The effectiveness of training activities in improving employees performance at samsung display vietnam’s quality department

DECLARATION
I guarantee that this is my own research project under the instruct of
Assoc.Prof.Dr. Nguyen Ngoc Thang
The data and results stated in the content of the thesis are truthful and have
never been published in any previous research.
H a Noi, on the

day of

NGUYEN HUU HAU

, 2020


ACKNOWLEDGMENTS
I would like to express my deep gratitude to Assoc.Prof.Dr. Nguyen Ngoc Thang
who guided, I am wholeheartedly in the research process to write a dissertation,
imparting new specialized knowledge and valuable experience. treasure in practice.
Sincerely thank Samsung Display Vietnam in general and all staff in the Quality
department in particular for creating favorable conditions and support in terms of
information and data to meet the research objectives of the topic.
I would like to express and acknowledge the support of organizations and
individuals who responded to the interview to provide information in the survey and
interview process.
Thank you to the teachers, learners of the master class for sharing knowledge and
helping me in studying.
Sincerely thanks!

Tp.

Ha Noi, on the

day of

, 2020

NGUYEN HUU HAU

ABSTRACT
The theory of human resources is increasingly attaching importance to training in order to
improve work efficiency of employees. In recent years, Samsung Display Vietnam
Company has continuously expanded production scale in both quality and quantity.
However, the highly qualified and skilled workforce is the concern of the company's
managers, and so many human resource training and development strategies are

1


proposed, including The problem of human training is very important. Based on that fact,
the thesis researches the impact of training on the performance of quality control
department staff at Samsung Display Vietnam. This research uses 167 samples of quality
control department staffs of Samsung Display Vietnam Co., Ltd. who have participated in
company training programs and used analytical techniques including descriptive
statistics, scale reliability testing, exploratory factor analysis (EFA), and linear regression.
Exploratory factor analysis (EFA) results show 5 components of training and regression
results show that all 5 training components have a positive impact on the performance of
employees of the quality control department department of the company. Company
includes: Training needs assessment, training commitment, training methods, training
content and training evaluation. From the research results suggest a number of policies
related to training to improve the working efficiency of employees in the textile industry.
Keywords: training, training role, employee performance

2


TABLE CONTENTS
DECLARATION...............................................................................................i
ACKNOWLEDGMENTS................................................................................1
ABSTRACT.....................................................................................................2
CHAPTER 1: INTRODUCTION.....................................................................4
1.1
The urgency and reasons to choose the topic.........................................4
1.2
Research objectives...............................................................................5
1.3
Research questions................................................................................5
1.4 Research subject and scope............................................................................5
1.4.1 Research subject.................................................................................6
1.4.2 Research scope....................................................................................6
CHAPTER 2: LITERATURE REVIEW...........................................................7
2.1 Concept and Definition...................................................................................7
2.1.1 Meaning of training.............................................................................7
2.1.2 HR training needs..............................................................................10
2.1.3 Aims and Objectives of Training........................................................11
2.1.4 Training Methods / Techniques..........................................................11
2.1.5 Training Evaluation...........................................................................13
2.1.6 Benefits of Training...........................................................................15
2.2 The Components Of Training Impact Employee Performance......................15
2.2.1 Training Needs Assessment...............................................................15
2.2.2 Training commitments.......................................................................16
2.2.3 Training contents...............................................................................17

2.2.4 Training methods...............................................................................17
2.2.5 Training Evaluation...........................................................................17
2.3 Research model.............................................................................................18
CHAPTER 3: RESEARCH MOTHODOLOGY............................................19
3.1 Research Design............................................................................................19
3.2. Building questionnaires and encoding scale.................................................19
3.3 Methods of sampling and data collection......................................................22
3.3.1 Methods of collecting primary data...................................................22
3.3.2 Sample size........................................................................................22
3.4 Analyzing Data Plan......................................................................................22
3.4.1 Reliability analysis by Cronbach’s alpha...........................................22
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3.4.2 Exploratory Factor Analysis – EFA...................................................23
3.4.3 Regression analysis............................................................................23
CHAPTER 4: RESULTS AND DISCUSSION...............................................25
4.1.Overview about Samsung Display Vietnam..................................................25
4.1.1
General introduction.....................................................................25
4.1.2
Training strategy of Samsung Display Vietnam............................26
4.1.3 Functions and responsibilities of the quality control department......27
4.2 Data description............................................................................................28
4.3 Reliability Analysis.......................................................................................29
4.3.2 Test the reliability of the Training open interest - TCM scale............30
4.3.3 Test the reliability of Training contents - TCT scale..........................31
4.3.4 Test the reliability of the Training methods - TM scale......................31
4.3.5 Test the reliability of the Training Evaluation - TE scale...................32
4.3.6 Test the reliability of the Employee Performance Scale - EP.............32

