Management Training Methods:

Relative Effectiveness and Frequency

of Use in the Malaysian Context
Veeriah Sinniah& Sharan Kaur
Faculty of Business and Accountancy
Universiti of Malaya
50603 Kuala Lumpur, Malaysia

E-LEADER CONFERENCE
KUALA LUMPUR, MALAYSIA
5-7 JAN 2009
 OVERVIEW OF
PRESENTATION
• Purpose of Study
• Objectives of Study
• Background of Study
• Hypotheses
• Research Methodology
• Results of Study
• Conclusion
 PURPOSE OF STUDY

• To identify employees’ perceived

effectiveness of training methods, a
replication of a study by Sadler-Smith et al
(2000)
 OBJECTIVES OF
STUDY
• To explore perceptions of employees on “modern” and
“conventional” training methods;

• To investigate the relative effectiveness of training delivery methods

and their frequency of use based on employees’ perspective;

• To explore any significant differences in perceived effectiveness and

frequency of use of training methods between small and large
organisations

• To assess how employees perceive the relative effectiveness of

training methods to attain specific training objectives
 BACKGROUND OF
STUDY
• Investment in corporate training in Malaysia is vital –
included the 9th Malaysia Plan (2006-2010), meant to
increase supply of educated & skilled workforce

• Challenges in recent years include:

– increased numbers of employees to train;

– increased complexity in the type of work;

– pressure on employees to learn & demonstrate new

competencies faster & at a higher level;

– rapid changes in the business environment &

– limited funding
 BACKGROUND OF
STUDY
Modern Training Methods
• Companies are exploring e-Learning ie. web-based, intranet-
based & CD-based training delivery system to reduce
expenses (Juptner, 2001)

• New delivery training methods tend to expand due to growth

of computing technology, increased IT competencies, reduce
barriers to accessing & use of internet, hence increasing
range of training methods available to practitioners

• In reality, today’s training methods are not so new – better

application of proven practices, relying on the same
fundamental training method of instructional /discussion
/conference procedure
 BACKGROUND OF
STUDY
Modern Training Methods
• E-Learning includes computer based training, web
based training, intranet training (Chute, 200; Urdan
& Weggen, 2000)

• E-Learning mediums include videoconferencing,

teleconferencing, CDs, corporate intranets (Chute,
2002)

• Just-in-time training is an advantage of e-Learning

(NCC, 2000)
 BACKGROUND OF
STUDY
Modern Training Methods
• Web based training has lower training development cost,
simple updating or material revision & increased
accessibility , eliminates travel cost & time saving(Hall, 1997;
Khan, 1997)

• Web based training allow trainees to have training anytime,

anywhere & at the amount they need

• Computer based training enables trainees to have dialogue

with programme, reduce cost of training, reduce length of
training & more timely training (Dessler, 2008)
 BACKGROUND OF
STUDY
Modern Training Methods
• Distance learning allow learners to learn at a distance away
from source of expertise (Harrison, 1998)

• Distance learning includes wide range different media:

– Video & audio tools;
– Computer based training;
– Multimedia CD-ROM tools;
– Intranet / internet based delivery;
– Television delivery;
– Books, workbooks & job aids
 BACKGROUND OF
STUDY
Modern Training Methods
• Miller (2001) found coaching (a new field (Wilkins, 2000)) to:
– Increase productivity;
– Increase quality;
– Improve working relationship between employee and boss
– Increase job satisfaction

• The use of coaching after a traditional instructor-led training is

effective in increasing skill retention & transfer of training (Showers,
1987)
 BACKGROUND OF
STUDY
• Consistent advice as to what managers in large firms should
consider in design & delivery of training but lesser for small firms
(Carlson, et al., 2006)

• Small businesses like family owned & operated firms have lower
commitment to training, it is viewed as individual career
development & does not add value to the firm (Matlay, 2000)

• Small firms are less likely to undertake training (Sargeant, 1996)

• The higher the initial set up costs for training (ie e-Learning), the
less likely small firms would invest in this, irrespective of its
appropriateness (Basset-Jones, 1991)
 HYPOTHESES

• H1: There is a significant difference between modern & conventional

training methods in terms of frequency of use

• H2: There is a significant difference between modern & conventional

training methods in terms of effectiveness

• H3: There is a significant difference between size of firms in their

use of training methods

• H4: There is a significant difference between modern training

methods & conventional training methods in terms of attaining
training objectives
 RESEARCH
METHODOLOGY
• Quantitative study

• Convenient sampling employed with 300 questionnaires distributed to

management level employees from the private & public sectors

• 254 were returned, however only 200 was usable – return rate of
66.67%

• Training practices & methods adopted from Sadler-Smith et al (2000);

training objectives adopted from Carroll et al (1972)

• Training methods used are: Off-site courses, On-site courses; OJT;

Video training; Distance learning; Computer based training & Coaching
 RESULTS OF STUDY

• Majority of the respondent

• are Females (56%);
• were between 26 – 30 years old (44.3%)
• are Malays (35%);
• have a Bachelor’s degree (67.5%);
• have about 1 – 5 years of working experience
(48.7%);
• are Executives & Sr. Executives (52.7%)
 RESULTS OF STUDY

• H1: There is a significant difference between modern & conventional

training methods in terms of frequency of use (not supported)
• t= 1.15; df = 199; p = .88 (p > .05)

• H2: There is a significant difference between modern & conventional

training methods in terms of effectiveness (supported)
• t= 4.26; df = 199; p = .00 (p < .05)

• Off-site courses, On-site courses; OJT had higher % on

effectiveness

• Distance learning; computer based & coaching, were rated high

on ineffectiveness
 RESULTS OF STUDY
• Correlations exist between frequency of use and effectiveness for:
– Conventional methods (p < .01);
– Modern methods (p < .01)
– This means that those respondents who perceived the training
method effective also used them frequently

• H3: There is a significant difference between size of firms in their

use of training methods (not supported) (p > .05)

• H4: There is a significant difference between modern training

methods (M = 57.02, SD = 7.66) & conventional training methods (M
= 63.72, SD = 11.72) in terms of attaining training objectives
(supported) (t = 7.55, df = 199, p < .05)
 RESULTS OF STUDY
• OJT was rated the highest in attaining all training objectives (ratings
for 1 training objective is same as Coaching) (MCoaching = 3.89,
SDCoaching = .89; MOJT = 3.88, SDOJT = .85)

• Distance learning was perceived as the least effective method for

achieving training objectives (MDistance Learning-Knowledge Acquisition = 2.81,
MDistance Learning-Changing Attitudes = 2.64, MDistance Learning-Problem Solving = 2.72,
MDistance Learning-Skill Development = 2.80, MDistance Learning-Knowledge Retention = 2.79)
 CONCLUSION
• Contradictory to previous research, this study found that
all organisations regardless of their size reported training
activities very important or important to their organisation

• The use of the Internet, multimedia and other “virtual”

realities is unlikely to supplant, as some seek to imply,
“learning through doing” as epitomized in the theories of
Knowles (1990), Kolb (1984) & Revans (1983).

• This study does not seek to deny the value of modern

learning methods, however, the high initial cost of setting
up modern training methods may be the reason behind its
lack of use
 CONCLUSION
• The perception of this study’s respondents indicate that
since modern methods were lacking in use, it was also
perceived as ineffective

• Hence, efforts should be made to explore how modern

methods may best be exploited, as its advantages in
cost reduction & timely training can accelerate the up-
skilling of employees in organisations

• The challenge for HR is to successfully utilize and

integrate modern and traditional, OJT and off-job
methods so as to build on the strengths of each and
meet the needs of learners and businesses