Proceedings of Global Business and Social Science Research Conference
11 - 13 May 2015, Grand Mirage Hotel, Bali, Indonesia, ISBN: 978-1-922069-75-7
Impact of Formal Employee Training Program on Work Place
Accident Reduction in RMG Sector of Bangladesh
Md. Atiqur Rahman Sarker * and G M Najmuz Saadat**
Ready Made Garment (RMG) business in Bangladesh has greater potential for growth and
development. RMG is already contributing significantly to the national income of Bangladesh, and
this sector is expanding in recent time. However, RMG in Bangladesh has been bought into the
global attention due to some work place accidents such as Rana Plaza Collapse, Tazrin Fire etc.
Many employees have died and injured in these accidents. Due to this fact, RMG business is now
facing legal obligation worldwide for breach of compliance issues and Bangladesh has lost the
Generalized System of Preferences (GSP) facility for tariff privilege in exporting goods to global
market. In this circumstance, maintaining work place safety has become a serious concern in RMG
sector. Training on work place safety can be a solution to prevent accidents. Therefore, the main
objective of this research study is to identify the impact of formal training for reducing workplace
accidents. Based on the existing literature a research framework is constructed to illustrate the
factors affecting training towards reducing work place accidents in RMG sector. The finding shows
that the reduction rate of work place accidents strongly depends on the combination of practice, skill
level of trainers, training frequency, training motivation, supervisor support, available technology, and
peer and management value. Among the accepted eight variables training motivation, practice, peer,
management value have found to be the most significant of the factors affecting the reduction rate of
work place accidents. The perfect combinations of those eight elements always improve the safety
issues and decrease the rate of injury and death.
Key Words: Ready Made Garment (RMG), Work Place Accidents, Training, Worker‟s Safety
and Bangladesh.
Field of Research: Human resource Management
1. Introduction
Ready Made Garment (RMG) business has been developed rapidly in Bangladesh during the
last two decades. More than 78% of Bangladesh‟s export earnings come from the garment
industry (Ahamed, 2012). RMG sector has a greater potential than any other sector in terms of
employment and foreign exchange earnings to reduce poverty and make a contribution to the
national economy (Ahamed, 2012). Products from RMG sector are exported mostly to USA
and Western European countries. As per the report of Bangladesh Garment Manufacturer and
Exporters Association (BGMEA), there are more than 3,000 RMG industries (apart from
knitwear) in the country (Gani, 2003).
Today the apparel export sector is a multi-billion-dollar manufacturing and export industry in
the country. The overall impact of the readymade garment exports is certainly one of the most
__________________________________________________________________________________________
* Md. Atiqur Rahman Sarker, Senior Lecturer (HRM), Department of Business Administration, East West
University, Bangladesh, Tel: 0088-01775500476; Email: sarker.limon@gmail.com / mars@ewubd.edu
**G M Najmuz Saadat, MBA Student, East West University, Bangladesh, Tel: 0088-01723328567; Email:
ratul_saadat@yahoo.com
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Proceedings of Global Business and Social Science Research Conference
11 - 13 May 2015, Grand Mirage Hotel, Bali, Indonesia, ISBN: 978-1-922069-75-7
significant social and economic developments in contemporary Bangladesh. About 1.5 million
garment workers are employed in the export oriented RMG factories; and nearly one million of
them are working in the RMG factories located in and around the Dhaka metropolitan city
(Gani, 2003). Garments workers employed in semi-skilled and skilled jobs producing clothing
for exports, the development of the apparel export industry has had far-reaching implications
for the society and economy of Bangladesh. Ninety percent of these workers are female and
most of them have migrated from rural areas of Bangladesh (Gani, 2003).
2. Objectives of the Research
Broad Objective
To identify the impact of formal training for reducing workplace accidents
Specific Objective
1. To identify the specific factors that influence training toward reducing risk
2. To establish the direction of the relationship of those identified factors with training
toward reducing risk.
3. History of RMG in Bangladesh:
The journey of Readymade Garment (RMG) industry started in early 80‟s with Reaz Garment,
Jewel Garment and Paris Garment. With the establishment of Desh Garments the RMG
industry obtained an institutional shape in the country. The Desh-Daewoo joint venture sent a
group of youth to South Korea for training and these youths came back as trained professional.
These youth sets the pillar of the industry of the country. Later some unique ideas like Bonded
Warehouse Lenience, Back to Back Letter of Credit concepts propelled the industry forward.
As the industry kept growing it face the hurdles of MFA quota in 1985 followed and the Harkins
Bill to eliminate child labor from the factories in 1994 which was a great challenge for the
industry and the entrepreneurial spirit had succeeded as always. The phasing out of MFA
quota in 2004 and the European Union GSP scheme were the other turning points for the
industry. Though the MFA phase out was seen by many to shut the industry down, BGMEA
took an optimistic position that time and able leadership has brought the sector at a stand of
USD 10.7 billion turnovers in fiscal year 2007-2008.
With the continuous rise of competition I the global apparel market, the manufacturer have
been successfully able to maintain quality of products, commitment of buyers and social
compliance at factories which made Bangladesh the rand of a reliable apparel sourcing
destination in the globe. We have been proudly in business with top buyers around the world
such as Walmart, Tasco, Hennes &Maurtiz, GAP, Nike, Zaara and many more.
As the sector keeps expanding the infrastructural weakness of the country sees potential
threats to cap the growth sustainability. Yet the industry set a target of USD 25 billion by 2013
which will create additional 1.4 million job opportunity within the sector and subsequently openup opportunities across different occupation. To make it happened entrepreneurs are taking
strategies to gradually move to a higher value –added niche, changing from factory driven to
market driven process, developing designs and collections, enhancing productivity and
strengthening the backward linkage industry for the sector.
(Source: Profile: The appeal industry of Bangladesh by BGMEA)
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Proceedings of Global Business and Social Science Research Conference
11 - 13 May 2015, Grand Mirage Hotel, Bali, Indonesia, ISBN: 978-1-922069-75-7
4. Present Condition and Safety Issue in RMG Sector:
The situation in Bangladesh is complex and challenging. The 700 factories that make products
for the Alliance member companies are only a small fraction of the roughly 5,000 factories in
Bangladesh's ready-made garment industry. Rapid industry growth and urbanization have led
to factories sprouting up in apartments and other places that are ill-suited to large-scale
garment production and make unauthorized sub-contracting even more dangerous than
usual. There are too few government inspectors, labor laws have been too weak for too long,
and recent political instability has taken attention away from focusing on worker and factory
safety (Tauscher, 2014).
The country's comparative advantage is low costs - the minimum wage for workers is a mere
Tk3, 000 ($37) per month (Bjorn Claeson, 2012; Tazreen & Sabet, 2013). As keeping costs
low has been one of the keys to the sector's success in Bangladesh, there are strong
disincentives to make necessary investments in worker safety.
An employer must designate and train employees to assist in a safe and orderly evacuation of
other employees (OSHA, 2003). But it is not happened. A statistic showed that the knowledge
of the garments workers about the activities during emergency is very low. 47% garment
workers unaware of Emergency Exit (Mustafa, 2014). This statistic indicates about the lack of
safety training in this sector. Most of the owner of the garments does not aware about this. As
a result several major accidents occurred in garments industry. According to The News Today
(2013) the global attention after the worldwide offends because of Rana Plaza Collapse which
brought the country‟s RMG sector into focus.
Many organizations now work for the safety of the workers. According to the Kitting Views
Bangladesh, (2013) ILO has designed broader training program, to structural safety ILO is
going to train up 800 labor inspectors with 200 structural engineers and through those steps
ILO try to ensure the labor safety in Bangladesh.
5. Impact of Training on Risk:
According to the Chhabara (2013) the three basic elements of the assessment of risk are
Hazard, probability of injury and severity of injury. These three elements examine sequentially
to measure the risk. The workers of garments factory faces machine risk, fire risk, electrical
risk, structural risk etc. if the management assessment risk of entire machine, equipment,
factory building, procures, process, and material and take necessary steps the working
environment will safe. It reduces the loss of lives. The safety of workers will be ensured by this
process.
Training in the proper performance of a job is time and money well spent, and the employer
might regard it as an investment rather than an expense (OSHA, 2003). In order for employees
