Abstract
Keywords
Introduction
Employee training is a significant factor in attaining the goals and objectives of any organization. Training is an essential element to increase competence and productivity of employees so as to keep the business going. The main reason is to develop knowledge and skills of employees as per the requirements of the job and eliminate performance problems (Surbhi, 2015). Thus, upon completion of the training, trainees will be able to understand the complete job requirements of the organization where they are employed.
Training programs are usually conducted by companies to develop the employees’ performance, and new employees after their selection will also be involved in these programs to be accustomed to rules, policies, and procedures of the company. These training programs are aimed at improving the conduct of employees toward their superior, subordinates, and colleagues and groom them for their prospective jobs. In other words, employees who are competent may help the organization gain the top position within the industry. By conducting training, members may be able to gain the correct procedures to keep pace with the demands of the job. Providing training is a way of showing how the company is committed to its employees, which in turn they feel appreciated, challenged, and feel more satisfied toward their jobs. It is but proper for organizations to improve their productivity and profitability by providing mandatory training to maximize employee potential. These training activities will lead to the increased competitive advantage of employees. However, when providing training programs, it is also necessary if the activities will match the needs of teams and individual employees. In addition, after the training, practical benefits may be observed in the workplace, for example, trainees may be able to transfer their new knowledge and skills to other employees.
The current technology advancement and globalization have led human resource managers to look for more solid evidence to justify the investment in their training programs. In 2014, a staggering US$70 billion was spent in the U.S. companies on employee training alone, which has led to the issue of measuring training effectiveness (Schaefer, 2015). In social ownership, trainees apply the concepts that they have learned from training in the real world. Those who have attended training have the capacity to teach others by showing how they apply concepts in their day-to-day existence. Finally, in skill assessment, trainees provide a clear picture of performance and skill improvements directly related to training (Eades, 2014).
This study focuses on selected training academy in the Kingdom of Bahrain, which provides various human resource training programs. It is the Kingston Business Academy of Higher Education that offers various training programs in leadership skills, accounting skills, and a host of other skills such as customer relationship management and other management training programs. Evaluating results of training programs may lead directly to potential organizational changes and adjustments to future training plans. More so, it does require time, energy, and money. As an investment, it is but proper for an organization to assess the impact of their training investment. If training is an investment, then it is worthy to raise questions concerning the return on this investment. The assessment of the impact of training on trainee’s performance and behavior to determine the effectiveness of a training program must be given focus by an organization (Kirkpatrick & Kirkpatrick, 2016). It is, therefore, imperative that preparation and planning are needed by the organization to make sure that the training program is effective.
In the Kingdom of Bahrain, companies usually measure the effectiveness of the training through a test offered to employees without taking into consideration the factors of training such as training contents (TCs), training environment (TE), facilities and materials (TM), training schedule, and presentation style. In fact, it is very important to focus on the needs of the stakeholders when evaluating any training programs to satisfy training effectiveness, Moreover, Bahrain is a good environment where training sessions are conducted several times; however, the trainers do not have any idea about the attitude of the trainees. For instance, many of these trainees usually attend a training session to get a certificate, which help them in their future promotion. Therefore, to satisfy training effectiveness, the trainers must create attractive training sessions that attract trainees’ interest. Furthermore, most of training sessions in Bahrain lack the effective materials and facilities that lead for a good training effectiveness. The materials used in a training session are traditional, such as computer and projector; though, it is very advisable to employ trainees through activities and encourage interaction among them. In this regard, it is very useful to promote video clips and practical tools during training sessions so that it raises the learning experiences of trainees. In addition, training schedule in Bahraini training sessions is not designed to highlight on relevant problems. It is mostly issued as an agenda for the conducted sessions. Hence, this lack of training schedule does not help find effective solutions to any related eventualities, which may appear during the training course. At last but not least, Bahraini trainers usually use traditional styles in training employees. They deliver their knowledge and experience without motivating the trainees and do not promote their needs to acquire new thoughts and skills as well as presentation styles are not lively and interesting to increase the training effectiveness.
The main aim of this study is to explore the factors affecting training effectiveness of training programs of selected private training academy in the Kingdom of Bahrain based on the perspectives of trainees.
This aim is expressed into specific objectives:
To determine the effective factors that affect employee training effectiveness from the trainees’ perceptions point of view.
To explore the relationship between these selected factors and training effectiveness.