4.4 Exploratory Factor Analysis..........................................................................33
4.4.1 EFA test results of the independent variable......................................33
4.4.2 EFA test results of the dependent variable.........................................34
4.5 Regression Analysis......................................................................................35
4.5.1 Pearson correlation analysis...............................................................35
4.5.2 Verify multivariate linear regression model.......................................36
4.5.3 Multiple regression equations and conclusions about the hypotheses38
CHAPTER 5: CONCLUSION........................................................................40
5.1.Conclusion....................................................................................................40
5.2 implications...................................................................................................40
5.2.1 Implications of training needs assessment.........................................40
5.2.2 Implications of commitment to training.............................................41
5.2.3 Training content implications............................................................41
5.2.4 Implications of training method.........................................................42
5.2.5 Training evaluation implications........................................................42
5.3 Suggestions...................................................................................................43
5.4 Limitations and future research direction......................................................43
REFERENCE.................................................................................................45
APPENDIX 1..................................................................................................49
APPENDIX 2..................................................................................................53
APPENDIX 3..................................................................................................57

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CHAPTER 1: INTRODUCTION
1.1 The urgency and reasons to choose the topic
According to Evans, Pucik & Barsoux (2002, p. 32), organizations are facing
increasing competition due to the changes in the global, technological, political and
economic environment, which has prompted these organizations to train their employees

as one of the ways to prepare them for this growth and improve their performance. It is
important not to ignore the general evidence of knowledge growth in the business
community over the past decade. This growth is not only due to technological
improvements and the combination of production factors, but also has increased efforts to
develop the Organization's human resources. Therefore, in each organization, the
responsibility to improve the performance of employees and undoubtedly implement
training and development is one of the key steps that most companies need to realize.
Obviously, employees are an important resource, and it is important to optimize
employees' contribution to the company's goals and objectives as a means to maintain
effective performance. Therefore, as recommended by Afshan, Sonia, Kamran & Nasir
(2012, p. 646), this requires managers to ensure that sufficient staff with technical and
social skills and career development skills are provided to professional departments or
management positions.
In many cases, the question that may arise is why human resources are
important. Noting that human resources are the intellectual property rights of enterprises,
employees have proved to be a good source of competitive advantages (Houger 2006),
and training is the only way to develop organizational intellectual property rights through
employee capacity-building. In order to succeed, Organizations must effectively acquire
and use human resources. Therefore, organizations need to design their human resources
management in a way that conforms to the organizational structure, because this will
enable organizations to achieve their goals and objectives. In addition, it is important that
organizations support their workforces in acquiring the necessary skills and increasing
commitment.
Samsung Display Vietnam (SDV) is a foreign-invested enterprise in Vietnam.
At SDV, managers focus on developing five core values including: People - Excellence Change - Intergrity - Co- Prosperity. In the five core values mentioned above, PEOPLE is
the value placed on top by SDV. In addition to the great attention and investment in terms

3

of comprehensive welfare regimes for employees, the company always spends a large
amount of money on domestic and foreign training projects, updating public knowledge.
technology, developing skills through which employees have the opportunity to learn,
experience and develop a career in a sustainable way. Currently, SDV is on the rise in
machine technology and automation equipment. Therefore, the demand for the quality of
human resources is increasingly high for specialization, specialized skills, especially
human resources in the quality department, the department responsible for the
management and quality assurance of input materials, paragraphs and output products.
This is a department that SDV's administrators pay special attention to implementing
training programs to improve professional qualifications and specialized skills to ensure
that they can meet the requirements of the job, increase the productivity of employees.
Recognizing the importance and impact of training programs on employees'
performance, the author chose the topic “The effectiveness of training activities in
improving employees performance at Samsung Display Vietnam’s quality
Department” is the subject of my master's thesis to explore the impact and impact of
SDV's training programs and activities on the performance of quality department staff.
From there, propose solutions to contribute to improving the efficiency of training
activities to improve the work efficiency of employees in general and Samsung Display
Vietnam Quality department employees in particular.
1.2 Research objectives
The main objective of this study is to identify the effects of training activities on
the performance of Quality department staff at SDV.
1.3 Research questions
To achieve the research goals set out. The study poses 04 research questions of the
specific topic as follows:
 What training programs are there for SDV’s Quality department staff?
 What factors of training activities affect the performance of SDV's Quality
department staff?
 What is the impact of training activities on SDV Quality department staff's
performance?

