LV Thạc sỹ_Improvement of human resource training at Binh duong department of industry and trade

DIPLÔME D’UNIVERSITÉ
DE NIVEAU MASTER
EN MANAGEMENT DES RESSOURCES HUMAINES,
« GESTION DE L’EMPLOI ET ORGANISATION DU TRAVAIL »
UNIVERSITÉ PARIS OUEST NANTERRE LA DÉFENSE

National
Economics
University
Improvement of Human Resource Training at
Binh Duong Department of Industry and Trade

Improvement of Human Resource Training at Binh Duong Department
of Industry and Trade



Acknowledgement
I would like to express my greatest gratitude to all those who gave me the graceful
supports to complete this thesis. I want to thank Professor Catherine Vincent who is my
supervisor for the continuous support for the dissertation, from initial advice to contacts in the
early stages of conceptual inception and through ongoing advice and encouragement to this day.

A special thank of mine goes to my friends and colleaguesin Vietnam for giving me
permission to commence this thesis from the initial stage to the end, to do the necessary research
work and to use current policies and data required for my analyses.

My particular thank goes to my classmates and the teachers of this course in helping me
to expand my knowledge in the topic in my thesis. This program really brought us together to
appreciate the true value of friendship and respect of each other

I wish to thank my family for their precious support during my working. The last but not
the least I want to thank my wife who patient love and enabled me to complete this thesis in time
and quality.


Abstract
In the context of the needs for economic integration and globalization of Binh Duong
province industry and trade, the Department has attached great importance to human resource
training and development, implementing quality human resource policies in the period of
modernization and industrialization. The Department also has regular reviews of the needs of
Binh Duong People’s Committee for quality personnel qualified enough for the management of
industry, including small industry and trade. Human resources are provided annually to help
manage the sectors of mechanical engineering industry, metallurgical industry, electricity, new
energy, renewable energy, chemical engineering industry, industrial explosives, mining and
mineral processing, consumer industry, food processing industry, and other processing industries.
Besides, managerial personnel are central to the fields of provincial commodity circulation,
importing and exporting, market management, competition management, trade promotion
management, monopoly management, antidumping, consumer protection, electronic commerce,
trade service, economyic integration, management of local industrial zones, industrial incentive,
and management of public service.Binh Duong Department of Industry and Trade have eight
divisions and three centers now. There were 202 civil servants who are working at Department in
2013.
The overarching objective of this study was to identify the factors that has been affecting
to the human resource training satisfaction in Binh Duong Department of Industry and Trade
which is known as a state-owned organization. To fulfill this objective, the author has already
examined critically the theory of human resource training and factors influencing human
resource training satisfaction in Chapter II. Then, the author constructed the conceptual research
model that consisted of six factors namely supervisor support, training design, performance selfefficacyiencyy, training transfer, performance feedbacks, and training retention that were set in
the direct impact to human resource training.

Additionally, the relationship between six factors above and human resource satisfaction
could be measured by quantitative analysis with the application of reliability analysis for the


survey scale (through Cronbach’s alpha), the exploratory factor analysis, and linear regression.
These analyses were carried out base on the data that was collected from an survey of
questionnaire with 133 employees of Binh Duong Department of Industry and Trade.

The data analyses showed that only training design and training transfer factors had the
significant statistical relationship with human resource training factors whether the Beta
coefficient for only training design and training transfer factors were 0.835 and 0.297 meant that
when only training design and training transfer factor increases by 1% separately and other
components were stable, the customer satisfaction increases by 0.835% and 0.297% respectively


Table of Content
Acknowledgement...........................................................................................................................ii
Abstract...........................................................................................................................................iii
_Toc350598656Table of Content.....................................................................................................v
List of Table....................................................................................................................................iii
List of Figure...................................................................................................................................iii
Chapter I: Introduction....................................................................................................................3
Chapter I introduction..................................................................................................................3
1.1. Background of the study.......................................................................................................3
1.2. Roles of training in human resource development...............................................................3
1.3. Research objective and research questions...........................................................................3
_Toc3505986641.4. Scope of the study.......................................................................................4
_Toc3505986651.5. Structure of the study..................................................................................4
Chapter II: Literature reviews..........................................................................................................3
Chapter II introduction................................................................................................................3

