International Journal of Trend in Scientific Research and Development (IJTSRD)

Volume 6 Issue 3, March-April 2022 Available Online: www.ijtsrd.com e-ISSN: 2456 – 6470

Evaluating Effectiveness of Training Program in

Eastern Samar State University – Can-Avid:
Strengthening its Commitment to Continuous Improvement
Dr. Bernadette R. Barro, Aldrin B. Golondrina

College of Education, Eastern Samar State University, Eastern Samar, Philippines

ABSTRACT How to cite this paper: Dr. Bernadette

The accountability issue of training and development among R. Barro | Aldrin B. Golondrina
employees is evaluating the effectiveness of a training program in "Evaluating Effectiveness of Training
order to determine whether it accomplishes its goals and objectives, Program in Eastern Samar State
appraise the value of training, identify training gaps and to get rid of University – Can-Avid: Strengthening
its Commitment to Continuous
any training that isn't necessary. In this descriptive study, the
Improvement"
effectiveness of training program of this university campus is Published in
evaluated in terms of faculty participants' and the department head's International Journal
viewpoints. Using an adapted and modified training effectiveness of Trend in Scientific
questionnaire, the faculty’s perceived learning right after the activity, Research and
application of knowledge and skill acquired three months later, and Development (ijtsrd),
the department head’s evaluation of the faculty’s demonstrated ISSN: 2456-6470, IJTSRD49628
learning in terms of its impact on job behavior and job performance Volume-6 | Issue-3,
were taken into account. Results show faculty participants “agree” April 2022, pp.1319-1326, URL:
that the activity courses have achieved their individual objectives, www.ijtsrd.com/papers/ijtsrd49628.pdf
they have acquired deeper understanding about the subjects of the
Copyright © 2022 by author (s) and
training program, and their performance level will rise as a result of
International Journal of Trend in
their attendance to the training. Scientific Research and Development
Further, they “agree” that the TSPs have the full readiness to perform Journal. This is an
the activity courses, the resource persons are experts within the area Open Access article
of competence, the facilities were equipped with the highest quality distributed under the
terms of the Creative Commons
standards. In terms of impact on their job performance and their
Attribution License (CC BY 4.0)
application of learning three months after the conclusion of the (http://creativecommons.org/licenses/by/4.0)
activity courses, faculty participants “somewhat agree” they had the
chance to make the best use of the skills they have learned from the
activity courses and their job performance level have increased as a
result of their attendance to the activity courses. Meanwhile, the
department heads “somewhat agree” they have noticed an increase in
the faculty’s performance in the workplace since their attendance to
the training and they have noticed indicators that proved faculty
participants benefited from the acquired skills in the training. The top
two reasons why faculty failed to apply the knowledge and skills
learned in the capability trainings are “they haven't had the
opportunity” and “they are very busy”.
KEYWORDS: effectiveness, evaluation, training program, perceived
learning, job performance

INTRODUCTION:
Training is a key part of human resource management Competency training was commonly used as part of a
that aims to improve faculty members' competency in reward package, particularly for employees who were
providing high-quality instruction and services to promoted (An, 2015)
students. Training has become a significant strategy According to (Raja, 2014) any training program's
for improving personnel's ability to deal with the ultimate purpose is to transform employees'
difficulties and opportunities of today's workplace.