To find the impact of these selected factors on training effectiveness.
Based on the objectives stated, this study answers the following questions:
How the trainees agreed on the factors of training in terms of TCs, TE, TM, training plan schedule (TPS), and presentation style?
How trainees rated the effectiveness of the selected factors of training programs?
Is there a significant relationship between each component of training and the overall training effectiveness?
To answer these questions, the following null hypotheses are tested:
The output of the investigation helped human resource practitioners to improve their training programs. The feedback gathered from the participants on their assessment of the training, how they performed, and how they subsequently transfer the skills and attitudes learned from it helped the HR practitioners to identify ways in which improvement can be made.
In the same manner, this study helps organizations determine if their training programs are aligned with their business objectives. Training evaluation may help assist organizations to check if their training programs equip their personnel with the right skills and knowledge to carry out their respective roles.
Likewise, the output of this study could help organizations to add value to their training programs. Training managers may be able to identify if their training programs meet the requirements needed. The results may also help the management address the weaknesses of their training programs.
Definition of Terms
To better understand the concepts in this study, the following terms are conceptually defined:
Training
By conducting training, members are able to acquire and apply the knowledge, abilities, and skills that match a particular job within an organization.
Training evaluation
This term refers to the process of determining the value of a training program or simply to identify how the program can be improved.
Contents of training
The content of the training programs means that it must be understandable and applicable to the learners and the materials are consistent with the proposed course, learning objectives, and outcomes.
Facilities and environment
This term refers to training facility and environment, which include audio/visual-equipped rooms, computer training rooms, and dry laboratories, which are media-based, such as electronics (wbdg.org, 2016).
TPS
Training schedules help in giving effective solutions to any related problems and contingencies.
Presentation style
Trainer’s PS refers to the use of various materials and teaching aids that may motivate the trainees to learn new ideas and skills.
Literature Review
A brief overview of training definition gives a variety of meaning. However, training something like increasing one’s skills and abilities to measurable standard by instruction and practice. In an organization, training is conducted to increase the knowledge and skill of an employee. Through training, an employee learns something to increase his or her productivity.
The identification of training needs is the first step in planning a training program. According to Hr-survey.com (2016), there is a need for training when employees do not measure up to an expected level of performance as observed by the management. When this gap arises, there is a need for training to improve employee job performance. By undertaking successful training needs analysis, an organization may be able to identify the need for training (eLearningIndustry.com, 2016).
Training Effectiveness
Mindtools (2016) defined the effectiveness is the degree to which something is successful in producing a desired result; success. The most well-known and used model for measuring the effectiveness of training programs was developed by Donald Kirkpatrick (Mindtools, 2016). Kirkpatrick discussed the specific relevance of four steps to measuring training effectiveness. The first step is called reaction to measure how trainees reacted to the training. The reaction of trainees must be measured to understand how well the training was received by the participants. Moreover, reactions of trainees could help improve future training programs and identify significant topics that are not discussed during training. The second step is learning, which measures what the trainees have learned and what they have not to further improve future training. The third step is behavior, which evaluates how trainees’ behavior change after the training. Specifically, this part looks on how the trainees have gathered information from the training program. If conditions of training are favorable, trainee’s behavior will change. The last step is results, which look into the final results of the training. This includes the benefits and outcomes of training, which are good not only for the business but also for the rest of stakeholders (Kirkpatrick & Kirkpatrick, 2016). Brimstin and Hester (2015) emphasized that the needs of the stakeholders must be considered when evaluating training programs. According to the authors, it was suggested that 100% of training should be conducted for an evaluation at the participant reaction level. Although this rule of thumb may be useful, ultimately evaluators need to understand the needs of the stakeholders so that time and other resources are not wasted. To know if employees acquire the necessary skills and knowledge required by the job, a test must be given. Organization must measure the effectiveness of the training by giving a test to employees (Markgraf, 2016).
