American Journal of Scientific Research

ISSN 1450-223X Issue 6 (2009), pp.39-51

© EuroJournals Publishing, Inc. 2009
http://www.eurojournals.com/ajsr.htm

The Effectiveness of Training in the Public Service

Haslinda, A
Faculty of Economics and Management, Universiti Putra Malaysia
43400 Selangor, Malaysia
E-mail: hba@putra.upm.edu.my; drhaslinda@gmail.com

Mahyuddin, M. Y
Graduate School of Management, Universiti Putra Malaysia
43400 Selangor, Malaysia
E-mail: mxudin@yahoo.co.uk

Abstract

The aim of this study is to examine the effectiveness of training and development in
the public sector using training evaluation framework and transfer of training elements.
Quantitative method through questionnaire survey was used for data collection in which
questionnaires were distributed to respondents in various Ministries and departments in the
Federal Territories of Kuala Lumpur and Putrajaya. The findings of this study suggest that
public service employees were evaluated at all five levels of evaluation, namely, the
reaction, learning, behavior change, results and transfer of training levels. Factors that can
affect the effectiveness of training in the public sector include lack of support from top
management and peers, employees’ individual attitudes, job-related factors and also the
deficiencies in training practice. Information obtained could be practical when management
decides to analyze the evaluation and transfer of training elements that has been addressed
in this study as to get management support and to create conducive environment to apply
related skill and knowledge on the job.

Keywords: Training and Development, evaluation, transfer of training, public service,

Malaysia

1.0. Introduction
In Malaysia, the importance of providing training and development is seen through the various policies
implemented by the government and the large amount of money invested. In relation to the public
sector, the government policy is to provide a minimum of seven training days per year for every
employee as cited in the Public Service Department Service Circular, 2005. It happens that training and
development in Malaysia civil service taking place as an event. In order for a training and development
system to be of value to an organization, it must be elevated to a high status, and it must measures its
effectiveness.
Organizations can no longer afford to provide training that has not been evaluated for its
contribution to the organization’s strategic goals and mission and its effectiveness and use on the job to
achieve those goals (Brinkerhoff, 2005). Effectiveness goes to the heart of what training and
development are all about in an organization: giving employees the knowledge and skills they need to
The Effectiveness of Training in the Public Service 40

perform their jobs effectively (Noe & Schmitt, 1986). In order to initiate more effective training,
organizations need to look at how the training and development system is aligned with the strategy of
the organization and at what is being done to make sure that all training and development activities are
effective. Moreover, the government has spent enormous amount of money on employees in the public
sector and more expenses will be incurred by the government in training its public sector employees in
order to achieve a knowledge-based workforce and knowledge-economy in tangent with the country’s
vision 2020. However, presently, many grievances and complaints have been directed towards public
sector employees for their ineffectiveness and inefficiency. Despite, the government’s spending on
their training and development to improve performance, these complaints and grievances are on the
increase. For example, complaints on public sector employees in 2007 was 5,347 cases and an increase
of 33.7% is seen in 2008. Hence, this study is timely and important to examine the effectiveness of
training and development programs of public sector employees. Therefore, it is important to examine
the effectiveness of training and development in the public sector since enormous amount of money
has been invested on its employees. Hence, the objective of this study is to examine the effectiveness
of training and development in the public sector in Malaysia.

2.0. Conceptual Framework

The first part of the study framework is based on Kirkpatrick model, in which employees’ reaction,
learning, behaviors, results and return on investment (ROI) will be examined. The second part of the
study will examined the transfer of training but only to the context of after training; to explore the
effectiveness of training and development by looking at how is transfer of training applied after
training. The final part of the study will examine other factors that can influence the effectiveness of
training and development.