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knowledge, skills, and attitudes (KSAs) in a way that demonstrated learning in terms of its impact on job
improves performance outcomes. The accountability behavior and job performance. The training program
issue of training and development of employees is consists of training workshops and or seminars
evaluating the effectiveness of a training program in conducted by the Training and Development Office in
order to determine whether it accomplishes its goals collaboration with the Office of Research and
and objectives, appraise the value of training, identify Extension, and attended by the faculty from March
training gaps and to get rid of any training that isn't 2020 to March 2021.
necessary. Similarly, systematically evaluating a Specifically, this study is aimed to: [1]determine the
training program is an important step in enhancing its demographic profile of training program in terms of
overall quality and determining its influence on the category, number of participants, duration of training,
organization. Furthermore, the majority of research training service provider, and nature of activity; [2]
suggests that evaluating training in terms of client describe the profile of faculty participants in terms of
satisfaction and return on investment, whether gender, age, academic rank, employment status, and
assessed in terms of time or money, is critical. base college; [3] determine training effectiveness in
The analysis, design, develop, implement, and terms of faculty participants’ perceived learning,
evaluate (ADDIE) process includes a phase called application of learning, impact on job performance,
training program evaluation. However, appraisal is and evaluation of training service provider; [4]
frequently disregarded or not used to its full potential. evaluate training effectiveness based on the
This article underlines the necessity of summative department head’s evaluation of faculty participant’s
evaluation at the end of the training process to assess demonstrated learning and impact on job
and ensure the quality, efficacy, and impact of performance; and [5] determine faculty participants’
systematic training (Wang, 2006). The learning reasons for failure to apply knowledge and skills
gained as a result of the seminars and training learned.
attended would be put to good use and seen in the
Significance
faculty members' job performance and attitude. How Assessing effectiveness is an important aspect of the
to generate organizational impact through the use of quality management system's process for determining
learning interventions is one of the primary which areas need to be improved. As an ISO-certified
difficulties facing human resource development university campus, it is critical to provide services
(Spitzer, 2005.) that enhance people's personal and professional
The Eastern Samar State University Can-avid development. As a result, the outcomes of the training
campus, through its training and development office, and seminars attended by faculty members should be
annually conducts capability building programs in the evaluated to ascertain the return on investment.
areas of the four university mandates – instruction
METHODOLOGY
research, extension, and production - to increase its In this study, a descriptive survey design was used.
faculty’s knowledge and skills, motivation, The respondents of this study were faculty members
participation and performance of these competencies. from this university campus who attended select
As an educational institution, it must provide the seminars and training workshops held between March
products and services required to accomplish the 2020 and March 2021. The survey instrument was
desired goals, demonstrating its dedication to adapted from the Human Resources Management
continuous development in the fulfillment of its four- Office's Training Effectiveness Questionnaire using a
fold functions. Stakeholders in organizations are 7-point Likert scale. The training effectiveness
increasingly demanding confirmation of bottom-line questionnaire was made accessible in both hard copy
effectiveness, or at the very least solid evidence. and Google forms, delivered to faculty participants
Measuring efficacy, business value, and return on and department heads, and collected in two parts: one
investment (ROI) are popular subjects these days, at the end of the training and the other three months
especially as upper management scrutinizes training later. The data collected from the survey instrument
budgets more regularly (Spitzer, 2005.). was analyzed using descriptive statistics. The
Thus, in this study, the researchers intended to demographic features of training and faculty
evaluate the effectiveness of the training program of participants, as well as the faculty participants' proof
this university campus in terms of the perceived of evidence of application of information and skills
learning of the faculty attendees, self-rating obtained and reasons for failure to apply knowledge
assessment of knowledge and skill acquired right and skills taught, were described using frequency
after the activity and three months later, and to counts and percentages. The weighted mean and
determine the department head’s evaluation in the standard deviation were used to describe the