Related Studies on Training Effectiveness
An analytical study on effectiveness of training program was undertaken by Ramachandran (2010) on public sector employees. The outcome of the study showed that there was a difference of employee perception on the basis of demographic characteristics and training effectiveness. Moreover, it was also found that experiences and education are predominating and determining factors of training program. Sanjeevkumar and Yanan (2011) undertook a study to find out the factors that affect employee training by combining theoretical and empirical research. The problem addressed in their study included factors that affect training: types, TE, and employees’ personal characteristics training effectiveness. In his study, Nagar (2009) studied the effectiveness of training programs being conducted by the commercial banks in both public as well as in the private sector. The findings revealed that training programs are generally effective with respect to the selected variables of the study, which include trainer, teaching, and computer-aided program and infrastructure facilities. Al-Ajlouni, Athamneh, and Jaradat (2010) stressed that when evaluating a training program, there is a need to compare the output with other similar training programs. This comparison would be of help in identifying problems and weaknesses, which could be the basis of the trainer in his or her future training program. Petkova (2011) studied the “Optimizing Training Effectiveness: The Role of Regulatory Fit” that addresses the need to integrate research on a regulatory fit between theory and training effectiveness. The finding of the study revealed that a series of favorable training outcomes were observed when training programs fit the learners’ basic motivational orientation.
Factors Affecting Training Effectiveness
This article discusses the selected factors affecting training effectiveness. Themes included are TCs, TE, TM, training schedule, and presentation style.
TCs
The TCs are important factor of training effectiveness. McNamara (2016) pointed out that it is important to select training activities that will definitely improve the teaching and learning process, which include instructor-led sessions, computer-based training, web-based training, and self-directed, interactive, or multimedia-inspired lessons. By selecting the most suitable media and materials, trainees may be able to maximize their skills, knowledge, and attitude toward the training program. During the development phase, training design must be piloted to ensure the content is understandable and applicable to the learners. Several important points must be checked, such as the accuracy of the contents, the logical sequence of materials to be presented, and the proposed course, learning objectives and outcomes that are suitable to those who will attend the training program.
TE
TE play an important part in training effectiveness. When attending training, a number of factors enhance or detract from a learning experience. These factors could be the space and colors of the building, seating arrangement, environmental considerations, the attitude of trainees, and other factors that may affect a positive learning environment. The key to establishing the optimal TE is the trainer. As a role model, trainers must set the tone by their attitude, the clothes they wear, their passion, and interest for the participants. Trainers set the stage for learning during training sessions to achieve the goals and objectives of training (Orey, 2014).
Facilities and materials
Training facility may include auditoriums that are typically large-sized rooms, multiple purpose medium-sized instruction rooms, audio/visual-equipped rooms, and computer training rooms (wbdg.org, 2016). A good training facility must have flexible and technologically advanced learning environment. This means the environment may be able to adapt to new situation; and it must be safe, comfortable, and accessible. Another factor that may affect training effectiveness is training materials used by trainers. The main objective of using training materials is to involve the trainees during the activity, promote active interaction among them and encourage faster learning, and help improve their comprehension (Reference.com, 2016). These training materials are usually made up of video clips, audio, and hands-on tools that to increase the learning experiences of trainees. Training facilities must have high-quality indoor environments that can positively influence task performance and attention spans of trainees (Reference.com, 2016).
TPS
Another factor that may affect the training effectiveness is the TPS. The main goal is to motivate the participants be actively involved in the training program. This training schedule is designed to address any relevant problems, which may occur during training. Likewise, training schedules help find effective solutions to any related contingencies, which may arise during the training process (Silverman, 2015).
Presentation style
Another factor that may affect training effectiveness is the PS of trainers. The main goal of the trainer is to motivate the trainees and increase their desire to learn new ideas and skills. At this point, the PS employed help trainees learn and remember. This could be achieved if trainers result to presentation styles that are lively and interesting (Silverman, 2015).
Gaps in Literature About Training Effectiveness
Table 1 presents the gaps in literature in which the research questions were not answered adequately in the past or could have improved the existing literature in training effectiveness.
Gaps in Literature.
Conceptual Framework
The main aim of this study explored the factors affecting training effectiveness of training programs for some private training academy in the Kingdom of Bahrain based on the perspectives of trainees. As an explanatory research, this study looked into the relationship between the selected factors of training and its effectiveness based on the perceptions of trainees. A survey questionnaire was constructed to ensure the reliability of the outcomes. Data were sourced from the survey questionnaire. Moreover, the quantitative method was used, where questions on relations between variables were involved. Adopted questionnaire was used in this study based on the literature review and other studies under training evaluation. Because the main aim of this study is to evaluate the factors affecting training effectiveness of training programs of selected private training academy in the Kingdom of Bahrain based on the perspectives of trainees, Figure 1 presents the conceptual framework of the study.
The conceptual model of the study.
