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.

Ha 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

1


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 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

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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
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 hypotheses 38
CHAPTER 5: CONCLUSION ........................................................................ 40
5.1.Conclusion...................................................................................................... 40

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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

3


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
4


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
5


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).

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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 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

7


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.
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.

8


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

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

9


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 higher-level employees are "developed". This difference focuses on
learning practical skills against interpersonal and decision-making skills.

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 activity-related 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

10


al., 2005, 390-392). The two most traditional approaches are the problem-centered approach and
the comparative record approach. The 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 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,

11


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
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;

12


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 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

13


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?
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.

14


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 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

15

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-the-job 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 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

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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 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

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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:

Figure 2.1 Proposed research model

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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.
Below is the questionnaire and the scale coding:
19


Variable

Scale

Encode

Reference

Name
Employee

The training program keeps me up to date

performance

on my working skills to increase my

EP_1
Arthur &

personal efficiency.
The training program has created a

EP_2

Bennett,
2003

supportive working environment to help
me complete my job.
The training program clearly plays a role

EP_3

in increasing my productivity
Training
Needs
Assessment

I feel a need for training because I want

TNA_1
Goldstein &

to gain knowledge after training.
I feel a need for training because I want

TNA_2

Ford, 2002

to gain the required professional skills
after training
I feel a need for training because of the

TNA_3

desire to gain problem-solving skills
after the training
I feel a need for training because of the

TNA_4

desire to gain communication skills after
training.
I see the need for training because the

TNA_5

training objective is the basis for the
performance evaluation
The company is committed to training
training

programs

that

meet

TCM_1

my
Hartenian,

expectations
Training

The company is committed to training

commitments training programs that are very suitable
for my actual work

20

TCM_2

2003


The company is committed to training

TCM_3

because through the training program it
helps employees to apply well trained
techniques in their work.
The company is committed to training

TCM_4

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

TCT_1

professional skills.
Training content helps me improve my

TCT_2

Poon &

skills to absorb new technology.
Training content helps me increase

TCT_3

Othman,
2000

problem solving skills at work
The training content is the basis for me to

TCT_4

evaluate the training program so that I
can adjust my company's training policy.
Training

The method chosen for training programs

methods

is appropriate

TM_1
Poon &

The type of training I have taken is

TM_2

2000

applicable for the job after training
The right training method helps me

Othman,

TM_3

improve my productivity
Training evaluation

must have an

TE_1

effective measure of knowledge that
training programs bring to employees
Training

The training assessment must have

Evaluation

feedback on the trainees' opinions about

TE_2

Arthur &
Bennett,
2003

the training program

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The training evaluation must have clear

TE_3

training objectives because training
changes employee behavior related to job
performance.

3.3 Methods of sampling and data collection
3.3.1 Methods of collecting primary data
The method of collecting primary data for the study was directly collected by the
researcher from a survey of quality control staff at Samsung Display Vietnam. Data is
collected by distributing online questionnaire on Google Form.
3.3.2 Sample size
According to Hair et al. (2014), the sample size must have a minimum of 100
observations and the sample size must be 5 times higher than the number of observed
variables. In this study with a total of 22 observed variables, the researcher applies the
method of calculating the sample size of Hair et al., The minimum number of samples
needed is: 22 x 5 = 110 samples. The researcher distributed the online survey to 170
quality control staff and obtained 167 valid online surveys. As such, the number of
samples exceeds the minimum sample size and is considered eligible for analysis.

3.4 Analyzing Data Plan
3.4.1 Reliability analysis by Cronbach’s alpha
Reliability refers to the consistency between multiple items that measure a variable.
According to Hair et al. (2014), the purpose of this assessment is to ensure that the items
used to measure a variable are internally consistent and do not conflict with each other.
Kronbach's alpha is widely used to measure the reliability of a variable. The value of
alpha is between 0 and 1. Acceptable values mean that all items in a variable are
consistent in the range of 0.5-1. Although the higher the value, the higher the trust, there
may be duplication. Therefore, it is better if alpha is between 0.5 and 0.95. Alpha below
0.5 can be regarded as poor reliability.

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