FYP2 - TAN ZHI HUI by Tan Zhi Hui FILE C1-C5.DOCX (712.5K) T IME SUBMIT T ED 19-FEB-2016 04:07PM WORD COUNT SUBMISSION ID 634043943 CHARACT ER COUNT 45607 8400 FYP2 - TAN ZHI HUI GRADEMARK REPORT FINAL GRADE GENERAL COMMENTS /0 Instructor PAGE 1 PAGE 2 PAGE 3 PAGE 4 PAGE 5 PAGE 6 PAGE 7 PAGE 8 PAGE 9 PAGE 10 PAGE 11 PAGE 12 PAGE 13 PAGE 14 PAGE 15 PAGE 16 PAGE 17 PAGE 18 PAGE 19 PAGE 20 PAGE 21 PAGE 22 PAGE 23 PAGE 24 PAGE 25 PAGE 26 PAGE 27 PAGE 28 PAGE 29 PAGE 30 PAGE 31 PAGE 32 PAGE 33 Sohar University Faculty of Business BUMG 4103A RESEARCH PROJECT-A The Role of Training and Development In Enhancing Performance of Employees-A Case Study of Sohar University SID STUDENT NAMES SUPERVISOR: Dr. Shweta Belwal DATE OF SUBMISSION: DD MMMM 20YY CONTENTS ABSTRACT ...................................................................................................................................................................... 3 INTRODUCTION ............................................................................................................................................................ 4 PROBLEM STATEMENT .............................................................................................................................................. 6 OVERVIEW / FRAMWORK ................................................................................................................................................. 6 RESEARCH QUESTION/HYPOTHESIS ............................................................................................................................... 7 RESEARCH OBJECTIVES ............................................................................................................................................ 8 BACKGROUND AND SIGNIFICANCE ....................................................................................................................... 9 THE SIGNIFICANCE OF THE STUDY ............................................................................................................................. 12 RESEARCH DESIGN AND METHODS ..................................................................................................................... 14 OVERVIEW .................................................................................................................................................................... 14 POPULATION AND STUDY SAMPLE ................................................................................................................................ 14 SAMPLE SIZE AND SELECTION OF SAMPLE .................................................................................................................... 14 SOURCES OF DATA ........................................................................................................................................................ 15 COLLECTION OF DATA .................................................................................................................................................. 15 DATA ANALYSIS STRATEGIES ....................................................................................................................................... 15 ETHICAL CONSIDRETAIONS ........................................................................................................................................... 15 TIMEFRAMES ................................................................................................................................................................. 16 STRENGTHS AND LIMITATIONS OF THE STUDY.............................................................................................. 16 REFERENCES ............................................................................................................................................................... 25 APPENDICES .................................................................................................. ERROR! BOOKMARK NOT DEFINED. APPENDIX 1: QUESTIONNAIRE................................................................................. ERROR! BOOKMARK NOT DEFINED. 2 ABSTRACT Human resource is the most determining factor of an organizations success or failure. Having employees who are well trained and developed increases the chances of an organizations success. This prompts the need of investigating how interrelated training, development, and training and development are with staff performance and productivity in Sohar University. The proposed study seeks to utilize a qualitative research design that will use questionnaires as the primary source of data collection. In total, the study seeks to utilize a sample size of 150 respondents who are part of the Sohar University faculty staff to be a representative of the whole target population of 530 staff. 150 structured questionnaires will be printed and given out to the sample size to fill in the required information. After the data is collected, the study seeks to use SPSS for data analysis while tables and graphs will be used to present the analyzed data. 3 Chapter 1 INTRODUCTION In any kind of institutions, the human capital remains to be one of the most fundamental assets. This is the reason that most institutions like colleges are investing so much in human capital. Human capital entails the employees or better to say the staff in any kind of a formal organization. We are in an era where competition is stronger than ever. The learning environment, as well as the business environment in most part of the world, is growing by, giving tough competition to each other in all aspects. To cope with the dynamics of the environment, institutions must deal with these changing trends by focusing on productivity, teamwork, and resources. According to Bompa, & Buzzichelli, (2018), productivity and performance in an