Leadership & Human Resource Management Dynamics Contribute To School Effectiveness

Leadership & Human Resource Management Dynamics Contribute to
School Effectiveness
By
Muhammad Usman Ajmal Mirza

Roll No. BO646811
Submitted in partial fulfillment of the requirement for B.Ed. (1.5 year) program in
Teacher Education at
FACULTY OF EDUCATTION
ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD
April 2019
Muhammad Usman Ajmal Mirza, 2019
i
FACULTY OF EDUCATTION
ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD
APPROVAL FORM
The research project attached hereto, titled Leadership & Human Resource Management
Dynamics Contribute to School Effectiveness.
Proposed and submitted by Muhammad Usman Ajmal Mirza Roll No. BO646811 in partial
fulfillment of requirement for the degree of B.Ed. (1.5 year) Teacher Education is hereby
accepted.
Supervisor: ________________
Dr. Mehfoz ul Haq
Evaluator: ________________
Dated: _______________
ii
Research Project Submission Approval Form
(Supervisor)
Research Project entitled Leadership & Human Resource Management Dynamics Contribute to
School Effectiveness, Submitted by: Muhammad Usman Ajmal Mirza. Roll No. BO646811.
Registration No. 17PBN03227 Programme B.Ed. 1.5 Year has been read by me and has been
found to be satisfactory regarding its quality content, language, format, citation, bibliographic
style, and consistency and thus fulfils the qualitative requirements of this study. It is ready for
submission to Allama Iqbal Open University for evaluation.
Dr. Mefoz-ul-Haq
Date. ____________
iii
ACKNOWLEDGEMENT
“All praise belongs to Allah alone, lord of all the worlds, who created the heavens and the earth
and all that is between the two and indeed in them there are many signs for those who use
understanding”. (Al-Quran)
First of all, I bow my head in the deep gratitude to “ALMIGHTY ALLAH” who endowed me
with the potential and ability to make solid contribution to the already existing ocean of
knowledge. I think that, although, I have attempted every possible measure to make it
presentable, piece of work, yet man is fallible and I am not an exception.
I wish to express my hearties gratitude and appreciation to my worthy research Dr. Mehfoz ul
Haq providing this learned guidance. His elegant personality and invigorating encouragement
has always remained a source of inspiration for me.
Lastly, I am grateful to my parents for the inspiration and moral support. I would not be here
without their tremendous encouragement and prays.
Usman Ajmal
iv
Leadership & Human Resource Management Dynamics Contribute
to School Effectiveness
Abstract
Aim of the research is to check the Impact of Training Practices on employee commitment.
Reliability of questions is .91. Data was collected through filled 220 questionnaire form the
School Teachers of Haroonabad, BWN, Minchinabad and Chistian. The study in hand provides
brief overview of the literature about training practices and how it contributes in enhancing the
School Performance and ultimately concludes along with recommendation to give directions for
future research by applying different level of analysis on exploring the impact of training
practices on school performance. A regression analysis was conducted on the data collected. The
study revealed a positive statistical significant relationship between training practices and School
performance (Normative, Affective and Continuous) to the organization. The paper concludes
that the more the training giving to employees, the higher their level commitment to the
organization.
Key Words: Training, Organizational Commitment, Normative Commitment, Affective

Commitment, Continuous Commitment
v
Table of contexts
Chapter no. Page No.

1 Introduction
1.1 Statement of the Problem
1.2 Objective of the study
1.3 Research Questions
1.4 Significance of the study
1.5 Delimitations
2 Literature Review 3
3 Research Design 21
3.1 Population 22
3.2 Sampling 22
3.3 Data collection Instruments 22
3.4 Data Analysis 22
4 Data Analysis & Interpretation 23

4.1 Frequency Table 24
4.2 Descriptive Statistics 28
4.3 Correlation 29
4.4 Regression Analysis 29
4.7 Hypothesis Testing 32
5 Summary, Findings, Conclusion and 34
Suggestions
5.1 Summary
5.2 Findings
5.3 Concussion and Suggestions
vi
Chapter.1 Introduction
1.1 Introduction
The economic downturn is causing much concern about the potential decline in training,
learning and development of employees. The conventional knowledge is that most employers
cut back on employees training during recession to save production cost. This is based on two
main suppositions; first, training improves employees’ commitment to the organization, and
second, committed employees are likely to be more productive.
Training is a critical human resource management function in both Public and Private
Organizations. Training has been a recurrent subject of debate among scholars and
academics. In essence, in order for employers to remain competitive and maintain high level
of performance, employers are employed not to cut back on employees’ training, learning and
development needs.
Armstrong(2006) defined training as a planned systematic modification of behavior through

learning, events, programs and instructions which enable individuals to achieve the levels of
knowledge, skills and competence needed to carry out their work efficiently. He adds:
training is the use of planned instruction activities to promote learning. According to author
training is not simply a means of arming employees with skills they need to perform their
jobs, it is often deemed to be representative of an employer’s commitment to their work
force. However, it is important to point out that HR practices work to develop individual
knowledge and skills, as well as employee attitude and behaviors. If these effects are
prevalent enough in the employee population, then the collective changes in human capital,
attitudes, behaviors and associated organizational climate should be strong enough to
influence organizational performance.
Training has been a subject of debate with various functions and definitions. Some authors
define training as the ability of an organization to develop skills and knowledge to do present
and future job (Guest, 1997; Guest, Michie, Conway & Sheehan, 2003); training is a content-
based activity, normally away from the workplace with an instructor leading and aiming to
change individual behavior or attitude (Mullins, 2010); conversely, others sees it as an
important employee motivator (Barret & O’Connell, 2001). Training from a company’s
perspective adds to human capital and also a means of securing workplace commitment. The
1
theoretical proposition therefore is that training is likely to lead to employees’ commitment to
the organization.
There is no general agreement as to what can increase an employee’s commitment to the

organization. Most behavioral learning theorist agreed on this point (see Haleblian, and
Finkelstein, 1999; Campbell, and Wasley 1993; Puffer, and Weintrop 1991). Most of the
conceptualization of commitment used in most of the American studies reflects more of
managerialist and unitary outlook (Guest, 2000). Other labels such as high commitment
(Boxall & Macky, 2009; Guest et al., 2003), lean production security employee involvement
(Guest et al., 2000; 2003) have been given, even though most of them are focused on
effective work management. While these studies have been useful for demonstrating the
potential value created through HR practice, they have revealed very little regarding the
process through which this value is created (Wright et al., 2003). That is why we may believe
that HR practices are driving employees’ commitment, but unable rule out the possibilities of
the reverse (Wright et al., 2003).
Organizational commitment has been defined variously but researchers agreed on its
Multidimensional nature (Meyer and Allen, 1991). Commitment was an important issue,
because it may be used to predict employees’ performances, absenteeism and other behaviors.
Also organizations valued Commitment among their employees because it was assumed that
committed employees engaged in extra-role behaviors such as creativeness or innovativeness.
Since low job performances, absenteeism and lack of creativeness were costly to
organizations, commitment was assumed to be a desired quality of their employees.
1.2Problem statement
“The impact of Training Practices on Employee Commitment”
1.3 Research question
Is there relationship between Training Practices and Employee Commitment?
1.4 Research objective