2.1. Human resource training definition and types of training....................................................3
2.1.1. Human resource training definition...............................................................................3
_Toc3505986702.1.2. Types of human resource training........................................................8
_Toc3505986712.2. The relationship between human resource training satisfaction and its
antecedents...................................................................................................................................9
_Toc3505986722.2.1. Human resource training satisfaction...................................................9
_Toc3505986732.2.2. The relationship between human resource training satisfaction and
supervisor support..................................................................................................................10
_Toc3505986742.2.3. The relationship between human resource training satisfaction and
training design.........................................................................................................................3
_Toc3505986752.2.4. The relationship between human resource training satisfaction and
performance self-efficiency.....................................................................................................3


_Toc3505986762.2.5. The relationship between human resource training satisfaction and
training transfer........................................................................................................................3
_Toc3505986772.2.6. The relationship between human resource training satisfaction and
performance feedbacks............................................................................................................3
_Toc3505986782.2.7. The relationship between human resource training satisfaction and
training retention......................................................................................................................3
_Toc3505986792.3. Summary of conceptual model for this research and research hypotheses.3
_Toc350598680Chapter III: Research methodology.......................................................................3
_Toc350598681Chapter III Introduction.....................................................................................3
_Toc3505986823.1. Research strategy........................................................................................3
_Toc3505986833.2. Research design...........................................................................................3
_Toc3505986843.3. Data collection method.............................................................................21
_Toc3505986853.3.1. Primary data.......................................................................................21
_Toc3505986863.3.2. Secondary data...................................................................................22
_Toc3505986873.4. Main survey.................................................................................................3
_Toc3505986883.4.1. Sampling method and sample size.......................................................3

3.4.32. Questionnaire administration.......................................................................................3
_Toc3505986903.5. Tool development for data analysis.............................................................3
_Toc3505986913.5.1. Survey scale assessment.......................................................................3
_Toc3505986923.5.2. Linear regression and hypothesis testing.............................................3
_Toc3505986933.6. Limitation of the research methodology.....................................................3
_Toc350598694Chapter IV: Data analyses......................................................................................3
_Toc3505986954.1. Demographic information...........................................................................3
_Toc3505986964.2. Reliability analysis......................................................................................3
_Toc3505986974.2.1. Reliability analysis for supervisor support factor................................3
_Toc3505986984.2.2. Reliability analysis for training design factor......................................3
_Toc3505986994.2.3. Reliability analysis for performance self-efficacy factor.....................3
_Toc3505987004.2.4. Reliability analysis for training transfer factor..................................30
_Toc3505987014.2.5. Reliability analysis for performance feedbacks factor.......................31


_Toc3505987024.2.6. Reliability analysis for training retention factor................................32
_Toc3505987034.2.7. Reliability analysis for human resource training satisfaction factor..32
_Toc3505987044.3. Exploratory factor analysis.........................................................................3
_Toc3505987054.4. Hypotheses testing......................................................................................3
4.5. Key findings and discussions……………………………………………………………..39
4.5.1. Why training design and training transfer impact significantly human resource training
satisfaction at Binh Duong Department of Industry and Trade……………………….............39
4.5.2. Why supervisor support, performance self-efficiency and training retention do not
impact significantly human resource training satisfaction at Binh Duong Department of
Industry andTrade……………………………………………………………………………. .39
_Toc350598706Chapter V: Conclusions and recommendations...................................................42
_Toc3505987075.1. Conclusions...............................................................................................42
_Toc3505987085.2. Recommendations to enhance human resource training in Binh Duong
Province.....................................................................................................................................43
_Toc3505987095.2.1. Enhancement of human resource training design..............................43

_Toc3505987105.2.2 Enhancement of human man resource training transfer......................45