Method
This study used the causal research or explanatory research, which focuses on the factors that affect training effectiveness to explain the patterns of relationships between variables (MBA Official, 2016). The quantitative method was used, wherein questions on relations between variables were involved to establish and validate relationships and to develop generalizations that contribute to theory.
Population
According to MBA Official (2016), population sampling is the process of taking a subset of subjects that is representative of the entire population for the primary reason that it is impossible to test every single individual in the population. In this study, sampling is done to save effort, money, and time and to warrant statistical analysis.
This study focuses on selected training academy in the Kingdom of Bahrain, which provides various human resource training programs. It is the Kingston Business Academy of Higher Education, which offers various training programs in leadership skills, accounting skills, and a host of other skills such as customer relationship management and other management training programs. An average of 152 employees are trained through this institution every year. This study is conducted on trainees for the year 2017 where 143 trainees are trained.
Sampling Techniques
This study used a purposive or judgmental sampling method to obtain a representative sample, which resulted in saving time, money, and effort. According to Black (2010), “purposive sampling method may prove to be effective when only limited numbers of people can serve as primary data sources due to the nature of research design and aims and objectives.”(p. 220). The researcher chose this sampling procedure, which helped in simplifying the selection of the subject of the investigation and avoiding the costly and time-consuming ways of studying the entire population of the entire training and educational sector. As the study used the purposive sampling method, the following steps are undertaken: First, the researcher selected the respondents’ trainees. Second, trainees were selected based on their knowledge of the research issues such as attendance to training programs, and most importantly their willingness and capacity to participate in the research. By selecting the trainees of various training programs, the researcher takes a good judgment on how the respondents may be able to contribute to achieve the objectives of the research. The trainees were selected based on their work experience and their attendance to training programs sponsored by their organizations. This criterion may help the selected respondents answer the survey questionnaire appropriately based on their training experiences attended.
Respondents of the Study
As the study used the purposive sampling method, the selection of samples emanates from a variety of criteria. A total of 130 questionnaires were distributed to trainees to collect the primary data for the research. Out of these, 84 were returned, whereas 46 were not. These trainees attended training courses in Managerial and leadership positions; Consultancy, training, and coaching; Self-empowerment and self-satisfaction; and Training and empowerment strategies. The response rate for this study was more than 65% indicated that the sample used is adequately representative.
Research Instrument
This study used adopted questionnaire based on the literature and past studies on relevant themes, which dealt with training and training effectiveness. The items and constructs were adopted from literature review with minor modification to fit the study. They were developed from the questionnaires of studies used by MBA Official (2016), Markgraf (2016), Brimstin and Hester (2015), McNamara (2016), Sanjeevkumar and Yanan (2011), and Nagar (2009). After preparing the questionnaire, it was reviewed by Nader Alhamed who is representative of Kingston Business Academy of Higher Education in Bahrain. Another validity test to be used in this study, subsequently, the questionnaires was modified with necessary modifications following their recommendations. The questionnaire aimed to determine the perception of trainees on factors of training programs. The first part of the questionnaire determined the perception of trainees on factors of training programs. In addition, the second part determined the effectiveness of the different components of training and development program. The Likert-type scales were used to measure the level of agreement among the respondents of the study. The scale used in the questionnaire was based on 1 =
The primary data for this research were collected through the questionnaires, and SPSS calculation to translate the responses. The secondary data were collected during the review of the literature, articles, and journals related to past studies on this subject.
Reliability and Construct Validity
To know the reliability and construct validity of the constructs of the questionnaire, a simple random sample size of 35 was chosen. Cronbach’s alpha was applied to ensure the reliability of the questions. The following measures were used to achieve the internal consistency among items in the construct adopted from EL Hajjar (2014): Cronbach’s alpha acceptable value is > .70; interitem correlation acceptable value is > .30, and item total correlation is > .50.
Reliability and construct validity
The first construct TC is expressed by the following codes:
TC 1: TCs are presented in a logical sequence.
TC 2: The content is well organized.
TC 3: Presenters covered extensive content with practical exercises.
TC 4: The topic covered is relevant to trainee.
The second construct, TE is expressed by the following codes:
TE 1: The training venue is easily accessible to transportation.
TE 2: There is sufficient space for the size of the training group.
TE 3: There is freedom from noise in adjacent areas.
TE 4: There is sufficient comfortable seating for all participants.
The third construct, TM is expressed by the following codes:
TM 1: Facilities are technologically equipped.
