Evaluate the training program: Acase at blueseed digital

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THE UNIVERSITY OF BOLTON

EVALUATE THE TRAINING PROGRAM: A CASE AT BLUESEED DIGITAL

Name of student: Vo Bich Nha Uyen ID Number: 2124787

Supervisor: Ms. Shanthi Rajan Submission Date: 01/05/2023

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ABSTRACT

The human factor determines the productive forces and society as a whole during any given epoch in history. Thus, placing significance on human lineage and cultivating human capital is the key to the prosperity of every nation. The trend towards global economic integration has resulted in a highly competitive environment that necessitates businesses to engage in innovation to enhance their strength and stability and establish a unique identity. The personnel within an organization play a significant role in determining the outcome of its endeavours, as they are directly responsible for the calibre of goods and services produced and the resultant success or failure of business operations. Consequently, modern enterprises prioritize enhancing the competencies of their personnel to optimize job performance. Thus, human resource training assumes an essential role in the operations of all organizations. Therefore, many business owners are always searching for the most effective methods of training programmes. This paper presents theories about Blueseed's personnel training programs. Examine training activities and provide pros and cons for each technique. Employing employee surveys and an assessment framework, evaluate each practical approach for employees. Lastly, recommend which activities should be developed.

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2.4 Evaluate the training program ··· 13

2.5 The Kirkpatrick’s model ··· 15

CHAPTER 3: RESEARCH METHODOLOGY ··· 19

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4.2 Check the reliability of the scale ··· 29

4.3 Factor analysis EFA affecting training program of Blueseed Digital ··· 30

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DECLARATION

I hereby declare that the topic: “Evaluate the training program: A case at Blueseed Digital” is an independent research paper with the support of my instructor: Ms Shanthi Rajan. All content and figures in the report are accurate and reliable. I have read and understand violations of academic integrity. I declare that this report is my own work and will be held responsible if any problems arise.

Author

(Signature, print name)

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TABLE OF FIGURE

Figure 1: Research Onion………...19

Figure 2: Demographic analysis table………....28

Figure 3: Check the reliability of the scale……….….29

Figure 4: KMO and Bartlett's Test……….30

Figure 5: Communalities……….….31

Figure 6: Total Variance Explained………32

Figure 7: Rotated Component Matrix……….33

Figure 8: KMO and Barlett’s Test………34

Figure 15: Descriptive Statistics………..39

Figure 16: Summary of influencing factors……….40

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CHAPTER 1: INTRODUCTION

<b>1.1 Background </b>

Globalization has emerged as an inexorable trend of contemporary times, presenting numerous prospects for growth to nations, particularly those in the developing world. The phenomenon of globalization presents a duality wherein diverse countries and ethnic groups, each with unique economies, politics, cultures, and societies, are interconnected. While this interconnectivity offers numerous opportunities, it also poses significant challenges. Globalization has emerged as a prominent trend worldwide, providing numerous prospects for economic expansion and societal advancement in our nation. This has contributed to the restructuring and modernization of our economy, the development of human resources, the augmentation of labour productivity, and the enhancement of workers' incomes. Globalization engenders a state of economic interconnectedness, reciprocal influence, and interdependence among all nations, territories, and populations across the globe. According to Gygli et al. (2019), mutual understanding, complementarity, and support among nations are facilitated by this phenomenon. Globalization possesses a dualistic character, encompassing both collaborative and highly competitive elements within organizations' commercial operations, resulting in an escalated need for market expansion. According to Noe et al. (2010), the intensification of competition in the business realm has led to recognizing human resource management (HRM) as the sole factor that can provide an organization with a competitive edge. The convergence of the factors mentioned above, coupled with the impact of globalization, has resulted in the homogenization of distinct elements of the organizational framework, such as human resources, ethos, and employment methodologies, compelling enterprises to modify and conform to commercial objectives (Wijewantha, 2019). The circumstance mentioned above necessitates implementing a proficient HR training strategy by the HR department.