to be active participants in a safety program, they must receive occupational safety training. A
well-designed and administered training program should emphasize safe work practices and
be derived from a true assessment of need. Training should be followed with a program based
on goal-setting and performance feedback (Cohen & Jensen, 1984; Vredenburgh, 2001).
Formal training helps to understands situation. Safety training provides the means for making
accidents more predictable. The basic difference between safe employees and those who
frequently get hurt is that safe employees can recognize hazards and hazardous actions and
understand the consequences (Vredenburgh, 2001). Sometimes training reduces the risks.
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Proceedings of Global Business and Social Science Research Conference
11 - 13 May 2015, Grand Mirage Hotel, Bali, Indonesia, ISBN: 978-1-922069-75-7
In our study we chose the garments industry and analysis the impact of training on the ratio of
the accidents.
6.0 Literature Review
6.1 Training: Training is a process of learning a sequence of programd behavior (Punia &
Kant, 2013). Training is the application of gained knowledge and experience. It gives people
an awareness of rules and procedure to guide their behavior (Punia & Kant, 2013). According
to Flippo (1971) “training is an act of increasing the knowledge and skill of an employee for
doing a particular job”. Similarly Beach (1980) viewed that "training is an organized procedure
by which people learn knowledge and/or skills for a definite purpose” (Punia & Kant, 2013).
Training involves changing skill, knowledge, attitudes, or behavior (DeCenzo & Robbins, 20072008).
Training should design not only to provide KSAs but also to motivate trainees to learn those
KSAs and apply them to their jobs (Blanchard, Thacker, & Ram, 2014-2015). Training shall be
based on the duties and function to be performed by each responder of an emergency
response organization (OSHA, 2003). The primary goal of any training program is to impart to
employees a new set of KSAs (knowledge, skills and abilities), behavior or attitudes
(Jayawardana & Prasanna, 2008). Training is expensive if does not serve the purpose for
which it is given (Punia & Kant, 2013).
The skill and knowledge levels required for all new responders, those hired after the effective
date of this standard, shall be conveyed to them through training before they are permitted to
take part in actual emergency operations on an incident (OSHA, 2003). Training has increased
its importance in today's environment where jobs are complex and change. As a result of
growing economic pressures, business leaders are becoming more cost conscious and they
are more sensitive about the return on training investment (Punia & Kant, 2013).
6.1 Trainee: A variety of trainees‟ personal characteristics have been studied in relation to
transfer of learning during the training program (Gist, Stevens & Bavetta, 1991; Sanjeevkumar
and Yanan, 2011). Trainees with a high degree of education level tend to be more motivated
learners and accomplish more (Chiaburu and Marinova, 2005; Sanjeevkumar and Yanan,
2011).
6.2 Individual factor: Differences in personality and other individual characteristics are
related to trainees‟ motivation and ability to learn (Blanchard, Thacker & Ram, 2014-2015). A
variety of trainees‟ personal characteristics have been studied in relation to transfer of learning
during the training program. With the trainees‟ self-confidence and belief in his or her ability to
successfully acquire and transfer the target skill (Gist, Stevens & Bavetta, 1991; Sanjeevkumar
and Yanan, 2011).
6.3 Self-Efficacy: Feelings about our own competency are reflected in the concept of selfefficacy, which is one of the better-researched constructs related to motivation (Blanchard,
Thacker, & Ram, 2014-2015). Self-efficacy is one of the individual factors that influence the
effectiveness of training. Self -efficacy levels of trainees have exhibited significant correlation
with post-training transfer and job performance (Mathieu et al., 1993; Jayawardana &
Prasanna, 2008). Self-efficacy is employees‟ belief that they can successfully perform their job
or learn of the training program (Noe & Kodwani, 2014-2015).
Self-efficacy is defined as people's judgment of their capabilities to organize and execute
courses of action required to attain designated types of performance (Jayawardana &
Prasanna, 2008). It is concerned not with skills one has but with judgments of what one can do
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Proceedings of Global Business and Social Science Research Conference
11 - 13 May 2015, Grand Mirage Hotel, Bali, Indonesia, ISBN: 978-1-922069-75-7
with whatever skills one possesses (Bandura, 1986; Jayawardana & Prasanna, 2008).
Holladay and Quinones (2003) found that self-efficacy mediated the relationship between
practice variability and training performance by participants in computer air defense simulation
training (Hutchins, 2009).
Self-efficacy has specifically been found to be positively related to learning generalization and
maintenance across multiple studies and training settings (Chiaburu & Marinova, 2005; Ford,
Smith, Weissbein, Gully, & Salas, 1998; Gaudine & Saks, 2004; Latham & Frayne, 1989;
Stevens & Gist, 1997; Tannenbaum, Mathieu, Salas, & Cannon-Bowers, 1991; Hutchins,
2009). Concerning malleable characteristics, numerous studies have found a positive
relationship between self-efficacy and multiple training outcomes (Holladay & Quinones, 2003;
Mathieu, Martineau, & Tannenbaum, 1993; Hutchins, 2009).
The consistency of this relationship suggests that trainees who believe in their ability to learn
and use their knowledge and skills on the job are more likely to overcome obstacles that may
delay the application of new learning (Hutchins, 2009). Similarly, a positive link between
strategies that increase self-efficacy, such as goal setting and verbal guidance has been found
to influence transfer (Brown & Morrissey, 2004; Chiaburu & Lindsay, 2008; Richman-Hirsch,
2001; Hutchins, 2009), suggesting that self-efficacy can be influenced as a way to increase
learning and subsequent transfer success(Hutchins, 2009).
Saks & Haccoun (2007) discussed that psychological states of trainees especially motivation,
self-efficacy, perceived control and the realities of the organizational context affects the
training outcomes and Tai (2006) also concluded about general self-efficacy that it partially
arbitrated the relationship between training framing and training motivation and consequently
influenced training outcomes (Punia & Kant, 2013).
A close relative of self-efficacy, trainee motivation, has also been found to exert a positive
influence on training performance (Rouiller & Goldstein, 1993; Santos & Stuart, 2003; Taylor,
Russ-Eft, & Chan, 2005; Tracey, Tannenbaum,&Kavanagh, 1995; Hutchins, 2009). Bandura‟s
(1997) work on enhancing efficacy by having trainees experience early successes, exposure to
positive role models, and verbal persuasion by respected others (managers, peers) has been
found to influence self-efficacy toward work responsibilities and intention to meet performance
expectancy as a result of training (Saks & Belcourt, 2006; Schwoerer, May,Hollensbe,&Mencl,
2005; Hutchins, 2009).
6.4 Anxiety: Anxiety is a heightened state of arousal related to feelings of apprehension or
fear. High levels of anxiety interfere with other cognitive processes and cause the trainee to
withdraw from or actively resist the learning process. Many trainees feel anxious as they
entering training. High levels of anxiety can negatively affect learning (Blanchard, Thacker &
Ram, and 2014-2015). In the Colquitt et al. findings, anxiety produced negative correlations
with every training outcome examined in their study, including transfer. Similar results have
been found when examining transfer and computer anxiety in learning courses (Park &
Wentling, 2007; Hutchins, 2009).
6.5 Training Motivation: Training motivation of employees represents an important factor
in improving the effectiveness of training outcomes (Tai, 2006; Punia & Kant, 2013). Noe‟s
model is basically all about the motivation because motivation itself an immense factor which
affects the performance as well as training outcome (Punia & Kant, 2013).
The intended effort towards mastering the content of a training program (Cheng and Ho, 1998;
Jayawardana & Prasanna, 2008). It can also be described as a specific desire of the trainees
to learn the content of the training program (Noe, 1986; Jayawardana & Prasanna, 2008). The
motivation is the main factor which affects most to training effectiveness (Punia & Kant, 2013).
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Proceedings of Global Business and Social Science Research Conference
11 - 13 May 2015, Grand Mirage Hotel, Bali, Indonesia, ISBN: 978-1-922069-75-7
There are many studies which have been conducted on training motivation (Punia & Kant,
2013).
Trainees with a high degree of education level tend to be more motivated learners and
accomplish more (Chiaburu and Marinova, 2005; Sanjeevkumar and Yanan, 2011). Like
Steers & Porter (1975) found that motivation is the strength that influences enthusiasm about
the program, a stimulus that directs participants to learn and attempt to master the content of
the program and a force that influences the use of newly acquired knowledge in a training
situation (Punia & Kant, 2013). Same thing was concluded by Tabassi, et al. (2012) about the
relationship between training and motivation that training and motivation can sustain or
increase employees' current productivity (Punia & Kant, 2013).
Training motivation can be described as a specific desire on the part of the trainee to learn the
