewed

Prepare the trainee: The main purpose
of this event as a trainer·s first action is to prepare the trainee to learn. The trainer establishes comfort, explains the context, and describes the purpose and rationale of the training.

Present the training: This event requires
the trainer to demonstrate a set of behavioral actions to the trainee. In other words, the trainer should explain and show each step at a time (Johnson and Leach 2001).

Require a response: The trainee must
participate and respond actively. The trainer prompts the trainee to perform. In other words, the trainee needs to be encouraged to try units of work and describe them as the trainer has demonstrated.

Provide feedback and evaluate performance: Based on the trainee·s
responses, the trainer should try to correct errors. The trainer should give appropriate feedback and encouragement with assessing the adequacy of the trainee·s responses. Finally, the S-OJT trainer evaluates whether the trainee has achieved the training objectives.

€ More

specifically intangible benefits received by participants including increased productivity, morale and improved training quality. They absorb new learning techniques, knowledge and skills. € Some empirical studies have revealed that there is a positive relationship between training or learning activities and selfefficacy. € Self-efficacy can be increased as a result of learning and feedback (Washington 2002).

€ Affective

commitment refers to ¶¶the employee·s emotional attachment to, identification with, and involvement in the organization·· (Meyer and Allen 1991, p. 67). instance, if organizations provide employees with useful opportunities for improvement. Such an opportunity may be seen as a reward for and recognition of their effort (Unwin and Fuller 2003).

€ For

€ S-OJT

is a two way process, to acknowledge and understand the level of competencies of the employee and give them the wisdom and opportunities. € In turn, they can be committed to the organization that provided these experiences.

‡Correlation Research research design is used Design in this study

Type of study

‡This is exploratory type of study

Study was conducted in a life insurance company in Korea where S-OJT is being implemented to provide technical training for new employees. € In this company, new financial consultants (FCs) receive 40 days of field training with experienced FCs. € An experienced FC conducts S-OJT for the new FC. € The length of each S-OJT session is approximately 8 h € During the field-training period, new FCs should complete at least 10 S-OJT sessions.
€

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€ The

population consisted of all S-OJT trainers who were working in Seoul, Korea € total population trainers in Seoul are 2498 from them 334 trainer are taken. € A questionnaire was distributed to 334 randomly selected S-OJT trainers from 20 divisional offices of the company in Seoul. € Finally, 246 questionnaires were returned. Among them, 11 questionnaires were returned uncompleted or nearly uncompleted. These 11 were eliminated from further analyses.

information was collected on the respondents· age, education level, and length of service as a FC at the organization. € The population of this study consists solely of females, because in Korea FC is a strictly female occupation as a long-term career. € The average age of the respondents is 42 years and approximately 8 years of experience
€ Demographic

€ The

instrument was developed based on either established construct scales (for example, organizational commitment and self-efficacy) or new construct scales (which were develop after an extensive review of the related literature). € All items were linked to a six-point Likert scale ranging from 6 = ¶¶strongly agree (or always)·· to 1 = ¶¶strongly disagree (or never)·· with the exceptions of trainers· participation in training and learning activities and previous experience as an S-OJT trainer .

€ This

construct was measured by the trainer·s perception about the extent to which knowledge and skills that are learned in the train-the-trainer program were useful to their current S-OJT practice. € It was evaluated using an average score comprised five related items, including understanding the importance of S-OJT, use of appropriate instruction events, trainees· learning evaluation and so on.

€ This

construct consisted of six variables. Jacobs (2003) identified the three basic actions of trainers to prepare to deliver SOJT, along with five instructional events and the 17 actions to deliver S-OJT. € A 20-item scale was developed to identify trainers· actions to deliver S-OJT.

€ This

variable represented the respondent·s belief about whether she/he can successfully deliver S-OJT by using her/his skills and knowledge. This study employed a scale used by Hoy and Woolfolk (1990). This instrument was translated into Korean.

€ This

variable refers to the respondent·s emotional attachment to, identification with, and involvement in the organization. This study used the eight-item Korean version of the Affective Commitment Scale (Cho and Kwon 2005).

€ There

are many different types of statistical techniques are used in analysis that can be define as:

The t-test assesses whether the means of two groups are statistically different from each other. This analysis is appropriate whenever you want to compare the means of two groups.

Structural Equation Modeling is a very general, very powerful multivariate analysis technique that includes specialized versions of a number of other analysis methods as special cases.

Structural Equation Modeling techniques are considered today to be a major component of applied multivariate statistical analysis and are used by biologists, economists, educational researchers, marketing researchers, medical researchers and a variety of other social and behavioral scientists.

Its done by the help of confirmatory factor analysis.

The main applications of factor analytic techniques are: (1) To reduce the number of variables and (2) To detect structure in the relationships between variables, that is to classify variables. Therefore, factor analysis is applied as a data reduction or structure detection method.

Confirmatory factor analysis is an extension of factor analysis in which specific hypotheses about the structure of the factor loadings and intercorrelations are tested

€ Structural

equation modeling done by the help of AMOS software. € AMOS provides you with powerful and easy-to-use structural equation modeling (SEM) software.