To check out the impact Training Practices on Employee Commitment?
2
Chapter.2 Review of Related Literature
Training is of developing significance to organizations trying to pick up leverage among
contenders. There is critical civil argument among experts and researchers as to the influence
that preparation has on both representative and hierarchical objectives. One school of thought
contends that preparation prompts an increment in turnover while alternate expresses that
preparation is an apparatus to that can prompt larger amounts of representative maintenance
(Colarelli & Montei, 1996; Becker, 1993). Despite where one falls inside of this level headed
discussion, most experts concur that worker Training is a mind boggling human asset hone
that can fundamentally affect an organization's prosperity.
Commitment
Hierarchical commitment has turned into a well known theme of examination in authoritative
and behavioral sciences since the work of Becker (1960) was distributed (Al-Emadi &
Marquardt, 2007). Becker recommended that dedication becomes possibly the most important
factor when a man makes side-wagers and connections his or her hobbies with some steady
line of activity. Case in point, workers are clung to their associations by pay and different
advantages.
Authoritative commitment has been characterized as the relative quality of a worker's

distinguishing proof and inclusion with a specific association (Steers, 1977). Hierarchical
Commitment is a kind of solid attractive power which ties representatives with their
eagerness to stay appended to its association. On the off chance that representatives are
submitted towards their association they will perform their employment well and the at last
execution of the association will be better.
Authoritative commitment of workers can likewise be expanded by giving so as to submit the

estimations of individuals first them fitting pay, advancement, Training, incidental
advantages and so forth. Additionally by imparting and elucidating the mission, vision and
goals of the association, exhaustive grievance strategy accommodate broad two way
correspondence, bolster worker advancement, security and so forth.
However later research, for example, Meyer & Allen (1997), has proposed that worker duty
is construct not in light of money related prizes, but rather on chances to cooperate with
individuals, have testing work, and continually create aptitudes.
3
In this manner, sees on the way of hierarchical duty change over the writing. Attitudinal and
behavioral ways to deal with hierarchical commitment can be recognized. As per the
attitudinal methodology, hierarchical duty is taking into account passionate or mental
connection workers create to their associations (Meyer & Allen, 1997). Becker (1960) upheld
the behavioral methodology as indicated by which commitment is in light of money saving
advantages of leaving or staying with the association.
This study will utilize the meaning of Allen and Meyer who characterized commitment as "a
mental state that ties the person to the association" (1990, p. 14). Allen and Meyer (1996)
expounded on this definition expressing that authoritative duty for the most part is a mental
connection between the representative and his or her association that makes it less plausible
that the worker will leave the association.
In general, Meyer and Allen (1997) contended that unequivocally dedicated representatives
will be more significant for the organization than workers with frail authoritative
commitment. Jaros et al. (1993) expressed that among numerous business related demeanors,
hierarchical commitment has turned out to be progressively vital in light of its impact on
representatives' conduct. In reality, duty has turned out to be broadly talked about in the
writing on the grounds that it was found to have various positive results identified with
representatives' mentalities and conduct. In the investigation of worker turnover in
Singaporian organizations, Khatri, Fern, & Budhwar (2001) arrived at the conclusion that
authoritative commitment is one of the three principle components connected with turnover
aim. Interestingly, Bartlett and Kang (2001) examined that high full of feeling commitment
was likewise related with lower levels of anxiety and work-family strife. Along these lines,
being affectively commitment to the utilizing organization may be viewed as advantageous
for the worker. Meta-investigation of Meyer et al. (2002) has recognized various results of
commitment. The results were ordered into three gatherings: (1) turnover and turnover goal;
(2) at work conduct (counting participation, hierarchical citizenship conduct and execution),
and (3) representative wellbeing and prosperity. Meyer et al. (2002) presumed that the most
grounded relationships were found in the middle of duty and (turnover goal).
As per the discoveries, Affective commitment connected contrarily with truancy and
absolutely with authoritative citizenship conduct and occupation execution. The relationship
of duty with anxiety and work-family struggle was negative.
4
Be that as it may, the relationship in the middle of duty and execution is faced off regarding.
High duty levels are once in a while anticipated that would bring about higher occupation and
firm execution. In any case, in the meta-investigation of the forerunners, connects, and
outcomes of hierarchical commitment Mathieu & Zajac (1990) contended that dedication, as
an attitudinal develop, has little impact on authoritative execution. Klein (2001) proposed that
dedication is all the more emphatically identified with turnover and additional part conduct
than to firm execution. In accordance with that,Randall (1990) contended that dedication has
more grounded relations with proceeding with livelihood, exertion, and participation than
with employment execution. Hence, despite the fact that the relationship in the middle of duty
and execution is not clear, elevated amounts of commitment have a few vital hierarchical
results. HR practices impact workers' states of mind and conduct which thus impact
execution (Becker, Huselid, Pickus & Spratt, 1997; Guest, 1987).
The result of duty in which MECAL is essential intrigued is maintenance of workers.

Administration of the organization concedes that pulling in workers with the obliged
information and abilities is a test. In this way, the overseeing executive and HR chief of
MECAL as of late recognized maintenance of capable workers as one of the significant
objectives. Expanded occupation exertion, participation and additional part conduct will
likewise be significant for MECAL.
The significance of guaranteeing worker maintenance taking after Training may lie in the key
approach that is used. Organizations can try to accomplish hierarchical objectives through a
mixed bag of human asset techniques and methodologies. One such approach, a guarantee
methodology, endeavors to create mental associations between the organization and
representative as a method for accomplishing objectives (Arthur, 1994; Scholl, 2003). While
trying to guarantee that the representative stays with the organization taking after Training,
head honchos may actualize a procedure to Training that cultivates duty. Training that
endeavors to build worker duty may serve to counter the various immediate and aberrant
expenses connected with turnover. In spite of the fact that a promise method can be attached
to all organization human asset hones; enrollment, determination, execution assessment, et
cetera, the center of this paper will be to figure out if Training can prompt an increment in
worker commitment and thusly cultivate representative maintenance.
5
Components of commitment
This examination is in view of a few past studies on the relationship in the middle of training
and hierarchical commitment : Ahmad & Bakar (2003), Al-Emadi & Marquardt (2007),
Bartlett (2001), Bartlett & Kang (2001), Bulut & Culha (2010), Newman, Thanacoody and
Hui (2011).
On the other hand, while talking about consequences of these studies, we ought to consider
that every one of them had a cross-sectional outline. The exploration on the impact of training
on authoritative commitment needs longitudinal studies, specifically, to give proof on the
causal relationship between training measurements and hierarchical duty.
The talked about studies have all used the Three-Component Model of authoritative duty
created by Meyer & Allen (1991). As per this model, duty is a multidimensional develops
including full of feeling, regularizing and continuation parts (likewise called "bases of
commitment "). In ahead of schedule examination on authoritative duty it was thought to be
uni-dimensional. The commitment of the three-segment model is that it coordinated
conceptualizations of commitment that existed independently inside attitudinal and
behavioral methodologies and were raising civil arguments among scientists. These days duty
is generally recognized as a multidimensional develops (Bartlett, 2001).
Affective commitment was characterized by Allen & Meyer (1990) as representatives'