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Human resource management comprises a range of strategies and techniques that impact personnel's conduct, mindset, and output within an organizational setting. The various functions of human resources encompass recruitment and selection, training and development, compensation, job analysis, employee relations, empowerment, and social support. According to Armstrong (2006), Human Resource Management (HRM) can aid businesses in maintaining operational efficiency by offering diverse training methods to enhance employee performance when confronted with various challenges. Implementing training programs has increasingly become a requisite in numerous organizations, enhancing proficiency within the respective industry. Training is a crucial component of the human resources department. It substantially impacts the success of a business by enhancing the performance of both employees and the company (Shaheen, Azara et al., 2013). Selecting an appropriate training design is crucial for enhancing employee performance and achieving successful business training outcomes. According to Hanif and Ameeq (2013), practical training programs can enhance employee performance and production levels within a company. Furthermore, the enhancement of organizational performance is facilitated by favourable training outcomes, which confer benefits to human resource managers, policymakers, and decision-makers of organizations and governments (Nassazi, 2013).

With the ever-changing technological advances of our time and the evolution of learning theories, there are now more choices than ever about how we train people. Hence, precisely identifying who and what to train can assist businesses in developing a practical and efficient staff training program. Enterprises can apply various training methods to the company's training program to increase employee performance. Because many methods are involved in a training program, several problems can occur with the company, affecting the time, cost, and quality of training. Therefore, it is necessary to consider evaluating which methods are effective for reducing the processes and including them in training programs.

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Organizations frequently organize training initiatives aimed at enhancing employee performance. Newly hired personnel are also typically included in these programs to familiarize themselves with the company's regulations, guidelines, and practices. The objective of these training programs is to enhance the behaviour of employees towards their superiors, subordinates, and colleagues, as well as to prepare them for their future job roles. Stated differently, proficient personnel have the potential to facilitate the attainment of a leading market position for the organization. Through the implementation of training sessions, individuals can acquire the appropriate protocols. According to Ameeq and Furqan Hanif (2013), implementing efficient training programs can increase employee productivity and improve overall job performance within an organization. Furthermore, as per the research conducted by Aidah Nassazi (2013), the outcomes of practical training can enhance an organization's overall efficiency, thereby providing advantages to human resource managers, policymakers, decision-makers, and the government. Employees who undergo practical training are more likely to have enhanced opportunities to gain additional knowledge, skills, and competencies. According to Anam Amin et al. (2013), individuals with more incredible abilities will likely perform tasks with greater effectiveness and quality. Organizations typically implement training initiatives to enhance employee performance. Newly hired personnel are also typically included in these programs to familiarize themselves with the company's regulations, protocols, and guidelines. The objective of these training programs is to enhance the behaviour of employees towards their superiors, subordinates, and colleagues, as well as to prepare them for their future job roles. Stated differently, proficient personnel have the potential to facilitate the attainment of a leading market position for the organization. Through the implementation of training sessions, individuals can acquire the appropriate method.

Blueseed Digital Joint Stock Company is one of four members of Blueseed Group Corporation, founded by technology and advertising experts. Blueseed Digital, with nearly 300 employees, still

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maintains operations on digital media-related services. As a leading company in communication, employee training is essential to the company's success. The company applies various training strategies to enhance employee value and performance. Over the past time, human resource training at Blueseed Digital Joint Stock Company has timely met human resources needs and supplemented the necessary skills for employees to improve the human resources for the company to carry out the plan.