Figure 1: Conceptual Framework

Evaluation
• Level 1 - Reaction
• Level 2 - Learning
• Level 3 - Behaviors
• Level 4 - Results
• Level 5 - ROI

Transfer of Training Effectiveness

(After attending a of Training
course) and
Development
Other Factors
Affecting Training
Effectiveness

3.0. Review of Literature

3.1. Kirkpatrick’s Evaluation of Training
Kirkpatrick’s model of evaluation is being applied. This model consists of four levels of evaluation.
The first level is the reaction level in which the reactions of the trainees are understood to mean the
way in which they perceive and subjectively evaluate the relevance and quality of the training. It
41 Haslinda, A and Mahyuddin, M. Y

attempts to answer questions regarding the participants' perceptions - Did they like it? Was the material
relevant to their work? This type of evaluation is often called a “smileysheet.” According to
Kirkpatrick, every program should at least be evaluated at this level to provide for the improvement of
a training program. At this level, evaluation measures the satisfaction of the people who followed the
training. In conjunction with that, positive reactions are of critical importance in creating sufficient
learning motivation. In this sense, the participants' reactions have important consequences for learning
(level two). Although a positive reaction does not guarantee learning, a negative reaction almost
certainly reduces its possibility.
Learning can be described as the extent to which the attitudes of the participants change, their
knowledge increases or their skills are broadened as a consequence of the training. This is a second
level of evaluation of learning behavior whereby evaluation is intended to measure the progress made
in terms of knowledge, skills or attitudes. In other words, evaluation tests the participants to see
whether new skills have been acquired. At this point, evaluation can relate to the method used to
transfer the knowledge, skills and attitudes. To assess the amount of learning that has occurred due to a
training program, level two evaluations often use tests conducted before training (pretest) and after
training (post test). Assessing at this level moves the evaluation beyond learner satisfaction and
attempts to assess the extent students have advanced in skills, knowledge, or attitude. Measurement at
this level is more difficult and laborious than level one. Methods range from formal to informal testing
to team assessment and self-assessment. If possible, participants take the test or assessment before the
training (pretest) and after training (post test) to determine the amount of learning that has occurred.
A third evaluation level is that of changes in job behavior or performance. This involves
studying the change in job behavior which takes place as a result of the training. Evaluating at this
level attempts to answer the question - Are the newly acquired skills, knowledge, or attitude being used
in the everyday environment of the learner? At this point, evaluation sees whether tasks are performed
differently before and after the training. In order for positive reactions and learning effects actually to
lead to changed job behavior, the transfer of acquired skills to the work situation must especially be
ensured. The quality of this transfer is strongly dependent on the support the participant receives after
the training, especially from his immediate supervisor or coach (Kirkpatrick, 1998). From a study by
Bergenhenegouwen (1997), which explain the low effectiveness of training courses, are found in this
area in which immediate bosses who have more of a discouraging effect, who themselves do not set a
satisfactory example or provide insufficient supervision. For many trainers this level represents the
truest assessment of a program's effectiveness. However, measuring at this level is difficult as it is
often impossible to predict when the change in behavior will occur, and thus requires important
decisions in terms of when to evaluate, how often to evaluate, and how to evaluate.
Level four evaluation attempts to assess training in terms of organizational results. At this
point, evaluation checks how the results are evaluated at the end of the training initiatives. An
evaluation of the results therefore measures the progress made at organizational level. Frequently
thought of as the bottom line, this level measures the success of the program in terms that managers
and executives can understand - increased production, improved quality, decreased costs, reduced
frequency of accidents, increased sales, and even higher profits or return on investment (Level 5 -
ROI). From a business and organizational perspective, this is the overall reason for a training program,
yet level four results are not typically addressed. Determining results in financial terms is difficult to
measure, and is hard to link directly with training.
According to Kirkpatrick (1998), the subject of evaluation or the level at which evaluation
takes place is dependent on the phase during which the evaluation takes place. In Kirkpatrick's four-
level model, each successive evaluation level is built on information provided by the lower level.
Assessing Training Needs often entails using the four-level model developed by Donald Kirkpatrick
(1994). According to this model, evaluation should always begin with level one, and then, as time and
budget allows, should move sequentially through levels two, three, and four. Information from each
prior level serves as a base for the next level's evaluation. Thus, each successive level represents a
The Effectiveness of Training in the Public Service 42

more precise measure of the effectiveness of the training program, but at the same time requires a more
rigorous and time-consuming analysis.