1.4 Research subject and scope

4


1.4.1 Research subject
The research object of the topic is the impact of training activities on the
performance of Quality department staff at Samsung Display Vietnam
1.4.2 Research scope
 Space scope: Research was conducted within the Quality department staff at
Samsung Display Vietnam.
 Time scope: Secondary data of the study collected over a period of 3 recent years
(from 2017 to 2019).

5


CHAPTER 2: LITERATURE REVIEW
2.1 Concept and Definition
2.1.1 Meaning of training
According to Decenzo & Robbins (2000), training is a kind of learning
experience, in which it seeks relatively lasting changes for an individual,
which will improve his ability to perform his/her work. This means that
training must be designed in a way that will involve changing or improving
skills,

knowledge,

attitudes

and

social

behaviors.

This

change

or

enhancement of skills, knowledge, attitudes and social behaviors may be
related to what employees know, working methods, and relationships and
interactions with colleagues and supervisors.
Therefore, as explained by Cascio (1992), training includes planned
programs aimed at improving performance at the individual, group or
organizational level. The improvement of performance on the individual,
team or organizational side means measurable changes or improvements in
knowledge, skills, attitudes and social behaviors.
Training refers to teaching or learning activities aimed at helping members of
an organization acquire and apply the knowledge, skills, abilities and
attitudes required by the organization. This is an act of improving staff's
knowledge and skills to perform specific tasks (Monappa & Saiyadain, 2008).
Therefore, training should be regarded by managers of each organization as
a long-term investment in their human resources.
According to Dessler (2008), further training is a means to provide new or
existing employees with the skills they need in their different jobs. He went
on to say that he regarded training as an important sign of good
management, so when managers ignored training, they were doing so, which

caused great disadvantage to the organizations they managed. This is
because there are still high potential employees who guarantee that they will
perform well. This is why every employee must know what the manager
wants him to do and how he wants to do it. Therefore, training has a fairly
impressive record of affecting organizational efficiency. As explained by Cole
(2004), human resources are the most dynamic of all the resources at the
disposal of the Organization and therefore require considerable attention
from managers in order to realize their full potential. To this end, managers

6


must solve the problems of motivation, leadership, communication, job
reorganization, payment system, training and development.
Also according to the definition of Cole (2004), "Education" usually means
the basic guidance of knowledge and skills, which are aimed at enabling
people to make full use of life in general, which is an individual and broad
basis. The implicit "Training" is to prepare for a specific occupation or skill.
Therefore, it is narrower in concept than in education or development. It is
work-oriented

rather

than

personal-oriented.

"Development"

usually

indicates a wider understanding of the acquisition of knowledge and skills
than training, which is less than career-oriented work orientation; It pays
more attention to the potential of employees than to their immediate skills. It
regards staff as an adaptive resource; "Learning" refers to the process of
acquiring knowledge, understanding, skills and values to adapt to any
environment, and is the basis of these three terms; Ability "mainly refers to a
person's ability to prove to others that he can perform a task, process or
function according to predetermined standards. It is all about putting
learning into practice.
As Ivancevich (2010) quoted Clifton & Fink (2005) as saying, training is a
systematic process that will change employees' behavior and develop
towards achieving organizational goals. Training related to current job skills
and abilities. It is current-oriented and helps employees master specific skills
and abilities. He also confirmed that training is an effort to improve an
employee's current or future performance and is very important to both new
and existing employees. Other definitions used in this study are as follows:
Human resources practitioners provide three kinds of learning activities for
employees

in

their

organizations,

namely

education,

training

and

development. Training, education and development programmes are all
aimed at promoting learning.
EDUCATION: As a long-term learning activity, individuals are prepared to
assume various roles in society as citizens, workers and members of family
groups. The focus of education is mainly on individuals and their needs,
followed by the whole community. Asare-Bediak (2002) simplifies this, so that
"education aims to equip individuals with skills and knowledge to help them
make meaningful responses to the environment and pursue meaningful lives.
In generally, education prepares people for life.

