Impact of Training of Employees of Education Sector on Job Satisfacation

Literature Survey:
Literature survey is the documentation of comprehensive review of published and
unpublished work from secondary sources of data in the areas of specific interest to the
researcher. In thisImportant variables that are likely to influence the situation are not left
out.

Overview of Training:
One major area of the Human Resource Management function of particular relevance to
the effective use of human resources is training and development. Few People these days
would argue against the importance of training as a major influence on the success of an
organization. Employees are a crucial, but expensive resource.
In order to sustain economic growth and effective performance, it is important to enhance
the contribution of employees to the aims and goals of the organizations. The importance
of training as a central role of management has long been recognized by leading writers.
For instance according to Drucker (1998), the one contribution a manager is uniquely
expected to make is to give others vision and ability to perform.
Training is necessary to ensure an adequate supply of staff thatis technically and socially
competent and capable of career development into specialist departments or management
positions. There is therefore a continual need for the process of staff development, and
training fulfills an important part of this process.
Training should be viewed therefore as an integral part of the process of total quality
management.

Human Resource Management and Training:

Beardwell and Holden (1993) argue that the recognition of the importance of training in
recent years has been heavily influenced by the intensification of competition and the
relative success of organizations where investment in employee development is
considerably emphasized. They add that technological developments and organizational
change have gradually led some employers to the realization that success relies on the
skills and abilities of their employees, and this means considerable and continuous
investment in training and development.
It is the view of Beardwell and Holden (1993) that Human Resource
Management concepts such as commitment to the company and the growth in the quality
movement have led senior management teams to realize the increased importance of
training, employee development and long-term education. Such concepts require not only
careful planning but a greater emphasis on employee development.

Training:
According Cole (2002:330), in his book Personnel and Human Resource
Management, training is a learning activity directed towards the acquisition of specific
knowledge and skills for the purpose of an occupation or task. The focus of training is the
job or task for example, the need to have efficiency and safety in the operation of
particular machines or equipment, or the need for an effective sales force to mention but a
few.
Training is the planned and systematic modification of behavior through learning events,
activities and programs which results in the participants achieving the levels of
knowledge, skills, competencies and abilities to carry out their work effectively. Pheesey
(1971:130) defines training as the systematic process of altering the behavior or attitudes
of employees in a direction to increase the achievement of organizational goals. This
means for any organization to succeed in achieving the objectives of its training program,
the design and implementation must be planned and systematic to enhance performance
and productivity.
Many thinkers defined training as a planned process to modify attitude, knowledge or
skill behavior through learning experience to achieve effective performance in an activity
or range of activities. According to them, the purpose of training in the work situation is
to develop the abilities of the individual and to satisfy the current and future needs of the
organization.Most organizations have long recognized the importance of training to its
development. As new technology progresses, an increasing emphasis is being placed on
the need for a skilled and highly trained workforce. Many of the jobs being replaced by
machines and this emphasizes the need for higher education and skills for those wishing
to gain employment in the future.
The success of a training program depends more on the organizations ability to identify
training needs and the care with which it prepares the program because if the trainees do
not learn what they are supposed to learn, the training has not been successful.
If the trainees do not learn anything then of what benefit will they be for the organization.
If trainees return empty, with nothing to contribute, it can also mean that even though the
organization might have done all that is necessary to ensure a successful training
program, the wrong candidate might have been selected for the training program.
Training therefore can be explained as a planned and systematic effort by management
aimed at altering behavior of employees, in a direction that will achieveorganizational
goals. A formal training program is an effort by the employer to provide opportunities for
the employee to acquire job-related skills, attitudes and knowledge.