passionate connection to, distinguishing proof with, and contribution in the association.
Continuance commitment is in light of the expenses that workers partner with leaving the
firm. Also, normative commitment alludes to workers' sentiments of commitment to stay with
the organization.
Allen and Meyer have focused on the accompanying: "albeit basic to these methodologies is
a connection between the worker and association that abatements the probability of turnover,
it is clear that the way of the connection varies" (1990, p. 3). The creators expressed that
workers affectively dedicated to their associations remain in light of the fact that they need
to; representatives with solid continuation duty stay at the organization on the grounds that
they have to; and workers having solid normative commitment remain on the grounds that
they feel they should sit tight. Representatives can encounter a few segments of duty at the
6
same time, however of diverse degrees. Allen & Meyer (1990) additionally proposed that
three parts of duty would have distinctive forerunners.
As the meta-examination of Meyer et al. (2002) demonstrated each of the three parts of
commitment were connected adversely with turnover and withdrawal discernment. It merits
specifying that the emotional commitment was found to have the most grounded
relationships with fancied hierarchical results, (for example, participation, authoritative
citizenship conduct, and execution).
Regulating duty was additionally identified with positive results, yet less unequivocally. At
last, Meyer et al. (2002) found that continuation duty had no connections or negative
relationship with the coveted results and practices. In this manner, the full of feeling segment
of commitment ought to be the essential center of associations intending to raise hierarchical
duty. An abnormal state of full of feeling commitment at MECAL will imply that workers
will need to stay in the organization in light of the fact that they like it and feel candidly
joined to it.
Since emotional commitment is contended to have the most grounded relationships with
turnover and turnover goal (which are the exceedingly foreseen results of duty at MECAL),
we will concentrate on Affective commitment in our examination. What's more, in the further
talk, by “commitment " or "hierarchical duty" we will mean it’s full of feeling base? It ought
to likewise be noticed that representatives can be focused on a few diverse foci to the
association all in all, as well as to bosses, work bunches, partners, work, and so on. (Drenth,
2009). Meyer, Allen & Topolnytsky (1998) have recommended that representatives may have
higher commitment to more proximal foci, for example, directors and associates, than to the
association. Klein (2001) has communicated a thought that distinctive foci can be proper for
diverse Human Resource Development mediations. Since the MECAL Academy has been
started to expand worker abilities and duty to the organization, we will concentrate on the
hierarchical level commitment.
Training Practices
In this study the meaning of training from Al-Emadi & Marquardt (2007, p. 54) will be
utilized: "… training as arrangedPractices with respect to the association focused on towards
expanding the occupation learning and abilities or to adjust the demeanors and practices of
representatives in routes reliable with the objectives of the association and the prerequisites
7
of the employment". This definition has been picked on the grounds that, as in the
investigation of Al-Emadi & Marquardt (2007), we will incorporate into worker training
formal as well as casual and at work training and additionally other expert improvement
exercises. This definition suits to the MECAL Academy which should turn into a self-
awareness program for MECAL's representatives and incorporate an extensive variety of
training and advancement exercises. In addition, the MECAL Academy has been started to
enhance representatives' aptitudes as well as their demeanors and conduct. Hence, the
expansive meaning of training is the most suitable in the setting of this examination.
Training is said to be connected with various positive results. The asset construct view in
light of the firm (Barney, 1991, 2001) proposes that preparation serves to pick up an upper
hand through adding to a profitable and interesting workforce. Human capital hypothesis
(Becker, 1976) legitimizes interests in training in light of the fact that they build scholarly
capital of associations. Specifically, training is relied upon to expand abilities, information
and Motivation of workers (Bulut & Culha, 2010). As indicated by Bulut and Culha, these
days human capital has gotten to be acknowledged in the scholastic writing as the most
discriminating resource of firms. Connecting two clarifications we can presume that human
capital and its improvement are given so much consideration on the grounds that workers are
thought to be a wellspring of manageable upper hand (Bulut & Culha, 2010; Schuler &
MacMillan, 1984).
As indicated by the writing, training can have some more advantages to associations
(notwithstanding creating aptitudes). Benkhoff (1997) proposed that preparation can be
imperative in clarifying business related conduct of representatives and effect on execution:
conferred workers are relied upon to perform better and have less expectation to leave the
association. In addition, training is relied upon to give such positive results to the associations
as expanded efficiency and enhanced execution of workers (Elangovan & Karakowsky, 1999;
Gultek et al., 2006; Watson, 2008 as refered to in Bulut & Culha, 2010, p. 312). As Bartlett
(2001) expressed expanding efficiency and hierarchical execution are the prevailing
contentions to legitimize training venture. On the other hand, the creator conceded that proof
on the connection between Human
Asset Development and hierarchical execution is deficient. Alluding to Bates (1999), he

clarifies it by difficulties in execution estimation. Bartlett (2001) recommended that it would
be more profitable to look into the relationship in the middle of training and more proximal
8
results than hierarchical execution. The creator proposes, for occurrence, looking at the
connection in the middle of training and coveted representative demeanors, (for example,
hierarchical responsibility) which are thusly considered to affect authoritative execution. We
chose to concentrate on training as a forerunner of Commitment on the grounds that this
relationship is of the most elevated enthusiasm for MECAL while actualizing the new
training system. Future studies may explore other proximal results of training, for example,
in-part conduct or occupation execution.
On the relationship in the middle of training and worker states of mind, Tsui, Pearce, Porter,
& Tripoli (1997) contended that interest in representatives (counting among different works
on training) would be absolutely identified with more elevated amounts of emotional duty,
citizenship conduct and intension to sit tight. Pajo, Coetzer, & Guenole (2010) did research
on the connection between formal advancement opportunities and withdrawal practices in
SMEs. The creators have observed that representatives taking an interest in more formal
training and advancement Practices are more averse to consider leaving the association.
Then again, the investigation of the relationship in the middle of training and hierarchical
duty is still in an early stage (Ahmad & Bakar, 2003; Bartlett, 2001). The real studies on the
point discovered some experimental backing for a positive connection in the middle of
training and full of feeling authoritative duty, yet quantitative discoveries are inadequate. I
will talk about the aftereffects of past exploration in the following passage after the four
preparation measurements are presented.
In the assessed articles the relationship in the middle of training and worker duty was
normally clarified utilizing social trade hypothesis (Blau, 1964) and mental contract
hypothesis (Rousseau, 1990).
In his book, Blau (1964) contended that individuals go into social communications with the
same rationale and thinking as into financial trade: on the grounds that they need something
from different gatherings and hope to pick up it through connection. In any case, the
proportion of commitments and prizes for gatherings interfacing in a social trade is frequently
more confounded and more subtle than in financial connections. For example, a man may
carry on philanthropic sooner or later foreseeing that it will get social remunerates the future
(Blau, 1964). Thibaut and Kelley (1959) contended that dependability of social cooperations
(i.e. staying of all gatherings in the trade) depends not just on the compensating estimation of
these cooperations, additionally on the remunerating estimation of option social connections.
9
The expression "mental contract" was presented by Argyris (1960) with a specific end goal to
allude to representative and superintendent desires (for case, about shared commitments in
the livelihood relationship) that are not composed in the formal contract. Rousseau (1990)
recognized exchange (provisional) contracts and social contracts. The recent are based on
trust and are relied upon to keep going for quite a while. We can likewise bring up that in
mental contract writing; the worker's point of view was examined all the more generally, than
the boss' side. Specifically, outcomes of unsatisfied desires or contact infringement on worker
states of mind and conduct were given careful consideration in the examination.
Bartlett (2001) contended that mental contracts are essential indicators of hierarchical
conduct and that human asset practices are assuming a critical part in shaping and overseeing
of mental contracts with workers. The creator additionally proposed that preparation is one of
the practices that can encourage good mental contracts. In accordance with that Bulut and
Culha (2010) considered that professional training and advancement opportunities are
unavoidable desires of workers going into a mental contract. Newman, Thanacoody and Hui
(2011) have contended that when an association shows eagerness to think about its workers
(by offering training open doors, for case), they will pay back with positive behavioral and
attitudinal reactions good to the association. Specifically, giving training gives a sign to
workers that their firm needs to set up a social trade association with them and it serves to
make a mental bond between an executive and its representatives. Eisenberger, Fasolo, &
Davis-LaMastro (1990) focused on that workers are more inclined to show elevated amounts
of authoritative Commitment in the event that they see that the association is focused on
them. Ahmad & Bakar (2003) recommended that associations may show such Commitment
through giving backing to workers and that the effect of training on full of feeling duty will
be more noteworthy when representatives trust that preparation activities are spurred via
think about their development.
Training Dimensions
In exploration on the relationship in the middle of training and hierarchical duty, training is
normally conceptualized as having a few measurements: Motivation for training, access to
training, advantages of training and backing for training.
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Motivation for Training
Motivation for training can be characterized as "the extent to which representatives are
willing to try to enhance themselves and their undertaking and occupation exhibitions via
training" (Robinson, 1985 refered to in Bulut & Culha, 2010, p. 311).
In the assessed articles on the relationship in the middle of training and duty, Motivation for
training is thought to be one of the precursors of full of feeling responsibility. The scientists
proposed that representatives with more elevated amounts of training Motivation will show
larger amounts of hierarchical Commitment when they get important training.
Be that as it may, the causal request in the relationship between training Motivation and duty
is wrangled about. Case in point, Klein (2001) focused on that reasonable contentions can be
given additionally for the opposite requesting: that high Motivation for training is a result of
high hierarchical responsibility. Tannenbaum, Mathieu, Salas, & Cannon-Bowers (1991), in
an investigation of US Navy enlisted people, found that authoritative duty expanded interest
in training projects later on. Therefore, authoritative duty can impact Motivation to tune in
training.
Access to training
Access to training signifies "workers' impression of the likelihood of their participation at