content of the training program (Noe and Schmitt, 1986; Jayawardana & Prasanna, 2008).
Motivation can influence the willingness of an employee to follow the training program, to exert
more energy toward the program and to transfer what they learn onto the job (Punia & Kant,
2013). Measures of motivation to learn include items assessing trainees' enthusiasm for
learning and persistence when program material is difficult (Hucks, 1984; Jayawardana &
Prasanna, 2008). Motivation is a characteristic of an individual willing to expend efforts toward
a particular set of behaviour. In a training context, motivation can influence the willingness of
an employee to attend the training program (Maurer and Tarulli, 1994; Noe and Wilk, 1993;
Jayawardana & Prasanna, 2008), to exert energy towards the program (Ryman and Biersner,
1975; Jayawardana & Prasanna, 2008) , and to transfer what they learn in the prgramme on to
the job ( Baldwin and Ford ,1988; Jayawardana & Prasanna, 2008). The employees‟ attitude
and motivation are one of the factors that might influence the effectiveness of training and
development (Bumpass, 1990; Punia & Kant, 2013).
The locus of control, conscientiousness, anxiety, age, cognitive ability, self-efficacy, valence,
job involvement as the predicators of training motivation (Colquitt, 2000; Punia & Kant, 2013).
The motivation that employees had more training motivation when they were appointed to
attend training program by management than when they made their choice freely (Tsai & Tai,
2003; Punia & Kant, 2013). It shows that employee‟s motivation about training program related
to their attitude that they seem more motivated when they allotted to join a training program
(Punia & Kant, 2013).
6.6Trainer: With clear learning objectives, the trainer can facilitate the learning process more
effectively (Blanchard, Thacker & Ram, 2014-2015). Driskell (2011) concluded in his study
that type of training implemented, training content and trainee expertise also affect the training
outcomes. Success of a training program always depends on how the training was given, what
was the content and who was the trainer (Punia & Kant, 2013).
6.7.1 Skill level of trainer:Trainer characteristics are defined as a trainer‟s knowledge of
the subject matter, professional experience, and knowledge and use of teaching principles
(e.g., adult learning strategies) as important in supporting training transfer (Hutchins, 2009).
According to OSHA (2003) trainers shall be qualified to instruct employees about the subject
matter trainers that is being presented in training, Such trainers shall have satisfactorily
completed a training program for teaching the subjects they are expected to teach, or they
shall have the academic credentials and instructional experience necessary for teaching the
subjects and instructors shall demonstrate competent instructional skills and knowledge of the
applicable subject matter. An emergent factor in the data was the role of trainer characteristics
in supporting transfer, defined as the skills and attributes of the trainer to facilitate the training
session (Hutchins, 2009).
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Proceedings of Global Business and Social Science Research Conference
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6.7.2 Attitude of Trainer: The trainers must have awareness and understanding of
individual‟s style to achieve desired outcomes of training (Robotham, 1995; Punia & Kant,
2013). The role of trainer‟s awareness in making flourish a training program (Punia & Kant,
2013).
6.7.3 Environmental Factors: There are many organizational-context factors that
influence how employees enter training. The internal environment of the organization could
affect the employee performance (Blanchard, Thacker & Ram, 2014-2015).
6.7.4 Supervisor Support: Supervisor support is also a key factor influencing motivation
to learn and resistance to training (Blanchard, Thacker & Ram, 2014-2015). Providing trainees
with the opportunity to use their learning on the job and receiving support from managers and
peers are two of the more long-standing findings concerning the role of work context and
training transfer (Hutchins, 2009). Manager‟s supports to the degree to which trainees‟
manager emphasize the importance of attending training programs (Noe & Kodwani, 20142015).
The role of supervisors (Burke & Baldwin, 1999; Clarke, 2002; Nijman, Nijhof, Wognum, &
Veldkamp, 2006) and peers (Bates, Holton, Seyler, & Carvalho, 2000; Chiaburu & Marinova,
2005; Hawley & Barnard, 2005; Holton et al., 2000) in influencing and supporting trainee
transfer has also been widely supported in empirical studies. Specifically, Lim and Johnson
(2002) identified that discussions with supervisors on using new learning, supervisors‟
involvement in training, and positive feedback from supervisors were forms of support most
recognized by trainees as positively influencing their transfer of learning (Hutchins, 2009). In a
qualitative study exploring which peer support behaviors were most influential on transfer,
Hawley and Barnard (2005) found networking with peers and sharing ideas about course
content also helped promote skill transfer six months after training (Hutchins, 2009). Similarly,
trainees who experienced a high amount of supervisor and peer support reported positive
training transfer at one year (Cromwell & Kolb, 2004; Hutchins, 2009).
Birdi (2005) found that poor managerial support or an unfavorable departmental climate could
limit the impact of creativity training with regard to influencing idea implementation (Punia &
Kant, 2013). Supervisor-support is one of the key organizational factors that influence training
effectiveness (Jayawardana & Prasanna, 2008). Supervisory support is clearly a
multidimensional construct, which could include encouragement to attend, goal setting
activities, reinforcement activities, and modeling of behaviors (Baumgartel et al., 1984; Eddy et
al., 1967; Huczynski & Lewis, 1980; Maddox, 1987; Jayawardana & Prasanna, 2008).
Employees look to their supervisor for important information regarding how to work
successfully within the social environment of the organization (Jayawardana & Prasanna,
2008). As Huczynski & Lewis (1980) state, employees who perceive that a training program is
important to the supervisor will be more motivated to attend, learn and transfer trained skills to
the job (Jayawardana & Prasanna, 2008).
6.7.5 Peer Support: Peer support is the encouragement and assistance that trainees
receive from their co-workers (Blanchard, Thacker & Ram, 2014-2015). Defined as cues that
prompt trainees to use new skills, transfer climate includes consequences for correct use of
skills, and remediation for not using skills, and social support from peers and supervisors in the
form of incentives and feedback (Rouiller & Goldstein, 1993; Hutchins, 2009).
The transfer of training can also be enhanced by a support network among the trainee (Noe &
Kodwani, 2014-2015). Haslinda & Mahyuddin (2009) found that lack of support from top
management and peers, employees‟ individual attitudes, job-related factors and also the
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Proceedings of Global Business and Social Science Research Conference
11 - 13 May 2015, Grand Mirage Hotel, Bali, Indonesia, ISBN: 978-1-922069-75-7
deficiencies in training practice are the main factors which affect the effectiveness of training
(Punia & Kant, 2013).
6.8 Budget: Another concern for HRD is its own budget. Discussion about how to provide
required training are the function of the money that HRD available for training. In creating
budget for a particular training program, estimates of training cost can be difficult to be
determined (Blanchard, Thacker & Ram, 2014-2015).
Gordon‟s (2000) 9-steps model considers all aspects of training costs and its benefits. Training
costs includes cost for induction periods, cost of remuneration for the trainee and trainer, cost
of travel for the trainee and trainer, cost of training materials, development of training modules,
cost of training evaluation, cost of material wastage during training, cost of production loss for
the trainee and trainer (if he is within the organization, for in-house training) etc.
(Bhattacharyya, 2013-2014). The budget should be accurately estimated otherwise the
department loose the training to an outside consult or have training put off until later
(Blanchard, Thacker & Ram, 2014-2015).
6.9 Available Technology: Technology includes any equipment, tools or operating
methods designed to make work more efficient (DeCenzo & Robbins, 2007-2008). Technology
has allowed learning to become more dynamic process (Noe & Kodwani, 2014-2015).
Another school of thought advocates that technology is instrumental in fractionating and deskilling of jobs (Bhattacharyya, 2013-2014). Technology includes tools, machinery, equipment,
work procedure, and employee knowledge and skill (Mello, 2014-2015). Technology had a
positive effect on internal operation for organization (DeCenzo & Robbins, 2007-2008).
6.10Training Frequency: Many occupational health and safety regulations that require
worker training also specify the frequency with which the complete training program should be
repeated, or specify the frequency at which refresher programs (often abbreviated) must be
delivered (Lehmann, Haight, & Michael, 2009).
The employer shall assure that training and education is conducted Frequency of training
frequently enough to assure that each member of the fire brigade is able to perform the
member‟s assigned duties and functions satisfactorily and in a safe manner so as not to
endanger fire brigade members or other Annual retraining employees. In addition, fire brigade