Benefits of Training:
The purpose of training is mainly to improve knowledge and skills, and to change
attitudes or behavior. It is one of the most important potential motivators which can lead
to many possible benefits for both individuals and the organization. Changing technology
requires that employees possess the knowledge, skills and abilities needed to cope with
new processes and production techniques. According to Cole
(2002) training can achieve:
1) High morale - employees who receive training have increased confidence and
motivation;
2) Lower cost of production training eliminates risks because trained personnel are
able to make better and economic use of material and equipment thereby reducing and
avoiding waste;
3) Lower turnover training brings a sense of security at the workplace which reduces
labor turnover and absenteeism is avoided;
4) Provide recognition, enhanced responsibility and the possibility of increased pay and
promotion;
5) Give a feeling of personal satisfaction and achievement, and broaden opportunities for
career progression; and
6) Help to improve the availability and quality of staff.
According to Krietner (1995:8) in his book The Good Managers Guide, no matter how
carefully job applicants are screened, typically a gap remains between what the employee
does know and what they should know. An organization which desires to gain the
competitive edge in its respective industry, needs among other things, extensive and
effective training of its human resources.
Training is therefore a key element for improved organizational performance; it increases
the level of individual and organizational competences. It helps to resolve the gap
between what should happen and what is happening between desired targets or standards
and actual levels of work performance. The development of skills has been identified as a
key factor in sharpening competitiveness.

The Effect of Training on Job Satisfaction

Most ofthe literature inthis area has focused on the impact of education and skills on job
satisfaction ratherthan the effect oftraining as such. One exception is Siebern-Thomas
(2005)who, analyzing 13 countries in the European Community Household Panel
(ECHP)1994-2001, found that job satisfaction tended to be higher where there was access
to workplace training.
The relationship between skill acquisition and job satisfaction is not straightforward.
First, thereisthe distinction between general and specific skills. The portability ofgeneral

skills may raise job satisfaction as it is easier to moveto other jobs where satisfaction is
higher. In contrast, specific skills bind the worker to the firm and may reduce satisfaction
by creating a barrier to exit as workers will lose aportion of the return onsuch skills ifthey
move. This leads on to the question of the matching of individual skills and levels
ofeducation with jobrequirements. Ifworkers are mismatched in terms of skill and
education requirements, thismay lower job satisfaction, as evidenced in the earlier
literature.
In fact, moststudies have focused on over- and under-education rather than over-skilling
and under-skilling. Thus, Hersch (1991) found for the US that over-educated workers
were less satisfied than adequately educated workers and (1995) that over-educated
workers received less on-the-job training, but were morelikely to be promoted. Yet
Battuet al. (2000) found a negative relationship between over-education and promotionfor
UK graduates and no evidence of employers upgrading tasks given to the over-educated.
The same authors (1999) found that over-educated graduates had significantly lower job
satisfaction than those who were in graduate-level jobs.
In one of the few studies to focus on skilling, Allen and van der Velden(2001)
differentiated between education and skill mismatches, findingonly a weakrelationship
between the two. Importantly, they found a significant negative relationship between skill
mismatch and job satisfaction,whilethelink between education mismatch and job
satisfaction was insignificant. Bauer (2004), using the European Survey on Working
Conditions covering all EU member states, found that involvementof workers in High
Performance WorkOrganizations (HPWOs)was associated with higher job satisfaction.
Further, a skill index, derived frominformation on the number of days of training paid for
or provided by the employer had, with the UK being an exception, a positive and
significant effect on the 15 countries overall.

Training and Workplace Performance

Training may influence workplaceperformance directly by raising output per worker, or
be measured indirectly through its impact on the wageon the assumption that this is equal
to the marginal productivity oflabor. However, this will not be the case if there are
imperfections in the product or labor markets. Dearden etal. (2000, 2006) found that a
one percentage point increase in training was associated with an increase in value added
per hour of about 0.6 per cent, but an increase in wages ofonly 0.3 per cent, consistent
with employer monopoly power in the labor market, so that using wages as a proxy for
productivity would tend to under-estimate actual productivity.
The nature of training has been examined in a number of studies. Thus Barrett and
OConnell (1998) found that specific training had a bigger impact on wages and
productivity than general training. Mason et al. (1996) found that both value added and
product quality werehigher where workers were trained to take charge of several
production lines at once. Cosh et al. in a series of papers (1998, 2000 and 2003) found

