developing training program assessment instrument …
TRANSCRIPT
DEVELOPING TRAINING PROGRAM ASSESSMENT
INSTRUMENT FOR EMPLOYEE IN
THE HOTEL INDUSTRY
Tanida Lakornsri
A Dissertation Submitted in Partial
Fulfillment of the Requirements for the Degree of
Doctor of Philosophy (Integrated Tourism Management)
The Graduate School of Tourism Management
National Institute of Development Administration
2017
ABSTRACT
Titles of Dissertation Developing Training Program Assessment Instrument for
Employee in the Hotel Industry
Author Miss Tanida Lakornsri
Degree Doctor of Philosophy (Integrated Tourism Management)
Year 2017
Training is a foundation for improving staff competency, staff satisfaction, and
staff commitment. Thus, this research aimed to develop an instrument to assess the
training program to be a training program effectiveness. This study also attempted to
fulfill the research gap examining the relationship among staff reaction towards
training program, training satisfaction, and staff commitment. To achieve the research
aim, four research questions have stated: 1) How does an organization develop a
training program? 2) How to measure operational training program? 3) How is
training program related to training satisfaction? 4) How is the staff training
satisfaction related to staff commitment? Furthermore, the hypotheses were proposed
based on the conceptual framework. The two main hypotheses have proposed: H1:
The training program positively related to entry-level staff training satisfaction. H2:
The training satisfaction positively related to staff commitment to work within the
hotel industry.
diheM ethoMs approach was employed to examine the findings of this study.
The qualitative and qualntitative has simultaneously conducted. The former approach
employed the face-to-face technique to develop the training program assessment
instrument with seven directors of human resource and training and development
managers of international hotel chains originating from Bangkok, Thailand were
interviewed to answer research question one. Twenty-two immediate supervisors and
managers of the department have conducted the interview to answer research
question. At the same time two the letter involved approach the survey questionnaire
iv
was administered to 410 hotel entry-level staff in the same study area as conducting
qualitative. This process started from the mid-January until mid-April, 2018. The
survey has collected for 386 in total. Besides, the Mescriptive statistic anM exploratory
factor (EFA) analysis 20 were performed on SPSS to measure a reliable of the
research instrument and for reducing the extensived large data set of variables into
smaller indices or factors based on the data provided and to maximize the number of
variances explained. Moreover, a multiple regression technique was conducted to test
the hypotheses.
The finMings proposeM the final conceptual framework of a training progra
assessment instru ent that showeM three new aspects within the organizational
strategy anM the other three critical aspects unMer the operational strategy co ponent
to be a criterion for assessing the training program. The last co ponent presenteM the
distinguish linkage a ong training progra , training satisfaction, anM staff
co it ent. The findings highlighted the importance of having self-development
evaluation, the qualification of the instructor and training equipment and facility for
staff satisfaction, which significantly leads to staff commitment to the hotel
organization. This stuMy also proviMeM the contributions anM i plications e phasizing
the best practice for human resource management and training and development
managers, mainly to be the best practice for practitioners in small hotels. The training
hotel needs to consider the i portance of its training progra assess ent; especially,
by employing this systematic instrument, which generates the training program
effectiveness anM increases staff commitment for the future sustainability in labor and
services competition within the hotel inMustry.
v
ACKNOWLEDGEMENTS
Foremost, I a Melightful to express my sincere gratituMe to my Missertation
aMvisor, Assistant Professor Dr. Suwaree (Ann) Ashton for her invaluable patience,
motivation, enthusiasm, anM continuous encouragement through out the entirety of
this research. Her guidance helped me in all the time of research and writing of this
dissertation. I a also thankfulness for her teaching anM aMvice, not only the research
ethoMology but also any other ethoMologies in life. I woulM not have an
acco plish ent this far, and this Missertation woulM not have completed with out all
of her support. I also could not have imagined having a better advisor and mentor for
my Ph.D. study.
Besides my advisor, I would like to express a deep sense of gratitude to the
dean, Associate Professor Dr. Therdchai Choibamroong for giving me an opportunity
to study here. I, also thanks the rest of my dissertation committee: Dr. Witchuta
Marchoo, Dr. Worarak Sucher, Assistant Professor Dr. Kanokkarn Kaewnuch, and
Dr. Paithoon Monphanthong, for their encouragement, insightful comments, and hard
questions.
Further ore, I a grateful for my Ph.D. fellows for all the fun we have had in
the whole period of this research. Especially, diss duntita Chootiraka for the
stimulating discussions and always cheer me up. I also thank my beloved friends:
Miss Titecha Promsu and Miss PhertlaMa Tiankhan for the sleepless nights we were
working together before the deadline.
Finally, I ost gratefully acknowleMge my family: my parents for giving birth
to me in the first place and supporting me spiritually throughout my life. My sincere
thanks also go to my siblings for all their support and stand by me until now.
TaniMa Lakornsri
July 2018
vi
TABLE OF CONTENTS
Page
ABSTRACT iii
ACKNOWLEDGEMENTS v
TABLE OF CONTENTS vi
LIST OF TABLES x
LIST OF FIGURES xii
CHAPTER 1 INTRODUCTION 1
1.1 Background to the Research 1
1.2 Research Aim and Questions 10
1.3 Justifications of the Study 10
1.4 Contributions of the Study 13
1.5 Definition Key Terms 15
1.6 Summary of Chapter One 20
CHAPTER 2 LITERATURE REVIEW 22
2.1 Introduction 22
2.2 The Importance of Training within the Hotel Industry 23
2.3 Competent Requirements of the Hotel Industry 25
2.4 What is the Purpose of Performance Measurement 26
2.5 Indicators of Training Success in Hotel Business 27
2.6 The Theoretical of Training 27
2.6.1 What is the Training? 27
2.6.2 What is the Training Evaluation? 28
2.6.3 What is the Purposes of Training Evaluation? 29
2.6.4 Classification Systems in Evaluation 29
2.6.5 What is a Training Needs Assessment (TNA)? 31
2.6.6 How does the Training Need Assessment Conduct? 32
vii
2.7 Training Satisfaction 40
2.7.1 Hypotheses 41
2.8 Staff Commitment 41
2.8.1 Hypothesis 42
2.9 Conceptual Framework Proposal 43
2.10 Summary of Chapter Two 48
CHAPTER 3 METHODOLOGY 49
3.1 Introduction 49
3.2 Research Method Design for this Study 51
3.2.1 Training Program Assessment Instrument Conducting 52
Phases
3.3 Qualitative Method Approach for Research Question One 54
and Two
3.3.1 Study Area 55
3.3.2 Participants for this Study 58
3.3.3 Interviewed Question Design 60
3.3.4 Pre-Test for Qualitative Method 64
3.3.5 Data Collecting Face-to-Face Interview 66
3.3.6 Data Analysis for Qualitative Research 69
3.4 Quantitative Method Approach for Research Question 70
Three and Four
3.4.1 Samples of the Study 71
3.4.2 Research Instrument Development 73
3.4.3 Data Collecting Method for Quantitative 92
3.4.4 Data Analysis for Quantitative Approach 93
3.5 Ethical Clearance 104
3.5.1 Subject Matter 105
3.5.2 Confidentiality 105
3.5.3 Interview Length 105
3.5.4 Cost to Respondent 105
3.5.5 During the Interview 105
3.6 Summary of Chapter Three 106
viii
CHAPTER 4 DATA ANALYSIS AND RESULTS 108
4.1 Introduction 108
4.2 Data Analysis Results for the Main Study in Qualitative 109
Approach
4.2.1 Participants Demographics for Research Question One 109
4.2.2 Results of Data Analysis for Research Question One 109
4.2.3 Participants Demographics for Research Question Two 113
4.2.4 Results of Data Analysis for Research Question Two 114
4.3 Exploratory Factor Analysis (EFA) 117
4.4 Data Analysis for the Main Study in Quantitative Method 125
4.4.1 Respondents Demographics 125
4.4.2 Verification Measure Scale of the Main Study 127
4.5 Summary of Chapter Four 133
CHAPTER 5 DISCUSSION AND CONCLUSIONS 135
5.1 Introduction 135
5.2 Discussion of Findings 136
5.2.1 The Discussion of the Findings in Organizational 138
Strategy Component
5.2.2 The Discussion of Operational Strategy 146
5.2.3 The Discussion of Relationship between Training 151
Program and Training Satisfaction
5.2.4 The Discussion of Relationship between Training 154
Satisfaction and Staff Commitment to the Hotel
5.3 Conclusion of Developing Training Program Assessment 156
Instrument within the Hotel Industry
5.4 Contribution of the Study 161
5.4.1 Theoretical Contributions 161
5.4.2 Managerial Contributions 161
5.5 Limitations of the Study 162
5.6 Recommendations for this Study 163
5.7 Thesis Implications and Conclusion 163
ix
BIBLIOGRAPHY 167
APPENDICES 184
Appendix A Appendix 1 Summary Sources of Interview Question One 185
Appendix B Summary Interview Question One 681
Appendix C Summary Sources of Interview Question Two 681
Appendix D Summary Interview Question Two 188
Appendix E Summary Sources of Questionnaires 681
Appendix F Survey Questionnaires 191
Appendix G Summary Interview Question One after Pilot Testing 611
Appendix H Transcript of Research Question One (Stage 2) 022
Appendix I Summary and Coding Theme of Research Question One 210
Appendix J Summary Interview Question Two after Pilot Testing 062
Appendix K Transcript of Research Question Two (Stage 2) 062
Appendix L Transcript of Research Question Two (Stage 2) 226
BIOGRAPHY 032
x
LIST OF TABLES
Tables Page
1.1 Summary of Training Program Studies 7
3.1 Number of Hotel Compression Nights by Class 56
3.2 Choice Hotels International Average Daily Rate by Hotel Brands 57
3.3 Top Ten Hotel Companies 57
3.4 Lists of Brand Chains Hotel in Bangkok, Thailand 58
3.5 Formula Calculate the Sample Size 73
3.6 Initiative Piloting the Questionnaires 79
3.7 Pre-Test for Quantitative Approach; Descriptive Statistic of Program 83
Arrangement
3.8 Pre-Test for Quantitative Approach; Descriptive Statistic of Course 84
Content
3.9 Pre-Test for Quantitative Approach; Descriptive Statistic of Instructor 85
3.10 Pre-Test for Quantitative Approach; Descriptive Statistic of Time 86
and Length
3.11 Pre-Test for Quantitative Approach; Descriptive Statistic of Core 86
Competency and Self-Evaluation
3.12 Pre-Test for Quantitative Approach; Descriptive Statistic of 87
Personal Attitude and Motivation Self-Evaluation
3.13 Pre-Test for Quantitative Approach; Descriptive Statistic of 88
Equipment
3.14 Pre-Test for Quantitative Approach; Descriptive Statistic of 89
Environment
3.15 Pre-Test for Quantitative Approach; Descriptive Statistic of Location 89
3.16 Pre-Test for Quantitative Approach; Descriptive Statistic of Meals 90
and Coffee Breaks
xi
3.17 Pre-Test for Quantitative Approach; Descriptive Statistic of 91
Training Satisfaction
3.18 Pre-Test for Quantitative Approach; Descriptive Statistic of 91
Staff Commitment
3.19 Varimax-Rotated Loading 96
3.20 Summary Research Methods for this Study 103
3.21 Hypotheses of the Relationship among Training Program is 104
Positively Related to Training Satisfaction anM Staff Co it ent
3.22 Research Timetable 106
4.1 SPSS Output for KOM and Bartlett’s Test 118
4.2 Total Varian Explained 118
4.3 Factor1: Descriptive Statistic, Factor Loadings, and Reliability 119
4.4 Factor 2: Descriptive Statistic, Factor Loadings, and Reliability 121
4.5 Factor 3: Descriptive Statistic, Factor Loadings, and Reliability 122
4.6 Factor 4: Descriptive Statistic, Factor Loadings, and Reliability 123
4.7 Factor 5: Descriptive Statistic, Factor Loadings, and Reliability 124
4.8 Respondents Demographics 126
4.9 Training Program Hypothesis Testing Technique 129
4.10 Training Satisfaction Regression Results 130
4.11 Staff Commitment to Work Hypothesis Testing Technique 131
4.12 Commitment to Work Regression Results 132
5.1 Results of Hypotheses Testing of this Study 154
5.2 Results of Hypothesis Testing in this Study 156
xii
LIST OF FIGURES
Figure Page
2.1 Chain of Evidence 31
2.2 Training or Instructional Systems Development (ISD) 33
2.3 Organizational Strategy Model Proposal 37
2.4 Operational Strategy Model Proposal 38
2.5 Staff Reaction towards Training Program and the Relationship 42
between Training Satisfaction and Staff Commitment
2.6 Training Program Instrument Assessment Model Proposal 47
3.1 The Element Guideline of Research Design 50
3.2 Mixed Methods, Qualitative and Quantitative Approaches in this 52
Research
3.3 Developed Training Program Assessment Instrument Conducting 53
Phases for this Study
4.1 Hypotheses Tested 132
5.1 The Conceptual Framework of Training Program Assessment 160
Instrument for Employee in the Hotel Industry
CHAPTER 1
INTRODUCTION
1.1 Background to the Research
The hospitality and tourism industry has been recognized worldwide for
contributing prosperity through various job creation schemes, while other industries
are in the middle of the economic downturn (Becic & Crnjar, 2009; Tourism
Authority of Thailand, 2014). For instance, the Tourism Authority of Thailand (TAT)
reported that the tourism situation extended market growth in the first nine months of
2013. The number of tourists and incomes simultaneously rose to 23 percent, which
generated incomes at 853,122 billion baht (Tourism Authority of Thailand, 2014). In
turn, it is expected to contribute the wealth within the domestic and increase
competition in-depth of demanding from customers (Ashton, 2017; Harris & Cannon,
1995). As the hospitality become the biggest industry in this century, particularly the
hotel industry has to retain the customer happy by improving employee skills and
develop competencies to produce high-quality products and smooth services (Harris &
Cannon, 1995; Horng & Lin, 2013; Hsu, Gilmore, & Walsh, 1992). While Bhatnagar
(2018) and Aguinis and Kraiger (2009) addressed that to sustain the competitiveness
of Thai hotel industry on the global market, the quality of services and the caliber of
the workforce should be considered to improve; not just lower the wages. Due to the
hotel industry sector provides several vocational jobs and requires a wide range of
labor skills; consequence, it is hard to fulfill and match the suitable skills of workers
with available qualified jobs. In fact, during 1973-1983, the rate of graduate
unemployment range from 20 percent to 35 percent in Thailand (Choi, Woods, &
Murrmann, 2000).
Similarly, several countries confront the same major problems in the hotel
industry, such as low wages level, low employee satisfaction, high demand of flexible
work schedule, high expectation of performing in multi-skills, labor shortage,
2
employee retention, changing demand of employability, and continual deskill and
high turnover rate (Baum, 2002; Becic & Crnjar, 2009; Brien, 2004; Buam, 2002;
Davidson & Wang, 2011; Singh & Tewari, 2008). Currently, Australia has faced the
problem as the high rate of staff turnover at 23 percent per year in the hospitality
industry (ANTA, 2004).
Additionally, AEC has already started, Thailand will soon encounter with the
high level of mobility of the hotel and tourism workforce, so whoever involves with
this challenge should prepare and determine the capabilities of the employees
regarding training. In recent years, the current trends, business environment, customer
demands, and requirement of the labor market are not only about the revenue
problems but also significant involves with labor skills shortage, advanced technology
and wind up a competition. They have been changed steadily in the hospitality
industry. There are rightly to recognize as vital factors influence the changing in
required rising competencies of hotel staff and developing training program (Cho,
Woods, Jang, & Mehmet, 2006; Dychtwald, Ereckson, & Morison, 2013; Sisson &
Adam, 2013; Whitelaw, Barron, Buultjens, Cairncross, & Davison, 2009).
Examples of other factors causing incompetent staff are also intensively
needed to reconsider including, firstly, there is insufficient fund to develop training
programs, particularly in some small and medium size of hotel businesses (Baum,
2007a; Brien, 2004; Esichaikul & Baum, 1998; Horng & Lin, 2013; Phillips, 1997).
Secondly, there is a lack of motivation for their employees. Thirdly, employees are
lack of a good attitude towards their careers, such as lack of willingness to deliver
services, long hours and irregular work schedule, unsocial life, and a poor
environment in the workplace. Fourthly, there is a shortage of appropriate instructors
and insufficient training materials, equipment, and other facilities. Lastly, some
organizations also claimed that they were inadequate of time provided, and missing of
solutions - identifying interventions (Eseryel, 2002). The following problems come
from stakeholders ignore to invest in their assets - human capital. Besides, some
hotels or organizations are lack of the support or commitment in the evaluation
process. Importantly, the core role of hotel manager or human resource (HR) manager
needs to perform is to assess training programs by employing a systematic assessable
instrument to enhance its effectively along with identify the essential competencies
3
required due to meet the organization needs (Brown, 2002; Chapman & Lovell, 2006;
Cho, Woods, Jang, & Mehmet, 2006; Horng & Lin, 2013; Sisson & Adam, 2013). It
also creates a greater impact on all workers which it is becoming more challenging
oriented to whether training manager or instructional developer (Hsu et al., 1992).
Therefore, the ultimate solution in developing the training program is assessing itself
whether it is effective or not (Baum, 2002; Baum, 2007).
Unfortunately, training in the hotel industry sector generally seems to lack the
structure, formality, and consistent implementation in assessing the training program,
especially, in small hotels and independent hotels (Conrade, Woods, & Ninemeier,
1994). One of the disadvantages of a lack of systematic assessment of the training
program is determined not only staff performance but also an organization
performance; for example, the low productivity and profitability due to the high cost
of recruitment and replacing the employees (Singh & Tewari, 2008; Tracey & Hinkin,
2008). In turn, it impacts on low service quality due to a poor training program, which
reflects on return on assets and equity, and profit margin (Tracey & Hinkin, 2008). As
support by Brandmeir and Baloglu (2005), incompetent employees and skill shortage
crises can cause staff perceives a low level of self-value in the future.
Moreover, human resource management (HRM) in some hotel businesses do
not provide an effective training program, and the demands in hospitality industry
keep changing, so it is difficult to set up a long-term training system for employees.
Particularly, there is unsystematic training program and inconsistency. Especially,
Sturman (2003) and Eseryel (2002) points out the main barrier that obstructed an
improvement in HRM and development training programs is deficient in realistic-
based assessment methods and tools. Ford (2014) and International Society of
Hospitality Consultant indicated that the significance in lacking assessing the training
program can affect to employee’s incompetence and has become a major issue for the
hotel industry (Choi et al., 2000; Davidson & Wang, 2011; Lockwood & Guerrier,
1990).
With these significant issues cause several negative impacts on lacking
systematic assessment instrument. The organization needs to consider the main
questions and procedures that will assess the training program as the following
questions; a) Should the current program be continued? b) How can the organization
4
improve the program? c) What are the existing contents of the program? d) Do the
participants commit to and follow the instructions? Does the training program
maximize efficiency? f) Does the learning and training program agree with business
strategy and objective? (Kirkpatrick, 2009). Also, from reviewing the past studies,
Berger and Farbe (1986); Bashir, Memon, and Rizvi (2011); H. Aguinis and Kraiger
(2009) reveal that most in developing training processes are relevant of analysis,
planning, designing, and evaluating.
Importantly, the core framework proposal of this study has adapted the needs
assessment foundation consists of three level of analysis: organizational, operational,
and individual analysis (McGehee & Thayer, 1961). Furthermore, developing a
training program assessment instrument, there are critical principles to assess the
training program, which relevant to the past studies discussed by Esichaikul and
Baum (1998); (Kirkpatrick, 2009) and Ford (2014). Firstly, studying a detail of the
training requirements, improving and maintaining training by giving a training
advisory. Secondly, establishing national training standards for operation skills.
Thirdly, developing hotel training instructors equipped with hotel working
experiences background. Also, encouraging the supporting and coordinating of the
hotel industry in education and training. Lastly, establishing measure and evaluate
training procedures to meet overall organizational objectives (Baum, 2002; Horng &
Lin, 2013; Kirkpatrick, 1998). Hence, the training program must also be concerned
meaningful principles regarding ensure the training program effectiveness related
competency strength and to provide the highest return on investment (Devi & Shail,
2012; Noe & Schmitt, 1986).
As such the training is one of the best key factors to improve the most
valuable asset of human capital, it is vital to have a systematic assessable training
instrument to measure it so that it will support the hotel become successful and
complete intense competition in global business these days (Moore & Dutton, 1978;
Warr, Bird, & Rackham, 1971). Number of reasons supported why hotels need to
train their staff such as developing the performance, increasing skills of employees,
changing the attitude towards jobs, promoting the staff and management, and training
newcomers. Besides, training might be related to new technology, new rules, and
regulations to enhance the career paths (Brown, 2002). Pieces of evidence show that
5
organizations crossing the US invested more than $54 billion in official training
programs (Winfred, Winson, Edens, & Bell, 2003). There is one more benefit of
developing this instrument, which is to assist the hotels to collect essential data and
information from available sources to analyze and evaluate the measurement
outcomes, which generate effective and efficient training program.
However, there were rarely mentioned how to systematically assess the
training program to investigate precisely the relationship between factors influencing
and assessment the training program effectiveness. Therefore, knowing influencing
effective training factors to assess the training program is going beyond the
measurement because it can diagnose staff’s satisfaction on the training program and
what the training program effectiveness needs (Aguinis & Kraiger, 2009; Eseryel,
2002; Hamblin, 1974; Moore & Dutton, 1978). In conclusion, the consequence of the
problems nowadays, this research focuses on creating a systematic training program
assessment instrument within the hotel industry to fulfill the gap.
In this context, this research is interested in investigating how to develop the
training program assessment instrument of the international hotel chains for a number
reasons. Firstly, the international hotel chains have recognized as the potential
organizations to survive in the intense global market and maximize business (Baum,
2007; Dimitratos & Plakoyiannaki, 2003). Secondly, it provides very clear strategy
and objective to develop the superior employees’ performances in long term
competitive, which reflects to its organizational performance (Baum, 2007b). Thirdly,
the international hotel chains concern in the extreme viewpoint of investment in the
human asset by having the training quality (Hitt, Ireland, Camp, & Sexton, 2001).
Lastly, it also provides the innovative theory and introducing the new challenges for
hoteliers, especially for HRM (Tajeddini, 2010). With these reasons, this study thus
needs to take this opportunity to develop the training program assessment instrument
to be a best practice for small hotel business that rarely to be able enlarge their
business.
This research provided the study of the organizational strategy of training and
operational strategy. This part needs to investigate what elements to be the criteria of
managerial and operational level employ to assess the training program. Besides, this
study also examines among the satisfaction of entry-level hotel staff towards the
6
training program and staff commitment to work. The findings of the study will be the
theoretical foundation to make the management level acknowledge whether their
training program effective or not. In sum, once human capital is the most valuable
asset, and the hotel business needs to achieve the intense competitive edge. Then, they
must consistently improve and increase the core competencies of their staff through
the training program effectiveness (Hanif, 2013).
Table 1.1 shows an example of the past studies related to training contexts.
They mostly investigated training in various organizations such as financial institutes,
business, and marketing companies, and hospital sectors (Hanaysha, 2016; Klein &
Weaver, 2000b; Lehman, Greener, & Simpson, 2002; Winfred et al., 2003). In
contrast, only a few of them studied in hotel and hospitality sectors (Chiang, Back, &
Canter, 2005; Horng & Lin, 2013; Knight & Salter, 1985). It was discovered that the
common interest areas were involved the investigation of impacts, benefits, and
development of the training program such as in Aguinis and Kraiger (2009); Devi and
Shaik (2012); Hanaysha (2016); Klein and Weaver (2000a). They also have often
studied the influencing factors and relationship between design and evaluation
program (Winfred et al., 2003). Not surprisingly, the majority of past studies focused
on single aspect either Human Resource Management (HRM) best practice or merely
employee perspective. Interestingly, the scholar found that very few of them concern
with what instrument to assess training program as seen in Table 1. Hence, this study
emphasizes on developing a training program assessment instrument with concerns
both management and employee aspects to bridge the gap.
7
Table 1.1 Summary of Training Program Studies
Au
tho
rs/Y
ear
Tra
inin
g i
mp
act
s& b
enef
its
Tra
inin
g d
evel
op
men
t
Tra
inin
g c
rit
iqu
e
Tra
inin
g i
nfl
uen
cin
g f
act
ors
Tra
inin
g d
esi
gn
& e
va
lua
tio
n
Tra
inin
g n
eed
s a
ssess
men
t
Tra
inin
g a
ssess
men
t in
stru
men
t
Hanaysha (2016)
Bhatia, Jain, and Vershney (2014)
Horng and Lin (2013)
Hanif (2013)
Devi and Shail (2012)
Dahija and Jha (2011)
Bashir et al. (2011)
Bashir et al. (2011)
Cekada (2010)
Choi and Dickson (2009)
Tesone and Ricci (2009)
Kirkpatrick (2009)
Aguinis and Kraiger (2009)
Poulston (2008)
Nick (2008)
Hsieh, Lin, and Lin (2008)
Ennis (2008)
Cho, Woods, Jang, and Mehmet (2006)
Wang and Diane (2006)
Sterne (2005)
Winfred et al. (2003)
Gould, Kelly, White, and Chidgey (2003)
8
Table 1.1 (Continued)
A
uth
ors
/Yea
r
Tra
inin
g i
mp
act
s& b
enef
its
Tra
inin
g d
evel
op
men
t
Tra
inin
g c
rit
iqu
e
Tra
inin
g i
nfl
uen
cin
g f
act
ors
Tra
inin
g d
esi
gn
& e
va
lua
tio
n
Tra
inin
g n
eed
s a
ssess
men
t
Tra
inin
g a
ssess
men
t in
stru
men
t
Gould et al. (2003)
Brown and Gerhardt (2002)
Esteves, Pastor, and Casanovas (2002)
Brown (2002)
Buam (2002)
Eseryel (2002)
Lehman et al. (2002)
Raymond A. Noe (2002)
Freeland (2000)
Kriegl (2000)
Klein and Weaver (2000b)
Smith (1999)
Kirkpatrick (1998)
Phillips (1997)
Harris and Cannon (1995)
Tracey and Tews (1995)
Geoff (1994)
Conrade et al. (1994)
Kraiger, Ford, and Salas (1993)
Sandwith (1993)
Erffmeyer, Russ, and Hair (1991)
9
Table 1.1 (Continued)
A
uth
ors
/Yea
r
Tra
inin
g i
mp
act
s& b
enef
its
Tra
inin
g d
evel
op
men
t
Tra
inin
g c
rit
iqu
e
Tra
inin
g i
nfl
uen
cin
g f
act
ors
Tra
inin
g d
esi
gn
& e
va
lua
tio
n
Tra
inin
g n
eed
s a
ssess
men
t
Tra
inin
g a
ssess
men
t in
stru
men
t
Rae (1991)
Bushnell (1990)
Foxon (1989)
Brinkerhoff (1988)
Rossett (1987)
Campion and Campion (1987)
Noe and Schmitt (1986)
Berger and Farbe (1986)
Knight and Salter (1985)
Goldstein (1980)
Moore and Dutton (1978)
Parker (1976)
Hamblin (1974)
Nadler (1971)
Warr et al. (1971)
Hesseling (1966)
Source: Developed for this Study
10
1.2 Research Aim and Questions
The primary aim of this study is to investigate how to develop training
programs assessment instrument for enhancing training program effectiveness and
staff commitment within the hotel industry. Mainly, to achieve the research aim, four
research questions have been stated:
1) How does an organization develop a training program?
2) How to measure operational training program?
3) How is training program related to staff training satisfaction?
4) How is staff training satisfaction related to staff commitment?
Two main hypotheses have stated as follows:
H1: The training program is positively related to entry-level staff training’s
satisfaction including;
H1a: Instructor is positively related to entry-level staff training satisfaction.
H1b: Self-development is positively related to entry-level staff training
satisfaction.
H1c: Program arrangement is positively related to entry-level staff training
satisfaction.
H1d: Training equipment and facility positively are related to entry-level staff
training satisfaction.
H1e: Self-motivation is positively related to entry-level staff training
satisfaction.
H2: The training satisfaction is positively related to staff commitment to work
within the hotel industry.
1.3 Justifications of the Study
One of the success key factors to achieve specific hotel objectives and long-
term competitiveness is the training. Based on the review of the literature, it shows
that there has substantially written in different areas of training related to job
satisfaction, turnover decrease, and benefits of training. However, there is a limited
discussion on the construction of a training program assessment instrument, especially
11
in the hotel industry in Thailand as seen in Table 1.1 The hotel industry has been
confronted unsuccessful competition in various reasons such as unsystematic training
program, poor designing and implementation, and to ignore assessing training
program which causes employees incompetence and high turnover rate these days
(Hjalager & Andersen, 2001; Horng & Lin, 2013). Interestingly, pieces of evidence
indicate one of the business failures is ineffective training program (Aguinis, &
Kraiger, 2009; Choi & Dickson, 2009; Tao, & Sun, 2006). Hence, it is vital in
developing a training program assessment instrument to bridge the gap of this study.
Due to improving the training program effectiveness, the hotel industry must
highlight on using instrument to assess training program contributing towards
employees’ performance development and decreased staff turnover rate (Bashir et al.,
2011). Some of past studies also come up with two more additional levels as
organizational effects and what returns on investment (ROI) to implement the
evaluation of the training program (Fitz-Enz, 2000; Phillips, 1997). As a result of
implementing the training program assessment, it aims to develop the training
program to be effective. Moreover, it provides several beneficial suggestions to the
organization in various aspects. Firstly, the training program effectiveness links to
improve the individual’s performance and overall business outcomes to meet the
organization needs in the future (Brown, 2002; Hanaysha, 2016). Secondly, this can
help the HR manager or stakeholder decide on identifying what the training needs to
fit in the hotel to minimize the shorten staff. Then, it generates the staff’s intention to
stay, eliminate the wasted cost of staff recruitment, and proves training worthiness.
Furthermore, it can facilitate human resource management (HRM) in productive
training to motivate and satisfy the employees to enhance the service quality in the
intense competitiveness and to be a central source of workforce exchange in regional
market (Hanaysha, 2016). Therefore, it is crucial to develop the training assessment
instrument to fulfill the stated aim of this study.
Mainly, Thailand has awareness itself as a member of the ASEAN Economic
Community (AEC) which workforce has the freedom to be employed, and only
qualified calibers would welcome to hire within the region (Choi et al., 2000; Choi &
Dickson, 2009). Moreover, the Sub-Committee on Tourism (SCOT), emphasizes
increasing a high number of skilled labor supply (Esichaikul & Baum, 1998). Hence,
12
Thailand needs to prepare a workforce equipped with multi-skills and qualified
competencies in the hotel industry by focusing on training program assessment. These
issues challenge the liaison between the hotel industry and training developers
whether they can produce training quality to get high caliber and make the staff with a
higher level of commitment to serve the hotels’ objective. Briefly, the HR managers
and immediate supervisor must assess the overall training program to provide service
quality to compete for the demand in the regional market.
Thus, providing effective training program is also one of the foremost
important objectives of the hotel since it provides excellent impacts to both the hotel
industry and staff if the hotel has a well patterned enough of its training program.
Example of useful training results; firstly, it improves employee performances to
increase productivity. Secondly, it increases quality services that generate the highest
customer satisfaction. Moreover, it creates job satisfaction among staff and makes
employees engage with their organization and they will have the intention to stay.
Lastly, those reasons will low turnover rate and sustain the hotel business
competitiveness (Miller & Osinski, 2002; Tracey & Tews, 1995). Interestingly, the
training assessment instrument is a new contribution to this study, and it is the best
practice for the small hotel sector.
Therefore, the training program needs to assess regarding enhancing the
training program effectiveness (Tracey & Tews, 1995). There are several obstacles to
consider in training assessment. Although, for example, it is a good idea to hire an
experienced external evaluator, the problems will occur as time-consuming and pricey
(Eseryel, 2002). Hence, to develop training program instrument herein can save the
cost of the hotel as a guideline for HRD, and immediate supervisor to assess its
training program. Because of the important findings of this research will assure
whether the HR manager or evaluators identify interventions and problems by
applying the model of training program instrument assessment due to achieve the
training program effectiveness. Besides, those major impacts, the result of the
development of training assessment instrument in this study also leads to staff
commitment to the hotel.
Moreover, to get an efficient and effective training program, it generally raises
numerous potential benefits for the hotel industry including relieving the
13
incompetence and skills problems by ensuring the efficient training program and
applicability, and enhancing the effective training program and determining the
training program objectives, which relevant to organization objectives. Also, it can
improve and increase employee competencies and job satisfaction. Additionally, it
can retain the best-talented employees and intangible aspects such as employees’ and
customers’ satisfaction (Choi & Dickson, 2009; Horng & Lin, 2013; Yang & Wan,
2004). On the other hand, it can decrease investment in recruitment, retention
processes, and reduce turnover rate within hotel business (Cho, Jang, & Erdem, 2006;
Choi & Dickson, 2009).
Achieving the solutions, meeting the expectation, and desiring from both
guests and stakeholders, the hotel industry should be considered based on its findings
of this study. Therefore, this study aims to develop the training program assessment
instrument to enhance training program effectiveness pairs with staff commitment for
the best in Thailand.
1.4 Contributions of the Study
The research findings of this study provide several theoretical and managerial
contributions. Regarding theoretical inferences, the study provides the development
of training program assessment instrument as this has not covered in previous studies.
One of the most desirable goals of every hotel is to have competence in employees in
order to remain sustainable competitiveness. The useful training program assessment
instrument is a technique to assist the hotel industry in accomplishing its goals by
investment in human capital (Hanaysha, 2016).
The contribution of this study is divided into two parts, which are academic
and managerial contributions. For academic contribution, the finding of this study
provides the theory to the educational sectors such as institutes, colleges, and
universities. The conceptual model proposal based-on the four-level of Kirkpatrick’s,
Bersin model and Phillips framework involves with assessing training program
enchanting training program effectiveness. The effective training program can
develop all levels of employees’ performances including skills, knowledge, attitude,
and business impacts (Bersin, 2008; Kirkpatrick, 2009; Phillips, 1997). Therefore, the
14
educational sector can adopt this model to be a case study. They can use the training
program assessment instrument to educate their students or evaluators. The usefulness
of the training assessment instrument can help instructional developers or
practitioners decide what the benefits for doing this matter are. For instance, (a) they
can decide the valid methods and tools of evaluation, (b) they can select what the
appropriated training program and who will participate in the future, and (c) it can
assist to write to a job description and set training skills for both academic and the
hotel industry. (d) They can manage the value expenditure will occur in training
(Chiang et al., 2005; Eseryel, 2002). Numerous hotels lack expert in an evaluated
training program; they need to seek for an external evaluator from the universities to
assess their training. Moreover, for the scholars who are interested in this topic can
employ the conceptual framework to be guidance for their further researches
(Hanaysha, 2016).
Regarding managerial, especially for the hotel business, the study can assist
the stakeholders and director of human resource in training program assessment to
compete in the global market (Harris & Cannon, 1995). The hotel will wisely
understand the circumstance to accomplish its goals, so the director of the human
resource and training manager can utilize this guidance instrument to assess the
training program with regards to the budget and circumstance constraint systemically.
The effective training program will also be implied to staff satisfaction in training, so
it contributes a huge impact to their internal employees, especially it can lead to staff
commitment (Chiang et al., 2005; Hanaysha, 2016). The outcomes of systematic
training assessment will be the primary database for the evaluation of the training
program. If the result of employing the assessment instrument is negative, it reveals
that the training program should be revised and developed. On the other hand, if the
result is positive, which means it will increase the level of staff satisfaction and links
to staff commitment and loyalty. These will make staff understand why the
organization invests and supports them to achieve their career paths, and improving
staff brand image as it reflects the organization’s reputation in the global market
(Bashir et al., 2011; Bersin, 2008). Lastly, the training program assessment instrument
can be the best practice for HR manager as the instructional for assessing the training
program. Hence, studying in developing a model of training program assessment
15
instrument is a tool to fill the gap of this study (Devi & Shail, 2012; Winfred et al.,
2003).
In conclusion, this study contributes to a training program assessment
instrument as new knowledge to improve organization performance, particularly in
the hotel sector these days. The study also provides an explicit path for a training
program assessment and what training program requirements in term of staff
satisfaction in training, which leads to the most significant outcome of staff
commitment. This instrument also ensures training programs are right on track of
ultimately hotel planning, pertinent staff act, and current strategy for the hotel
industry in the future.
1.5 Definition Key Terms
1) Training: the definition of training is “attainment and demonstration of
skills to meet industry specified standards” (Smith, 1999, p. 25). Hamblin (1974, p.
20) defined the training as what activity of training which use to improve staff’s
competencies in a particular job. Training can be defined as “a planned learning
experience designed to bring about permanent change in an individual's knowledge,
attitudes, or skills” (Noe & Schmitt, 1986, p. 87).
2) Organizational impact measurement: to measure the overall requirements
of the organization towards the training program to solve and improve their business
(Goldstein, 1980, p. 245).
3) Established goals measurement: is to identify the useful goals or objectives
from relevance sources, for instance, collecting the data from training manager,
coaching manager, or stakeholders to find out what is the real desire of the training
program to fit the organization (Kirkpatrick, 1988, p. 305).
4) Intervention Identification: to analyze the gap or problems of staff that
occurred in the organization, for example; what skills, knowledge, and ability they
need, and high turnover rate. This process can lead to establishing the right goal for
the training program (Kirkpatrick, 1988, p. 307).
5) Organizational impact: to measure the ultimate organizational goals and
organizational improvement in the training program. For example, to increase the
16
level of staff retention, staff engagement, productivities, quality services, improving
staff image, and increasing profitability (Goldstein, 1980, p. 201).
6) Organization Climates: in the study focus on creating a measurement of an
organization. It typically measured norms, belief, perception, and structure or systems
of managerial level in term of training to develop the training program (Kimberly &
Cook, 2008, p. 14).
7) Organization system: it concerns in an establishment of training goals and
set the competency of the employees regarding their positions (Pulakos, Arad,
Donovan, & Plamondon, 2000, p. 617).
8) Openness of communication: is concerning at the managerial level about
open-minded to staff’s suggestions and keep informing related information to staff
(Lehman et al., 2009, p 200).
9) Changed management: is to emphasize at the managerial level open-
minded to change to improve the training program. The examples of these are
changing training procedure to meet the need of the organization and getting ready for
using new technology (Lehman et al., 2009, p 202).
10) Expected staff characteristics identification: to identify the desirous or
standard staff’s attribute or characteristics to perform in their jobs (Kirkpatrick, 2009,
p. 109).
11) Task performance measurement: is to measure and identify the overall
functional tasks and performance of participants through the training program
(Goldstein, 1980, p. 248).
12) Learner impacts: is to measure the learning impact to the participants
after training, which considers about the satisfaction, and the usefulness in relevant
areas of training program-instructor, course content relevant to the current job,
improvement, and recommendation to peers, for example (Kirkpatrick, 2009, p. 109).
13) Performance discrepancies: is to measure the ultimate participants’
performance after training by using a comparison between actual performance (pre-
training test) and optimal performance (post-training test). The result of this
measurement discloses what needs to be trained to develop not only participants’
performances but include training program as well. Moreover, it can help to identify
ability requirement (Dunnette, Hough, & Rosse, 1979, p. 13; Whetzel & Wheaton,
17
1997). This evaluation also entails the systematic collection of participants’
performances data by measuring as referred above (p. 256).
14) Performance transfer: it involves with how the coach or instructor design
and implement the training program, which will affect the employees’ performances.
It usually measures at the stage of on the job training or actual job (Kirkpatrick, 1988,
p. 287).
15) Performance management systems: it is all about what the organization
uses to assess the employees. It can be related to techniques in conducting both before
and after training (Goldstein, 1980, p. 212).
16) Performance result: is to measure the knowledge and skills of the
employees in concerning of how much they obtain from the training (acquirement).