7


LEARNING: It is a relatively lasting change of behavior caused by some
experience. Suppose that if a supervisor watches a movie about employment
counseling and changes his counseling style, then the supervisor is said to
be studying. Although it is difficult to define learning accurately, in this
study, it is a complex process of acquiring knowledge, understanding, skills
and values so as to be able to adapt to our environment. There are three
factors that determine the learning style in learning: 1-learners' innate
qualities; 2-Teacher skills; 3-Learning conditions occur.
TRAINING: Any learning activity aimed at acquiring knowledge and skills
specific to the purpose of a profession or task. The training focuses on
work/tasks; The acquisition or learning of specific abilities. When the
supervisor receives a course on how to deal with employee complaints, the
supervisor has actually received a "training" or "learning" program specially

designed to help him/her acquire abilities.
PERFORMANCE: refers to the efforts of employees. Employee performance
is measured according to the input-output relationship. It measures the
efficiency of inputs or resources used to produce outputs. Performance is the
productivity of employees.
COMPETENCY: is not a material resource. It is a person's inherent or
acquired

characteristic,

which

is

conducive

to

efficient

or

superior

performance. It can be a person's motivation, values, knowledge, skills,
attributes or personality characteristics. It is specifically divided into three (3)
categories: (a) Technical competencies refer to work knowledge or work
skills. They are knowledge or skills related to a specific job or occupation.
Because they are specific to a job or position, technical abilities vary from job
to

job.

(b)

Personality

competencies

refer

to

knowledge,

skills,

characteristics or attributes related to an individual's personality. Personality
interrupts work. A personality ability that may be required to succeed in one
job, and success may also be required in many other jobs; (c) Management
competencies refer to knowledge or skills in key management functions.
The management functions in this study refer to the following functions:
decision-making, organization, communication, motivation and control.
OUTCOME: is that human resources seek to provide the organization with
employee capabilities through training and development. If there is no
necessary ability, there will be no incentive for employees to perform. Each
of the three (3) learning activities is interested in varying degrees and has

8

acquired

knowledge,

understanding,

skills

and

attitudes.

STAFF / EMPLOYEE/WORKER: A person employed under a contract of
employment, whether continuous, part-time, temporary or ordinary.
MANAGEMENT DEVELOPMENT: An attempt to improve managerial
effectiveness through a planned and deliberate learning process (Mumford,
1987).
EFFICIENCY: The amount of resources used to achieve the goal. It is based
on the estimated amount of raw materials and money needed to produce
output. It is calculated by the amount of resources used to produce a product
or service. This involves doing things right.
EFFECTIVENESS: The degree to which employees have achieved their set
goals. It means that employees have successfully completed what they are
trying to do. It is related to doing things right and to the output of work and
the actual achievements of employees.
POLICY: refers to the basic rules

governing

the

activities

of

a

department/unit to achieve the expected goals in the implementation
process. It is the "guide" for decision-making.
EVALUATION: According to Cole (2000), it is any attempt to obtain
information (feedback) on the impact of the training program and evaluate
the value of the training based on this information.
SUCCESSION PLANNING: According to Decenzo & Robbins (2000), the
executive inventory report shows which individuals are willing to change jobs
to higher positions in the organization. A sign of good enterprise
management is that management controls events (actively) rather than
waits for events to occur (reacts). This is the theoretical basis behind an
organization's career development and succession planning to ensure that
the organization has the right number and quality of people at the right time
and place to meet its business objectives and to be in a leading position in
the competition.
DEVELOPMENT: Individuals prepare for the future needs of an organization
through learning and education. It focuses on learning and personal
development. Traditionally, lower-level employees are "trained" while higherlevel employees are "developed". This difference focuses on learning
practical skills against interpersonal and decision-making skills.

9

2.1.2 HR training needs
Training and development needs may occur at three specific organizational
levels: (1) top management determines the strategic level of needs when
considering objectives; Task, strategic and organizational issues need to be
solved or fixed (2) at the tactical level, in which needs are determined with
middle-level

managers,

taking

into

account

the

evolving

needs

of

coordination and cooperation among organizational units; (3) Identify needs
with lower-level managers and other staff, taking into account activityrelated issues, such as workers and departments in the topic of personal
performance issues (Wognum, 2001, 408). Enabling an organization to set
human resources development and training objectives will enable formal and
informal

human

resources

development

and

training

methods

and

programmes to produce an effective and competitive workforce, which is
worth considering. It provides appropriate coordination and properly
combines the needs of the three levels.
The first problem is to determine the needs related to the organization's
goals. There are three types of training and development needs identified,
including: problem solving, focus on employee performance, improvement of
certain

work

practices,

focus

on

improvement

without

considering

performance issues, and changes or innovations in organizational conditions
that may occur due to strategic innovations or changes (Wognum, 2001;
Torrington et al., 2005). It should be pointed out that in the process of
determining training needs, it is necessary to create, develop, maintain and
improve any relevant systems to contribute to the provision of necessary
skilled personnel. Moreover, training programs should be designed to meet
different needs. In addition, according to Milkovic & Bordereau (2003), the
selection of training programs, contents and trainees depends on the
objectives of the training programs.
According to Edmond & Noon (2001); Torrington et al. (2005) emphasized
some methods of determining needs in previous documents. These are
problem-centric methods (performance gaps) and profile comparisons
(changes and skills). Similarly, earlier studies also pointed out some methods
for analyzing subordinate training needs or new or existing employees (see
Torrington et al., 2005, 390-392). The two most traditional approaches are
the problem-centered approach and the comparative record approach. The

10


problem-centered approach focuses on any performance difficulties, while
the team analyzes whether the problem is caused by insufficient skills, and
then needs to develop if the problem needs to be solved. On the other hand,
the profile comparison method focuses on matching the competencies with
the jobs that are satisfied, whether in new or current positions. Some

changes in strategy and technology may also bring about a demand for new
or additional skills.