_Toc350598711Bibliography.........................................................................................................49
_Toc350598712Appendices...........................................................................................................55
_Toc350598713Appendix I: Survey of Questionnaire..............................................................55
_Toc350598714Appendix II: Data Analysis Output – Attracted from SPSS 18.0....................61


List of Table
_Toc350598555Table 1: Demographic Information........................................................................3
_Toc350598556Table 2: Reliability analysis for supervisor support factor....................................3
_Toc350598557Table 3: Reliability analysis for training design factor..........................................3
Table 4: Reliability analysis for performance self-efficiaency factor..............................................3
_Toc350598559Table 5: Reliability analysis for training transfer factor......................................31
_Toc350598560Table 6: Reliability analysis for performance feedbacks factor...........................31
_Toc350598561Table 7: Reliability analysis for training retention factor....................................32
_Toc350598562Table 8: Reliability analysis for human resource training satisfaction factor......32
_Toc350598563Table 9: KMO and Barlett’s Test..........................................................................33
_Toc350598564Table 10: Total Variance Explained.....................................................................33
_Toc350598565Table 11: Component Matrix.................................................................................3
_Toc350598566Table 12: Rotated Component Matrix....................................................................3
_Toc350598567Table 13: Model Summary.....................................................................................3
_Toc350598568Table 14: ANOVA..................................................................................................3
_Toc350598569Table 15: Beta Coefficients Estimation..................................................................3
_Toc350598570Table 16: Conclusion for hypothesis testing........................................................42

List of Figure
_Toc350598571Figure 1: Training Design Process.......................................................................11
_Toc350598572Figure 2: Conceptual model of the study...............................................................3
_Toc350598573Figure 3: Research Design...................................................................................20

Chapter I: Introduction
Chapter I introduction
In this chapter, the author would like to conduct the preliminary examination on the topic about
human resource training regarding to the fact that human resource training is now playing a
critical role in many organizations today. At the first stage, the author will summary some
background information about human resource trainings and why it is so important to all
organization types no matter what organizations are formed under stated-owned or private types.
Furthermore, the author highlighted the role of human resource training such as contributing to
the improvements of skill-based levels of employees as well as the improvement of working
attitudes.
Base on study’s background examination, the author proposed the overarching objective of this
study and then broken up it to antecedents that were considered solving in later chapters.
Additionally, the author also asserted the scope and the structure of the study. It was worth to
denote that the structure of the study consisted of five chapters ranging from background
information about human resource training to related literature reviews to research methodology
to data analysis results to final conclusions and recommendations.
1.1. Background of the study
Ryder

(2012)

also

addressed

that

human

resource

was

very

important

to

any

organization.However most of Vietnamese organizations have not taken into adequate
consideration of their trainings towards their employees’ satisfaction (Bekkevold et al., 2003).
The weaknesses in training mechanism of Vietnamese organization consisted of the inadequate
training materials and facilities due to training was wrongly considered as in lower priority
compared to other goals and missions.
In this context, Binh Duong Department of Industry and Trade has not been the exceptional case.
For many years of working for Binh Duong Department of Industry and Trade as human
resource manager, the author witnessed the organization was lack of training mechanisms to
foster productivity of each employee and performance of overall system. This argument was
strongly supported by the identification of Hakkalaand Kokko(2007) in the research about the


State and the private sector in Vietnam whether the lack of human resource training in most of
Vietnamese organization has been returning the obstacle concerns for technology management
innovation and investment efficiency. Hakkala and Kokko (2007) also emphasized that each
organization should enhance its human resource training through establishment of research on
those factors that influence on its human resource training. Furthermore, the author recognized