members who are expected to perform interior structural firefighting shall be provided with an
education session or training at least quarterly (OSHA, 2003).
6.11Practice: Regarding tasks that are important but are performed infrequently, employees
can easily for or become less proficient at them (Blanchard, Thacker, & Ram, 2014-2015).
Strategies that have demonstrated a positive effect on training transfer include practices that
influence learner characteristics such as motivation and self-efficacy, training design such as
aligning content with job tasks, and the work context such as providing opportunities for
practice on the job. While these practices are widely supported in the literature (Alvarez, Salas,
& Garfano, 2004; Baldwin & Ford, 1988; Burke & Hutchins, 2007; Ford & Weissbein, 1997;
Salas, Cannon-Bowers, Rhodenizer, & Bowers, 1999; Hutchins, 2009). Trainees should be
given frequent opportunity to practice their job tasks in the manner in which they will ultimately
be expected to perform them (Nankervis, Compton & Baird, 2012-2013).
If ignorance of specific job hazards and of proper work practices is even partly to blame for this
higher injury rate, then training will help to provide a solution (OSHA, 2003). Practice and
feedback are also critical aspects of effective design and have been found to influence training
performance. For example, cognitive (e.g., mental rehearsal; talking about the skills) and
behavioral strategies (e.g., practicing skills in training) have been found to be positive
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Proceedings of Global Business and Social Science Research Conference
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correlates to transfer (Ford & Kraiger, 1995; Warr & Allan, 1998; Hutchins, 2009). If there will
be less support from top management and peers, job is not going well or somehow there is
problem in job and absence of training practice then there is less chance of effective training
program. The managers should support employee efforts to practice such skills at the
workplace (Punia & Kant, 2013).
The utility of practice for training transfer also extends to exercises that help trainees apply the
new learning and skills in the work setting (Hutchins, 2009). Every respirator wearer shall
receive fitting instructions including practice demonstrations and practice in how the respirator
should be worn, how to adjust it, and how to determine if it fits properly (OSHA, 2003).
6.12Organizational Culture: Culture is defined as a pattern of basic assumptions
invented, discovered, or developed by a group within the organization (Blanchard, Thacker, &
Ram, 2014-2015). Hofstede defines culture as „the collective programming of the mind which
distinguishes the members of one group or society from those of another‟ (Nankervis,
Compton & Baird, 2012-2013).
Other writers refer to „a system of shared perspective or collectively held and sanctioned
definitions‟ or, more simply, the customs, beliefs, practices, traditions, values and ideologies of
organizations (Nankervis, Compton & Baird, 2012-2013). Most cultures also have aspects to
inclusion or exclusion of their members, rules and code of conducts which govern member
behaviors defining what is acceptable and what is not (Nankervis, Compton & Baird, 20122013). Organization culture includes such aspects as its philosophies, values, beliefs, work
systems and practices, expectations and limitations on employee behavior (Nankervis,
Compton & Baird, 2012-2013).
6.13 Management Value: Senior management values and actions will determine
organizational investment in assets. Not all organizations realize that human assets can be
strategically managed from investment perspective. The management values its people will be
a critical factor in its willingness to invest in them (Mello, 2014-2015).
6.14 Policy: In the real world, there are many factors that influence the effectiveness of
training and development in an organization. One similar factor i.e. the human resource policy
of training and development has been identified by Haywood (1992) (Punia & Kant, 2013).
Policies are guides to action in organization. In the complex web interrelationship between
organizational culture, strategy and structure, logic suggests that polices are developed to
carry out chosen strategies and that they reflect cultural and structural realities. Polices may be
deliberately framed in order to modify organizational culture, or they may merely reflect it.
Polices include job design, physical environments, technical and information skill requirements.
Polices define acceptable and unacceptable organizational behavior (e.g. performance levels,
smoking, health and safety practices) (Nankervis, Compton & Baird, 2012-2013).
7.0 Research Methodology:
7.1 Hypothesis
On the basis of the discussion and research objectives, it is predicted that practice, anxiety,
policy, skill level of trainers, self-efficacy, budget, time, training motivation, supervisor support,
available technology, peer, management value and attitude of trainer have a direct and
positive influence on formal training toward reducing work place accident, and from this model
the following 14 sets of hypotheses can be developed:
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Proceedings of Global Business and Social Science Research Conference
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Hypothesis 1 (H1): The perceived self-efficacy of employees has positively related to
decrease the rate of work place accidents.
Hypothesis 2 (H2): The perceived anxiety of employees has negatively related to decrease
the rate of work place accidents.
Hypothesis 3 (H3): The perceived training motivation of employees has positively related to
decrease the rate of work place accidents.
Hypothesis 4 (H4): The perceived skill level of trainer has positively related to decrease the
rate of work place accidents.
Hypothesis 5 (H5): The attitude of trainer has positively related to decrease the rate of work
place accidents.
Hypothesis 6 (H6): The perceived supervisor support has positively related to decrease the
rate of work place accidents.
Hypothesis 7 (H7): The perceived peer support has positively related to decrease the rate of
work place accidents.
Hypothesis 8 (H8): The amount of budget for training program has positively related to
decrease the rate of work place accidents.
Hypothesis 9 (H9): The available Technology has positively related to decrease the rate of
work place accidents.
Hypothesis 10 (H10): The perceived training frequency has positively related to decrease the
rate of work place accidents.
Hypothesis 11 (H11): The practice facility given in organization has positively related to
decrease the rate of work place accidents.
Hypothesis 12 (H12): The perceived management value has positively related to decrease
the rate of work place accidents.
Hypothesis 13 (H13): The policy of the organization has positively related to decrease the rate
of work place accidents.
Hypothesis 14(H14): The formal training has positively related to decrease the rate of work
place accidents.
7.2 Conceptual Model
We have driven a conceptual model given below.
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Proceedings of Global Business and Social Science Research Conference
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Figure 1: Conceptual Model
7.3 Questionnaire
The survey was conducted on a convenience sample to test the hypotheses. The survey
utilized a questionnaire designed to collect data regarding the factors that influence to reduce
the work place accident in the garments sector in Bangladesh (Appendix-A).
The questionnaire had three parts. The first part of the questionnaire used to provide the
purpose of the study. In the second part of the questionnaire the subjects were asked to
respond to 28 questions on a 5-point Likert scale. The third part collected the respondent‟s
demographic data.
The question items were primarily adapted from the literature review. Questionnaire items
were included based on the factors reducing work place accidents (dependent variable),
practice, anxiety, policy, skill level of trainers, self-efficacy, budget, time, training motivation,
supervisor support, available technology, peer, management value, attitude of trainer and
demographic information. Subjects spent 12-15 minutes to fill out the entire questionnaire.
7.4 Methodology
Population: All the people working in garments industry of Bangladesh were taken as the
population of this study.
Sampling Technique and Sample Size: A convenient sample of 104 people was shared up
for the current study in which respondent of the study was request to complete the structured
questionnaire on voluntary basis.
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Proceedings of Global Business and Social Science Research Conference
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Data Collection Methods: Several methods of data collection; e.g., personal survey,
telephone survey & mailing survey; were compared. A total of 136 responses were collected.
The removal of outliers and records with missing values left 104 responses. A total of 104
questionnaires were subsequently used for data analysis.
Data Analysis Method: Data were analyzed by using SPSS 20. SPSS is a computer program
for estimating the unknown coefficients within a system of structural equations. We used
reliability test to find out accuracy of the survey data. Multiple Regressions was used as a
statistical test to determine the degree of relationship between the variables involved in this
study.
8.0 Analysis & Findings:
8.1. Sample Profile: We have done this research paper based on the interview of 104
respondents from the different levels of the Garments sector of Bangladesh. The respondents