that training had a strong and significant effect on employment growth in small firms
whenit was undertaken regularly rather than on an ad hoc basis. Especially for larger
firms there was also an association between intensity of training and profitability.
Training may also stimulate innovation in the workplace (Bartel and Lichtenberg, 1987).
Therefore it is doubtful whether different types of training impact either equally or
positively on performance.
Finally, training can have an indirect effect on performance if it increases job satisfaction
by, for example,making it easier for employees to performthe job or feel more valued (as
in Akerlofs 1982 conceptualization of the labor contract as a gift-exchange). Petty et al.s
1984 meta-analysis confirmssuch outcomes. In contrast, if workers feel dissatisfied they
may react in a number of ways (Farrell, 1983): through a sense of loyalty they may stick
it out; use a voice mechanism(Freeman, 1978, Freeman and Medoff, 1984); neglect their
responsibilities to the employer by absence, lateness, striking or reduced effort (Akerlof
and Yellin, 1986); or exit (Jovanovic, 1979, Burdett and Mortenson, 1998).

The Training Process:

Scores of Literature available on training (Cuming 1968, Italsey 1949, Dole 1985)
indicate that traditionally, training in an organization involves systematic approach which
generally follows a sequence of activities involving the establishment of a training policy,
followed by training needs identification, training plans and programs design and
implementation, evaluation and training feedback for further action.

Training Policies and Resources:

Kenney et al (1992:3) makes a point that companies should have different policies for
training depending on the class or level of employment or level of employees to be
trained. They pointed out that training policies are necessary for the following reasons:
1) To provide guidelines for those responsible for planning and implementing training;
2) To ensure that a companys training resources are allocated to pre-determined
requirements;
3) To provide for equality of opportunity for training throughout the company;
AndTo inform employees of training and development opportunities
As much as these policies seem to be accurate, they are quiet on the elements of
budgetary provision and top management support for training.

Presenting the Training:

a) Kinds of Training
There are various types of training that an organization may adopt depending on the main
objectives of training and these are outlined below;

Refresher Training
Here the employees are made to attend refresher courses at specific training Institutions.
This exposes the employee to modern trends in his field of business.
That is, it involves updating skills to meet the job requirement of employees.

Orientation Training
This is mainly concerned with telling new employees with the organization. This training
is aimed at getting all new entrants familiarize with the organizations goals, structure,
culture, work standard and other conditions of employment.

Career or Development Training

This type of training aims at preparing employees for the future. This enables employees
to take up higher responsibilities.

Job Training
This involves teaching the employee now to perform the job for which he or she was
hired or employed for. This is to help employees to acquire the necessary skills and
experience for specific jobs.

b)Methods of Training
The selection of method for training need to be based on identified training needs,
training objectives, an understanding on the part of the trainees, the resources available
and an awareness of learning principles. DeCauza et al (1996:70) explained that the most
popular training and development method used by organizations can be classified as
either on-the-job or off-the-job.
According to DeCauza et al, there are a variety of training approaches that managers can
use and these include:

i.On-the-job Training
This is the most widely used training method, as in comparison, on-the-job method of
training is simple and less costly to operate. Observing this method critically, the training
places the employee in actual work situations and makes them appear to be immediately
productive. Here, there is a close collaboration between trainer and learner. It includes
learning by doing method of training.