authoritative training, regardless of whether investment is in light of target and reasonable
specific criteria, regardless of whether the application system is expressly formalized and
regardless of whether candidates are upheld by their directors" (Bulut & Culha, 2010, p. 312).
Scientists have likewise called this preparation variable as "saw access to training" or "saw
accessibility of training" (Bartlett, 2001; Newman, Thanacoody & Hui, 2011) and
characterized it as the degree to which workers feel they have admittance to training open
doors (Newman, Thanacoody & Hui, 2011).
Advantages of Training
Nordhaug (1989) distinguished three sorts of training advantages (or prize capacities that
representatives pick up from training): individual related, vocation related and employment
related advantages. Al-Emadi & Marquardt (2007) gave the accompanying clarification of
these three sorts of training advantages:
11
Individual advantages speak to the degree to which representative’s trust that interest in
trainingPractices help them system, enhance their occupation execution and gain ground
towards their self-awareness. Vocation advantages result from support in trainingPractices
that prompt recognizing profession targets, coming to profession destinations and making
chance to seek after new profession ways. Employment related advantages lead to better
connections in the middle of companions and supervisors, and give a vital break from the
occupation. (p. 55)
Support for Training
Support for training means backing to create aptitudes and seek after training. Bulut & Culha
(2010) clarified the relationship between backing for training and Commitment the
accompanying way: a high level of backing for training urges representatives to embrace
mental commitments to create in performing the occupation; subsequently, workers seeing
backing from the organization feel obliged to it. Conversely, when hierarchical backing is
inadequate with regards to, representatives feel sold out and their dedication toward the
association diminishes.
Training and Reciprocity
Correspondence basically expresses that a worker will help the organization in light of the
fact that the organization helped them. This parallels the thought of the worker having a
"feeling of obligation" around the association. Research on this component of Commitment
demonstrates that preparation can assume a basic part in building a feeling of obligation to
the organization. Training that accomplishes correspondence in the representative will
encourage a singular's dedication to the association.
Perceived supervisor support for training
A developing collection of examination has shown that backing in the working environment
has basic ramifications for the best possible working of the association. Studies have
demonstrated that social bolster expands work fulfillment and responsibility, and reductions
turnover and truancy (Larocco, et al., 1980; Allen and Meyer, 1990; Hutchison and Garstka,
1996; Eisenberger et al., 2002; Maertz et al., 2007). The consolidated proof proposes that
social backing is a vital determinant of authoritative viability. For various decades, scientists
have reliably shown that social backing is an imperative asset in that it encourages the
mental, physical and general prosperity of people (La Rocco and Jones, 1978; La Rocco et
12
al., 1980). Social bolster originates from three sources: family and companions, work
associates (Ganster et al., 1986) and the prompt director (Eisenberger et al., 2002).
Commitment inside of the work environment commonly comes about because of the
association and the relationship that a representative has with an association (Scholl, 2003).
Thusly, Richard Walton (1985) took a gander at the foundation of Commitment in an
association inside of an extremely wide structure. "Extending destinations", giving
affirmations to representatives, urging workers to have a "voice", and remuneration
arrangements are a couple of the methods that associations must fuse into a pledge based
methodology. Training is one of a few human asset rehearses that can have an impressive
effect on worker duty.
Associations additionally need to deliberately figure out why should going pay for the
preparation. Installment made by the worker or by the association may prompt two altogether
different results. Organizations should be mindful of the results of every methodology.
General training, which is transferable to different associations, would likely be paid for by
the representative. Organization particular training, then again, would likely be paid for by
the organization as the aptitudes gained are non-compact.
For associations that have the capacity to put resources into absolutely particular training, the
specificity of the abilities created may bring about constraining option business alternatives
for laborers.
This will serve to upgrade and build representative duty. Subsequently, organizations may be
more open to paying for this kind of particular training as they find themselves able to
recover their venture (Becker, 1993).
Normative Commitment
Normative Commitment is the dedication that a man trusts that they have to the association
because of their sentiment commitment to the working environment. Weiner (1982)
examined regulating Commitment as being "the summed up estimation of dedication and
obligation". Meyer and Allen (1991) upheld this kind of Commitment preceding Bolon's
definition. Standardizing duty can be clarified by different duties, for example, families,
marriage and religion.
13
The individual focuses on and stays with an association in view of sentiments of
commitment. These emotions may get from numerous sources. Case in point, the association
may have put assets in training a representative who then feels an "ethical" commitment to
advance exertion at work and stay with the association to 'reimburse the obligation.' It might
likewise mirror a disguised standard, created before the individual joins the association
through family or other socialization forms that one ought to be faithful to one's association.
The worker stays with the association on the grounds that he/she "should".
Meyer, Allen and Smith (1993) said that the three sorts of Commitment are a mental state
that either portrayed the worker association with the association or has the suggestions to
influence whether the representative keeps on working for the association. Meyer et al.,
(1993) places that workers with full of feeling duty basically stays with an association in light
of the fact that they need to, those with an in number duration Commitment remain on the
grounds that they need to, and those with regularizing duty remain on the grounds that they
feel they need to. Meyer and Allen (1997) clarified that conferred representatives stay with an
association, go to work consistently, put in a fun day and that's just the beginning, ensures
corporate intrigue and put stock in the authoritative objectives. Hierarchical Commitment has
been broadly looked into on in western nations. In Kenya, a study on authoritative
Commitment and occupation fulfillment in Public and Private Universities by Kipkubet
(2010) refered to five key variables as forerunners of full of feeling duty affecting worker
connection and feeling of their dedication to their Universities. These were vocation
improvement, investment in choice making, limited time opportunities, proficient
Commitment and distributive equity. Further the theory likewise recorded the elements
affecting both duration and regularizing responsibilities. Different studies situated in the west
by Mowday, Porter and Steers, 1982; Meyer and Allen, 1991: Mueller and Price, 1986,
Iverson and Buttigieg; 1999; Meyer and Smith, 2005 Malhots, Budhwar and Prowser, (2007)
recognize a variety of components that impact responsibility. There is, on the other hand,
constrained examination on this theme in sub-Saharan Africa, and Kenya specifically
considering the vital part Public Universities play in the advancement of HR required
earnestly for national improvement. As per Zeffane, (1994) and Gaetner (1999) "Adaptable
and participatory administration styles could firmly and absolutely upgrade duty. (Nobleman
and Greenberg 1990), state that the "most astounding of obligation and self-rule joined with a
given employment, the lesser it's redundant and all the more intriguing it is and the higher the
level of duty". The presence of occupation opportunities additionally influenced hierarchical
14
Commitment (Carry et al; 1996). These are viewed as attractive choices however where there
is an absence of other business opportunities; there is propensity of abnormal state of
authoritative duty (Vandenberghe, 1996). Authoritative duty could likewise be influenced by
the worker's close to home attributes, for example, age, status, sexual orientation and years of
administration (Meyer and Allen, 1997). Different components included workplace, positive
working relationship and training and improvement opportunities (Gartner and Nollen, 1989).
Somers (1995) found that both full of feeling and standardizing duty correspond to
occupation maintenance. Furthermore, he found that duration Commitment associated
contrarily to worker turnover.
Ahmad & Bakar (2003) investigates the relationship of training variables and parts of
association Commitment among the cubicle specialists in Malaysia. The analysts discovered
cronbach values for full of feeling duty (0.88), standardizing Commitment (0.7465),
continuation duty (0.69), preparation variable (0.8989), learning Motivation (0.816), and
environment of the preparation (0.859) and advantages of training (0.8920). The results of the
study demonstrates that there is a pivotal and positive affiliation exist between accessibility
of training, backing for training, Motivation to learn and emotional, regulating and general
authoritative responsibility. The preparation environment and advantages of training associate
with the duration, full of feeling, regularizing and over all dedication. The bolster and
advantages of training were critical indicators of emotional, regularizing and continuation
duty. Most importantly, backing for training plays a basic and noteworthy part in holding
representatives, building unwaveringness and taking care of the high turnover issues. Age and
residency shows positive connection with full of feeling different nations of Asia to uncover
parts of training towards responsibility.
Beannick et al. (2002) investigated the convoluted relationship in the middle of training and
listening practices .Through a study of 143 administration associations the specialists
reasoned that the administration associations can improve their administration execution by
expanding the preparationPractices and practices.
Training saw as a human asset administration rehearse contrastingly in alternate points of