included 62.50% males and 37% females who are working in different Garments in this sector
(Appendix-B (A1)).
The majority of the respondents came from the age group of 23 to 30 years that covers
55.77% of the total sample. 25% of the respondents were belonging to the age group of 30 to
40 years. We have found below 18 years 0.96% which is a positive sign for this sector. Above
18 to 23 years and above 40 years covers respectively 9.62% and 8.65% of the total sample
(Appendix-B (A2)).
Most of the respondent, 37%, were belongs to the group who were completed graduation. The
percentage of SSC and HSC completed interviewers were equal which is 25.8% (Appendix-B
(A3)).
The majority group of the interviewers, 32.69%, was worked in the level of worker. The
percentage of the managers and supervisor was equal, 30.77%. Only 5.77% belongs to the
other categories (Appendix-B (A4)).
8.2 Measurement the Reliability of Data: The data were first tested for reliability using
Cronbach‟s alpha to assess reliability. Internal consistency (reliability) values of the
measurement items were assessed before entering into the structural analysis. Conceptually,
reliability is defined as the degree to which measures are free from error and therefore yield
consistent results (Cronbach 1951; Peter 1979). Results of the reliability test show that the
data collected from the survey are reliable and suitable for further analysis (Appendix-C (A
(Table 1)).
In our research, to measure the dependent and independent variable, we have used 28 items.
Among these, 2 items were developed for measuring the dependent variable Reducing Work
Place Accident and rest of the 26 items were developed for measuring independent variable.
13 independent variables were used in our research. From the reliability test we find that the
Cronbach's Alpha for all variables among 0.716 to 0.879, which means that all the variables
have an internal consistency of 71.6% to 87.9% among each other.
Self-Efficacy: In Appendix-C (B1), for measuring self-efficacy, we consider two items. From
the reliability test we find that the Cronbach's Alpha is 0.812, which is more than 0.60 which
means that all the variables have an internal consistency of 81.2% among each other.
Therefore item scales of the individual variables are seemed to be perfect to further regression
analysis.
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Anxiety: In Appendix-C (B2), for measuring anxiety, we consider two items. From the reliability
test we find that the Cronbach's Alpha is 0.752, which is more than 0.60 which means that all
the variables have an internal consistency of 75.2% among each other. Therefore item scales
of the individual variables are seemed to be perfect to further regression analysis.
Training Motivation: In Appendix-C (B3), for measuring training motivation, we consider two
items. From the reliability test we find that the Cronbach's Alpha is 0.829, which is more than
0.60 which means that all the variables have an internal consistency of 82.9% among each
other. Therefore item scales of the individual variables are seemed to be perfect to further
regression analysis.
Skill Level of Trainer : In Appendix-C (B4), for measuring skill level of trainer, we consider
two items. From the reliability test we find that the Cronbach's Alpha is 0.860, which is more
than 0.60 which means that all the variables have an internal consistency of 86% among each
other. Therefore item scales of the individual variables are seemed to be perfect to further
regression analysis.
Attitude of Trainer :In Appendix-C (B5), for measuring attitude of trainer, we consider two
items. From the reliability test we find that the Cronbach's Alpha is 0.786, which is more than
0.60 which means that all the variables have an internal consistency of 78.6% among each
other. Therefore item scales of the individual variables are seemed to be perfect to further
regression analysis.
Supervisor Support :In Appendix-C (B6), for measuring supervisor support, we consider two
items. From the reliability test we find that the Cronbach's Alpha is 0.839, which is more than
0.600 which means that all the variables have an internal consistency of 83.9% among each
other. Therefore item scales of the individual variables are seemed to be perfect to further
regression analysis.
Peer Support: In Appendix-C (B7), for measuring peer support, we consider two items. From
the reliability test we find that the Cronbach's Alpha is 0.744, which is more than 0.60 which
means that all the variables have an internal consistency of 74.4% among each other.
Therefore item scales of the individual variables are seemed to be perfect to further regression
analysis.
Budget: In Appendix-C (B8), for measuring budget, we consider two items. From the reliability
test we find that the Cronbach's Alpha is 0.879, which is more than 0.60 which means that all
the variables have an internal consistency of 87.9% among each other. Therefore item scales
of the individual variables are seemed to be perfect to further regression analysis.
Available Technology: In Appendix-C (B9), for measuring available technology, we consider
two items. From the reliability test we find that the Cronbach's Alpha is 0.776, which is more
than 0.60 which means that all the variables have an internal consistency of 77.6% among
each other. Therefore item scales of the individual variables are seemed to be perfect to
further regression analysis.
Training Frequency: In Appendix-C (B10), for measuring training frequency, we consider two
items. From the reliability test we find that the Cronbach's Alpha is 0.823, which is more than
0.60 which means that all the variables have an internal consistency of 82.3% among each
other. Therefore item scales of the individual variables are seemed to be perfect to further
regression analysis.
Practice: In Appendix-C (B11), for measuring practice, we consider two items. From the
reliability test we find that the Cronbach's Alpha is 0.816, which is more than 0.60 which means
that all the variables have an internal consistency of 81.6% among each other. Therefore item
scales of the individual variables are seemed to be perfect to further regression analysis.
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Proceedings of Global Business and Social Science Research Conference
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Management Value: In Appendix-C (B12), for measuring management value, we consider two
items. From the reliability test we find that the Cronbach's Alpha is 0.828, which is more than
0.60 which means that all the variables have an internal consistency of 82.8% among each
other. Therefore item scales of the individual variables are seemed to be perfect to further
regression analysis.
Policy: In Appendix-C (B13), for measuring policy, we consider two items. From the reliability
test we find that the Cronbach's Alpha is 0.773, which is more than 0.60 which means that all
the variables have an internal consistency of 77.3% among each other. Therefore item scales
of the individual variables are seemed to be perfect to further regression analysis.
Dependent Variable (Reducing Work Place Accident): In Appendix-C (B14), for measuring
dependent variable (reducing work place accident), we consider two items. From the reliability
test we find that the Cronbach's Alpha is 0.716, which is more than 0.60 which means that all
the variables have an internal consistency of 71.6% among each other. Therefore item scales
of the individual variables are seemed to be perfect to further regression analysis.
8.3 Regression Analysis
8.3.1 Model Summary: The value of R Square (0.616) and R (0.785) predicting a
moderate relationship between the set of independent variables and the dependent variable
with the standard error of 34.934% (Appendix D. A1 (Table: 2)).
That means practice, anxiety, policy, skill level of trainers, self-efficacy, budget, training
frequency, training motivation, supervisor support, available technology, peer, management
value, attitude of trainer have only 61.6% influenced for reducing work place accidents. The
rest of the 38.4% is influenced by some other factors that we have not considered in our
research.
8.3.2 ANOVA Test: The F value of the test for the data is 11.113. The p-value associated
with this F value is very small, 0.0000 which is less than alpha value 0.05 (Appendix D. A2
(Table: 3)).
The study shows that there is positive significant impact of these independent variables on the
dependent variable and the model applied is significantly good enough in predicting the
dependent variable.
8.3.4 Tests of Hypothesis: The 8 out of 13 independent variables (practice, skill level of
trainers, training frequency, training motivation, supervisor support, available technology, peer,
management value) follow the hypotheses (Appendix D. A3 (Table: 4)).
Self-Efficacy: Hypothesis 1 (H1) states that self-efficacy of employees has positively related
with the reducing rate of work place accidents. The self-efficacy of employees has negative
relation (=-.063) with the rate of decreasing workplace accidents and P value (.431) is higher
than alpha value (0.05) (Appendix D. A3 (Table: 4)).
The study shows that H1 is rejected. The results show that the impact of perceived selfefficacy of employees is negative and insignificant in case of reducing rate of work place
accidents.
Anxiety: Hypothesis 2 (H2) states that the perceive anxiety has negatively affected the
decreasing of rate of work place accidents. The anxiety has negative influence (=-.085) on
the rate of decreasing workplace accidents and P value (.247) is higher than alpha value (0.05)
(Appendix D. A3 (Table: 4)).
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The study shows that H2 is rejected. The results show that the impact of perceived anxiety of