Also, to check their abilities, it is vital to measure how much they can apply what they
have learned to their duties and to solve the problems at work (applicable) (Goldstein,
1980, p. 219).
17) Performance improvement: to measure the overall behavior change
(increasing knowledge, increasing skills, and attitudes) and job performance of each
participant after learning to find out the learning has transferred. Additional,
considering about measuring potential and competency staff which impact the
organization (Kirkpatrick, 2009, p. 111).
18) Performance Indicators: was defined as the key effectiveness areas’ and it
focused on the method named management by objectives. Observation and
measurement are simply methods to get the productive outcomes (Tensone & Ricci,
2009, p. 81).
19) Self-reflection: to measure and describe staff characteristics and
experiences from training to see what they have improved. The instruments to often
use in this measurement are paper-and-pencil, multiple-choice, or questionnaires. The
results will be used to predict the motivation and effort to work (Whetzel & Wheaton,
1997, p. 201).
20) Aptitude assessment: to measure the staff ability and knowledge in both
pre-post assessments. This type of measurement usually emphasizes on verbal, non-
verbal skills, interpersonal skills, and ability to make decisions. This topic also
determines significant three aspects. The first aspect needs to answer whether
18
knowledge and skills have increased, attitude and other behaviors have changed.
Tools to assess or evaluate this process can be a pencil-paper test, multiple choices,
and/or true or false questions (Whetzel & Wheaton, 1997, p. 203).
21) Pre-post assessment: is the process to measure the abilities of participants
both before and after training. Pre and post examinations are pretty much used the
same questions or assessment for validity and reliability (Kirkpatrick, 2009, p. 248).
22) 360-degree feedback: to measure the satisfaction and other feedbacks
from all relevant sources towards the training program such as staff, peers, supervisor,
and customers. The following are some examples of checking feedbacks to illustrate
how effective of an overall training program, the effective performance outcomes
from staff to deliver quality services, and the satisfaction from the customers, which is
called voice-of-customers. Avoiding bias, the evaluators should consider about
choosing who will give the feedback as following (Kirkpatrick, 2009, p. 143):
“a) Who is the best qualified to provide accurate data and/or information?
b) Who is the most reliable?
c) Who is the most available?
d) How many sources should be used?”
23) Reaction: usually is measure the participants’ attitudinal responses
through the training program. Self-assessment is usually a technique to employ by
asking such as Training program arrangement, course content, instructor, time and
length, facilities, and the training result (Kirkpatrick, 1988, p. 273).
24) Facilities: to measure the overall comfortable environment, atmosphere,
location of the training venue. The facilities include material, handouts, and visual
aids using through the training (Kirkpatrick, 2009, p. 111).
25) Teaching environment: this topic is not only determined to the
environment but also the facilities, location, traveling, and food provided. These
factors directly affect participants’ attitude (Bersin, 2008, p. 166).
26) Motivation: it generally defines as the drives that move employees
forward into the organizations do. Motivation can be divided into two factors-intrinsic
and extrinsic. “Extrinsic comprises of factors outside of us that influence our internal
needs, wants, and subsequent behaviors-such as rewards, promotions, and
praise.”(Ashton, 2017; Noe & Schmitt, 1986).
19
27) Rewards: in the term of motivation employees, it can refer to monetary,
promotion, and other rewards which motivate employees to enhance their competency
and performance (Bruce & Pepitone, 1999, p. 78).
28) Course content: the course contents should be determined as what the
participants need to train to do their job better. Also, it has to be clear in learning
objectives to avoid the misunderstanding of learning after they leave the class (Bersin,
2008, p. 185).
29) Training session: these issues need to determine regarding schedule the
program at the right time and the right length of training periods for the participants.
The scheduled time should be set up to meet convenience and needs of the
participants otherwise the lousy time might lead to a negative attitude towards the
entire program (Horng & Lin, 2013, p. 64).
30) Effective instructor (s): this issue concerns about the qualifications of the
instructor such as knowledge of the course and the ability to communicate effectively,
and techniques in demonstrations. Also, the abilities to control and maintain the
attention of participants (Hamblin, 1974, p. 245).
31) Effective material aids: since the material can draw the attention of the
participants, the material needs to be very helpful and effective. These material aids
include handouts, Microsoft PowerPoint slides, overhead projector transparencies,
and/or flip chart or whiteboard (Hamblin, 1974, p. 250).
32) Training Satisfaction: to measure the participants’ satisfactions react
towards the training course such as effective instructors, train on schedule, facility,
material, and visual aids (Kirkpatrick, 1988, p. 89).
33) Commitment: is the outcome, which measures the participants’
satisfaction and compliance to apply technique or skills after training. If the staff
commit to working, it will lead to staff engagement with the organization
(Kirkpatrick, 1988, p. 99).
34) Hotel Class: Class is an industry classified including chain-associated and
independent hotels. The class for a chain-associated hotel is the same as its chain
scale. An independent hotel is categorized as a class based on its average daily rate
(ADR), relative to that of the chain hotels in its near geography. The hotel classes are
luxury, upper upscale, upscale, upper midscale, midscale, and economy.
20
35) Hotel entry-level staff: define as new entrants in the hospitality industry
(Tescone & Ricci, 2009, p. 78).
1.6 Summary of Chapter One
This chapter provided the overview of the background of the study, aim of the
research project, justification, contribution of the study, and definition key term. The
gap of this study was found from the background of the study. It has revealed that
training program is one of the most important factors to develop staff competencies,
increase intention to stay, enhance the customer’ satisfaction, and sustain the
advantage competitiveness these day. However, there are several problems in
developing a training program, especially in the hotel segment. Therefore, the
academic gap of this study based on firstly, poor of the training program. Secondly,
there is lacking a systematic training program assessment. Thirdly, there is a shortage
of effective instructor and suitable material for training. Lastly, the staff motivation is
one of an important factor, which comes from the hotel’s training. If the hotel has a
poor training program and it does not improve any the staff competency, it will be a
cause that staff needs to resign. Hence, this research aims to seek how to develop a
training program assessment instrument in the hotel industry. Therefore, four research
questions have made to achieve the research aim as follows: first, ‘How does an
organization develop a training program?’ second, ‘How to measure operational
training program?’ third, ‘How is the training program related to staff training
satisfaction?’ Also, the final research question; ‘how is staff training satisfaction
related to work commitment?’
The developed training program assessment instrument from this study will
help the hotel business improve an inadequate training program becoming a training
program effectiveness. The contribution of this study will assist both academic and
managerial contributions. For the academic contribution, the education sectors can use
the training program assessment instrument to educate students or train the trainer. In
term of managerial, it contributes to the hotel business to evaluate the training
program better by applying this training program assessment instrument in order to
achieve the ultimate benefits of the hotel.
21
The international hotel chains located in Bangkok, Thailand are selected to be
an area of this study. The definitions of key terms are included in this chapter
identifying, particularly training assessment, a method of assessment and training
satisfaction. In the next chapter, it has provided the theories, which relevant to the
research aim.
CHAPTER 2
LITERATURE REVIEW
2.1 Introduction
The main aim of this study is to investigate how to develop training programs
assessment instrument for enhancing training program effectiveness and staff
commitment within the hotel industry. Thereby, this chapter discusses the literature
regarding the developed training theories. Fink (2005) stated the definition of the
literature review as “a systematic, explicit, comprehensive and reproducible method
for identifying, evaluating, and synthesizing the existing body of completed and
recorded work produced by researchers, scholars, and practitioners (p. 3).”
The literature review referred to an important process to provide the past
studies related the current scholar’s topic (Wanarom, 2013). It also provides rational
and relevant theories or methodologies, which use in the study. The purpose of the
literature review is to justify and discuss the gap, and the research questions rose in
the study (Okoli & Schabram, 2010). Additionally, there are several reasons for
writing a literature review. Firstly, in this respect, the literature review generally uses
to remind the readers of what the scholar aims to write. Secondly, it is defined the
research questions from the present study and explain the gap finding from the
previous studies. Thirdly, it is placed on the definitions of the theories or strategies
that relevant to the context (Okoli & Schabram, 2010; Wanarom, 2013). In this
introduction will be firstly discussed the important the training within the industry and
past arguments of this study.
After the introduction, this chapter comprises of eight sections. It begins with
the importance of training within the hotel industry in section 2.2. Section 2.3
involves a competent requirement for hotel staff. The justification of the measurement
purpose for evaluating staff performance is in section 2.4. Next section 2.5 is the
indicators of training to be successful in the hotel business have reviewed. The
23
important section is in section 2.6, and it goes over the theories of the training.
Section 2.7 and 2.8 are discussed the training satisfaction which can link to the staff
commitment to the workplace. The section 2.9 presents a conceptual framework
proposal for this study (Figure 2.6). The last section 2.10 provides summary of this
chapter.
2.2 The Importance of Training within the Hotel Industry
The gradual expansion of the trend in hotel business has changed the industrial
needs thereby the service quality has been raised to satisfy the customers’ expectation
(Baum, 2007b). Besides, the training is one of the successful key linked to customer
service quality, training satisfaction, employees’ performance, and satisfaction, and
organizational commitment as well (Aguinis, & Kraiger, 2009; Chiang et al., 2005;
Choi & Dickson, 2009). Based on the meaning of training is “attainment and
demonstration of skills to meet industry specified standards” (Smith, 1999), hence the
well human resource is the most important key to shift out the service industry by
training their employees to deliver effective service quality to satisfy customers
(Chapman & Lovell, 2006; Lawton & Wimpenny, 2003). Mayer Australia Committee
states that core competencies were not only developed by education but also training
which is allowed to test and assessment (Smith, 1999). To consider the primary aim of
training, Oribabor (2000) deduces that it generates the high level of skills, knowledge,
abilities, and attitude, which require doing tasks. However, the effective outcome of
implementing the training is subjected to the training program. Unfortunately, the first
major problem lies down on employees’ incompetence in the hotel industry is
identified by International Society of Hospitality Consultant and creates a more
significant negative impact to its business (Choi et al., 2000; Davidson & Wang,
2011; Lockwood & Guerrier, 1990).
The second shortcoming problem needs to concern is the ASEAN Common
Competency Standards for Tourism Professional framework (ACCSTP) for skilling
front-line employees. Therefore, the employees need an effective training program to
improve their skills, abilities, and competencies. Nevertheless, there are several
questions regarded to an effective training program, for example, (a) Is it a systematic
24
training program? (b) Is it right for the employees? (c) Will it improve their skills,
abilities, and competencies? (d) Is it worth for investment? Additionally, Freeland
(2000) reveals that stakeholders believe in a link between efficiency competence and
training, whereas the actual skills still deficient to guarantee a hotel continue its
successful business in the hospitality industry. Lastly, Tracey and Tews (1995) Lamba
and Choudhary (2013) supports that the organizational culture and work environment
are factors influencing the training effectiveness. Thus, the best solution to shift out a
critical human capital issue is not only knowing the influencing factors but also needs
to create a systematic training programs assessment instrument (Brown, 2002;
Kirkpatrick, 2009; Tesone, 2004). To achieve an organization’s objective, to improve
service quality and to enhance long-term competitiveness across the hospitality and
tourism industry is a must for assessing training programs by the systematic
instrument.
In additionally, Hanif (2013) adds that training program has directly impacted
to the array of improving staff performances, the modifying behavior approach to
learning, instruction along with experience in planning and implementing. According
to literature reviews, there were showed mostly studies mentioned to the concepts and
philosophy of training need assessment and evaluation but there just a few of them
indicated what needs to assess and how to measure the training program which are the
essential information to systematic collecting data and to evaluate afterwards (Bashir
et al., 2011; Brown, 2002; Buergermeister, 1983; Cekada, 2010; Eseryel, 2002;
Hamblin, 1974; Hanif, 2013; Holton, 1996; Horng & Lin, 2013; Kirkpatrick, 1998;
Miller & Osinski, 2002; Rossett, 1987).
Although there have been sufficient researches studies this topic, the hotel
business still needs to update its training. Goldstein (1980); Landy (1989) reveals that
many researches claim that several training programs are failures and the previous
studies on human resource management ignores the training needs assessment as well
(Horng & Lin, 2013). Examples of these are conflicting in co-workers’ relationship,
inadequately planned and structured, non-systematic implementation, low motivation,
particularly in improper designing of assessment of training needs (Moore & Dutton,
1978; Rae, 1991).
25
Therefore, this research conducts the developing of training programs
assessment instrument to identify essential training program requirements of the hotel
industry. These are carefully considered to fill the gap of the failure-training program
and achieve the organizational goals, which assist in improving productivities and
providing quality products and services itself.
In conclusion, the key purpose of developing training program assessment
instrument has an effective and efficient tool to test training programs. Notably, for
the human resource management (HRM) and practitioners take an important role in
monitoring on training programs whether they are effective or not. Moreover, this
instrument can be applied in measuring retaining, motivating, and satisfying of staff
which is beneficial for their engagement and commitment in the workplace. If the
organization has an effective training program, the staff will have the intention to stay
and engage in the organization. Finally, developing in training program is implied to
increase high performing level to complete service delivery which confronts to
customer expectations and requirements (Bashir et al., 2011; Berger & Farbe, 1986).
2.3 Competent Requirements of the Hotel Industry
The trends of using competency model has launched recently and more
frequently applying to approach the engagement between education and training
development to increase the high caliber of the workforce within the industry (Ennis,
2008). Competency models have been constructed as a tool to describe and identify
competencies, which require performing in specific job attribution within the hotel
industry (Ennis, 2008; Millar, Mao, & Moreo, 2010).
In the early 1980s, Tas (1983) has created an array of competencies for
hospitality managers including the four important managerial competencies for hotel
management trainees including human relations skills, professional ethical standards,
diplomacy, and effective oral and written communication skills (Cheung, Law, & He,
2010). Later Tas (1988) has also extended greater competencies needing to consider
including resolving guest problems, professional appearance, ethical standards,
fluently in speaking and written communication, positive in guest relations, and
attitude towards work. In the study of by Buergermeister (1983) affirms the essential
26
competencies for beginning executive level are a combination of multi-talents, skills,
and competencies, particularly in human relation and conceptual management skill.
Knight and Salter (1985) address that some excellent communication skills are
qualified for hospitality managers.
Chan and Coleman (2004) indicate that the perspective of human resource
managers in Hong Kong expects skills of employees equipped with a professional
attitude, be honest, and be able to communicate in a foreign language. Raybould and
Wilkins (2005) devote to ensuring the needs meet not only the instructors’ expectation
but also the industry and the students’ perspective. The finding of the study reveals
that interpersonal skills, problem-solving ability, and self-management are highest
expectations respectively. Moreover, Tesone and Ricci (2006) have reported that the
perception of a hotel manager in Florida expected newly entry-level hospitality
laborers including certain knowledge, skills, abilities, and attitudes; similarly, to the
study essential competencies for new entry-level workers but different functional
areas of Tsai and his colleagues. The study has focused on investigating competencies
of lodging management trainees in Taiwan is agreed in leadership, interpersonal, and
conceptual competencies.
2.4 What is the Purpose of Performance Measurement
The word “measurement” in this study is defined as collecting information and
data for analysis of the effectiveness of a training program. The measurement of the
training program has deployed this data to monitor, analyze, and evaluate
respectively.
According to the literature review, there are the lists of the purposes of staff
performance measurement: for example; to measure and judge both individual and
organizational performance, to match individual performance with organizational
goals and objectives, to develop and increase competence of the staff, to stimulate the
staff’s motivation, and to encourage communications between supervisors and staff.
Moreover, the performance measurement is the underlying data collecting to evaluate
or judge about the salary and promotion (Burns, 1992; Levison, 2003).
27
2.5 Indicators of Training Success in Hotel Business
Pilot studies reveal various indicators or measurements of training success in
hotel business such as Return on investment (ROI), Revenue Per Available Room
(RevPAR) and Average Daily Rate (ADR) and market share (Phillips, 1997).
Another indicator of training success is the cycling process of evaluation by
checking the feedback of staff performance to improve their performance and develop
competencies (Gould et al., 2003). Moreover, other tools to evaluate the training
program could be noted as a guest compliment or satisfaction scores and productivity
of employee performance (Kirkpatrick, 1998; Sterne, 2005). Another measurement of
training effectiveness is “temperature checks” which manager employs measure
attitude and morale of participants (Sterne, 2005).
2.6 The Theoretical of Training
In this section, it provides the significant theoretical of training programs,
which relevant to the present study.
2.6.1 What is the Training?
Training can be defined as a series of experiences or opportunities designed to
adjust the skill of staff due to the organization’s objective (Hesseling, 1966). Hamblin
(1974) defined the training as what activity of training which use to improve staff’s
competencies in a particular job. Training also can be defined as the aim of education
which partly concern to develop personal’s skill to be delivered in the future as Nadler
(1971) stated.
Mulcahy (1999, p. 164) revealed the benefits of training as quoted below.
“By education, because the trainees were getting an opportunity to learn more
about the structure of the industry in a more formalized way; by the tourism industry
because trainees proved to be a useful source of inexpensive skilled or semi-skilled
labor on a regular basis; and by the trainees themselves because the work experience
has resolved a vicious circle (cannot get a job without experience, cannot get
experience without a job) into a career opportunity.” (p. 164)
28
Hanaysha (2016, p. 299) also defines training as “a systematic process that
aims to help employees enhance their knowledge and skills, and develop positive
behavior through a learning experience that is expected to help employees achieve
greater performance.”
Lamba and Choudhary (2013) have proposed that there are series of training
and development including “orientation training, job training, safety training,
promotional training, refresher training, and many more to increase knowledge and
skills of staff” (p. 411).
Therefore, training and development provide several of advantages to staff
regarding increasing their knowledge, abilities, and better performances in the
workplace; to be more effective employees (Lamba & Choudhary, 2013).
2.6.2 What is the Training Evaluation?
In the traditional of evaluation has been emphasized both of the assessment of
the value and the collection and analysis of the data on the basic stage which the
assessment has taken place (Hamblin, 1974). Hamblin (1974) also defined the
evaluation of training in his previous study as any endeavor to receive the data or
feedback on the result of a training program as well as to assess the value of training.
The UK Department of employment (1971) has defined the meaning of evaluation in
their Glossary of Training Terms that includes validation (Internal validation and
external validation) of evaluation just like most American authors has indicated
(Hesseling, 1966). More important thing is an integral training evaluation must have a
systematic and methodological approach to measure and evaluate itself (Dahija & Jha,
2011).
According to a proposed evaluation model of Holton (1996) which developed
from the four-level of training evaluation model of Kirkpatrick (1998), the author-
Holton- has argued that this four-level evaluation model is inadequate to provide the
correct outcomes and to identify accurately the effects of intervening variables that
would affect outcomes. Factors like motivation to learn, the ability of training,
attitude impacts, personal characteristics and transfer of training conditions (Holton,
1996; Lamba & Choudhary, 2013). In this study; therefore, the proposed a new
training program assessment instrument for human resource development (HRD)
29
practice based on the studies of the impact of the primary intervening variable
blending with current service circumstances.
2.6.3 What is the Purposes of Training Evaluation?
Several researchers have given purposes of evaluation in several similar ways.
For example, Brinkerhoff (1988) and Marsden (1991) have provided seven
corresponding purposes to interpret and improve the HRD program: (a) finding the
validity of the methods and tools in evaluation, (b) confirming or revising the
alternative results, (c) finding the most appropriate training strategies or program, (d)
determining trainees’ reactions, (e) assessing trainee requirement of skills, knowledge,
and attitudes after learning implemented, (f) assessing an individual performance on
the job behavior change, and (g) determining the cost and value benefits at the
organization for setting the goals. However, the evaluation process should be
considered the size of the hotel or in any organization as well (Phillips, 1997).
Besides, Phillips (1997) adds that the purposes of evaluation are to select who will
participate in the next programs in specifying the strengths and weaknesses in training
program including the role of HRD to collect data in a future marketing program.
2.6.4 Classification Systems in Evaluation
There are several studies propose classification systems of evaluation in a
systematic training program. According to educational evaluation provided six
systematic approaches to design an effective training program such as goal-based
evaluation, goal-free evaluation, responsive evaluation, systems evaluation,
professional review and Quasi-legal (Eseryel, 2002; Esteves et al., 2002). However,
many researchers point out that the most common approach using several studies were
followed goal-based which has proposed by Kirkpatrick (2009) - four-level evaluation
- the training evaluation model (Eseryel, 2002; Esteves et al., 2002; Hamblin, 1974;
Warr et al., 1971). Kraiger, Ford, and Salas (1993) also classify the training
assessment based on the learning domain into three kinds. Firstly, cognitive which
evaluate the knowledge and cognitive strategies. Secondly, skill-based: evaluate about
the construction as automaticity and compilation. Lastly is an effective evaluation,
which is related to evaluating attitudes and motivation. Holton (1999) also emphasizes
30
on another three domains in results of assessment systems, which are performance
(system and financial), learning (knowledge and expertise), and perceptions
(participant and stakeholder). As importantly, training evaluation can be classified
into summative evaluation and its subjects to timelines associated with short-term or
long-term impact evaluation (Wang & Diane, 2006).
2.6.4.1 Short-Term Versus Long-Term Evaluation
Measuring participants’ perception and a reaction occur while
implementing and ending phase of training are involved in a short-term evaluation. If
the training program does not satisfy the learner’s needs or it fails to deliver, the
problems will be identified during the analysis phase. The outcome evaluation of
leaner’s perception and reactions in this process are commonly directed with an
attitudinal questionnaire. Generally, the questions in the survey should include the
following main areas such as learning objective, content and design, instructional
approaches, and learning environment and interactions (Kirkpatrick, 1998, 2009;
Wang & Diane, 2006). Whereas long-term evaluation emphasizes on an intention of
an organization to enhance overall its performance and the ultimate goals (Wang &
Diane, 2006).
Kirkpatrick (2009) designed four levels of a model for an evaluating
program as follows:
“Step 1: Reaction - to what degree participants react favorably to the
learning event.
Step 2: Learning - to what degree participants acquire the intended
knowledge, skills, and attitude based on their participation in the learning event.
Step 3: Behavior - to what degree participants apply what they learned
during training when they are back on the job.
Step 4: Results - to what degree targeted outcomes occur, as a result of
learning event (s) and subsequent reinforcement.”
31
Figure 2.1 Chain of Evidence
Source: Kirkpatrick, 2009.
Moreover, he stated that ten factors are required to evaluate effective training
programs are as follows;
1) Base the program on the needs of the participants
2) Set objectives of the training program
3) Determine subject content areas
4) Schedule the program at the right time
5) Hold the program at the right place with the right amenities and
facilities.
6) Invite the right participant to attend.
7) Select effective and appropriate instructors.
8) Use effective techniques and audiovisual aids.
9) Coordinate the program
10) Evaluate the program
2.6.5 What is a Training Needs Assessment (TNA)?
Training needs assessment (TNA) is getting essential for organizations to help
trainer or instructional developer determines the scope of training program, content
and certify its effectiveness and applicability (Brown, 2002; Horng & Lin, 2013).
Brown (2002) concludes TNA is the progress of gathering information and data to
seek for what training program needs to exist and how to develop its to achieve the
organization’s objective. Moreover, a TNA can assist an organization to define
32
current employees’ performance or knowledge levels in particular training activities
compare to the optimal performance or knowledge level requirements (Cekada, 2010).
The effective TNA must be systematic as well as an evaluation component is required
in an instructional system design to achieve the best results for developing training
programs which enhances the long-term competitiveness (Horng & Lin, 2013; Wang
& Diane, 2006). In other words, the evaluation-training program encourages training
managers to wind up their endeavor in these evaluations or assessments (Kirkpatrick,
2009). According to the study of “defining and assessing professional competence”
has defined the assessment as a pattern of learning, which gives instruction and
support to announce the training program needs (Epstein & Hundert, 2002). Rossett
(1987) adds that TNA is the systematic approach to study the organizational problem,
innovation, incorporating data and opinions from various perspectives, due to make
effective and efficient decisions regard to consider what should be developed in the
sooner future. Gould et al. (2003) have noted the meaning of TNA as is the
improvement of the effective service delivery through customers through training.
In short, the main purpose of training needs assessment for this study is to be a
criterion in evaluation employees’ actual performances and to determine about
increasing of skills, knowledge, and competencies after conducting the training as
organization needs. Moreover, TNA is an important tool to invest on human capitals
to achieve objectives, perform their greatest duties, enhance productivity, and provide
better quality products and services (Miller & Osinski, 2002).
2.6.6 How does the Training Need Assessment Conduct?
The trainer or instructional developer in human resource development sector
must understand clearly about the organizational problems and determine the most
appropriated solutions to accomplish the goal or objective of the organization
(Cekada, 2010). Training Session Assessment (TSA) is the last process to apply the
evaluation after the training has done (Bashir et al., 2011). The evaluations need to be
measured during the process are as follows. Firstly, getting feedback from the
participants after implementing to provide future improvement. Secondly, examining
knowledge, skills, and abilities (KSAs) of participants perform better once done the
training and determining how effective (Bashir et al., 2011). Then providing reports to
33
managerial level due to help them decide in future (Phillips, 1997). Lastly, the
outcome of TSA can be employed as performance standards (Kirkpatrick, 1998).
One of the major factors which influence conducting a TNA is subjected to the
organizational characteristics such as size, objective, organizational circumstances,
and private or public organization. These factors may impact on designing special
techniques and tools for conducting a training needs assessment (Hannum & Hansen,
1989).
Before starting to emphasize on TNA topic, let’s take a glance on the systemic
training process in general.
Figure 2.2 Training or Instructional Systems Development (ISD)
Source: Rossett, 1987.
Analysis
Design
Implementation
Evaluation
Development
34
Rossett (1987) has also pointed out the purposes-based on TNA are related to
what the organizers have and what they need. The details are as follows:
1) Optimal performance, knowledge, or skills
2) Actual or current performance, knowledge, or skills
3) Feelings of the employees and trainees, and significant others
4) Causes of the problem from varied perspectives
5) Solutions to the problem from various perspectives
Besides the five main purposes of TNA, Rossett (1987) has pared the
techniques and tools matching with the purposes. There are three phases of techniques
analysis as emphasizes in the research including extant data analysis, need
assessment, and subject matter analysis.
Extant Data Analysis (EDA) is the process to unearth the actual performances
of the employees. Then focus on the results of those actions which affect the
organization.
Needs Assessment (NA) is the process of seeking opinions on all five
significant purposes. Considering all aspects of relevant sources for instance; what is
currently happening and what is going to be next? Does it work for the organization?
Alternatively, think about how to solve the problems?
Subject Matter Analysis (SMA) is a process for training manager or instructor
developers to identify the employees’ competencies to complete their works such as
knowledge, skills, abilities, and attitudes. In other words, it unearths for the optimal
performances, which inform what competencies posse to each specified job.
To design a training and development program, Miller and Osinski (2002), has
disclosed five phases involving effective and efficient all training programs: needs
assessment, instructional objectives, design, implementation, and evaluation.
However, there is no an assessment process before evaluation in Rossett (1987)
model. It is one of the gaps in this study seen as an important process to get the
primary data ahead evaluation.
Interestingly, McGehee and Thayer (1961) have identified three components
of assessment that instructional developer needs to consider including organization,
operations or task analysis and individual analysis respectively.
35
2.6.6.1 Organizational Analysis
The organization collects the data and observes its conditions or
circumstances where the training needs to develop from its resources such as law and
regulations, future skills and knowledge requires, and employee demographics
(Brown, 2002). It also involves with the whole business venture, for instance,
organizational objectives, human resources analysis, analysis of efficiency indicators,
and analysis of organizational climate (Hutchinson, 2013; McGehee & Thayer, 1961;
Moore & Dutton, 1978).
Assessing training impact on business results (ATIBR) is to determine
the monetary expense on training and compare to the outcomes with less cost. Also,
identify the improving performance to do tasks and increasing customer satisfaction
with decreasing time and cost (Kirkpatrick, 2009; Phillips, 1997). However, this study
does not focus on the expense of training. Instead, this is because this study
emphasizes developing the assessing instrument.
The proposed conceptual framework of this study provides the first part
of developing assessment instrument of the training program via the overall
organizational strategy. This first part needs to investigate how the director of human
resource (DHR) and training and development manager (T&D) set up the strategies
for the training effectiveness. According to the prior discussion section, the
conceptualization of the organizational strategy is connected to the first research
question: How does an organization develop a training program?
To establish the effective training program, this study sets three main
components (Figure 3) comprising of effective of organizational mission and value,
climates, and motivation. In each component is a set of its aspects; they are guidelines
for developing a training program assessment instrument. The aspects of
organizational mission and value consist of (a) training goal, (b) staff competency
goal, (c) intervention identification, and (d) performance indicators. The aspects of the
second topic are (a) communicated openness, (b) culture diversity, (c) changed-
management. The last organizational motivation aspect is a motivation comprising of
an individual extrinsic and intrinsic.
It has already discussed the first and second aspects of the
organizational strategy in the previous section. For the third aspect in this study is
36
focus on the relation between the intervention identification and how the organization
identifies it along with some questions. The examples of the questions are; does the
organization identify intervention in term of training? Is it necessary to do it?
The second component is organizational climates along with its aspects
to be discussed herein. Starting with communicated openness, this aspect concerns
about the organization keeps informing the information in term of training enough for
the staff. In other words, this study would like to know that the managerial level is
open-minded to listen to the staff’s opinion and how to communicate with staff
(Hutchinson, 2013; Lehman et al., 2002). The cultural diversity within the
organization is another element of the second aspect. It can be defined as physical
resources or demographic employees such as staff characteristic, education
background and work relationship which link to work performance and attitude under
the same work environment (Cooke & Rousseau, 1988; Lehman et al., 2002). In this
study, the cultural diversity is also referred to the adaptability of staff performance by
seeking for how the organization trains staff from different countries, cultures, norms,
customs, experiences, languages or even environments to fit in a social unit. The last
element of this aspect is change management. In this study, it concerns attitude of the
hotel manager, or any managerial level tries to keep tracking on changing such as goal
and mission, procedure and policy, and technology in term of the training program
(Lehman et al., 2002). Organizational motivation is the final aspect of this component,
which comprises of staff extrinsic and intrinsic (Ashton, 2017). The idea of intrinsic
motivation is the way people feel or drive to do something to achieve of what they
desire. Moreover, rewards, recognition, reputation, bonuses, promotions, acceptance,
and appreciation are the concept of extrinsic motivation. When people work, they
need to get something worth for their effort and time they spend. On the other hand, if
they do not receive enough pay or incentives on the job, they would feel it worthless
in any activities they have done (Bruce & Pepitone, 1999). Ashton (2017) also
revealed that the motivation was one of the key factors to increase staff satisfaction in
work. In term of training, motivation can be defined as an effort to make participant
desires to learn or work (Noe & Schmitt, 1986). Therefore, both motivations herein
are the elements that the hotel manager needs to concern what drives staff to satisfy
the job to accomplish staff retention as well. This study needs to investigate whether
the organization concerns this aspect or not and how they set them up.
37
Figure 2.3 Organizational Strategy Model Proposal
Source: Developed from this Study
2.6.6.2 Operations/ Tasks Analysis
This analysis entails the systematic collection of employees’
performances data. The purpose of this process is to look for what the staff needs to
be trained to perform for a specific job at an optimal level. Importantly, factors that
related to task analysis need to identify including the frequency and when of tasks
have to perform, how much of the quantity and quality of a performed need (Brown,
2002). Then, compared to the skills, knowledge, and attitude at the actual
performance level. Any discrepancy exposes the training needed to develop in the
workplace (Cekada, 2010; McGehee & Thayer, 1961; Rossett, 1987). Furthermore,
Horng and Lin (2013) supported that the training program should base on a
competency-based model in specific job requirements.
The second part of this proposed conceptual framework (Figure 2.4)
provides the component of operational strategy to be constructed the training
assessment instrument. This component needs to investigate what beneficial criteria,
which the immediate supervisor sets up to be a guideline to evaluate the staff in term
of the training effectiveness. The assessment instrument herein can be employed to
examine the discrepancies in staff behavior changed after training.
This component consists of three main aspects including staff
performance transfer processes, assessment techniques, and discrepancies processes.
Organizational
Mission and Value
- Training Goal
- Competency
Goal
- Intervention
Identification
-Performance
Indicators
Organizational
Climate
- Communicated
Openness
- Culture Diversity
- Changed
Management
Organizational
Motivation
- Extrinsic
- Intrinsic
Organizational Strategy
38
Starting with the first aspect, which includes how to design, implementing the
training, and performance record elements. To evaluate the training quality,
establishing criteria assessment is concerned and necessary to do. The staff’s
performance transfer processes aspect needs to investigate the immediate supervisor
about what drives the training program to be effective such as designing, planning,
implementing or other factors within the department.
The second aspect involves with how to establish the staff performance
evaluation criteria to be a guidance instrument assessment of the training. The
assessment techniques aspect seeks for what elements to be evaluated by the staff
performance, for instance, what appraisal forms to be used, how to check the feedback
and the how often to be held training.
The last aspect is discrepancies process. This aspect investigates what
elements to be set for the discrepancies’ staff performance comparing with the
immediate supervisors’ record staff’s performance before and after training. For
example, comparing the acquirement of actual knowledge and skills and another one
is comparing the applicable their skills and knowledge on the job training and the
actual performance after attending training.
Figure 2.4 Operational Strategy Model Proposal
Source: Developed from this Study
Staff Performance
Transfer Processes
- Training Program
Design
- How to
Implementation
- Performance
Record
Assessment
Techniques
- Appraisal Forms
(e.g. observation,
360 degree)
- Feedback
Discrepancies
Processes
- Pre-Skills
(Before training)
- Post Skills (After
training)
- Actual Skills
Operational Strategy
39
2.6.6.3 Individual Analysis
This analysis focuses on how well each employee is performing in their
job. There are various techniques to measure the performance such as objective
records, situational, and observation measure or even examination (Hamblin, 1974).
These all techniques can be used in collecting data for measuring productivities,
quality services, absenteeism, customer commentary or satisfaction, safety and
security, equipment maintenance, and training quality, and so forth (McGehee &
Thayer, 1961; Moore & Dutton, 1978). However, Kirkpatrick (2009) has indicated
that one of the best useful ways to measure the effective training program is to
consider the satisfactory of the participants.
Another, systematic training model has designed by Wang and Diane
(2006) comprises of five phases including analysis, design, develop, implement,
evaluate (ADDIE). In the last phase of the ADDIE process consists of formative
evaluation and summative evaluation (Noe, 2002; Scriven, 1996). Moreover, Bhatia et
al. (2014) supported that training is a must for every organization. The reason to
support the opinion of these scholars is each organization combines diverse culture,
value, beliefs, and experiences. Hence, the appropriate training can direct resources
not only get into the same discipline but also increase multiple-skill levels, and raise
adaptability of the job.
Chiang et al. (2005) points out that the effective training creates a
significant impact on the hotel industry, especially staff’s satisfaction and intention to
stay. When gaps are identified in term of training, it needs to develop a systematic
training assessment instrument accomplishing organization’s goals as well as
employee’s needs (Cekada, 2010; Miller & Osinski, 2002).
As per Ashton (2017) revealed the motivation is concerned in one of the
key success to influence the training effectiveness. Motivation is an important tool to
encourage the employees willing to do their jobs in their effort. It is divided into types
as intrinsic and extrinsic. On the other hand, intrinsic perspective is referred to the
individual belief such as the quality of security and working-life which mean the
workplace is worthiness, challenging, and opening chances to enhance the career
development. On the other hand, extrinsic can be referred to financial issues, which
drive employees to get their desire in a career such as rewards, promotion, and
remuneration (Hutchinson, 2013).
40
According to this study divided into two parts. The first part is already
discussed as investigating the two components, organizational strategy and
operational strategy (task analysis) to seek for the criteria of staff’s behavior changed
from the managerial level. The second part of this study analyzed the individual
satisfaction towards the training program. The findings will be revealed to the staff’s
satisfaction, which it is subjected to the training program (Chiang et al., 2005). If the
staff satisfied with the training, it will lead to commitment to the hotel. While if the
staff is not satisfied, it will indicate that the training needs to be improved. If the staff
members commit to work that means the percent of absentees and a turnover rate of
staff will be decreased as well. Therefore, the proposed conceptual model of this study
is developed to be a training instrument assessment to provide primary criteria for
evaluation.
2.7 Training Satisfaction
Training satisfaction defined as an individual’s feeling regards to aspects of
planning and activities in training they received from their organization (Landy, 1985,
1989; Schmidt, 2007). Training satisfaction is also a significant viewpoint for
employees in deciding their career growth has offered by their organization (Schmidt,
2007). Bartlett (2001) and Hatcher (1999) have stated that a positive training program
generates a positive attitude to the organization. It is one of the influence factors that
employees consider carrying them into to the organization. The positive training
satisfaction can be reflected in the employees’ behavior and organizational
performance. For instance, it can be lower absenteeism, turnover rate and increase
organizational commitment.
Several factors influence employees’ satisfaction in training. As supported by
Porter, Steers, Mowdays, and Boulian (1974), have asserted that training satisfaction
can be used in prediction employee intention to stay in the workplace. The employees
will satisfy with the training program or not depend on the motivation factors,
particularly the benefit that organization provides for them, including well pay,
monetary bonuses and career promotion (Hutchinson, 2013).
41
Hence, the excellent performance derives from employee satisfaction with the
well-organized training program. As above discussed the hypotheses are raised to test
how training satisfaction links to employee commitment.
2.7.1 Hypotheses
H1: The training program is positively related to staff training satisfaction
including;
H1a: Instructor is positively related to entry-level staff training satisfaction.
H1b: Self-development is positively related to entry-level staff training
satisfaction.
H1c: Program arrangement is positively related to entry-level staff training
satisfaction.
H1d: Training equipment and facility are positively related to entry-level staff
training satisfaction.
H1e: Self-motivation is positively related to entry-level staff training
satisfaction.
2.8 Staff Commitment
Commitment is related to a strongly positive perception of individual towards
an organization, employers, and their colleagues (Hutchinson, 2013). They are likely
to engage and carry out the obligation to the organization, manager, co-workers and
their customers. The factors that influence commitment including such as rewards and
recognition, work-life balance, career opportunities, and employee satisfaction
(Marchington, Wilkinson, Donnelly, & Kynighou, 2016). The significant staff
commitment is associated with highly productive performance. The staff commitment
also helps to decrease turnover rate (Porter et al., 1974). For example, the
commitment can create from several aspects, including good leader who is caring
about the workplace happiness, employment security, individual characteristic, and
training program (Ashton, 2017). Lim and Noriega (2007) have pointed out that the
relationship between individual and co-workers can enhance through the training.
Furthermore, Porter et al. (1974) and Marchington et al. (2016) have indicated the
42
efficient individual performance, and effective organization cannot be accomplished
without staff commitment. In turn, Choi and Dickson (2009) and Karatepe (2013) has
disclosed that the intention to depart can be from low job satisfaction.
Thus, as above discussed the hypothesis is proposed to test how training
satisfaction links to employee commitment.
2.8.1 Hypothesis
H2: The training satisfaction is positively related to staff commitment to work
within the hotel industry.
The following of the second part hypotheses of this study will be tested.
Figure 2.5 Staff Reaction towards Training Program and the Relationship between
Training Satisfaction and Staff Commitment
Source: Developed for this Study
Training Program
Content
- Program Arrangement
- Course Content
- Instructor
- Time and Length
Facilities
- Equipment
- Environment
- Location
- Meals and Coffee
Breaks
Learning transfer
- Core Competency
Self-Evaluation
- Personal Attitude
and Motivation Self-
Evaluation
Reaction
Commitment
Training Satisfaction
43
2.9 Conceptual Framework Proposal
As mentioned earlier, the conceptual framework for this study has proposed,
(as seen in Figure 2.6). So, the proposal of training program assessment instrument for
this study has developed mainly from the reviewed theories, which proposed by
Goldstein (1980); Hamtini (2008); Kirkpatrick, (2009); Rossett (1987). The model
divides into two parts of the study and comprises four main components,
organizational strategy, operational strategy, reaction towards the training program,
and staff commitment.