view by different examination in past. Scientists investigated adequacy of training through
differing element.
Affective Commitment
15
A committed employee is generally described as one who stays with an organization, attends
work regularly, puts in a full day and more, protects corporate assets, and believes in
organizational goals (Meyer & Allen, 1997). A committed employee should, in theory,
contribute to a competitive edge for the organization because of the positive nature of this
work behavior.
Although one approach to the study of organizational commitment is a multi-faceted view,

for purposes of this research, concentration was on the affective commitment of both
government and contract employees. Affective commitment represents a major approach to
the study of organizational commitment (Hackett et al., 1994) and appears to be the most
desired form. Affective commitment is a key indicator of worker-firm relations and its use
provides continuity with other studies examining work status effects on organizational
attachment (Van Dyne & Ang, 1998). In addition, affective commitment has been found to
correlate with a wider range of outcomes and more strongly with any given outcomes
measure, e.g., turnover, absenteeism, job performance, organizational citizenship behavior
(Meyer & Herscovitch, in press). These authors recommend that whenever possible, it is
desirable to foster affective commitment:
An individual who is bound to a course of action (e.g., remaining in the organization;

implementing a policy) to avoid costs is not as likely to consider the best interests of the
relevant target in unexpected situations as is one who is highly involved in or believes in the
value of what he or she is doing. (p. 33)
Meyer & Allen (1991) offer the following definition of their three types of organizational
commitment:
Affective Commitment refers to the employee’s emotional attachment to, identification with,
and involvement with the organization. Employees with a strong affective commitment
continue employment with the organization because they want to do so. Continuance
Commitment refers to an awareness of the costs associated with leaving the organization.
Employees whose primary link to the organization is based on continuance commitment
remain because they need to do so. Finally, Normative Commitment reflects a feeling of
obligation to continue employment. Employees with a high level of normative commitment
feel that they ought to remain with the organization. (p. 67)
16
In arriving at this definition, Meyer & Allen (1997) examined the differences and similarities
of descriptions from other researchers. In arguing for three separate types of commitment,
Allen & Meyer (1990) offered:
Affective, continuance, and normative commitment are best viewed as disguisable

components, rather than types, of attitudinal commitment; that is, employees can experience
each of these psychological states to varying degrees. Some employees, for example, might
feel both a strong need and a strong obligation to remain, but no desire to do so; others might
feel neither a need nor obligation but a strong desire, and so on. The ‘net sum’ of a person’s
commitment to the organization, therefore, reflects each of these separable psychological
states. (p. 4)
Affective Commitment Antecedents
Affective commitment antecedents are generally studied in terms of personal characteristics

or work environment attributes. The former area, the relationship between various personal
characteristics and organizational commitment, has not produced impressive results (DeCotiis
and Summers, 1987). One explanation, according to the authors, is that no “commitment
profile” of an individual exists (p. 449). Lee, Ashford, Walsh, and Mowday (1992), however,
did investigate the role of personal characteristics, i.e., a summary concept of personal
characteristics and experiences that individuals bring to the organization, and found it to
predict subsequent organizational commitment. Steers (1977) found that personal
characteristics, especially need for achievement and education (inversely), influenced
commitment.
Although research has uncovered some positive associations, overall the relationships
between demographic variables (e.g., gender) and affective commitment are weak (Meyer &
Allen, 1997). Studies have found some positive relationships between both age and tenure
and commitment which may be a reflection of the process of growth in the development of
identification (Allen & Meyer, 1993; Buchanan, 1974a; Hackett et al., 1994; Hall et al., 1970;
Stevens et al., 1978). These findings support the intuitive belief that employees’ assumptions
of lengthy tenure will lead them to have greater organizational commitment than contract
employees; however, in a study by Pearce (1993) no significant differences between the two
groups were found.
17
In regard to work environment attributes associated with organizational commitment, often-
cited variables include organizational structure, organizational climate, and human resource
processes (DeCotiis & Summers, 1987). In the first area, for example, role perceptions such
as role conflict and ambiguity have been found to be correlates of commitment (Hrebiniak &
Alutto, 1972; Stevens et al., 1978). The responsibility offered by the task itself was also
reported to have a positive effect on commitment. Allen and Meyer (1990a) point out that the
strongest evidence has been provided for work experience antecedents, especially those that
fulfill an employee’s psychological needs to feel comfortable and competent.
Some research has reported relationships between various climate dimensions and
commitment (DeCotiis and Summers, 1987). Salancik (1977) found employees who
described themselves as personally important to the organization were highly committed.
Commitment was also found to be high in organizations that were described as being high in
autonomy and trust (Steers, 1977).
Human resource processes such as leadership, communications, and decision-making have