3.2. Transfer of Training

Training transfer generally refers to the use of trained knowledge and skills back on the job. Baldwin &
Magjuka (1988) mentioned that for transfer to occur, “learned behavior must be generalized to the job
context and maintained over a period of time on the job”. Meanwhile, Saks & Haccoun (2007) views
training transfer is the generalization of knowledge and skills learned in training on the job and the
maintenance of acquired knowledge and skills over time.
According to the transfer of training framework by Saks & Haccoun (2007), the transfer of
training activities could be segregated into three phases which is before, during, and after training to
facilitate and improve the transfer of training. However, for the purpose of this study, only transfer of
training after training is being applied. In this case, the management must ensure that trainees have
immediate and frequent opportunities to practice and apply what they learn in training on the job. The
management should also encourage and reinforce trainees’ application of new skills on the job. There
are many other things that managers do to facilitate transfer such as develop an action plan with
trainees for transfer and show support by reducing job pressures and workload, arrange practice
sessions, publicize transfer successes, give promotional preference to employees who have received
training and transfer, and evaluate employees’ use of trained skills on the job (Wexley & Baldwin,
1986).
The trainer should conduct follow-up or booster sessions following a training program. Trainers
should maintain their involvement in the training and transfer process by conducting field visits to
observe trainees’ use of trained skills, provide and solicit feedback and provide continued support and
assistance to trainees (Lim & Johnson, 2002).
Trainees should be able to use new knowledge and skills on the job as soon and as often as
possible. At the same time, trainees should meet with their supervisor to discuss opportunities for
transfer. Trainees might also establish a network of peers who also attended a training program that can
provide assistance and support each other for using their trained skills on the job. Trainees should also
set goals for practicing their newly acquired skills on the job (Foxon, 1997).

3.3. Factors Influencing the Effectiveness of Training and Development

In the real world, there are some other factors that influence the effectiveness of training and
development in an organization. One of them that have been identified by Haywood (1992) is the
human resource policy of training and development. He mentioned that too many training program
place emphasis on ease and the very purpose behind the design of programs namely, learning, skill
development and behavioral change, has defeat the original purpose and goals of training are lost and
the means all too readily becomes the end. Furthermore, the human resource policy would determine a
clear link between training and an organization’s career development and reward system in which
training might leads to recognition and advancement (Cheng & Ho, 1998).
Indeed, the trainers’ capabilities as a subject matter expert would determine the effectiveness of
training and development. Training programs can be trivialize if the organization hiring unqualified
trainers that could defect the transfer of learning to the employees. In addition, employees’ attitude and
motivation are one of the factors that might influence the effectiveness of training and development.
Therefore, the positive attitude should be foster through the constant emphasis on team building
program to enhance the employees’ motivational effort. In relation to this, the employees’ motivation
in transfer and transfer climate are crucial to ensure the effectiveness of training and development
(Bumpass, 1990).
Finally, the commitment of top management to the training and development is critical to its
success. Organizations whose top management view training as a way to meet organizational goals by
43 Haslinda, A and Mahyuddin, M. Y

making sure that employees take an active part in the delivery of training and in the planning of
training objectives; and by maintaining a financial commitment to training (Facteau et al., 1995).

4.0. Methods
A quantitative approach was adopted and a survey was chosen as the method of enquiry. The
development of the survey instrument, a questionnaire, was guided by the research questions and was
based on the literature reviewed. The questionnaire assessed the five level of evaluation, namely, the
reaction, learning, behavior change, results and transfer of training levels. A total of 120 questionnaires
were distributed to respondents with a response rate of 50%. Respondents were chosen from various
Ministries and departments in the Federal Territories of Kuala Lumpur and Putrajaya using simple
random sampling. The data were analyzed through SPSS (Statistical Package for Social Sciences).