The first part of the study comprises two components. Both two components,
organizational and operational strategy, need to construct a training program
assessment instrument in a qualitative approach. The first component is related to the
organizational strategic analysis (Bersin, 2008; Kirkpatrick, 2009; McGehee &
Thayer, 1961). The assessment criteria for this organizational strategy consists of
three key aspects. Firstly, organizational mission and value aspect will be measured in
three main elements including strategic establishment of training, competency goal
identification, performance indicators, and training program issues identification.
Secondly, the organizational climate aspect will also be conducted in three main
elements such as communicated openness, culture diversity, and change management.
The last aspect in this component is organizational motivation, which consists of
extrinsic and intrinsic to be considered. DHR and T&D manager in the managerial
level will be interviewed by a set of questions to get the information about goals of
the training, identify issues, and investigate what motivates staff to participate in the
training of the organization. Here are some examples of the questions to be asked
“What is the goals of training and how to set them? What is the desire for staff
competency? What are the problems of the training program? What are the obstacles
to staff performance? What training program content needs to be improved?
(Hamblin, 1974; Hutchinson, 2013; Kirkpatrick, 2009; Whetzel & Wheaton, 1997)
(see Appendix B).
The second component, in the first part of this study, needs to develop a
training program assessment instrument regarding the operational strategy. The
interview will be conducted with the manager of the department or immediate
44
supervisors. Staff performance transfer processes, assessment techniques, and
discrepancies processes are the main aspects to be investigated. The investigation
starts with the staff performance for transferring processes aspect, which concerns in
what criteria and how to design the training to be effective. Secondly, how to
implement the training program to construct the instrument assessment. Next, the
assessment techniques aspect will seek for the systems that need to employ three
elements such as an appraisal form and 360-degree feedback. The appraisal form is
seeking for what techniques will be employed to measure staff performance. The 360-
degree evaluation is considered as an important procedure to give regular feedback
awareness to the staff whether from an immediate supervisor and customers. The last
aspect of the operational strategy component is a discrepancies process. It will
investigate the immediate supervisor regarding what criteria involves to measure the
staff performance both before and after the training to seek their actual performances.
The examples of these criteria are acquirement and applicable. The acquirement seeks
an increase of skills and knowledge of the staff. The application is a technique to
measure the staff ability to perform in an actual job. For example, they may test their
staff performance by using the examination or observing their productive work in the
actual job after training. Next, seeking for the criteria of performance improvement
after training to see staff performance discrepancies. Here some examples of issues
will be asked about; what forms or techniques to examine the staff performance and
ability after training such as paper or computer-based exams, checklists, and on the
job training observation. The contents will be examined regards to ability to use
software applications; ability to be creative; ability in written; ability to understand
verbal instructions and warnings; ability to communicate orally with others; ability to
develop alternative solutions to a problem and choose the best alternative and be like
(Horng, Hsu, Liu, & Tsai, 2011; Kirkpatrick, 2009; Whetzel & Wheaton, 1997) (see
Appendix D).
The third component presents the reaction towards the training program. This
component needs to examine the staff satisfaction in three aspects including a training
program, contents, facilities, and learning transfer. The first aspect, training program
content, consists of three main elements such as program arrangement, course
contents, instructor, and time and length to hold the training. Equipment,
45
environment, location, meals and coffee break are factors included in the facilities
aspect. The last aspect is learning transfer needs to examine training program affects
staff core competency improvement by self-evaluation (Kirkpatrick, 2009; Lim &
Morris, 2006). Personal attitude and motivation self-evaluation need to examine the
intention to stay and what factors drive staff in training. The outcome of this
component can be training satisfaction or dissatisfaction. If the outcome reveals
positive, it will disclose of what factors to satisfy the staff. Next, the training
satisfaction aspect measures how employees’ feelings about the training program
offering by the organization. The questionnaire questions regarding this aspect
originating in this part from Ashton (2017); Schmidt (2007) and Hutchinson (2013).
Schmidt’s research instrument, the coefficient alpha ranged between .43-.92.
However, in the survey of this study chosen the Cronbach’s alpha at or above .70.
The final component is examined the relationship between training satisfaction
and staff commitment. Staff satisfaction in training will lead to the outcome of staff
commitment to work or not. The questionnaire questions about the staff commitment
have developed from Ashton (2017); Hutchinson (2013) and Porter et al. (1974),
which on Porter’s instrument, the Cronbach’s alpha ranged between .82 to .90.
Briefly, the overall of the outcomes from three components will use to develop the
training program assessment instrument (Goldstein, 1980; Hamtini, 2008;
Hutchinson, 2013; Kirkpatrick, 2009; Porter et al., 1974) (see Appendix F).
In conclusion, to develop the training program assessment instrument, it is
mainly developed based on the fundamental of Kirkpatrick (2009) and past studies. A
number of reasons to adapted this theory because, firstly, explaining why it is
necessary to evaluate the training. Secondly, it demonstrates the managers’
involvement in the four-level process of training evaluation. Lastly, it provides the
significant evaluating training program. However, the theory of Kirkpatrick is not
applicable to evaluate for all three levels of an organization as the aim of this study,
which this instrument can apply for all levels. Moreover, the concept of Kirkpatrick
did not emphasize to evaluate the training regarding hotel organization, which is
different from the aim of this study. Thus, the assessment instrument of this study has
also blended the previous empirical works of Goldstein (1980); Hamblin (1974);
McGehee and Thayer (1961),which suggested that the organizational training should
46
analyze at all levels. Besides, this instrument has also developed based on the stages
of conducting the training needs assessment of Rossett (1987). Therefore, the training
program assessment instrument has developed systematically and up-to-date for the
hotel industry and to be the best practice for the small hotels.
To construct the training program assessment instrument in this study, it
comprises four main components. The first component is organizational strategy is
developed for investigating the antecedent process of training arrangement. The
second component is an operational strategy, and it is developed to investigate the
most accurate techniques for measuring the staff behavior change after attending the
training. Third, staff reaction towards training program has developed by examining
what factors influence the staff satisfaction of training program. The last component is
examining the relationship between the training satisfaction and staff commitment.
The results of this study assist the HRM assesses the training program systematically
in enhancing the individual and organizational performance effectively as seen in
Figure 2.6.
47
Training Program Instrument Assessment Model
Organizational Strategy
Operation Strategy Reaction
Learning
Transfer
- Core
Competency
Self-
Evaluation
-Personal
Attitude and
Motivation
Self-
Evaluation
Facilities
- Equipment
- Environment
- Location
- Meals and
Coffee Breaks
Training Satisfaction
Staff Commitment
Training
Program
Content
- Program
Arrangement
- Course
Content
- Instructor
- Time and
Length
Discrepancies
Processes
- Pre Skills
(Before
training) - Post Skills
(After training) - Actual Skills
Assessment
Techniques
- Appraisal
Training Forms
-360 Degree
Evaluation
Staff
Performance
Transfer
Processes
- Training
Program Design
- How to
Implementation
- Performance
Record
Organizatio
nal
Motivation
- Extrinsic
- Intrinsic
Organizational Climate
- Communicated
Openness
- Culture
Diversity
- Changed
Management
Organizational
Mission and
Value
- Training
Goal
- Competency
Goal
- Intervention
Identification
-Performance
Indicators
Figure 2.6 Training Program Instrument Assessment Model Proposal
Source: Developed for the Study by Goldstein, 1980; Hamblin, 1974; Kirkpatrick, 2009.
47
48
2.10 Summary of Chapter Two
This chapter has provided the most relevant theories of the study’s aim. It also
has discussed the impacts and benefits of developing the proposal for training
program assessment instrument. The purpose, important of training needs assessment
and how to assess are included. Also, new trends of hotelier competencies have
identified by reviewing the current guests’ requirements to improve the services
fitting to the modern instrument for training program assessment. Classification of
training evaluation and indicator of successful training programs have highlighted in
this study. Moreover, describing how to conduct the assessment for the training
program is provided. Lastly, it has presented the conceptual framework proposal for
developing the training program instrument assessment at the end of the chapter with
the explanation.
The next chapter will be discussed the methodology employing for this study.
It consists of the strategy in research methodology of this research, which employed
the mixed method. Therefore, in chapter three will be discussed both of qualitative
and quantitative approaches. Both approaches comprise of the study area, sample and
sample size of the study, research instrument, data collection, and data analysis.
Besides that, it includes the validity and reliability of each research instrument. The
final topic in this chapter will be an ethical clearance.
CHAPTER 3
METHODOLOGY
3.1 Introduction
This study aims to develop the training program assessment instrument. This
instrument can be significantly contributed in both academic and managerial
contributions, which is directly related to the hotel industry. This chapter discusses the
research methodology applied in this study.
Research can be mentioned to the way of thoughts including philosophy and a
set of skills to communicate the findings (Kumar, 2014). To design research, a
researcher must design a roadmap with different strategies and methodologies to
investigate what needs to explore. Even the plan of doing the research has set; it can
be flexible to change as well. However, it is still essential to write the methodology
proposal of research design as a guideline (Myers, 2013). Three useful methodologies
usually consider in designing research such as qualitative, quantitative, and
mixed/multiple methods approaches. Regarding mixed methods approach in social
sciences can be defined as an emerging of various methods, techniques, procedures,
philosophies, and research design within one research project (Creswell, 2003;
Kimberly & Cook, 2008). Based on the theory mentioned, there are more than one
dimensions in this research needs to investigate. The mixed methods approach allows
the researcher chooses the best suitable methods and techniques for each paradigm.
For instance, this study focuses on two main paradigms includes what and how to
develop a training program instrument assessment. Thus, the mixed methods approach
will be the priority consideration to employ because this study divided into two parts.
50
Core of research design
Preference for this research
design
Research questions
and objective What questions
Why questions How questions
EFA & Multiple
Regression Analysis
Method of collecting data
Sampling desire
(How samples will be selected)
Data collection (How to collect the
data)
Primary Data Data source (type)
Mixed methods (Qual + Quan)
Process 1
Select sample from purposive technique
management level
Process 2
Select sample from purposive technique
hotel entry-level staff
Face to face interview of
management level
Survey of staff who has been trained
Data analysis Content analysis
Writing
final reports
Figure 3.1 The Element Guideline of Research Design
Source: Adapted from Blaikie, 2000.
51
3.2 Research Method Design for this Study
The method for this study employs the mixed methods approach. According to
the aims of the research, the mixed methods approach is appropriated to adopt for
them. There are several reasons to employ this approach. Firstly, the combination of
both qualitative and quantitative are the strong points to probe issues. Secondly, based
on the four research questions, there is inadequate to apply either pure of qualitative
or quantitative approach. Thirdly, both of them are important and useful in different
ways, which match of the research questions herein needed different methods to probe
the issues. The qualitative method is the best method to understand the particular
context, culture, or events in the organization. Meanwhile, the quantitative is the
foremost method for applying statistic objects when the research has a vast number of
population (Myers, 2013). Lastly, the mixed methods approach contributes more
benefits to researchers including enlarging and understanding the aim of the research
clearly (Creswell, 2003). There are two stages in term of mixing methods. The
researchers can mix both of the methods for the whole of the study processes, and the
others can mix them at either stage of the study process. Also, the classification of the
mixing methods sequences classified by Creswell (2003):
1) Begin with the qualitative method and end with the quantitative.
2) Begin with the quantitative method and end with the qualitative.
3) Begin with the qualitative method, followed by the quantitative and
end with qualitative again.
4) Employ both methods equally.
5) Employ one of them predominantly.
In summary, this study adopts mixed methods approach and uses multiple
techniques of measuring, collecting, and analyzing data, so the triangulation is another
useful technique that also utilizes in this research to get more effectiveness. In brief,
this study conducts both methodologies at the same time, which Creswell (2003)
named it as concurrently parallel or simultaneous studies (Kumar, 2014).
52
Figure 3.2 Mixed Methods, Qualitative and Quantitative Approaches in this
Research
Source: Developed for this Study
3.2.1 Training Program Assessment Instrument Conducting Phases
Based on the literature review in this study has made, it proposes a proposal of
training program assessment instrument which mainly adapts from Kirkpatrick’s
Four-Level Evaluation Model and General Principles of Training Measurement
(Bersin, 2008; Kirkpatrick, 2009). As such various requirements in the hotel industry
is to combine the training and evaluation to enhance the development of competencies
and to create the business future. Russ-Eft, Bober, Teja, Foxon, and Koszalka (2008)
have stated that the competencies and objectives need to be determined by
stakeholders or others involved. Thus, this study has reviewed a variety of articles to
collect the most significant methods of a developed training program assessment
instrument required within such contexts.
In this study, the proposal of training program assessment instrument has
developed from Kirkpatrick (2009) and Bersin (2008). Also, deriving an evaluation
and control of training model from Hamblin (1974) as illustrated below.
Mixed Methods Approach in The Research
Qualitative
approach Quantitative
approach
Using in parallel or
simultaneous order
53
Here are phases in this study provides four major phases conduction (Figure
3.2);
1) To investigate what organizational strategies in training at
organizational analysis.
2) To investigate the expected characteristic and behavior-changed
after implementing the training at operational or task analysis.
3) To measure staff’s reaction and satisfaction towards the training
program.
4) To examine the relationships between training satisfaction and
commitment to work.
The ultimate consequences to develop the training program efficiency and
accomplish the intense competition market. However, HRM and T&D manager can
be tailor-made to be suitable for the hotel branding and goals.
Figure 3.3 Developed Training Program Assessment Instrument Conducting Phases
for this Study
Source: Developed for this Study
Phase 1.
Organizational
investigation
Phase 2.
Task
performance
investigation
Phase 3.
Individual
investigation
Phase 4.
Consequences
analysis
Organizational
Strategies
Operational
Strategies
Staff Reaction,
Satisfaction,
and
Commitment
Confirm or
revise the
training
program
54
The following sections are divided into two main parts. The first part describes
the qualitative method and the second describes the quantitative method. Both discuss
the study area, samples of the study, research instrument, validity and reliability, data
collection process, and data analysis for this research.
3.3 Qualitative Method Approach for Research Question One and Two
The study begins with the qualitative method approach to deal with the first
and second research questions. The qualitative method aims to provide comprehension
about the complex humanism behavior and well-answer questions in topics of
psychosocial (Marshall, 1996). In other words, the qualitative research is a study to
understand why people or participants think, say, and act within the particular context
or circumstances.
The different technique of conducting the qualitative research cannot deny
about taking technique, which comes from the interview (Myers, 2013). As supported
by Alderson (1995), the qualitative researchers and participants must be equally and
actively interact and participate in the issues to pursue its causes and consequences
along with understanding their experiences. According to the study herein needs to
investigate on what the criteria should be constructed assessment instrument of
examination participants’ behaviors or inner working of the human mind; the scholar
must pay close attention when interviewing the participants. Thereby, the meaningful
of interview technique will be the most appropriated to employ in this context
(Bavelas, 1995; Myers, 2013). Furthermore, the qualitative scholars seem to seek for
the illumination and understand what has occurred in social world phenomenon by
measuring, coding, analyzing, interpreting, generating the findings (Golafshani, 2003;
Sekaran & Bougie, 2006).
This study; consequently, needs to develop a training program assessment
instrument regarding organizational strategy and operational strategy to be an
antecedent process of training program establishing. It has indicated on the first and
second research questions, which employ the qualitative method. Therefore, the
interviews with HRD, T&D manager, and intermediate supervisors will be conducted
due to improve the training program quality (Esteves et al., 2002).
55
3.3.1 Study Area
Study area refers to the venue, which the researcher needs to search for the
interesting sampling of the research (Marshall, 1996). There are various International
hotel franchises in the global, such as the Chatrium hotel, Hyatt, Intercontinental,
Marriott, Starwood, and Accor brands. These lists of the hotel brands also established
in Thailand. Moreover, these array hotel brands are categorized by income as luxury,
upper-upscale, upscale, upper-midscale, mid-scale and budget or economy class
(Haywood, 2016).
The criteria for selecting in this study, the above brands for this study are as
follows. Firstly, according to the statistic from STR analytical provider company,
USA revealed that some hotel compression nights by class from 2012 to 2015 was the
upscale class that had the average highest potential to expand in the global market as
shown in table 1.2 and three below (Haywood, 2016). Secondly, the International
hotel chains have strong relationship structures and create the career paths for their
employees, which those type of hotels usually train theirs (Esichaikul & Baum, 1998).
Thirdly, most of the International hotel chains are also interested in long-term
competitiveness, so the HR managers often emphasize on the developing their
employee skills, knowledge, and attitude to engage their employees even some fail of
doing this, though (Horng & Lin, 2013). Moreover, the staff in this type of hotels
receives both formal and informal training. Additionally, they have recognized as well
management, especially in HRD - training program. Lastly, these hotels provide their
training patterns, which are very accurate and up to date information in term of
training their staff. Thus, the findings of this study will be useful to be a case study
and being the best practice for smaller hotels to be concerned in developing
competency strength and weakness (Chiang et al., 2005; Esichaikul & Baum, 1998;
Noe & Schmitt, 1986). Therefore, it is crucial to develop the training program
assessment instrument for these types of hotels to go beyond the customers’
expectations and exist in the competitive global market (Baum, 2002; Noe &
Schmitt, 1986).
This study has decided to conduct the data collecting process in the selection
of the Marriot hotel brand, Hilton, and Anantara Siam Hotel. These are the potential
sampling in upscale class as mentioned. According to Strauss (2005), he has reported
56
that Marriot hotel company was a top three hotels (Holcomb, Upchurch, & Okumus,
2007) (see Table 3.4). Additionally, there are many chain hotels within this brand that
have conducted in collecting data such as Bangkok Marriott Maquis Queen’s Park, Le
Meridien Golf Court and Spa, Marriott Executive Apartment, The Grand Westin, and
Edition Hotel. Besides Marriott hotel chains, Anantara Siam Bangkok Hotel,
Swissotel, and The Grand Four Wings Convention are also selected to get the precious
information. They mostly located in several financial districts in Bangkok, Thailand;
including Suvarnabhumi, Sukhumvit, Sathorn, Ratchdamri, Asok, and Ratchada areas.
Since the training programs need assessment to evaluate the effectiveness,
these potential hotels are selected to be sample areas as a case study of this research as
per the main aim to achieve the best practice for smaller hotels. Furthermore, the
research herein emphasizes three different functional areas included an organizational,
operational, and individual level in particular hotel training context.
Table 3.1 Number of Hotel Compression Nights by Class
Number of Hotel Compression Nights by Class
STR Class 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Avg.
Luxury Class 9 26 3 7 4 9 27 13 28 19 15
Upper Upscale Class 78 98 56 53 74 81 76 47 106 72 74
Upscale Class 79 89 49 23 86 5 103 89 111 82 72
Upper Midscale Class 73 91 68 48 73 78 63 67 64 67 69
Midscale+Economy 35 53 33 6 40 4 37 72 78 58 42
Source: Haywood, 2016.
57
Table 3.2 Choice Hotels International Average Daily Rate by Hotel Brands
Choice Hotels International Average Daily Rate by Hotel Brand
Jan1-June30, 2016
Brand Chain Scale
lodging Segment
(STR)
Hotels in
USA
Hotels
International
Daily Rate
USA
Occupancy
USA
Ascend Collection Upscale 116 NA $125.21 56.9%
Cambria Hotels & Suites Upscale 25 NA NA NA
Clarion Collection Upscale NA NA NA NA
Clarion Upscale Midscale 168 NA $ 80.52 56.3%
Comfort Suites Upper Midscale 564 NA $95.51 68.9%
Quality Inn & Suites Midscale 1,395 NA $75.79 57.9%
Sleep Inn Midscale 380 NA $81.13 64.2%
Mainstay Suites Midscale 54 NA $75.80 63.4%
Econo Lodge Economy 847 NA $59.24 52.4%
Rodeway Economy 528 NA $60.72 54.6%
Suburban Extended Stay Economy 58 NA $49.67 74.9%
Totals 6,429 hotels 5273 1,156
Hotel distribution 82% 18%
Source: Haywood, 2016.
Table 3.3 Top Ten Hotel Companies
Company Hotels Managed
Marriott International 889
Extended Stay Hotels 654
Accor 535
InterContinental Hotels Group 403
Tharaldson Enterprises 360
Global Hyatt Corp. 316
Interstate Hotels and Resorts 306
Starwood Hotels and Resorts 283
Lourve Hotels 227
Hilton Hotels Corp. 206
Source: Strauss, 2005.
58
Table 3.4 Lists of Brand Chains Hotel in Bangkok, Thailand
Brand Upscale
Accor Hotel Grand Mercure
Best Western Hotel Best Western Premier
Carlson Rezidor Hotel Group Radisson
Hilton Worldwide Embassy Suite by Hilton
Hyatt Hotel Corporation Hyatt Place
InterContinental Hotel Group (IHG) Hotel Indigo, Holiday Inn
Marriott International Courtyard, Four Points by Sheraton, Aloft hotel,
SpringHill Suite, Residence Inn by Marriott
Millennium Hotels Millennium Hotels
Wyndham Worldwide Ramada Plaza, Wyndham Garden
Chatrium Hotels and Residences Chatrium Residence Sathon Bangkok, Chatrium
Residence Riverside Bangkok
Source: Wikipedia, 2017.
3.3.2 Participants for this Study
The population can be referred to the whole group of target people that the
scholars desire to investigate. The sample of the research defines as the subset of the
affected population (Sekaran & Bougie, 2006). Likewise, Kumar (2014) pointed out
the purpose of selecting participants in qualitative research can be considered to earn
in-depth knowledge and understand situation or phenomenon of individual opinion or
action within the small group or organization. The qualitative method does not need to
investigate the entire of the population or set up specific numbers to investigate, but it
will stop when data start to repeat (Veal, 2006). From previous studies, the number of
30 might be the suitable and sufficient in qualitative paradigm as it is concerned
naturalistic and current situation (Guba & Lincoln, 1994; Marshall, 1996; Seale,
1999).
There are several reasons to find a sufficient number. First, avoiding the bias
of the population, so the sample size tends to be the small amount. Second, the
characteristics of the sample should be identified, so it is impossible to select the
entire participants. Third, the qualitative method does not set the number of
59
participants ahead of time so the researcher will collect the data until it reaches the
saturation point. Finally, the researchers should keep in mind that the abilities in
telling information of participants are different. In brief, it is necessary to be selected
the right target samples (Esichaikul & Baum, 1998; Kumar, 2014; Marshall, 1996;
Sekaran & Bougie, 2006).
There are three classifications of sampling, which different purposes;
random/probability sampling designs, non-random/non-probability sampling designs,
and mixed sampling design. Purposive, judgmental, expert, accidental, and snowball
techniques are commonly appropriate technique use in non-probability.
In this study, the sample designs to gather data are divided into two folds
including for qualitative (RQ1,2) and quantitative method (RQ3,4). The technique is
employed in the quantitative method of data collection will be discussed later.
Importantly, the first technique for this study uses non-probability design starts with
purposive technique, which is generally employed in a qualitative approach (Glaser &
Strauss, 2009; Sekaran & Bougie, 2006). Purposive sampling technique is generally
selecting the participants by skills and knowledge in particularly filed related to the
research area (Tongco, 2007). Thus, this technique inherently starts with selecting the
Director of human resource (DHR) and training and development (T&D) manager
(RQ1), and immediate supervisor or who qualified to be a potential informant (RQ2).
This stage will continually do until the data reaches a point of saturation (Marshall,
1996).
3.3.2.1 Participants Selected for this Study
The participant of the potential population in the research question one
and two are DHR, T&D managers, and immediate supervisors respectively. The
criteria for selecting sampling in this research are as follows. Firstly, this managerial
level can identify the problems and set up policies that related to employees’
competencies and training program issues. Secondly, they can set the goals and
objectives of the training. For research question two is about operational strategy
component, the immediate supervisors and managers of department were interviewed
in related to what instrument employs in assessment. Also, those must have at least
three-year working experiences required for those positions that participate. In short,
these samplings are proper participants to give rich and useful information for this
study.
60
3.3.2.2 Participant Sizes
At first, the total of participant sizes is still unknown; however, it will
be collected until the data repeated, which based on theoretical saturation or at a
minimum of 30 or more to obtain quality results (Glaser & Strauss, 2009; Golafshani,
2003; Myers, 2013; Ritchie, Lewis, Nicholls, & Ormston, 2013). The saturated theory
has launched by Glaser and Strauss (2009), and it is the fundamental theory for the
replication of data, or the data cannot be new to develop the research. However, the
scale of the population should not be too small regarding providing reliability, validity
results and high-quality data from available resources (Cooper & Schindler, 2003;
Esichaikul & Baum, 1998; Ritchie et al., 2013; Sekaran & Bougie, 2006). In brief,
this qualitative research does not emphasize the number of population, but it considers
catching a saturation point.
After the actual survey, the sizes of participants reduced to twenty-nine
and reached the replication of data. However, with these numbers, it is sufficient to
support the theory regarding interpreting and analyzing data.
3.3.3 Interviewed Question Design
Interviewed questions design refers to questions, which scholars developed to
use for data collecting process (Creswell, 2003). According to the qualitative
approach associates with the description of the context and phenomenon analysis, an
interview technique is one of the best tools in qualitative research (Stenbacka, 2001).
There are two general types of question include open-ended and closed questions in
qualitative research (Kumar, 2014). To design the interviewed questions, the scholar
needs to consider the expected questions and the question formulations because the
interviewed questions can predetermine questions, which called structured or semi-
structured interviews, the scholar can provide the clear and succinct wording relevant
to the context.
In term of open-ended questions can be referred to a list of loosely question
guideline, which to make sure the questions cover the areas of investigation. Similarly
to Kumar (2014) has pointed out the purpose of choosing this type of question is it
can be a well-prepared list of questions ahead of time and permitted new questions to
occur during implementing the process, which is more flexible than structured
interviews.
61
For the appropriated designing interviewed question in qualitative perspective
herein to communicate with the finding is open-ended questions. This study has
developed the questions follow the aim of the study and research questions, which
based-on relevant past studies and theories mentioned.
According to the first research question “How does an organization develop a
training program?”, The interviewed questions have developed based on the theories
such as Shippmann et al. (2000); Evans (2004); Ashton (2017) Bersin (2008); Horng
& Lin (2013). The following are the examples of the interview questions for hotel
manager or HR managers in the organizational strategy component; (a) What are the
goals of training? (b) How do you set the goal of training for each position? (c) What
was the initially expected productivity before training and what are the produced
results after training? (d) What is the competency requirement in term of knowledge,
skill, attitude, and experience? (e) What are the productivity goals for the position and
how do you set this goal? (f) What are the problems with the training program?, and
(g) What are the obstacles to staff performance? (see Appendix A).
The second research question is “How to measure operational training
program?”, So the interviewed questions have developed based on the theories as
well, for instance, Bersin (2008); Hamtini (2008); Knight and Salter (1985);
Kirkpatrick (2009). The following are the examples of the interviewed questions for
immediate supervisor in the component: (a) What are the realistic performance
standards for an entry-level position? (b) Do expectations of staff characteristics are
clear, well communicated, and related to the goals and objectives of the department?
(c) What is the delivery reliability of the training? How do you design? and (d) What
suggestions do you have for improving the program? (see Appendix C).
However, the list of questions for the interview needs to be tested and revised
to prevent the failure of the project as the discussion section below (see Appendix G,
J).
3.3.3.1 Validity and Reliability of the Qualitative Approach
The validity and reliability in qualitative approach deal with a
relationship of the quality and sustainability of the phenomenon or events which the
researcher studies. Both of them seek for the accuracy, consistency, and correctness of
the data and findings (Ritchie et al., 2013).
62
1) Validity Test
In term of validity is referred to as the ability of an instrument
in measurement procedures. It also relates to what needs to be measured and how the
researcher establishes an instrument. Credibility, transferability, dependability, and
conformability are alternative criteria for judging qualitative research (Guba &
Lincoln, 1994; Kumar, 2014). There are two major concerns of checking validity
including internal and external validity, which concern about what the researcher
wants to investigate and population. Furthermore, the qualitative approach associates
with the description of the context and phenomenon analysis, so the validation of this
approach is to confirm the codes, theme of the data collection and to see the accuracy
of the qualitative findings (Creswell, 2003; Golafshani, 2003). Also, the validity
herein refers to the accuracy of the research instrument and the strength of
methodology to investigate the findings (Kumar, 2014; Ritchie et al., 2013).
Additionally, to strengthen the validity of the qualitative approach, the triangulation is
another technique to improve the validity and evaluate the findings (Barbour, 1998;
Mathison, 1988).
This study; thus, has applied these criteria as previously
mentioned to check the validity of the research instrument within the scope of
investigated participants’ experiences through the training program, as there are
factors of a primary aim. Since this research involves the multiple techniques to
communicate with the findings, another analyzed data technique named triangulation
will be utilized herein at the last stage. Veal (2006) supported that the main reason for
using the triangulation analyzed data technique is trying to eliminate the weak point
of using two or more methodologies or techniques in conducting one topic. It also
involves the validity and reliability test of this research by comparing data (Myers,
2013).
In this research; for example, will triangulate the data from
interviews with the data from observation or survey by controlling bias. Then, looking
for the similarity or differences of the findings. If the findings give different results, it
will revise the issues.
2) Reliability Test
Besides checking the validity of the research instrument and the
findings of the study, reliability is another crucial part that needs to be concerned in
63
this study. There are several definitions given about reliability of qualitative research.
For instance, Patton (1990) has stated that analysis the consequence and the quality in
judging. Stenbacka (2001) has also explained the concept of reliability in qualitative
approach related to ‘generating understanding’ (p. 551). According to Lincoln and
Guba (1985) asserted that the reliability in qualitative approach involved with the
crucial criteria in quality as creditability, neutrality or conformability, consistency or
dependability, and applicability or transferability. One more essential term of quality
in qualitative research is trustworthiness to ensure the reliability (Seale, 1999).
As conclusion by several authors indicated that the concept of
reliability in qualitative research involves direct to replication, conformability and
consistency of the findings at any further date (Glaser & Strauss, 2009; Guba &
Lincoln, 1994; Ritchie et al., 2013; Veal, 2006).
Typically, there is no specific technique to use for checking
reliability. It is subjected to the purpose or criteria of the study (Golafshani, 2003).
However, this study expects to derive the replication and consistency from the
existing information to examine the reliability. They will occur during the collecting
data process. Many factors need to consider making the best questionnaire reliability.
Firstly, be sure the interviewer understands the questions to get the best answers from
the participants. Secondly, trying to eliminate the terminology which difficult to
understand the questions. Lastly, the questions should be flowed and make it to
logical questions (Brace, 2008). In short, the greater repeatedly findings mean, the
higher reliability.
3) Pilot test
As it is mentioned earlier about the validity and reliability in
the previous section, there are two key tests of the interviewed questions. It is stated
that good questions should always be passed the pilot test before launching to the real
fieldwork. There are various types of pilot surveys including the informal pilot,
cognitive testing, accompanied interviewing, large-scale pilot survey, and dynamic
pilot (Walo, 2001). To test the questions in qualitative, dynamic pilot technique is
employed in this study. It is suitable to apply because this one is applying in testing
with a small number of interviewees. Even it is time-consuming, but it is worth for
testing the comprehension and gaining the reaction of participants regarding the
64
questions. This technique can be amended the wording and sequence of the questions
while observing and asking the questions of the pilot participants.
Thus, this study applies the pilot test process by selecting at least three
participants to be tested to reach the best-interviewed questions (see Appendix G, J).
3.3.4 Pre-Test for Qualitative Method
Research questions one and two employed the qualitative method in collecting
data by using face-to-face interview technique. After reviewing the questions from
past studies (see Appendix A), the first three participants of each target group were
interviewed to be piloting as following. The pre-test interview was started conducting
in the early February 2018.
3.3.4.1 Pre -Test for Research Question One
Bangkok Marriott Marquis Queen’s Park Hotel and Marriott Executive
Apartment were two of the sample areas in this study. They are located on Sukhumvit
22 and 24 Road, Bangkok in Thailand, respectively. Three participants were selected
to conduct the pilot testing for research question one with face-to-face interview
technique. Director of HR and one training and development manager were from
Bangkok Marriott Marquis Queen’s Park Hotel, and the other training assistance was
from Marriott Executive Apartment. All of them were females with rang of age 35-
50-year-old. The original interview questions were eight questions (see Appendix B).
After conducting the interview and reviewing the questions, some of them were re-
worded and added new questions, which have arisen while conducted the interview.
For instance, the original second interview question was ‘What performance
management strategy that the organization’s mission and value?’ Alternatively,
deliver a question for the main study as ‘What performance management strategy that
each position?’ Hence, it made the interview questions clearer to get more meaningful
information (see Appendix G).
The following interviewed questions after editing to use for the real
field are listed as follows.
1) How do you set the goal of training linked to organizational
mission and vision?
65
2) What performance management strategy that supports
training?
3) How do you set the competency goal for each position?
4) Do you have any difficulty with training? If yes, what are
they? How do you overcome the problems in term of organizing the training?
5) How do you communicate to employees when you have a
training program to be announced? What are the channels?
6) What are the criteria for selecting both of internal and
external instructors to be trained?
7) Do you have any significance in management change
related to the training? If yes, how do you facilitate the management change in term of
training employees in the new skills requirement?
8) What might the additional internal and external factors
influence motivation employees in term of training?
3.3.4.2 Pre -Test for Research Question Two
The research question two was conducted within the total of five
questions. The first three immediate managers from different departments were
interviewed as pre-test with the original interviewed questions (see Appendix D). The
result of the pre-test was some of the questions needed to re-wording to make it easy
to understand such as question one ‘What are the factors to be considered in designing
training programs in your hotel?’ Another example was questioned three ‘What are
the useful performance appraisal techniques to be employed? Moreover, question four
‘What are accurate measures that reflect performance on the chosen criteria of
training? Merging into one question. There were become a new question as ‘What are
the useful performed appraisal techniques to be employed and which one is the most
accurately? Thus, there were a total of four interview questions remained (see
Appendix D, J).
The following are the interviewed questions after editing to use for the actual
field.
1) What are the factors to be considered in designing training programs
in your department?
66
2) How would you carry out the performance transfer processes in
your department?
3) What are the useful performance appraisal techniques to be
employed and which one is the most accurately?
4) What are any action-plans to improve the employees’ performance?
3.3.5 Data Collecting Face-to-Face Interview
The important techniques of gathering data used in this study describing in this
section. This process allows the scholar to collect the data and information needed to
respond to the questions. For qualitative data tends to be received a large number of
information from those available sources (Myers, 2013).
There are two main sources for gathering data which classified as primary and
secondary data. The first one is the primary data usually refers to unpublished data,
which means the researcher collects the information directly from the participants by
interviewing or observation such as workers’ satisfaction or attitude towards
hospitality’s services. In contrast, the second source of collecting data is secondary
data. It collects from documents; government publications, magazines, articles,
journal, or books. A technique of data collection in qualitative research can be divided
into three categories, which are interviews, observations, and secondary sources or
using documents (Kumar, 2014; Myers, 2013).
Data collecting for the qualitative approach generally can conduct in several
ways, for example, focus group, observation or fieldwork, using documents, and
interviews (Myers, 2013). In management research, the interview technique is one of
the most suitable to utilize for the qualitative approach (Myers, 2013). Similarly, this
study adopts this technique to gather the data because the interviewer is allowed to
collect the essential information from interviewees in various situations and roles. It
also assists both interviewer and interviewees easily focus on the subject in such
context of the study.
However, there are many different types of interview techniques. The
researchers should select the technique, which suitable and most relevant of their
studies (Myers, 2013). In brief, there are three basic types of interviews (Myers, 2013;
Ritchie et al., 2013);
67
1) Structured interviews relate to the list or script of questions which
researcher has planned. The researcher does not need to take much time to interact
and interview with the respondents.
2) Unstructured interviews are contrasted with structured interviews.
There is no any pattern of questions. The respondents can talk freely related to the
study topic, and the researcher can sometimes improvise during the interview. Also,
there is no need to consider about the time. Usually, it is unlimited.
3) Semi-structured interviews are in the middle between structure and
unstructured interviews. The researcher can use some of the list questions. However,
the questions are not strictly to ask, and the new questions can create during the
conversation. Also, the researcher plays an important role to encourage the
respondents to feel free in giving the useful information.
Regarding the aim of this study, it needs to develop the training program
assessment instrument to be the guidance of training assessment for the hotel industry.
For this study, thereby the face-to-face interview technique uses to collect data. The
primary data also gather by the useful face-to-face interview technique.
3.3.5.1 Face-to-Face Interviews Process for this Study
The data collecting process herein using face-to-face with semi-
structured interviews technique and open-ended questions. It allows the scholar to
collect the precious data and emphasizes on the personal opinion answers with a
prepared and unprepared list of the questions.
In this study, face-to-face interviews with semi-structured technique
have conducted at the organizational level, as the first and second research question,
needs to investigate. At the first organizational strategy component, the data is derived
from the HRD and T&D managers. For gathering data of the second behavior-
changed component, it is received from the immediate supervisors.
The purpose for choosing this technique at this stage is because it is
allowed all participants feel free to express their opinions about their experiences and
situations during the interviews by asking opened-ended questions (Guion, Diehl, &
McDonald, 2011). Employing this technique in the qualitative method, it has no
pattern in recording, and there is permitted the participants to feel free to discuss and
give the information relevant to the research content. Moreover, this technique allows
68
the scholar not only sits aside and asks the questions but also participates and talks to
all participants to dig more in-depth data and more understanding the circumstances
(Kumar, 2014; Myers, 2013). Hence, the scholar can hear and see what the
participants perceive and need towards training program.
Veal (2006) suggested that the scholars needed to ask for the permission
before going to collect the data not only in private organization but also a public
place. The second step is to list of participants who can give the best information
needed. Next, the researcher should provide the list of questions for interviewing and
tape recording if needed. Hence, there is impossible to walk in or go straight to collect
data from the HRD, T&D managers, and immediate supervisors. The informed
consent also sends out to all participants who will give the best information to ask for
their cooperation and willingness. The purpose to seek for the informed consent is to
clarify what participation they expect to be involved (Kumar, 2014).
In this study, the process of conducting face-to-face interview herein
begins firstly with getting to know general information of the selected hotels before
accessing. Secondly, it would be better to ask for the letter from the professor or
advisor to be backing up. This process is to make the participants get more confidence
to cooperate, and it is difficult to refuse giving information. Thirdly, the appointment
has to make in advance by sending the consent forms to ask for the permission and
cooperation of all participants. Next, the scholar explains to the participants of the
value that the hotel would get after the research has done. Before publication, the
hotel has the right to review. Once the interviews process starts, it has to be strictly
stressed confidentiality, and they could stop answering at any time without any
consequences.
In this study, the time consuming for face-to-face interview takes
approximately thirty to forty-five minutes per each participant for research question
one. Twenty-thirty minutes have taken for research question two, and it is a sufficient
amount of time for the participants to give the answers or information needed. It is
also plenty of time for the scholar to encourage the participants to talk without any
hesitated (Myers, 2013; Sekaran & Bougie, 2006). Setting up the venue for the
interview, it supposes to consider the quiet place. The atmosphere is relaxed and is
sure the participants feel comfortable to provide useful information. At the end of the
69
interviews process, the scholar has to ask for the permission to follow up and check
feedback if there are any further queries occurred. The interview takes place after the
immediate supervisors evaluate the staff performance since they have trained.
Next process is data analyzing to see the training program develops
itself as provided below.
3.3.6 Data Analysis for Qualitative Research
The distinction of data analysis for a qualitative approach is to reduce the large
amount of information or data, which collects from the participants (Myers, 2013). In
the other word, this process requires to analyze and interpret the data in the interesting
ways by the researcher.
To analyze the data, it involves with selecting a method to identify the main
findings (Ritchie et al., 2013). Guba and Lincoln (1994) added that there are different
techniques, which can be applied to a qualitative approach such as ethnographic
accounts, narrative analysis, conversation analysis, discourse analysis, and content
analysis.