Learning by doing: This is a very popular method of teaching new skills and
methods to employees. Here the new employee observes a senior experienced
worker and learns what to do. The advantage here is that this method is tried and

tested and fit the requirements of the organization. The disadvantages are that the
senior worker is not usually trained in the skills and methods of training therefore
it can be a process that may be time consuming as a new comer struggles to deal
with the senior workers explanations. Far more successful is to use a senior or
experienced worker who has been trained in instruction or training method and
whose teaching skills are coordinated with a developed program linked to off-thejob courses.

ii.Vestibule Training
This method of training is where the worker is trained to use machine or perform a task
similar to the ones in the real work situation. Under this method of training, the training
program is conducted out of the job in an area separate from the work place under the
supervision of a skilled instructor. After going through the vestibule training for a
specified time period, the trainees are expected to apply their newly acquired skills when
they are assigned to their real job.

iii. Behavior Modeling

Here, some of the methods used in the assessment centers include business games, inbasket, simulation, problem-centered cases, and many others, to enable the trainee learn
the behaviors appropriate for the job through role-playing. The use of behavior modeling
is based on social theory, and it is in particular an effective method for interpersonal or
social skills training. This method of training incorporates the use of videos to clearly
demonstrate the way things ought to be done, what behaviors are to be avoided.
Behavior modeling is often based on the demonstration of the right and effective way to
behave and as a result, trainees are provided with facilities to practice this. Bryn
(1990:17) puts it this way, that behavior modeling is where target behaviors are selected
and videos on each of the behaviors produced, showing competent persons achieving
success by following specific guidelines. Key points are displayed on screen and are
backed by trainer-led discussions. Learning here is trainer enforced through role play.

iv. Case Study

Here, trainees are given case studies of real or imagined events in an organization to
study, analyze and give an opinion. After analyzing several cases under the guidance of
instructors, the trainees are exposed to certain concepts, problems, techniques and
experiences, which they will later face on the job. The object of this method is to help the
trainees think logically and develop the ability to analyze alternative courses of action
systematically and objectively.

v.Business Exercise
In this type of training exercise, the work situation is stimulated and the trainees are
presented with reports, correspondence and memoranda, as in a real work situation, to
handle. Business exercise training helps employees to develop decision-making, time

management, planning and communication skills. It also helps them to develop a feel
for the work situation before they apart the real job.

vi. Group Training

Group training method includes group discussions, seminar and sensitivity training. Here,
trainees having different or similar backgrounds and experiences meet to share ideas on
specific topics decided by the trainer. If organized properly, it offers trainees from
different backgrounds an opportunity to share valuable information and learn from each
others experience. The seminars have the benefit of encouraging participants whiles
providing opportunities for trainees to learn from each other.
So, as far as of my research is concern, is that the quality of employees and their
development through training and education are major factors in determining long-term
profitability of a small business. If you hire and keep good employees, it is good policy to
invest in the development of their skills, so they can increase their productivity.
An organization survives if it is performing well in the environment by being profitable
but if it fails to do so the organization may not survive. And worse is the decay of both
human and physical structures.
The rationale of training and development is not only on the ordinary employees but as
well as to their executives, to develop skills required in the diversification and
competitiveness by making the organization successful. The benefits fall entirely for the
employees and for the companies. The target of the training programs that implemented
in the companies is ultimately expected to contribute in the achievement of the objectives
of the companies, high morale of companies, increase the competency in the market, and
improve the living conditions of the employees. Under the participation of the
stakeholders, the guidelines and implementation of training programs for employees a
company can achieve positive results.
The workforce development is focused on attracting, developing, and retaining, the best
of the people from the broadest business practices to meet the objectives or goals of the
companies. Intentionally, training and development are provided for the employees with
best of the career opportunities in different industry and encourages their individual
growth and achievement.