5.0. Findings and Discussion

5.1. Reaction Level of Evaluation
Table 4.2 shows the reactions of respondents on one of the course they attended during the past one
year. The findings revealed that a total of 78.3% of the respondents agree that they enjoy the courses
attended. Most of the respondents (78.4%) agree that the objectives of the training program have been
fully achieved. About 68.4% agree that their personal objectives for attending the training program
have been achieved. Most of the respondents (78.3%) responded that their training program is relevant
to their job. In addition, majority of the respondents (81.7%) reported that the training they attended is
important to their job. The rest of the respondents (70%) agree that the content of the training was easy
to follow. Out of 60 respondents, 56.7% responded that there were sufficient exercises, simulations and
role plays in helping them to follow the training program. Most of the respondents (76.6%) responded
agree that they have learned what they needed to, and got some new ideas from the training program.
Majority of the respondents (80%) agree that the overall rating for the training program is good. This is
in line with findings by Sanchez and Medkik (2004) indicate that trainees’ reactions towards training
were positive. According to a study conducted by Nancy (1988) revealed that whenever training is
organized according to the employees’ needs and is job-relevant it has a much higher impact on
participants. Finally, even if the course contents and methods are adequate, if the organization’s
atmosphere is not conducive to implementation, training will have very little impact on the employee
and his job performance.

5.2. Learning Level of Evaluation

Table 4.3 shows the evaluation of respondents towards training which based on the learning (level 2)
of Kirkpatrick’s evaluation model. The findings revealed that most of the respondents had little (35%)
or fair (55%) level of knowledge before completing the training program attended. Only 8.3% of the
respondents reported having high level of knowledge and skill on the topic of the course before
attending the training program. However, most of the respondents (73.4%) were found to be having
high level of knowledge and skill after completing the training program. And 23.3% of the respondents
had fair level of knowledge and skill upon completing the course. However, this is in contrast with
findings by Salas et al., (2006) indicate that the impact of training on learning and behavioral changes
suggest mixed results across and within domains. According to a study conducted by Nancy (1988)
who reported that the course had some kind of impact on the increase of trainees’ theoretical
knowledge. The comment most commonly expressed was that program attendance stimulated the
desire for further reading and study and that it had a ‘broadening effect’, which led to looking at old
things in new and different ways.
The Effectiveness of Training in the Public Service 44

5.3. Behavioral Change Level of Evaluation

The results revealed that most of the respondents agree that what they learn can be applied to their job.
As shown in Table 4.4, more than three quarter (78.3%) of the respondents agree that the content of the
course is practical and useful to their current work. In addition, 75% of the respondents reported their
ability to use the knowledge and skills gained through the course to their jobs. In the literature, for
instance, Santos and Stuart (2003) found that only 34% of managers reported using new skills or
knowledge learned in training compared to 61% of non-managers. In addition, according to a study by
Nancy (1988) revealed managers admitted that their organization’s climate, even though favorably
disposed towards training, would rarely allow for implementation of new ideas and techniques. About
70% of the respondents agree that the course content focused on what is specifically needed to learn.
Majority of the respondents (81.7%) agree that they have acquired information and knowledge that is
new to them. More than three quarter (78.3%) of the respondents rating the overall training program as
very useful and beneficial to them. Finally, about 76.6% expect the training program will make a
difference in the way they do their job. Even though there are only a minor of 5% of the respondents
that do not expect this training will make a difference in the way they do their job, the organization
should not take this lightly and keep on sending them on training programs. They should instead take
measure to act on their weaknesses and feedback from the respondents on various factors. Open
discussion between the superior and the subordinates will be necessary for mutual benefit.

5.4. Results Level of Evaluation

Table 4.5 shows the response in relation to results of the training program they have attended. Most of
the respondents (71.6%) think the ideas and information will improve their effectiveness and results.
Only 3.3% responded disagree on the ideas and information acquired from the training program will
improve their effectiveness and results. Majority of the respondents (66.7%) view on-the-job
performance will improve after attending the training program. Out of 60 respondents, 55%
respondents think the management will give promotional preference to employees who have received
training and transfer of training. This is true where beliefs about the potential benefits of training such
as promotion or increases in pay better predict the likelihood for training success than the training
budget (Elsbach, 2004). In addition, a clear link between training and an organization’s career
development and reward system signals that training leads to recognition and advancement (Santos &
Stuart, 2003). Furthermore, according to a study conducted by Nancy (1988) indicate that most
respondents said that their organization provided some kind of training for their managers, a formal
training policy, linking training with planning, recruitment, appraisal or promotion practices. However,
only a few organizations would consider promotion possibilities when deciding upon a manager’s
training and would take his participation as a positive element when appraising his performance.