In this study, the content analysis technique has employed for the number of
reasons. Firstly, it is relevant to the research content. Secondly, in term of content
analysis is a systematic technique, which entails replicable and valid inferences from
reading the large text, images, and other matter (Klaus, 1980). Thirdly, the purpose of
the content analysis is basically to receive the quantifying of words from the
interview, contents, narrative, or any explanation (Cooper & Schindler, 2003; Kumar,
2014). Data and information that uses for analyzing can be both in the form of oral
communication, for example, newspaper and program shows on television, and
written forms such as magazines, letters, and contract agreement (Millar et al., 2010).
Moreover, content analysis helps in developing a new conceptual framework by
reducing and analyzing the huge overwhelming data, and it aims to make validity and
reliability from primary sources. Lastly, major data is systematically obtained in this
study from a primary source.
To implement this content analysis in the study, it starts with analyzing the
textual information and specifically identifies its entire context, such as words,
concepts characters, themes or sentences. Secondly, to reduce a large amount of
70
collected data, the text lines into selected, coded, and categorized processes. After
categorizing the rich data, using the grounded theory to help conceptualize the data
until it reaches “saturated.” Then, the data will be coded theme, interpreted using data
display to make it easy to understand the content. Lastly, drawing of conclusion will
be analyzed using conceptual analysis and evaluated the ultimate consequences in
order to write the report (Kumar, 2014; Miller & Osinski, 2002; Sekaran & Bougie,
2006).
In short, the content analysis technique seeks for the frequency of words over
a period. Hence, it is the best appropriate technique to employ herein as significant
reasons mentioned above.
3.4 Quantitative Method Approach for Research Question Three and
Four
The quantitative method can be referred to considerable research involves the
structured questions and predetermined in the number of respondents (Kumar, 2014;
Zikmund, Babin, Carr, & Griffin, 2013). Christensen and Barnett (1988) also pointed
out, the quantitative methods related in term of the basic construction of mathematical
data based on predicting the number of respondents. Information gathering will use
quantify and scales in responses including hypothesis testing. The advantages of this
method are reaching the numerous amount of respondents according to the reliability
and validity as well as they can provide the answers with confidence (Brown, 2002).
In this study, the quantitative method is suitably associated with the third and
fourth research questions for several reasons. Firstly, it needs to measure the
respondents’ satisfaction through the training program. Secondly, the data collecting
is derived from the questionnaires survey. Lastly, the quantitative can be applied to
examine the relationship between variables as the research question four needs to
figure out the relationship between training satisfaction and commitment to work. For
these reasons, the most appropriate technique of statistical analysis for this research is
multiple regression analysis (Creswell, 2003).
Since the main aim of this research is to develop the training program
assessment instrument in the hotel industry and the third research question also needs
71
to be answered of what factors drive staff satisfaction is measured through the training
program. Hence, the study area for the quantitative method is remaining the same
hotel companies and areas as the qualitative method as it mentioned previously. The
selected locations are Suvarnabhumi, Sukhumvit, Sathorn, and Asok. However, the
difference between the samples will be described below.
3.4.1 Samples of the Study
The target population in general means the whole data of items or people
related to the study, whereas the sample population can be referred to a part of the
considered population has been taken (Keller, Warrack, & Bartel, 1994; Zikmund et
al., 2013). Selecting a sample size in the quantitative method has differences in
comparison to the qualitative method. In the quantitative approach, there is impossible
to collect the data from the entire population because it will be spent too much time
consuming and expenditures. Hence, it seeks for the subpopulation, which represents
the study group of the researcher needs to examine. It is very beneficial to choose the
right sampling for many reasons. For example, it can reduce the costs, time, and
collect the rich data in a short period. It also needs to investigate the amount of the
unbiased of the samples (Kumar, 2014; Veal, 2006).
There are two simple factors need to consider in selecting samples including
the criteria for selecting and the numbers of the sample size should be. There are three
general types of random sampling designs such as simple random sampling, stratified
random sampling, and cluster sampling (Veal, 2006).
In this study, reducing the selection failure adopts the principles of purposive
sampling to select the hotel entry-level staff who have trained and organized by their
hotels (Keller et al., 1994). Therefore, hotel employees at entry-level are a proper
representative subset of the statistical population is related to the subject content and
the research question three. Also, the selection of the sample herein subjects to the
factors of the selected population such as homogeneous, age, and characteristics of the
study sample (Kumar, 2014). It is also necessary to cover all core operational
functions and reach the sufficient numbers of respondents. It is because trying to
eliminate the nonresponse error or bias samples, which referred to missing some of
the responses from the numbers of the sample (Keller et al., 1994). Thus, the
72
samplings for the research question three are room division, food and beverage, front
office, housekeeping, meeting and convention, leisure and recreation.
In summary, the qualification of respondents in this study are in the same or
similar cluster at one time due to specific measurement, and the respondents must be
used to be trained and organized by their hotel (Ritchie et al., 2013).
3.4.1.1 Sample Size
There are three fundamental factors in determining sample sizes such as
the diversity of the population, the magnitude of acceptable error, and the confidence
level. To determine sample size in this study is calculated the confidence level at 95%
and margin errors at 5% (Saunders, Lewis, & Thornhill, 1997; Yamane, 1967;
Zikmund et al., 2013).
In this research, the target population is staff at entry level originating
from international hotel chains in central of Bangkok, but the number is still unknown
for now. Therefore, the sample size will be computed as the formula provided below
and statistic are shown in table 3.5.
As seen from the formula listed below, in order to gain reliable
quantitative results in this research, the sample size should be approximately four
hundred (Brown, 2002).
n = sample size
P = estimate proportion of successes (%)
Z² = square of the confidence level in standard units (95%=1.96)
1-P (q) = estimated proportion of failure
E² = square of maximum allowance for error
n =
n =
n =
n =
n = 384 16 or 384
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Table 3.5 Formula Calculate the Sample Size
Pop (n) Margin of error
5% 3% 2% 1%
50
100
44
79
48
91
49
96
50
99
150
200
108
132
132
168
141
185
148
196
500
1,000
217
278
340
516
414
706
475
906
10,000
100,000
370
383
964
1,056
1,936
2,345
4,899
8,762
10,000,000 384 1,067 2,400 9,595
Source: Saunders et al., 1997.
3.4.2 Research Instrument Development
Generally, the construction of research instrument generates enormous
benefits to all aspects of the research. Since it plays a role as the input of its, the
validity and findings are the consequences of the research tools. The distinctions of
research instrument in the quantitative method are more structured, restricted,
predetermined format than qualitative method (Kumar, 2014). The quantitative
approach deals with the description of the relationship between figure data,
mathematic analysis, and statistical results (Golafshani, 2003).
There are four components to be considered based on the research questions.
Both of the first and second components employ a qualitative approach as described
previously. The third and fourth one employs a quantitative approach. Kumar (2014)
addressed that the most common method of collecting data in a quantitative approach
is questionnaires survey as similar to Keller et al. (1994) concept.
3.4.2.1 Designing Research Instrument
This study has decided to develop a questionnaires survey to be a
research instrument for the quantitative method. Questionnaires survey is a list of
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items regardless of the subject and responses by the sample of the respondents (Brace,
2008). Furthermore, Veal (2006) has revealed that there are three basic types of
information, which should be attached in the questionnaires survey including
characteristics, behavior or activities, and attitudes or motivations of respondents.
Hence, it is essential to get the information about background history and occupation
from the sampling for the redeployment of the study.
In this study, the questionnaires conducted with the entry-level hotel
employees by going on the actual filed and mailing. Especially in mailing the
questionnaires, it is important to consider designing and constructing, as there is no
one can explain during the respondents access the questionnaires. The format and the
sequence of the questions must be easy to follow; particularly the language must be
daily and straightforward language usage. Avoiding using the vague expressions,
guiding questions, and double meaning and questions of each item. These are the best
ways to get the correspondent findings from the respondents. The findings fail to
perceive the training satisfaction of the respondents, which will lead to the job
satisfaction and the commitment to work (Bersin, 2008; Hamtini, 2008).
There are also three types of scales generally using in quantitative
approach including Likert, Guttman, and Thurstone scales (Kumar, 2014; Veal,
2006). One of the most comfortable rating scales to construct and understand is the
Likert scale. Moreover, types of rating scales can be classified from data of the
researcher desires to reach. The examples of the rating scales are ranking scales or
comparative scales, interval scales, ratio scales, itemized rating scales, and balanced
scales (Brace, 2008). Another considered factor is the number of the points on the
scale. Five points of scale are normally used in the questionnaire.
Since this study needs to measure reaction regarding perception and
satisfaction of the hotel staff at entry level towards a training program and staff
commitment, thus, the itemized rating scale is selected to help the respondents express
their reaction and satisfaction. Therefore, this study employs a Likert scale into the
survey questionnaires. All scale measurement in this study is adopted a seven-point
Likert scale. The questionnaires consist of closed questions with classification of
‘Strongly agree = 7’, ‘Slightly agree = 6’, ‘agree = 5’, ‘neutral = 4 ’, ‘disagree = 3’,
‘Slightly disagree = 2’, and ‘Strongly disagree = 1’ (Brace, 2008).
75
It is because this study needs to expand the size of the scale into seven -
points to measure the relationship of staff perception towards overall training program
and staff commitment. There are two significant reasons to develop seven- points of
scale in this study. Firstly, it increases the validity of the data. Secondly, the
respondents can quickly decide to discriminate for each rank of the purposes.
In this study, research instrument for reaction component in this study
developed from the past studies carried out by mainly Kirkpatrick (2009); Hamtini
(2008); Bersin (2008); Hutchinson (2013). It comprises of five main aspects,
including a training program, facilities, learning transfer, training satisfaction, and
staff commitment. Each aspect has its variables; firstly, program arrangement, course
content, instructor, and time and length are in the training program aspect. Secondly,
the facilities aspect consists of equipment, environment, location, meals and coffee
breaks. The third aspect is learning transfer included core competency, self-
evaluation, and personal attitude and motivation self-evaluation. Next aspect is
training satisfaction which leads to the commitment aspect.
This study has developed the questionnaires for entry-level hotel staff. It
provides thirteen different parts of questionnaires within this component. All eleven
parts seek for the training satisfaction. The twelfth part is examined the staff
commitment. The last part is the demographic questions just for recording.
The questionnaire part I is used for the training program arrangement.
There are five items in this variable included, for instance, the objective training
identification, the benefit of the training, training preparation, variety of training
method and the overall of training arrangement satisfaction.
Part II is used for the responses of course content including eight items
as follows. First, the contents match the training objective. Second, the activities of
the training are relevant to contents. Third, the designing of the training is relevant to
the contents. Fourth, the contents related to the job responsibilities. Fifth, the language
using in the course is easy to understand. Sixth, the contents are well constructed.
Seventh, the contents in handouts has covered all topics in the training program, and
finally, the contents of the training are directly applicable to trainees’ current jobs.
Part III, thirteen items are asked for responses related to the instructor,
for instance, the instructor communicated well for the entire training course, the
76
instructor’s teaching techniques are interesting, creative and enthusiasm, the instructor
has the ability to get me an attention since the beginning till end of the class, the
instructor is well organizing for training course, the instructor presented information
in a neat and professional manner, the instructor knows what the staff needs during
the training program, the instructor dressed up properly, the instructor always
responds promptly to the staff’s request, the instructor has welled-handled with
difficult questions, the instructor had a morality by treating staff equally, the
instructor is willing to assist the staff, the instructor evaluates staff performance
equally, and the staff are satisfied with the-overall instructor’s performance.
Five items are developed to measure the time and length of the training
program in part IV. Examples of the items, firstly, it is worth to spend time for
attending the training program, length of time in training is one of a success factor, a
maximum of 6 hours per day in training is the most efficient, the daily schedule of
doing activities for training is too demanding.
Four items are also developed to measure the core competency self-
evaluation in part V including the training program helps me within a career
development plan, my knowledge and skills have developed as a result of the training
program, and once the training has completed, and staff has skill and knowledge to
perform duties better with my colleagues.
Part VI is asked for the responses of personal attitude, and motivation
evaluation of staff towards the training included eight items, for instance, firstly, the
staff looks forward to attending the training. Secondly, the staff is willing to
considerable effort to improve their skills in the training program. Thirdly, staff
believes that the organization will provide career paths and the opportunity will come
into the way after participating in the training program. Finally, believing that the
salary will increase as a result of the participation in the appropriate training program.
Part VII is related to the responses of material, visual aids, and
equipment quality, which consist of three items. The questions are mentioned in the
visual aid presented attractively, for example, there was no misspelling in power
points and attaching useful pictures in the context clearly without boring, the printed
material is well prepared, for example using fonts and size which easy to read and the
77
ink on the handouts are not faded, and the PowerPoint and media used during the
training are creative and up to date.
The next part VIII is asked for assessment the training environment and
atmosphere including three items, for example, the atmosphere and environment
surrounding the training venue are comfortable, the facilities such as classroom, air
conditioner, tables, chairs are provided appropriately for a training course, and there
are enough and clean restrooms.
Then three items are developed to measure staff perception towards
training location in part IX. It consists of the venue to conduct the training program is
one of an important factor for organizing itself, the venue of training should be
organized in the resort area, for instance, it will be held outside at least 2 to 3 hours
drive from usual workplace environment and asking for the preference to train within
the hotel.
Part X is measured the perception of coffee breaks and meals during the
training, for example, the meals provided during the program were good quality, the
meals contain nutrition and deliciousness, the coffee breaks provided during the
program are ready to eat, for example, providing finger foods or fast food to save
time, and the coffee break time between 10-15 minutes is appropriate.
Part XI is measured training satisfaction consists of five items. The
items are about the perception of an overall training program that the staff satisfies or
not, for example, overall of the training program arrangement was enjoyable, the
course content was effective, the satisfaction towards the overall instructor’s
performance.
The final part is staff commitment comprises of five items. The items
are asked about the intention to stay after attending training. For instance, the
willingness to work with colleagues and supervisors, the willingness to work for in
the next 12 months and the pride to say that they work for the hotel.
Briefly, all items in the questionnaires of this study must be clear and
easy to understand the meaning. They also do not constrain the respondents’ answers.
The pilot test for this study will show what the respondents do or do not understand
the questionnaires questions. Although the sampling of doing the pilot test is the
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different group of the actual one, it supposes to be similar cluster sampling in order to
examine the understand wording and interpret of the questionnaires.
3.4.2.2 Pilot Surveys Testing
According to checking the validity and reliability of the research
instrument, it is crucial to do the pilot survey testing in order to avoid the failure of
doing the research. The questionnaire needs to free of error; therefore it has to test
(Brace, 2008). From the type of pilot surveys mentioned in the previous qualitative
section, for the quantitative approach in this study adopts the cognitive testing
technique. This technique searches for the comprehension of the questions by testing
commonly with some pre-respondents. Besides, time-consuming is a factor that needs
to consider.
This study applies this technique to test the questionnaire. It is generally
conducted in one-on-one respondent in order to test it among the pre-respondents. The
researcher or assistance has to observe and check the understanding of the questions
from them including the ability to answers. Then collecting the point of view
regarding the answers to check whether it matches with the questions, which would
like to measure.
The table 3.6 below demonstrates initiative piloting the questionnaire
for this study. There were ten respondents accessed the questionnaires accordingly.
The average time consuming was 26.5 per person. Also, there were some statements,
which needed to be clarifying and editing more clearly.
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Table 3.6 Initiative Piloting the Questionnaires
No. Time/
minute
Item Comment Edit
1 25 - - -
2 30 22 Clarify “instructor’s significant
experience”
I think the instructor was knowledgeable
in the areas he or she trained.
27 Clarify “the difficult question” I think the instructor has welled-handled
with difficult questions.
3 15 19 Rewrite “techniques of
teaching”
I think the instructor’s teaching
techniques were interesting, creative and
enthusiasm.
4 40 25 Clarify “dress up fine” In my opinion, the instructor dressed up
properly.
24 Clarify “instructor quality” My opinion, I was satisfied with the
overall instructor’s performance.
35 Change word “should be to
should take”
I think length of time in training is one of
a success factor e.g. a minimum of
training should take 2-3 days for each
program.
5 20 21 Clarify “construct the course” I can see that the instructor was well
organizing for training course, for
example types of activity and time for
group discussion.
6 20 36 Change word “the most
appropriate to be the most
efficient”
I think a maximum of 6 hours per day in
training is the most efficient.
7 25 37 Change word “outside my work
time”
I think it is inappropriate to arrange
training time after work.
8 30 42 Clarify “increase skills” I think my knowledge and skills have
developed as a result of the training
program.
9 35 33 Don’t understand the word
“admire”
From overall instructor’s performance, I
have high respect (change from admire)
to him or her.
10 25 - - -
Source: Developed for this Study from Noe & Schmit, 1986; Whetzel & Wheaton,
1997; Kirkpatrick, 2009.
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3.4.2.3 Validity and Reliability
Both validity and reliability procedures are the main criteria to evaluate
the measurements, and they involve in a quantitative approach (Zikmund et al., 2013).
1) Validity
The validity can be used to test the research instrument of what
the researcher plans to measure (Veal, 2006). Kumar (2014) has also supported that
the definition of validity can be briefly defined as the assessment of research
instruments including the questionnaires or statistic data gathering from an available
source to find the accuracy of what the researcher measures. To validate the research
instrument, it should broaden the sample size of the population, which links to the aim
of the research. There are three basic types of validity in quantitative approach
including face and content, criterion (concurrent and predictive), and construct
validity (Creswell, 2003; Kumar, 2014; Zikmund et al., 2013).
This research chooses the criterion validity because it can prove
the quality of research conclusively. It also measures the research instrument based-on
the real practical time. Also, the research needs to measure staffs’ reaction of the
training program by using the statistical procedure, which the most appropriate type
of validity in a quantitative approach. Lastly, the researcher must ensure the answers
from the respondents’ response to the specific questions that need to measure.
Moreover, the questionnaire needs to be tested to get the most
accurate answers. Thus, it is essential to do the pilot test as it assists in developing and
improving the questionnaires on the right track (Horng et al., 2011). If a researcher
produces a poor questionnaire, it will be risked to fail in that project (Brace, 2008).
The purpose of trying out the questionnaires is not about collecting data, but it seeks
for the error and validity of the research instrument. If it does not work out, it needs to
be revised before the actual research takes place. Before going out to the real
fieldwork starts, the pilot test should be the initial step to implement to see the
effectiveness of research instrument (Kumar, 2014; Ritchie et al., 2013; Sekaran &
Bougie, 2006).
To refine the research instrument of this study, it is vital to try
out the questionnaires. The questionnaire of this study was sent to the three experts of
academics in order to see an index of item-objective congruence (IOC).
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2) Reliability
Regarding reliability can be referred to a notice of a measure’s
research tool, which supposed to have consistency. In other words, the reliability will
occur when it attempts to measure something in different periods of time. However,
the results have to turn out at the same points of the study (Zikmund et al., 2013).
To establish the reliability, there are three types for checking
the replication and consistency of the research instrument. There are internal
consistency, split-half method, and coefficient alpha (α) (Zikmund et al., 2013).
To produce the reliability of the research instrument, it is
supposed to consider about the consistent measurement within the similar condition.
Also, seeking to collect the replication of the findings called test-retest reliability.
Moreover, avoiding vague wording in the questionnaires because it can be affected by
the reliability of the research instrument (Kumar, 2014; Veal, 2006; Zikmund et al.,
2013).
Besides, the Cronbach’s alpha is a symbol of internal
consistency and reliability for a multiple-item scale as the same as the research
instrument of this research. To calculate the Cronbach’s alpha, it is computed by
statistical software packages, which this research will be applied SPSS to check and
move the context that refers to quantitative approach (Costello & Osborne, 2005).
This research establishes the reliability by using test-retest
methods. To test the stability of the research instrument, it will be administered the
same test or measure under the same conditions such as questionnaires and
respondents, but at different periods. If there is less difference between the findings
from both tests that mean there is more stable of the research instrument. To check the
reliability and confirm the findings, this research will be checked by using the
Cronbach’s alpha (). Also, the Cronbach’s alpha for this study is accepted at greater
than.7.
3.4.2.4 Pre-Test for Quantitative Method
This study has conducted the pre-test in the international hotel chains in
the financial district of Bangkok, Thailand. After editing the initial piloting of ten
respondents (see Table 3.7), the second pre-test was conducted again in February
2018. The total of 33 responses was obtained to check the reliability. Analyzing for
82
the scale reliability herein by entering the collected data into the SPSS program. The
survey questionnaire form is divided into two parts. The first part measures 12 main
factors regarding the staff reaction towards training program factors including 1)
program arrangement, 2) course content, 3) instructor, 4) time and length of the
training program, 5) core competency self-evaluation, 5) self-attitude and motivation
evaluation, 7) the equipment quality, 8) training environment and atmosphere, 9)
location, 10) coffee break and meals, 11) training satisfaction, and 12) staff
commitment. Each section has represented a series of items in measuring a particular
factor. Demographic data is the second part. It requires the respondents to provide
their information on the training program and their personal information such as the
name of the hotel, department, position, age, gender, and education.
In the following section discusses the descriptive statistic information,
scale reliability and validity of the second pre-test.
1) Respondents Demographics
The respondents for pre-test were from the hotel but deferent
departments. The total of thirty-three questionnaires was revived from Bangkok
Marriott Marquis Queen’s Park. The majority of respondents were from the kitchen
and restaurants such as Goji kitchen and bar, pagoda restaurant, and bakery. The rest
of the respondents were mixed in the front office, accounting department, and human
resource department.
2) Verification Measure Scale
This section presents a description items analysis that entered
on SPSS 20 program for the piloting. There were five parts in this study that
comprised of reaction towards training program content, the reaction towards
facilities, the reaction towards learning transfer, overall reactions toward training
satisfaction, and training satisfaction towards staff commitment. Each part related
twelve variables as discussed in the following sections.
(1) Reaction towards Training Program Content Part
Reaction towards training program content part comprised
of four variables. The program arrangement, course content, instructor, and time and
length were set as dependent variables. The next section has discussed the result of
piloting test for each variable in the training program content part.
83
Program Arrangement
Reaction towards program arrangement variable was
created from five items with the internal scale above the acceptable level, α value =
.861 (see Table 3.7).
Table 3.7 Pre-Test for Quantitative Approach; Descriptive Statistic of Program
Arrangement
Items n x
Mean
SD
Value
Q1. I think the training program identified objectives of
training clearly.
33 6.03 .585 .851
Q2. I think the training program matched the need of
staff.
33 5.94 .747
Q3. I think the program was explained clearly related to
the benefits of training.
33 6.15 .795
Q4. I think I had informed sufficient time to prepare for
training program.
33 6.00 1.031
Q5. I think there are various teaching methods to employ
in the training program, e.g. lecture, role-play, games,
exercises, demonstration, and simulation.
33 6.15 .834
Q1-Q5 used 1-7 scale from 1= strongly disagree to 7=
strongly agree
Course Content
Five items from Q6 to Q10 were created to measure staff’s
reaction towards course content variable. It was set as an independent variable. The
result of the measurement indicated the reliability scale, α value = .921 as presented
below (see Table 3.8).
84
Table 3.8 Pre-Test for Quantitative Approach; Descriptive Statistic of Course
Content
Items n x
Mean
SD
Value
Q6. In my opinion, the contents matched with training
program objectives.
33 6.00 .935 .912
Q7. In my opinion, the contents in handouts covered the
all topics in the training program.
33 6.12 .740
Q8. In my opinion, the activities of the training program
were relevant to the contents.
33 6.27 .574
Q9. In my opinion, the contents and designing of
workshop were conducted in the training, there were
relevant to my current job.
33 6.06 .966
Q10. In my opinion, the language using within course
was easy to understand.
33 6.27 .761
Q6-Q10 used 1-7 scale from 1= strongly disagree to 7=
strongly agree
Instructor
Measurement of staff’s reaction towards instructor was a
dependent variable under the training program content part. Thirteen items with
seven- Likert scale were created. The result of these items showed the reliability scale
was at, α value = .960 (see Table 3.9).
Table 3.9 Pre-Test for Quantitative Approach; Descriptive Statistic of Instructor
Items n x
Mean
SD
Value
Q11. I can see that the instructor communicated well for
the entire training course.
33 6.30 .637 .960
Q12. I can see that the instructor’s teaching techniques
were interesting, creative and enthusiasm.
33 6.12 .893
Q13. I can see that the instructor had ability to get me an
attention since the beginning till end of the class.
33 6.21 .820
85
Table 3.9 (Continued)
Items n x
Mean
SD
Value
Q14. I can see that the instructor was welled-organizing
for training course, for example types of activities and
time for group discussion.
33 6.12 .820
Q15. I can see that the instructor was knowledgeable in
the areas he or she trained.
33 6.06 .747
Q16. I can see that the instructor always encouraged
staff to participate.
33 6.03 .918
Q17. I can see that the instructor knew what the staff
needed during training period.
33 6.09 .678
Q11. I can see that the instructor communicated well for
the entire training course.
33 6.30 .637
Q18. I can see that the instructor dressed up properly. 33 6.15 .834
Q19. I can see that the instructor always responded
promptly to the staff’s requests.
33 5.97 .918
Q20. I can see that the instructor was able to explain the
difficult question clearly.
33 6.30 .883
Q21. I can see that the instructor had a morality by
treating and evaluation staff equally.
33 6.21 .927
Q22. I can see that the instructor was able to conclude
and linked concepts to course training.
33 6.18 .683
Q23. From overall instructor’s performance, I have high
respected to him or her.
33 6.21 .893
Q11-Q23 used 1-7 scale from 1= strongly disagree to 7=
strongly agree
Time and Length
Time and length was the last dependent variable of the
training program content part. Starting from Q24 to Q27 so the total of items was four
under this variable. The result of the reliability scale was low at, α value = .684,
which was lower than .700. After considering from if item deleted showed Q26 was
at .628 so it needed to re-word (see Table 3.10).
86
Table 3.10 Pre-Test for Quantitative Approach; Descriptive Statistic of Time and
Length
Items n x
Mean
SD
Value
Q24. I think it was worth to spend time for attending the
training program.
33 6.06 .704 .684
Q25. I think length of time in training was one of a
success factor.
33 6.00 .750
Q26. I think a maximum of 6 hours per day in training
was the most efficient.
33 6.00 .968
Q27. I think it was inappropriate to arrange training after
work.
33 5.73 1.353
Q24-Q27 used 1-7 scale from 1= strongly
(2) Reaction towards Learning Transfer Part
For learning transfer part comprised of two dependent
variables, there were core competency self-evaluation and personal attitude and
motivation self-evaluation. The next section has discussed the result of piloting test
for each variable.
Core competency self-evaluation
Core competency self-evaluation creates from four items
with seven Likert scales. The reliability scale was presented as α value = .872, which
was acceptable (see Table 3.11).
Table 3.11 Pre-Test for Quantitative Approach; Descriptive Statistic of Core
Competency and Self-Evaluation
Items n x
Mean
SD
Value
Q28. I think the training in every 6 months helped me
within a career development plan.
33 6.15 .619 .872
Q29. I think my knowledge and skills developed and
performed a better job.
33 6.30 .684
87
Table 3.11 (Continued)
Items n x
Mean
SD
Value
Q30. I think I can share my knowledge from the
training course to improve my colleague skills.
33 6.09 .879
Q31. After training, I found my skills and knowledge
were satisfied to guests’ expectation.
33 6.18 .846
Q28-Q31 used 1-7 scale from 1= strongly disagree to 7=
strongly agree
Personal Attitude and Motivation Self-Evaluation
In this variable consisted of eight items. The items started
from Q32 to Q39. The reliability scale showed the result was at α value = .880, which
was acceptable (see Table 3.12).
Table 3.12 Pre-Test for Quantitative Approach; Descriptive Statistic of Personal
Attitude and Motivation Self-Evaluation
Items n x
Mean
SD
Value
Q32. I looked forward to attend a next training course. 33 6.00 .866 .880.
Q33. I was really inspired by the instructor regarding
self-development.
33 6.21 .820
Q34. I will definitely encourage new staff members to
attend the training program provided within the hotel.
33 6.12 .740
Q35. I had a positive effort to improve my skills in the
training program.
33 6.12 .927
Q36. I believe that the organization will provide career
paths and the opportunity after participating in the
training program.
33 6.18 .769
Q37. I think I should get paid if the training organizes
out of my regular working time.
33 5.94 .998
Q38. I believe that my salary will increased as a result of
the participation in the appropriate training program.
33 5.82 1.158
88
Table 3.12 (Continued)
Items n x
Mean
SD
Value
Q39. I believe that my promotion is a result of
participation in training.
33 5.64 1.295
Q32-Q39 used 1-7 scale from 1= strongly disagree to 7=
strongly agree
(3) Reaction towards Facilities
Staff’s reaction measured facilities employing during the
training. This part consisted of three variables. Equipment, environment, location, and
meals and coffee break were set as dependent variables. Each variable had its items as
presented in the next section.
Equipment
Measuring staff’s reaction towards equipment was created
from three items. The result of the reliability scale showed α value = .835 (see Table
3.13).
Table 3.13 Pre-Test for Quantitative Approach; Descriptive Statistic of Equipment
Items n x
Mean
SD
Value
Q40. I think the visual aid presented in an attractive
way for example, attaching useful pictures in the context
clearly without boring.
33 6.18 .683 .835
Q41. I think the printed material was well prepared, for
example; no misspelling in power points, using fonts and
size which easy to read and the ink on the handouts was
not faded.
33 5.97 .847
Q42. I think visual aids and technology using during
training were effectiveness and media was up-to-date
such as computer, video, flip chart, projector, etc.
33 6.39 .609
Q40-Q42 used 1-7 scale from 1= strongly disagree to 7=
strongly agree
89
Environment
An environment around the training venue was set as an
independent variable. It comprised of three items with seven Likert scale. The result
of the reliability scale indicated α value = .818 (see Table 3.14).
Table 3.14 Pre-Test for Quantitative Approach; Descriptive Statistic of Environment
Items n x
Mean
SD
Value
Q43. I think the atmosphere and environment
surrounding the training venue were comfortable.
33 6.06 .609 .818
Q44. I think the facilities such as classroom, air
conditioner, tables, chairs were appropriate provided for
training course.
33 6.00 .935
Q45. I think there were enough and clean restrooms. 33 6.06 .788
Q43-Q45 used 1-7 scale from 1= strongly disagree to 7=
strongly agree
Location
Staff’s reaction measured the location where the training
was held. There were three items started in Q46 to Q48. The result of the reliability
scale indicated α value = .749 (see Table 3.15).
Table 3.15 Pre-Test for Quantitative Approach; Descriptive Statistic of Location
Items n x
Mean
SD
Value
Q46. I think the venue to conduct the training program
was one of an important factor for organizing itself.
33 6.18 .808 .749
Q47. I think the venue of training should be organized in
the resort area, for instance it should be held outside at
least 2-3 hours drive from usual workplace environment.
33 6.09 .879
Q48. I definitely prefer to train within the hotel. 33 5.85 1.093
Q46-Q48 used 1-7 scale from 1= strongly disagree to 7=
strongly agree
90
Meals and Coffee Breaks
The meals and coffee breaks were set as a dependent
variable under the reaction towards facilities. It included three items started from Q49
to Q51. α Value of the reliability scale showed the results as .678, which was below
acceptable reliability scale. After considering the α if item deleted, Q49 was at .667
and Q51 was at .620 so both of them needed to re-word (see Table 3.16).
Table 3.16 Pre-Test for Quantitative Approach; Descriptive Statistic of Meals and
Coffee Breaks
Items n x
Mean
SD
Value
Q49. I think the meals provided during the program
were good quality e.g. nutrition and delicious.
33 6.15 .755 .678
Q50. I think the coffee break time between 10-15
minutes was suitable.
33 5.91 1.011
Q51. To give efficiency prior the training program takes
place, I think the staff should have choices to select their
menus.
33 5.24 1.480
Q49-Q51 used 1-7 scale from 1= strongly disagree to 7=
strongly agree
(4) Reaction Towards Training Satisfaction
The training satisfaction was set as a dependent variable,
which was created from five items. The result of the reliability scale indicated α value
= .924 (see Table 3.17).
91
Table 3.17 Pre-Test for Quantitative Approach; Descriptive Statistic of Training
Satisfaction
Items n x
Mean
SD
Value
Q52. Overall the training program was enjoyable. 33 6.12 .650 .924
Q53. I will definitely attend the training if management
asks me to participant.
33 6.18 .808
Q54. I felt totally that the content was effective in
helping me to learn.
33 6.06 .788
Q55. I felt training methodology was effective in helping
me to learn.
33 6.06 .899
Q56. I was satisfied with the time spending on the
training program.
33 6.09 .914
Q52-Q56 used 1-7 scale from 1= strongly disagree to 7=
strongly agree
(5) Reaction towards Staff Commitment
The staff commitment was set as a dependent variable,
which was created from four items. The result of the reliability scale showed α value
= .903 (see Table 3.18).
Table 3.18 Pre-Test for Quantitative Approach; Descriptive Statistic of Staff
Commitment
Items n x
Mean
SD
Value
Q57. After training, I am willing to work within this
organization.
33 6.15 .834 .903
Q58. I am proud to say that I work for this hotel 33 6.21 .740
Q59. After attending the training program, I felt that I
have been doing the right job at the right place.
33 6.15 1.064
Q60. Based on my past experiences, especially training
program, I will recommend others to apply a job here.
33 6.12 1.023
Q57-Q60 used 1-7 scale from 1= strongly disagree to 7=
strongly agree
92
In conclusion, the reliability measurement scales ranged from value .678 -
.960. The results of the reliability scale indicated Time and length that starting from
Q24 to Q27 was low at, α value = .684, which was lower than .700. After considering
from if item deleted showed Q26 was at .628 so it needed to re-word. Also, Meals
and coffee breaks included three items started from Q49 to Q51. α Value of the
reliability scale showed the results as .678, which was less than acceptable reliability
scale. After considering the α if item deleted, Q49 was at .667 and Q51 was at .620 so
both of them needed to re-word. Therefore, some items on the survey questionnaire
for the primary study were still the same amount (51 items). The next section is
provided with the results of the primary study. The next section 3.4.4.2 has discussed
the performing the exploratory factor analysis.
3.4.3 Data Collecting Method for Quantitative
Data collecting process for quantitative approach needs to step out of
investigating and collecting high-quality information from the available sources. It
goes along with considering types of data would be collected through a structure,
unstructured or a combination questionnaire format. The examples of these are
descriptive, narrative, categorical, or quantitative on range or scale (Kumar, 2014).
There are several ways of collecting data mode with the questionnaires survey such as
via the online Internet, questionnaires interview, mail, self-administered, and field
notes (Fowler, 2013).
In this study, the significant approach to collect information in this study uses
primary data. It also employs the paper questionnaire to collect data in three ways.
There are going directly on the field, mailing and hiring staff. Getting a high response
rate is an advantage of going on the field by the scholar. Also, mailing is saving more
time (Keller et al., 1994). Although it will cost more other ways of hiring staff who
have trained to hand the questionnaire to individually hotel entry-level employees
more than the other ways, this study still insists on doing it to reach the sufficient
number for data analysis (Fowler, 2013).
3.4.3.1 Criteria for Data Collecting
In this study, the criteria for data collecting are: firstly, after study area
has identified, then the researcher contacted the venue asking for permission to collect
93
data by either a phone call, letter, email or personal contact. Secondly, after the
permission has been granted to collect data, then the covering letter attached along
with a survey questionnaire form was sent to the director of HR or the person who
deals with the research project. The covering letter is attached with the questionnaire
due to introduce the researcher and describes the relevance of the research including
the primary aim of the study, general instructions, contact number, a return address
and deadline for returning. Importantly, be also ensuring in saying thank to the
respondents on the covering letter. Lastly, the appointment will be arranged to step out
for fieldwork.
Moreover, data collecting process in this study is considered about the
ethical, which relates to gathering information. After the data collecting process, the
information is gathering to interpret, code, analyze, evaluate, and report writing
respectively.
3.4.4 Data Analysis for Quantitative Approach
The data analysis for quantitative approach deal with analyzing a numerical and
statistical technique and identified the significant factors or variables involved, such
as attitude towards issues, duration of work experiences, function or job status,
education, professional, and competence. This approach can great measure all kinds of
attitude in each group or organization (Kumar, 2014; Sekaran & Bougie, 2006).
Hence, after data collecting completed, the data analysis for this study organizes into
four stages, including, firstly ‘designing the code’, secondly ‘coding the data’, thirdly,
‘data entry’, and ‘data cleaning’ (Fowler, 2013).
The research question three and four in this study mainly deals with the training
program measurement of all relevant aspects. The indicators have been set to reflect
the attitude and perception of the respondents. The closed question is a structure of
questionnaires requires the respondents selecting the answers provided by seven-scale
items in this study.
This study adopts the coding process approach by Kumar (2014); Fowler
(2013). Firstly, the process begins with designing the code from the data or making it
pure. Secondly, codes are constructed from the respondents’ answers by putting
numerical values instead. The next step is developing a codebook to organize data
94
files. It provides columns to enter the numerical values coded including the
questionnaires questions, variables, and the responses. Once the codebook has set,
there can be coded the aggregated information in the entry data step. The last step is
to be verified or cleaning the coded data until there is no error on the coding. This step
is to ensure the overall data file is filled as planned.
Choosing the right statistical measurement is very important. In other words, to
be considered about choosing the right technique in analyzing data, it subjects to the
relationship between the two variables, the way of collecting data, the aim of the
research to get the findings, and the statistical knowledge of the researcher. There are
various types of a statistic such as analysis of variance, factorial analysis, correlation
analysis, and multiple regressions analysis (Kumar, 2014; Zikmund et al., 2013).
The data analysis for this study presents three critical findings, firstly to find out
descriptive statistic frequencies about the sample opinion. Secondly, the Exploratory
Factor Analysis (EFA) is the technique using for variable identifying. It discloses
which variables are retained in each component. Lastly, the multiple regression
analysis techniques with the step-wise method will be used to seek for the influence
factors and relationship between the dependent and independent variable.
3.4.4.1 Descriptive Statistic Frequencies
Statistic frequency is a fundamental technique to seek for a mean of
variables distribution (Keller et al., 1994). In this study uses a frequency distribution
statistic to find a mean which represents asx and standard deviation (Veal, 2006).
The standard deviation involves measuring the variance. To calculate the standard
deviation is generally the square root of the variance (Keller et al., 1994).
3.4.4.2 Exploratory Factor Analysis
It is vital to identify factors since it is a part of development research
instrument. One of the conventional techniques utilize for factor analysis is called
Exploratory Factor Analysis (EFA) (Costello & Osborne, 2005). In social and
behavioral sciences, EFA is a consensus to be employed (Ledesma & Valero-Mora,
2007). EFA is also a statistical technique, which describes and reduces the number of
multivariate along with measures in quantitative approach (Tabachnick & Fidell,
2007). There is some utilization of this analysis, which demonstrates for various
purposes. Firstly, it is necessary to define the indicators of the construct. Secondly, it
95
supposes to define the dimension for the existed measurement. Finally, EFA assists in
choosing the appropriated items to be gathered in the measurement from the
components, which based on the past studies (Green & Salkind, 1996). Ideally, both
factor extraction and factor rotation are the stages to be respectively conducted for
EFA. Initial decision-making about the number of factors underlying the multivariate
is the fundamental purpose of the started stage. Furthermore, the objectives of the
factor rotation are included to decide some retained factors from latent variables and
to make the final interpretation (Ledesma & Valero-Mora, 2007).