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evaluations of the effectiveness of activity courses by March 2021. Table 1 shows the training program's
faculty participants and department heads along demographic profile as well as training characteristics
training variables, while the composite mean and such as category or area, number of participants,
standard deviation were used to characterize the training duration, training service provider, and nature
evaluation of the effectiveness of the training of activity.
program by faculty participants and department
In terms of category two (2), forty percent (40%) of
heads. The following scale was used to assess and
the training program was dedicated to research,
interpret the data collected:
specifically “Research Ethics, Protocols, and
Weight Range Interpretation Standard Operating Procedures
7 6.22 – 7.00 Strongly agree (SOP)” and “Basic Research Writing for Lecturers
6 5.35 – 6.21 Agree and Newly-Hired Faculty,” and one (1) each, twenty
5 4.48 – 5.34 Somewhat agree percent (20%) of the training program was allocated
4 3.61 – 4.47 Unsure to the remaining areas of extension, production, and
3 2.74 – 3.60 Somewhat disagree instruction, namely “Measuring Training
2 1.87 – 2.73 Disagree Effectiveness and Impact
1 1.00 – 1.86 Strongly disagree
Evaluation of Extension Projects/Programs”, “IP
RESULTS AND DISCUSSION Awareness, Patent Search and Patent Drafting”, and
1. Demographic Profile of Training Program “Transitioning to Digital Instruction and
along Variables Assessment”, respectively.
The university's training program included seminars,
According to the number of participants, 2 out of 5
training, and/or workshops in the areas of instruction,
(40%) of the activity courses were attended by 21 to
research, extension, and production, which were held
40 faculty members, 2 out of 5 (40%) of the activity
by the following offices: Office of Planning,
courses were attended by more than 40 faculty
Research, and Extension (OPRE), Training and
members, and 1 of 5 (20%) of the training were
Development Office of HRMO in collaboration with
attended by 20 or less faculty members.
all of the university's colleges from March 2020 to
Table 1 Profile of Training Program
Training Characteristics Frequency Percentage
Category
Instruction 1 20%
Research 2 40%
Extension 1 20%
Production 1 20%
Number of Participants
20 and below 1 20%
21 – 40 2 40%
Above 40 2 40%
Training Duration (days)
1 2 40%
2 1 20%
3 1 20%
4 1 20%
Training Service Provider
OPRE 4 80%
HRMO 1 20%
Nature of Activity
Technical 5 100%
Managerial 0 0%
Supervisory 0 0%
All activity classes lasted fewer than 5 days or 40 hours in terms of training time. Forty percent (2/5) of the
activity courses were held on a single day, whereas twenty percent (1/5) were held across two (2), three (3), and
four (4) days. As per training service provider, the Office of Planning, Research, and Extension (OPRE) hosted

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four out of five (80%) of the activity courses, while the Human Resources Management Office (HRMO) hosted
one out of five (20%). All activity courses were classified as technical based on the nature of the activity.
Demographic Profile of Faculty Participants
Table 2 shows the gender, age, academic rank, job status, and basic college profile of faculty members. Males
made up 50.61 percent of the population, while females made up 49.39 percent. The bulk of faculty members
were between the ages of 21 and 40 (71.60 percent), with 28.40 percent over 40. The majority of the participants
(83.54%) were instructors or lecturers, 14.63% were assistant professors, and 1.81 percent were associate or full
professors. In terms of employment status, 42.68 percent were on a contract, 24.39 percent were on a temporary
assignment, and 32.93 percent were employed on a permanent basis.
In terms of base college, the college of agriculture had 23.78 percent of faculty participants, the college of
education had 27.44 percent, the college of computer studies had 18.29 percent, the college of business
administration had 22.46 percent, and the college of criminology had 7.93 percent.
Table 2 Demographic Profile of Faculty Participants along activity courses of the training program
Activity Courses A,n = 45 B, n = 19 C, n = 21 D, n = 23 E, n = 56 COMPOSITE
Variables f % f % f % f % f % f %
Gender
Female 20 44.44% 12 63.16% 10 47.62% 10 43.48% 29 51.79% 81 49.39%
Male 25 55.56% 7 36.84% 11 52.38% 13 56.52% 27 48.21% 83 50.61%
Age
21 - 30 17 37.78% 7 36.84% 13 61.90% 12 52.17% 21 37.50% 70 42.68%
31 - 40 9 20.00% 6 31.58% 4 19.05% 4 17.39% 23 41.07% 46 28.05%
41 - 50 7 15.56% 5 26.32% 3 14.29% 4 17.39% 9 16.07% 28 17.07%
above 50 12 26.67% 1 5.26% 1 4.76% 3 13.04% 3 1.79% 20 12.20%
Academic Rank
Lecturer 14 31.11% 7 36.84% 17 80.95% 11 47.83% 21 37.50% 70 42.68%
Instructor 21 46.67% 8 42.11% 4 19.05% 11 47.83% 23 41.07% 67 40.85%
Assistant Professor 9 20.00% 4 21.05% 0 0.00% 1 4.35% 10 16.07% 24 14.63%
Associate Professor 0 0.00% 0 0.00% 0 0.00% 0 0.00% 2 1.79% 2 1.22%
Professor 1 2.22% 0 0.00% 0 0.00% 0 0.00% 0 3.57% 1 0.61%
Employment Status
Contract 14 31.11% 7 36.84% 17 80.95% 11 47.83% 21 37.50% 70 42.68%
Temporary 12 26.67% 5 26.32% 4 19.05% 7 30.43% 12 21.43% 40 24.39%
Permanent 19 42.22% 7 36.84% 0 0.00% 5 21.74% 23 41.07% 54 32.93%
Base College
Agriculture 12 26.67% 3 15.79% 4 19.05% 6 26.09% 14 25.00% 39 23.78%
Education 13 28.89% 5 26.32% 5 23.81% 7 30.43% 15 26.79% 45 27.44%
Computer Studies 8 17.78% 4 21.05% 5 23.81% 3 13.04% 10 17.86% 30 18.29%
Business Administration 10 22.22% 4 21.05% 5 23.81% 4 17.39% 14 25.00% 37 22.56%
Criminolgy 2 4.44% 3 15.79% 2 9.52% 3 13.04% 3 5.36% 13 7.93%
Legend
A. Measuring Training Effectiveness and Impact Evaluation of Extension Programs/Projects
B. Research Ethics, Protocols and SOP
C. Basic Research Writing Workshop for Lecturers and Newly-Hired Faculty
D. IP Awareness, Patent Search and Patent Drafting
E. Transitioning to Digital Instruction and Assessment
Faculty Participants’ Self-Evaluation along Training Effectiveness Variables
The self-evaluation of faculty participants in terms of perceived learning and impact on job performance at the
end of the activity course is shown in Table 3.1.

