TRAINING AND

DEVELOPMENT
GROUP MEMBER
 Rabia Saleem
 Hina Akram
 Atiya Bano
 Lubna Ishtiaq
THE IMPACT OF
STRUCTURED ON THE
JOB TRAINING ON THE
TRAINERS
ORGANIZATIONAL
COMMITMENT

Daeyeon Cho
study)
CONTENTS

Results, conclusion and implication, critical evaluation

INTRODUCTION:
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
CON………
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.
CON……..
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
CON………
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 S-
OJT is viewed as the training process.
CON………
The organizational commitment of trainers
can be an output of the dynamic interactions
between input and process components.
Organizational
b/w input and
commitment
process
can be output
VARIABLES:

Structu Organi
red on Self- zation
the job effica al
trainin cy Comm
g itment
 On-the-job training refers to training that takes place
at a trainee’s regular workstation

Unstructured OJT occurs on the worksite Structured OJT is a form of individualized

but is not logically sequenced. As such,
learners are expected to learn by watching
what experienced workers do or by actually
doing the work
training that allows a novice employee in
Jacobs, 2003
need of training to receive the necessary
knowledge, develop the required skills, and
improve his or her performance on the job.

Johnson and Leach 2001 Bjorkquist and Murphy 1996

 Self- Self-efficacy can be defined as
●

“beliefs in one’s capabilities to

efficac organize and execute the
courses of action required to
y produce given attainments

Organizat Organizational commitment can

●

ional be thought of as the level of

attachment felt toward the
commitm organization in which one is
employed
ent
OBJECTIVE:

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
ATTIYA BANO

06010611-009
 HYPOTHESIS

S-OJT trainer preparation through train the- trainer

●

Hypothesis 1 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

Both trainers’ delivery of S-OJT and S-OJT trainer

●

Hypothesis 3 preparation has a positive impact on trainers’

organizational commitment
LITERATURE REVIEW:
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 self-
efficacy and organizational commitment
THE DELIVERY OF S-OJT

 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.

 All 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).
FIVE TRAINING EVENTS TO DESCRIBE
TRAINERS’ ACTIONS

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
CON……….

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.
CON………..

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).
CON………..

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.
CON………

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.
  
 S-OJT TRAINER PREPARATION AND SELF-EFFICACY AS A TRAINER
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 self-
efficacy.
 Self-efficacy can be increased as a result of
learning and feedback (Washington 2002).
ORGANIZATIONAL COMMITMENT:

 Affective commitment refers to ‘‘the

employee’s emotional attachment to,
identification with, and involvement in the
organization’’ (Meyer and Allen 1991, p. 67).

 For 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).
CON……….
 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.
Resear Correlation
●

ch research design is
used in this study
Design
Type
This is exploratory
of
●

type of study

study
METHODS
 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.
Rabia Saleem
06010611-001
SAMPLE

 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.
CON……..
 Demographic 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
MEASURES
 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 .
S-OJT TRAINER PREPARATION

 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.
S-OJT TRAINER’S DELIVERY OF
S-OJT
 This construct consisted of six variables.
Jacobs (2003) identified the three basic
actions of trainers to prepare to deliver S-
OJT, 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.
SELF-EFFICACY AS AN S-OJT
TRAINER
 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.
AFFECTIVE ORGANIZATIONAL
COMMITMENT
 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).
ANALYSIS
 There are many different types of statistical
techniques are used in analysis that can be
define as:
T.TEST
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 (SEM)
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.
CON…….
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.
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

Confirmatory factor analysis is an extension

of factor analysis in which specific
hypotheses about the structure of the factor
loadings and intercorrelations are tested
CON………
 Structural equation modeling done by the
help of AMOS software.
 AMOS provides you with powerful and
easy-to-use structural equation modeling
(SEM) software.
ANALYSIS OF MOMENT
STRUCTURES (AMOS)
 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.
CON…….
 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.
CON……….
 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.

STATISTICAL PACKAGE FOR THE
SOCIAL SCIENCES (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
Hina Akram
06010611-033
AFTER DEFINING THE STATISTICAL TECHNIQUES
THE FURTHER ANALYSIS CAN BE DEFINED AS:

 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.
CON……….
 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 self-
efficacy as an S-OJT trainer scale in Table 2.
RESULTS:
 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.
CON………..
 Figure 1 presents the standardized solution
for the structural model.
 The causal links in the proposed model were
established.
CON…………
 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 train-the-trainer
program and trainers’ delivery of S-OJT.
 In particular, S-OJT trainer preparation through train-the-
trainer programs was more important in terms of
predicting self-efficacy than predicting trainers’ delivery of
S-OJT.
CON…………
 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 S-
OJT and organizational commitment.
CON………….
 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 S-
OJT 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.
CONCLUSIONS
 causal relationships exist between S-OJT
trainer preparation through the train-the-
trainer 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. 
IMPLICATION OF THE STUDY
 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.
CON……….
 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 S-
OJT.
CON………..
 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.
CON………..
 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 S-OJT), and
output (organizational commitment of
trainers) simultaneously in the S-OJT system.
CRITICAL EVALUATION
 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.
63