that there were not any previous researches which were written about human resource trainings
and the relationships with antecedents in Binh Duong Department of Industry and Trade. In the
author’s opinion, clear identification on which factors influencing human resource training in
Binh Duong Department of Industry and Trade will be helpful to the organization to develop the
route for strengthening its human resource skills and competencies.
Thus, the author would like to lay the focus on the topic “Improvement of Human Resource
Training at Binh Duong Department of Industry and Trade” through the quantification of
influence of factors to human resources training satisfaction.
1.2. Roles of training in human resource development
Since the time when the economist, Adam Smith,provided a general framework for human
resource development in order to expand and to strengthen the human capital for an organization,
there were so many studies had already highlighted the role of training in human resource
development. The recent researches again proposed that training has been playing the critical
role in any organizations and considered as the strategic factors to foster the development of a
firm to higher level of efficiencies. Kempton (1995) and Kelly (2006) denoted that human
resource training helped the organization to develop new working attitudes and expertise and
contributed to the higher performance of the organization through better productivity.
Additionally, human resource training is valuable at the national level. On the other hand, it
means that human resource training is positive to social development as it influences on the
supportive programs of countries governments to foster the public educational systems and
trainings to satisfy the requirements from economic sectors (Silva, 1997). Furthermore, Wilson
(199?9) identified that adequate concentration on human resource training enables the
development of the knowledge related to training such as policy lobbying, advisory and


representation services. The related knowledge also includes better human relations between
employees in organizations and therefore leading to better organization performances.
1.3. Research objective and research questions
The overarching objective of this study was to identify the factors that has been affecting to the
human resource training satisfaction in Binh Duong Department of Industry and Trade which is

known as a state-owned organization. According to Goldsteins (1986), training evaluation is the
systematic collection of data regarding of training program. Normally, it is often measured by
answering two questions: one is whether the training objective is achieved or not, and other is
how to effectively using learning material in real life contexts. Sullivan (2012), furthermore,
provides fourive indicators to measure the success level of training program namely (1) the
number of attended people during the training program, (2) the number of people that is paid
attention to the training program, (3) the satisfaction level when the training program is ended,
(4) the satisfaction level when the training program is ended in the context of the trainees
understand the cost of training.
Among sixfour indicators above, the first indicator is the easiest way to measure training
effectiveness. However, higher number of trainees does not mean that the training is effective. It
is the same situation in Binh Duong Department of Industry and Trade as the employees of this
organizsation often participate fully on training programs but the effectiveness of training
program is still questionable as many of them cannot apply the training to their daily works. The
secondindicators can be measured through direct observation during training session. However,
during the time of working for Binh Duong Department of Industry and Trade, the author
observes that the employees are trying to focus on the training program with high contribution to
during training session. The third and fourth indicators refer to the employeess satisfaction to
training programs of Binh Duong Department of Industry and Trade. In Vietnam, the employees
satisfaction has not been measured before due to the lack of knowledge on how to measure those
indicators.Thus, the study is set to focus on the training satisfaction has the highest hierarchyto
measure the training efficiency and effectiveness in Binh Duong Department Industry and Trade.
Hence, the author constructed the following research questions that were set to be answered in
later chapters:


 What are related theories about human resource training?
 What are factors influencing human resource training in related studies?
 How to quantify the impact of factors to human resource training in Binh Duong
Department of Industry and Trade?

 What is the strongest influence factor to human resource training in Binh Duong
Department of Industry and Trade?
 What is the route to Binh Duong Department of Industry and Trade to improve its human
resource training base on the analyses of factors influencing on human resource training?
1.4. Scope of the study
Due to the time limitation, the study was downsized to the scope of covering the human resource
training topic without consideration on other human resource topic such as strategic human
resource management, or human resource planning, etc. Additionally, the study laid its focus on
the human resource training in Binh Duong Department of Industry and Trade aswherethe author
is now working for this organizationas role of human resource manager.
Although the study was considered as helpful to the author as a human resource manager at Binh
Duong Department of Industry and Trade in improving human resource training quality, but
adequate assessment on this topic was still questionable due to the narrowing scope of the study.
Hence, the value of this study is only relative and referential.
1.5. Structure of the study
The study consisted of five chapters as follow:
Chapter I: Introduction
This chapter was set to present about the general introduction on the obstacle concerns towards
the inadequate human resource training in most of Vietnamese organization with the case study
of Binh Duong Department of Industry and Trade. In this chapter, the author would like to