This study has adopted this technique for three main reasons. Firstly, it
will reveal which factors or components will exist on the research tools. Secondly,
this method helps to reduce the multivariate and disclose the latent variables
underlying the array of variables. Lastly, it is a useful method to use for interpretation
the result of EFA. To conduct EFA, it can apply in any statistical software packages
especially in SPSS (Ledesma & Valero-Mora, 2007). To decide factors that need to be
included in the research instrument, it will be defaulted from the statistical tested
process, especially as eigenvalues must be greater than 1.0 (Kaiser, 1960). That means
if the eigenvalues less than 1.0, the factor excludes the questionnaire. Scree test is
another criterion to be employed for determining retained factors. It involves
examining the plots on a graph (Green & Salkind, 1996; Ledesma & Valero-Mora,
2007). The second stage is rotating the results of the various factors from stage one to
be interpreted. VARIMAX is a broad consensual rotation method to be used (Green &
Salkind, 1996). The results of rotated factors can be permitted factors in uncorrelated
(orthogonal) or correlated (oblique).
In this study, it employs an orthogonal method as the results are more
interpretable. This stage helps the researcher in making a decision quickly to refine
the data structure (Costello & Osborne, 2005; Green & Salkind, 1996).
1) Sample size in Exploratory Factor Analysis
To be conducted the EFA, it is vital to consider not only the
measurement but also the sample size (Green & Salkind, 1996). Comrey (1973) has
indicated that an array of guideline of sample sizes included; 100 as poor, 200 as fair,
300 as good, 500 as very good and 1000 and more as excellent. However, Costello
and Osborne (2005) argued that there is no strict rule of some sample sizes. It based
96
on the nature of the interesting study and item ratio-the number of measured variables
(Fabrigar, MacCallum, Wegener, & Strahan, 1999). Sapnas and Zeller (2002)
supported that a ratio of five respondents per measured variables can be as small as
50. For this study, the certain approximate sample sizes can be reached at a minimum
of 300 that will be adequate (Costello & Osborne, 2005; Fabrigar et al., 1999;
Williams, Onsman, & Brown, 2010).
In this study, there were 386 respondents applied to conduct in EFA by using
Extraction method: Principle Component Analysis (PCA) and Orthogonal Rotation
method: Varimax with Kaiser Normalization on SPSS (Costello & Osborne, 2005).
The original survey questionnaire of this study, there were 12 factors including the
total of 60 items. However, both training satisfaction and staff commitment to work
factors were underutilized because there were dependent variables of research
question three and four. Therefore, ten factors and 51 items (independent variables)
were applied to this analysis. Each factor consisted of more than three variables. To
retain the factors, Kaiser’s criterion was adopted to the eigenvalue that it must be
above the eigenvalue of 1 (Kaiser, 1960) (see Table 3.19).
Table 3.19 Varimax-Rotated Loading
Entry-level staff reaction
towards training program
(items)
Factor1
Instructor
Factor2
Self-
attitude
evaluation
Factor3
Program
arrangement
Factor4
Training
equipment
and facility
Factor5
Self -
motivation
evaluation
1. I think the training program
identified objectives of training
clearly.
.259 .614 .227 .109 .176
2. I think the training program
matched the need of staff.
.282 .607 .166 .120 .156
3. I think the program was
explained clearly related to the
benefits of training.
.255 .664 .139 .116 .147
4. I think I had informed
sufficient time to prepare for
training program.
.221 .598 .256 .180 .074
97
Table 3.19 (Continued)
Entry-level staff reaction
towards training program
(items)
Factor1
Instructor
Factor2
Self-
attitude
evaluation
Factor3
Program
arrangement
Factor4
Training
equipment
and facility
Factor5
Self -
motivation
evaluation
5. I think there are various
teaching methods to employ in
the training program, e.g.
lecture, role-play, games,
exercises, demonstration, and
simulation.
.233 .711 .106 .201 .138
6. In my opinion, the contents
matched with training program
objectives.
.147 .640 .349 .183 .022
7. In my opinion, the contents in
handouts covered the all topics
in the training program.
.344 .599 .235 .055 .244
8. In my opinion, the activities
of the training program were
relevant to the contents.
.291 .612 .295 .140 .139
9. In my opinion, the contents
and designing of workshop were
conducted in the training, there
were relevant to my current job.
.424 .548 .143 .166 .158
10. In my opinion, the language
using within course was easy to
understand.
.529 .459 .278 .051 .135
11. I can see that the instructor
communicated well for the entire
training course.
.330 .498 .275 .276 -.048
12. I can see that the instructor’s
teaching techniques were
interesting, creative and
enthusiasm.
.489 .499 .208 .232 .041
13. I can see that the instructor
had ability to get me an attention
since the beginning till end of
the class.
.443 .452 .282 .207 .011
98
Table 3.19 (Continued)
Entry-level staff reaction
towards training program
(items)
Factor1
Instructor
Factor2
Self-
attitude
evaluation
Factor3
Program
arrangement
Factor4
Training
equipment
and facility
Factor5
Self -
motivation
evaluation
14. I can see that the instructor
was welled-organizing for
training course, for example
types of activities and time for
group discussion.
.500 .467 .218 .177 .111
15. I can see that the instructor
was knowledgeable in the areas
he or she trained.
.606 .312 .186 .298 .019
16. I can see that the instructor
always encouraged staff to
participate.
.621 .366 .215 .266 .071
17. I can see that the instructor
knew what the staff needed
during training period.
.645 .318 .166 .205 .174
18. I can see that the instructor
dressed up properly.
.601 .282 .299 .221 -.071
19. I can see that the instructor
always responded promptly to
the staff’s requests.
.677 .241 .212 .223 .064
20. I can see that the instructor
was able to explain the difficult
question clearly.
.702 .233 .293 .180 .124
21. I can see that the instructor
had a morality by treating and
evaluation staff equally.
.718 .299 .247 .130 .122
22. I can see that the instructor
was able to conclude and linked
concepts to course training.
.665 .293 .269 .142 .086
23. From overall instructor’s
performance, I have high
respected to him or her.
.648 .311 .294 .143 .141
99
Table 3.19 (Continued)
Entry-level staff reaction
towards training program
(items)
Factor1
Instructor
Factor2
Self-
attitude
evaluation
Factor3
Program
arrangement
Factor4
Training
equipment
and facility
Factor5
Self -
motivation
evaluation
24. I think it was worth to spend
time for attending the training
program.
.263 .351 .596 .165 .034
25. I think length of time in
training is one of a success factor
e.g. a minimum of training
should take 2-3 days for each
program.
.425 .210 .513 .089 .213
26. I think a maximum of 6
hours per day in training is the
most efficient.
.155 .432 .226 .111 .121
27. I think it is inappropriate to
arrange training time after work.
.134 .420 .216 -.054 .257
28. I think the training in every 6
months helped me within a
career development plan.
.123 .349 .648 .089 -.047
29. I think my knowledge and
skills developed and performed a
better job.
.233 .199 .692 .264 .048
30. I think I can share my
knowledge from the training
course to improve my colleague
skills.
.367 .209 .590 .209 .181
31. After training, I found my
skills and knowledge were
satisfied to guests’ expectation.
.343 .207 .599 .147 .164
32. I looked forward to attend a
next training course.
.230 .300 .466 .148 .333
33. I was really inspired by the
instructor regarding self-
development.
.240 .283 .593 .097 .299
100
Table 3.19 (Continued)
Entry-level staff reaction
towards training program
(items)
Factor1
Instructor
Factor2
Self-
attitude
evaluation
Factor3
Program
arrangement
Factor4
Training
equipment
and facility
Factor5
Self -
motivation
evaluation
34. I will definitely encourage
new staff members to attend the
training program provided
within the hotel.
.354 .163 .503 .155 .314
35. I had a positive effort to
improve my skills in the training
program.
.482 .180 .455 .143 .299
36. I believe that the
organization will provide career
paths and the opportunity after
participating in the training
program.
.263 .238 .543 .282 .210
37. I think I should get paid if
the training organizes out of my
regular working time.
.200 .090 .191 .208 .781
38. I believe that my salary will
increased as a result of the
participation in the appropriate
training program
.077 .157 .268 .181 .808
39. I believe that my promotion
is a result of participation in
training.
-.013 .180 .218 .177 .773
40. I think the visual aid
presented in an attractive way
for example, attaching useful
pictures in the context clearly
without boring.
.215 .231 .628 .389 .096
41. I think the printed material
was well prepared, for example;
no misspelling in power points,
using fonts and size which easy
to read and the ink on the
handouts was not faded.
.234 .169 .416 .448 .253
101
Table 3.19 (Continued)
Entry-level staff reaction
towards training program
(items)
Factor1
Instructor
Factor2
Self-
attitude
evaluation
Factor3
Program
arrangement
Factor4
Training
equipment
and facility
Factor5
Self -
motivation
evaluation
42. I think visual aids and
technology using during training
were effectiveness and media
was up-to-date such as
computer, video, flip chart,
projector, etc.
.256 .122 .386 .543 .193
43. I think the atmosphere and
environment surrounding the
training venue were comfortable.
.467 .067 .125 .470 .180
44. I think the facilities such as
classroom, air conditioner,
tables, chairs were appropriate
provided for training course.
.302 .178 .341 .554 .144
45. I think there were enough
and clean restrooms.
.154 .242 .142 .729 .191
46. I think the venue to conduct
the training program was one of
an important factor for
organizing itself.
.255 .236 .503 .447 .071
47. I think the venue of training
should be organized in the resort
area, for instance it should be
held outside at least 2-3 hours
drive from usual workplace
environment.
.180 .088 .165 .568 .322
48. I definitely prefer to train
within the hotel.
.174 .161 .084 .599 .373
49. I think the meals provided
during the program were good
quality e.g. nutrition and
delicious.
.137 .192 .255 .606 .087
102
Table 3.19 (Continued)
Entry-level staff reaction
towards training program
(items)
Factor1
Instructor
Factor2
Self-
attitude
evaluation
Factor3
Program
arrangement
Factor4
Training
equipment
and facility
Factor5
Self -
motivation
evaluation
50. I think the coffee break time
between 10-15 minutes was
suitable.
.334 .168 .290 .432 .207
51. To give efficiency prior the
training program takes place, I
think the staff should have
choices to select their menus.
.061 .102 -.106 .375 .625
**Items loading at or above 0.50
were shown in bold and italic for
clarity.
3.4.4.3 Multiple Regression Analysis
Multiple regression is used to predict one or more variables to look for
the correlation between variables (Veal, 2006). The multiple regressions analysis
technique with the stepwise method is used for this study for some reasons. Firstly, it
analyzes three or more variables as this research has multiple variables. Secondly, it
can be analyzed by multiple numeric combinations of variables. Lastly, this analysis
can apply to both experiment and non-experiment research, which this research is the
second type of it. Although the multiple regression technique is more complicated, it
is useful to use for applying in a particular computer package. The Statistical Package
will employ the special computer package in this research for Social Sciences (SPSS)
software version 20. It will be analyzed and assessed the numerical data to diagnose
from the research instrument to fit the model (Keller et al., 1994). Furthermore,
multiple regression analysis is an initiative of multivariate data analysis, which
analyzes multiple variables at the same time (Veal, 2006; Zikmund et al., 2013).
Therefore, the multiple regressions analysis technique in this study is used to analyze
the raw data obtained in response to research instrument for measuring variables.
103
Moreover, the coefficient value involves in the multiple regression
formula represents in the alphabet “”. It describes the association between variables
(dependent and independent) in the selected sample and the values of must in the
range of 0 and 1 (Keller et al., 1994). To predict the strength of the linear relationship,
it can apply a function as the coefficient of determination, which uses R2
as a symbol.
R2
= r2 is the square of the coefficient of correlation, which gets more significant
statistic (Ashton, 2009).
All the results are analyzed insight view of the training program. Then
the consequences will be evaluated in order to decide whether the program should be
delivered or re-designed.
Table 3.20 Summary Research Methods for this Study
RQ Method Study area and
N
Population (N)
Sample (n)
Sampling
technique
Research
instrument
Data analysis
technique
1 Qualitative International
hotel chains,
BKK/
Director of HR
7
Purposive
Face-to-face
interview
Content analysis
2 Qualitative International
hotel chains,
BKK/
Immediate
supervisors
22
3 Quantitative International
hotel chains,
BKK/
Hotel entry-
level staff
386
Purposive
Questionnaires
survey with self-
administered
Exploratory
Factor analysis
and Multiple
regression
analysis
4 Quantitative International
hotel chains,
BKK/
Hotel entry-
level staff
Source: Developed for this Study
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1) Hypotheses Test
A multiple regression analysis technique used to test the
hypothesis. Hypotheses can be referred to a principle of prediction in regards to a
relation of variables to improve the validity of the research (Kumar, 2014). The
distinguish consequences will be analyzed and judged whether the training program
achieves all their goals and objectives as its set according to develop or deliver.
The multiple regressions analysis technique used to analyze the
hypotheses as it is shown in table 3.21 below.
Table 3.21 Hypotheses of the Relationship among Training Program is Positively
Related to Training Satisfaction and Staff Commitment
Hypothesis Technique Variables
H1: The training program is
positively related to staff
training satisfaction.
Multiple regression analysis The reaction towards the
training program (IV)
Training satisfaction (DV)
H2: The training satisfaction
is positively related to staff
commitment within the hotel
industry.
Multiple regression analysis Training satisfaction (IV)
Staff Commitment (DV)
Source: Developed for this Study
3.5 Ethical Clearance
To be gathered the essential data from the respondents in each research; every
country has a responsible similarity law to respondents (Brace, 2008).
This study adheres to the guidance of research ethics provided by the National
Institute of Development Administration and the Data Protection Act 1998 in the UK.
It provides the respondents’ confidence to decide between giving the information as
the researcher’s requests. Moreover, in order to avoid ethical issues that might arise
during the conduct of a research process, this study will strictly follow these rules.
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3.5.1 Subject Matter
The subject matter involves the sensitive topics, which the researcher needs to
give a particular concern. The examples of these sensitive topics are “sexual
orientation, racial origin, political opinions, religious or similar beliefs, physical or
mental health, the implication in criminal activity, and trade union membership” (p.
203). Also, the researcher should avoid giving your own opinion to lead the answers.
3.5.2 Confidentiality
The confidentially herein refers to the survey data must be confidential and
employ directly for specific analyze purposes.
3.5.3 Interview Length
The time consuming for interviewing is varying, and it is subjected to the
familiar topic to the participants. It is difficult to assume that each participant takes
how much time they need. However, Brace (2008) suggested that the length of the
interview should be between 15 to 45 minutes. To reduce the time consuming, this
study will state a significant data requires to collect at the introduction of the
questionnaires.
3.5.4 Cost to Respondent
In many cases of the interview whether traveling to a venue for an interview or
answering on the phone, any costs should not occur to any respondents.
3.5.5 During the Interview
The respondents are able to stop answering the question during the interview if
they are uncomfortable to do so.
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Table 3.22 Research Timetable
Mossions Months
1 2 3 4 5 6 7 8 9 10 11 12
1. Gathers secondary data that relate to the area of
study
2. Design research instrument, questionnaire,
interview guideline
3. Data collection
4. Data analysis
5. Discussion and conclusion, Research repart
6. Attend in coference (s)/seminar (s)
7. Present and poblication
Source: Develop for this Study
3.6 Summary of Chapter Three
This chapter begins with the overview and strategy of the methodology,
particularly in the mixed method approach. According to employ the mixed method,
this chapter divided into two parts including the qualitative and quantitative method.
The study area is the first topic in qualitative. It represented the location of the
researcher would like to target the sampling of the research which is the international
hotel chains in the financial district of Bangkok, Thailand such as Silom, Sathorn, and
Sukhumvit. The participants are selected in the position of hotel or DHR and
immediate supervisors for research question one and two by conducting face-to-face
interview technique. The interview questions have developed by reviewing the
relevant past studies, journals, and theories. Checking the validity and reliability of the
interview questions must be concerning for this study for both methods. Moreover, to
answer the research question one and two, all of the interviewed questions were tested
for measuring the validity questions herein.
The second part of this study is presented the quantitative method comprising
of, firstly, the review of the past studies and theories relevant to the method.
Secondly, the area of the study is the same as in the qualitative, but the sample size is
collected approximately for four hundred ones from entry-level hotel staff. The
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questionnaire survey is selected to be the technique for collecting data. The pilot
testing must be completed before going out to the real field as presented. There are
three techniques to be used for data analysis in this study, which are descriptive
statistical analysis, exploratory factor analysis, and multiple regressions. The
hypotheses are demonstrated in table 3.21. The final topic of this study involved the
ethical clearance, which the researcher needs to be concerned.
The next chapter has discussed the results and data analysis from data
collected.
CHAPTER 4
DATA ANALYSIS AND RESULTS
4.1 Introduction
This chapter is provided the results of data analysis from the primary aim of
this study stated that to investigate how to develop training program assessment
instrument for entry-level staff, in the hotel industry. It also examines the number of
training factors to make training satisfaction and for a possible relationship with staff
commitment. In this study, it begins with the finding of data analysis linked to
research question one and two, which are employed in the qualitative method. A total
of seven Directors of Human Resource (DHR) and training and development (T&D)
managers were interviewed with eight questions linked to research question one. The
research question two was interviewed and questioned with twenty-two immediate
supervisors of various departments within four questions. Furthermore, the survey
questionnaires have developed subjecting to research question three and four, which
were collected from entry-level hotels employees. Thirty-three questionnaires were
received from the first hotel - Bangkok Marriott Marquis Queen’s Park. Receiving the
data from this hotel was analyzed as a pre-test to check the validity and reliability of
the measurement scales. After improving the questionnaires from the pre-test, the
actual questionnaires form was produced. The total 386 of respondents were assessed
from seven hotels. Conducting the face-to-face interview and survey questionnaires
processes started from February and ended in March 2017 so the total period of
completed data collecting was two months.
This chapter provides data analysis for both qualitative and quantitative
approach as noted. It begins with the qualitative approach, which is applied for
research question one and two is begun with section 4.2 data analysis for the main
study in qualitative method. Section 4.2.1 provides participants demographics for
research question one. Data analysis for the interview questions (RQ1) is discussed in
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section 4.2.2. Next section is participants’ demographics for this research question
presented in section 4.2.3. Data analysis results for interview question (RQ2) are
discussed in section 4.2.4 including the section 4.2.4.1 of a summary for the
qualitative method.
Next section discusses the results of performing EFA is presented in section
4.4. Thereafter, the data analysis results of the quantitative approach for research
question three and four are started with section 4.4 including the respondents’
demographics (section 4.4.1). Hypotheses testing are employed multiple regression
technique started in section 4.4.2. Lastly, the summary of the chapter is also provided
in section 4.5.
4.2 Data Analysis Results for the Main Study in Qualitative Approach
Research questions one and two employed the qualitative method in collecting
data by using face to face interview technique. The results are following discussed
starting with the participants demographics for research question one.
4.2.1 Participants Demographics for Research Question One
A total of seven participants were conducted with the face-to-face interview
technique. Those participants were from a high level of management which involved
mainly in organizational strategy and planning. Four of the participants were females,
and three were males, which were in the position of director of human resource and
training and developing manager. The range of age was between 35-50 year - old. All
of them were from an array of selected hotels across Bangkok included Bangkok
Marriott Maquis Queen’s Park, Le Meridien Golf Court and Spa, Marriott Executive
Apartment, The Grand Westin, and Edition Hotel. Besides Marriott hotel chains,
Anantara Siam Bangkok Hotel, Swissotel, and The Grand Four Wings Convention
were a potential hotel for conducting the data analysis too.
4.2.2 Results of Data Analysis for Research Question One
The research question one said that ‘how does an organization develop a
training program develop?’ To investigate this research question, therefore; the
significant eight interview questions have arisen for this study. Every question was
110
interpreted one by one as seen in the transcript and coding theme in appendix 8,9. ID
number represents for each participant. Also, the summaries of the interview question
results were provided as follows.
First of all, the seven participants were asked to seeks for the criteria of the
training program objective within the department. The initial significant answer of
setting training goal was considering in hotel branding, or corporation plan, which
linked to organizational mission and vision (ID1, ID2, ID4, and ID5). Mostly, for the
international hotel chains, the headquarter already set the mission and vision for its
organization to carry out; for instance, “We set up the goal of training by the policies
of the hotel which derived from the headquarter” (ID6). Additionally, staff level was
one of a crucial factor to consider as ID3 said: “There were different training purposes
for individual level and management level.” The individual level emphasized the best
services, but the management level focused on leadership. Moreover, demanding
services and the current trends of hospitality were considered (ID4).
Secondly, the participants were requested to answer of what the strategy in
planning. They suggested that every staff has to understand the foundation and
organization culture, which related to mission and vision. The training also needed to
create a training program under those policies. For example, one of the directors of
human resource (ID4) said that “mission and vision were brought up to brand identity
and linked to training by orientation the new staff.” One of the training and
development managers indicated that the mission and vision of the hotel were
focusing on guest experiences with brand experiences and service culture (ID2), so
the experience of guests is the key factor to indicate guests’ satisfaction or not. If they
impressed with services that revealed they might choose this hotel for next time. For
these reasons, the mission and vision were roots of creating a training program, which
whether training managers or manager of each department should keep in mind (ID6).
Some of the responses disclosed that the management strategy to support the training
was set at least 50 hours per year for individual-level attend the training (ID4, ID5,
ID6). For example, “Our hotel has set hours for every staff level per year like entry-
level staff must attend the training course for 50 hours per year.” said ID4.
111
Moreover, the participants were continuous asked to provide the answers
regarding setting the job description to support the training program planning. The
main answer indicated that for the international hotel chain has already done by the
headquarter (ID1, ID2, ID3, ID4, ID5, ID6, ID7). However, it can be customized for
suitable of the hotel brand and staff level. ID1, ID2, ID7 agreed with planning the
suitable training program for each level such as the ID7 said “If a supervisor wants to
be a manager, he or she has to attend a leadership class first.” Moreover, “The
individual level has set the basic skill needed to perform the job under the core-value
of the hotel” added ID7.
Besides, the participants were required to identify the obstacles to organize the
training from their experiences. The majority of the participants have agreed to the
operation timeline said ID1, ID2, ID3, ID5, and ID6. It was the number one problem
to set up the training session. To overcome this problem is organizing the training in
different periods to be avoided during the busy period (ID5, ID6) as ID6 said: “Maybe
one class can be held more than one time.” Some training and development managers
suggested that launching the training program in advance to get the staff made up
their schedule for training as well (ID4, ID6). Also, ID6 added that checking the
occupancy rate from the reservation and plan for the training about a month to avoid
the busy business period to arrange the training session. Another problem was the lack
of communication between the manager of department and staff (ID2, ID4, ID5).
Sometimes, the manager or supervisor forgot to inform or remind their staff. The
solution to this problem was sending the document paper out to every department
involved and getting manager or supervisor signed to acknowledge (ID4, ID5, ID6):
“Some managers ignore the training, we have to discuss with them and explain to the
benefits of training” (ID5). “Having a good relationship between the training manager
and the staff was also essential (ID1, ID6).” Lastly, one of the training managers
revealed that the budget allowance was one of our problem of training (ID7).
Being an effective communication, the primary response disclosed training
program announcement via e-mail was the most effective channel (ID1, ID2, ID3,
ID4, ID5, ID6, and ID7). For instance, one of the directors of human resource (ID4)
said that “a valid email had to create the useful file, which was easy to access and be
sure to provide all information such as timetable of training programs in one month,
112
details and objective of the training, and registration form.” In addition, other
channels for announcing were making a poster to promote the activity and posting it
on boards, mainly to be noticed for the individual level (ID7). Going pop up at the
department or informing in the meeting regarding the training schedule and who
needs to attend was another way for training manager in reminding the training (ID5,
ID7). The training program was sent out in advance around one week again before the
training starts as suggested. “Facebook or line application can help to announce news,
but it is inappropriate” said ID1 and ID6.
The instructor is one of the important factor to consider. The participants all
agreed with the selection both of internal and external instructors had to consider in
the objective, content of the program, and the department needed to be trained (ID1,
ID2, ID3, ID7). A training manager said that some topic could be trained more than
one instructor, for example; the training manager cooperated with the manager of the
department. Some courses required a specialist who had to be invited by the external
instructor to train. For instance, “The first aid course, this one we will invite the
doctor from the hospital to train” said ID1. The external instructor had to be from a
reputable organization (ID1, ID2, ID4, ID6, ID7). For the internal trainer, this person
will be selected by the headquarter and had to be trained in course train the trainer or
received a certificate from the headquarter (ID1, ID2, ID3, ID4, ID6, ID7).
Next, the participants were requested to provide the answers regarding the
implementation of obtaining a new policy in term of the training. Once the hotel
received the new policy, most of the participants stated that starting with
communication from top to bottom management (ID1, ID2, ID4, ID6). Management
levels must know and understand the new policy and discuss starting the
implementation and set up the deadline. ID6 said, “After the management level
(Director/GM) agreed, the director of the human resource (key informant) had to
inform the information to the manager of each department to pass on the significant
change to staff.” Another suggestion of the training and development manager (ID5)
revealed that one core value of this hotel called ‘embrace change,’ which mentioned
to everyone had to be ready for a new change and challenge it to enhance the new
culture or new management. Also, the hotel website for only staff provided to
communicate if the staff had any queries. “Creating the activities that linked to the
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new change and trying to make it fun and persuade staff in with it was one of the
facilitate ways for,” said HRD ID6. However, if the new change was not related to the
training, director of human resource had to leave it with the GM.
Additionally, the training motivation is a critical factor for managerial level to
consider so the participants were questioned to answer. There were several techniques
to motivate staff to attending the training. More than half of the participants indicated
entry-level staff was in generation Y, which they need to know what it for them in
term of training was (ID3, ID4, ID5, ID6): “To motivate the staff, the training
manager should provide and inform benefits of training in each class” (ID3). Training
course should develop and increase skills and knowledge. After training, the hotel had
to evaluate the staff, and when they perform better, the salary might be increased, or
any rewords. Thus, this was the motivation that drives the staff needs the training. To
support the motivation of staff in training, the most important thing about creating a
training program was the topic or content must be related to the audience or staff
(ID2, ID6): “Finding a new way to train and making it interesting,” (ID6). The
training venue can be held outside the hotel sometimes as an option (ID7). Lastly, ID7
also said “Organizing the competition among the staff in the department to encourage
them wanted to train more as training manager noted.”
The next section presents data analysis for research question two of this study.
4.2.3 Participants Demographics for Research Question Two
There were twenty-two participants were interviewed with face-to-face
technique. The immediate supervisor and manager of departments were selected as a
sampling for this study because they were the closest and in charge directly to the
staff. The interview was conducted in the selected hotels as noted such as Bangkok
Marriott Maquis Queen’s Park, Le Meridien Golf Court and Spa, Marriott Executive
Apartment, The Grand Westin, Swissotel, and Renaissance Hotel. Managers and
supervisors of various departments were interviewed including housekeeping, front
office, spa, kitchen, and food and beverage department respectively. Besides,
managers and supervisors of hotel restaurants and bars were also interviewed.
Thirteen participants are females, and the rest are males. The range of age is up to 28
years old.
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4.2.4 Results of Data Analysis for Research Question Two
The research question two of this study was stated ‘How to measure
operational training program?’ To investigate this research question, hence: the
significant four interview questions have arisen for this study. Every question was
interpreted one by one as seen in the transcript and coding theme in appendix 11-12.
ID number is represented for each participant. As a result, the interview question
results were discussed as follows.
The participants were asked to provide the crucial criteria for training program
designing within the departments. There were three main factors to be considered in
designing training program included hotel branding, product knowledge, and essential
skills needed, and staff level (ID2, ID4, ID9, ID11, ID12, ID18, ID19, ID20, ID21,
ID22). Moreover, ID16 and 17 added that a case study from past working experiences
was also the critical factor. Some of the supervisors indicated that the attitude of staff
and budget allowances were also considered (ID1, ID8, ID11, ID20). One of the
managers of the department (ID21) revealed that “the time, current trend, foreign
language and law and order such as fire escape and evacuation, first aid was
considered in designing.”
Moreover, the participants were required to answer from their experiences
regarding measuring learning transfer. After conducting the training, most of the
participants’ responses agreed with on the job training was the significance of the
performance transfer process within the department (ID2, ID5, ID6, ID8, ID9, ID10,
ID12, ID19, ID21, ID22). “Off the job training (training in a classroom), an instructor
encouraged staff to do a role-play and demonstrate of what they had trained,” said
ID11. Once the staff was on the job training, some of the immediate supervisors
suggested that getting a buddy for new staff was very helpful in transferring process
(ID13, ID18). “Another technique in performance transfer process was also brief
before starting a shift to remind the new staff,” said ID22. Furthermore, after done the
training, the manager should follow up by using question and answer (Q&A) to check
the staff’s understanding (ID18, ID19).
Besides, there were many performance appraisal techniques those managers
disclosed such as paper testing, observation, evaluation, and giving feedback stated by
several participants: “A few of them revealed that they employed e-learning for
115
testing.” (ID20), “The criteria appraisal can also be considered in grooming,
punctuation, and services.” (ID16). For the evaluation, the managers pointed out that
mostly they evaluated from the outcome (ID6, ID8, ID9). Giving feedback a few
hotels employed 360 - degree feedback but some managers argued that 360 - degree
might be risked of having a bias. Thus, they preferred to give feedback by themselves
(ID3, ID5): “I always give the feedback to the staff by myself to avoid a bias” (ID5).
For the most accuracy staff performance indicators in evaluation, more than half of
the participants agreed with employing external examiner as known as a mystery
shopper (ID6, ID21, ID22). A guest voice from TripAdvisor and any guest’s comment
from any channels such as e-mail after guests checked out or commentary cards were
beneficial and accurate for performance evaluation since the service was intangible
(ID3, ID6, ID12, ID14, ID16, ID21).
Lastly, the participants were asked to provide an action plan if any training
failure occurred and staff deliver poor services. Some of the managers suggested that
focusing on the weakness staff then discussion and identify the problem with the staff
to find solutions (ID2, ID3, ID10, ID11): “Maybe invite the supervisor or the buddy
discussed together because they were close to the weakness staff (ID1 and ID20). Be
sure to advise how to fix the problem. For action-plans to improve the employees’
performance, many managers suggested that after identifying the problem and
training program: “They had to revise the program or cross-training program”
suggested by ID12 and ID19. Moreover, ID19 added that “If the new staff performs
skills under the standard even he or she already trained, the manager could transfer
him to another department or division, which was more specific.”. Next, ID12 advised
that creating an opening class that the staff is interested in and explain clearly about
the benefits for them. Additionally, setting learning hours for each staff level per year
or month to attend as a rule of the hotel. “Another strategy was assigning the same
project to staff and evaluate the outcomes,” said ID15. He also supported that “It was
the challenge for them as competition so that they will pay more attention to their
task.” Lastly, the managers re-evaluated the staff before giving feedback.
4.2.4.1 Summary of Qualitative Results
This research aimed to develop a training program assessment
instrument. Thus, the research question one asked about ‘How does an organization
116
develop training program?’ It needed to investigate on an organizational level in term
of training, which involved directly with either the directors of human resource or
training and develops managers. To have an effective training program, it is necessary
to concern in an antecedent process. In this study, therefore, starting the investigation
into the high-level management to set the strategy and plan up for its organization.
The results from conducting the interview indicated that organizational strategy
comprised of three main aspects included training program objective, training
program planning, and training program satisfaction. Moreover, within the training
program objective aspect, it must concern in four significant areas including hotel
branding, staff level, hotel trends, and training hour requirement. The second aspect,
the training program planning consists of five significant areas to consider. They are
operation timeline, effective communication, professional instructors, staff profiles,
and the training record. The final aspect was the training program satisfaction which
has set as the criteria in considering an overall satisfaction of the training program. It
comprises useful material and amenity, performance development, training motivation
factors, and training objective accomplishment.
The second research question was ‘How to measure operational training
program?’ The purpose of this research question was to investigate at operation level
referring to immediate supervisors and manager of the departments. They directly
have a responsibility in training and evaluation of staff. The results from conducting
the interviewed revealed that there were three valuable aspects within operational
strategy component. Firstly, the task analysis aspect has two important areas needed
to be concern including product knowledge and essential skills to perform tasks, and
demanding services from the hotel guests. Secondly, learning transfer is a process to
measure the staff’s skills and knowledge takes place after training. Moreover, it can
disclose the attention of staff while they were in training. This aspect consists of four
measurement techniques including; question and answer (off job training),
demonstrated on the job training, task assessment, and 360-degree evaluation from
immediate supervisors. The last distinguish aspect within operational strategy
component has found that the performance indicators aspect is important for staff
performance evaluation. It includes guest voice improvement and the mystery
shopper. The guest voice seeks for service quality improvement, productivity
117
increase, and guests’ satisfaction enhancement, which collects from the guests’
comments.
The next section 4.3 is presented data analysis for the quantitative
method as follows.
4.3 Exploratory Factor Analysis (EFA)
Exploratory Factor Analysis (EFA) technique was employed to analyze the
large dataset, which contained an array of variables in this study (Yong & Pearce,
2013). The purpose of conducting EFA was to reduce latent variables and placing
them into the suitable dimensions to avoid multicollinearity. The number of factors
was examined employing the percentage of variance explain (Green & Salkind,
1996). Comrey (1973) also suggested that the appropriated sample size was about 300
respondents. Besides, at least three variables should be included in each factor
(Tabachnick & Fidell, 2007). In this study, there were 386 respondents applied to
conduct in EFA by using Extraction method: Principle Component Analysis (PCA)
and Orthogonal Rotation method: Varimax with Kaiser Normalization on SPSS
(Costello & Osborne, 2005).
The final analysis showed the result of the Kaiser-Meyer-Olkin (KMO)
measure of sampling adequacy was .958, and the Bartlett Test of Sphericity was
significant at .000, which revealed the data set was possibly correlated and suitable
for EFA procedure.
118
Table 4.1 SPSS Output for KOM and Bartlett’s Test
Kaiswer-Meyer-Olkin Measure of Sampling .958
Ade.quacy
Bartlett’s Test of Approx. Chi-Square 10390.336
Sphericity df 1128
Sig. .000
Note: **KMO should be greater than 0.5 and p-value < 0.001
The eigenvalue of the retained components was greater than 1.0 along with
59% of total variance. The Cronbach’s alphas () in this particular data set ranged
from .797 to .944 that were good reliability and distinct structure.
Table 4.2 Total Varian Explained
Component
Initial Eigen Values Extraction Sums of Squared
Loadings
Rotation Sums of Squared
Loadings
Total % of
Variance
Cumulative
%
Total % of
Variance
Cumulative
%
Total % of
Variance
Cumulative
%
1 20.739 43.209 43.206 20.739 43.206 43.206 7.351 15.315 15.315
2 2.891 6.024 49.229 2.891 6.024 49.229 6.537 13.618 28.932
3 1.732 3.608 52.837 1.732 3.608 52.837 6.304 13.134 42.066
4 1.406 2.930 55.767 1.406 2.930 55.767 4.304 8.968 51.034
5 1.332 2.774 58.541 1.332 2.774 58.541 3.603 7.507 58.541
Note: **The eigenvalue of the retained components was greater than 1.0
The final output yielded five factors solution out of the fundamental ten
factors, and 39 items were accounted. For this study, 12 items were cut off when
factor loadings were below the minimum .50 to avoid overlapping variables (Baer,
Smith, Hopkins, & Toney, 2006; Costello & Osborne, 2005; Hair, Black, Babin,
Anderson, & Tatham, 1998). The section below represented data set after extraction
and rotation included information on the reliability of the scales and descriptive
119
statistic those were employed for data analysis. The item number in each subscale
questionnaire was shown as its originate. Also, all the items showed on subscales
were arranged in order of factor loadings from the highest to the lowest one.
Factor 1 named instructor factor and it was initially under the training program
content component. It comprised of 11 items at loading 0.50 and above accounting
15.315% of the variance. All 11 items were from the original instructor factor
indicating the primary conceptual was very clear. Hence, there was unnecessary to
change the label. The Cronbach’s alpha () was at .944, n = 375, which disclosed this
component was very reliable. The descriptive statistics for staff’s reaction towards
training program regarding the instructor were presented in table 15. The highest S.D.
was at .872 with x was 6.10, on item Q21, I can see that the instructor had a morality
by treating and evaluation staff equally whilst there was the least agreement on item
Q18 (x = 6.11, S.D. = .792), I can see that the instructor dressed up appropriately.
Table 4.3 Factor1: Descriptive Statistic, Factor Loadings, and Reliability
Factors/Items x SD Loading
Foctor1: Staff’s reaction towards training program
regarding the instructor.
.944
Q20. I can see that the instructor was able to explain the
difficult question clearly.
6.06 .818 .719
Q21. I can see that the instructor had a morality by
treating and evaluation staff equally.
6.10 .872 .699
Q19. I can see that the instructor always responded
promptly to the staff’s requests.
6.08 .776 .688
Q22. I can see that the instructor was able to conclude and
linked concepts to course training.
6.05 .825 .678
Q17. I can see that the instructor knew what the staff
needed during training period.
6.05 .817 .661
Q16. I can see that the instructor always encouraged staff
to participate.
6.05 .812 .659
Q23. From overall instructor’s performance, I have high
respected to him or her.
6.08 .855 .648
120
Table 4.3 (Continued)
Factors/Items x SD Loading
Q15. I can see that the instructor was knowledgeable in the
areas he or she trained.
6.08 .821 .632
Q18. I can see that the instructor dressed up properly. 6.11 .792 .616
Q14. I can see that the instructor was welled-organizing
for training course, for example types of activities and
time for group discussion.
6.03 .805 .512
Note: n = 375
Factor 2 consisted of 11 items mixed from 5 different original subscales.
There were item Q24, Q25 from time and length of the training program factor. Q28,
Q29, Q30, Q31 were from core competency self-evaluation. Self-attitude and
motivation evaluation factor included Q33, Q34, and Q36. Item Q40 was from the
material, visual aid, and equipment quality. Last item Q46 was from location factor.
These mixed of items rose from the orthogonal rotation of the factor matrix accounted
13.618% of variance and loading at 0.5 or above. Consequently, factor 2 was new
labeled as a factor of self-development evaluation with the reliability, value = .927
(n = 373). The descriptive statistic reached the highest agreement at Q36; I believe
that the organization will provide the career paths and opportunity after participating
in a training program (x = 5.97, S.D. = .848) whereas the least agreement was at
Q46; I think the venue to conduct the training was one of an important factor for
organizing itself (x = 6.13, S.D. = .747).
121
Table 4.4 Factor 2: Descriptive Statistic, Factor Loadings, and Reliability
Factors/Items x SD Loading
Foctor2: Staff’s reaction towards training program
regarding self - development evaluation.
.927
Q29. I think my knowledge and skills developed and
performed a better job.
6.06 .799 .700
Q28. I think the training in every 6 months helped me
within a career development plan.
6.05 .818 .658
Q40. I think the visual aid presented in an attractive way
for example, attaching useful pictures in the context
clearly without boring.
6.04 .794 .642
Q31. After training, I found my skills and knowledge were
satisfied to guests’ expectation.
6.03 .824 .605
Q33. I was really inspired by the instructor regarding self-
development.
5.95 .840 .599
Q30. I think I can share my knowledge from the training
course to improve my colleague skills.
6.01 .804 .595
Q24. I think it was worth to spend time for attending the
training program.
6.02 .721 .575
Q36. I believe that the organization will provide career
paths and the opportunity after participating in the training
program.
5.97 .848 .553
Q46. I think the venue to conduct the training program
was one of an important factor for organizing itself.
6.13 .747 .520
Q25. I think length of time in training is one of a success
factor e.g. a minimum of training should take 2-3 days for
each program.
5.93 .830 .516
Q34. I will definitely encourage new staff members to
attend the training program provided within the hotel.
6.03 .771 .509
Note: n = 373
Factor 3 was a combination of two fundamental factors as training program
arrangement (Q1, Q2, Q3, Q4, Q5) and course content (Q6, Q7, Q8, Q9). The mixed
nine items occurred from rotation mostly supported to the named of training program
arrangement, so the label of this factor was still using the same. The reliability also
122
reached at value = .914 (n = 383) and 13.134% of variance. The result of
descriptive statistic indicated the respondents agreed with Q4 (I think I had informed
sufficient time to prepare for the training program) the most (x = 5.95, S.D. = .903).