been found to be correlates to organizational commitment (Decotiis & Summers, 1987).
Some researchers propose that the more social involvement an individual has with others in
an organization, the higher the individual’s commitment to the organization (Buchanan,
1974a).
The results of a Gaertner and Nollen (1989) study suggest a clear connection between
employee perceptions of employment practices and affective commitment. Participants with
positive perceptions about internal mobility, training, and employment security were more
psychologically committed to the organization. An important human resource process, which
has gone largely unreached in terms of its relationship to commitment, is the learning
associated with the socialization of employees.
Organizational socialization is mainly an information-seeking process in which employees

focus on acquiring the information they need to make sense of the work setting (Miller &
Jablin, 1991; Ostroff and Kozlowski, 1992). Research by Morton (1993) indicated that
employees develop job proficiency by first seeking information through establishing co-
worker relationships, then pursuing direction from supervisors (Reio & Wiswell, 2000).
Learning occurred formally, informally or incidentally. Morton’s 1993 study found that those
employees who mastered socialization-related learning were more committed to the
organization.
18
Continuance Commitment Antecedents
Continuance commitment generally explores two antecedent areas: investments and

alternatives. Investments include the previously mentioned notion of side bets, i.e., actions
that link a person to a course of action because something would be forfeited if the activity
was discontinued (Becker, 1960). Leaving the organization would mean a loss of some type
of investment (time, money, effort). Alternatives refer to employment choices which
individuals believe to be available. Continuance commitment is negatively correlated with the
number of alternatives. Meyer and Allen (1997) emphasize that continuance commitment will
not be influenced unless employees recognize the cost of leaving due to investments or
alternatives.
Normative Commitment Antecedents
Normative commitment has not been studied extensively but preliminary hypotheses focus on
the areas of socialization, investments by the organization, and the development of
psychological contracts (Meyer & Allen, 1997). Both early socialization from one's family
and one’s culture and socialization as newcomers to an organization can put pressure on
individuals, thus developing normative commitment (Wiener, 1982). Individuals learn what
is valued and commitment predisposition. Organizations can define their value systems and
recruit and select individuals with similar values of loyalty and duty. In addition, some
authors speculate that investments an organization makes in an employee without
reciprocation (e.g., tuition assistance) may create a sense of obligation (Meyer & Allen, 1991;
Scholl, 1981). Finally, psychological contracts may play a part in developing normative
commitment (Rousseau, 1995). As previously stated, psychological contracts are the beliefs
of the parties involved in an exchange relationship about their reciprocation duties, thus
influencing obligations felt by the employee.
Research Involving Affective, Continuance, and Normative Commitment
While Meyer & Allen (1991) have used affective, continuance, and normative commitment to
capture the multidimensional nature of organizational commitment, affective commitment is
considered a more effective measurement of organizational commitment. Meyer & Allen
19
(1997) buttressed their support for the importance of affective commitment by explaining that
employees with strong affective commitment would be motivated to higher levels of
performance and make more meaningful contributions than employees who expressed
continuance or normative commitment.
In nine studies involving 2,734 persons, Dunham, Grube, & Castaneda (1994) examined how
participatory management and supervisory feedback influenced employee levels of affective,
continuance, and normative commitment. The researchers found that when supervisors
provided feedback about performance and allowed employees to participate in decision-
making, employee levels of affective commitment was stronger than both continuance and
normative. That is, employees indicated staying with the organization was more related to
wanting to, rather than needing to or feeling they ought to.
In a study of 238 nurses, Cohen (1996) investigated the relationship between affective,
continuance, and normative commitment and the following other types of commitment: work
involvement, job involvement, and career commitment. Findings revealed that affective
commitment was more highly correlated with all the other types of commitment. In other
words, employees who remained with the organization because they wanted to were more
likely to exhibit higher levels of commitment to their work, their job, and their career.
Irving, Coleman, & Cooper (1997) investigated the relationship between affective,
continuance, and normative commitment and the outcome measures of job satisfaction and
turnover intentions. Total participants for the study included 232 employees. Results revealed
that job satisfaction was positively related to both affective and normative commitment.
However, job satisfaction was negatively related to continuance commitment. All three types
of commitment were negatively related to turnover intentions, with continuance commitment
having the strongest negative relationship.
Cohen & Kirchmeyer (1995) undertook a study to investigate the relationship between
affective, continuance, and normative commitment and the non-work measure of resource
enrichment. Their participants included 227 nurses from two hospitals. The researchers found
positive relationships between resource enrichment and both affective and normative
commitment. However, the relationship between continuance commitment and resource
enrichment was negative. In effect, employees who were staying with the organization
because they wanted to or felt they ought to, indicated higher involvement and enjoyment
20
with work activities. Whereas, employees who were staying with the organization because
they felt they needed to indicated less involvement and dissatisfaction with work activities.
Chapter.3 Research Methodology
My topic for the research thesis is "impact of training practices on employee commitment". I
intend to find that how training practices create employee commitment. I will my research on
public of Pakistan to judge the "impact of training practices on employee commitment". I
have targeted the general public population of Pakistan. The sample size is 220 and the
technique used of non-probability convenience. The type of regression used for the statistical
analysis. Data will gathered through questionnaires.
3.1 Population
School Teachers
3.2 Sample Design

3.2.1Size
Our sample size is 220. Collected data is from four different cities.
3.2.2 Technique
We use non-probability sampling.
3.2.3 Area of Sampling
1. Haroonabad
2. Chistian
3. Bahawalnagar
4. Bahawalpur
3.3 Data collection Technique
We collect data through fill questionnaire from School Teachers.
21
22
3.4Theoretical framework
Independent variable Dependent variable
Employee Commitment
Training Practices  Normative Commitment
 Affective Commitment
 Continuous Commitment
3.5Hypothesis
H0: There is no positive relationship between Training Practices and Normative
Commitment.
H1: There is positive relationship between Training Practices and Normative Commitment.
H0: There is no positive relationship between Training Practices and Affective Commitment.
H1: There is positive relationship between Training Practices and Affective Commitment.
H0: There is no positive relationship between Training Practices and Continuous

Commitment.
H1: There is positive relationship between Training Practices and Continuous Commitment.
3.6 Cronbach alpha

Reliability of all variables is .910 its mean questions of questionnaire is reliable.
23
Chapter 4 Data Analysis and Interpetation
Table 1: Reliability Analysis Results
Training Practices 0.854
Normative Commitment 0.667
Affective Commitment 0.775
Continuous Commitment 0.654
Overall reliability of all variables 0.910
The above table 1shows the reliability results of all variable questions and over all reliability
results. From the above table it has been concluded that the data is more reliable.
Frequency Table
Table Gender
Frequenc Percent Valid Cumulative

y Percent Percent
Male 153 68.9 69.5 69.5
Female 67 30.2 30.5 100.0
Total 220 100.0 100.0
Explanation of Frequency Table
The above cited table shows the gender of respondent. It shows that the majority of our
respondents are male, which are 69.5% of our sample size, whereas the 30.5% of respondent
are female. The above said fact shows that majority of Teachers are male.
24
Frequency Percent Valid Percent Cumulative
Percent
Primary 33 14.9 15.0 15.0
Model 32 14.4 14.5 29.5
Elementary 28 12.6 12.7 42.3
High 45 20.3 20.5 62.7

Valid Higher
28 12.6 12.7 75.5
Secondary
Vocational 35 15.8 15.9 91.4
Private 19 8.6 8.6 100.0
Total 220 99.1 100.0