mention about the role of human resource training and downsizing this study within an specific
scope. Additionally, the author proposed the overarching objectives as well as breaking it down
to several research questions that would be answered in later chapters.
Chapter II: Literature review
This chapter objected to examine the related literatures about human resource training definition
as well as identifying possible antecedents. This part was also constructed in the way of which
the author highlighted the significant relationship between human resource training and its
antecedents. Then, the author proposed the conceptual model for this study with clear illustration

on the relationship between human resource training and its antecedents and reflected these
relationships through several hypotheses.
Chapter III: Research methodology
This chapter was written in the context of which any researches should be constructed base on an
specific methodology. Furthermore, the author targeted to conduct this study in the quantitative
way, the author had to collect the primary data through survey with a sample of employees who
are working for Binh Duong Department of Industry and Trade. So, this part consisted of the
sampling technique and sampling size that the author used in this study. So far, the author
proposed the usage of reliability of the survey scale analysis (through Cronbach alpha),
Exploratory Factor Analysis (EFA), and linear regression.
Chapter IV: Data analyses
This chapter was constructed to providinge the outputs of data analyses upon on the data
achieved from the survey with a sample of employees who are working for Binh Duong
Department of Industry and Trade. Then, base on the data analysis output, the author selfprovided the route for improving human resource training in Binh Duong Department of industry
and Trade.
Chapter V: Conclusions and recommendations


The results of information collection and research are analyzed and discussed in this chapter. The
evaluation of relationship between human resource training and its antecedents were also
presented in this chapter.


Chapter II: Literature reviews
Chapter II introduction
This chapter addressed the issues relating to research field are introduced, and research
objectives are also proposed in Chapter 1. Chapter 2 continuously introduces the concepts and
theories relevant to the issues mentioned in Chapter 1. Specifically, Chapter 2 provides
theoretical model, and build research theory. Basically, Chapter 2 includes the main parts as
follows (1) The definition of human resource training satisfaction, (2) Factors influencing human

resource training satisfaction, (3) The concepts useful al for this research and research
hypotheses.
2.1. Human resource training definitionand types of training
2.1.1. Human resource training definition
 Human resource management and its roles
The definition of human resource training requires the clarification on the concept of human
resource management and strategic human resource management. Today, human resource
management has been globally recognized as a vital driver in an organization and the only source
of distinctive competitive advantages. As the topic of human resource management (HRM) has
been long discussed and well documented in literature, there are different definitions of HRM.
As defined by Decenzo and Robins (2009) shared a different definition of human resource as it
takes into account the people aspect in term of management perspectives. Decenzo and Robins
(2009) asserts that the organizations today continuously carry measurements to improve their


human resource capacities such as skills development, performance motivation, and engagement
encouragement.
Milkovich and Boudreau (1997) definess human resource management as decisions towards the
employee’s relationship among employees, and between employers and employees, towards the
employees working performance contributing to fulfilling common goals and individual goals.
Though HRM has been differently defined by authors, these definitions emphasized the best use
of human resources for achieving the organizational and individual goals. Traditionally, HRM
has been viewed as primarily administrative, mainly concerned about the level of the individual
employee, job and practice (Ulrich, 1997). Yet, over the years, both researchers and practitioners
began to recognize the link between HR practices and business strategy. In other words, to
deliver the business objectives, human resource management must be strategic and responsive to
the business strategy. Strategic human resource management (SHRM) emphasizes the need for
formulating HR strategies in line with the overall corporate strategies. Therefore, HR plans and
strategies necessarily take into account the likely impacts of both internal and external
environments such as society, economic conditions, industry characteristics, legal changes, etc.

as well as the long-term orientation of the organization to develop the required HR to accomplish
the organization’s objectives.
According to Beatty and Schneier (1997), the role of HR in 21st century is turn to become the
strategic factor that supports the organizations developments. Rouna and Gibson (2004) assertss
that the contemporary role of HR consists of increasing the people centrality management
towards the success of the organizations, and strategic role.
People centrality towards the success of the organizations is increasing in the context of the
emergence of resource based view. Drucker (1999) highlights the importance role of HRM to
knowledge workers which is considered as the most valuable asset of an organization in 21st
century. It is reported some characteristics of knowledge workers as: (i) knowledge workers can
manage themselves or they have autonomy characteristic, (ii) knowledge workers have the
characteristics of innovation and continuous learning/teaching, and (iii) knowledge worker is
considered as an asset rather than cost to an organization (Drucker, 1999, pp.84).


