CHAPTER 1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
In today’s rapidly changing technologies and era of globalization there is a must need for the
companies to keep their employees up to date by developing their skills and maintain high
level of job satisfaction. Landy (1985, p.896) defined job training as “a set of planned activities
on the part of an organization to increase the job knowledge and skills or to modify the attitudes
and social behavior of its members in ways consistent with the goals of the organization and
the requirements of the job”. Job satisfaction is an attitude that is a consequence of the outline
and consistent with many specific experiences of likes and dislikes with work (Kabir, 2011).
A job satisfaction for an individual is regarded as a degree of satisfaction and depends on the
job. Job satisfaction is a vital indicator of how much individuals feel about the job and it
determines how satisfied they are with their job (Khan, et al., 2012).
Training and development are very important in today’s scenario because the business world
is becoming more competitive and posing new challenges in front of the organizations. To
sustain and survive in such a dynamic environment is a big and major challenge for them. To
survive and stay ahead, organizations need to continuously work out on various strategies to
remain in the market and keep on delivering the best services to the customers to retain their
share and move on. And this is not possible if the employees of the organizations do not update
themselves and improve upon their skills to keep pace with their competitors. To gain the
competitive advantage and achieve the best results, employers must provide the means to
update their employees, which they can best do by organizing training and development
programs, which not only improve employee skills, but also improve their own performance,
motivation and a sense of job satisfaction (Chaudhury & Bhaskar,2016).
Numerous organizations have found that investing in employees through training and
development is extremely important for increasing employee efficiency.
As a result,
companies can get a better return on human capital investments by increasing employee job
satisfaction. Today, employers in many organizations focus on employee training as one of the
1|Page
most effective ways to keep their employees (Anwar & Shukur, 2015). Training is one of the
key factors that determines employee job satisfaction. This is because training has a tendency
to reduce discrepancies in tasks, enhance skill levels and increase motivation levels of
employees. In general, employees who enjoy their work environment or who are satisfied are
more likely to engage in the organization and directly bring positive results on job performance
(Joyce, 2012). Training availability during previous years leads to higher levels of job
satisfaction as compared to no training. Among number of elements of employee training and
job satisfaction, training and development is a key component that leads to career development
and ultimately results in high levels of job satisfaction (Gazioglu & Tansel, 2002). Training
programs are integrated with job satisfaction. Training at the workplace increases employee
productivity and motivation (Schmidit, 2007). Training and development are an important
measurement for aiming at enhancing employee satisfaction (Forgacs, 2009). In large
organization it is a due responsibility of human resource department to undertake the function
of “Training and Development” (Rust, et al., 1996). Now-a-days, many employees know that
they can switch to elsewhere, therefore, if they feel unhappy or displeased, they can move over
to other position (Mudor, 2011).
The main duty as an employer would be to make sure that the employee is satisfied with the
current position. This can be achieved through effective employee training and development.
The main research aim is to find out the impact of training and development on employee job
satisfaction in telecommunication sector in Bangladesh.
1.2. OBJECTIVE OF THE STUDY
1.2.1. Primary Objective:
The primary objective of the study is to investigate the impact of Training and
Development on Employee Job Satisfaction.
1.2.2. Secondary Objective:

To find out the relationship between Training and Development and employee job
satisfaction.
2|Page

To identify which types of Training and Development programs employees prefer
most.

To identify which amount or frequency of training and development employees prefer
most.
1.3. SCOPE OF THE STUDY
This study was conducted on the telecommunication sector in Bangladesh. Data was collected
from the top-level managers, mid-level managers and lower-level managers of Grameenphone
Limited, Banglalink Digital Communications Limited, Robi Axiata Limited and Teletalk
Bangladesh Limited. Data was collected from Khulna, Jashore and Dhaka during November,
2020 to January 2021.
1.4 RESEARCH GAP
There is a significant research gap regarding impact of training on job satisfaction. There is no
direct quantitative research on the impact of training and development on job satisfaction
especially in the context of Bangladesh. Because of having no past researches, the result of this
study will be helpful for understanding the impact of training and development on job
satisfaction as well as this study will help us recommend further actions that will increase job
satisfaction.
1.5 LIMITATIONS OF THE STUDY
All possible vigilance was maintained during the planning of the study and data processing
and analysis. Though this study was not free from limitations, some of these could be
summarized here as follows:

Due to the sensitivity of the research topic, it was difficult to gain access to an
organization.
3|Page

Time constraint was the major problem in this study and duration was not enough for
conducting the research.