It is important to recognize that Blueseed Digital Joint Stock Company places considerable emphasis on training its employees, since human resources play a key role in determining whether the company fulfills its mission; In order to improve the quality of human resources of the company in order to meet the demands of development, competition, and fierce There have been two methods used by Blueseed Company in developing its training program: online training (e-training) and on-the-job training; however, the company does not utilize both methods extensively. This study aims to evaluate the effectiveness of both methods in order to fully utilize the strengths of each method 1.2 Research objective

To conduct a critical literature review of the training in business To evaluate the training activities within Blueseed Digital

To propose recommendations for the development of training program at Blueseed Digital 1.3 Research structure

The structure of the study consists of five parts. The first chapter will cover the background of the study, research objectives, and research structure. The second chapter will collect relevant theories about effective training programs and propose a model based on the theories and previous studies. The study will look at the training program; two training modes, online and on-the-job, and the Kirkpatrick model was used to evaluate the training program. The third part is the selection of methodology and research strategies based on onion research. After choosing to include research

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methods, the fourth part is the findings and analysis of the data obtained. The researcher will represent the data and analyze it. Last but not least, the study will conclude the results and make recommendations to achieve the study's objectives.

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CHAPTER 2: LITERATURE REVIEW 2.1 Definition of training

As a result of the trend toward worldwide economic integration, businesses must innovate to become more robust and stable to establish their voice in an environment where competition is intensifying. Employees directly influence the quality of goods, production results, and business outcomes, significantly impacting a business's success or failure. Therefore, people and training human resources are critical to the organization's success in achieving competitive advantage. In other words, human resource training is a vital function in the workplace since businesses are increasingly concentrating on enhancing the credentials of their employees so they can do their jobs more efficiently. Research by Mathis and Jackson (2008) defines training as the process by which people acquire the ability to perform a job and provide employees with specific, identifiable knowledge and skills for their job. Training is believed to be a method of enhancing human performance. Silberman and Auerbach (2011) argue that whenever a lack of knowledge or skills limits a person's ability to perform a job, it is important to close that gap by providing the necessary training is a reasonable thing. In addition, Ittner and Douds (1997) argue that training is the development and provision of information that people will use after attending a training course. The purpose of training is to bridge the gap between the desired job performance and the employee's current job performance (Zemke and T. Kramlinger, 1982). Training needs time, effort, money, and resources, as with every other organizational activity. It is a crucial investment in a strategy that leads to employee training, succession planning, and internal promotions. It invests in employee productivity and retention by facilitating long-term career advancement and work happiness (Topno, 2012).

Training has become essential in most firms, leading to more outstanding performance in the same sector. Apart from being an integral aspect of the human resource department, training substantially

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influences a business's success by improving employee and company performance (Azara Shaheen et al., 2013). Using appropriate training design and delivery style is essential for enhancing employee performance. In order to obtain successful training results, businesses should choose a training design tailored to their workers' needs. Good training programs enable a firm to promote staff production and performance (Ameeq and Furqan Hanif, 2013). In addition, good training results in enhanced organizational performance, which benefits human resource managers, the organization's policymakers and decision-makers, and the government (Aidah Nassazi, 2013).

2.2 Definition of training program

The phrase "training program" is frequently referenced across various disciplines. Various scholars and educators approach the concept of curriculum from diverse perspectives. Hollis and Campbell (1935) asserted that the training program encompasses the entirety of knowledge and experience that learners acquire while under the tutelage of enterprises. The training program is a structured sequence of activities designed to enhance learners' self-control and cultivate their cognitive and behavioural abilities. The training program encompasses the entirety of the knowledge that learners must acquire to attain particular goals and objectives.

As per Wheeler's (1976) definition, a training program refers to a set of premeditated learning experiences imparted to students under the supervision of an educational establishment. Tanner (1975) defines training as a predetermined set of learning experiences and outcomes systematically delivered to individuals to enhance their knowledge, personal and social capacity.