Training Evaluation
Training Evaluation is a primary decision that must be made when assessing the effectiveness of
training. The training evaluation is a difficult and complex task (Easterby Smith, 1986; Arthur
and Bennett, 2003) while the most important activity during the training process is the final
logical stage; and organizations should assess their training efforts systematically. According to
Tannenbaum and Woods, 1992; Goldstein, 1993, the main objective of training evaluation is to
examine that the training has actually taught what was intended and to improve the course
contents for future use. The valuation process can be broken down into two procedures: (1) to
determine the measure of success or success criteria and (2) using experimental and nonexperimental design to determine the changes that have occurred during the preparation and

evaluation of teaching and learning. Standards should be installed to evaluate the intern at the
end of training and during actual work performance (Goldstein, 1986). In addition, the evaluation
must also focus on the design to evaluate the training program and his choice is dependent on the
goals to be achieved by taking into account the constraints of. In determining the effectiveness or
success program training, assessment is a process for assessing the degree of variety in terms of
knowledge of trainees,reactions, behavior and performance. Where this evaluation ultimately
provides important information related to positive or negative effect on the changes in the
targeted trainees. The short review like this is really important to be done to assess the
effectiveness of investment in training, educating and giving feedback on the trainees, showing
the extent of the training objectives are achieved, as a guide the planning of future, as a guide to
improve the program and provide training data or objects can verify the cost in managing the
training. Evaluation of the effectiveness of the training is the lifeblood of the human model
generation program. According to Kirkpatrick (1996), evaluation of training is very important for
improving the training program in the future, determine the need and appropriateness continue
the program and to create a database that can assist management in decision making.

Work Commitment
According to Websters dictionary (1992) defines commitment as the province of intellectual and
emotional adherence to some political, social or religious theory or action or practice; something
which engages one to do something; a continuing obligation. Employees commitment can
increase their motivation in neither learning contexts with personality nor explaining
dispositional influences on an employees motivation to better work through
learning (Naquin and Holton, 2002). Employees work commitment has received a great
attention and becoming an important issue in training, motivation (Noe, 1986; Tannenbaum et
al.,1991; Facteau et al., 1995) as it may be used to predict employees performances, absenteeism
and other behaviors (Dordevic, 2004).Peculiarly,the commitment has been examined from
various angles in the area of work (Mowday et al., 1982; Morrow, 1983; Martin and OLaughlin,
1984). Commitment can have positive and negative aspects for both employees and the
organization because these three elements are interconnected and it will reflect the nature
surroundings for each individuals level of dedication to the organization. According to Spector
(2000), there are many different definitions of commitment, but the whole, involves attachment
of people to work. Commitment to work is a variable that reflects the degree of relationship is
considered owned by the individual for a specific task within the organization. The work
commitment can be defined as the degree of relationship of the individual to assert himself in his
work in a particular organization (Jewell and Siegall,1998). Greenberg and Baron (1993)
suggested that work commitments reflect the level of identification and involvement of
individuals in employment and willingness to leave the job. In outline Meyer, Allen and Smith
(1993), the third approach is to commitment component departs from the point of view that
commitment is a psychological state that the critiques employee relationship with the
organization, and has implications for the decision to continue or discontinue membership in the
organization. Lee et al. (2000), defines work commitments as a psychological relationship
between someone with a business that is based on affective reactions to the task. More is said tha
who has a high work commitment will be stronger identifying itself with the work and cause
more positive feelings about the occupation. They feel an emotional connection to someone on
the job has a significant impact on a variety of work behaviors displayed and more importantly,

impact on employees' desire to support the work. The current study focused a person on the
moral dimension as the indicator of commitment. There are three dimensions of work
commitment which is playing a prominent role in organizations. The direct attention focuses on
these three dimensions such as affective commitment, continuance commitment and normative
commitment.