Employees were unwilling to participate in this kind of study.

Respondents were busy with their daily activities and they provided very little time.

Due to COVID-19 pandemic situation, data collection was tough from many
organizations.

Collecting data from all the districts of Bangladesh was not possible.

This survey was subjected to the bias and prejudices of the respondents. Hence 100%
accuracy of data couldn’t be assured.

More respondents could make the data more accurate.

Some respondents did not have enough knowledge about the training types and
materials.
4|Page
CHAPTER 2.0 LITERATURE REVIEW
2.1 INTRODUCTION
The objective of this study was to identify whether there is any relationship between training
and development on employee job satisfaction. Another objective of this study was to identify
which type of training and development influence employee job satisfaction more. Another
one was which amount or frequency of training influence employee job satisfaction. For
conducting a study, it needs a strong support from other researchers’ works which are related
with the topic. This chapter covers the existing researches and debates related to the impact of
training and development on employee job satisfaction.
2.2 HUMAN RESOURCE MANAGEMENT
Human Resource Management involves the management of the human resources required by
an organization and also being sure that human resource is non inheritable and maintained for
functions of promoting the organization’s vision, strategy and objectives. In other words, HRM
focuses on securing, maintaining, and utilizing an efficient manpower, that organizations need
for both their short and future survival within the market. So as for HRM to achieve its
organizational objectives, managers ought to perform variety of basic functions that represent
what is often referred to as the management process. It is worth noting that within the existing
management literature, HRM functions have been differently classified by different
researchers despite the fact that they all serve the identical purpose of making available
effective human resources. The basic functions being mentioned above are human resource
planning, organizing, staffing, leading, and controlling. Core HRM functions are particularly
staffing, training and development, performance appraisal, compensation and benefits, union
and employee relations and health and safety (Briscoe, 1995).
5|Page
2.3 TRAINING & DEVELOPMENT
As one of the most important functions among HRM, training has for long been recognized
and therefore attracted great analytical attention by academic writers (Gordon 1992, Beardwell,
et al., 2004). This has yielded a variety of definitions of training. For example, Gordon (1992,
p.235) defines training as the planned and systematic modification of behavior through
learning events, activities, and programs that end in the participants achieving the amount of
information, skills, competencies and talents to hold out their work effectively. It is worth
noting that, as researchers continue with their quest into the training research space, they also
continually argue about its importance.
A number of these researchers argue that the popularity of the importance of training in recent
years has been heavily influenced by the intensification of competition and therefore the
relative success of organizations wherever investment in employee development is
significantly emphasized (Beardwell et al., 2004). Training is defined as a function that
comprises all procedures of activities, learning experiences, whose aim is to influence and
increase performance and alternate the other behaviors through skills, attitudes and new data
and beliefs (Quresh, 2010). Therefore, training replicates activities that are designed to have
an effect on the potential and inspiration of the employees. Researchers concluded that
employee training has a positive impact on job satisfaction; such as, increasing productivity
where employers and employees were able to contribute their performance through employee
training and share the benefits from training.
Training comprises management development, education, traditional training and vocational
training (Batool & Batool, 2012). Training is outlined as a learning process offered to
individuals with clarity of understanding the performance standard and value of the
organization. The importance of employee training is to spot and distinguish the skill gaps of
the organization. The gaps are the talents and capabilities that current people have inside a
corporation and the skills and capabilities that a corporation would love to possess or acquire
(Farooq & Khan, 2011). Employee training can assist a business management and other
requirements and also can enhance the market value of the business. Training is considered to
6|Page
be an added value to the employees who are been trained and also at the same time it adds
value to the organization itself. The aim of training is to get the potential that links the cluster
or an individual within an organization in order to yield an effective performance. Human
capital is considered to be one of the cores of the business success, such as employee’s
experience, capabilities, knowledge and skills. Consequently, it is enormously significant to
frequently educate the individuals and develop their potential and depth of information.
Training helps to increase performance standards and efficiency by changing individual’s