As per Wentling's (1993) assertion, a training program refers to a comprehensive plan that outlines the details of a training activity. The activity, as mentioned earlier, may take the form of a training program spanning several hours, a single day, a week, or even multiple years. The comprehensive curriculum blueprint delineates the entirety of the material to be instructed, lucidly indicating the possible outcomes for learners upon completion of the educational initiative. Conversely, the

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training program delineates the requisite procedures for executing the training material, training techniques, and assessment of learning achievements, all organized following a rigorous schedule. 2.3 Training methods

2.3.1 Online training

The term "online learning" was first used in 1995 with the creation of WebCT, the initial web-based system for Learning Management, which was subsequently renamed Blackboard. Within that particular context, online learning pertained to utilizing a Learning Management System (LMS) or uploading textual and PDF-based materials onto an online platform (Bates, 2014).

Web-based learning resources and instructional software facilitate student engagement with course material. The available resources encompass instructional materials such as tutorials, exercises, and quizzes with low stakes, which facilitate regular practice, feedback, and consolidation of the course's fundamental principles. According to Carol (2003). The utilization of computer-aided programming as a mode of training. The utilization of pre-written computer programs represents a contemporary approach whereby students are required to adhere to the instructions provided by the computer. Thus, students can acquire knowledge and achieve correct responses through a computer. The computer system facilitates question-answering, knowledge assessment, and identifying knowledge gaps for students. Additionally, it may suggest supplementary resources for further consultation. The approach frequently incurs significant costs and entails a substantial investment of time in the software development process's design and implementation phases.

The objective of e-learning is to ensure that technology plays a significant role in enhancing employees' skills and knowledge, thereby facilitating their career advancement and enabling organizations to maintain their economic competitiveness (Pantazis, 2002). The majority of the teaching community widely acknowledges E-learning as a legitimate and effective training strategy. According to Nisar (2002), e-learning offers several advantages over traditional on-the-job training,

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including time-saving, enhanced student support, personalized interaction, and effective student participation and progress monitoring. Additionally, e-learning provides increased flexibility in learning, as it is available on-demand and can be accessed from any location, enabling learners to study at their own pace.

2.3.2 On-the-job training

The term "On-the-job training" (OJT) pertains to the set of activities within an individual's workplace aimed at cultivating work-related knowledge and skills necessary for employees to execute a particular job within the work setting competently. According to Vasanthi (2019), employee acquisition of knowledge and skills is most effective when the learning environment is congruent with the work environment where such knowledge and skills will be applied. This underscores the importance of on-the-job training. On-the-job training refers to a form of direct training that takes place at the workplace. This method involves learners acquiring the essential knowledge and skills required for their job through actual work performance. Rewards are distributed under the supervision of experienced personnel. The on-the-job training method is a fundamental and highly efficient approach that supplements other off-the-job training forms. The direct approach of an instructor in the workplace is a highly effective method of imparting job-related knowledge and skills. This set of techniques encompasses job instruction training. The approach of imparting job performance skills to most production workers and a few managers is widely prevalent. The initiation of the training process involves the presentation and elucidation of the employment goal by the vocational instructor, along with comprehensive, sequential directives on how to observe, interact, acquire knowledge, and practice until mastery is achieved in the respective domain under the rigorous supervision and guidance of the mentor.

The on-the-job training program aims to equip the employee with specialized knowledge and skills relevant to their work area. The competencies and aptitudes imparted through experiential learning

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are closely linked to the job's demands. The prevalent on-the-job training methods include job instruction techniques, job rotation, coaching, and apprenticeship training. Theoretically, a comprehensive on-the-job training program does not incorporate off-the-job training. Mahdi (2009) asserts that it is uncommon for the entirety of a learner's training to occur solely during their productive work.

2.4 Evaluate the training program

Goldstein (1993) defines training program evaluation as a methodical approach to gathering descriptive and evaluative data for the purpose of making informed decisions regarding training programs. These decisions may include the selection, application, and modification of training programs in order to enhance their value and improve their implementation efficiency.

As per the OECD's report in 2009, program evaluation refers to a methodical and focused appraisal of ongoing or concluded programs, considering three aspects, namely program development, implementation, and outcomes. The primary objective of program evaluation is to assess the degree to which the program objectives have been attained, the efficacy of the program, its effectiveness, and its sustainability.