2.1.3 Aims and Objectives of Training
According to Argyris (1971), the efficiency of an organization depends on its
ability to achieve the following goals: (1) to achieve the goals; (2) to
maintain oneself on the international stage; (3) Adapt to their environment
outside the debate.
B.M. Bass (1969) identify that training activity may be required, as cited by
Monappa & Saiyadain: (1) to keep up with the advanced industrialization
process for the existence of the organization; (2) Training and retraining shop
floors for the highest operators to expand the number and level of
employees as well as various complex organizational structures and control
mechanisms. ; (3) In order to solve peaceful labor relations, interpersonal
relationship training is needed.
The two authors provide very clear guidelines for human resources
developers (HRD) on the organization's training and development goals and
objectives. I. E. In order for the training and development of the organization
not to waste its resources, the organization must strive to achieve the above
five (5) goals and possibly some other goals according to the environmental
and operational conditions of the organization concerned.

2.1.4 Training Methods / Techniques
Nadler (1984: 1.16) pointed out that all human resources development
activities are aimed at improving the current work performance of
individuals, training new skills for new jobs or new positions in the future,
and enabling individuals and organizations to grow together to achieve the
current and future goals of the organization. In general, organizations can
choose two different methods to train and develop employees' skills. These
are on-the-job training for the staff of the Organization when performing

regular work in the same duty station, while on-the-job training includes

11


removing staff from their normal working environment, so all emphasis will
be on training. Examples of on-the-job training include but are not limited to
job rotation and transfer, training and/or counsellors. On the other hand,
examples of out-of-work training include meetings, role-playing and many
other examples detailed below. Armstrong (1995) argues that on-the-job
training may include teaching or training at a desk or bench by a more
experienced person or coach. Different organizations are motivated to
implement different training methods, for example, for several reasons; (1)
according to the organization's strategy, objectives and available resources,
(2) according to the needs determined at that time, and (2) the trained
target group may include individual workers, teams, teams, departments or
the entire organization.
2.1.4.1 Job rotation and transfers
According to Mccourt & Eldridge (2003, p. 356), rotation and mobility, as a
way to develop the skills of employees within an organization, involve the
transfer of employees from one formal responsibility to another, such as
taking up higher-level positions in the organization and moving from one
branch of the organization to another. For example, mobility may involve the
transfer of staff from one country to another. Such rotation and mobility
enable staff to understand various activities within the Organization and the
existing differences in different countries in which the Organization operates.
The knowledge acquired by the selected staff for this method is beneficial to
the organization because it can increase the competitive advantage of the
organization.
2.1.4.2 Coaching and/or mentoring

This involves having more experienced employees train less experienced
employees (Devanna, Fombrun & Tichy 1984; McCourt & Eldridge 2003, 256;
Torrington et al. 2005, 394-395). Torrington et al. (2005, 394-395) pointed
out that mentors have many advantages in developing responsibilities and
building relationships. This method is usually applicable to fresh graduates
who are recruited in the organization by sticking to their mentor who may be
their direct manager or another senior manager.

However, this does not

mean that older staff are excluded from this training and development mode.
It is mainly emphasized for newly recruited personnel in the Organization.
2.1.4.3 Orientation

12


This is another training and development method. This involves helping new
employees familiarize themselves with and receive training for new jobs in
an organization. In this process, they come into contact with different jobs,
such as the nature of the new job, how to perform the tasks and
responsibilities they have determined, and what the organization usually
expects of its employees. They were given a further overview of the
organization's