organization depend on how efficient and effective human capital is in performing the internal process within the organization. The extensive competition and the constant change in technology advancement and the learning environment characterizes most of the higher learning institutions across the world. In addition to this, students’ needs keep on changing adding more challenges to the administration of higher learning institutions. To meet these challenges, universities are left with no options than to train and develop their staffs. To echo the sentiments of Ioffe and Szegedy (2015), universities have to deal with training requirements linked up with growing student’s needs, the effects of global citizenship, and the continuously changing technology. For this, universities have to consider preparing their staff with the right information, skills, knowledge, techniques, and capabilities to enable them to carry out their responsibilities. Staff training is a prerequisite to the organizational efficiency, effectiveness, as well as improved productivity. Institutions that fail to appreciate the impact if dynamics in the learning environment always fall short n maintaining superiority in the learning industry. This, therefore, emphasizes the need for constantly upgrading staff skill and knowledge as well as enhancing a positive work-related attitude within the learning institutions. To achieve this, training and development us necessary. As stated by Ioffe, and Szegedy, (2015), the 4 main purpose of training and development is to help employees develop skills, acquire knowledge and competencies, need to improve their performance while taking the institution forward to meet their set objectives. According to Aigbepue and Mammud (2012), training is an organized activity for increasing knowledge and skills of people for a specific objective. It entails the use of formal and informal practices in which impact skills and knowledge required by employees to perform their jobs satisfactorily. On the other hand, development is the steps set by institutions to improve the performance of a particular department with modern technologies, ideas, and expertise to attain the best from such a department. Development is concerned with, preparing employees, other higher positions in the learning institutions while at the same time increasing their ability to maneuver within the job. Development is about instilling the aspect of change in employees to help them get ready for new opportunities and responsibilities. Training and development is a vital aspect for universities to improve quality of their services to students and to meet the challenges of ever-changing students’ needs and advanced technology. The human resource department in any kind of an organization is responsible for not only hiring and firing employees but also for ensuring employees are given the right training and development with their stay in the organization. The human resource manager is therefore mandated to use the available resources to develop training and development programs that suit every employee in the organization. Training and development is not only an opportunity for growth but also an investment that if handled correctly, would yield mega returns and benefits to universities and the staffs involved (Aigbepue & Mammud, 2012). In the part of the university, training and development results in increased productivity, which leads to improved profits. On the part of the staffs, training, and development help them improve their knowledge and help them identify themselves with the goals of the institution. Therefore, according to the above-highlighted factors, staff training and development enhance the performance of employees. 5 PROBLEM STATEMENT Overview Sohar University, which provides the basis for this study, is a privately hold the university that is obliged to meeting the needs of the society and contributing to the economic and cultural well-being of the people of Oman. To achieve this goal, the university has vowed to provide reliable, unrivaled and quality education to all its university students. Education is considered as one major and important factor that has greatly contributed to the grown the country as a whole. Besides, offering quality education, which is regarded as a pillar of the economy in the country, Sohar University has employed a big number of staff to help it deliver its mandate to the society. Employees who make many mistakes can frustrate their co-workers, slow down the workplace, and sometimes endanger the safety and security of the organization. (Elise Wile.,2003). Staff in the university is prone to making mistakes while in the line of duty, which at times can result in daring consequences. The magnitude of the mistakes made can have very high negative effects to the general output of the staff in offering quality education. Consequently, this can influence the quality of education students receive and the image of the university (Elise Wile.,2003) . As noted above, the success or failure of any learning institution is usually effected through the human factor, particular staff. Consequently, it has been asserted that training and development play a significant role is improving the knowledge base and skills of employees. However, it had not been clearly explained as to what types of training and development get success to learning institutions. It has also been noted that, in an organization, that does not value the human capital, poor organizational performance has been noticed. Following the above, it is important to find the interrelation among training and development, Sohar University staff. Framework In our research we drawn graphically, the hypothesis of this research is to prove that yonder exists a relationship between staff training and development in Sohar University and their performance based on variables and factors suggested in the literature review above In order to give a comprehensive overview of the aspects of this causal relationship, a number of null and alternative hypotheses are developed to underscore different aspects of the possible effect and extent of training and development on performance.. 