In contrast, the least agreement appeared on Q1; I think the training program
identified objectives of training clearly (x = 6.06, S.D. = .721).
Table 4.5 Factor 3: Descriptive Statistic, Factor Loadings, and Reliability
Factors/Items x SD Loading
Foctor3: Staff’s reaction towards training program
regarding program arrangement.
.914
Q5. I think there are various teaching methods to employ in
the training program, e.g. lecture, role-play, games,
exercises, demonstration, and simulation.
6.03 .853 .702
Q3. I think the program was explained clearly related to the
benefits of training.
6.04 .775 .653
Q6. In my opinion, the contents matched with training
program objectives.
6.00 .768 .634
Q8. In my opinion, the activities of the training program
were relevant to the contents.
6.06 .775 .616
Q1. I think the training program identified objectives of
training clearly.
6.06 .721 .613
Q2. I think the training program matched the need of staff. 5.95 .780 .611
Q7. In my opinion, the contents in handouts covered the all
topics in the training program.
5.96 .810 .609
Q4. I think I had informed sufficient time to prepare for
training program.
5.95 .903 .579
Q9. In my opinion, the contents and designing of workshop
were conducted in the training, there were relevant to my
current job.
6.02 .832 .564
Note: n = 383
123
Factor 4 was created from 5 items with a seven-point Likert scale. The factor
loadings were at 0.5 or above accounted for 8.968 % of the variance. This factor was
compatible of 3 fundamental factors included staff’s reaction towards training
program related to training environment and atmosphere (Q45), location (Q47, Q48),
and coffee breaks and meals (50). Staff’s reaction towards training program regarding
training equipment and the facility was a new labeled. The result of the reliability
analysis showed the lowest reliability, value = .780 compared to other factors of
EFA in this study. The results of descriptive statistic were presented in table 29
below.
Table 4.6 Factor 4: Descriptive Statistic, Factor Loadings, and Reliability
Factors/Items x SD Loading
Foctor4: Staff’s reaction towards training program
regarding training equipment and facility
.780
49. I think the meals provided during the program were
good quality e.g. nutrition and delicious.
6.01 .785 .673
45. I think there were enough and clean restrooms. 6.02 .884 .632
47. I think the venue of training should be organized in the
resort area, for instance it should be held outside at least 2-
3 hours drive from usual workplace environment.
5.94 .957 .616
48. I definitely prefer to train within the hotel. 5.87 1.000 .596
50. I think the coffee break time between 10-15 minutes
was suitable.
5.94 .868 .513
Note: n = 376
Staff’s reaction towards the training program regarding self-motivation
evaluation was labeled as a new name of factor 5. The self-motivation evaluation
factor was a combination of items from the two original factors such as self-attitude
and motivation evaluation (Q37, Q38, Q39) and the second one was coffee breaks and
meals (Q51). There was a total of 4 items were arose from extraction and rotation
accounted for 7.507 % of the variance. The reliability ( value) of this factor was at
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.855. The respondents mostly agreed with Q39 (x = 5.70, S.D. = 1.102) whilst the
least agreement was Q51 (x = 5.64, S.D. = 1.203).
Table 4.7 Factor 5: Descriptive Statistic, Factor Loadings, and Reliability
Factors/Items x SD Loading
Factor5: Staff’s reaction towards training program
regarding self - motivation evaluation.
.855
Q38. I believe that my salary will increased as a result of
the participation in the appropriate training program
5.71 1.129 .828
Q39. I believe that my promotion is a result of
participation in training.
5.70 1.102 .794
Q37. I think I should get paid if the training organizes out
of my regular working time.
5.80 1.116 .793
Q51. To give efficiency prior the training program takes
place, I think the staff should have choices to select their
menus.
5.64 1.203 .623
Note: n = 378
Briefly, the original survey questionnaires designing with a seven-point Likert
scale were conducted by the total of 386 respondents. EFA was one of the extensive
data set reduction techniques and generated component factor to employ in this study.
Five component factors retained including instructor, self - development evaluation,
training program arrangement, training equipment and facility, and self-motivation
evaluation. 12 items were cut off from 51 items, for which the items were 10. In my
opinion, the language using within course was easy to understand (course content
factor), 11. I can see that the instructor communicated well for the entire training
course, 12. I can see that the instructor’s teaching techniques were interesting,
creative and enthusiastic, 13. I can see that the instructor could get me attention since
the beginning until the end of the class (instructor factor), 26. I think a maximum of 6
hours per day in training is the most efficient, 27. I think it is inappropriate to arrange
training time after work (time and length of the training factor), 32. I looked forward
to attending a next training course. 35. I had a definite effort to improve my skills in
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the training program (self-attitude and motivation evaluation factor), 41. I think the
printed material was well prepared, for example; no misspelling in power points,
using fonts and size which easy to read and the ink on the handouts was not faded, 42.
I think visual aids and technology using during training were effectiveness and media
was up-to-date such as a computer, video, flip chart, projector, and so forth. (material
visual aid and equipment quality factor), 43. I think the atmosphere and environment
surrounding the training venue were comfortable. 44. I think the facilities such as
classroom, air conditioner, tables, chairs are appropriate for the training course
(training environment factor) (see Appendix M).
4.4 Data Analysis for the Main Study in Quantitative Method
The primary study in quantitative method stated that: how training program
related to training satisfaction? (RQ3) moreover, how the training satisfaction related
to staff commitment? (RQ4). It was conducted in the same areas as the main study in
qualitative method. The survey started after editing the piloting in early February until
the mid of March. The entry-level hotel employees were approached and asked to be
the respondents. The total of 410 questionnaires survey was sent to seven different
upscale hotels across the financial district in Bangkok as mention in the section of the
sample area. The appropriated responses were obtained at 386. The rate was at 94%,
which were sufficient to analyze the data for this study (Barlett, Kotrlik, & Higgins,
2001; Norusis, 2008).
The next section below discussed the data analysis of the main along with the
result of reliability scales.
4.4.1 Respondents Demographics
Table 4.8 below demonstrates the overall of respondent profiles in the total of
(n) 386 respondents. The questionnaires were distributed to seven upscale class hotels
across Bangkok. The detailed results revealed that the majority of receiving
questionnaires was from the Grand Four Wing Convention Hotel (26.4%). Food and
beverage department was the majority respondents (41.5%). Almost half of the
respondents have worked experiences between one to three years (44.4%). The data
126
regarding educational profile disclosed that respondents over fifty percent have
bachelor qualification (63%). Slightly over half of respondents fell into females
(59.3%) while 0.5% did not identify themselves. On the age profile, 41% fell into the
category of under 25 years old as seen in Table 4.8.
Table 4.8 Respondents Demographics
Items Frequency Percentage
Hotel (n =386)
1. Bangkok Marriott Queen Park 94 23.8%
2. Marriott Executive Apartment 65 16.8%
3. Anatara Siam Bangkok 17 4.4%
4. The Grand Westin 54 14.0%
5. Le Merdien Golf Court and Spa 27 7.0%
6. Hillton Sukhumvit 24 29 7.5%
7. The Grand Four Wing Convention 102 26.4%
Department (n =386)
1. House Keeping 33 8.4%
2. Engineering 9 2.3%
3. Front Office Operation 57 15.2%
4. Accounting 21 5.4%
5. Human Resource 9 2.3%
6. Security 16 4.1%
7. Food and Beverage 158 41.5%
8. Sale and Marketing 18 4.5%
9. Others 63 16.3%
Work Experience/Year (n =386)
Less than 1 25 6.5%
1 - 3 172 44.4%
4 - 6 120 31.1%
7 - 10 42 10.5%
10 or over 27 7.3%
127
Table 4.8 (Continued)
Items Frequency Percentage
Education (n =386)
1. Diploma 34 8.8%
2. Bachelor’s degree 243 63.0%
3. Master’s Degree 12 3.1%
4. Others 97 25.1%
Gender (n =386)
Male 155 40.2%
Female 229 59.3%
Others 2 0.5%
Age (n =386)
Under 25 158 41.0%
26 - 30 118 30.5%
31 - 35 65 16.8%
36 or over 45 11.7%
The next section provided the discussion of hypotheses testing by using
multiple regression analysis (MRA).
4.4.2 Verification Measure Scale of the Main Study
The primary purpose of this study is to develop the training program
assessment instrument which possible effects on staff commitment. To achieve this
purpose, the data for research question three and four were collected from entry-level
staff at the upper-class hotel in Bangkok, Thailand. The findings were provided in the
next section.
4.4.2.1 Hypotheses Testing
According to the previous section, there were provided the discussion of
EFA, reliability, and descriptive statistical analysis of measurement seven-point
Likert scales for staff’s reaction towards the training program. Initially, staff’s
reaction towards training program regards to three main areas, which were training
128
program content, facilities and learning transfer accounted for ten primary factors.
After running EFA, there was only five component factors solution retained under
three main areas as training program content, facility, and learning transfer areas
presented in the conceptual framework proposal (Figure 2.6).
To answer the research question three and four, the hypotheses have to
be tested. The research question three was ‘How is training program related to staff
satisfaction?’ Moreover, the research question four was ‘How is staff training
satisfaction related to staff commitment?’. Thus, the hypotheses have been stated as
H1: The training program is positively related to entry-level staff training’s
satisfaction included H1a: Instructor is positively related to entry-level staff training’s
satisfaction, H1b: self-development is positively related to entry-level staff training’s
satisfaction, H1c: program arrangement is positively related to entry-level staff
training’s satisfaction, H1d: training equipment and facility are positively related to
entry-level staff training’s satisfaction, and H1e: self-motivation evaluation is
positively related to entr-level staff training’s satisfaction. Also, H2: The training
satisfaction is positively related to commitment to work within the hotel industry. The
results of hypotheses testing were discussed in the section below.
4.4.2.2 Training Program Hypothesis Testing
H1: The training program influences entry-level staff training’s
satisfaction was stated to answer research question three ‘how training program
related to staff satisfaction?’ The construction of training program model comprised
of five - component factors from running EFA included the instructor, self-
development evaluation, program arrangement, program training equipment and
facility, and self-motivation evaluation. The hypotheses testing required computing
the items for each variable. The training satisfaction variable was created from five
items with a seven-point Likert Scale by accumulating the score for each item. The
scale of the reliability of each factor was already reported in the pilot testing. Lastly,
the results of the hypotheses tested were discussed.
129
Table 4.9 Training Program Hypothesis Testing Technique
Hypothesis Technique Variables
H1a:: Instructor positively
related to entry-level staff
training’s satisfaction.
Multiple regression analysis Instructor (IV)
Training satisfaction (DV)
H1b: Self – development
positively related to entry-
level staff training’s
satisfaction
Multiple regression analysis Self – development (IV)
Training satisfaction (DV)
H1c: Program arrangement
positively related to entry-
level staff training’s
satisfaction
Multiple regression analysis Program arrangement (IV)
Training satisfaction (DV)
H1d: Training equipment and
facility positively related to
entry-level staff training’s
satisfaction
Multiple regression analysis Training equipment and facility
(IV)
Training satisfaction (DV)
H1e: Self – motivation
positively related to entry-
level staff training’s
satisfaction.
Multiple regression analysis Self – motivation evaluation
(IV)
Training satisfaction (DV)
Source: Developed for this Study
The results after running the multiple regression analysis by using the
stepwise method of H1 summarized in Table 20. The results disclosed that the
instructor, self- development, and training equipment factors positively related
statistically significant to training satisfaction at p < .001 with R=.774. Also, it found
that the training program contributed towards training satisfaction approximately at
60% of the variances in training satisfaction (R2
= .599, F = 174.913, SEest = .39).
Considering in the coefficients was found that the self-development
positively related training satisfaction the most, which b = .388, = .383, p < .001.
The instructor factor and training equipment and facility factor also positively related
to training satisfaction as a result showed b = .269, = .286 and b = .168, = .182, p
130
< .001 in respectively. Conversely, the program arrangement and self-motivation
evaluation were excluded variables as a result of statistically significant analysis
indicated both of p values were greater than .001 (p value = .066 and .427 in
respectively).
In conclusion, it was hypothesized that H1: training program positively
related to training satisfaction. The findings revealed that the training program
positively influenced statistically significant to training satisfaction, hence; the H1
was supported for H1a: instructor, H1b: self-development evaluation, and H1d:
training equipment and facility. In short, the qualification of instructor, self-
development, and training equipment and the facility did have a significant positive
influence on staff satisfaction in the training program. In contrast, H1c: program
training and H1e: self-motivation were rejected as seen in figure 4.1. Briefly, the
hypotheses of 1c and 1e predicted a negative relationship between the training
program and training satisfaction. For the second hypothesis, the testing result was
discussed in the next section.
Table 4.10 Training Satisfaction Regression Results
Coefficients
a
Note: Dependent variable: Training satisfaction
Constant 1.108; SEest = .39, R = .774, R2 = .599, p .001
Model
Unstandardized
Coefficients
Standardized
Coefficients
t
Sig
F B Std. Error Beta
(Constant) 1.108 .219 5.048 .000 174.913
Self-development
evaluation
.388
.063
.383
6.146
.000
Instructor .269 .054 .286 4.984 .000
Training equipment
and facility
.168
.044
.182
3.836
.000
131
4.4.2.3 Commitment to Work Hypothesis Testing
To answer the research question four, hence; the hypothesis was stated
that ‘H2: The training satisfaction positively influences staff commitment to work
within the hotel industry’ as seen in Table 4.10. The commitment to work variable
was created from 4 items with a seven-point Likert Scale by accumulating the score
for each item. The scale of the reliability of each factor was already reported in the
pilot testing section. Moreover, the results of this hypothesis tested were discussed
below.
Table 4.11 Staff Commitment to Work Hypothesis Testing Technique
Hypothesis Technique Variables
H2: The training satisfaction
positively related to
commitment to work within
the hotel industry.
Multiple regression analysis Training satisfaction (IV)
Staff Commitment (DV)
Source: Developed for this Study
H2 was tested by conducting the multiple regression along with the
stepwise method. The H2 testing was summarized in Table 34. The results indicated
that training satisfaction variable influenced statistically significant to commitment at
p < .001 with R= .794. It shows that the training satisfaction contributed towards a
commitment to work approximately at 63.0% of the variances in commitment to work
(R2
= .631, F = 647.877, SEest = .39). Consideration, the statistic in the coefficients
was found that training satisfaction positively related commitment to work, which b =
.085, = .794, p < .001.
132
Table 4.12 Commitment to Work Regression Results
Coefficients
a
Note: Dependent variable: Commitment to work
Constant 1.184; SEest = .39, R = .794, R2 = .631, p .001
To summarize, it was hypothesized that H2: training satisfaction
positively related to staff commitment to work. The findings disclosed that training
satisfaction positively influenced statistically significant to staff commitment to work,
hence; the H2 was supported as seen in figure 4.1.
Figure 4.1 Hypotheses Tested
Source: Developed for this Study
Model
Unstandardized
Coefficients
Standardized
Coefficients
t
Sig
F B Std. Error Beta
(Constant) 1.184 .193 6.137 .000 647.877
Training Satisfaction
.085
.032
.794
25.453
.000
133
4.5 Summary of Chapter Four
Chapter four was mainly discussed the findings of the data analysis. It was
divided into two parts of the analysis, which were the qualitative method for an
investigation of the research question one and two and the quantitative method for
examining the research question three and four. Firstly, the discussion of the
outcomes conducted by face-to-face interview was presented and the second part has
presented the results of collecting survey questionnaire. The qualitative data was
employed in the content analysis technique to describe the findings. The data
collecting from survey questionnaires was using three main statistical techniques
started from the descriptive statistical analysis, exploratory factor analysis, and
multiple regression analysis with the T-test and F test were included. For both of the
pilot testing and the main study, the data sets were assessed from the participants and
respondents in an upper-class hotel originating from the financial district in Bangkok,
Thailand to achieve the research aim.
Afterward, interviewing for the main study has begun. Firstly, the findings of
research question one revealed that in the organizational strategy comprised of the
three new meaningful aspects such as the training program objective, training
program planning, and training program satisfaction. Training needs assessment is
concerned with using a systematic tool to be a guideline. Thus, the second component
was assessed in operation level to employ the instrument evaluating staff’s behavior
change after training. The operational strategy component consisted of three valuable
aspects included training program design, learning transfer and performance
indicators. Those were the new significant contributions in achieving training
program assessment instrument of this study.
Furthermore, to answer the research question three and four, it was started
with the descriptive analysis to find the reliability of the variables. Next step, the EFA
with PCA method was employed in reducing the number of measurement scales to be
a smaller number of factors and identify which items should be included in the factors
to maximize the number of variances explained. Lastly, MRA was employed to test
hypotheses. The findings of hypotheses testing predicted H1: training program
included H1a: instructor, H1b: self-development, and H1d: training equipment and
134
facility positively influenced statistically significant to training satisfaction. Hence,
H1 was supported and regardless to Hc: program arrangement and He: self-motivation.
Also, the findings of H2 disclosed that training satisfaction positively influenced
statistically significant to a commitment to work, therefore; the H2 was supported.
The discussion and conclusion of this study are provided in the next chapter.
CHAPTER 5
DISCUSSION AND CONCLUSIONS
5.1 Introduction
The main aim of this study is to investigate the answer to how to develop a
training program assessment instrument in the hotel industry. It also examines an
array of the training factors to make training satisfaction and for a possible
relationship with staff commitment. To achieve the research aim, four research
questions have already stated as follows.
1) How does an organization develop a training program?
2) How to the measured operational training program?
3) How is training program related to staff training satisfaction?
4) How is the training satisfaction related to staff commitment?
Following a literature review and a deliberation of past studies, a conceptual
model proposal is developed as seen in Figure 2.6, Section 2.9. The proposal for
training program assessment instrument is conceptualized within a multi-dimensional
framework to test the four main vital aspects. They are underpinned by the
organizational strategy, operational strategy, reaction of staff in term of the training
program and staff commitment.
The first and second research questions are linked to the organizational and
operational strategy, which aimed to seek for the organizational initiative developing
training programs and measuring staff behavior change after training in operational
level, respectively. Meanwhile, the research question three and four are linked to the
two key aspects, which aimed to test among the training program related to training
satisfaction and training satisfaction related to staff commitment.
The purpose of this chapter is to discuss the all research findings along with
the conclusions of the study. The discussion and conclusion are also from a reference
of the data collection, data analysis as presented in chapter four comparing to the
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literature review in chapter two. The research findings are arranged and considered
within the four research questions and related to the research hypotheses tested. The
discussion of research question one and two occurred in Section 5.2.1, 5.2.2. The
research question three and its hypotheses are presented in Section 5.2.3 as well as the
research question four, and its hypothesis is dealt with in Section 5.2.4. Moreover, the
ultimately discussion and conclusion of the main aim are presented in Section 5.3.
The contribution, limitations, future research and thesis conclusion of this study are
provided in Section 5.4, 5.5, 5.6, and 5.7 in respectively.
5.2 Discussion of Findings
The initiation of this study has started with the investigation of the relevant
past studies and theories within a useful assessment instrument of training program
including the training satisfaction and staff commitment in the hotel industry context.
In justifying this study, the literature review highlighted the hotel industry has been
confronted business failures in various reasons such as an unsystematic training
program, poor designing, and implementation, and ignoring in assessing training
program which causes employees incompetence and high turnover rate (Hjalager &
Andersen, 2001; Horng & Lin, 2013). These problems have become an academic gap
of this study. The piece of evidence has shown past researches had written in several
training areas (Berger & Farbe, 1986; Foxon, 1989; Moore & Dutton, 1978).
However, there are still lacking building systematic tools, and they are not up to date
tools to assess the training programs for these days. Hence, this study needs to
emphasize on the developing training program assessment instrument in order to
bridge the gap of this study.
The past empirical studies have found that there are several of having
beneficial training quality within the organization can lead to the staff commitment to
work, which is consistent to the findings of this study (Aguinis, & Kraiger, 2009;
Bulut & Culha, 2010; Lamba & Choudhary, 2013). As such the relevant past studies
and theories, this research is mainly underpinned by the studies of Kirkpatrick (2009)
and Goldstein (1980) which adapted from the four levels model for evaluating
program along with ten factors are required to evaluate an effective training program.
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Furthermore, Kirkpatrick (2009) has indicated that one of the best useful ways to
measure the effective training program is to consider the satisfactory of the
participants. Therefore, the concept of developing the training program assessment
instrument and measurement the reaction of staff towards training satisfaction for this
study has mainly adapted from Kirkpatrick (2009); McGehee and Thayer (1961); and
Porter et al. (1974). Those scholars have also pointed out that training satisfaction can
be predicted employee intention to stay in the workplace (Schmidt, 2007). Then, this
study has also sought for the linkage between training satisfaction and staff
commitment, which the concept was based on the relevant past studies of Chiang et
al. (2005) and Porter et al. (1974).
The distinguish designing of this study aims to investigate the key elements to
develop training program assessment instrument that has contained in organizational
strategy and operational strategy aspects. To improve and sustain organizational
competitiveness, Tao et al. (2006) indicate that the initial construction of planning and
analysis training program is the most energetic and crucial in training and
development process as same as the focuses of the study. Additionally, to confirm an
effective training program in the hotel, this study has measured the training
satisfaction by examining what factors effect on staff satisfaction in the training
program. Furthermore, the linkage between training satisfaction and staff commitment
have also tested in this study. It is because the overall organizational performance can
be reflected in the staff attitude towards the organization (Lamba & Choudhary,
2013). The process of measurement the staff satisfaction and commitment has
examined in individual level (entry-level staff). The following findings of those
research questions are presented in the next section.
5.2.1 The Discussion of the Findings in Organizational Strategy
Component
The research question one in this study attempts to investigate for the
construction of organizational initiative developing in training program planning and
analysis. There were eight-interviewed questions have arisen accordingly. The first
question was: How do you set the goal of training linked to organizational mission
and vision? The second question asked: What performance management strategy that
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supports training? The third one asked: How do you set the competency goal for each
position? The fourth question was: Do you have any difficulty with training? If yes,
what are they? How do you overcome the problems in term of organizing the
training? How do you communicate to employees when you have a training program
to be announced? Was the fifth question. The next one asked: What are the criteria
for selecting both of internal and external instructors to be trained? After that asked:
Do you have any significance in management change related to the training? If yes,
how do you facilitate the management change in term of training employees in the
new skills requirement? The final question was: What the additional internal and
external factors might influence motivation employees in term of training?
To bridge the gap in developing of training assessment instrument, the human
resource department (HRD) and organizational development (OD) should pay more
attention in using a systematic instrument to assess the training program (Barbour,
1998). Nevertheless, numerous of literature reviews addressing the training quality,
there are a few specifics of construction and using a systematic tool in training
assessment (Kaiser & Holton, 1998; McGehee & Thayer, 1961; Whitelaw et al.,
2009). Thus, this study reveals through the training assessment instrument are the
creation of new research findings and likely to be a combination of the past studies,
mainly adapted based on the theory of Kirkpatrick (2009) since his study has provided
several notable evaluating examples for the training within the organization. Also,
this instrument has combined the past empirical works from Goldstein (1980) and
Rossett (1987) in instructional training assessment process and the data from
interviewing in HRD. However, the current study has adapted those previous theories
to focus on creating the training program assessment instrument, instead of designing
and evaluating as adopted previously.
The findings of the organizational strategy component have revealed that three
foundations to be an antecedent instructional instrument in preparation training for the
entrepreneurship, DHR, and training developers within the hotel industry. The three
significant aspects under organizational strategy component are training program
objective, training program planning, and training program satisfaction. Moreover, the
findings of this study have found the essential data being as criteria for each three-
meaningful aspect. The three aspects and their criteria are a very beginning of
organizing training process as discussed below.
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5.2.1.1 Training Program Objective Aspect
To achieve the effectiveness of a training program, the training needs
assessment is one of the crucial ways to probe this purpose. Thus, this study aims to
develop the systematic training assessment instrument to use for training assessment.
To investigate for an antecedent instruction of planning and analyzing, this process
has begun with the interview at the managerial level in term of how to set the training
strategy. The results of the interview have indicated that there are four important
criteria within the training program objective aspect. They are hotel branding, staff
level, hotel trends, and training hour requirement as following discussed.
1) Hotel Branding
The first interviewed question was directly questioned to the
director of human resources (DHR) and training and development (T&D) managers of
the hotels to explain how to set the goal of training to be. As such the selection of the
hotels associated with this research is international hotel chains, so the headquarter
already set the mission and vision for its organization to carry out. The majority of an
interviewed answer was setting a goal of training must be linked to or adopt
organizational mission and vision, which was consistent to Jogaratnam (2006) in
studying of organization and performance; evidence from the Asian hotel industry.
DHR expressed that it was necessary to understand clearly regarding mission and
vision of the hotel. It was similar to Goldstein (1980) and Cekada (2010) context of
training in the organization. As such the discussion of DHR and T&D managers, it
can conclude that hotel branding or brand standard is a crucial factor, which can
customize to fit with mission and vision of the hotel. It was similar to Venkatraman
and Prescott (1990) stated that the performance had to fit by closed the organizational
environment.
The performance management strategies that supports training
has identified. The answers mostly agreed with performance management strategy to
support training was still underpinned of hotel mission and vision; especially,
applying in the orientation for new staff. This question was also identified about the
strategy in setting competency goal of each position, which depended on the
headquarter. One training manager gave an example that the hotel mission and vision
was emphasized on guest experiences with brand experiences and services culture.
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For the international hotel chains, DHR continues expressed that the headquarter has
set a pattern of the job description. However, the DHR revealed that they were able to
customize job description to fit the hotel branding and classification as mentioned
previously in the concept of Venkatraman and Prescott (1990).
2) Staff Level
Staff level is one of the considerable important criteria in
planning the training program. For example, the individual level needs to emphasize
on delivering the best services whereas the management level focuses on leadership.
Hence, the training program must consider at the level of staff. This opinion was a
likeness of Jogaratnam (2006) referred to the management of Four Seasons brand
created the atmosphere in working based-on respect and leadership that permitted
staff taking care of the guests at their best efforts.
3) Hotel Trends
The final meaningful criterion is the current hotel trends as it
has changed quickly and steadily. Interestingly, Dychtwald et al. (2013) and
Bhatnagar (2018) also have pointed out that guests have made a decision faster than
the past because the severe impact of social networking and internet are more easily
accessible. Also, several surveys have indicated that searching for traveling and
accommodation on the variety of websites, blogs, or other social media was one of the
most popular trends among tourists and travelers. Moreover, today hotel’s trends,
online travel agent websites such as Agoda, Expedia, and Traveloka, has become the
more popular way of booking a hotel. The highlighted of this suggestion conformed
with Bhatnagar (2018) in his context. This researcher advised that hotelier should pay
more attention and learn more in responding the reviewers. For instance, if any
dissatisfied guests write a negative review on TripAdvisor, the hotelier has to respond
promptly and inappropriate way, so that other travelers could use this information to
make an initial decision on choosing a hotel. Therefore, the DHR and T&D managers
must pay more attention to training their staff to handle this innovation and
technology trends.
4) Training Hour Requirement
The training hour requirement is another essential criterion for
consideration in setting training program objective. This criterion is one of the
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interviewed outcomes that the researcher gave the intense efforts to search for the
useful data. It is a new contribution to this study since there are a few past studies
have written, but it is not exactly as this study has found. For instance, this finding is
similar to Bartlett and Kang (2004) addressed that it should be predetermined for the
number of training events per year to participate. The DHR and T&D managers
indicated that the recent policy of their hotel chains has set up some training hours for
each staff level to achieve the organizational goals and intensify staff performance.
5.2.1.2 Training Program Planning Aspect
The interviewed question four to seven has developed for the
investigation of an organizational climate aspect that was proposed in the core
framework proposal (see Figure 2.6). DHR and T&D managers were asked to identify
problems in term of organizing the training which conformed to Brinkerhoff (1988) in
his six stage of HRD program development and operation. One of the six stages was a
problem identification about a training needs and determined what the real goals
were. Most of DHR and training manager were required identifying the barriers from
the past experiences to plan and organize the training for their hotels. The findings
from the intense interview have revealed that there are eventually five important
criteria for planning in this study. It consists of an operational timeline, effective
communication, professional instructors, staff profiles, and training record as
discussed follows.
1) Operational Timeline
The DHR and T&D managers asserted that the operation
timeline was a big issue for organizing training. To overcome this problem, the
training session should organize in different periods to avoid training in busy time or
high season. Likewise, Horng and Lin (2013) have noted that to set up the training
session needs to determine the right time and the suitable length of training period for
the staff. The previous studies of Kozlowski and Farr (1988) and Kozlowski and Hults
(1987) have shown that the workload is a barrier to participate in training. Some of
the T&D managers suggested that launching the training program timetable in
advance for the staff preparation is a beneficial technique. Also, planning the training
for the entire month along with checking the occupancy rate from the reservation is a
good idea. It is because the training session should be meet up the staff convenience.
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2) Effective Communication
Next, the fifth interviewed question was asked of the
concerning of how to communicate effectively due to an announcing training
program. This question was compatible with Drucker (1985) regarding the
organizational structure should be more adaptable and open communication to support
the systematic discovery of innovation opportunities throughout the facilitation and
motivation. The DHR and T&D managers supported that after the training’s timetable
has set, the training manager has to spread the news to the departments involved.
Similarly, in the study of Lehman et al. (2002) has also concerned in the openness of
communication of the managerial level. In other words, the managerial level should
be kept informing the information that related to the staff. In addition, there are
several channels to announce the training program. The results from interviewed
disclosed that e-mail is the most appropriated way. However, the useful email should
be attached the useful file, which is easy to access and ensure to provide all
information needed such as training schedule, objective, detail of the training, and
registration form. Moreover, the easy way to remind the training was making a poster
then posted it on the noticeable board. Interestingly, the training manager suggested
that showing up at the department to remind the training schedule and encourage who
needs to attend the class. Lastly, some of the training managers argued that Facebook
or line application could be capable of announcing news, but it is inappropriate.
3) Professional Instructors
The professional instructors being as a criterion of training
assessment. This finding is from the interviewed question that investigated for the
criteria for selecting of both internal and external instructors to be trained. The
training quality was also referred to having an effective instructor likewise
Kirkpatrick (2009) addressed in his study of ten requirements for an effective training
program. DHR revealed the similarity of the importance in selecting both internal and
external instructor; for example, the international hotel chains, every trainer has to
pass the test and receive the certification from the hotel while the external instructor
has to be from a reputation and trustfulness organization. In the theory of Hamblin
(1974) also pointed out that having the training quality should be concerned in the
qualification of the instructor, which conforms to the finding of this study.
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4) Staff Profiles
The staff profiles criterion is the significant outcome of an
interview the T&D managers. To support the motivation of staff in training, the most
important thing about creating a training program is the topic or content, and it must
be related to the audience or staff. In similarity, Kirkpatrick (2009) has indicated in
this study that the human resource manager should be invited the right people to
attend for each subject. If the DHR put the right participants match with their needs of
training, it will help to improve their performance. Also, Noe and Wilk (1993) have
pointed out that the employee’s position needs to consider in the participation of
development activities. Therefore, it is important to consider in staff profiles criterion,
which reflects the training effectiveness.
5) Training Record
The training record is one of the new contributions of this
study, and this finding has become a criterion in the training program planning aspect.
The training record in this study came from the interviewee answers. The DHR and
T&D managers indicated that one of the training problems is highlighted on lacking
communication between manager and staff within the department. Sometimes, the
managers or supervisors did not remind or even inform about training schedule to
their staff. To resolve this problem was getting manager or supervisor signed in
training acknowledgment besides DHR informed them in the managerial meeting. In
the meantime, some managers ignored the training which unlike from Noe and
Schmitt (1986) argued that trainability should not be overlooked. DHR has to deal
with them by explaining the beneficial training. In similarity to Chiang et al. (2005)
supported that having a good relationship among training managers and staff can
encourage them to attend the training, which was consistent with the training
managers indicated. Horng and Lin (2013) also deduced that many training programs
were failures and the previous studies on human resource management ignored the
training needs assessment as well, for example conflicting in co-workers’ relationship.
5.2.1.3 Training Program Satisfaction Aspect
The last organizational strategy in term of training program satisfaction
aspect is mainly referred to the motivation. The effort of study has sought for what
drives staff motivation to attend the training to be a criterion in the training
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assessment instrument. It is similar to Porter et al. (1974) addressed that the
motivation can be seen as an energizing that force enthusiasm related to the training.
Nowadays, entry-level staff age is in generation Y range, that matched with the
highest of age ranging was under 25 years old showed in respondents’ demographics
in this study (see Table 3.10). They need to know what it for them is. Therefore, the
final question was: what the additional internal and external factors might influence
motivation employees in term of training? In the training program satisfaction aspect
comprises of effective material and amenity, performance development, training
motivation factors, and training accomplishment. Thus, there are four criteria within
this aspect as discussed follows.
1) Effective Material and Amenity
The effective material and amenity is the crucial criterion that
needs to be an assessment. The examples of material and amenity in this study are
PowerPoint, handouts, flip chart, classroom, tables, and chairs. This finding derived
from the interview and is consistent with the context of Hamblin (1974) and Warr et
al. (1971). They asserted that the effect of material and aids could draw the staff
attention to be trained. Also, it is constructive to make the staff understand what they
have trained. This finding has also consistently to Dolfsma (2004), and it found that
the innovation is vital to every firm, especially, in the services orientation of firms.
2) Performance Development
The motivation to learn impacts on the staff perceive of
participation in training, especially in the factor of performance development. The
HRD should provide and inform beneficial training in each class. Training course
should develop and increase skills, knowledge, and attitude so this is the motivation
that drives the staff needed the training. This concept is similar to Bartlett and Kang
(2004) in their partial study which has pointed out that employees perceive the
benefits of training in developing their skills and career growth related to the training.
The finding of this aspect conforms to Tharenou (2001) in the context of the
motivation to train can be linked to the actual participation in training.
3) Training Motivation Factors
The training motivation factor is from the absolute outcomes
summary in conducting the interview. The training motivation factors in this study
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can be concluded as a feeling of affection for the training. The likeness of this concept
is confirmed to Bulut and Culha (2010) in the context of organization training. Also,
in the study of Bartlett and Kang (2004) have disclosed that training motivation is a
variable in organizational training. Additionally, the factors that can motivate the
staff’s feeling and perception herein referred to the regular activities and creative
innovation programs in order to develop staff’s skills, abilities, and knowledge to
enable them to perform their task-related duties as Kirkpatrick (2009) has stated.
Moreover, Tharenou (2001) have examined the motivation to learn and have
explained the participation in training and development. Besides that, to motivate the
staff in training, it should be provided the beneficial training and support for training
from the manager of each department as well. It is the same as Bartlett and Kang
(2004) indicated in their study. For example, the manager of the department let the
staff attend the training and find other staff to take the responsibility instead. The
correspondence of supervisory support for attending the training in this study is
similar to Noe and Wilk (1993) that pointed out that the support employees to
associate in training from senior employees or managers have impacted on employees
to participate in training.
A rewards system is another motivation to attract the staff
access the training, and for a better performing likewise, Bartlett and Kang (2004)
stated in his partial study but different study area as he studied in nurse field.
Surprisingly, getting a buddy for new staff was very helpful in transferring process as
the managers suggested a buddy can be a role-model to motivate for a new staff
performing a job and made them feel not to be lonely. This idea was similar to
Kirkpatrick (2009) that referred to inward feelings of satisfaction and happiness.
4) Training Objective Accomplishment
The objective training accomplishment is a principal criterion
for DHR, and T&D managers need to determine after the training session has ended.
It is likely a checklist to seek for what HRM have done for the training. It can also
verify which training process is successful and which one is not in order to improve
the training program. In similarity of Kirkpatrick (2009) context, which has indicated
that every training has to set up the objective and has to check the objective
organizational achievement. This criterion is the ultimate results to reveal how
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successful the training establishment of the organization. If the result is negative, that
means the training program needs to revise to improve the training program. Noe and
Wilk (1993) also have counted the objective measure is one factor to measure the
development activities.
5.2.2 The Discussion of Operational Strategy
In this study, the research question two is determined to investigate how to
measure operational training program. The purpose of this research question is sought
for the accurate measurement techniques to be criteria in measuring staff’s behavior
change after the training. After the staff attended the training within the department or
HRD was held it, the manager or supervisor of each department should take time and
go over of what they have brought to the department. Especially, emphasizing on
learning that could be transferred into useful and productive new behaviors to perform
on a job.
The interview question has arisen in the total of four to match up this research
question. In this stage, the managers or immediate supervisors of each department
were interviewed as they were in operational level. The first interview question asked:
What are the factors to be considered in designing training programs in your
department? Secondly, how would you carry out the performance transfer processes
in your department? Thirdly, what are the useful performance appraisal techniques to
be employed and which one is the most accurately? The final interview question was:
What are any action-plans to improve the employees’ performance?
The findings of the operational strategy component have disclosed three
valuable aspects to illustrate training assessment instrument for the immediate
supervisors in the hotel industry. They are task analysis, learning transfer, and
performance indicators as described follows.
5.2.2.1 Task Analysis Aspect
The series of the interview questions began to investigate task analysis
within the department. It is because in designing the training program within the
department needs to predetermine more specific tasks. The results from the interview
can be summarized that there are two important criteria including product knowledge
and essential skills, and demanding services as discussed follows.
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1) Product Knowledge and Essential Skills
Most of the answers from interviewing designing the training
program within the department, it can be concluded that product knowledge and
essential skills are one of the crucial criteria needs to consider. It is because the staff
has to have the specific knowledge and skills to perform their duties, and the product
knowledge can be trained as off a job training. The managers or immediate
supervisors frequently train the product knowledge at the back of the house. In
converse, essential skills frequently train as on job training because it needs to
demonstrate with the real circumstance for a better performing which is consistent
with the study of Bates and Khasawneh (2005).
2) Demanding Services
Although, those factors mentioned previously were a priority to
concerned, but past working experiences and current guests’ demanding are also
considered factors in designing regarding the staff readiness as one manager argued.
Since customers’ demanding and trends has steady changed, some policies or
technology needs to be updated as well as the policy of the hotel. Thus, the
management level has to prepare to handle this change. Similarly, Jogaratnam (2006)
the recognition of 100 best company proposed by fortune magazine in North America,
Four Seasons hotel was one of a brand that offered to fulfill any requirements asked
by guests. According to the interviewed question involves the significant in
management change related to the current trends and policy, one of the training
managers revealed that her hotel had a core value named ‘embrace change’. It means
everyone has to be ready for a new change and challenge it to enhance the new culture
or new management. The same as Kimberly and Cook (2008) asserted the
organizational culture or climate referred to behavior norm that employees had to
accept. Keen Pang, Roberts, and Sutton (1998) contended that it was hard for
transferring and operating a new system and policy in cultural differences. To
facilitate the new significant change, hotel website provided for only to communicate
when staff had any queries. In addition, creating the activities in training that linked to
the new change and trying to make it fun and persuade staff in with it.
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5.2.2.2 Learning Transfer Aspect
Obtaining knowledge, increasing new or skills, and changing attitude is
the possible objective of the training program; therefore, it is vital that the learning
must be measured. Hence, measuring performance results is considerable as to
facilitate learning transfer. The manager and supervisors exposed that there is a
numerous way to assess the learning took place or not such as paper-pencil testing,
observation, evaluation, and giving feedback even e-learning testing as similar to
several researchers addressed in their studies (Bates & Khasawneh, 2005; Hamtini,
2008; Kirkpatrick, 2009). It depended on the objective of the training program.
Likewise, Blanchard (2006) has supported that the learning should be measured and
the type of measure is up to the objective. For example, asking after the formal
training has done, it was measured the knowledge responses. The results of
interviewing this aspect have revealed that there are the most two specific techniques
to measure the learning transfer for this study. Question and answer (Q&A) is the first
technique and the second one is demonstrating technique as discussed follows.