working

environment,

including,

for

example,

working

systems, technologies and office layout, and a brief introduction to the
existing organizational culture, health and safety issues, working conditions,
processes and procedures.
2.1.4.4 Conferences
As a training and development method of L, it involves many people to
demonstrate to many audiences. When a group of staff receives a large
number of audience training on a specific topic at the same time, it will be
more cost-effective. However, this approach is unfavorable because it is not
easy to ensure that all individual practitioners have an overall understanding
of the topic; Not all trainees follow the same speed in the training course;
The focus may be on specific practitioners, who seem to understand faster
than others and thus lead to the training of other individuals.
2.1.4.5 Role playing
Include training and development of technology to capture and provide
decision-making for trained staff. In other words, this method allows
employees to provide work scenarios. It involves raising problems and
solutions, such as discussions in an organization. Students are provided with
some information related to the description of roles, interests, goals,
responsibilities, emotions and many other information. The following is a
general description of the situation and problems they face. Practitioners are
there when they are required to play a role. This method is more effective
when carried out in a stress-free environment, or it is minimized instead to
facilitate easier learning. This is a very effective training method for many

types of employees, such as those in the sales or customer service fields,
managing and supporting employees.
2.1.4.6 Formal training courses and development programmes
The following are some methods that can be used to develop the skills
needed in your organization. These courses and programs are usually a set
of defined and known programs, in which the content, duration and all
details of the training courses are obvious to the organization and the trained

13


staff.

Unlike informal training programs and programs, formal training

programs and programs can be planned earlier or evaluated. Staff members
can conduct these courses and programs when they are completely off duty
for a period of time or when they are present on a part-time basis. These
procedures can be held within the organization (within) or outside the work.
No job is considered more efficient because employees are far away from the
workplace and they are completely focused on training. According to the
necessary knowledge, organization structure and policies, trainers can also
visit inside the company or outside the organization.

2.1.5 Training Evaluation
The final step in training and development is to evaluate the entire
training plan. The evaluation process is very important because the training
course has many goals to achieve on Setxlix. Therefore, the evaluation
process is conducted at the end of the training plan. The evaluation provided
an opportunity to review and conduct a cost-benefit analysis of training

programmes. This is accomplished by comparing the training results with the
objectives of the training and development program that have been set
before the program starts. The criteria used to evaluate training and
development programmes depend on the objectives set. If multiple criteria
are used to evaluate training, it will be more effective (Ivancevich, 2010).
Others believe that a single criterion such as the degree of transfer of
training to work performance is sufficient or satisfactory for evaluation. This
is the case, for example, when the main purpose of programmed training is
to improve staff performance in order to increase productivity.
According to the recommendations of Dessler (2008), there are four
basic types of training program results:
(1) the students' response to the evaluated course; One example is
whether they like this program. They think it is worth their time, energy and
efforts.
(2) In terms of learning, students are given some kind of test to
know whether they have learned the principles, skills and facts they should
learn.
(3) Find out whether the trainee's behavior at work will change due
to the training plan. And
(4) Find out whether the goals set before the training have been
achieved?

14


This last item seems to be the most important. Although the first
three are important, training programmes must achieve measurable results
in order to achieve the goals stated in the goals.
In addition, it is important that both organizations and trainers should
establish a favorable working environment so that trainees can practice the

new behaviors learned during the training process. This must be strongly
supported by the intern supervisor to ensure that the new behavior is
implemented and becomes a normal working life. To this end, supervisors
and managers must attend the training program from beginning to end by
visiting the trainees throughout the training process, but more importantly,
at the last planning meeting, the trainees must show their commitment to
other things to do after returning to work. However, please note that since
training cannot solve the problems that led to training from the beginning,
the results may be very poor. Therefore, training must be evaluated by
systematically recording the training results to understand how learners
actually return to work and the correlation between these behaviors and
organizational goals. In order to thoroughly evaluate the effectiveness or
value of training, Cascio (2008) suggested that it is necessary to find the
answers to the following questions:
(1) Has there been any change?
(2) Was the change caused by the training plan?
(3) Was the change positively related to the realization of organizational
goals?
(4) Would there be similar changes in the new entrants to the program?
These problems give clues to problems that must be measured after a
training program. Changes caused by training must be measured in terms of
productivity, quality, improvement and reduction of income or accidents.
Cassio agreed with Dessler in the four training program areas/categories
(reaction, learning, behavior and results) that must be evaluated.

2.1.6 Benefits of Training
According to Mullins (2007), the purpose of training and development is to
improve knowledge and skills and change the attitudes of trainees.
Therefore, training has become one of the most important potential drivers,
so training and development programs will bring the following benefits:

improving staff confidence and commitment; It provides the necessary
recognition and increases the responsibility that may lead to salary increases

15


and promotions. This is especially true in organizations where Paylii has
increased and advertised according to the results of performance evaluation.
Confidence is accompanied by satisfaction and personal achievement. This
can

further

expand

career

development

opportunities;