6 INDEBENDENT VARIABLES DEBENDENT VARIABLES Training Staff Performance Development Research Question/Hypothesis This research seeks to answer the following questions. 1. What is the relationship between Sohar University staff training and development, performance? 2. Which are the methods of training and development that influence Sohar University staff performance? 3. What are the problems associated with Sohar University staff development? Research Hypothesis The hypothesis of this research is to prove that there exists a relationship between the staff training and development in Sohar University and their performance based on variables and factors suggested in the literature review above. In order to give a comprehensive overview about the aspects of this causal relationship, a number of null and alternative hypotheses are developed to underscore different aspects of the possible impact and extent of the training and development on performance and productivity yields. Ho: "There is not a significant relationship between employee training and employee performance.” H1: "There is a significant relationship between employee training and employee performance.” Ho: "There is not a significant relationship between employee development and employee performance.” 7 H2: “There is a significant relationship between employee development and employee performance" Ho: "There is no significant difference between the productivity gains that training produces for employees in comparison to development.” H3: "There is a significant difference between the productivity gains that training produces for employees in comparison to development.” RESEARCH OBJECTIVES 1- To determine the relationship between Sohar University staff training and development, performance, and productivity. 2- To study the methods of training and development that influence Sohar University staff performance and productivity. 3- To determine the problems associated with Sohar University staff development. 8 Chapter 2 BACKGROUND AND SIGNIFICANCE i. Insight into Training Many scholars have tried to explain what entails training. According to Bompa, and Buzzichelli, (2018), training refers to the process of providing the employees will skills for doing their jobs effectively, skillfully and qualitatively. Virtanen et al., (2003) put across the definition of training as a practice of bridging the gap between the current performance and the standard desired performance. Training can be administered through different methods such as on the coaching and mentoring, peers cooperation and participation by the subordinates (Virtanen, M, et al., 2003). Therefore, it seems mandatory by the firm to plan for such a training programs for its employees to enhance their abilities and competencies that are needed at the workplace (Bompa, & Buzzichelli, 2018). Training is required at every stage of work. Training not only develops the capabilities of the employee but also sharpen their thinking ability and creativity in order to take better decision in time and in a more productive manner (S. Aigbepue & Mammud, 2012) . Moreover it also enable employees to deal with the customer in an effective manner and respond to their complaints in timely manner (Smith, Oczkowski, & Hill, 2009) Ioffe, and Szegedy, (2015), adds that training is significant in the organization as it improves the quality of work at the employee’s level. Smith, Oczkowski, and Hill, (2009), highlight the reasons for training employees and he has enumerated a number of the reasons. These reasons include an increased level of the competition. Firms that have emphasized considerably on training their employees tend to have a competitive advantage when compared to other firms. Technological advancement is another factor that has resulted in the massive training of employees, where 9 atomization and mechanization has greatly influenced the employers to realize the potential that lies on their employees, therefore, they have actively emphasized on the training of those employees Virtanen, M, et al., (2003), did productivity survey, companies more than 100 employees in Europe, which operates based on production and nonproduction sectors. It was found that 15% increase in the level of education leads to increase of production sector by 45% and an increase in the non-production sector by 28%. Furthermore, Virtanen asserts that an increase in the informal training does not influence production in any way but an informal training done outside work environment leads to increase in production sector by 10%. This signifies the importance of the graduate training before they are employed. Zwick, (2011), focuses on the training young and energetic people, they are vibrant and efficient compared to the old employees. The purpose of training programs is to deliver good results where the employees become more efficient than they were before. They are eventually prepared for higher responsibilities in the organizational; they are expected to meet the organizational goal without any difficulties. According to Ioffe, and Szegedy, (2015), successful training programs result in a positive change by assuring that trainees have acquired necessary knowledge and skills. These programs should be trainee centered but not the trainer centered, they should be meant to achieve certain goals after sometimes. Finally, the outcomes of the training should be measurable. ii. Insight to Development Career development is a self – an initiated program that supports the resources provided by the manager and the firm (Amir Elnaga, Amen Imran. 