behavior within an organization. The scheme of training contains development, analysis,
design, execution and assessment (Jehanzeb & Bashir, 2013).
Development is outlined as organizational actions and activities, and managers have partial
control over these actions and activities (Shen, 2005). Development is considered as an
important function in human resource management, as it provides an excellent opportunity to
individuals to enhance their level of performance standards and to clarify organization’s future
directions (Hameed, 2011). Employee development searches for all activities that have
potential growth, learning and participation to attain both individual and organizational goal
and set of goals. A learning process relies on individual’s interests, capabilities, understanding,
personalities, skills and aptitudes. Abilities and skills developed through individual
development are planned for future application (Pearson & Brew, 2002). An organization
will achieve many benefits when a manager supports and guides employee development.
Organization can implement development process by job rotation, promotion, education, job
enlargement, job experiences, skills and interpersonal relationship. Organization’s
involvement in the activities of development differs based on the organization’s strategy,
conditions and other characteristics (Udaya, et al., 2011).
Technological developments and organizational change have gradually led some employers to
the conclusion that success depends on the talents and skills of their staff, therefore a necessity
for hefty and continuous investment in training and development is been emphasized. The main
purpose of training is to accumulate and improve knowledge, skills and attitudes towards work
related tasks. It’s one among the foremost necessary potential motivators which may result in
each short-run and long-run benefits for people and organizations. There are numerous benefits
7|Page
related to training and development. Cole (2001) summarizes these benefits as, high morale,
lower cost of production, lower turnover, change management, provide recognition, help to
improve the availability and quality of staff.
According some researchers (Choo & Bowley, 2007), (Latif, et al., 2013), (Schmidt, 2007) and
(Shelton, 2001) there are some variables of training and development, which are:
2.3.1 Training & Development Program Design
The design of the program should include objectives of the program relevant to the job, the
requirements of the program should be well communicated, the overall standard of the
program, the completion of each and every module of the program should be well
communicated, the assessments should be fair, sufficient feedback and practice should be
provided in the program and the adequacy of activities should be enough to stimulate learning
(Choo, 2007). The success of a training program depends on the extent to which the program
achieves its desired objectives. The purpose of the training objective will be significant only
when the person can perform the job at the end of training. Objectives are the main pillars of a
training design and lack of them can cause a great dismay. The objectives act as a fence so that
the training doesn’t go out of bounds. Objectives are used for choosing the type of training
programs, also it provides the participants with an overview of what they are going to learn
and to validate the program (Latif et al., 2013).
2.3.2 Employees Perception about Trainer Quality
There are some variables which relate to the quality a trainer should have. They consist of
being helpful, well-prepared, patient in allowing them to complete all the modules of the
program and be supportive (Choo, 2007). Trainer holds the most influential position in terms
of achieving the efficacy of the training program. Effectiveness of the trainer in terms of
delivering the program is proven very impactful in terms of investing in training. Because of
the ever-changing landscape of the modern workforce trainers’ duties are not confined within
8|Page
providing some skills but now they play a role of a communicator, proactive thinker, one who
achieves training objectives by strategic planning (Latif, et al., 2013).
2.3.3 Employee feeling about Training
Employees feelings regarding organization’s training and development effort is very
important. Feelings regarding training is highly important for employees to carry themselves
in the workplace. A sample of workplace survey showed that when training occurred, after that
employees feel about whether their knowledge, skills and abilities enhanced or not, whether
training made them capable enough to improve themselves or not and whether training made
them able to set their own goals regarding their work in terms of present and future time
(Schmidt, 2007).
2.3.4 Organizational support for Training
For the existence of employee development program, it needs a culture which supports them.
For any program to be effective, it needs the support of its senior management people, and
also, they have to portray as role models to their subordinates. Managers and supervisors must
take a new role when an organization gets into the employee development part. They must act
as coaches to stir the employees’ career and support the development efforts. Coaching
employees not only help them to meet their goals but also, it’s a way to show that the managers
care. It can be a very big intangible benefit in terms of employee satisfaction (Shelton, 2001).