Training

and

development have improved the availability, quality and skills of staff.
The benefits of systematic training and development to the organization, as
analyzed by Cole (2004), include: providing skilled human resources for the
organization; (just like Mullins' fourth point); More employees promise
(Mullins' first point); Improving customer service; In order to improve work

performance as a result of improving overall productivity.
From the above, we can see quite clearly that training and development are
a very important factor in the process of improving organizational
performance

and

personal

efficiency,

which

eventually

leads

to

organizational capability. As a result, training has narrowed the gap between
what should have happened and what is happening. That is, the expected
goals or standards and the actual level of activities. Therefore, an
organization promotes the learning, growth and development of each
employee and must be trained as an integral part of the organization's
business strategy. However, this seems to be lacking at Accra Institute of
Technology. Other benefits to be accumulated from training and development
are: reducing the need to supervise employees or subordinates so that
managers can focus on their other departments; Improve job satisfaction;
Reduce staff rotation and waste.
Although the benefits discussed above are not exhaustive, they provide

training and development needs for polytechnics.

2.2 The Components Of Training Impact Employee Performance
2.2.1 Training Needs Assessment
The Training Needs Assessment is also known as determining the training
objectives

or

terms

of

reference

that

need

to

be

achieved

when

implementing the training program. The systematic conduct of training
needs assessments is an important first step towards training program
design and can significantly affect the overall effectiveness of the training

program (Goldstein and Ford, 2002; Zemke, 1994), affecting employee
performance (Wagonhurst, 2002). According to Buckley and Caple (2000),
there are 5 benefits of Training Needs Assessment: (1) Control of the level of

16


teaching too much or too little, training too little inadequate does not work.
In the meantime, if too much training causes an overload that leads to not
fully absorbing, not promoting creativity. (2) Design course orientation,
facilitate better training assessment. (3) Clarify training objectives to refer to
trainers and trainees. (4) Evaluate employee's better performance based on
expected skills, knowledge, and attitudes of trainees who attend the training
course. (5) Confirm more rationally the relationship between training needs
and training. In addition, a systematic training needs assessment will be the
basis for the design, development, delivery, and evaluation of the training
program, which can be used to identify some of the features that are
important for implementation and evaluation of training programs. The
student's expectations for the training goals are reached at the end of the
program; Conditional learners to demonstrate what they have learned in
training programs and the standards they must meet with their level of
ability and understanding are one of the factors for evaluation. training
needs (Buckley and Caple, 2000). Here is the basis for making the
hypothesis:
H1: Training needs assessment has a positive impact on the
performance of the quality control department staffs of SDV
Company

2.2.2 Training commitments
Commitment to training is the employee's own perception of the training

program made from the organization's training commitment to

the

employees through their attitudes and behaviors, and at the same time
image of the organization's training commitment to employee training
(Saiyadain, 1994). Therefore, the training commitment includes effective and
specific targeted training programs that are highly capable of meeting the
needs of employees and the organization because all training programs are
real. It is practical and related to problems that arise in the work
environment, so employees can self-test techniques they learn from on-thejob training programs (Saiyadain, 1994). Investing in human resources can
occur through formal training in an organized environment or it may be
informal such as self-training. Training programs can be expensive financially
to design and implement, which is one of the reasons why small

17


organizations may be afraid to provide training, leading to no or less
commitment to training. If the managers invest in time, finance, and human
resources for training, it will help employees increase conflict resolution
skills, which develop good goal setting skills, skill setting. plan (Hartenian,
2003). The hypothesis is given:
H2: Commitment to training has a positive relationship to the
performance of the quality control department staffs of SDV
company

2.2.3 Training contents
Training content can be classified into two broad categories: human skills and
technical skills (Poon and Othman, 2000), which are very important in

designing the training program. Agree with Poon and Othaman, 2000;
Menguin, 2007 states that when an employee is trained in skills, he/she is
provided with the foundation knowledge to perform technical skills, the
ability to fulfill job objectives, and help others more easily. as a guide,
advising superiors, assisting colleagues to develop better, employees have
the opportunity to acquire new technology, improve their professional skills,
especially for new employees. Therefore, hypothesize is as follows:
H3: Training content has a positive impact on the performance of
the quality control department staffs of SDV Company

2.2.4 Training methods
Training method is an appropriate way used to convey training content
between the teacher and the learner in order to achieve the training
objectives (Poon and Othman, 2000). There are many training methods to
develop

human

resources,

depending

on

the

training

content,

the

organizations implementing the training program will have a method or a
combination of corresponding training methods (Poon and Othman, 2000). .
Each method has its own advantages and disadvantages, so the organization
needs to choose methods that suit the work conditions, the characteristics of
the employees and the organization's financial resources, especially in
accordance with internal training content. Currently, Vietnam and many
countries around the world often apply the following main training methods:
(1) Direct training at work; (2) Training in the form of simulation; (3) Training
in the form of a team-group; (4) Distance training; (5) Training in the form of