Job Satisfaction
Job satisfaction and employee satisfaction are very important in organizational behavior because
both are common aspect that most related to the employees attitudinal response to his or her
organization. Job satisfaction is conceptualized as an evaluative, cognitive and affective
components that contribute to higher performance and dedication to the organization.The current
research has been indicating the four main common factors that may lead to job satisfaction such
as the workers personality, the workers values, the social influence and the work situation itself
(Ghazzawi, 2008). The workers personality affects how he thinks about a job, either being more
positive or more negative. A person who has high on the extraversion personality trait has a high
level of tendency in job satisfaction if compared with a worker who is low on the same trait
(George and Jones, 2008). Previously, the researcher has pointed out that job satisfaction can
influence the employees attitude and views toward their job. The most important factors for
understanding job satisfaction is the values or beliefs because it is well-established. The intrinsic
or extrinsic orientation work values relate to job satisfaction (eg. Ellickson, 2002; George and
Jones, 2005).Consequently, employee job satisfaction can be defined as a work situation because
it is the most prominent elements of job satisfaction. In actual fact, many organizational
procedures change because of the dealing with training programs that allow the employee to take
a responsibility in dealing their tasks and re-structuring the task by implementing the strategy
from training programs. Understanding the relation between training and job satisfaction is logic
to explore among employees and organizations because both can give benefit to the organization.
Job satisfaction is a general attitude of an individual's employment (Robbins, 2001). Job
satisfaction and demonstrate the suitability of a person arises and provided employment
consideration. These expectations are fulfilled could lead to the existence of an individual's
commitment to the organization. An individual who possesses a firm commitment to the
organization will have identification, earnestlyengaged in staffing and no loyalty and positive
impact toward organization. The behavior appears to work towards the organization's goals and
desire to remain associated with the organization in the long period of time.

Job Performance
According to Karia, 1999; Karia and Ahmad, 2000; Acton and Golden, 2002, training facilitators
are updating of skills and lead to increase commitment, well being, and sense of belonging,
thus directly strengthening the organizations competitiveness. In order to achieve a highperformance culture that ensured employees commitment and contribution at work management
should initiate with following behavior oriented steps (Kumar, 2006). Job performance is
related to the willingness and openness to seek and achieve new aspects of the job that increased
the individuals productivity (Sinha, 2004). Every organization concerns job performance as a
major aspect because they anticipate that performance improvement is a super target amongst the
organizations objectives. Numerous researchers agreed that performance has to be well-thoughtout as a multi-dimensional concept because the most basic level can make a distinction between
a process aspect (i.e., behavioral) and an outcome aspect of performance (Borman and

Motowidlo,1993; Campbell et al., 1993; Roe, 1999). Therefore, performance must be remarked
from effectiveness to productivity or efficiency (Pritchard et al., 1992; Campbell et al., 1993).
Researchers highlighted that job performance can bring wider changes in the organization in
order to sustain a work culture and climate. In reality, individuals performance can achieve the
organizational vision and goals. Instead of the meaning of the performance referred to as
performance or in English referred to the performance. In principle, there are other terms more
reflect on the "performance" in English that is the word "Achievement". Simply because the
word is derived from the verb "to Achieve" which means "reach", then in the Indonesian
language is often interpreted as a "performance" or "what achieved ". According to (Dharma,
2001) is a comparison between the execution of one's appearance with the desired outcomes. The
guest's evaluation work shows the results achieved for this officer. According to (Dessler,
2002) is an employee's work performance information used as a basis for decision-making
on the promotion and salary. Performance evaluation is a systematic assessment of the employee
by the superiors or some other member will understand the job performance by
an employee or department. According Simamora (2002) work performance evaluation is a
useful tool not just for assessing the work of the employees, but also to train and motivate the
organization among employees. Opinions are not much different to say that performance
appraisals is the process through which organizations evaluate or assess the performance of
employees, these actions can improve personnel decisions and provide feedback to employees
about their job performance, (Handoko, 2001).