employees is negative and insignificant in case of reducing rate of work place accidents.
Training Motivation: Hypothesis 3 (H3) states that perceived training motivation of employees
has positively affected the decreasing of rate of work place accidents. The training motivation
has positive influence (=.527) on the rate of decreasing workplace accidents and P value
(.000) is lower than alpha value (0.05) (Appendix D. A3 (Table: 4)).
The study shows that H3 is accepted. The results show that the impact of perceived training
motivation of employees is positive and significant in case of reducing rate of work place
accidents.
Skill Level of Trainer: Hypothesis 4 (H4) states that perceived skill level of trainer has
positively affected the decreasing of rate of work place accidents. The skill level of trainer has
positive influence (=.176) on the rate of decreasing workplace accidents and P value (.031) is
lower than alpha value (0.05) (Appendix D. A3 (Table: 4)).
The study shows that H4 is accepted. The results show that the impact of perceived skill level
of trainer is positive and significant in case of reducing rate of work place accidents.
Attitude of Trainer: Hypothesis 5 (H5) states that attitude of trainer has positively related with
the reducing rate of work place accidents. The attitude of trainer has positive relation (=.113)
with the rate of decreasing workplace accidents and P value (.225) is higher than alpha value
(0.05) (Appendix D. A3 (Table: 4)).
The study shows that H5 is rejected. The results show that the impact of perceived attitude of
trainer is positive but insignificant in case of reducing rate of work place accidents.
Supervisor Support: Hypothesis 6 (H6) states that perceived supervisor support has
positively affected the decreasing of rate of work place accidents. The supervisor support has
positive influence (=.201) on the rate of decreasing workplace accidents and P value (.021) is
lower than alpha value (0.05) (Appendix D. A3 (Table: 4)).
The study shows that H6 is accepted. The results show that the impact of perceived supervisor
support is positive and significant in case of reducing rate of work place accidents.
Peer Support: Hypothesis 7 (H7) states that perceived peer support has positively affected
the decreasing of rate of work place accidents. The peer support has negative influence (=.273) on the rate of decreasing workplace accidents and P value (.002) is lower than alpha
value (0.05) (Appendix D. A3 (Table: 4)).
The study shows that H7 is accepted. The results show that the impact of perceived peer
support is negative but significant in case of reducing rate of work place accidents.
Budget: Hypothesis 8 (H8) states that budget for training program has positively related with
the reducing rate of work place accidents. The budget for training has positive relation
(=.106) with the rate of decreasing workplace accidents and P value (.202) is higher than
alpha value (0.05) (Appendix D. A3 (Table: 4)).
The study shows that H8 is rejected. The results show that the impact of budget for training is
positive but insignificant in case of reducing rate of work place accidents.
Available Technology: Hypothesis 9 (H9) states that available technology has positive
relation with the decreasing of rate of work place accidents. The available technology has
positive influence (=.249) on the rate of decreasing workplace accidents and P value (.004) is
lower than alpha value (0.05) (Appendix D. A3 (Table: 4)).
The study shows that H9 is accepted. The results show that the impact of available technology
is positive and significant in case of reducing rate of work place accidents.
Training Frequency: Hypothesis 10 (H10) states that the training frequency has positive
relation with the decreasing of rate of work place accidents. The training frequency has
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Proceedings of Global Business and Social Science Research Conference
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negative influence (=-.207) on the rate of decreasing workplace accidents and P value (.011)
is lower than alpha value (0.05) (Appendix D. A3 (Table: 4)).
The study shows that H10 is accepted. The results show that the impact of training frequency
is negative but significant in case of reducing rate of work place accidents.
Practice: Hypothesis 11 (H11) states that the practice has positive relation with the decreasing
of rate of work place accidents. The practice has negative influence (=-.382) on the rate of
decreasing workplace accidents and P value (.000) is lower than alpha value (0.05) (Appendix
D. A3 (Table: 4)).
The study shows that H11 is accepted. The results show that the impact of practice is negative
but significant in case of reducing rate of work place accidents.
Management Value: Hypothesis 12 (H12) states that the management value of the
organization has positive affected to decrease the rate of work place accidents. The
management value has positive influence (=.305) on the rate of decreasing workplace
accidents and P value (.001) is lower than alpha value (0.05) (Appendix D. A3 (Table: 4)).
The study shows that H12 is accepted. The results show that the impact of management value
is positive and significant in case of reducing rate of work place accidents.
Policy: Hypothesis 13 (H13) states that policy of an organization has positive relation with the
reducing rate of work place accidents. The policy has positive relation (=.012) with the rate of
decreasing workplace accidents and P value (.881) is higher than alpha value (0.05) (Appendix
D. A3 (Table: 4)).
The study shows that H13 is rejected. The results show that the impact of policy is positive but
insignificant in case of reducing rate of work place accidents.
9.0 Limitations & Future Research:
9.1 Limitation:
 The limitation of the time was the biggest problem to complete work.
 Some of the respondents were more than reluctant to give us the appropriate data.
Some respondents even denied participating in the survey.
 Due to the time limitations, we could not consider other factors which may have
influence on the reducing rate of work place accidents.
9.2 Future Research: Our study consists 13 independent variables such practice, anxiety,
policy, skill level of trainers, self-efficacy, budget, training frequency, training motivation,
supervisor support, available technology, peer, management value and attitude of trainer and
one dependent variable that is reducing work place accidents. As our R square value is 0.616,
it expresses that the independent variables which we considered that influence of the variables
are 61.6% for reducing work place accidents. The rest 38.4% is influenced by some other
factors that we have not considered in our research. So in case of further research,
researchers should consider other factors that influence reduction of work place accidents.
10. Discussion & Conclusion:
This study was conducted to examine the effects of some important factors that reduce the
work place accidents. In general, this study tested the direct influence of practice, anxiety,
policy, skill level of trainers, self-efficacy, budget, training frequency, training motivation,
supervisor support, available technology, peer, management value and attitude of trainer on
the reducing rate of work place accidents. The results proposed a model where only 8
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Proceedings of Global Business and Social Science Research Conference
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variables (practice, skill level of trainers, training frequency, training motivation, supervisor
support, available technology, peer, and management value) have shown direct significant
influence.
Most importantly training motivation, practice, peer, management value have found to be the
most significant of the factors affecting the reducing rate of work place accidents. Peer support
and practice have negative but significant influence. It may be happened due to the political
environment within the organization and unclear idea about the practice training. But training
motivation and management value have positive and significant impact on the decreasing rate
of work place accidents.
We hypothesized and validated that the skill level of trainers, training frequency, supervisor
support, available technology, will have a direct positive influence on reduce the rate of work
place accidents. We also hypothesized and validated that the anxiety, policy, self-efficacy,
budget, time, attitude of trainer will have a direct significant influence. We said previously that
our analysis has found that 8 out of 13 independent variables (practice, skill level of trainers,
training frequency, training motivation, supervisor support, available technology, peer,
management value) followed the hypotheses
As the empirical data shows, the respondents held negative perception with regard to selfefficacy, anxiety which is included in individual factors. This may have been because the
workers were not felt the impact on accidents. It may have been because of psychological
factors that driven from the educational level of the people and cultural aspect of Bangladesh.
The significant impact has found regarding training motivation. It is very positive for this
sector. Our respondents were wanted to learn from training if they found opportunity. This
tendency indicates has made the training motivation most significant toward reducing work
place accidents. When we analyzed the factor that were associated with trainers (skill level of
trainers & attitude of trainer) we have found that attitude of trainers has no significant impact.
But the skill level of trainer has positive and significant impacts. The attitude has given less
important than skill level may be, for the lack of availability of skilled trainers in this sector.