Strategic role of human resource management refers to the way of which modern HRM
contributes its significance into strategy formulation process and is considered as the strategic
partner when the chosen strategies are implemented organizational wide. The role of HRM to
strategic aspect also reflects through HRM today helps the organizations to construct flexible,
flat and agile organizational structure with the objective of dealing with the changes in the
markets and of solving the internal issues (Bal, 2011). According to Schoonover (2010), modern
HRM helps the organizations in delivering timely encouragement and measurements that allow
the employees to acquire initiative, autonomy, and accountability. The measurement for
facilitating initiative, autonomy and accountability among employees is considered as trainings,
performance feedbacks (Schoonover, 2010).
 Human resource training definition
During the time, there were many definitions that were developed for human resource training.
For example, Davis and Davis (1998) identified that human resource training as a process
consisting of skill development, information providing, and attributes that should be nurtured in
order to bring the higher working efficiency in in both of individual level and organizational

level. Gravan et al. (1995) defined human resource training as an education system that
employees should gain in the future to develop their abilities toward their jobs.
In this research, the author proposed using the definition of human resource training as a
systematic process that includes work-related knowledge, experiences and employees’s’
participation in the objective of improving organization and individual performances (Swanson,
1996). Furthermore, Swanson (1996) also distinguished training and development whether
training took into consideration of new employees and new jobs while development focused on
existingemployees. Swanson and Holton III (2001) also provided the clarification on the
difference between human resource training and learning. Swanson and Holton III (2001) stated
that learning is a broaden activity which was designed to improve the competency of employees
within an organization at different level. Training shouldalways hold forth the promise of
maximizing learning (Swanson and Holton III, 2001).


2.1.2. Types of human resource training
Kempton (1995) and Okanya (2008) identified that there were two types of human resource
training namely on the job training and off the job training.
Holden (2001) identified that on the job training as a plan and a structure whether they were
taken place at normal work station with the involvement of trainer and trainee. Holden (2001,
pp332) asserted that trainer was included by managers and supervisor or peer colleague that they
spent sufficient time with the trainees to “teach a set of skills that have been specified in
advance.” Okanya (2008) highlighted that on the job training did not lead to learning transfer
problem. Kenny and Reid (1986), however, denoted that on the job training was the most
successful training method but it also took time and made abused to both of trainers and trainees.
Okanya (2008) addressed that on the job training was ranged from job enrichment to job rotation
to special project to coaching to mentoring to planned experience.
Kempton (1995) emphasized off the job training as included by group discussion, lectures,
individual tutorials, reading, training course and workshops. Kempton (1995) also highlighted
the role of off the job training in offering an opportunity to impart knowledge and skills that can
be learnt or practiced in a safe environment.

2.2. The relationship between human resource training satisfaction and its antecedents
2.2.1. Human resource training satisfaction
Swanson and Holton III (2001) stated that human resource training satisfaction was one part of
thea widenr concept namely employee satisfaction. It means that when the employees feels
satisfaction to the firms’ contexts, they will impact and decide a strong performing firms.
Generally, nothing is more fundamental to generating feelings of satisfaction and engagement
than providing the employees opportunities for professional development. Employee
development training programs offer those developmental opportunities, but many companies
don’t have the time, expertise or budget to coordinate first-class, relevant instruction and learning
programs. It also refers to the fact that the firms can evaluate their training program through how
their employees feel satisfy with the training program. Thus, the definition of human resource
training could be explained through the definition of employee satisfaction. Locke (1969, pp137)