Questionnaire
Questionnaire for research study on,
The impact of training on job satisfaction and employee performance in workplace
INSTRUCTIONs:

Please read each question CAREFULLY

ENCIRCULE the best option

ENCIRCULE only one option

BASIC DEMOGRAPHIC DATA (PLEASE TICK WHERE APPROPRIATE)

1. How old are you? (Years)
a)
b)
c)
d)
e)

18 25 ( )
26 35 ( )
36 45 ( )
46 55 ( )
56 59 ( )

2. Gender;
a) Male ( )

b) Female ( )

3. Educational Background;
a)
b)
c)
d)
e)

Becholars
()
Masters
()
M.phil
()
P.hd
()
Other (please specify) ( )

4. What is your position here?

a)
b)
c)
d)
e)

Visiting Lectutare ( )
lectutare ( )
Assistance professor ( )
professor( )
principal ( )

5. How long have you been working with in this organization?

a)
b)
c)
d)

1 10 years ( )
11 20 years ( )
21 30 years ( )
31 40 years ( )

6. Are you aware of any training program here?

a) Yes
b) No
7. Have you had any form of training since you joined this organization?
a) Yes ( )

b) No ( )
8. If you have been here for at least two years, how many times have you had any form of
training?
a)
b)
c)
d)

Only once ( )
Twice ( )
Several times ( )
Never ( )

9. What were the objectives of the training?

a)
b)
c)
d)

To help improve performance ( )

To acquire more skills ( )
To enhance job satisfaction ( )
All above ( )

10. What methods were used for the facilitation?

a)
b)
c)
d)

Seminar ( )
On-the-job training ( )
Understudy training ( )
Formal Lectures ( )

11. Are you motivated by and satisfied with the training program of here?
a) Yes ( )
b) No ( )
12. In your opinion, do you think training has helped improve your performance since you joined
this organization?
a) Yes ( )
b) No ( )
13. In your opinion, do you think training has helped improve your job satisfaction?
a) Yes ( )
b) No ( )
14. Has training offered you the opportunity to identify any potential you have for further
development?
a) Yes ( )
b) No ( )
15. Is employees training necessary to increase job satisfaction?

a) Yes ( )
b) No ( )
16. What is the effect on a company's performance having better trained and developed
employees?
a)
b)
c)
d)
e)

Enhanced employee performance

Decreased employee performance
Demotivated employee
High employee turnover
No effect

17. What are the desired outcomes of the training?

a) Employee performance
b) Skilled workforce
c) Better institution performance
18. Which training method is more effective?
a)
b)
c)
d)

Seminars
Lectures
Workshops
Coaching

Theoretical framework:
The theoretical framework is the foundation on which the entire project is based. In this,
the variables found in literature review are labeled and their relationship is explained.
Based on above literature review, the variables are training, job satisfaction, and
workplace performance, and training benefits,and commitment. From these variables
training is the independent variable and training benefits , employee
commitment,employee performance and job satisfaction are dependent variables.
An institution performance depends on its employes (staff) performance. When
employee will be satisfied with its job, then he/she will perform well and hence job
satisfaction as well as performance can be increased through training of employees.
Because when the performance of employees increases, the benefits also increases that
led to a education sector to better perform . So, there is a positive relationship between

independent variable (training) and dependent variable (training benefits,employee

commitment,employee performanceand job satisfaction).
Hence from research it is clear that if there are trained employees in education institution
then the performance and job satisfaction increases.
Schematic representation of independent and dependent variables;

Training
benefits

Employee
commitment
Employee
performance

Job
satisfaction

Dependent variable

Independent variable

Research Methodology:
Methodology encompasses many ways, such as distributing questionnaire to the respective
respondents, interviewing and conducting observations to assess the findings. In this study,
distributing questionnaire are the main methods to analyze the effects of training on
employees job satisfaction and performance.

Scientific research design:

A research design is a systematic plan to study a scientific problem. The design of a study
defines the study type (descriptive, exploratory, correlational, causal).

Target Population:
The target population of this research is employees who are working in public and private
colleges and universities of Multan City, based on their training experience. The trainings
are either organized by the organizations itself or any training programs that attended by
the employees, in the relations of their work tasks.

Sample Size:
In my research, sample size is 50.

Type of Study:
I use descriptive study and type of investigation is causal as there is one independent
variable.

Sources of Data:
I have collected data from primary and secondary resources