TM 2: There is provision for materials needed during trainings.
TM 3: There is provision for training aids.
TM 4: Materials are made up of video clips, audio, and hands-on tools to increase the learning.
The fourth construct, TPS is expressed by the following codes:
TPS 1: The training program has a clearly detailed schedule.
TPS 2: The expected training outcomes are emphasized.
TPS 3: The time allocated for the training was sufficient.
TPS 4: The training program has well-defined goals and objectives.
The final construct, PS is expressed by the following codes:
PS 1: The trainer makes use of audiovisual aids.
PS 2: The trainer communicates dynamically, fluently, and with passion.
PS 3: The trainer involves trainees in the training process.
PS 4: The trainer keeps the session alive and interesting.
Cronbach’s alpha tested and studied the internal consistency among items to validate them. The reliability and validity results are shown in Table 2.
Reliability and Construct Validity.
Although the overall Cronbach’s alpha increases when the two items TC4 and TPS1 are deleted, these factors correlate well with each of their corresponding items, and correlate well with their corresponding total items. Hence, there is internal consistency among all items of each factor. The scale is reliable, valid, and ready to be used for more statistical analysis.
Data analysis
The following statistical tools were used in the data analysis:
The statistical tools to be used in this study were weighted mean, Pearson’s
All statistical methods were adopted from Sanjeevkumar and Yanan (2011) to achieve a regression analysis. Regression is needed in this study as we are studying the impact of independent variables on dependent variable. The following statistical tests were conducted:
A normality test was undertaken to study the normality of data.
Correlation analysis: This statistical tool found out the strength of a relationship between two variables.
Regression line: This statistical tool showed how the typical value of the dependent variable changes when any one of the independent variables changed.
It is very important to know that regression analysis requires the previous statistical tests to be satisfied orderly (EL Hajjar, 2014).
Data were analyzed through the statistical package for social sciences, SPSS.
Normality Test
To assess normality of the data, we can apply the skewness and kurtosis of the variables on more preferable in this study, it is recommended to use Shapiro–Wilk test as the sample size is only 84. Testing the normality of the data is crucial because nonnormal distribution of data will greatly affect the global result when conducting hypothesis testing. Table 3 shows the results of Shapiro–Wilk test with all the items scored greater than 0.05 with values such as .893, .898, .897, .913, .889, and .882, which means all the items are considered within normal distribution. This test was used for normality because it is more appropriate for small sample sizes. The significant value of the Shapiro–Wilk test is greater than 0.05, for the data to be considered normal. However, if the value falls below 0.05, the data significantly deviate from a normal distribution.
Shapiro–Wilk Tests.
Perception of Respondents on Each Factor
Table 4 presents the perceptions of respondents on each factor. Two statements were measured in terms of the calculation of their mean and standard deviation. Table 4 below represented the details. The findings suggest that the respondents neither agree nor disagree as regards the training contents of the training programs, neither agreed nor disagreed on the TE, the respondents viewed the TM as neither good nor bad, the respondents viewed the TPS as neither good nor bad, the respondents did not have a positive nor negative perceptions about the presentation styles of the trainers when conducting training programs, and the respondents viewed the training effectiveness as neither effective nor ineffective.
Perceptions of Respondents on Each Factor of Training.
Correlation Test
To know the strength of the linear relationship between independent and dependent variables, a correlation test was used. As described in Table 5, the results revealed that the five variables, namely, TCs, TE, TM, TPS, and PS have positive relationship with training effectiveness.
Correlation Between Training Effectiveness With Each Factor.
As shown in Table 5, there are statistically significant correlations among the study independent variables (TCs, TE, TM, TPS, and presentation style) and the dependent variable training effectiveness.
A good positive linear correlation exists between TCs and training effectiveness (
A good positive linear correlation exists between TE and training effectiveness (
A fair positive linear correlation exists between TM and training effectiveness (
A good positive linear correlation exists between TPS and training effectiveness (
A fair positive linear correlation exists between PS and training effectiveness (
Linear Regression Analysis
This section finds out how the variation of the dependent variable, TF, is explained by a portion variation in each of the independent variation (TC, TE, TM, TPS, and PS). In addition, it clarifies the effectiveness of each construct on TF. To achieve this, we find the coefficient of determination and test it is significance, and to determine the regression line and test it is slope. The coefficient of determination
Coefficient of Determination Between Each Factor and Training Effectiveness.