As per Sanders and Worthen's (2004) perspective, it is crucial to conduct a methodical and unbiased assessment of training programs to gather, scrutinize, and assess data pertaining to the training program. According to Mcnamara's (2000) perspective, the process of training program evaluation involves the systematic gathering and recording of data pertaining to a specific program, with the aim of facilitating informed decision-making across various facets of the training program.

Posavac and Carey (2007) assert that the assessment of a training program involves the identification of an appropriate evaluation method and competencies to ascertain if the program is aligned with the requirements, if it is being executed as intended and if it is being delivered at a reasonable cost to meet the client's needs.

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As per Scriven's (1967) work, the assessment of training programs can be bifurcated into two distinct levels, namely the initial evaluation (Formative) and the comprehensive evaluation (Summative). The program evaluation process commences from the development and implementation of the training program and continues throughout its duration.

In general, the process of assessment involves the appraisal of a training program subsequent to its creation and execution. In summary, the evaluation of a training program is not a singular event, but rather a systematic approach to assessing the degree of progress made towards achieving the program's objectives. This process serves to enhance the efficacy of program implementation and serves as a means of elucidation. The aim is to provide support to pertinent parties and facilitate program-oriented strategizing and judgment.

Investing in training is a valuable endeavour and represents a crucial element in developing human resources. It can enhance employee contentment, desired results, and cost-effectiveness if executed effectively. Several variables can impact the effectiveness of training programs in achieving their intended objectives. Accurately evaluating the impact of training programs is a crucial aspect of their implementation, necessitating an appropriate methodology. In order to ensure meaningful assessment, it is necessary to measure learners' satisfaction with self-assessment and various other factors. These include input, such as the characteristics of learners and teachers, as well as the training process, which encompasses educational programs, assessment methods, and facilities. Additionally, output in the form of participants' behaviour should also be considered. Evaluating training programs by training professionals is a customary practice to enhance the program's quality. The researchers employ formative and summative evaluation techniques to gather participant feedback. The constructive approach is implemented during the program, while the summative approach is conducted afterwards. The inquiries are designed to assess participants' satisfaction with the program, their acquisition of essential knowledge, and their suggestions for enhancing future

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sessions. The information mentioned above holds significance for professionals in education and performance assessment, as it enables them to assess the efficacy of their training programs, instructional materials, and presenters. The effectiveness of a training program can be determined by evaluating its reception and the acquisition of essential information by the participants. If the evaluation results indicate positive outcomes in these aspects, the training program can be deemed effective.

Proficient training experts increasingly recognize that training programs hold minimal value regardless of quality and reception unless the knowledge and skills acquired during training are effectively applied in the workplace. The phenomenon commonly referred to as the transfer of learning to behaviour is frequently observed. If the knowledge acquired can be applied to enhance work performance, attaining superior outcomes for the organization is plausible. Training effectiveness can be determined by analyzing the training evaluation results, which indicate increased on-the-job performance and improved outcomes.

Demonstrating the organizational value of training is a crucial skill for professionals in learning and performance. Like other departments within an organization, the training department is not exempt from demonstrating the utilization of allocated resources. By collecting data about efficient training and the efficacy of training, professionals in the fields of learning and performance can establish a credible demonstration of the organizational benefits derived from training.

2.5 The Kirkpatrick’s model

Kirkpatrick's model is a commonly employed approach for evaluating training programs. The model under consideration is characterized by its straightforwardness regarding the process involved, the measurement of a restricted set of variables, the simplicity of the criteria used for evaluation, and the absence of any requirement to gather fundamental data or information on the learners' prior performance. The model is also noted for its independence concerning individual and environmental

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variables. According to Yaqoot et al. (2021), the Kirkpatrick model is the most commonly employed training evaluation model in private and governmental sectors worldwide. Kirkpatrick (1976) developed levels to assess the effectiveness of a training program. It is recommended that all programs undergo evaluation using a progressive scale. Kirkpatrick (2010) delineated that each level of evaluation has distinct emphases, which can be succinctly summarised as follows:

Level 1 - Reaction: The reaction level evaluates the degree of satisfaction or perception of the program by the trainees, reflecting their thoughts and emotions towards the training. The assessment of an individual's response holds significance as it can impact the learning process of a trainee towards a particular training program. When trainees express favourable feedback or responses towards the training, it can motivate them to continue learning and facilitate further knowledge acquisition. Enhanced learning outcomes are associated with improved knowledge acquisition, skill development, and a favourable disposition towards innovative concepts introduced during training.

Level 2 - Learning: Learning of the training evaluation process pertains to learning outcomes. This level assesses how trainees have acquired new knowledge, enhanced their skills, and modified their attitudes due to participating in the training program. The notion of learning or training transfer enables individuals to subsequently utilize the acquired knowledge and competencies in their professional setting, manifested in observable modifications in behaviour. The objective of Level 2 evaluation is to ascertain the knowledge and competencies acquired consequent to the training. Level 3 - Behavior: pertains to the behavioural aspect of training evaluation, which assesses the trainees' ability to effectively apply the acquired knowledge and skills in their respective job contexts. Stated differently, the assessment process in this context gauges the extent to which acquired knowledge is effectively applied in the work environment, or in other words, the degree of training transfer. Enhancing employees' skills and knowledge through training does not necessarily guarantee

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a corresponding modification in their behaviour. Level 3 evaluation is employed to ascertain the alterations in job performance that have transpired consequent to the training.

Level 4 - Result: Outcomes are contingent upon the objectives of the training program and the expectations of the stakeholders who hold administrative responsibility for the trained employee. According to these stakeholders, the prioritization of Level 4 evaluation holds the utmost significance. Kirkpatrick posits that the objective of Level 4 evaluation is to ascertain the actual expenses associated with the training program, such as reduced costs, heightened quality, improved customer satisfaction, and increased productivity and quantity.

The model proposed by Kirkpatrick in 1959 has the potential to assess the overall effectiveness of training. This resource can aid organizations in comprehending the diverse evaluation methodologies employed in training evaluation and the significance of multiple training objectives in assessing training outcomes. Kirkpatrick (1959) posits that quantifying the level of training effectiveness becomes increasingly challenging, intricate, and expensive as it ascends. This elucidates the arduousness of assessing all levels of training effectiveness. The Kirkpatrick model has made noteworthy contributions to evaluation theory and practice and is frequently cited in scholarly research.

The research conducted by Meade (2020) pertains to a case study that examines the application of the Kirkpatrick Model to the educational programs offered by the Joint Special Operations University. The study assesses the effectiveness of training and educational programs by analyzing the four components of the Kirkpatrick Model. The study's findings indicate that the Kirkpatrick Model can furnish leaders of an open adaptive system with pertinent information that assists in determining the efficacy of training programs in fulfilling their mission.

The research conducted by Demiray and Ilaslan (2019) sought to evaluate the utilization of standardized patient simulation in nursing education and its outcomes through the application of the

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Kirkpatrick model. The findings suggest that the primary emphasis of training evaluation effectiveness lies in the initial and subsequent stages of the process. The findings indicate a prioritization of immediate results, with a need for evaluation of enduring impacts. The present study highlights the significance of comprehensively evaluating and scrutinizing all facets of anticipated consequences, specifically at the tertiary and quaternary tiers.