1) Question and Answer
To assess the learning transfer, questioning after done training
for each topic is a useful technique to check staff ‘s retention and attention while they
are in training, which was compatible with Kirkpatrick (1998) and Blanchard (2006)
in term of assessment form. The question and answer technique is the most suitable
for this situation since the managers or supervisor do not have enough time preparing
and scoring the test.
2) Demonstration
The demonstration is typically practiced on the job training. It
is a significant technique for measuring staff performance as the managers noted.
They also pointed out that they generally evaluated from the outcome after they
demonstrated. The demonstration can be practiced by performing a role play, and
training simulation, which focuses on staff demonstrated their abilities after training.
It is because the managers can identify what they need to improve for better
performance. It is similar to Kirkpatrick (2009) in the context of learning objectives,
and it is consistent to Whetzel, & Wheaton (1997) in the measuring performance
discrepancies. For the formal lecture, an instructor encourages staff to do a role-play
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and training simulations of what they had trained. Then the supervisor or instructor
observes on staff’s demonstrated ability to discuss the result and development.
3) Task Assessment
Task assessment is labeled for the finding of this study. It is
referred to as an assignment as a project to the staff then the managers assess the
outcome to measure the learning transfer. It is likely a competition among the staff in
the department to perform with their efforts so they will pay more attention to their
learning and tasks. Thus, this technique aids the managers, and immediate supervisors
perceive their actual performance after training. Moreover, this technique encourages
staff to have a willingness to train more unless they are not satisfied with their
performance as training manager noted.
4) Self-Reflection
In this study found that self-reflection is the important approach
of behavior change measurement. It can be assessed by observation and provided
feedback to the staff from managers, supervisors, co-workers, especially the staff
evaluate themselves, which is called 360-degree feedback. This technique makes the
staff realized their actual performance by comparing their performance between pre-
training and post-training. Self-reflection is recognized as the task performance
measurement system which is compatible with Goldstein (1980). Even though giving
feedback by applying 360 - degree feedback seems to be a very useful but some
managers argued that 360 - degree might be risked of having bias from peers. Hence,
they preferred to give feedback by themselves. The discussion and identify the
problem with the staff to find a solution. Maybe invite both of the supervisor and
staff’s buddy discussed together. Making sure to advise how to fix the problem the
same as Horng and Lin (2013) have addressed. In some cases, they have to revise the
program or cross-training program, the managers suggested. For example, if the new
staff performed skills under the standard; even he already trained, the manager could
transfer him or her to another department or division, which was more specific and it
is relevant to Lamba and Choudhary (2013) in the context of employees’ promotion
and transfer.
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5.2.2.3 Performance Indicators Aspect
This part is directly investigated the most accurate criteria for staff’s
performance measurement after the training session has ended. This process is critical
to do because the HRM has to concern in how much the staff has obtained from the
training. It is relevant to the idea of Goldstein (1980) that the performance result can
reveal the applicable ability in conducting work of staff. Also, the results of staff’s
performance can draw to the role of managers of the departments, immediate
supervisors including stakeholders’ expectation to prove the worthiness of training
program. When the immediate supervisors questioned the expectation of the staff after
trained, all of them replied in the same way as expected. Thus, the interview question
has continuously investigated accordingly to the most accurate technique to measure
the staff’s behavior change. The findings of this aspect have disclosed two useful
criteria to leverage in the behavior change measurement including the guests’ voice
improvement and mystery shopper as following discussed.
1) Guests’ Voice Improvement
For the most accuracy staff performance measurement and
evaluation besides mentioned in the previous section, the finding has indicated that
the hotel has to accept the commentary from the guests as well. One of the criteria for
measuring guest’s satisfaction for the hotel, which hotelier called ‘guests’ voice’. The
majority suggestion conclusion from the interview of supervisors and managers is
revealed that Trip Advisor website and any guests’ comments from several channels
such as e-mail after guest checking out or commentary cards are handy and accurate
for staff performance evaluation since the service is an intangible. This finding is
relevant to Bhatnagar (2018) in his study of analysis the effect of Trip Advisor on
reservation intention of the hotel for travelers. Therefore, the guests’ voice criterion
can be utilized to identify what guests need and their perception of the hotels’ services
and products to improve the guests’ satisfaction and the hotel’s performance.
2) Mystery Shopper
The external examiner as known as a ‘mystery shopper’ for
hotelier is one of the most popular and accurate measurement technique employing in
the international hotel chains as the serval managers asserted. Notably, to avoid the
bias of the staff behavior assessment from their manager and peers, employing a
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mystery shopper is a best to conduct. After the managers receive the staff
performance results, they will inform the staff and discuss the results to improve the
behavior and attitude to work after training. The immediate supervisors also suggested
somehow the problem was not from only the program but it might be from the
personal problem or instructors. Some of the managers offered the action plan might
begin with focusing on the strengths, weaknesses, and interested of staff and have to
understand that, which is relevant to the study of Noe and Schmitt (1986) to explore
their behavior and motivation for training.
5.2.3 The Discussion of Relationship between Training Program and
Training Satisfaction
The findings from the qualitative approach were not only accomplished the
aim of this study but also measured the staff reaction towards training program and
examined of what factors made staff satisfied the training program. According to the
research question three is needed to examine the relationship between the training
program related to training satisfaction of entry-level staff, so the survey
questionnaire was developed from the relevant past studies (see Appendix F). The
EFA technique was then performed before reducing variables and determine the
appropriate number of a factor to place them into the suitable dimensions as this study
proposed in Figure 6 and discussed in chapter 4. The final results of EFA yielded five
factors retained including instructor, self - development evaluation, training program
arrangement, training equipment and facility, and self-motivation evaluation. After
that, these factors were used as independent variables for answering the research
question three as mentioned prior. The multiple regression was performed to examine
the relationship between training program related to training satisfaction. The findings
disclosed training program influenced to staff’s training satisfaction. The discussions
of the findings are discussed as follows.
5.2.3.1 The Findings Accounted for the Model
The training program in this study consists of three main aspects of
training program content, facilities and environment, and learning transfer. The
training program is conceptualized, from the EFA performing, within a multi-
dimensional framework consisting of an instructor, self-development, training
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program arrangement, training equipment and facility, and self-motivation. Likewise,
Chiang et al. (2005) have stated that the elements of the training plan including the
training site, trainer, training objectives, instructional method, training tools and
evaluation strategy. Moreover, Roehl and Swerdlow (1999b) have noted that the
training is one of the successful keys linked to improve customer service quality,
employees’ performance, reduce turnover rate, training satisfaction, and organizational
commitment.
This research has also examined the relationship among the training
program, including five multi-dimensional structure as mentioned, positively related
to training satisfaction. Afterward, this study found that the training program has
significantly influenced the training satisfaction for only three factors including
instructor, self - development evaluation and training equipment and facility. It is
confirmed to Bruke (1995) which his study pointed out the training was an important
component of internal quality service contributed to staff satisfaction. Likewise,
Chiang et al. (2005) found one of the findings in his study has revealed the training
quality was positively associated with training satisfaction as discussed follows.
1) Instructor (s)
For the qualification of the instructor, factor has significantly
influenced training satisfaction is the same as Kirkpatrick (1998, 2009) have indicated
in the previous theoretical works that it is essential to select a competent instructor to
conduct the class. Importantly, this study has found this finding, the quality instructor,
has conformed itself to the criterion of a professional instructor in the training
program planning aspect of the organizational strategy component. Thus, the
distinguishing of the finding correspondences have supported the reliability of the
model for this study.
2) Self - Development Evaluation
The factor of self - development evaluation can predict the staff
satisfaction in training. In the correspondence of Noe and Wilk (1993) concerning in
his study that self-efficacy is positively affected on development activity.
Interestingly, this finding has a distinguish consistence itself to the criterion of
performance development in the training program satisfaction aspect of training
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program assessment instrument. These distinguish of the correlation of the findings in
this study have significantly confirmed the correctness of the model.
3) Training Equipment and Facility
The training equipment and facility in this study can be
concluded by using the effective and updating technologies and media for teaching. It
is included in the comfortable environment and convenient venue to hold the training.
Moreover, the training equipment and facility factor have strongly influenced staff
satisfaction in training which is consistent to Lamba and Choudhary (2013) have
indicated that the friendly environment increases job satisfaction and both of these
factors can lead to staff commitment as discussed in section 5.2.4. It is also confirmed
by Kirkpatrick (2009) that using practical techniques and aids can assist the staff to
have interaction and enjoy the class. Surprisingly, this finding has outstanding shown
that the consistency of the criterion of sufficient material and amenity in the aspect of
training program satisfaction of the operational strategy component. Therefore, the
linkage of these two findings has a very supported the effectiveness of training
program assessment instrument of this study.
Furthermore, this study found that H1c: training program arrangement
and H1e: self-motivation did not influence training satisfaction and both were non-
significant. In brief, the training program arrangement and self-motivation factors
predicted a negative relationship between the training program and training
satisfaction.
In conclusion, the answer to the third research question that training
program is positively related to training satisfaction of entry-level staff. However, the
findings have revealed that only three training factors have a significant positive
influenced staff satisfaction in the training program. It is highlighted the importance
of having self-development evaluation, the qualification of the instructor and training
equipment and facility for staff satisfaction, regardless of program arrangement, and
self-motivation evaluation. Thus, this study has also explored that the hotel training is
a core element which the DHR and T&D managers play an important role in
developing the hotel training. Consequently, the assessment instrument assists the
HRM develops the training program effectiveness and it can reflect the staff attitude
and behavior to meet the hotel requirements and goals. Table 4.1 showed the
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summary the hierarchical regression results for the total and unique effects of the
predictor sets are presented.
Table 5.1 Results of Hypotheses Testing of this Study
Hypothesis No. Hypothesis Statements Results
H1a Instructor positively related to entry-level
staff training’s satisfaction.
Supported
H1b Self – development positively related to
entry-level staff training’s satisfaction
Supported
H1c Training program arrangement positively
related to entry-level staff training’s
satisfaction.
Rejected
H1d Training equipment and facility positively
related to entry-level staff training’s
satisfaction.
Supported
H1e Self-motivation positively related to entry-
level staff training’s satisfaction.
Rejected
Source: Developed for this Study
5.2.4 The Discussion of Relationship between Training Satisfaction and Staff
Commitment to the Hotel
The research question four has stated that how the training satisfaction related
to work commitment. The questionnaire was developed based on past studies and
theoretical researches (see Appendix F). The multiple regression analysis was then
employed to determine the relationship between training satisfaction and staff
commitment to the workplace. The training satisfaction component has set as an
independent variable comprising of the five items starting from Q52 to Q56 (see
Table 3.20). The dependence variable herein is the staff commitment consisting of
four items, and it started from Q57 to Q60 (see Table 3.21).
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In this study, the examination of the relationship between the training
satisfaction and the staff commitment is similar to Chiang et al. (2005); Schmidt
(2007); Hanaysha (2016); and Lamba and Choudhary (2013) in term of seeking for
the relationship among training quality on training satisfaction and intention to stay in
organization. In addition, the result in study of Choi and Dickson (2009) has
supported this study in the context of the benefits of management training programs
has reduced the turnover rate of employees and increased satisfaction level. Likewise,
the finding of this study confirms a significant training satisfaction positively
influenced staff commitment to work. It is because if the organization has the
effective training program, then the staff has trained well so that they will perform
task efficiency. Moreover, the finding of this study was supported by several previous
types of research and empirical theoretical works in terms of the organizational
commitment and retention can be affected by employee training, but most of them
studied in different study areas (Bartlett & Kang, 2004; Bulut & Culha, 2010;
Hanaysha, 2016; Lamba & Choudhary, 2013; Roehl & Swerdlow, 1999a).
In converse, this finding is different from the finding of Chiang et al. (2005)
which his study reveals that training satisfaction has not associated with intention to
stay in the hotel industry. As such in the research of Bartlett and Kang (2004) too, it
found that the training motivation did not predict the commitment. Meanwhile,
Marchington et al. (2016) have stated in the context of high organizational
commitment comes from a good HRM practice, which is consistent with the findings
of this study.
In brief, the above discussed the research finding indicates that the training
satisfaction positively influenced staff commitment significantly in the hotel. Table 25
shows the hierarchical regression result for the total and unique effects of the
predictor sets is presented.
156
Table 5.2 Results of Hypothesis Testing in this Study
Hypothesis No. Hypothesis Statements Results
H2 The training satisfaction positively related to
entry-level staff commitment in the hotel.
Supported
Source: Developed for this Study
5.3 Conclusion of Developing Training Program Assessment Instrument
within the Hotel Industry
The aim of this study attempts to gain insight into how to develop a training
program assessment instrument for enhancing training effectiveness and staff
commitment within the hotel industry. It is because there is less of the previous
empirical researches have written in developing training program assessment
instrument as mentioned in chapter one and two. Bulut and Culha (2010) have also
supported that they have not been precisely found validity and reliability in its
assessment measurement in past studies. To achieve the research aim, the four
research questions have arisen. The core conceptual framework of this study has
analyzed the needs assessment foundation consists of three level of analysis:
organizational, operational, and individual analysis.
The numerous of important findings have generated in this study, which those
emphasized on an organizational commitment by developing training program
assessment instrument to improve the training programs. Besides that, the findings of
this study also focused on the relationship among staff’s reaction towards training
program related to training satisfaction and hotel’s staff commitment. Interestingly,
this study took all endeavor to build the validity and reliability of the training program
assessment instrument in helping to confirm training quality. The training program
effectiveness can improve employees’ skills, knowledge, abilities, (SKAs) and change
attitude, particularly in behavior towards hotel organization. Thus, as a result of using
an assessment instrument to develop the training program effectiveness, it leads to
staff commitment as described in this study. It is the same as Bulut and Culha (2010)
157
indicated that employees perceive the organizational training linked their attitudes and
behaviors towards their organization. Also, the training satisfaction is likely to be a
staff motivation to enlarge their responsibility as Lamba and Choudhary (2013) has
indicated that it is realized as the staff’s performance and commitment. It is because
the development of training assessment instrument in this study is not only enhancing
training program effectiveness but also ensures staff commitment to their hotel.
Interestingly, the findings of this study have brought out the awareness of how and
what staff needs or expects in pursuit of training program effectiveness.
1) Organizational Strategy
The findings from research question one come out for investigating the
hotel’s training assessment instrument at the organizational level. Surprisingly, there
are new three aspects have occurred within the organizational strategy includes
training program objective, training program planning, and training program
satisfaction. The new three aspects and important thirteen criteria have extracted from
the interviewed answers of research question one.
The first aspect: training program objective referred to the management
level has to determine essential factors in order to assess the training program. The
essential criteria within the training program objective aspect consist of hotel
branding, hotel trends, staff level, and training hour requirement.
The second aspect is training program planning includes five essential
criteria to consider. They are operation timeline, effective communication,
professional instructors, staff profiles, and training record. The training program
planning aspect will help the DHR success in organizing the training.
The last aspect within the organizational strategy is training program
satisfaction which comprises of four important criteria to be considered. They are
effective material and amenity, performance development, training motivation, and
training objective accomplishment. If the staff satisfied with the training program, it
implies the training program effectiveness that can response their needs with
perceives to be more productive, harmonious towards their work and possesses high
responsibility. However, if the staff disappoint with the training, they may consider,
as it is such a waste of time spending. This dissatisfaction indicates the training
program is not effective and it can reflect the overall organizational performance.
158
2) Operational Strategy
The findings of research question two: ‘How to measure operational
training program?’ have constructed from the immediate supervisors’ answers at the
operation level. Surprisingly, the findings generate new aspects for immediate
supervisors to take a role in assessing the staff behaviors after attending the training.
This operational strategy component consists of three valuable aspects including task
analysis, learning transfer, and performance indicators. The first aspect: task analysis
comprises two main criteria that immediate supervisors should keep in mind. There
are product knowledge and essential skills, and demand services. Product knowledge
and essential skills are determined to perform more specific tasks within the
department. Learning transfer is the second aspect of determining to evaluate staff
retention and responses to the training. It also concludes that learning transfer is the
measurement technique to measure the behavior change from post-training. If staff
perform a better job that means the learning takes place. In contrast, if the staff has no
behavior changed, this evidence indicates that the training program is not effective.
The criteria to measure the learning transfer comprises of question and answer (off
job training), demonstrated (on the job training), task assessment, and self-reflection.
These two best ways can be combined according to Kirkpatrick (2009) believed that it
was the best way to confirm the value of training, called ‘show-and-tell’.
The last aspect within operational strategy component is performance
indicators. This aspect tends to help immediate supervisors assessing training program
whether effective or not. The performance indicators aspect comprises two distinguish
criteria such as guest voice improvement and mysterious shopper. Both of these
criteria are from the external examiners due to avoiding the bias issues. It is because
the outcomes from the training program should be assessed not only by their
supervisors and co-workers. These distinguish criteria assist the supervisors to
measure the service quality improves, productivity increase, and guest satisfaction to
survive in the completion of the labor-intensive service industry.
3) Training Program Influences Training Satisfaction
The third research questions are: ‘How is a training program related to
training satisfaction?’ The answer to this research question has shown the positive
relationship between training program related training satisfaction in the hotel has
159
established. The findings of research question three also indicated three significant
factors in training program have a significant positively influenced training
satisfaction including instructor, self - development evaluation and training equipment
and facility. The important factors; therefore, the DHR and T&D managers should not
be ignored and must understand every factor for training improvement.
4) Training Satisfaction Influences Staff Commitment
The fourth research question needs to examine the relationship between
the training satisfaction related to staff commitment. The result has revealed that the
training satisfaction has a significant positively influenced staff commitment to the
hotel organization. Moreover, this study has explored the linkage between the
training program and training satisfaction have affected on staff commitment
significantly. Thus, the effective training program can motivate staff to commit to
work and engage in the workplace.
In summary, the integration of training program assessment instrument and the
staff commitment have developed to improve the hotel training, these days. It has also
explored significant training factors to satisfy the staff. It is likely to be a training
motivation affects on the staff commitment by increasing the instructor quality,
enhancing self-development, and providing the effective material and facility in
training. To be noticed, these significant factors are also used for the criteria of the
assessment instrument of this study. In consequence, Figure 5.1 shows summarizing
an integrated conceptual framework of training program assessment instrument as
described.
160
Figure 5.1 The Conceptual Framework of Training Program Assessment Instrument
for Employee in the Hotel Industry
Source: Developed for the Study by Goldstein, 1980; Hamblin, 1974; Kirkpatrick,
2009.
161
5.4 Contribution of the Study
This study has provided new contributions dividing into two folds including
theoretical and managerial contributions. This study attempts to contribute to the
understanding of an antecedent of planning and organizing to assess the training
program with the systematic tools. Therefore, this study has developed the integrated
of training program assessment instrument and the linkage of training satisfaction and
staff commitment contributes to the education sector and HRD in several ways.
5.4.1 Theoretical Contributions
For the theoretical contribution generates more understanding of the strategy
and concept in developing a training program assessment instrument to an educator or
professional developer within the education sector. Empirical research on this subject
aids in building a cumulative body of knowledge that is vital for advancing theoretical
foundations and making more meaningful and influential procedures for the
recommendation. Notably, the educators in the hotel management field to explore the
systematic training program assessment instrument. Moreover, the findings of this
study reveal three important factors of training as a fundamental theory to make staff
satisfy, and these factors lead staff commitment to the hotel. Staff commitment
involves staff willingness to perform their job at the higher level and be loyal to the
hotel. In theory, all these beneficial advantages contribute a recognition by any
entrepreneur with the emphasis on maximizing the overall hotel’s well-being.
5.4.2 Managerial Contributions
For the managerial contributions of this study focused on a hotel business
area. It introduces a systematic training assessment instrument in contributing to the
director of human resource and training professional generates training quality. The
training quality increases employees’ knowledge, skills, ability, and attitude to
perform at the highest efforts. The perspective of this study has progressed far enough
to be a guideline of the role of human resource managers and immediate supervisors
as a best practice. Moreover, the consequences of this study also contribute more
understand an effective training program by knowing the factors in enhancing
162
employees’ satisfaction. The outcomes of employing this instrument to assess the
training program can identify the barriers of the training with the explanation of how
to motivate the participation in training. Another best practice example of this study is
generating the invaluable in making guests’ experience of returning and contributing
to revenue growth. Once staff satisfies with the benefits provided within the hotel, it
leads to the higher organizational commitment and reflects to the ultimate hotel’s
performance. The organizational commitment can lead to favorable outcomes, for
instance, the hotel generates more profits, increased customer’s satisfaction, reduced
turnover rate, cost minimization, and improved staff performance in order to contend
for future sustainability. Therefore, this study shows that staff commitment plays a
very vital role in enhancing effectiveness and efficiency of staff and organization.
5.5 Limitations of the Study
There are some limitations of the study to challenge the ability of a researcher
to generalize its research findings. The first limitation of the study is in selecting the
study area as international hotel chains only in Bangkok, so it lies in the restrict for an
outsider to enter. It is because these hotels profoundly concern for guest privacy.
Secondly, the population sampling is measured in a narrow range of data collecting at
only entry-level staff. It should be extended to examine the satisfaction in other levels.
Thirdly, training budget allowance limits the generalizability. It is an important factor
needs to consider according to invest in the designing of the training program. This
study has not focused on this training budget because it focuses on only developing
the assessment instrument not invest in designing for the training program.
Additionally, the international hotel chains have no problem with this as discovering
from the interview. However, for the future research should concern in the budget in
the relevant context. Fourthly, there was a busy period by the time of going on the
field for collecting data. Thus, it was hard for DHR, training managers, and
immediate supervisors to leave their job and scarify their time for an interview. For
this reason, it makes the data collecting process taking longer than usual. Next, some
information could not reveal to the hotel policies, so even the researcher informed that
the information was confidential. To overcome this problem, the researcher had to ask
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other questions that have occurred during the interview to get as much rich
information as possible. In addition, to ask for the permission of data collecting, there
were three hotels rejected. Consequently, the researcher had to ask for the permission
from another hotel chains but still in the same hotel classification. Lastly, a few of
entry-level staff did not pay attention to answering the questionnaires. It could be
noticed from data missing from the questionnaires.
5.6 Recommendations for this Study
With the increasing customer demanding and hotel trends have changed over
time. There are several potential finding implications in opening new avenues for
future researches of this study. First, since the study area selected only the
international hotel chains in Bangkok, which is too narrow. For the future research, it
should investigate across Thailand. Second, the limited findings of this study
regarding the staff satisfaction with the training program and training satisfaction led
to staff commitment only. In fact, it can be expanded in different context using the
other considerable factors for further generalization. Thus, the future research is
suggested to test for other variables such as training frequency and training
motivation. Maybe examine in different areas, for example, the relationship between
training satisfactions related to job satisfaction, the management perception and
employees’ expectation toward training quality in the hotel industry or examine the
essential factors for small hotel business needed to sustain competition. Second, this
research focused only on entry-level sampling; therefore, the future research may
emphasize on other population such as leadership sampling. The last, budget
allowance may be one of the interesting factors recommended to test in designing
training quality for future research.
5.7 Thesis Implications and Conclusion
This chapter presented the overview of the findings discussion, a summary of
an integrated framework, contribution, limitation, future study, thesis implication, and
conclusion. The purpose of this study attempted to fill the gap from the numerous past
164
studies in term of training needs assessment. Particularly in developing training
program assessment instrument, which was still dearth. Empirical research on the
subject of the development of training assessment instrument has also supported by
the theory of Kirkpatrick (2009), and Powell (1992) proposed that the success of staff
performance be a result of the appropriate arrangement of strategy and structure.
Mintzberg (1973) and Miller (1983) addressed that the entrepreneurship should
consider planning in both organizational and individual level as a foundation of
advantage in long-term competitive business. Contingency, Jogaratnam (2006)
suggested that behavioral component can be reflected the organizational strategy for
both small and large firms. This study was also considered in operational level, which
slightly differed from Mintzberg (1973) and Miller (1983) addressed. It is because
this study would like to analyze at all three levels of management (McGehee &
Thayer, 1961). Therefore, the suggestions of theorists are consistent within this study,
the training assessment instrument has designed and can be used at all levels such as
the organizational level, operational level, and the individual level. The finding of this
study may also be the benefits to the hotel managers, HRD and T&D managers. This
is because the hotel managers, DHR should consider in providing the effective
training program by implementing the training program assessment instrument in
order to decrease the mistakes, turnover ate, increase productivities and services by
developing the skills, knowledge, and abilities of staff in the reason of the intense
competition these days (Ashton, 2017; Baum, 2006; Bulut & Culha, 2010; Ford,
2014). Consequently, the training assessment should be determined as an antecedent
to enhance the staff commitment as a motivator of hotel organization.
The outlook of this study can be illustrated best practice for both small and
medium hotel business, especially Thai chains. The findings of this study provide the
significant benefits for the hotel management to improve organizational commitment
by employing training assessment instrument to enhance the training program
effectiveness. This study suggests that three following factors should be considered in
implementation manner: 1) organizational strategy, 2) operational strategy, 3)
individual strategy. First, to enhance the training program effectiveness, the training
should be assessed at a very beginning by the organizational level with three aspects
and criteria to be concerned such as training program objective, training program
165
planning, and training program satisfaction. This level the DHR and T&D managers
take an important role to assess and evaluate their training program before delivery. It
can also help DHR and training developer evaluate the training that increases the
highest benefits and reduce the unnecessary cost to the hotel industry.
Second, the training program has continuously assessed at the operational
level. There are also three aspects to be considered such as task analysis, learning
transfer, and performance indicators with all criteria provided. This stage focuses on
the role of managers of the department and immediate supervisors to assess the
training within their department. The criteria within the aspects help to seek for how
much staff have learned from the training as requirements and compare with how
much they can apply the skills and knowledge to perform specific tasks. If the
behavior has changed, the ability was developed, the productivity has increased, and
customer satisfaction has improved, these results indicated the training program has
an accomplishment of the aims. In contrast, if the results convert as mentioned, that
means the training program has to revise. However, the reinforcement of training for
recall staff should create a style of training, and it will take a longer time for outcomes
evaluation. The frequency and timetable to repeat evaluation will be considered
appropriately. Those findings were relevant to the concept of Kirkpatrick (2009) who
addressed that ‘allow time for results to be achieved’.
Third, for the individual level, this study suggests measuring what factors to
satisfy the staff in order to increase the participation and willingness. In this study, the
three outstanding factors effect on staff satisfaction. It is highlighted the importance
of having self-development evaluation, the qualification of the instructor and training
equipment and facility for staff satisfaction. Surprisingly, these factors are
consistently itself to the criteria in the assessment instrument of this study. The
positive outcomes can be confirmed that the model of this study is validity and
reliability to be employed in any training organization.
Finally, the staff satisfaction with the training program effectiveness can lead
to the hotel commitment of staff. Once the staff feels and perceive that they are
supportive for participating the hotel training program, the sense of commitment is
likely to be increased. The staff motivation will be more significant when there is
more satisfied with the training program (Bartlett, 2001). Therefore, the training
166
program effectiveness tends to be a motivator for staff commitment. The subject of
the training needs assessment; it should be provided the actual training program for
assessing in enhancing the future training program effectiveness. As a result, it will
benefit from getting higher staff commitment to sustainable competitive advantage in
hotel globalization.
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APPENDICES
185
APPENDIX A
SUMMARY SOURCES OF INTERVIEW QUESTION ONE
RQ1 Components Aspects Source
1. How
organizational
initiative training
program
development for
entry-level staff?
1.1 Organizational
Mission and Value
-Established
Training Goals
- How do you set the goal of training for each position? - How do you analyze the problem?
-What are the personal learning goals?
-What are the productivity goals for the position?
- How do you manage and plan the effective budget
for a training program? - Do you allow the staff involving in goal setting?
- What are the produced results after training?
- Do you set the indicators of organizational success in
term of training? What are they?
Glazer (2011) Kirkpatrick (2009) Hutchinson (2013)
- Competency goals
- What will you do if the results are different from the
originally expected? Eg. If the training program failed
to produce the desired results or lower performance
than before?
- What does it mean to perform properly?
- What specific success have you had in applying
different elements of the program?
- What was the originally expected productivity
before training? - What is the future competency modeling?
Evans (2004) Glazer (2011) Shippmann et al. (2000) Hutchinson (2013)
- Intervention
identifications
- What are the problems of the training program?
- What does the training give you insight into how
well of the training program? - Does it work for your staff and organization
- What specific elements of the program had the most
positive impact on your organization?
Evans (2004) Glazer (2011) Shippmann et al. (2000)
- Performance
indicators
- What do KSA’s and or competencies required to
perform the work successfully?
- What are the criteria for setting indicators of the
performance and quality services? - What does it mean to perform properly?
Kirkpatrick (2009) Hutchinson (2013)
1.2 Organizational
Climate
- Communicated
openness
- Do you receive regular feedback from the
supervisor on the staff progress towards goals? - What needs to be changed?
Geoff (1994)
- Culture diversity - Do you treat staff equally and how in term of training?
-Does anyone have an opportunity to attend the
training?
- How do the structure, culture, and operating
environment of the organization impact on its success
and work performance?
Goldstein (1980) Hutchinson (2013)
- Changing
Management
- What are the new technological or procedural changes
are anticipated?
- How do you handle the situation when the trends and
system change?
Goldstein (1980)
1.3 Organizational
Motivation
- Intrinsic
- How personally satisfying is the work?
- How can the training program motivate your
employees?
- Is the instructor trustable?
- Would the staff like to engage with the hotel?
Ashton (2017) D. L. Whetzel and
Wheaton (1997)
Hutchinson (2013)
- Extrinsic - What are the rewards?
- Do you give the prizes to staff that pass the training
and how? - Do you provide the career path for staff?
- Do employees have the necessary knowledge, skill,
and abilities to accomplish goals?
Ashton (2017) Evans (2004) Hutchinson (2013)
186
APPENDIX B
SUMMARY INTERVIEW QUESTION ONE
187
APPENDIX C
SUMMARY SOURCES OF INTERVIEW QUESTION TWO
RQ2. Components Source
2. How has entry-
level staff
behavior change been measured after training?
2.1 Staff performance
transfer processes
- How do you design the training e.g work sample test?
- Do the requirements of the performance planning and evaluation system are met and evaluations are completed by established deadlines with proper
documentation? - Do performance issues are addressed and documented as they occur? - Do you communicate clearly in
term of measurable characteristic expectation? - What are the outside factors that are beyond the control of the jobholder that can impact
performance? - What suggestions would you offer for the future improvement? - What part of this session did you find the most useful for the future?
- Have you follow up the skills’
employees if they had the training before? If they do not, do you agree with they get transferring learning to their job?
- What challenges have you faced, or what factors have discouraged or kept you from applying them?
Whetzel and Wheaton (1997)
Evans (2004) Kirkpatrick (2009)
2.2 Assessment techniques
- What is the delivery reliability of the training organization? - What specific techniques had the most positive impact on your organization?
- Are there various assessment methods to employ in the training program, - How do you design? - Does poor performance provide
warning and how? - Do the staff involve in designing the assessment tools? - How do you observe or collect data on staff performance?
- Do employees receive frequent, constructive feedback, including interim evaluations as appropriate?
Kirkpatrick (2009) Tracey and Tews (1995)
2.3 Discrepancies Processes
- How to measure the person-job “fit”?
- Do you take both pre and post training test? How?
- What are the criteria for measuring the productivity and quality services? - What additional factors and how you measure them that can
influence the effectiveness of the training in your organization? - Have your employees previously been exposed to presentation technique in some other training?
- Do you set the outlines the job in terms of the typical duties and responsibilities?
Kirkpatrick (2009) Goldstein (1980) Moore and Dutton (1978)
Tracey and Tews (1995)
188
APPENDIX D
SUMMARY INTERVIEW QUESTION TWO
189
APPENDIX E
SUMMARY SOURCES OF QUESTIONNAIRES
Research question Components Sources
3. How the reaction of
entry-level staff towards
training program related to
training satisfaction and
staff commitment?
3.1 Training program
- The course met all of its stated
objectives
- The course content logically
organized.
- The exercises and examples were
realistic and true-to-life.
- The course content met my needs
- The instructor in term of effective
communication.
- The instructor in term of well
preparation.
- There was a good balance
between presentation and group
involvement
- The instructor(s) demonstrated
thorough knowledge of the subject.
- The instruction(s) presented
information in a professional
manner.
- The instructor(s) presented
information in a clear,
understandable manner.
- Presented the materials clearly
- Facilitated class discussions
effectively
- Listen carefully to participants
- Assisted in linking concepts to
actual interpersonal situations.
- Explained how each activity
related to overall objective.
- Encourage class participation
- How would you rate the session’s
instructor(s) in term of inspiration?
- The training program was enjoyable. - The training program was difficult - I think the program was explained
clearly relate to the benefits of
training.
- Kirkpatrick (2009)
- Esteves, Pastor, and Casanovas (2002) - Schmidt (2007)
3.2 Facilities - How do you rate the traveling? (convenience, etc.) - The facilities were suitable (comfort) - The location of training is suitable - The food providing was suitable - The print material was easy to read and understand. - The workbooks/handouts were well organized. - The material was clearly organized. - The course materials were easy to follow.
- The material covered in the program was relevant to my job - The material presented in an interesting way - The way of this course was delivered (class room, computer, and video, etc.) was an effective way for me to learn this subject matter. - How do you rate the environment in term of comfort atmosphere?
- Kirkpatrick (2009)
- Bashir, Memon, and
Rizvi (2011)
- Schmidt (2007)
190
- Are you satisfied with the quality
of meals? - The materials/media used during the program was appropriate. - The environment contributed to my learning. - The physical facilities and equipment were provided appropriate.
3.3 Learning transfer
- I can use printed material given to
me in class as a reference on the job.
- The facilities and equipment were
favorable to learning.
- The facility met all needs of the
course.
- My colleagues/ department will
benefit from my participation in the
program.
- This course helps you to prepare for
the other job opportunities within
the hotel industry.
- My knowledge and skills increased
as a result of this course.
- This course will help me do my job
better.
-The skills/ knowledge taught in
this course was applicable to my
job? -
The knowledge and/or skills gain
through this course, as it is directly
applicable to my job.
-This course helped you to develop
those skills.
- How do you rate the program as an
educational experience to help you do
your job better?
-This course related directly to your
job responsibility
- I feel that the workshop will help
me do my job better.
-The skills taught in this course
relevant to your personal
development?
- I will be able to apply some of what
I have learned.
- Bashir et al. (2011) - Kirkpatrick (2009) - Lim and Morris
(2006)
3.4 Training satisfaction
- I am satisfied with the hotel industry
policy.
- I am satisfied with the support
provided by this hotel.
- I am most satisfied with my job
when I am making guest happy.
- I believe that the opportunity to
meet people is a primary source of
enjoyment.
- Overall I am satisfied with my job
in the hotel industry
- I am satisfied with the time
spending on the training program.
- I felt was most effective training
methodology and content in helping
me to learn.
- Ashton (2017)
- Hutchinson (2013)
- Schmidt (2007)
3.5 Staff commitment - The work place is a good employer.
- The organization is where I want to
work for.
- I intend to still be working for the
organization in 12 months.
- It is proud to say that I work for the
organization.
- I would apply for a job at the
organization again.
- Based on my past experience, I
would recommend the organization to
my friends.
- The employee feels that he or she is
the right person in the right place
doing the right job at the right time.
- I am happy to have chosen my work
in the hotel industry.
– I have made a correct choice to
have a career in the hotel.
- Ashton (2017)
- Hutchinson (2013)
- Porter, Steers,
Mowdays, and Boulian
(1974)
- Schmidt (2007)
191
APPENDIX F
SURVEY QUESTIONNAIRES
Graduate School of Tourism Management
National Institute of Development Administration
Title of Research Project
Developing Training Program Assessment Instrument Employees
in the Hotel Industry
This questionnaire is a part of a doctoral research project that seeks for
employee reaction towards the training program of the hotel. Thank you for taking the
time to participate by filling out this questionnaire.
This questionnaire is divided into two parts; Part one asks you to state your
perception towards the training program, for example, asking you about your
perception on program arrangement, course content, and the instructor. The second
part requires you to provide information about yourself such as hotel name, age,
gender, and your job title. The survey should take approximately 15-25 minutes to
complete.
Responses to this questionnaire will be strictly confidential. Please do not
attach your name to the questionnaire. The Ph.D. candidate, Ms. Tanida Lakornsri,
and her supervisor at National Institute of Development Administration (NIDA) are
the only two persons who will see the completed questionnaire, which remain the
property of the Institute. You can stop answering the questionnaire at any time.
Participants must be over 18 years of the age.
This study adheres to the guidelines of the Graduate School of Tourism
Management, National Institute of Development Administration (NIDA). I would be
pleased to discuss your participation or any query you may have at any time. Please
contact me, Tanida Lakornsri, E-mail; [email protected]. If you would like to
speak to the school ethics offer which is not involved in the study, you may contact
the faculty directly.
Yours sincerely,
Tanida Lakornsri
192
Survey Questionnaires
Hotel Staff Members’ Reaction Towards Training Program
Part I
Direction: Please take a few minutes and give us your opinion of the training
program that you attended within your organization. This information is for Ph.D.
purposes. My advisor and I use in the research only.
Please tick a checkmark () of the rating scales, which best describes your opinion
towards training program. Following statement listed below by using the rating scale
below.
Rating scales;
7 – strongly agree 6- agree 5-slightly agree
4 – neutral 3-disagree 2-slightly disagree
1 – strongly disagree
Part I. Staff’s reaction towards the training program
regarding program arrangement. S
tro
ng
ly a
gre
e
Ag
ree
Sli
gh
tly
ag
ree
Neu
tra
l
Sli
gh
tly
dis
ag
ree
Dis
ag
ree
Str
on
gly
dis
ag
ree
7 6 5 4 3 2 1
1. I think the training program identified clearly
objectives of training.
2. I think the training program matched the need of
staff.
3. I think the program was explained clearly related
to the benefits of training.
4. I think I had informed sufficient time to prepare
for the training program.
5. I think there are various teaching methods to
employ in the training program, e.g., lecture, role-play, games, exercises, demonstration, and
simulation.
193
Part II. Staff’s reaction towards the training program
regarding the course content.
Str
on
gly
ag
ree
Ag
ree
Sli
gh
tly
ag
ree
Neu
tra
l
Sli
gh
tly
dis
ag
ree
Dis
ag
ree
Str
on
gly
dis
ag
ree
7 6 5 4 3 2 1
6. In my opinion, the contents matched with training
program objectives.
7. In my opinion, the contents in handouts covered all
the topics in the training program.
8. In my opinion, the activities of the training
program were relevant to the contents.
9. In my opinion, the contents and designing of the
workshop were conducted in training; they were
relevant to my current job.
10. In my opinion, the language using within course was easy to understand.
Part III. Staff’s reaction towards the training
program regarding the instructor.
Str
on
gly
ag
ree
Ag
ree
Sli
gh
tly
ag
ree
Neu
tra
l
Sli
gh
tly
dis
ag
ree
Dis
ag
ree
Str
on
gly
dis
ag
ree
7 6 5 4 3 2 1
11. I can see that the instructor communicated well
for the entire training course.
12. I can see that the instructor’s teaching techniques
were interesting, creative and enthusiasm.
13. I can see that the instructor had ability to get me
an attention since the beginning till end of the class.
14. I can see that the instructor was welled-organizing for training course, for example types of activities
and time for group discussion.
15. I can see that the instructor was knowledgeable in
the areas he or she trained.
16. I can see that the instructor always encouraged
staff to participate.
17. I can see that the instructor knew what the staff
needed during training period.
18. I can see that the instructor dressed up properly.
19. I can see that the instructor always responded
promptly to the staff’s requests.
20. I can see that the instructor was able to explain
the difficult question clearly.
194
21. I can see that the instructor had a morality by
treating and evaluation staff equally.
22. I can see that the instructor was able to conclude
and linked concepts to course training.
23. From overall instructor’s performance, I have
high respected to him or her.