It can be determined that the variation of training effectiveness is explained by a significant portion of the variation in the factors of training: TC (50.7%), TE (44.8%), TM (37.1%), TPS (48.9%), and PS (30.9%).
Finally, the regression line will find out if there is sufficient evidence that each of the independent variables TCs, TE, TM, TPS, and PS will affect the dependent variable training effectiveness.
Table 7 shows that each factor of trainings has a positive effect on training effectiveness (all coefficients are positive) and this result is significant as each
Coefficients of Each Factor in a Regression Line.
These results show that the five proposed hypotheses were supported.
The major finding of the test of the abovementioned models were that there is a positive, significant impact of the various factors—TCs, TE, TM, TPS, and PS—on the effectiveness training program.
Discussion
The results of survey suggest that the respondents neither agree nor disagree as regards the TCs of the training programs. In addition, the findings suggest that the respondents neither agreed nor disagreed on the TE. Moreover, the respondents viewed the TM as neither good nor bad. Likewise, it was revealed that the respondents viewed the TPS as neither good nor bad. Furthermore, the respondents did not have positive nor negative perceptions about the presentation styles of the trainers when conducting training programs. Finally, the respondents viewed the training effectiveness as neither effective nor ineffective. These findings imply that from the trainees’ perspectives, the training programs did not meet their expectations and needs when attending training activities. These findings were supported by the ideas of Brimstin and Hester (2015) who emphasized that the needs of the stakeholders must be considered when evaluating training programs. Likewise, McNamara (2016) who agreed the general benefits of employee training such as increased job satisfaction and morale among employees.
A good positive linear correlation exists between TCs and training effectiveness (
A good positive linear correlation exists between TE and training effectiveness (
A fair positive linear correlation exists between TM and training effectiveness (
A good positive linear correlation exists between TPS and training effectiveness (
A fair positive linear correlation exists between PS and training effectiveness (
Finally, the coefficient of determination (
To test the hypothesis, the simple linear regression model was used in which the coefficient of determination shows how much of the variation of the dependent variable
The coefficient of determination (
In the same manner, the coefficient of determination (
Moreover, the coefficient of determination (
In addition, the coefficient of determination (
Finally, the coefficient of determination (
There finding are supported by the studies of Brimstin and Hester (2015), McNamara (2016), Silverman (2015), wbdg.org (2016), and Reference.com (2016).
The regression line estimates the score of TF based on the value of each construct. All results indicate that any change in the predictor’s value is related to the change in the response variable.
Conclusion
In conclusion, the results of survey suggest that the respondents had neutral perceptions on the TCs, TE, training TM, TPS, presentation styles of the trainers when conducting training programs. Moreover, the respondents viewed the training effectiveness as neither effective nor ineffective, which suggests that trainees viewed that the training programs did not meet their expectations and needs when attending training activities.
Likewise, it could be concluded that there was a strong positive linear correlation between the five independent variables, namely, TCs, TE, TM, TPS and PS and dependent variable, and training effectiveness.
Thus, the results of the study will add value to the training managers who coordinate and design the training programs. Moreover, the instructional designer, and the trainers may be able to identify the aspects of training programs that need to be evaluated so as to maximize the output that will redound to the learning abilities and skills of the trainees.
Recommendations
Based on the findings of this study, the following recommendations are offered:
As the results of the study showed that the training programs did not meet the expectations and needs of respondents when attending training activities, the administrators and managers of training academies must be extra cautious in planning and organizing training programs. It is important that the needs of the stakeholders must be considered when conducting training programs.
As the findings showed that there was strong positive linear correlation between all the identified variables under study and training effectiveness, trainer must look closely into the components of training, the TCs, the TE, TM, the TPS, and the PS so as to motivate the trainees and increase their desire to learn new ideas and skills. In other words, training programs should be reviewed to check if they have the necessary components of training before training takes place.
Training administrators and managers must carefully design and implement training activities that will suit the needs of the trainees to improve the teaching and learning process.
A careful evaluation of training programs conducted in the Kingdom of Bahrain, in a wider scope and setting must also be undertaken to accept or reject the current findings of the study.
Limitations
This research article achieved its objectives; however, some limitations were identified. One of the main limitations was data collection wherein the distributed questionnaires were 130 and only 84 were retrieved. The use of nonprobability sampling technique was also an identified limitation of this article.