2012). The human resource focuses on developing employee with right exceptional skills and competence that in turn, foster the organizational growth (Bompa, & Buzzichelli, 2018). As explained by Smith, Oczkowski, & Hill, (2009), career development can be realized by establishing proper programs and mechanism that will up the employees' skills. Employee's skills are vital in the organization process of expansion and competitiveness because they are able to increase productivity in short run. Career development 10 is important as it helps an organization to attain its goals and objectives in an efficient way. S. Aigbepue and Mammud, (2012), are the opinion that career development usually gives the employees a sign of purpose. When employees are given career progression opportunities, they own them as it gives them a sense of responsibility since they feel they are achieving. According to Zwick, (2011), to development is the steps set by institutions to improve the performance of a particular department using modern technologies, ideas, and expertise to attain the best from such a department. Development is concerned with, preparing employees, other higher positions in the learning institutions while at the same time increasing their ability to maneuver within the job (W. Dabale, Jagero & Nyauchi, 2014). Development is about instilling the aspect of change in employees to help them get ready for new opportunities and responsibilities. iii. Insight to training and development Numerous research has been conducted trying to determine the kind of relationship that exists between training, development and performance and productivity. Most of these studies provide links that exist between training and development programs with employees' performance. According to W. Dabale, Jagero & Nyauchi, (2014), training and development are instruments for establishing and signaling the need for a change in the organization. Smith, Oczkowski, and Hill, (2009), is of the view that development complement training. This is for the rationale that human capital only exerts full potential learning surpasses the simple routine. Training and development are strategic tools that are used by organizations the human resource department to enhance organization performance and productivity (Amir Elnaga, Amen Imran. 2012). Training and development a vital aspect for the organization to improve quality of their services to customers and to meet the challenges of ever-changing students' needs and advancement technology (Aigbepue & Mammud, 2012). According to the perspective of Aigbepue & Mammud, (2012), if aligning training and development programs together with the goals, mission and objective of the organization, and education programs through the right way and at the right time would provide 11 substantial returns for the employer in terms of increased productivity, knowledge, loyalty and profit. The human resource manager is mandated to use the available resources to develop training and development programs that suit each employee in the organization. This is because organizations would not be successful without trained and developed employees (Zwick, 2011). Bompa, and Buzzichelli, (2018), is of the opinion that training and development are integral part of human resource development since they aid in achievement of both goals of the individuals and of the organization. they continue to explain that, training and development have significant impact on employees’ performance as well as organizational performance. In general, Bompa, and Buzzichelli, (2018), feels that the term performance is a broader based concept which includes effectiveness, efficiency, economy, quality, consistency behavior and normative measures. The importance of training and development on the employee performance, through accelerating the learning process, is mentioned in study of Virtanen, Kivimäki, Virtanen, Elovainio, & Vahtera, (2003). Employee performance, achieved through training and development, entails the immediate improvements in the knowledge, skills and abilities to carry out job related work, and hence achieve more employee commitment towards the organizational goals . Smith, Oczkowski, and Hill, (2009) mentioned that training and development should leads to the culture of enhancing learning, to raise employee performance and ultimately higher return on investment for an organization. The Significance of the Study The purpose of carrying out training and development is to empower employees. Employees are vital to the success of any form of an organization and therefore there is a need for empowering them. Human resource managers are mandated with the responsibility of developing training and development programs that will enable organizations to leverage their key resources, which are employees. Effective training and development strategies will enable the organizations to achieve set goals while at the same time helping employees to strengthen their performance. It is hard for learning institutions like the universities to attain high productivity and competitive edge without 12 improving their staff's skills, knowledge and competencies through proper training and development programs. This study will be of great importance to human resource managers in universities in identifying the challenges and impacts of staff training and development. The study may of benefit to other researchers hoping to advance research on the topic. 