Among the environmental factors (practice, budget, training frequency, supervisor support,
available technology, peer, management value, policy) we have found that practice, training
frequency, supervisor support, available technology, peer, management value has significant
impact on reducing accidents. According to our survey result peer, training frequency and
practice have significant but negative impact.
Policy and budget has no significant impact. It may be happen the general worker level has no
idea about those issues and the management used the policy of remaining cost efficient. Our
survey result showed that the management value, available technology, supervisor support
have played an important and positive role to reduce work place accidents. According to our
survey among the most significant factor is management value.
However, this finding shows that the reduction rate of work place accidents strongly depends
on the combination of practice, skill level of trainers, training frequency, training motivation,
supervisor support, available technology, peer, management value. The perfect combinations
of those elements always improve the safety issues and decrease the rate of injury and death.
The training can reduce the work place accidents. But the reduction of accident depends of the
elements hugely. The management value can play an important role by ensuring proper
trading and showed workforce as a human asset. People can easily avoid accidents by using
technology. The availability of the necessary technology is needed to ensure that. The
supervisor support is important. The choosing of right decision for the employee hugely
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depends on supervisor. The skill level of trainer always makes a training program efficient and
unique.
Results of this study substantially contribute to theoretical and managerial understanding of
work place accidents of the garments sectors in Bangladesh. At the theory level, this study has
produced greater understanding of the variables that appear to be most responsible in
reducing work place accidents. It would be interesting to know what factors best contribute to
reduce the work place accidents and how training can be changed in case of reducing work
place accidents. From a practical standpoint, results of this study could provide managers with
greater insight concerning the potential benefits (and limitations) associated with using
perceived quality strategies. This research clarifies the sometimes confusing roles of practice,
anxiety, policy, skill level of trainers, self-efficacy, budget, training frequency, training
motivation, supervisor support, available technology, peer, management value and attitude of
trainer toward reducing work place accidents.
Recommendation:
This study has produced greater understanding of the variables that appear to be most
responsible in reducing work place accidents in the garments sector of Bangladesh. It would
be interesting to know what factors best contribute to work place accidents and how. From a
practical standpoint, results of this study could provide managers with greater insight
concerning the potential benefits (and limitations) associated with using perceived quality
strategies. Here we are recommended some strategy depending on the result of our study.
 The management should emphasize on practice, skill level of trainers, training
frequency, training motivation, supervisor support, available technology, peer, and
management value for the welfare of employees.
 The management should provide proper learning facility to the employees.
 The management should assign proper skilled trainer to make the training effective and
reducing work place accidents.
 The supervisor should be careful about the requirements of the employees and
positively handle their necessity.
 The employee should show favorable attitude toward other employees.
 The organization should ensure the supply of available technology.
 The raining should provide after a certain period in manner that does not create
negative impacts among the employee.
 The management should value their employees as a human asset.
 The management should ensure the practice within the organization in a way that does
not create negative impacts among the employee.
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Exit”,Availablefrom:<http://news.priyo.com/2014/02/13/47-cent-garment-workersunaware-emergency-exit-100449.html> (Accessed on March, 30, 2014 at 10.05 pm).
Nankervis, Alan. Compton, Robert. & Baird, Marian. (2012-2013). “Strategic Human
Resource”, 4th Edition, South-Western, Thomson Learning, Inc. ISBN: 0-17-010467-2.
19
Proceedings of Global Business and Social Science Research Conference
11 - 13 May 2015, Grand Mirage Hotel, Bali, Indonesia, ISBN: 978-1-922069-75-7
Noe, Raymond A. & Kodwani, Amitabh Deo, (2014-2015), “Employee Training and
Development”, 4th Edition, Tata McGraw Hill Education Private Ltd. ISBN-13: 978-0-07007807-9
OSHA, (2003). “OSHA GENERAL INDUSTRY TRAINING REQUIREMENTS”. ISBN 1-55645124-5 Available from
<https://www.google.com.bd/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&u
act=8&ved=0CCgQFjAA&url=http%3A%2F%2Ffiuehs.com%2Fnehe%2Fosha.pdf&ei=X
A9EU6vGAYe_rgfn3oDABg&usg=AFQjCNEwrZBEx6p9LUezkCv6Eg9gvHol0w&sig2=7
2clEAK0f32kJbZK8upRqA&bvm=bv.64367178,d.bmk> (Accessed on April, 8, 2014 at
9.14 pm).
Profile: The apparel industry of Bangladesh. “Flash back on the ready-made garment industry
of Bangladesh”. A publication by BGMEA, pp3-4.
Punia, Dr. B.K. & Kant, Saurabh (2013). “A REVIEW OF FACTORS AFFECTING TRAINING
EFFECTIVENESS VIS-À-VIS MANAGERIAL IMPLICATIONS AND FUTURE
RESEARCH DIRECTIONS.” Available
from:<https://www.google.com.bd/url?sa=t&rct=j&q=&esrc=s&source=web&cd=10&cad
=rja&uact=8&ved=0CHAQFjAJ&url=http%3A%2F%2Fgarph.co.uk%2FIJARMSS%2Fjan
2013%2F12.pdf&ei=0GkU67LKYyYrAfcjYHACg&usg=AFQjCNFEvyr4QyaTyNiwNFeAv
kNlyH6Cfg&bvm=bv.64125504,d.bm> (Accessed on April, 4, 2014 at 2.40 pm).
Sanjeevkumar, Vimala. & Yanan, Hu. (2011). “A Study on Training Factors and Its Impact on
Training Effectiveness in Kedah State Development Corporation, Kedah, Malaysia”.
Available from:< http://www.macrothink.org/journal/index.php/ijhrs/article/view/1130>
(Accessed on March, 29, 2014 at 7.10 pm)
The Daily Star, (2014). Improving garment worker safety by Tauscher, Ellen, 13th February,
Available from: < http://www.thedailystar.net/op-ed/improving-garment-worker-safety11064> (Accessed on March, 30, 2014 at 9.55 pm).
The News Today (2013), “Tannery industry in glare”Available from:
<http://www.newstoday.com.bd/index.php?option=details&news_id=2350521&date=201
3-07-11> (Accessed on March, 29, 2014 at 10.15 pm).
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Proceedings of Global Business and Social Science Research Conference
11 - 13 May 2015, Grand Mirage Hotel, Bali, Indonesia, ISBN: 978-1-922069-75-7
Appendix
13.1 Appendix-A
Questionnaire
For the requirement of Training and Development (HRM 415) Course, our group is currently doing research work on “Impact of formal
employee training program in reducing work place accidents in garments industry of Bangladesh”. We assure you that your provided
data will be used only for academic purposes.
Please tick mark (
) on your answer
Statements
1. I feel confident in my ability to ask for help if needed
SE1
2. Training program helps to reduce the risk of accident
D1
3. My manager shows me how to improve my
performance and work safely
4. I try to learn as much as I can from a training program
6. I feel training programs should be taken more
seriously
TA1
7. I feel that most trainers have hands on experience in
the subject matters they are teaching
TS1
8. I make fewer mistakes when using new knowledge,
skills and attitudes gained through training
SE2
9. Using the new knowledge, skills and attitudes has
helped me improve my work
TM2
Disagree
Strongly
Disagree
5
4
3
2
1
P2
TA2
Statements
12.We have received frequent training from our
organization
Neutral
TM1
P1
11. I feel training helps to remove the gap between
superiors and subordinates
Agree
SS1
5. My Co-workers are able to provide reliable information
about ways to improve job performance
10. My co-workers are favorable to improve my skill and
safety
Strongly
Agree
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
5
4
3
2
1
T1
13. Our organization emphasize on practice
Pra
1
14. Job related technical equipment are available in our
organization
AT1
15. I feel worried to participate in training program
AX1
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Proceedings of Global Business and Social Science Research Conference
11 - 13 May 2015, Grand Mirage Hotel, Bali, Indonesia, ISBN: 978-1-922069-75-7
16. Our management takes interest to provide training
program
MV
1
17. Our superiors understand and feel the need for
conducting specific training program for increasing
performance and work safety
18. Our management properly expense on high quality
training program
19. I feel anxious while entering training program
SS2
B1
AX2
20. Our organization always provides training facility to
reduce accidents
MV
2
21. The guideline of our organization always emphasized
on training
Pol1
22. If organization expense more on training program it will
increase skill and work safely of the workers
B2
23. Our organization provide us training in regular basis
T2
24. I feel safe when get the chance of practicing through
training
25. Our organization always ensure the availability of
necessary equipment related to our training
26. I feel trainers have adequate communication and
teaching skills
27. The reducing rate of work place accident depends on
quality of training
28. Our organization strictly follow the culture of providing
training programs
Gender
Male