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Table 3.1 Faculty participants' evaluation on the perceived learning and impact on job performance
along activity course

In terms of faculty participants’ perceived learning, they agree that the activity courses have achieved their
individual objectives as denoted by the weighted mean score of 6.11 (SD = 0.79). Likewise, they agree that they
have acquired deeper understanding about the subjects of the training program as indicated by the weighted
mean score of 6.04 (SD = 0.95). With regard to the impact on their job performance, they also agree that their
performance level will rise as a result of their attendance to the training as it helped them understand and
perform their work better as indicated by the weighted mean score of 5.93 (SD = 0.97).
Meanwhile, the faculty participants’ evaluation of training service providers’ effectiveness is revealed in Table
3.2. where they agree that the TSPs have the full readiness to perform the activity courses as indicated by the
weighted mean score of 5.89 (SD = 1.03).
Table 3.2 Faculty participant's evaluation of training service provider's effectiveness

They also agree that the resource persons are experts within the area of competence as denoted by the weighted
mean score of 5.91 (SD = 0.98) and that the facilities were equipped with the highest quality standards as
implied by the weighted mean score of 5.38 (SD = 1.41). Finally, they strongly agree that they would other
faculty members to attend the activity courses conducted by the TSPs as signified by the weighted mean score of
6.21 (SD = 0.88).
Table 3.3 shows the faculty’s self-evaluation of the impact on their job performance and their application of
learning three months after the conclusion of the activity courses attended. They somewhat agree that they had
the chance to make the best use of the skills they have learned from the activity courses as indicated by the
weighted mean score of 4.85 (SD = 1.27). They also somewhat agree that their job performance level have
increased as a result of their attendance to the activity courses as denoted by the weighted mean score of 5.31
(SD = 1.11). This finding is conforms with the study of (Deligero, 2014) who found that people become more

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productive, vigorous, dedicated, and passionate to perform duties and obligations as members of the dynamic
academic institution when they have a higher level of work engagement.
Table 3.3 Faculty's Post-Evaluation on Impact Job Performance and Application of Learning

Department Heads’ Evaluation of Faculty Demonstrated Learning along Job Behavior and Job
Performance
The department heads’ evaluation on the faculty’s demonstrated learning in terms of impact on job performance
is revealed in Table 4. They somewhat agreed that they have noticed an increase in the faculty’s performance in
the workplace since their attendance to the training as indicated by the weighted mean score of 4.93 (SD = 1.43).
Moreover, the department heads somewhat agreed they have noticed indicators that proved faculty participants
benefited from the acquired skills in the training as implied by the weighted mean score of 4.86 (SD = 1.48).
According to (Laguador, 2014) Affective learning is critical for balancing the application of knowledge and
abilities in a work environment where proper attitude and behavior are always required.
Table 4 Department head’s evaluation of faculty’s demonstrated learning in terms of impact on job
performance