AMOS is an add-on module for SPSS. It is designed primarily for structural equation modeling, path analysis, and covariance structure modeling, though it may be used to perform some other analysis also. € It features an intuitive graphical interface that allows the analyst to specify models by drawing them. € It also has a built-in bootstrapping routine and superior handling of missing data. It reads data from a number of sources, including MS Excel spreadsheets and SPSS databases.
€

€ It

Create a model based on non-numerical data without having to assign numerical scores to the data € Create more realistic models than if you used standard multivariate statistics or multiple regression models alone.

€ Using

Amos, you specify, estimate, assess, and present your model in an intuitive path diagram to show hypothesized relationships among variables. This enables you to test and confirm the validity of claims such as "value drives loyalty" in minutes, not hours.

€ And

AMOS distributed by SPSS.

€ SPSS

is a computer program used for statistical analysis. € SPSS is among the most widely used programs for statistical analysis in social science. € Statistics included in the base software: Cross tabulation, Frequencies, Descriptives, Explore, Means, t-test, Correlation, Factor analysis etc

06010611-033

Structural equation modeling (SEM) was applied to conduct a data analysis. This study followed a two-step procedure proposed by Hair et al. (1995): conducting confirmatory factor analysis and then analyzing the structural model. € SPSS and AMOS were adopted as the tools for analyzing the data. € In terms of validity, principal factor analysis using SPSS was employed to test whether the participants in this study made distinctions among six domains of the delivery of SOJT.
€

€ Following

the principal factor analysis, this study conducted a confirmatory factor analysis using the structural equation model (SEM) on five factors. € In terms of internal consistency, this study calculated Cronbach·s alpha coefficients for the delivery of S-OJT scale, usefulness of the train-the-trainer program scale, affective organizational commitment scale, and selfefficacy as an S-OJT trainer scale in Table 2.

Table 3 shows the correlation matrix among the variables. € The results indicated that all of the variables were weakly or moderately correlated with each other. Also, no negatively correlated variables existed. € The model to confirm the relationships between latent constructs and factors was tested using SEM with the AMOS program. € In order to evaluate the adequacy of the fit of the proposed model to the data, a combination of fit indices was examined. The results for the proposed model showed that the chi-square was significant.
€

€ Figure

1 presents the standardized solution for the structural model. € The causal links in the proposed model were established.

€

€

€

The results indicated that S-OJT trainers who held positive experiences of being an S-OJT trainer through the train-the-trainer program felt a stronger belief that they could be a successful S-OJT trainer, delivered more thoroughly work contents based on five instructional events compared to trainers who did not, and felt stronger organizational commitment. In this model, self-efficacy served as a significant mediator: self-efficacy mediated the relationship between S-OJT trainer preparation through the trainthe-trainer program and trainers· delivery of S-OJT. In particular, S-OJT trainer preparation through trainthe-trainer programs was more important in terms of predicting self-efficacy than predicting trainers· delivery of S-OJT.

€ Self-efficacy

as an S-OJT trainer mediated between S-OJT trainer preparation and trainers· delivery of S-OJT. However, the causal influence of S-OJT trainer preparation through train-the-trainer programs is relatively high for self-efficacy as an S-OJT trainer compared to trainers· delivery of SOJT and organizational commitment.

€ The

results show that S-OJT trainers who perform their delivery of S-OJT according to five instructional events and who learn knowledge and skills that are needed to be SOJT trainer were more organizationally committed. € Also, trainers· delivery of S-OJT mediated between trainer preparation and organizational commitment and between self-efficacy and organizational commitment. Consequently, these results fully supported the study hypotheses.

€ causal

relationships exist between S-OJT trainer preparation through the train-thetrainer program, trainers· delivery of S-OJT, self-efficacy as an S-OJT trainer, and organizational commitment suggesting by A model. € Findings confirm the study·s conceptual model and support all the hypotheses. The model provides a good fit to the data.

€ The

results of the study further showed the understanding of how mutual interaction between the trainer and trainee allows S-OJT trainers to learn and develop their professional competences and in turn produces unintended consequences, such as trainers· organizational commitment.

€ This

study also reveals that S-OJT trainer preparation through train-the-trainer programs can directly influence self-efficacy as an S-OJT trainer. € At the same time, these variables are directly and indirectly able to affect the actions performed by trainers to deliver SOJT.

€ In

other words, when S-OJT trainers are well prepared through the train-the-trainer program, S-OJT trainers are more likely to feel stronger self-belief that they can perform well as an S-OJT trainer and to utilize essential actions to deliver S-OJT along with the instructional events.

€ Previous

research pointed mainly to the effectiveness of S-OJT on trainees and empirically showed a separate link between ¶¶input·· and ¶¶output·· or ¶¶process·· and ¶¶output·· based on a system view of S-OJT. € This study provides a possible research issue by proposing a path model underlying a systematic link, including input (S-OJT trainer preparation and self-efficacy as a trainer), process (trainers· delivery of SOJT), and output (organizational commitment of trainers) simultaneously in the S-OJT system.

The study is just dealing with the self-efficacy and organizational commitment of trainer not focusing on the trainee € Trainers deliver S-OJT needs to be regularly checked. In order to do this, some consistent and standardized forms to measure trainers· delivery of S-OJT should be developed. € This study examines one company in a Korean context. And not generalized for other population. So for future research needs to examine the research issues proposed from this study in more diverse settings.
€

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