Missing System 2 .9
Total 222 100.0
The above cited table shows the name of Schools of respondent. 20.5% questionnaire are
filled from High Schools. Whereas the 15.9% and 15 are the respondents from Primary
schools and Elementary Schools and 14.5% respondent are from Higher Secondary Schools,
12.7% and 12.7% are from Model & private, 8.6% are from community schools. The above
said facts shows that majority of respondent who fill questionnaire are from high schools.
Location

Percent
BWN 49 22.1 22.3 22.3
Chistian 73 32.9 33.2 55.5
Valid Haronabad 55 24.8 25.0 80.5
BWP 43 19.4 19.5 100.0
Total 220 99.1 100.0

Missing System 2 .9
Total 222 100.0
The above cited table shows the location of respondent. It shows that the majority of our
respondents are from Chistian that are 33.2%, whereas the 25% of respondent are from
Haroonabad, 22.3% of respondent are from BWN city, 19.5% respondent are from BWP
city, The above said facts shows that majority of respondent of questionnaire are filled from
Chistian.
25
Designation

Percent
PST 18 8.1 8.2 8.2
ESE 22 9.9 10.0 18.2
EST 28 12.6 12.7 30.9
SESE 21 9.5 9.5 40.5
SST 24 10.8 10.9 51.4
Principal 29 13.1 13.2 64.5
Valid SESE 21 9.5 9.5 74.1
PST 43 19.4 19.5 93.6
ESE 1 .5 .5 94.1
SS 2 .9 .9 95.0
SSS 7 3.2 3.2 98.2
PT 4 1.8 1.8 100.0
Total 220 99.1 100.0

Missing System 2 .9
Total 222 100.0
The above cited table shows the designation of respondent. It shows that the majority of our
respondents are PST they are 19.5%, 13.2% respondent are EST, 12.7% and 10.9%
respondent are SST and ESE, 10% respondents are from SS, 8.2 % respondent are Principal.
Age

Percent
<25 40 18.0 18.2 18.2
25-30 97 43.7 44.1 62.3

Valid 31-40 50 22.5 22.7 85.0
40+ 33 14.9 15.0 100.0
Total 220 99.1 100.0

Missing System 2 .9
Total 222 100.0
The above cited table shows the age of respondent. It shows that the majority of our
respondent lies between 25-30 years age that is 44.1% of our sample size, whereas the 22.7%
of respondent have 31-40 years age, 18.2% of respondent are less than 25 years old, 15%
26
respondent of total sample size are 40+ age. The above said facts shows that majority of
Teachers in the schools are 25-40 years old.
Income Level

Percent
7000 To 15000 23 10.4 10.5 10.5
15001 To 25000 77 34.7 35.0 45.5
25001 To 35000 71 32.0 32.3 77.7

Valid
35001 To 45000 37 16.7 16.8 94.5
45000+ 12 5.4 5.5 100.0
Total 220 99.1 100.0

Missing System 2 .9
Total 222 100.0
Explanation of Frequency Table
The above cited table shows the income level of the respondent. It shows that the majority of
our respondents have income level between 15001-25000 that is 35.0% of our sample size,
whereas the 32.3% of respondent have income level between 25001-35000, 16.8% of
respondent having income between 35001-45000, 10.5% respondent of total sample size have
7000-15000 income and only 5.5% of respondent having income lies above 45000. The
above said facts shows that majority of employees of the School Teachers have income level
lies in 32000-40000.
Summary:
From the demographic information it is observed that mostly respondent of the School
Teachers are male having age group of 25-40 years that are mostly from chistian city are PST
with income level 30000-45000.
27
Descriptive Statistic
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Training_Practices 220 1.63 4.88 3.7159 .65502

Normative_Commitment 220 2.00 7.63 3.8080 .61160
Affective_Commitment 220 1.80 5.00 3.7473 .64740
Continuous_Commitment 220 2.60 5.00 3.8718 .53218
Valid N (listwise) 220
We apply descriptive statistic on the computed variables of all independent and dependent
variable. The above table shows the descriptive statistics and the mean value of all variables.
The mean value of Training Practice, Normative Commitment, Affective Commitment and
Continuous Commitment are 3.7159, 3.8080, 3.7473 and 3.8718. It means that means of
Training Practice, Normative Commitment, Affective Commitment and Continuous
Commitment approaches to four and four shows the agree of respondents about the question
which we asked. Therefore it represents the positive perceptions of Training Practice,
Normative Commitment, Affective Commitment and Continuous Commitment that applied
in the Schools. The results of descriptive statistics show that the respondents are satisfied
with Training Practices that are applying in the Schools.
28
Correlation
Correlations
Training_Practices Normative_Co Affective_C Continuous_Co

mmitment ommitment mmitment
Pearson
Correlatio 1 .599** .843** .644**
n
Training_Practices
Sig. (2-
.000 .000 .000
tailed)
N 220 220 220 220
Pearson
Correlatio .599** 1 .549** .702**
n
Normative_Commitment
Sig. (2-
.000 .000 .000
tailed)
N 220 220 220 220
Pearson
Correlatio .843** .549** 1 .672**
n
Affective_Commitment
Sig. (2-
.000 .000 .000
tailed)
N 220 220 220 220
Pearson
Correlatio .644** .702** .672** 1
n
Continuous_Commitment
Sig. (2-
.000 .000 .000
tailed)
N 220 220 220 220
**. Correlation is significant at the 0.01 level (2-tailed).
29
The correlation matrix of the dependent variables Normative Commitment, Affective
Commitment and Continuous Commitment and independent variable that are Training
Practices are given in the above table. The above table results show the measure of a Training
Practices has a significant and positive correlation with Normative Commitment, Affective
Commitment and Continuous Commitment. Finally from this table a positive and significant
relation between dependent variables (Normative Commitment, Affective Commitment and
Continuous Commitment) and independent variable (Training Practices) was found.
Regression Analysis
Model no 1
Model Summary
Model R R Square Adjusted R Std. Error of the

Square Estimate
1 .599a .358 .355 .49107
a. Predictors: (Constant), Training_Practices
In above table of model summary the value of R Square is 0.358, that is 35% it mean model
is not good fitted and independent variable (Training Practices) is explaining the dependent
variable (Normative Commitmnet). And 3.55% value is of Adjusted R Square that shows this
change in Normative Commitment come through Training Practices.
ANOVAa
Model Sum of Squares df Mean Square F Sig.
Regression 29.348 1 29.348 121.701 .000b
1 Residual 52.570 218 .241
Total 81.917 219
a. Dependent Variable: Normative_Commitment

b. Predictors: (Constant), Training_Practices
The above table of ANOVA shows the P value that is .000 less than 0.05. The results are
highly significant. The null hypothesis is rejected and alternate hypothesis is accepted. It
means there is relationship between training practices and Normative Commitment. And from
the results it is shown that they have positive relation among them. Ho is rejected therefore
conclude that Training Practices has positive impact on Normative Commitment.
30
Coefficientsa
Model Unstandardized Coefficients Standardized t Sig.