5.5. Return on Investment

Table 4.6 shows the return on investment (ROI) on training program the respondents attended during
the past one year. It displays that 75% of the 60 respondents agree that the training program will help
them to contribute significantly to their organization’s bottom line. Out of 60 respondents, 23.3% fairly
agree and only 1.7% disagree that the training program will help them to contribute significantly to
their organization’s bottom line. Based on the research by Sels (2002) indicates that the size of the
training investment has no predictive value in terms of the extent of efforts regarding needs analysis,
training design and effect evaluation. Furthermore, the more an organization pay to evaluating the
effectiveness of training efforts, the more an organization will be able to separate effective from less
effective types of training (Sels, 2002).
45 Haslinda, A and Mahyuddin, M. Y

5.6. Transfer of Training (After Training)

The survey aims to analyze the respondent’s views on various points that are considered important
(based on Likert scale of 1 to 5) on transfer of training (after training). The findings revealed that 70%
agree that they have immediate and frequent opportunities to practice and apply what have been learn
on the job. Most of the respondents (73.3%) agree that they were encouraged to reinforce the
application of new skills on the job. This is true when success depends on the beliefs of various group
including organizational leaders, superiors, trainees, Human Resource Development Manager and
training facilitators. A clash of behavioral norms among any of these groups will thwart effectiveness
(Bunch, 2007).
More than half of the respondents (63.3%) disagree on the idea that the management develop an
action plan with the training program participants for transfer of training. The findings revealed that
63.3% disagree that the management develop an action plan to show support by reducing job pressure
and workload. About 41.7% of the respondents disagree that the management develop an action plan to
arrange practice sessions. More than half of the respondents (51.6%) disagree that the management
develop an action plan to publicize transfer successes. Finally, about 51.7% disagree that the
management develop an action plan to evaluate uses of trained skills on the job. This could be related
to the elements of Asian culture where symbolic actions were linked to features of a culture (Schein,
1990) and can convey values and assumptions. According to Rousseau (1990) from the organizational
context of training effectiveness, a cultural perspective for example, at the surface, artifacts are the
“physical manifestations and products of cultural activity.” Artifacts often convey organizational
support for training through impressive training facilities, certificates of training success, graduation
ceremony, and prominent involvement of important figures in training functions such as top
management and the high hierarchical position of training leaders.
About 41.7% of the respondents disagree that the facilitator conduct follow-up or booster
sessions following a training program. Most of the respondents (58.3%) agree that the facilitator
provided constructive feedback to participants. In addition, 63.3% agree that the facilitator’s overall
performance was effective and helped them to learn. Most of the respondents (61.7%) agree that they
begin using new knowledge and skills on the job as soon and as often as possible. Out of 60
respondents, about 51.7% of the respondents disagree that they meet with the superior to discuss
opportunities for transfer of training. This is due to the fact that even minor events can influence
perceptions of training, for example, superior behaviors such as encouraging subordinates before
training or praising new behaviors after training build positive perceptions of training (Rouiller &
Goldstein, 1993; Xiao, 1996). In addition, the quality of this transfer is strongly dependent on the
support the participant receives after the training, especially from his immediate superior (Kirkpatrick,
1998).
Only 56.7% agree that they had opportunities to discuss issues of interest to them with other
participants. In addition, only 51.6% agree that they form a ‘buddy system’ or a network of peers who
also attended the training program. Finally, about 56.6% agree that they set goals for transfer of
training and use self-management approach. According to a study by Nancy (1988) revealed that
‘social networking’ resulting from management training can in some ways compensate for the lack of
that systematic release of information by the State which is provided to organizations in advanced
countries. This shows that employees can get information through personal contacts with participants
who are working in the civil service and business opportunities or business deals may be enhanced by
getting to know people in other organizations.