Abdul Ghani et al. (2014) conducted a study titled "Research Methodology Workshops Evaluation Using Kirkpatrick's Model: Translating Theory into Practice." The study aimed to assess the effectiveness of the training program by utilizing Kirkpatrick's evaluation model, which measures participant satisfaction, knowledge and skill acquisition, and the impact on their practices. The assessment was carried out utilizing Kirkpatrick's four-tier methodology. The study found that among the 116 participants, 28 (24.1%) expressed gratitude towards the programs, 62 (53.4%) expressed approval of suggestions, and 26 (22.4%) expressed dissatisfaction with the programs. The results indicate a significant increase of 17.67% in fundamental knowledge and cognitive abilities, as

evidenced by the mean scores on the pre-and post-MCQ tests. Regarding impact, a majority of 56.9% of participants engaged in research initiation, while a smaller proportion of 6.9% reported the

publication of their findings. The study results indicate that the participants exhibited a positive performance, as evidenced by the fact that 79% of them reported being able to apply their training skills to their respective professions.

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CHAPTER 3: RESEARCH METHODOLOGY

This chapter will present and establish the research techniques used to fulfil the objectives and identify the variables that will influence the research problem. The researcher has to have a solid understanding of the different research strategies and procedures. In addition to having an awareness of how to construct specific indicators or tests, compute mean, mode, median, or standard deviation, and put particular research techniques into practice, researchers need to have an understanding of which techniques or approaches are involved, as well as the relevance of methodologies. In addition to this, researchers need to have an understanding of the assumptions that underlie each method, as well as the criteria that should be used to decide which methods and procedures should and should not be applied to a particular issue. The research framework developed by Saunders, Lewis, and Thornhill (2019) will be utilized in this investigation to guarantee that the findings will be more useful in achieving the research target.

Figure 1: Research Onion

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The philosophical framework of positivism is predicated upon using the hypothetico-deductive approach to validate a priori hypotheses, frequently expressed in quantitative terms. This method involves deriving functional relationships between causal and explanatory factors (independent variables) and outcomes (dependent variables). Positivism is associated with the hypothetico-deductive scientific model. Identifying the structure and foundation of positivism using the

hypothetico-deductive approach is a valuable starting point. The hypothetico-deductive method is a cyclical procedure that commences with theoretical constructs derived from scholarly sources to formulate hypotheses that can be tested empirically. This involves designing an experiment by operationalizing variables, which entails identifying variables to manipulate and measure through

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group assignments and conducting an empirical study based on experimentation. The ultimate purpose of conducting such a study is to utilize the findings to inform theory and contribute to the literature. This process involves a circular progression, starting from theory, moving on to hypothesis, operationalizing variables, experimentation, and finally returning to theory.

3.1.2 Interpretivism

Scauso (2020) posits that interpretivism has been defined in a manner that incorporates research centred on meaning while also challenging the positivist notions of truth correspondence, objectivity, generalization, and linear research processes. Interpretive scholars were faced with inquiries regarding the validity of their knowledge production when they scrutinized the methodological assumptions frequently employed to present positivism as a superior form of social science. If it were possible to disentangle meanings from objects and construct phenomena and identities, and if observers could not detach themselves from their situated participation within these constructions, how could scholars authenticate their knowledge? Interpretivism posits that the human and social sciences cannot be modelled after natural science due to certain aspects of human experience that cannot be objectively understood. This may encompass a range of elements of human existence, such as emotions, perceptions, beliefs, affective states, subjective experiences, sociocultural factors, historical influences, and other significant dimensions. The Interpretivist perspective prioritizes the generation of understanding over the pursuit of objective truth, often embracing a relativist stance. Interpretivism prioritizes subjective experiences and interpretations over objective facts and data. Interpretive inquiry frequently adopts a relativist epistemological stance, amalgamating diverse viewpoints in pursuit of a comprehensive comprehension or storyline.

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3.2 Research Approach

Research approaches are characterized by their systematic and structured nature and are employed by researchers to conduct their investigations. These approaches vary in their fundamental principles and investigative techniques (Hassan, 2022).