Female
Age

Below 18 yrs.

Above 18 yrs. to 23 yrs.

From 23 yrs. to 30 yrs.

From 30 yrs. to 40 yrs.

From 40 yrs. and above
Educational Level

Primary level

SSC

HSC

Graduate

Post Graduate

Others…………………..
Level of Position

Managerial Level

Supervisor Level

Worker Level

Others……………………
13.2 Appendix B (Sample Profile)
A1. Sample Profile- Gender
Pra
2
AT2
TS2
D2
Pol2
Statistics
Gender
Valid
Missing
N
Frequency
Valid
Male
female
Total
65
39
104
Gender
Percent
62.5
37.5
100.0
104
0
Valid Percent
62.5
37.5
100.0
Cumulative
Percent
62.5
100.0
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Proceedings of Global Business and Social Science Research Conference
11 - 13 May 2015, Grand Mirage Hotel, Bali, Indonesia, ISBN: 978-1-922069-75-7
Chart: 1: Gender
A2. Sample Profile- Age
Statistics
Age
N
Valid
Missing
Age
Frequency
Valid
Below 18 yrs.
Above 18 yrs. to 23 yrs.
From 23 yrs. to 30 yrs.
From 30 yrs. to 40 yrs.
From 40 yrs. and above
Total
1
10
58
26
9
104
104
0
Percent
1.0
9.6
55.8
25.0
8.7
100.0
Valid Percent
1.0
9.6
55.8
25.0
8.7
100.0
Cumulative
Percent
1.0
10.6
66.3
91.3
100.0
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Proceedings of Global Business and Social Science Research Conference
11 - 13 May 2015, Grand Mirage Hotel, Bali, Indonesia, ISBN: 978-1-922069-75-7
Chart: 2: Age
A3. Sample Profile- Educational Level
Statistics
Educational Level
Valid
N
Missing
Educational Level
Frequency
Percent
Valid
Primary level
SSC
HSC
Graduate
Post Graduate
Total
11
24
6
39
24
104
10.6
23.1
5.8
37.5
23.1
100.0
104
0
Valid Percent
10.6
23.1
5.8
37.5
23.1
100.0
Cumulative
Percent
10.6
33.7
39.4
76.9
100.0
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Proceedings of Global Business and Social Science Research Conference
11 - 13 May 2015, Grand Mirage Hotel, Bali, Indonesia, ISBN: 978-1-922069-75-7
Chart: 3: Educational Level
A4. Sample Profile- Level of Position
Statistics
Level of Position
Valid
N
Missing
104
0
Level of Position
Frequency
Percent
Valid
Managerial Level
Supervisor Level
Worker Level
Others
Total
32
32
34
6
104
30.8
30.8
32.7
5.8
100.0
Valid Percent
30.8
30.8
32.7
5.8
100.0
Cumulative
Percent
30.8
61.5
94.2
100.0
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Proceedings of Global Business and Social Science Research Conference
11 - 13 May 2015, Grand Mirage Hotel, Bali, Indonesia, ISBN: 978-1-922069-75-7
Chart: 4: Level of Positional
13.3 Appendix C (Test of Reliability)
A. Table of Reliability Test
Variables
Self-Efficacy
Anxiety
Training Motivation
Skill Level of Trainer
Attitude of Trainer
Supervisor Support
Peer Support
Budget
Available Technology
Training Frequency
Number of items
2
2
2
2
2
2
2
2
2
2
Cronbach’s alpha
0.812
0.752
0.829
0.860
0.786
0.839
0.744
0.879
0.776
0.823
2
2
2
2
0.816
0.828
0.773
0.716
Practice
Management Value
Policy
Dependent Variable (Reducing Work Place Accident)
Table 1: Reliability Test
B1. Reliability Test for Self-Efficacy
Case Processing Summary
N
%
Valid
104
99.0
Cases
Excludeda
1
1.0
Total
105
100.0
a. Listwise deletion based on all variables in the
procedure.
Reliability Statistics
Cronbach's Alpha
N of Items
.812
2
B2. Reliability Test for Anxiety
Case Processing Summary
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Proceedings of Global Business and Social Science Research Conference
11 - 13 May 2015, Grand Mirage Hotel, Bali, Indonesia, ISBN: 978-1-922069-75-7
N
%
Valid
104
99.0
Cases
Excludeda
1
1.0
Total
105
100.0
a. Listwise deletion based on all variables in the
procedure.
Reliability Statistics
Cronbach's Alpha
N of Items
.752
2
B3. Reliability Test for Training Motivation
Case Processing Summary
N
%
Valid
104
99.0
Cases
Excludeda
1
1.0
Total
105
100.0
a. Listwise deletion based on all variables in the
procedure.
Reliability Statistics
Cronbach's Alpha
N of Items
.829
2
B4. Reliability Test for Skill Level of Trainer
Case Processing Summary
N
%
Valid
104
99.0
Cases
Excludeda
1
1.0
Total
105
100.0
a. Listwise deletion based on all variables in the
procedure.
Reliability Statistics
Cronbach's Alpha
N of Items
.860
2
B5. Reliability Test for Attitude of Trainer
Case Processing Summary
N
%
Valid
104
99.0
Cases
Excludeda
1
1.0
Total
105
100.0
a. Listwise deletion based on all variables in the
procedure.
Reliability Statistics
Cronbach's Alpha
N of Items
.786
2
B6. Reliability Test for Supervisor Support
Case Processing Summary
N
%
Valid
104
99.0
Cases
Excludeda
1
1.0
Total
105
100.0
a. Listwise deletion based on all variables in the
procedure.
Reliability Statistics
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Proceedings of Global Business and Social Science Research Conference
11 - 13 May 2015, Grand Mirage Hotel, Bali, Indonesia, ISBN: 978-1-922069-75-7
Cronbach's Alpha
.839
N of Items
2
B7. Reliability Test for Peer Support
Case Processing Summary
N
%
Valid
104
99.0
Cases
Excludeda
1
1.0
Total
105
100.0
a. Listwise deletion based on all variables in the
procedure.
Reliability Statistics
Cronbach's Alpha
N of Items
.744
2
B8. Reliability Test for Budget
Case Processing Summary
N
%
Valid
104
99.0
Cases
Excludeda
1
1.0
Total
105
100.0
a. Listwise deletion based on all variables in the
procedure.
Reliability Statistics
Cronbach's Alpha
N of Items
.879
2
B9. Reliability Test for Available Technology
Case Processing Summary
N
%
Valid
104
99.0
Cases
Excludeda
1
1.0
Total
105
100.0
a. Listwise deletion based on all variables in the
procedure.
Reliability Statistics
Cronbach's Alpha
N of Items
.776
2
B10. Reliability Test for Training Frequency
Case Processing Summary
N
%
Valid
104
99.0
Cases
Excludeda
1
1.0
Total
105
100.0
a. Listwise deletion based on all variables in the
procedure.
Reliability Statistics
Cronbach's Alpha
N of Items
.823
2
B11. Reliability Test for Practice
Cases
Case Processing Summary
N
Valid
104
Excludeda
1
%
99.0
1.0
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Proceedings of Global Business and Social Science Research Conference
11 - 13 May 2015, Grand Mirage Hotel, Bali, Indonesia, ISBN: 978-1-922069-75-7
Total
105
100.0
a. Listwise deletion based on all variables in the
procedure.
Reliability Statistics
Cronbach's Alpha
N of Items
.816
2
B12. Reliability Test for Management Value
Case Processing Summary
N
%
Valid
104
99.0
Cases
Excludeda
1
1.0
Total
105
100.0
a. Listwise deletion based on all variables in the
procedure.
Reliability Statistics
Cronbach's Alpha
N of Items
.828
2
B13. Reliability Test for Policy
Case Processing Summary
N
%
Valid
104
99.0
Cases
Excludeda
1
1.0
Total
105
100.0
a. Listwise deletion based on all variables in the
procedure.
Reliability Statistics
Cronbach's Alpha
N of Items
.773
2
B14. Reliability Test for Dependent Variable (Reducing Work Place Accident)
Case Processing Summary
N
%
Valid
104
99.0
Cases
Excludeda
1
1.0
Total
105
100.0
a. Listwise deletion based on all variables in the
procedure.
Reliability Statistics
Cronbach's Alpha
N of Items
.716
2
13.4 Appendix D (Regression Analysis)
Regression calculation
A1. Model Summary
Model Summary
R Square
Adjusted R
Std. Error of the
Square
Estimate
1
.785a
.616
.561
.34934
a. Predictors: (Constant), Practice, Anxiety, Policy, Skillleveloftrainers,
SelfEfficacy, Budget, TrainingFrequency, TrainingMotivation,
SupervisorSupport, AvailableTechnology, Peer, ManagementValue,
TrainerAttitude
Model
R
Table: 2: Model Summary
A2. ANOVA
ANOVAa
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Proceedings of Global Business and Social Science Research Conference
11 - 13 May 2015, Grand Mirage Hotel, Bali, Indonesia, ISBN: 978-1-922069-75-7
Model
Sum of Squares
df
Mean Square
F
Sig.
Regression
17.632
13
1.356
11.113
.000b
1
Residual
10.984
90
.122
Total
28.615
103
a. Dependent Variable: Dependent
b. Predictors: (Constant), Practice, Anxiety, Policy, Skillleveloftrainers, SelfEfficacy, Budget,
TrainingFrequency, TrainingMotivation, SupervisorSupport, AvailableTechnology, Peer, ManagementValue,
TrainerAttitude
Table: 3: ANOVA Test
A3. Coefficients
Model
Coefficientsa
Unstandardized Coefficients
Standardized
Coefficients
Beta
B
Std. Error
(Constant)
1.614
.366
SelfEfficacy
-.059
.074
-.063
Anxiety
-.046
.040
-.085
TrainingMotivation
.463
.077
.527
Skillleveloftrainers
.138
.063
.176
TrainerAttitude
.083
.068
.113
SupervisorSupport
.136
.058
.201
1
Peer
-.194
.061
-.273
Budget
.061
.047
.106
AvailableTechnology
.171
.058
.249
TrainingFrequency
-.126
.048
-.207
ManagementValue
.223
.065
.305
Policy
.009
.060
.012
Practice
-.277
.066
-.382
a. Dependent Variable: Dependent
Table: 4: Coefficient value, T- value and P value of independent variables
t
4.410
-.791
-1.166
6.032
2.192
1.221
2.347
-3.169
1.285
2.947
-2.602
3.419
.151
-4.209
Sig.
.000
.431
.247
.000
.031
.225
.021
.002
.202
.004
.011
.001
.881
.000
30