2.4 TRAINING AND DEVELOPMENT METHODS & TYPES
Nadler (1984) noted that human resource development activities may improve performance on
the current job of the individual, induce new skills for new job or new position in the future
and general growth for both individuals and organization to able to meet the organization’s
current and future objectives. There are mainly two different methods that organizations may
choose from for training and developing skills of its employees. These are on-the-job training
9|Page
given to organizational employees while doing their regular work at the same working venues
and off-the-job training involves taking employees away from their usual work environments
and thus all concentration is left out to the training. Examples of on-the-job training include
but aren’t limited to job rotations and transfers, coaching and/or mentoring. Off-the-job
training examples include conferences, role playing, and lots more as explained below in detail.
Armstrong (1995) added that on-the-job training may contain teaching or coaching by
experienced people or trainers at the desk or at the bench. Different organizations are motivated
to take on different training methods for a number of reasons such as depending on the
organization’s strategy, goals, visions and resources available and depending on the
requirements identified at the time, and the target group to be trained which can include among
others individual workers, groups, teams, department or the whole organization.
2.4.1 Orientation
In this process employees are familiarized and trained on the new job within an organization.
During this process, they are introduced to different things. For example, the nature of their
new work, how to take on their identified tasks and responsibilities and what is generally
expected of the employees by the organization. They also get a tour of the organizational
working environment including, for example, working systems, technology, and office layout,
briefed about the existing organizational culture, health and safety issues, working conditions,
processes and procedures (Nassazi, 2013).
2.4.2 Job rotation and transfer
According to (McCourt & Eldridge, 2003) Job rotation and transfers are a way of developing
employee skills within organization which involves movements of employees from one official
responsibility to another. For example, taking on higher rank position within the organization
or one branch of the organization to another. For transfers, for instance, it could involve
movement of employees from one country to another. These rotations and transfers facilitate
employees by enriching them with knowledge of the different operations within the
organization together with the differences existing in different countries where the organization
10 | P a g e
operates. The knowledge accumulated by the selected employees for this method is beneficial
to the organization as it may increase the competitive advantage of the organization.
2.4.3 Coaching and/or mentoring
This method of training involves that more experienced employees coach the less experienced
employees (Devanna, Fombrun & Tichy, 1984). (Torrington, et al., 2005) mentioned that
mentoring can offer a wide variety of advantages for development of the responsibility and
relationship building. The following practice is commonly applied to fresh recruited graduates
within the organization by being connected to mentor who may well be their immediate
managers or another senior manager. But it doesn’t imply that older workers are excluded from
this coaching and/or mentoring method. However, it is mainly stressed for the fresh recruited
persons among the organization.
2.4.4 Conference
It is a popular method for training and development which involves presentations by more than
one person to a wide audience. It is cost effective because it can train a group of employees on
a particular topic all at the same time in large audiences. This method is also proven
disadvantageous because it is hard to ensure that all individual trainees understand the topic
well as a whole, not all the trainees will be able to catch up with the pace of the training session,
biasness can also be seen within the trainers for particular trainees who seem to understand
faster than others and this could lead to under training among the other individuals (Nassazi,
2013).
2.4.5 Formal training and development programs
Nassazi (2013) added that there are a number of methods which may be used to develop the
skills required within an organization. These courses and programs are usually a group of
defined and known programs where the contents, durations and every one of the small prints
about the training are clear to both the organization and the employees to be trained. Unlike
11 | P a g e
informal trainings and programs, formal training and programs are often planned earlier and
also planned for employee evaluation. Employees may undertake these courses and programs
while completely off the work for a particular duration of their time or alternatively be present
for work on a part-time basis. These programs are often held within the organization (in-house)
or off the job. Off the job is argued to be simpler since employees are far away from the work
place and their concentration is fully at training. Depending on the knowledge needed,
organization’s structure and policies, the trainers too could also be coming within the
corporation or outside the organization.
2.5 JOB SATISFACTION