emphasized employee satisfaction as “pleasurable or positive emotional state resulting from an
appraisal of one’s job or job experiences.”
According to O.C (2010), human resource training satisfaction was considered as the benchmark
the effectiveness and usefulness of already offered training programs. The German SocioEconomic Panel Study (2011) reported that employee satisfaction was outcome by further
training. Along with the finding of German Socio-Economic Panel Study (2011), the author paid
attention on the findings of Clark and Oswald (1996) of which these author provided the
equation to measure employee satisfaction through training based on four variables namely
income, working hour, individual characteristics, and training participation. Hence, the author
sensed that, in accordant with employee satisfaction definition, human resource training
satisfaction was the level of satisfaction of the employees in an organization towards their
received training programs.
2.2.2. The relationship between human resource training satisfaction and supervisor
support
 The definition of supervisor support
According to Bass et al. (1990), Avolio et al., (1991), and Hamidifar (2009), the supervisor
support was explained through the concept of leadership styles of which the supervisor/manager

choose in dealing with their followers. S.P (2012) asserted that supervisor support as the values
that the leaders transfer to their followers in the way of which the leaders took into account the
well-being of their followers. Hence, the supervisor support was influenced by the leadership
styles that the leaders conducted upon on their followers.
 The relationship between human resource training satisfaction and supervisor
support
During literature review examination, the author identified that there was a significant
relationship between supervisor support and human resource training through the leadership style
of the supervisors (Verkrijging, 1972; Nijiman et al., 1977; Baldwin and Ford, 2006).Hamidifar
(2009) asserted that leadership style was categorized into three major items: transformational
leadership, transactional leadership, and Laissez-Faire leadership.


Transformational leadership was considered as those who had the ability of providing clear
vision and charisma to their followers so that they gained the trustfulness and respects from their
followers in fully manners (Bass et al., 1990).
Transactional leadership was explained as those leaders who wanted to create the two way
communication with their followers in describing the common goals and how to achieve those
(Avolio et al., 1991).
Laissez-Faire leadership was the style of the leaders those who do not adopt the relationship
exchange with their followers. The Laissez-Faire leaders represent a non-transactional kind of
leadership style that necessary decisions are not made, actions are delayed, leadership
responsibilities ignored, and authority unused (Hamidifar, 2009).
Hence, in the research about human resource training in Binh Duong Department of Industry and
Trade, the author proposed the following hypothesis the relationship between supervisor supports
to human resource training satisfaction:
Hypothesis 1: Supervisor support has a significant relationship with human resource training
satisfaction in Binh Duong Department of Industry and Trade
To validate above hypothesis, the author develop the temporary scale as follow:


Ways to apply training: refers to inspirational motivation of transformational leader
whether the supervisors/managers in Binh Duong Department of Industry and Trade
provided adequate support for conducting training



Problem using training: refers to how the issues of using training were addressed by the
supervisors/managers in Binh Duong Department of Industry and Trade



Interest in the training learning:



Feedbacks on performance after training: refers to active management by exception
characteristic of transactional leader whether the supervisors/managers in Binh Duong
Department of Industry and Trade enabled the feedbacks on their employee performances
after training




Performance goals based on training: refers to active management by exception
characteristic of transactional leader whether the supervisors/managers in Binh Duong
Department of Industry and Trade took into consideration of training roles in assessing
the performance goals of their employees

2.2.3. The relationship between human resource training satisfaction and training design

 The definition of training design
Seeklander (2009) defined training design as a process that consisted of initial design of a
program based on goals to the execution of the training to the measurement of results to the
modification of the program to meet those results. Holton et al. (2000) emphasized training
design as the way of which training was designed and conducted with the objective of helping
the trainees to apply what they had learnt from training to their works.
Figure 1: Training Design Process