13 Chapter 3 RESEARCH DESIGN AND METHODS Overview The research will mainly focus on the survey research design using the quantitative approach. Owing to this, structured questionnaires will be utilized in the study to obtain first-hand information from the respondents. The qualitative research design will be best suited to examine the university staff training & development and university staff productivity empirically. The qualitative approach will also aid in understanding the research question by interacting with the research participants by way of gathering empirical data from the staff. This approach is also due to its benefits of economies of time and resources as compared to others research designs. Lastly, we can conclude and say that the quantitative research design is chosen due to its compatibility with the research problem with the research questions. Population and Study Sample A population refers to the entire number of people or objects that the research is based upon. On the other hand, a target population will refer to a group of people, in this case, the Sohar university staff, from which a sample will be taken. The target population will be based on the number of staff within the university, which according to the university’s websites is 150. This number includes all the full university faculty staff. Sample Size and Selection of Sample The sample size of the study will refer to the number of research respondents that will be chosen as participants in the study. This number will be taken from the target population. Keeping in mind that considering the whole target population will not be logical to the researchers in terms of finance, time and workforce, the study will consider 530 of the target population to represent the sample size. This is to mean a sample size of 150 university staff will be used. 14 Sources of Data Use of well-structured questionnaires will be used to provide primary data. These questionnaires will be structured in a way to include a question regarding training and development, staff performance as well as productivity. The questionnaires will provide the researcher with the scalability of results and an easy time to analyze the obtained results. The questionnaire will contain three sections, each with a set of well-structured questions. Section One will seek demographic data; section two will contain questions relating to effects of training programs on staff performance. Section Three will ask questions relating to effects of staff development programs on staff productivity. Collection of Data Questionnaires will be used to collect the required research data. 150 questionnaires will be given out to the all the selected respondents. Data Analysis Strategies After the data is collected, the study seeks to use SPSS for data analysis while tables and graphs will be used to present the analyzed data. Ethical Considretaions Protection of privacy and confidentiality of the respondents will be highly appreciated. The data obtained through administration of the questionnaires will be used for research purpose and no other purpose. No third party will have access to the information obtained. It is worth noting that all the staff to be used in the study will be asked to volunteer at their own will. No single person will be forced or coerced to participate in the study as respondents. The research will be gender sensitive, and with this in mind, the researcher will ensure the sample size will have a considerate gender equity. Since Sohar University is a multicultural university, the study will also consider staffs from all races and ethnicity without discriminating staff who have any form of disabilities 15 Timeframes The research is expected to take a maximum of six weeks. This timeframe will be sufficient to collect and analyze all the data. A pilot study will be conducted within the first two weeks to determine the effectiveness of the study equipment. STRENGTHS AND LIMITATIONS OF THE STUDY We collected data from a limited number of staff from the Sohar University within a short period of time. Data could be collected from all parts of the university, but we would not be able do it in this short period of time Strength The study will create more awareness to organizations the importance of training and development in enhancing performance of employees and effect positive on organizations. Furthermore, this work would give other researchers to conduct research into training and development a framework 1 for further research. Moreover, the research experience will be of benefit to the organizations in that it will widen his knowledge on This topic and other fields. Limitation We collected data from a limited number of staff from Sohar State University within a short period of time. Data could be collected from all parts of the university, but we could not do it in this short period of time. 16 INTRODUCTION Frequencies: gender Cumulative Frequency Valid Percent Valid Percent Percent female 83 55.3 55.3 55.3 male 67 44.7 44.7 100.0 Total 150 100.0 100.0 position Cumulative Frequency Valid Missing Percent Valid Percent Percent general staff 32 21.3 21.5 21.5 academic staff 74 49.3 49.7 71.1 technical staff 17 11.3 11.4 82.6 other 26 17.3 17.4 100.0 Total 149 99.3 100.0 1 .7 150 100.0 System Total education Cumulative Frequency Valid diploma of high school Percent Valid Percent Percent 8 5.3 5.3 5.3 advance diploma 16 10.7 10.7 16.0 bachelors degree 52 34.7 34.7 50.7 master degree 46 30.7 30.7 81.3 doctoral degree 28 18.7 18.7 100.0 150 100.0 100.0 Total 17 period Cumulative Frequency Valid Percent Valid Percent Percent less than ayear 19 12.7 12.7 12.7 1-5 year 70 46.7 46.7 59.3 6-10 year 34 22.7 22.7 82.0 more than 10 year 27 18.0 18.0 100.0 150 100.0 100.0 Total training1 Cumulative Frequency Valid Percent Valid Percent Percent No 18 12.0 12.0 12.0 Yes 132 88.0 88.0 100.0 Total 150 100.0 100.0 training2 Cumulative Frequency Valid Percent Valid Percent Percent No 19 12.7 12.7 12.7 Yes 131 87.3 87.3 100.0 Total 150 100.0 100.0 trainig3 Cumulative Frequency Valid Percent Valid Percent Percent No 25 16.7 16.7 16.7 