Faculty Participant’ Reasons of Failure to Apply Learning

Evidence of faculty applying the knowledge and skills acquired in the training include completed researches,
new research and extension project proposals, patent drafts, and integration of digital tools in instruction and
assessment. However, in Table 5 shows the reasons why faculty failed to apply the knowledge and skills learned
in the capability trainings. When asked why they haven't been able to apply their knowledge and skills, 37.50
percent said they haven't had the opportunity, 37.05 percent said they are very busy, 7.62 percent said others
have discouraged their attempts to change, and 3.38 percent said they haven't learned anything they can apply.

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Table 5 Faculty Participants' Reasons of Failure to Apply Knowledge and Skills along activity courses
A B C D E OVER-ALL
Reasons
f % f % f % f % f % f %
1. I have not learned anything I could apply. 4 13.33 0 0.00 0 0.00 0 0.00 2 3.57 6 3.38
2. I have not had the chance 18 60.00 6 33.00 10 48.00 7.00 30.43 9 16.07 50 37.50
3. I was very busy. 13 43.33 6 33.00 9 43.00 9.00 39.13 15 26.79 52 37.05
Others have discouraged my attempts to change 5 16.67 0 0.00 0 0.00 0 0.00 12 21.43 17 7.62

CONCLUSIONS AND RECOMMENDATIONS would recommend other faculty members to

This section will conclude the study by summarizing attend the activity courses conducted by the TSPs.
the key research findings in relation to the research 4. Three months after the conclusion of each activity
aims as well as the value and contribution thereof. It course, faculty participants considered the
will also review the limitations of the study and training program as somewhat effective. Faculty
propose opportunities for future research. This study somewhat agree they had the chance to make the
aimed to evaluate the effectiveness of the training best use of the skills learned from the activity
program of this university campus based on the courses, and that their job performance level have
faculty participants’ and the department heads’ increased as a result of their attendance to the
viewpoints. training program.
The following are the conclusions drawn from the 5. The department heads’ evaluation on the
results of this study: effectiveness of the training program is somewhat
1. Forty percent (40%) of the training program was effective based on the faculty’s performance in
dedicated for research, participated by either 21 to the workplace three months after their attendance
40 faculty members or more than 40 faculty to each activity course. They somewhat agree
attendees, and held within a day. Eighty percent they have noticed an increase in the faculty’s
(80%) was hosted by the Office of Planning, performance in the workplace and they have
Research and Extension, and all (100%) were noticed indicators that proved faculty participants
classified as technical based on the nature of the benefited from the acquired skills in the training
activity. program.
2. Faculty participants were even in terms of gender. 6. Majority of faculty participants’ reason of failure
Majority of faculty attendees were aged between to apply learning gained from the training
the ages of 21 and 40, either lecturer or instructor, program is either they were very busy or they
either on contract or temporary assignment. In have not had the chance to apply the knowledge
terms of base college, 27.44 were participated by and skills.
COEd faculty, followed by CoA (23.78%), CBA
(22.46%), CCS (18.29%) and Criminology RECOMMENDATIONS
(7.93%). In light of these findings, the researcher, therefore,
recommends the following:
3. Right after each activity course, faculty 1. Evaluation of training effectiveness may be done
participants considered the training program as through performance-based assessment or
effective based on their perceived learning and outcome-based assessment where concrete
impact on their performance. They “agree” the evidence or proof of improvement as before and
activity courses have achieved their individual after performance are very evident.
objectives, they have acquired deeper
understanding about the subjects of the training 2. The college deans should provide proper
program, and their performance level will rise as allocation of budget in order for all faculty
a result of their attendance to the training. members to have an equal chance to attend the
Likewise, faculty attendees agree the training training or seminar.
service providers were effective. They agree the 3. Faculty attendees should conduct echo seminar to
TSPs have the full readiness to perform the share the information learned from expensive
activity courses, the resource persons are experts training.
within the area of competence, and that the
facilities were equipped with the highest quality 4. The attendees may be required not only to submit
standards. Lastly, they strongly agree that they seminar reports for documentation but they also

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need to submit any output relevant to the training Philippines. IAMURE Multidisciplinary
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