5.7. Factors Influencing the Effectiveness of Training

Data for other factors affecting the effectiveness of training was collected through open-ended
questions. The data was analyzed using themes and they were categorized into four groups of
attitudinal, training practice, job-related and top management, commitment and support. In the
attitudinal category, the findings revealed most of the respondents suggest that there exist negative
The Effectiveness of Training in the Public Service 46

groups who resist and do not support the effectiveness of training programs in the organization. In
addition, it was reported that employees lack of interest and were forced to attend training program.
Indeed these are attitudinal problems that can hinder the effectiveness of training in the public sector. A
study conducted by Nancy (1988) revealed that managers coming from organizations with an
atmosphere favoring centralization, showing resistance to new methods, suspicion of new ideas and of
the delegation of authority, reported no impact to the training program.
In the training practice category, the findings revealed that budget is a constraint, lack of
feedback after training, training needs analysis were not performed, inappropriate selection of trainer
and lack of planning for training. In addition, it was reported that some training programs provided
were not relevant to the job and the cost of attending external training programs are costly. Good
training practice is important to the effectiveness of training programs, however, in this case, various
deficiencies exist in managing training in the public sector. Studies have revealed that these
deficiencies do exist in managing training and development, not only in the public sector but also in the
manufacturing industry (Haslinda, 2007).
In the job–related category, the findings revealed that most of the time other works clashes with
training allocated time, work load whereby the employees too busy with some other tasks, too many
procedure and bureaucracy and, time constraints does not permits them to attend training program. In
addition, it was reported that employees attended training program that not applicable to their job and
stereotyping in terms training content. According to Nancy, (1988) training was not based on
systematic identification of needs but selection of participants would be decided very haphazardly,
especially when it came to external courses. There is also inconsistency in the application of the
knowledge and skills on the job. These are the stated factors that can influence the effectiveness of
training
Finally, in the top management, commitment and support category, the findings revealed that
there is no guidance and follow-up from the top management, leadership problem and, lack of support
from the top management as well as from fellow colleagues. It was also reported that there is no
commitment from others to implement new knowledge and skill on the job. These are top
management, commitment and support problems that can hinder the effectiveness of training in the
public sector. In addition, there was no direct involvement of the immediate supervisor in selecting the
participants was reported, and no clear attempts at evaluating training results were made (Nancy,
1988).

6.0. Conclusions
This study examined the evaluation framework and transfer of training elements in relation to the
effectiveness of training and development in the public sector. The findings revealed that on the use of
a five level evaluation model for employee training program; at level 1, most of the respondents were
satisfied with the training programs. It shows the appreciation of training by participants, thus gaining
insight into the usefulness of training and progress of learning process. At level 2, majority of the
respondents learned the skills taught. At this phase, the respondents were evaluated on their progress or
behavioral changes through testing of knowledge, skills and attitudes acquired. At this stage,
evaluation on the way in which knowledge was transferred is being done to ensure the effectiveness of
training. At level 3, the findings reported that the respondents use the new skills on the job. This is the
measure during performance of job after training to see the usefulness of training aims, change in
behavior or approach after the training and the evaluation of training method. At level 4, the findings
revealed that the training programs was productive and cost effective that is to measure change in the
results of the organization to ensure the progress made at organizational level. Finally, at level 5,
respondents agree that the training program will help them to contribute significantly to their
organization’s bottom line and thus improve the effectiveness of training.
47 Haslinda, A and Mahyuddin, M. Y