Yes 125 83.3 83.3 100.0 Total 150 100.0 100.0 training4 18 Cumulative Frequency Valid Percent Valid Percent Percent No 18 12.0 12.0 12.0 Yes 132 88.0 88.0 100.0 Total 150 100.0 100.0 q6 Cumulative Frequency Valid Percent Valid Percent Percent neutral 5 3.3 3.3 3.3 agree 60 40.0 40.0 43.3 strongly agree 85 56.7 56.7 100.0 150 100.0 100.0 Total q7 Cumulative Frequency Valid disagree Percent Valid Percent Percent 1 .7 .7 .7 neutral 19 12.7 12.7 13.3 agree 72 48.0 48.0 61.3 strongly agree 58 38.7 38.7 100.0 150 100.0 100.0 Total Reliablility: Reliability Statistics Cronbach's Alpha N of Items .709 6 Reliability Statistics Cronbach's Alpha N of Items .611 3 19 ANOVAa Model 1 Sum of Squares df Mean Square F Regression 14.984 2 7.492 Residual 36.102 147 .246 Total 51.085 149 Sig. .000b 30.506 a. Dependent Variable: performance b. Predictors: (Constant), development, training Model Summaryb Model R Std. Error of the Square Estimate R Square .542a 1 Adjusted R .293 .284 Change Statistics R Square Change .49557 .293 F Change df1 30.506 2 a. Predictors: (Constant), development, training b. Dependent Variable: performance Coefficientsa Standardized Unstandardized Coefficients Model 1 B (Constant) Std. Error 4.346 .408 .556 .142 -.716 .093 training development Coefficients Beta Corre t Sig. Zero-order 10.662 .000 .288 3.909 .000 .097 -.566 -7.684 .000 -.469 a. Dependent Variable: performance Descriptive Statistics Mean Std. Deviation N performance 2.2411 .58554 150 training 1.8667 .30332 150 development 4.3900 .46296 150 CHAPTER 4 For chapter 4 use the above tables informations. 20 P INTRO/BACKGROUND HYBOTHESS SUMMARY hybothess 21 Chapter5: conclsion and recommendation 22 INTRODUCTION: Disction of research objectives Recommendation 23 Limitation of study Recommendation on future research Concloution 24 REFERENCES Amir Elnaga, Amen Imran. (2012), the Effect of Training on Employee Performance, European Journal of Business and Management, Vol.5 Becker, K., Antuar, N., and Everett, C. (2011). Implementing an Employee Performance Management System in a Nonprofits Organization. Nonprofits Management and Leadership. 21(3), 255-271 Bompa, T. O., & Buzzichelli, C. (2018). Periodization-: theory and methodology of training. Human Kinetics Ioffe, S., & Szegedy, C. (2015). Batch normalization: Accelerating deep network training by internal covariate shift. ArXiv preprint arXiv: 1502.03167 Raja Khan, Furqan Khan, and Muhammad. Khan, (2011), “Impact of Training and Development on Organizational Performance" Global Journal of Management and Business Research, Volume 11, Issue 7, Version 1.0. S. Aigbepue and E. Mammud, (2012), “training, development and organizational performance" JORIND 10 (3), December. ISSN 1596 - 8308. www.transcampus.org./journals, www.ajol.info/journals/jorind Smith, A., Oczkowski, E., & Hill, M. (2009). Reasons for Training: Why Australian Employers Train Their Workers. A National Vocational Education and Training Research and Evaluation Program Report. National Centre for Vocational Education Research Ltd. PO Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. 25 Virtanen, M., Kivimäki, M., Virtanen, P., Elovainio, M., & Vahtera, J. (2003). A disparity in occupational training and career planning between contingent and permanent employees. European Journal of Work and Organizational Psychology, 12(1), 19-36. W. Dabale, N. Jagero, and M. Nyauchi (2014) “The Relationship between Training and Employee Performance” The Case of Mutare City Council, Zimbabwe. International Journal of Human Resource Studies, 2014, Vol. 4, No. 4, pp 61-72. Zwick, T. (2011). Why training older employees are less effective. . 26 The Role of Training and Development In Enhancing Performance of Staff Survey Based on time and the training you have received at Sohar University, kindly fill in answers to the questions below. The information given will be treated with utmost confidentiality and privacy. The data obtained will be used for the research purpose only. Do not write your name anywhere on this paper. (Section 1: General information) 1. What is your gender? a. Female b. Male 2. What is kind of your position at the Sohar University? a. General staff b. Academic staff c. Technical Staff d. Other 2. a. b. c. d. e. What is your level of education? Diploma of high school Advance diploma Bachelor's degree Master degree Doctoral degree 27 3. How long you been a staff at Sohar University? a. Less than a year 4. b. 1-5 years c. 6-10 years d. More than 10 years Have you undergone the following training programs conducted at Sohar University? Mark on place appropriately. Training title Yes No Communication Skills Objective: Excellent listening skills, Passing information in the correct mannerism i.e. tone of voice and pace ensuring full understanding by the customer of solutions offered. Staff development Objective: To be able to offer needed solutions in the shortest time possible. Computer skills Objective: To improved confidences in technology use. Relationship Management Objective: Customer retention and business growth through excellent customer service. 28 (Section 2: Effectiveness of training and development) 5. How will you evaluate the quality of training and development programs for which you have participated? Poor Average Good Very Good Excellent 6. Was the training undertaken relevant in relation to your role in the university? Strongly Agree Agree Neutral Disagree Strongly Disagree 8. Do you think the training undertaken has helped you develop your job performance? Strongly Agree Agree Neutral Disagree Strongly Disagree 9. 10. Would you require further training and development to enhance your performance? a. Yes b. No Do you face problems regarding training and development programs at the university? a. Yes b. No Thankyou 29 30
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