18


consulting; (6) Training in the form of a workshop; (7) Training in the form of
organizing field trips; (8) Training methods in a formal form. The hypothesis
is given as follows:
H4: Training methods have a positive impact on the performance of
the quality control department staffs of SDV Company

2.2.5 Training Evaluation
Training evaluation is the selection of criteria for evaluation, including the
main decisions that must be made when evaluating training effectiveness.
Training evaluation is a difficult and complex task (Arthur and Bennett, 2003;
Easterby-Smith, 1986), but it is the most important activity in the training
process logic because it is also the logical phase. Finally, the organizations
endeavor to systematically reevaluate the training process. The main
objective of the training evaluation is to demonstrate that the training has
correctly taught the intended content and has improved the subject content

for future use (Goldstein, 2002; Tannenbaum et al., 1996. ). A newer
approach to training assessment has been proposed by Kraiger et al., 1993,
but the four levels to classify the training assessment criteria of Kirkpatrick,
1994 are commonly used (Van Buren et al., 2002). Proposed hypothesis:
H5: Training evaluation has a positive impact on the performance of
the quality control department staffs of SDV Company

2.3 Research model
From the above research hypotheses, the researcher proposes a research model for the
specific topic as follows:
Training needs assessment
Figure 2.1 Proposed research model
Commitment to training
Performance of the
quality control
department staffs of
SDV Company

H1
H2
Training content

Training methods

Training evaluation

H3
H4
H5
19

20


CHAPTER 3: RESEARCH MOTHODOLOGY
3.1 Research Design
The

study

uses

quantitative

research

methods,

using

analytical

techniques: descriptive statistics, EFA analysis and discovery, regression
model. The scale of the independent and dependent variables is designed
according to Likert 5, based on previous studies of Goldstein and Ford
studies; Buckley and Caple; Poon and Othman; Saiyadain; Wagonhurt;
Hartenian; Karkpatrick; Campbell et al; Schnerider ...
Sample: Subjects of the study are full-time employees in the quality
control department at Samsung Display Vietnam, who have attended

training classes. The convenient sampling period is 2 months.

3.2. Building questionnaires and encoding scale
The questionnaire was quantified by the researcher on a 5-level Likert scale (1 strongly disagree up to 5 - Strongly agree) based on previous studies with the factors
proposed in Research model includes: Training Needs Assessment, Training
Commitment, Training Content, Training Methods and Training Evaluation. The
questions are selected based on simple and easy-to-understand criteria. Complex
questions will confuse respondents and get them wrong. The questionnaire was
divided into two main parts. Before starting on the main survey. A screening question
is done to screen the right audience that is
Have you participated in company training programs for employees?
A. Yes
B. No
Those who choose answer A please continue to the next survey questions. And for
those who have not attended any of the company's training courses, please stop the
survey.
 The first part contains questions designed by researcher to collect information
about the demographics of survey participants.
 The second part relates to the research model factors including: Training Needs
Assessment, Training Commitment, Training Content, Training Methods,
Training Evaluation and Performance Variable employee's work.
21


Below is the questionnaire and the scale coding:
Variable
Name
Employee
performance

Scale

Encode

The training program keeps me up to
date on my working skills to increase
my personal efficiency.
The training program has created a
supportive working environment to help
me complete my job.
The training program clearly plays a
role in increasing my productivity
Training
I feel a need for training because I want
Needs
to gain knowledge after training.
Assessment I feel a need for training because I want
to gain the required professional skills
after training
I feel a need for training because of the
desire to gain problem-solving skills
after the training
I feel a need for training because of the
desire to gain communication skills after
training.
I see the need for training because the
training objective is the basis for the
performance evaluation
The company is committed to training
training programs that meet my

expectations
Training
The company is committed to training
commitments training programs that are very suitable
for my actual work
The company is committed to training
because through the training program it
helps employees to apply well trained
techniques in their work.
The company is committed to training
training programs from which I can
learn and share experiences from other
members.
Training
The training content provides the
contents
foundation for me to show off my
professional skills.
Training content helps me improve my
skills to absorb new technology.
Training content helps me increase
22

Reference

EP_1
EP_2

Arthur &
Bennett,

2003

EP_3
TNA_1
TNA_2

Goldstein
& Ford,
2002

TNA_3
TNA_4
TNA_5
TCM_1
TCM_2

Hartenian,
2003

TCM_3

TCM_4

TCT_1
TCT_2
TCT_3

Poon &
Othman,