With regards to the transfer of training, respondents appear to make mixed responses with
regards to subject matter discussed. Generally, the findings suggest that transfer of training has a lot of
room for improvement in order to enhance the effectiveness of training and development in the public
sector. Tannenbaum and Yukl (1992) reported that only 25% of organizations surveyed conducted any
form of needs assessment and only 10% evaluated training outcomes. This study shows that it is
crucial for an organization to quantify their effectiveness. However, based on a research done by
Kaeter (1995) revealed that the training manager of a large corporation questioned the practicality of
training theory and research because, “in the real world, if you need the program tomorrow, you have
to skip the analysis.” In contrast, Orpen (1999) cautioned the penalty for incompetence is so great that
it is “better not to offer training” if it is poorly designed or implemented because it creates or confirms
the belief that training is inconsequential or worse.
Other factors influencing the effectiveness of training was analyzed using themes and they were
categorized into four groups of attitudinal, training practice, job-related and top management,
commitment and support. The findings revealed that in the category of four groups suggest that there
are various problems that can hinder the effectiveness of training in the public sector. Amongst
attitudinal problems that have been stated are employees’ lack of interest, the existence of negative
groups who resist, do not support the training program and they were forced to attend training courses.
In the training practice category, factors that affects the effectiveness of training include budget
constraint, training needs analysis were not performed, inappropriate selection of trainer and lack of
planning for training. In addition, in the job-related category, heavy workload, procedures and
bureaucracy, time constraints and employees attended training program that not applicable to their job
were some of the responses reported. Finally, it was found that top management, commitment and
support, lack of guidance and follow-up from the top management, leadership problem and lack of
support from colleagues were some of the factors that can affect training effectiveness.

6.1. Contribution of Study

Firstly, this study will facilitate in adding knowledge to existing literature related with the effectiveness
of training and development and particularly in the public sector from the local context. It therefore
might assist future researcher to come out with better and comprehensive findings within the scope of
this study.
The study would also provide information to the public sector’s training institution about
employees’ perception on training and development. Information obtained could be practical when
management decides to analyze the evaluation and transfer of training elements that has been
addressed in this study as to get management support and to create conducive environment to apply
related skill and knowledge on the job. Besides, findings would also allow management to capitalize
organization strategy in order to deal with elements of the job that contribute to effectiveness of
training and development. Moreover, the findings aims to provide some preliminary information and
background to understand the bigger picture and the scenario on the effectiveness of training and
development in the public sector that would affect the Malaysian government in terms of national
competitiveness in a long run if it were not clearly addressed.
Thirdly, this study would also contribute to the policy maker since the information gathered
might be useful for them to justify the return on investment aspects which is closely related to Key
Performance Indicators (KPI) for every civil service employees to achieve.

6.2. Implications of the Research Findings

There are several implications of these research findings since many public sector organizations had
increase their concern with regards to the effectiveness of training and development since it is critical
to enhanced on-the-job performance in order to achieve Key Performance Indicators (KPI) for each
employees. Thus, from the aspect of the evaluation and transfer of training elements; management
might start from employees’ support system, because lack of support and cooperation from
The Effectiveness of Training in the Public Service 48

management and co-workers are one of the most cited reasons for ineffectiveness of transfer of
training.

6.3. Limitation and Recommendation for Future Research

The sample size of the survey was relatively smaller where it covered a small number of civil service
employees across various ministries and agencies which includes state civil service. With a longer time
frame, perhaps it will allow a higher response rate thus making the survey more representative and
convincing. Due to limited resources and time, the survey was designed to utilize questionnaire as an
instruments of study to collect the necessary information from selected respondents, which using both
quantitative and qualitative methods. An established questionnaire is a means by which participants
express their feedback regarding the effectiveness of training through a series of quantitative and
qualitative survey questions completed at the end of the training program. Perhaps with observations as
a means to collect the data and assistance by research assistants could help to improve the reach to a
larger audience and thus improving the response rate and sample size. A more details analysis will then
be more meaningful with the larger sample size.
In future, an in-depth analysis of the performance and promotion trend of civil service
employees could be made to understand how their training and development help in their career
development and growth. The reasons why the reactions part of evaluation scores high percentage
could also be studied. A comparative study between the perceptions of federals’ civil service who
employed at the ministries and state’s civil service could provide different insight into the subject
matters. The mobility of civil service employees moving from public sector to private sector due to the
competencies acquired through the training and development could also be interesting topics to be
discussed as well.

References
[1] Alvarez, K., Salas, E., and Garofano, C. M. (2004). An Integrated Model of Training
Evaluation and Effectiveness. Human Resource Development Review, 3(4), 385-416.
[2] Baldwin, T.T., and Magjuka, R.J. (1988). Transfer of Training: A Review and Directions for
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