Coefficients
B Std. Error Beta
(Constant) 1.731 .191 9.058 .000

1
Training_Practices .559 .051 .599 11.032 .000
a. Dependent Variable: Normative_Commitment
The Coefficient table shows the standardization of beta coefficient, which is interpret
similarly to correlation coefficient. The t- value and P-Value of independent variable
(Training Practices) shows whether that variable is significantly contributing to the equation
for predicting the Normative Commitment. As for this model, t-value of the Training
Practices is 11.032 and p-value is 0.00 it means there is a significant relationship between
Training Practices and Normative Commitment. The Null hypothesis is rejected and
Alternate hypothesis is accepted for Training Practices and Normative Commitment. The
above cited results show that Training Practices put positive impact on Normative
Commitment. Because all values are positive therefore we reject the null hypothesis.
Model no 2
Model Summary

Square Estimate
1 .843a .710 .709 .34914
is good fitted and independent variable (Training Practices) is explaining the dependent
variable (Affective Commitment). And .709% value is of Adjusted R Square that shows this
change in Affective Commitment come through Training Practices.
31
ANOVAa
Regression 65.214 1 65.214 534.970 .000b
1 Residual 26.575 218 .122
Total 91.788 219
a. Dependent Variable: Affective_Commitment

means there is relationship between training practices and Affective Commitment. And from
the results it is shown that they have positive relation among them. Ho is rejected therefore
conclude that Training Practices has positive impact on Affective Commitment.
Coefficientsa

Coefficients
B Std. Error Beta
(Constant) .652 .136 4.795 .000

1
a. Dependent Variable: Affective_Commitment
for predicting the Affective Commitment. As for this model, t-value of the Training Practices
is 23.129 and p-value is 0.00 it means there is a significant relationship between Training
Practices and Affective Commitment. The Null hypothesis is rejected and Alternate
hypothesis is accepted for Training Practices and Affective Commitment. The above cited
results show that Training Practices put positive impact on Affective Commitment. Because
all values are positive therefore we reject the null hypothesis.
32
Model no 3
Model Summary

Square Estimate
1 .644a .415 .412 .40807
is not good fitted and independent variable (Training Practices) is explaining the dependent
variable (Continuous Commitment). And .412% value is of Adjusted R Square that shows
this change in Continuous Commitment come through Training Practices.
ANOVAa
Regression 25.724 1 25.724 154.476 .000b
1 Residual 36.302 218 .167
Total 62.025 219
a. Dependent Variable: Continuous_Commitment

means there is relationship between training practices and Continuous Commitment. And
from the results it is shown that they have positive relation among them. Ho is rejected
therefore conclude that Training Practices has positive impact on Continuous Commitment.
Coefficientsa

Coefficients
B Std. Error Beta
(Constant) 1.928 .159 12.136 .000

1
a. Dependent Variable: Continuous_Commitment

for predicting the Continuous Commitment. As for this model, t-value of the Training
33
Practices is 12.429 and p-value is 0.00 it means there is a significant relationship between
Training Practices and Continuous Commitment. The Null hypothesis is rejected and
Alternate hypothesis is accepted for Training Practices and Continuous Commitment. The
above cited results show that Training Practices put positive impact on Continuous
Commitment. Because all values are positive therefore we reject the null hypothesis.
There is positive relationship between Training Practices and Accepted

Affective Commitment
Continuous Commitment
34
Chapter.5 Summary, Findings, Conclusion, limitation and
Recommendation
5.1 Research Conclusion
The main purpose of this paper is to investigate the relationship between training practices
and employee commitment. The result using a regression model showed that, the more
training given to employees, the more committed they will be to the organization. This result
is consistent with other research and findings on the relationship between training practices
and employees’ commitment to the organization. The underlying philosophy therefore is the
need for management to acknowledge and openly accept that training is one of the
commitment-based strategies that can be utilized to enhance organizational performance. In
conclusion, training is a tool that can assist in building a more committed and productive
workforce and can lead to greater commitment and less employee turnover. Based on these
findings, effective training program can lead to greater employee commitment and a more
stable workforce.
As stated throughout this paper, training that seeks to improve employee investment, increase
reciprocity, helps the employee identify with the organization, and serves to limit alternative
employment options will enhance the employee’s commitment to the company. The result of
this will be an organization that is better able to retain its workforce
5.2 Limitations and Future research

The purposes of this study were to examine the relationship between training practices and
employee commitment of public and private sector schools in few cities. Sample size can be
seen as the major limitation of this study.
Secondly, the results are only generalisable to similar populations in Punjab, i.e. employees
of multinationals operating in the service sector. Existing research has shown that the
organizational commitment of employees differs considerably between different sectors.
Further research is needed across different geographical settings and across different
industries before these results can be generalized.
Thirdly, the fact that our findings are drawn from cross-sectional data obtained by self
completed survey questionnaires, means we cannot draw hard conclusions about the direction
of causality. In order to resolve such issues future longitudinal research seems in order.
35
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Ahmad, K. Z., & Bakar, R. A. (2003). The association between training and organizational
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Leadership & Human Resource Management Dynamics Contribute to

Muhammad Usman Ajmal Mirza

Key Words: Training, Organizational Commitment, Normative Commitment, Affective

Chapter no. Page No.

4 Data Analysis & Interpretation 23

Armstrong(2006) defined training as a planned systematic modification of behavior through

There is no general agreement as to what can increase an employee’s commitment to the

1.4 Research objective

Authoritative commitment has been characterized as the relative quality of a worker's

Authoritative commitment of workers can likewise be expanded by giving so as to submit the

The result of duty in which MECAL is essential intrigued is maintenance of workers.

Affective commitment was characterized by Allen & Meyer (1990) as representatives'

Asset Development and hierarchical execution is deficient. Alluding to Bates (1999), he

Access to training signifies "workers' impression of the likelihood of their participation at

Support for Training

Training and Reciprocity

Perceived supervisor support for training

Training saw as a human asset administration rehearse contrastingly in alternate points of

Although one approach to the study of organizational commitment is a multi-faceted view,

An individual who is bound to a course of action (e.g., remaining in the organization;

Affective, continuance, and normative commitment are best viewed as disguisable

Affective Commitment Antecedents

Affective commitment antecedents are generally studied in terms of personal characteristics

Human resource processes such as leadership, communications, and decision-making have

Organizational socialization is mainly an information-seeking process in which employees

Continuance commitment generally explores two antecedent areas: investments and

Normative Commitment Antecedents

Research Involving Affective, Continuance, and Normative Commitment

Chapter.3 Research Methodology

3.2 Sample Design

We use non-probability sampling.

3.2.3 Area of Sampling

3.3 Data collection Technique

We collect data through fill questionnaire from School Teachers.

Independent variable Dependent variable

H0: There is no positive relationship between Training Practices and Continuous

3.6 Cronbach alpha

Training Practices 0.854

Normative Commitment 0.667

Affective Commitment 0.775

Continuous Commitment 0.654

Overall reliability of all variables 0.910

Frequenc Percent Valid Cumulative

Male 153 68.9 69.5 69.5

Female 67 30.2 30.5 100.0

Total 220 100.0 100.0

Explanation of Frequency Table

Primary 33 14.9 15.0 15.0

Model 32 14.4 14.5 29.5

Elementary 28 12.6 12.7 42.3

High 45 20.3 20.5 62.7

Vocational 35 15.8 15.9 91.4

Private 19 8.6 8.6 100.0

Total 220 99.1 100.0

Frequency Percent Valid Percent Cumulative

BWN 49 22.1 22.3 22.3

Chistian 73 32.9 33.2 55.5

Valid Haronabad 55 24.8 25.0 80.5

BWP 43 19.4 19.5 100.0

Total 220 99.1 100.0

Frequency Percent Valid Percent Cumulative

PST 18 8.1 8.2 8.2

ESE 22 9.9 10.0 18.2