Source: Seeklander (2009)
 The relationship between human resource training satisfaction and training design
Holton et al. (2000) denoted that the employees in an organization would be more satisfied with
the training through proper training design. The reason of this relationship was reflected through
the fact that training was design to help the employees to shape up their competencies in their


daily workings. Hence, the employees were more likely to satisfy with the training programs if
they perceive that the training program was designed and delivered in such a way that maximizes
the trainee’s ability to transfer the training to the job (Holton, 1996; 2005).
Hence, in the research about human resource training in Binh Duong Department of Industry and
Trade, the author proposed the following hypothesis for quantifying the relationship between
training design to human resource training satisfaction:
Hypothesis 2: Training design has a significant relationship with human resource training
satisfaction in Binh Duong Department of Industry and Trade
To validate above hypothesis, the author developed the temporary scale as follow:


Examples about ways to use training on the job



Activities and exercises on how to apply training



Teaching on how to apply training on the job

2.2.4. The relationship between human resource training satisfaction and performance selfefficiency
 The definition of performance self-efficacyiency
Performance self-efficaciency, according to Ormrod (2006), was defined as the measure of the
employees’ capabilities to complete assigned works and to reach the common goals of the
organization. Bandura (1977) denoted that performance self-efficaciency was determined as the
combination of employees’ working attitudes, working capabilities, and cognitive skills. Bandura
(1977) also highlighted the role of performance self-efficaciency as how this factor helps the
organization to understand how the employees perceive their status and how the employees to
behave in specific situations.
 The relationship between human resource training satisfaction and performance
self-efficaciency


The relationship between performance self-efficaciency and human resource training satisfaction
were identical in many previous studies. According to Carlson (2009), performance selfefficiacency has been emerging as one of the dominant factor toof employee satisfaction in the
organization. Hurter (2008) also addressed the relationship between performance self-efficaiency
and human resource training satisfaction as Hurter identifiedthe fact that performance selfefficaiency affected on the working accomplishment level of the employees to assigned tasks. It
is based on the fact that when the employees to receive better training and to be equipped by
adequate resources. When the employees are equipped by necessaryresources, they shall feel
their job role are highly importance to the firms and their job accomplishments are respected so
that they shall be satisfied with the firms.the employee commitment to the organization.
Hence, in the research about human resource training in Binh Duong Department of Industry and
Trade, the author proposed the following hypothesis for quantifying the relationship between
performance self-efficaiency to human resource training satisfaction:

Hypothesis 3: Performance self-efficaiency has a significant relationship with human
resource training satisfaction in Binh Duong Department of Industry and Trade
To validate above hypothesis, the author developed the temporary scale as follow:


Ability to use newly trained skills on the job



Confidence in the ability to use new trained skills at work



Using what has been learnt from training even in difficult situations



Overcoming obstacles to use new trained skills or knowledge

2.2.5. The relationship between human resource training satisfaction and training transfer
 The definition of training transfer
Holding (1991) and Healthfield (2012) defined training transfer as the effects of learning on
working performance of those who were received the trainings. Baldwin and Ford (1988)
asserted that training transfer had its polar whether the positive training transfer was formed if


the employees could apply successfully the training contents into specific situations and vice
versa.
 The relationship between human resource training satisfaction and training transfer
During the time, there were many previous studies were written about the relationship between

training transfer and human resource training satisfaction ofin which these previous studies
considered human resource training satisfaction was one part of employee satisfaction (Zumrah,
2012). Noe and Schmitt (1986) found transfer of training was significantly related to educator
performance improvement including their fiscal management and relationships with the
community.
Hence, in the research about human resource training in Binh Duong Department of Industry and
Trade, the author proposed the following hypothesis for quantifying the relationship between
training transfer to human resource training satisfaction:
Hypothesis 4: Training transfer has a significant relationship with human resource training
satisfaction in Binh Duong Department of Industry and Trade
To validate above hypothesis, the author developed the temporary scale as follow:


Using new trained skills to improve performancePrior learning or training facilitates
helps in acquiring a new skill or reaching the solution to a new problem



Prior learning or training facilitates helps in acquiring a new skill or reaching the solution
Training helped to improve job performance



Incorporating learned skills with current skills into daily work activities

2.2.6. The relationship between human resource training satisfaction and performance
feedbacks
 The definition of performance feedbacks