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Abstract
Training and development play a crucial role in enhancing employee performance, organizational efficiency, and institutional competitiveness, particularly in higher education. This study examines the training and development practices within a university setting, focusing on employee perceptions, influencing factors, and challenges that affect training effectiveness. A descriptive survey design was employed, with data collected from academic, administrative, and finance staff using structured questionnaires. The findings reveal that while a significant proportion of employees are aware of and have participated in training programs, the frequency and systematic evaluation of these initiatives remain insufficient. Key factors influencing training effectiveness include university policies, financial resources, technological advancements, and strategic institutional objectives. The study identifies budget constraints as a major limitation, restricting the scope and accessibility of training programs. Additionally, the absence of structured needs assessments and limited opportunities for applying newly acquired skills hinder the overall impact of training initiatives. Despite the increasing use of digital learning tools, challenges such as digital literacy and resistance to technology adoption persist. The study underscores the need for universities to implement comprehensive needs assessments, allocate adequate financial resources, and establish systematic training evaluation mechanisms. Strengthening managerial support, leveraging technology-enhanced learning, and aligning training with institutional goals are essential for optimizing employee development. This study contributes to the existing body of knowledge by providing empirical evidence on training challenges and offering policy recommendations to improve professional development in higher education. Future research should explore longitudinal studies on training effectiveness and the impact of artificial intelligence-driven learning models in academic institutions.
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References
- Aguinis, H., & Kraiger, K. (2009). Benefits of training and development for individuals and teams, organizations, and society. Annual Review of Psychology, 60(1), 451–474. https://doi.org/10.1146/annurev.psych.60.110707.163505
- Al-Emran, M., Mezhuyev, V., & Kamaludin, A. (2018). Technology acceptance model in e-learning contexts: A systematic review. Computers & Education, 125, 389–412. https://doi.org/10.1016/j.compedu.2018.06.008
- Boateng, C., & Agyemang, B. (2020). The impact of training and development on employee performance in Ghanaian universities. African Journal of Business Management, 14(3), 78–89. https://doi.org/10.5897/AJBM2019.8902
- Brewster, C., Chung, C., & Sparrow, P. (2016). Globalizing human resource management. Routledge. https://doi.org/10.4324/9781315766823
- Cascio, W. F., & Boudreau, J. W. (2016). Investing in people: Financial impact of human resource initiatives. Pearson Education. https://doi.org/10.4324/9781315535771
- Elnaga, A., & Imran, A. (2013). The effect of training on employee performance. European Journal of Business and Management, 5(4), 137–147. https://doi.org/10.5296/ijhrs.v3i4.6624
- García-Peñalvo, F. J., Corell, A., Abella-García, V., & Grande-de-Prado, M. (2021). Online assessment in higher education during the COVID-19 crisis. Education in the Knowledge Society, 22, e23696. https://doi.org/10.14201/eks.23696
- Garavan, T. N., McCarthy, A., Lai, Y., Murphy, K., Sheehan, M., & Carbery, R. (2020). Training and development: The role of HRD in a changing world of work. Human Resource Development International, 23(4), 333–360. https://doi.org/10.1080/13678868.2020.1738215
- Jehanzeb, K., & Bashir, N. A. (2013). Training and development program and its benefits to employee and organization: A conceptual study. European Journal of Business and Management, 5(2), 243–252. https://doi.org/10.5897/EJBM2013.008
- Kirkpatrick, D. L., & Kirkpatrick, J. D. (2019). Evaluating training programs: The four levels (3rd ed.). Berrett-Koehler Publishers. https://doi.org/10.4324/9781315804256
- Lee, Y., Hsieh, Y. C., & Hsu, C. N. (2019). Adding innovation diffusion theory to the technology acceptance model: Supporting employees’ intentions to use e-learning systems. Educational Technology & Society, 22(1), 1–17. https://doi.org/10.1080/10494820.2019.1682046
- Nguyen, Q. N., Truong, D., & Huynh, T. M. (2019). Competency-based training: A strategic approach to developing human resources. Journal of Business Research, 105, 183–190. https://doi.org/10.1016/j.jbusres.2019.07.030
- Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2021). Human resource management: Gaining a competitive advantage (11th ed.). McGraw Hill. https://doi.org/10.4324/9781315525925
- Saks, A. M., & Burke-Smalley, L. A. (2014). Is there a return on investment in training? Human Resource Management Review, 24(1), 1–6. https://doi.org/10.1016/j.hrmr.2013.08.002
- Salas, E., & Cannon-Bowers, J. A. (2001). The science of training: A decade of progress. Annual Review of Psychology, 52(1), 471–499. https://doi.org/10.1146/annurev.psych.52.1.471
- Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith-Jentsch, K. A. (2012). The science of training and development. Psychological Science in the Public Interest, 13(2), 74–101. https://doi.org/10.1177/1529100612436661
- Sthapit, S. (2021). Government policies and employee training. Management Research Review, 44(6), 789–805. https://doi.org/10.1108/MRR-06-2020-0345
- Sung, S. Y., & Choi, J. N. (2018). Effects of training and development on employee outcomes and firm innovative performance: Moderating roles of voluntary participation and evaluation. Human Resource Management, 57(6), 1339–1354. https://doi.org/10.1002/hrm.21909
References
Aguinis, H., & Kraiger, K. (2009). Benefits of training and development for individuals and teams, organizations, and society. Annual Review of Psychology, 60(1), 451–474. https://doi.org/10.1146/annurev.psych.60.110707.163505
Al-Emran, M., Mezhuyev, V., & Kamaludin, A. (2018). Technology acceptance model in e-learning contexts: A systematic review. Computers & Education, 125, 389–412. https://doi.org/10.1016/j.compedu.2018.06.008
Boateng, C., & Agyemang, B. (2020). The impact of training and development on employee performance in Ghanaian universities. African Journal of Business Management, 14(3), 78–89. https://doi.org/10.5897/AJBM2019.8902
Brewster, C., Chung, C., & Sparrow, P. (2016). Globalizing human resource management. Routledge. https://doi.org/10.4324/9781315766823
Cascio, W. F., & Boudreau, J. W. (2016). Investing in people: Financial impact of human resource initiatives. Pearson Education. https://doi.org/10.4324/9781315535771
Elnaga, A., & Imran, A. (2013). The effect of training on employee performance. European Journal of Business and Management, 5(4), 137–147. https://doi.org/10.5296/ijhrs.v3i4.6624
García-Peñalvo, F. J., Corell, A., Abella-García, V., & Grande-de-Prado, M. (2021). Online assessment in higher education during the COVID-19 crisis. Education in the Knowledge Society, 22, e23696. https://doi.org/10.14201/eks.23696
Garavan, T. N., McCarthy, A., Lai, Y., Murphy, K., Sheehan, M., & Carbery, R. (2020). Training and development: The role of HRD in a changing world of work. Human Resource Development International, 23(4), 333–360. https://doi.org/10.1080/13678868.2020.1738215
Jehanzeb, K., & Bashir, N. A. (2013). Training and development program and its benefits to employee and organization: A conceptual study. European Journal of Business and Management, 5(2), 243–252. https://doi.org/10.5897/EJBM2013.008
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2019). Evaluating training programs: The four levels (3rd ed.). Berrett-Koehler Publishers. https://doi.org/10.4324/9781315804256
Lee, Y., Hsieh, Y. C., & Hsu, C. N. (2019). Adding innovation diffusion theory to the technology acceptance model: Supporting employees’ intentions to use e-learning systems. Educational Technology & Society, 22(1), 1–17. https://doi.org/10.1080/10494820.2019.1682046
Nguyen, Q. N., Truong, D., & Huynh, T. M. (2019). Competency-based training: A strategic approach to developing human resources. Journal of Business Research, 105, 183–190. https://doi.org/10.1016/j.jbusres.2019.07.030
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2021). Human resource management: Gaining a competitive advantage (11th ed.). McGraw Hill. https://doi.org/10.4324/9781315525925
Saks, A. M., & Burke-Smalley, L. A. (2014). Is there a return on investment in training? Human Resource Management Review, 24(1), 1–6. https://doi.org/10.1016/j.hrmr.2013.08.002
Salas, E., & Cannon-Bowers, J. A. (2001). The science of training: A decade of progress. Annual Review of Psychology, 52(1), 471–499. https://doi.org/10.1146/annurev.psych.52.1.471
Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith-Jentsch, K. A. (2012). The science of training and development. Psychological Science in the Public Interest, 13(2), 74–101. https://doi.org/10.1177/1529100612436661
Sthapit, S. (2021). Government policies and employee training. Management Research Review, 44(6), 789–805. https://doi.org/10.1108/MRR-06-2020-0345
Sung, S. Y., & Choi, J. N. (2018). Effects of training and development on employee outcomes and firm innovative performance: Moderating roles of voluntary participation and evaluation. Human Resource Management, 57(6), 1339–1354. https://doi.org/10.1002/hrm.21909