Part IV. Staff’s reaction towards training program
regarding time and length of the training program. S
tro
ng
ly a
gre
e
Ag
ree
Sli
gh
tly
ag
ree
Neu
tra
l
Sli
gh
tly
dis
ag
ree
Dis
ag
ree
Str
on
gly
dis
ag
ree
7 6 5 4 3 2 1
24. I think it was worth to spend time for attending
the training program.
25. I think the length of time in training is one of a
success factor, e.g., a minimum of training should
take 2-3 days for each program.
26. I think a maximum of 6 hours per day in training
is the most efficient.
27. I think it is inappropriate to arrange training time
after work.
Part V. Staff’s reaction towards the training program
regarding core competency self-evaluation. S
tro
ng
ly a
gre
e
Ag
ree
Sli
gh
tly
ag
ree
Neu
tra
l
Sli
gh
tly
dis
ag
ree
Dis
ag
ree
Str
on
gly
dis
ag
ree
7 6 5 4 3 2 1
28. I think the training every six months helped me
within a career development plan.
29. I think my knowledge and skills developed and
performed a better job.
30. I think I can share my knowledge from the
training course to improve my colleague skills.
31. After training, I found my skills and knowledge
were satisfied to guests’ expectation.
195
Part VI. Staff’s reaction towards the training
program regarding self-attitude and motivation
evaluation. S
tro
ng
ly a
gre
e
Ag
ree
Sli
gh
tly
ag
ree
Neu
tra
l
Sli
gh
tly
dis
ag
ree
Dis
ag
ree
Str
on
gly
dis
ag
ree
7 6 5 4 3 2 1
32. I looked forward to attending a next training
course.
33. I was really inspired by the instructor regarding
self-development.
34. I will definitely encourage new staff members to
attend the training program provided within the
hotel.
35. I had a positive effort to improve my skills in the
training program.
36. I believe that the organization will provide career
paths and the opportunity after participating in the
training program.
37. I think I should get paid if the training organizes
out of my regular working time.
38. I believe that my salary will increase as a result of
the participation in the appropriate training
program
39. I believe that my promotion is a result of
participation in training.
Part VII. Staff’s reaction towards the training program
regarding the material, visual aid & equipment quality
Str
on
gly
ag
ree
Ag
ree
Sli
gh
tly
ag
ree
Neu
tra
l
Sli
gh
tly
dis
ag
ree
Dis
ag
ree
Str
on
gly
dis
ag
ree
7 6 5 4 3 2 1
40. I think the visual aid presented attractively, for
example, attaching useful pictures in the context
clearly without boring.
41. I think the printed material was well prepared, for
example; no misspelling in power points, using fonts
and size which easy to read and the ink on the
handouts was not faded.
42. I think visual aids and technology using during
training were effectiveness and media was up-to-date
such as a computer, video, flip chart, projector, etc.
196
Part VIII. Staff’s reaction towards the training
program regarding the training environment and
atmosphere. S
tro
ng
ly a
gre
e
Ag
ree
Sli
gh
tly
ag
ree
Neu
tra
l
Sli
gh
tly
dis
ag
ree
Dis
ag
ree
Str
on
gly
dis
ag
ree
7 6 5 4 3 2 1
43. I think the atmosphere and environment
surrounding the training venue were comfortable.
44. I think the facilities such as classroom, air
conditioner, tables, chairs were appropriately provided
for a training course.
45. I think there were enough and clean restrooms.
Part IX. Staff’s reaction towards the training
program regarding location. S
tro
ng
ly a
gre
e
Ag
ree
Sli
gh
tly
ag
ree
Neu
tra
l
Sli
gh
tly
dis
ag
ree
Dis
ag
ree
Str
on
gly
dis
ag
ree
7 6 5 4 3 2 1
46. I think the venue to conduct the training program
was one of an important factor for organizing itself.
47. I think the venue of training should be organized
in the resort area, for instance, it should be held
outside at least 2-3 hours drive from the usual
workplace environment.
48. I definitely prefer to train in the hotel.
Part X. Staff’s reaction towards training
program regarding coffee breaks and meals.
Str
on
gly
ag
ree
Ag
ree
Sli
gh
tly
ag
ree
Neu
tra
l
Sli
gh
tly
dis
ag
ree
Dis
ag
ree
Str
on
gly
dis
ag
ree
7 6 5 4 3 2 1
49. I think the meals provided during the
program were good quality, e.g. nutrition and
delicious.
50. I think the coffee break time between 10-15
minutes was suitable.
51. To give efficiency prior to the training
program takes place, I think the staff should
have choices to select their menus.
197
Suggestion
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Part XI. Staff’s reaction towards training
program regarding training satisfaction.
Str
on
gly
ag
ree
Ag
ree
Sli
gh
tly
ag
ree
Neu
tra
l
Sli
gh
tly
dis
ag
ree
Dis
ag
ree
Str
on
gly
dis
ag
ree
7 6 5 4 3 2 1
52. Overall the training program was enjoyable.
53. I will definitely attend the training if
management asks me to the participant.
54. I felt totally that content was effective in
helping me to learn.
55. I felt training methodology was effective in
helping me to learn.
56. I was satisfied with the time spending on the
training program.
Part XII. Staff’s reaction towards training
program regarding staff commitment.
Str
on
gly
ag
ree
Ag
ree
Sli
gh
tly
ag
ree
Neu
tra
l
Sli
gh
tly
dis
ag
ree
Dis
ag
ree
Str
on
gly
dis
ag
ree
7 6 5 4 3 2 1
57. After training, I am willing to work within
this organization.
58. I am proud to say that I work for this hotel
59. After attending the training program, I felt
that I have been doing the right job in the right
place.
60. Based on my past experiences, especially the
training program, I will recommend others to
apply for a job here.
198
Part II: Demographic data
1. Personal information
1.1 Hotel name
1.2 Division/Department
1.3 Job title
1.4 Over all hotel experiences (years)
1.5 What kind of training program have you trained before?
1.6 Training length
1.7 Education level
☐ Diploma
☐ Bachelor
☐ Master
☐ Others; _________
1.8 Gender
☐ Male
☐ Female
☐ Others
1.9 Age
☐ 20-25
☐ 26-30
☐ 31-35
☐ More than 36
199
APPENDIX G
SUMMARY INTERVIEW QUESTION ONE AFTER PILOT
TESTING
1. How do you set the goal of training linked to organizational mission and
vision?
2. What performance management strategy that supports training?
3. How do you set the competency goal for each position?
4. Do you have any difficulty with training? If yes, what are they? How do you
overcome the problems in term of organizing the training?
5. How do you communicate to employees when you have a training program to
be announced? What are the channels?
6. What are the criteria for selecting both of internal and external instructors to
be trained?
7. Do you have any significance in management change related to the training? If
yes, how do you facilitate the management change in term of training
employees in the new skills requirement?
8. What the additional internal and external factors might influence motivation
employees in term of training? (How many suitable hours per day for
training?)
200
APPENDIX H
TRANSCRIPT OF RESEARCH QUESTION ONE (Stage 2)
1. How do you set the goal of training linked to organizational mission and
vision?
ID1: Follow the Accor group
ID2: The training program always considers in the mission and vision of the
hotel brand. The headquarter set them and passed on to the hotel chain to
follow.
ID3: Level of staff and position. The new staff will be trained within 45 days
(orientation) and during the training period, the new staff will have a buddy.
After doing the training, supervisor or manager of each department has to
evaluate. If the new staff perform the task under the standard of the hotel, the
supervisor has to write a report and give feedback to the new staff for
developing.
ID4: 1. The goal of the hotel is to be a leader in service business, so we have
to consider about competency that staff needs to perform the best service. 2.
Service demanding has been changing all the time so we should know a new
trend of guest from each country that prefers to travel in Thailand. Therefore,
we can handle well when the guests arrive such as training about languages. 3.
Considering about brand standard.
ID5: Cooperate plan.
ID6: Identify the main mission and vision by finding keywords. Then making
the keywords easy to understand. After that, digest them into topics related to
the training. Finally, create a class as a workshop twice a year.
201
ID7: It depends on which department that we have to train them.
2. What performance management strategy that supports the organization’s
mission and value in term of training?
ID1: Accor set strategy to follow.
ID2: As the mission and vision of this hotel is about guest experiences (brand
experiences) and service culture. The experience of the guest is the key factor
to indicate guests’ satisfaction or not. If they impress with the services that
mean they may choose our hotel for next time.
ID3: Strategy is about hope. Every new staff has to attend the orientation
before working in a department. Once they start working in the department,
the manager of that department has to talk to the new staff along with a
checklist on hand (as guest meet the host). Both of them will have a checklist
to make an agreement and understand each topic.
ID4: 1. Every staff has to understand the foundation and organizational culture
very well through communication. Director of HR set training schedule for
both operation and management levels. For example, every operation staff has
to attend a training program at least 50 hours per year. (Communication, open
door, wrap station - three ways to create trust to make an engagement)
ID5: Create action-training plan under the mission and vision of the hotel.
When we have a management meeting, we always ask and send the survey to
managers and supervisors of each department of what training they need for
them and their staff. 2. Going on the field to observe staff perform their duties
to see what competency they need to develop. 3. Joining the morning or
afternoon brief in each department (pop up) to get staff opinion.
202
ID6: The policy of this hotel regarding mission and vision is everyone has to
know the vision (core-value) of the hotel and staff always needs to keep in
mind. Mission and vision were brought up to brand identity and linked to
training by orientation the new staff. Also, at 10 o’clock of each day, every
department has to have light up a briefing to remind the vision of the hotel.
ID7: Assigning the project and follow the outcomes. Get them to have pre and
post-test including on the job training. After traning the the staff the theory, let
them perform the job as on the job training. Then, the supervisor evaluates
them every month.
3. How do you set the competency goal for each position?
ID1: Competency goal was set at different levels for example supervisor will
set the competency in related to be a future leader. For the operation, level will
set the basic skill needed to perform the job in the job description.
ID2: The competency has set from the headquarter already. They set the
competency as level. They divided into three categories such as an operation
officer, supervisor, and manager level. Also, they set a timeline to evaluate
their staff twice a year as in the middle and end of the year. They need to
develop their competency to be leaders.
ID3: Must understand the goal clearly and what the purpose of this goal.
Therefore, the training can be adapted to the same goal.
ID4: Follow hotel job description of each position.
ID5: 1. Follow the job description. 2. Setting the hours that all staff has to
attend (50 hrs./year). 3. Planning the suitable training program for each level;
for example, if a supervisor wants to be a manager, she has to attend a
leadership class first.
203
ID6: The main competency was set at the headquarter. However, each hotel
brand can be customized itself. Mostly, the headquarter has a pattern of
behavior ranking to evaluate the new staff.
ID7: Director of HR has set the core-competency for staff such as
responsibility, service mind, work teamwork, and friendly.
4. Do you have any difficulty with training? If yes, what are they? How do you
overcome the problems of the training program?
ID1: Operation timeline. To overcome this problem is organizing the training
in different periods to be avoided the busy time. Maybe one class can be held
more than one time.
ID2: Operation timeline is the main problem of organizing training. Each
training program, therefore; it will be held more than one time and more often
held if that training requires everyone in the hotel to attend. Another problem
is the lack of communication in each department. Sometimes, the manager or
supervisor forgets to inform their staff.
ID3: Operation timeline. Nowadays, this business has been changed; guests’
behaviors have also changed. They make a decision quickly, so sometimes a
hotel has to change the plan depends on the circumstance as well.
ID4: Missed communication. Besides sending email to inform about training
schedule, we will send to letter out to each department as well and having the
manager or supervisor sign to acknowledge.
ID5: Missed communication. Maybe the managers forget to inform their staff.
The solution to this problem is once we have a training class, we send the
document paper to every department involved and have them sign to
acknowledge. Another problem is the operation timeline, so we have to launch
204
the daily package in advance to get the staff makes up their schedule for
training as well. Lastly, some managers ignore the training; we have to discuss
with them and explain to the benefits of training.
ID6: Not really. There are some problems such as nonattendance and negligent
to the manager. We have to understand to the nature of staff and operation
timeline of our hotel. We can check the occupancy from the reservation and
plan for the training about a month to avoid the busy business period. Also, we
have to have an option for staff who needs to train as well (be flexible to avoid
the problem). Try to train without boring. The relationship between training
manager and other department is important too.
ID7: It is about the budget allowance for training.
5. How do you communicate to employees when you have a training program to
be announced?
ID1: Every month, we set the training and activity calendar. Also, on the 1st of
each month, we inform about the course training via the email. Activities,
course-training outline are included. Moreover, making a poster to promote
the activity. Beside those channels, we have a Facebook group to spread the
training news. One last thing to remind the staff attending the training is a
briefing of the manager in each department.
ID2: Training manager will send the course and timetable of training program
every month via the email. This email includes the employee name list of who
have to attend in each course.
ID3: Training manager makes a training calendar for the entire month and for
sending it out to every department. When the manager of each department
receives it, they will send their staff that needs to be trained. However, some
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training does not require everyone attend the class so training manager will
have a name list and inform those staff who has to attend.
ID4: We announce training information by e-mail named Daily Package. It
includes training programs of each day in one month. We always launch the
training program in advance to let the staff makes up the schedule in
registration the training. (Daily Package, Norm, Briefing before start working)
ID5: Sending newsletter via email, which called daily package along with
training program schedule, details and information about the training.
Launching a poster to register the training. Going pop up at the department to
inform the training schedule and who needs to attend. The daily package sends
out in advance around one week before the training starts.
ID6: 1. Lines (not appropriate) 2. E-mail (effective email has to create the
useful file, which is easy to access and includes providing all information and
register form).
ID7: 1. Informing the training via the manager meeting. 2. E-mail 3. The
announcement on boards (particular for entry-level staff).
6. What are the criteria for selecting instructor to be trained?
ID1: It depends on the course content, and the department needs to be trained.
Some courses need specialist which we will invite the external instructor. For
example, first aid course, this one we will invite the doctor to train. The
external instructor that we hire has to be from a reputable organization. For an
internal trainer, this person will be selected by the headquarter and has to be
trained in course train the trainer.
ID2: It depends on the course. If the course is about the hotel rule and
regulation, and product knowledge, training manager will train it. If some
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courses need specialists, we will invite them from a reputation and well-
known company.
ID3: Firstly, it is necessary to know the goal of training very well, so the
selection of the instructor is going to follow that goal.
ID4: For the internal instructor, we have the class to train the trainer within the
hotel. For the external instructor, we select them from the famous institute and
government, which depend on the training program.
ID5: ----
ID6: Both internal instructor and external instructor (Training manager) have
to get the certificate by the headquarter or famous institute.
ID7: It depends on each topic. Some topic can be trained more than one
instructor, for example; the training manager cooperates with the manager of
the department. If it about first aid training, we invite the instructor from the
hospital.
7. Do you have any significance in management change related to the training? If
yes, how do you facilitate the management change in term of training
employees in the new skills requirement?
ID1: Yes. As Accor group overtakes Swissotel, so the significant policy has
changed. To be facilitated this change, it starts with the manager of every
department has to understand and accept it so they will pass on and cultivate
the new management policy to their staff.
ID2: It depends on what topic is going to be changed. Mostly, we start training
a new system or cultivate new management from the manager. Then the
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manager of each department will pass on the new policy to their staff to make
them understand and accept it.
ID3: ----------
ID4: Yes. We start communication from top to bottom. Management levels
must know and understand the new policy and discuss when we are going to
start and set up deadline. After the management level (Director/GM) agrees,
HRD will inform the information to the manager of each department to inform
everyone in the department.
ID5: We have one value for our hotel named embrace change, which means
when the old policy had changed everyone is ready for this challenge to
enhance the new culture or new management. Also, we have a website
provided for only staff of the hotel to communicate if they have any queries so
they can post the question the o HR to get the answers.
ID6: Actually, when we have a big changed, the hotel has to find the key
center to communicate and inform the new things to all staff which mostly
either the general manager or director of HRD. Then make them understand
the new rules and get them to change. According to the training, if is not
related to the training, we have to leave it with the GM.
ID7: Creating the activities that linked to the new change and try to make it
fun and in with it.
8. What might the additional internal and external factors influence motivation
employees in term of training?
ID1: Starting with the good promotion for the training program, particularly
word of mouth including in informing the benefits of attending the training. In
208
addition, a good relationship between the trainer and staff is a good motivation
that can drive them to attend the training.
ID2: 1. The training program and course content need to relate to developing
their competency, which makes them want to get that benefits.
2. Setting up some hours that each staff needs to attend and period allowance
each year.
ID3: To motivate the staff, the training manager should provide the benefits of
training in each class. The training course will develop and increase their
skills. After training, the hotel will evaluate the staff if they perform better, the
salary will be increased. So this is the motivation that drives the staff needs the
training. (What is it for me?)
ID4: The technique we use to motivate staff in term of training have we let
them know what they are going to get from the class. Normally, we ask the
questions to them and make them think about what is the goal or benefits for
them instead of giving suggestion directly. (what is it for me?)
ID5: We have a personal development plan for staff if they need to have a
future with us. Basically, young staff as Y generation prefers to know what
they are going to get if they attend the training (what is it for me?). Therefore,
motivation comes from the personal needs.
ID6: Staff will think about what is it for them. We have always informed staff
what benefits of this class (training) that they are going to get and what can
you generate of this. It is very important, especially, informing them as an
introduction and reinstatement again at the conclusion. The most important
thing to creating the training program is the topic or content must be related to
the audience or staff. Find a new way to train to avoid boring if reinforce
training. You should know the type of audience.
209
ID7: The motivation that drives the staff would like to attend the training are
included; first, interesting curriculum. Second, teaching technique should not
be boring. Third, the training venue can be held outside the hotel sometimes.
Lastly, organizing the competition among the staff in the department to
encourage them wants to train more.
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APPENDIX I
SUMMARY AND CODING THEME OF RESEARCH QUESTION ONE
211
212
213
APPENDIX J
SUMMARY INTERVIEW QUESTION TWO AFTER PILOT TESTING
1. What are the factors to be considered in designing training programs in your
department?
2. How would you carry out the performance transfer processes in your
department?
3. What are the useful performance appraisal techniques to be employed and
which one is the most accurately?
4. What are any action-plans to improve the employees’ performance?
214
APPENDIX K
TRANSCRIPT OF RESEARCH QUESTION TWO (Stage 2)
Interview’s Transcript: Main theme: Behavior Changed Process
Research Question 2: How has entry-level staff behavior change been measured
after training?
1. What are the factors to be considered in designing training programs in your
department?
ID1: Starting from attitude and open-minded of the trainee or staff. Next,
teaching them to be a noticeable person. Providing the theory of the product
knowledge in the restaurant. The most important thing is depending on they
are willing to learn or not.
ID2: Concerning in hotel branding and essential skills of each department.
ID3: Dividing into two categories, first; the training is held for the new staff
about the overview knowledge of the hotel. Second, the training is about
developing the skills related to performing a better job.
ID4: First, it is an overview of hotel branding. Second, consider essential skills
for each department.
ID5: Supervisor has to notice her staff of which skills need to be trained in
each topic. The training course can be the difference. It depends on each staff
performance. Therefore, it is vital for the supervisor to get to know her staff
well by talking, an observation about the personal and how to communicate
with other staff. Asking feedback from the co-workers.
215
ID6: As we work in the restaurant, we will start training the new employees
with product knowledge of the restaurant, especially the information about the
back of the house.
ID7: Operation timeline. Learning product knowledge and services by having
a buddy. The concern about where staff lives so we can plan the suitable shift
for them.
ID8: 1. The attitude of staff towards work and open-minded. 2. The will to
train and help others 3. Staff friendliness 4. Punctuation
ID9: Manager considers in skills needed by asking them first about what they
had trained. Then identifying what the essential skills they need and teaching
them to improve their skills that need to perform well at work.
ID10: Time and workforce.
ID11: 1. Mission and vision of the hotel 2. Staff level, for example; if
designing operation level will emphasize the services and attitude to work
(think as the hotel is like your home). For the supervisor or manager will train
on leadership topic. Setting the learning hours for each level per year. (65
hrs/operation level).
ID12: 1. byStaff level. 2. Brand of the hotel.
ID13: Checking staff’s skills before training.
ID14: 1. Considering from what skills that staff needs to know. 2. Setting up
the training plan for each month, which is different from HR training. Then let
the trainees sign for acknowledging and for a record. After that, sent this
document to HRM.
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ID15: Hotel culture and mission.
ID16: Based on the policy of the hotel, there are provided into two main parts.
The first part of training is from HRD, and another one is training in a
department. Training in the department is focused on the essential skills and
product knowledge of the department. Some topics of the training are from
past experiences cases that we have faced because we have to prepare the staff
to know how to handle the problem in the future.
ID17: Cases study from experience in a particular period.
ID18: Skill’s that staff needs to perform tasks in the department
ID19: 1. The objective of the hotel. 2. Level of staff
ID20: 1. Surveying what staff needs to be trained. 2. The vision of the hotel. 3.
Budget
ID21: There are two parts of training, which are training with HRD and
operation training within the department. This hotel requires 40-hours/ month
of training for operation staff. Level of staff is also one of the factors to design
the training program. For operation training, we consider which position needs
to be trained by law and order such as lifeguard.
ID22: 1. Follow the standard of the hotel. 2. Brand of the hotel. 3. Training
upon law and order (fire escape and evacuation, first aid) 4. Foreign language
5. Trends and the circumstance.
2. How would you carry out the performance transfer processes in your
department? Is it realistic?
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ID1: Supervisor should know the strength and weakness of each staff to
develop and improve their ability in both theory and operation. However, the
supervisor should not ignore them, in contrast, we will always monitor and
give them a suggestion.
ID2: After attended the training, the supervisor should let the staff perform on
their duty as soon as they can.
ID3: First step is planning of what subjects and who need to be trained. The
checklist is the important thing to help remind the training manager. After the
training, the staff has to sign to acknowledge they have passed the training.
Then, the supervisor has to follow up the performance when they are on duty
as well.
ID4: After attending the training, the supervisor encourages the staff to
perform the job as he trained. Then evaluate by his actual performance when
he is on duty.
ID5: Supervisor encourages their staff to perform the job by themselves first.
Then evaluate the actual performance while they perform on the job. (on the
job training)
ID6: 1. On the job training. 2. Briefing every day before starting each shift in
order to prepare and get the employee ready to work.
ID7: We always tell the trainee to work as full-time staff. When the staff faces
the obstacle, identify it and solve it day by day.
ID8: After staff was trained in theory already. Let them perform the job as on
the job training. Then, the supervisor evaluates them every month.
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ID9: 1. Let them perform the task. 2. Test them every day by asking basically.
ID10: On the job training
ID11: Learning from the case study and demonstrate or role-play. Inspection
every type of hotel rooms and function rooms not only lecture in class.
ID12: Training (Learning) by doing.
ID13: After training let staff performs their task but never leave them alone for
the beginning of working. We act as a coach or buddy to coach them until
they perform the job correctly.
ID14: After training, we have to follow up with them by observation including
using the paper test to test product knowledge. Demonstration and role-play
apply for essential skills of services in the restaurant. Lastly, on the job
training technique employs to get them confident to perform a job. Moreover,
to encourage them to perform the job the best is motivation, which is offering
an incentive program to staff who can up-sell.
ID15: At the beginning, the training for new staff divided into two parts. First
is an orientation to get to know the hotel. After that, they will assign to work
in the department that qualified. At the department also divides the training
into two parts, including a training program is about theory (classroom) and
practice as on the job training. Also, on the job training, there will be a partner
to be with the new staff until they know how to perform the job correctly.
ID16: ---
ID17: 1. Try to encourage staff to participate in training in order to get their
attention as much as we can. 2. Follow up by using question and answer
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(Q&A) after training. 3. Observation while staff performs the tasks. If they
make any mistakes, we can correct them.
ID18: 1. Each new staff will get a buddy at the beginning to coach them while
on the job training. 2. Train and demonstrate how to perform correctly to new
staff more often at the beginning of working.
ID19: After learning about the theory, we train staff as on the job training.
Therefore, they can learn by doing at the same time.
ID20: ---
ID21: 1. Role-play is another technique that we employ. Let staff performs
tasks as per we assign then observe them until they perform correctly and
naturally.
ID22: On the job training. Briefing about how to perform excellent job every
time before shift starting (this event will be held by a supervisor within the
department) then observe their performances in order to give feedback.
3. What are the useful performance appraisal techniques to be employed and
which one is the most accurately reflect the performance?
ID1: Giving feedback. Checking from the performance when the staff is on
duty, responsibility, and the absentee. Considering assisting and how they
coordinate with another department.
ID2: Supervisor evaluates by observing the performance after training then
giving feedback to the staff. Supervisor obverses by herself to avoid the bias
from the co-workers.
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ID3: 1. Observe the actual performance when the staff is on duty. 2. The
supervisor has to do the checklist to evaluate the staff. After evaluation, the
supervisor always gives feedback and suggestion to staff to develop the
performance. Observation and guest voice is the most accurate in my opinion.
ID4: For the new staff, maybe asking his performance from co-workers.
Identify in each topic or problem that the staff has one. Next, the supervisor
evaluates on a separate topic for each time. Then, discussion with the staff to
find the solution to improve skills.
ID5: Because there are different personalities of each staff, so the supervisor
employs the phycology to evaluate such as giving feedback directly from the
supervisor. Feedback from other co-worker either from the same or different
department can also be brought it to consider. However, the supervisor needs
to prove the truth in avoiding bias.
ID6: 1. Observation and evaluation of an actual performance on duty.
Get feedback from guest voice and cultivate staff as we work as a family.
Guest voice. Sometimes, random asking the information.
ID7: 1. Notice staff perform work on the first day then evaluate (pre-test).
2. After training, employing observation the staff to see the improvement and
any behavior changed. 3. The supervisor makes the checklist himself to
evaluate staff and asking the opinion about work. (get feedback). The
supervisor evaluates staff performance when they are on duty by observation
to see the performance match with the objective.
ID8: Feedback or comments from the guests. The hotels always keep the eyes
on trip advisor as a guest voice as well as we email to guest after they are out
of the hotel to get the feedback. 1. Evaluation from 360-degree observation,
particularly in term of communication with other staff. 2. Evaluation of the
outcome from when we assign the task.
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ID9: On the job training then evaluate once a month. Observation while the
staff performs a job and evaluation of the outcome.
ID10: Paper examination to evaluate the product knowledge and evaluate the
outcome of their performance. Testing by doing that evaluate the outcome.
ID11: Manager is the one to evaluate staff. In this department, we let staff
evaluate themselves first and then manager evaluate again. Then, giving
feedback to staff. Giving feedback on the outcome of their performance.
Getting feedback is from the manager, co-workers, and guest voice.
ID12: Grading the staff. Evaluate by the performance on three months’
probation and evaluate again at the end of the year to consider the promotion
or increase the salary. Evaluate the outcome which getting from guest voice
because the service is an intangible.
ID13: To evaluate staff from their outcomes by observation along with the
checklist. Also, making a role-play to see how they demonstrate. Let them
perform the job with the real guests and observe them. If there are some
mistakes, occur after they are done with the guest, we have to correct them
right the way.
ID14: Paper testing, observation, checklist. Measuring from guest satisfaction
by sending the email to the guest to get them feedback including checking the
guest voice from trip advisor. However, to avoid bias, the manager of the
department has to evaluate by observation herself.
ID15: Evaluation of the outcome. Let the staff do their job day by day until
they get confidence. At first, we just guide them and let them think about how
to do their jobs by themselves. Next, if they are not successful in their job or
spend much time to perform, we will direct them to get into an effective way.
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Besides measuring by observation, we prefer to assign the project to them and
evaluate the project outcome.
ID16: A Guest voice from trip advisor to seek for both negative and positive
feedback. Also, check the feedback right away after the guest receives a
service. Observation
ID17: Evaluate once a year with a checklist of topics.
ID18: Question and answer. Evaluate yearly using hotel form (scale 1-5),
which covers every topic such as grooming, punctuation, and services.
ID19: Question and Answer by supervisor. The manager of the department
evaluates the staff with supervisor as well by asking the questions.
ID20: We have e-learning so we can test some topics online such as English
test. Using the program on the computer to test staff.
ID21: 1. After staff has done tasks particularly in the spa department, the guest
comments on the card after that. There are several topics (e.g.,
communication, massage, or services) on cards along with rating scale 1-10 so
we will know what topics need to be improved from the guest if the guest rates
below 8. 2. A guest voice from trip advisor. 3. The manager gives feedback up
on the comment cards and asks feedback about staff from co-workers both
from the same and another department. 4. Check e-mail or complementary
cards after guest checks out. Mysterious shopper.
ID22: 1. Paper test 2. Observation and keep a record. 3. Training attendance
record. External audit (Mysterious shopper).
4. Do the employees ’performances meet the expectation? If not what are any
action-plans to improve the employees’ performance?
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ID1: Yes. Focus on the weakness staff to develop their skills by letting them
have a notebook when they are on both in training class and on the job
training.
ID2: The action plan is discussing with the staff to identify the problem and
find the solution to improve their skills.
ID3: Identify the problem that blocks the improvement of staff’s performance
then add to what staff needs more. Find a new way to teach.
ID4:---------
ID5: Supervisor asks her staff whether they truly want this job or not. They
have to have clear the goal for themselves. If yes, both of supervisor and staff
need to identify the problem. Moreover, give more time and set a timeline for
that staff to develop himself than giving feedback.
ID6: Focus on the staff who performs below the standard we have set. Then
identify the problem included finding the buddy to help that weaken staff to
improve skills.
ID7: ----
ID8: 1. Discuss with both of the staff and instructor to identify the problem
and solve it.
ID9: Yes. If the staff cannot reach the hotel’s standard, we have to discuss
with the staff. In this department (Kitchen), everyone must have a notebook
while training to write down all the information they need. Every day, the chef
or manager will random questioning the staff about product knowledge or
information in implementing tasks.
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ID10: 1. Discussion and identify the problem with the staff to find a solution
together.
2. three times warning but if they do not improve, they will get the punishment
ID11: action-plans are;
1. Discussion with the staff to get to know the problem.
2. Advising how to fix the problem.
3. Evaluation staff, then giving feedback.
ID12: 1. Identify the problem with both staff and training program. In some
cases have to revise the program.
2. Create and open class that the staff is interested in. 3. Setting learning hours
for each staff level per year or month for the attendance as a rule of the hotel.
4. Taking staff to train somewhere outside the hotel sometimes.
ID13: Giving the staff an opportunity to make up for themselves by training
them again.
ID14: Investigation in each case to identify the problem and get a solution.
After knowing the problem and the weakness and strengthen points of staff,
we have to retain in a new way.
ID15: First, we have to explain the benefits of the training program that they
are going to get (what is it for you?). If they still have the problem, we have to
identify the problem. Maybe is not about the staff but we have to review about
the instructor or the program. Another strategy is to assign the same project to
them and evaluate the outcomes. It is like the challenge for them as
competition so they will pay more attention to their task.
ID16: After training, we have a test (Q&A) for staff as a group discussion that
has trained to check the understanding.
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ID17: 1. Identify the problem. 2. Retain for the staff who has problems with a
specific topic.
ID18: 1. Discussion with the staff including his buddy to identify the problem.
2 Giving feedback after staff performs to let him know if any mistakes occur.
ID19: We have a cross-training program. For example, if the new staff
performs skills lower than the standard even he already trained; we will send
him to another department or division, which is a more specific job. Once, he
performs better; we will get him back to our department (if he wants).
ID20: At the beginning of working for staff who perform below standard, he
will have a buddy or supervisor to coach and be a motivation until he gets the
confidence to perform a better job.
ID21: --
ID22: Create a group discussion to identify the problems and find a solution
together.
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APPENDIX L
TRANSCRIPT OF RESEARCH QUESTION TWO (Stage 2)
Training Program Design Implementation and
Assessment Techniques
Performance Indicator
1. What are the factors to be
considered in designing training
programs in your department?
2. How would you carry out
the performance transfer
processes in your
department?
3. What are the criteria to
measure that accurately
reflect the performance both
before and after attending the
training and the most
accuracy?
4. What are any action-plans
to improve the employees’
performance?
ID1 - Attitude and open-
minded, product knowledge,
the will of the employee.
The supervisor should know
the strength and weakness of
each staff. Giving feedback.
Supervisor obverses by
herself
Monitor and give them a
suggestion. Focus on the
weakness staff to develop
their skills by letting them
have a notebook while they
on both in training class and
on the job training.
ID2 - hotel branding, essential
skills
let the staff perform on their
duty as soon as they can..
Evaluate by observing
Supervisor obverses by
herself
Discussing with the staff to
identify the problem and find
the solution.
ID3 - overview knowledge of
the hotel, the skills related to
performing a better job.
The checklist is the important
thing to help remind, follow
up. Observe the actual
performance when the staff is
on duty. Always gives
feedback and suggestion.
Observation and guest voice
The staff has to sign in order
to acknowledge they have
passed the training. Identify
the problem that blocks the
improvement and adds to
what staff needs more. Find a
new way to teach.
ID4 - Overview of hotel
branding, essential skills.
Supervisor encourages the
staff to perform the job.
Asking his performance from
co-workers.
Identify in each topic or
problem. The supervisor
evaluates on a separate topic
for each time. Discussion with
the staff to find the solution
ID5 - Skills need to be trained Communicate with other
staff, get to know her staff
well by talking, an
observation about the
personal. Supervisor
encourages their staff to
perform the job by
themselves first. Applying
phycology to evaluate.
Feedback from another co-
worker. Giving feedback
directly from the supervisor.
Supervisor asks her staff
whether they truly want this
job or not. Supervisor and
staff need to identify the
problem. Moreover, give
more time and set a timeline
for that staff to develop
himself, then give them
feedback.
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ID6 - product knowledge 1. On the job training. 2.
Briefing every day before
starting each shift. 3.
Cultivate staff as we work as
a family. Guest voice
Asking for feedback form the
co-workers. Get feedback
from a guest voice. Focus on
the staff that performs below
standard. Identify the
problem included find the
buddy to help that weaken
staff.
ID7 - Operation timeline,
product knowledge and services
having a buddy, tell the
trainee to work as full-time
staff. Pre-Test on the first day
after training, employing
observation, checklist, get
feedback. The supervisor
evaluates staff performance
-
ID8 – Attitude, and open-
minded, The will to train
Let them perform the job as
on the job training. Feedback
or comments from the guests.
Evaluation from 360-degree
observation. Evaluation from
the outcome
Discuss with both of the staff
and instructor to identify the
problem and solve it.
ID9 - skills needed Teaching them to improve
their skills that need to
perform well at work. Let
them perform the task as on
the job training. Evaluation
of the outcome.
The supervisor evaluates
them every month. Everyone
must have a notebook while
training to write down all the
information they need. Every
day, the chef or manager will
random questioning the staff
about product knowledge or
information in implementing
tasks.
ID10 - Time and manpower. On the job training. Paper
examination; evaluate the
outcome of their
performance. Testing by
doing
1. Discussion and identify the
problem with the staff to find
a solution together.
2. three times warning but if
they do not improve, they will
get the punishment
ID11 - Mission and vision of the
hotel, Staff level, the services
and attitude to work. Learning
from the case study. Inspection
every type of hotel rooms and
function rooms not only lecture
in class
demonstrate or role-play staff
evaluate themselves then
manager evaluate again.
Then giving feedback to staff.
Getting feedback is from the
manager, co-workers, and
guest voice.
Setting the learning hours for
each level per year. (65 hrs.
/operation level). Discussion
with the staff to get to know
the problem.
Advising how to fix the
problem.
Evaluating the staff, then
giving feedback.
ID12 - 1. Staff level. 2. Brand of
the hotel.
Training (Learning) by doing.
Grading the staff and getting
from a guest voice
Evaluate by the performance
at three months probation.1.
Identify the problem with
both staff and training
program. In some cases have
to revise the program.2.
Create and open class that
the staff is interested in. 3.
Setting learning hours for
each staff level per year or
month to attend as a rule of
228
the hotel. 4. Taking staff train
somewhere outside the hotel
sometimes.
ID13 - Checking staff’s skills
before training
Let staff performs their task,
having a coach or buddy to
guide them. Making a role-
play. To evaluate staff from
the outcomes by observation
along with the checklist. Let
them perform the job with
the real guests and observe
them
Train staff again
ID14 - what skills that staff
needs, essential skills. Setting
up the training plan for each
month
follow up, using the paper test
to test product knowledge.
Demonstration and role-play,
on the job training technique.
Paper testing, checklist.
Checking the guest voice
from trip advisor
let the trainees sign for
acknowledging and for a
record. After that sent this
document to HRM. Identify
the problem and get a
solution and re-train in a new
way.
ID15 - Hotel culture and
mission, orientation, At the
department also divides the
training into two parts,
including training program is
about theory (classroom) and
practice as on the job training
a partner to be with the new
staff. Try to encourage staff
to participate in training.
Follow up by using question
and answer (Q&A) after
training. Observation while
staff performs the tasks.
Evaluation of the outcome
explain the benefits of the
training. Identify the
problem. Maybe is not about
the staff but we have to
review about the instructor or
the program. Assigning the
same project to them and
evaluate the outcomes. It is
like the challenge for them
ID16 - Policy of the hotel,
training is from HRD; the
department is focused on the
essential skills and product
knowledge, past experiences
cases
Observation A guest voice from trip
advisor. After training, we
have a test (Q&A). A group
discussion that has trained to
check the understanding.
ID17 - Cases study from
experience
Try to encourage staff to
participate in training.
Follow up by using question
and answer (Q&A) after
training. Observation while
staff performs the tasks.
Evaluate once a year with a
checklist of topics. 1. Identify
the problem. 2. Re-train
ID18 - Skills that staff needs get a buddy at the beginning
to coach, Train and
demonstrate Question and
answer. Evaluate yearly
using hotel form (scale 1-5)
1. Discussion with the staff
included his buddy to identify
the problem. 2 Giving
feedback
ID19 - 1. The objective of the
hotel. 2. Level of staff
train staff as on the job
training Question and
Answer The manager of the
department evaluates the
staff with supervisor as well
by asking the questions.
Cross training program by
sending staff to another
department or division, which
is a more specific job.
ID20 - What staff needs to be
trained, the vision of the hotel,
budget, and e-learning
Test some topics online. Using
the program on the computer
to test staff
Having a buddy or supervisor
to coach and be a motivation
ID21 - Training with HRD and
operation training, Level of
Role-play, observe Manager
gives feedback up on the
Guest comments on the card.
A guest voice from trip
229
staff; position needs to be
trained by law and order
comment cards and asks
feedback about staff from co-
workers both from the same
and another department.
Mysterious shopper.
advisor. Check e-mail or
complementary cards after
guest checks out.
ID22 - Standard of the hotel, a
brand of the hotel, training on
law and order, Foreign
language, trends and the
circumstance.
On the job training. Briefing
before shift starts, observe.
Paper test, Checking from the
performance, responsibility,
and the absentee. External
audit (Mysterious shopper).
Giving feedback. Training
attendance record. Create
group discussion to identify
the problems and find a
solution
230
BIOGRAPHY
NAME Tanida Lakornsri
ACADEMIC BACKGROUND Rangsit University; Bangkok; Thailand
Bachelor’s Degree of Arts (Hotel Management)
Overall GPA in 2002
Florida Metropolitan University; Tampa, FL
Master’s Degree of Business administration;
Overall GPA in 2006
Everest University; Clearwater, FL
Certificate of Pharmacy Technician in 2007
EXPERINCES Receptionist and Front Desk Coordinator at
Holiday Inn Express Hotel, Dunedin; FL, USA.,
2006-2007
Executive Global Reservation at Ascott
International Management (Thailand), 2008-2009
Guest lecturer at International College of
Sustainable Tourism Management,
Srinakharinwirot University, 2012-2013
Guest lecturer at Nation University (Nation
University Language Institute), 2013-2015
Guest lecturer at Sripatum University (Sripatum
International Institute of Languages and
Cultures/SIILC), 2014-2016
Guest lecturer at Rangsit University (Rangsit
English Language Institute/RELI), 2014-2017
Lecturer in the Faculty of Tourism and Hotel
Management at Mahasarakham University,
2009-2018