3.2.1 Inductive

Induction was widely used in the nineteenth century and is still regarded by many as the scientific method. Induction proceeds from generalising from the specific to the general based on the empirical substantiation of a general conclusion derived from a finite number of observations (Adams, Khan and Raeside, 2014). Observations reveal patterns or trends in a particular variable of interest, which are then used to develop a general theory about the nature and behaviour of that variable and, frequently, other variables that belong to the same category. Consequently, based on inductive reasoning, the researcher can examine the problem from a variety of perspectives in order to select the appropriate theory for qualitatively comprehending the issue. Researchers are primarily concerned with the problem's context in the inductive method, so it does not need as large a sample as the deductive approach (Saunders, Lewis and Thornhill, 2019).

3.2.2 Deductive

Deductive research is a scientific methodology that involves confirming pre-existing theories or testing hypotheses by researchers. Deductive and inductive research are distinct methodologies, with the latter focused on generating novel theories or refining pre-existing ones. Inductive and deductive reasoning are complementary methods that enable researchers to understand social theory comprehensively. According to Wilson (2010), the deductive approach involves the formulation of a hypothesis or hypotheses based on pre-existing theory, followed by designing a research methodology to test the hypothesis.

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According to scholarly sources, "deductive" refers to a method of reasoning that involves moving from specific instances to broader generalizations. If a theory or case example suggests a causal relationship or association, it may hold in numerous instances. According to Gulati (2009), a deductive approach could be utilized to examine whether this association or correlation holds in broader contexts.

The deductive approach is explicable by utilizing hypotheses derived from the theory's propositions. The deductive approach pertains to the deduction of conclusions from premises or propositions. According to Babbie (2010), deduction involves testing an anticipated pattern against observations, while induction involves starting with observations and attempting to identify a pattern within them. The deductive research approach involves exploring a pre-existing theory or phenomenon, followed by examining its validity within a specific set of circumstances. The deductive approach closely adheres to the principles of logic, as per existing observations. The reasoning process commences with a theoretical framework and culminates in formulating a novel hypothesis. According to Snieder (2009), the hypothesis is tested through the comparison with observations that result in either the hypothesis's validation or refutation.

Furthermore, the concept of deductive reasoning can be defined as the process of drawing a specific conclusion from a general premise (Pelissier, 2008). Conversely, inductive reasoning operates in the opposite direction. In order to clarify, the deductive approach entails the development of hypotheses and their subsequent examination through experimentation, whereas inductive investigations do not incorporate hypotheses in any capacity.

Each method has different benefits and drawbacks. In addition, the approach will be chosen based on the research philosophy and objective. Different philosophies, such as positivism and interpretivism, tend to guide researchers in their method, as positivists tend to be deductive, and interpretivism seems inductive (Saunders, Lewis and Thornhill, 2019). This study employed the

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deductive approach to test hypotheses based on theoretical arguments derived from observable data. This method is utilized to describe the cause-and-effect relationship between variables and to test the hypothesis.

3.3 Methodological choice

Research methods refer to the systematic approaches, procedures, or methodologies employed to gather empirical data or evidence for analysis, intending to generate novel insights or enhance comprehension of a given subject matter. Many different research methodologies employ diverse techniques for gathering data. According to Hassan (2023) research Methods encompass a range of methodologies, procedures, and techniques researchers employ to gather, scrutinize, and construe data to address research inquiries or verify hypotheses. The selection of research methods is contingent upon the nature of the research inquiries, the data type under examination, and the research blueprint.

3.3.1 Quantitative

Quantitative research refers to the systematic approach of gathering and scrutinizing numerical data. According to Bhandari (2020), using statistical analysis enables identifying patterns and means, prediction-making, causal relationship testing, and the generalization of findings to broader populations. Quantitative research methods enable researchers who adhere to the positivist paradigm to gather data from sizable populations and organize it into datasets, thereby identifying patterns, trends, correlations, and causal relationships through statistical analysis.

Both correlational and experimental research methodologies can be employed to examine hypotheses or predictions through statistical analysis formally. The utilization of the sampling method employed in the study enables the potential generalization of the findings to broader populations.

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