Job satisfaction is an attitude which is a consequence of many precise likes, dislikes and
experiences with the job (Kabir, 2011). A job satisfaction for an individual is considered as a
degree of satisfaction and it depends on the job. Job satisfaction is a vital pointer of how an
individual feels regarding the job and defines how much they are satisfied with their job (Khan,
et al., 2012). The level of satisfaction of individuals is linked with the rising of organizational
output (Lambert et al., 2001). Job satisfaction of an individual is considered as an important
factor for the advancement of an organization. In every organization, a high rate of individual
satisfaction is strongly correlated with a low level of employee turnover (Ghafoor, 2012).
Therefore, keeping individuals happy and satisfied with their present job should be a leading
priority for every organization. Human resource management practices try to allocate and
assign human capital in potential ways to attain long term organizational objectives. They offer
plenty of advantages and benefits resulting in an increasing level of job satisfaction, motivation
and improving organizational performance (Jeet, 2014).
2.6 PREVIOUS STUDY
Employee development is not just the responsibility of the employee; organizations are also
responsible for it. In today’s diverse workforce businesses want to retain and develop as much
as talented workers possible to gain economic competitiveness. Organizations continually
12 | P a g e
trying to find ways to asses, understand and strategize employee development. Toughest
challenge for the managers is to develop a strategic human resource development program for
employees to effectively use their talents. For using their talents appropriately, they must firstly
find out the challenges first and then implement the training and development programs.
Increased productivity, morale, reduced cost, greater organizational stability and flexibility to
adopt changing external requirement come from the planned training and development
programs. When the employees are well trained, they can handle any challenging situation and
can also satisfy the customers. This research finds out the significance of employee
development programs and the level of job satisfaction. (Nagaraju & Archana, 2015)
Most of the organization found that investing in employees through training and development
for increasing employee efficiency is very important and that results in job satisfaction. (Anwar
& Shukur, 2015). Goball, et al., (2018) added that developing and retaining talented workforce
are now a very important topic in terms of competitive workforce and business practices for
gaining the economic competitiveness. Organizations are continuously approaching new
solutions in terms of assessing employee development. Training is known as the nerve that is
used for sleek functioning of the work which is helpful for job satisfaction among the
employees. The purpose of this research is to find out the effectiveness of line managers
training on job satisfaction.If organizations need to achieve competitive advantage and get the
maximum profits, they have to upgrade their employees which can be done by training and
development programs which improve employee skills and also increase performance,
motivation and job satisfaction (Chaudhary & Bhaskar, 2016).
Latif et al., (2013) focused that training received by employees contributes in achievement of
job satisfaction. Various aspects of overall job satisfaction were found to have a significant
positive relation between overall training and employee development. The research identifies
necessary component for creating job satisfaction among employees in a world where business
is driven by learning and sharing of information. The research also indicates the organizations
to focus on building employee capacity and emphasizing on employee development to attain
job satisfaction and creation of competitive advantage for the business.
13 | P a g e
Training and development of employees and job satisfaction of employees are two critical
components for the performance of employee. In this study the influence of training and
development on employee performance through job satisfaction is brought up. The finding of
the research showed positive impact of training and development and job satisfaction. Training
and development will yield higher job satisfaction level in employees and they will fulfill their
duties with a great deal of responsibility with best performance (Khan et al., 2016). Training
and development refer to the conferring of specific skills and knowledge to the employees.
Training opportunities are designed to achieve organizational effectiveness among
competitors by bringing innovation in strategies while emphasizing on planning, designing,
implementing and evaluating the training programs. This research aims to find out whether
manpower training and development has a significant implication on organizational
effectiveness and highlights the needs of the business to concentrate on building employee
capacity and focusing on employee development to attain job satisfaction (Al-Kassem, 2014).
Among the many different aspects that have been related to job satisfaction, job training is one
of them and there has been research done on the relationship between job training and job
satisfaction. Some studies found job training as a specific factor in measuring job satisfaction
(Traut, 2000; Mau and Kopischke, 2001). In others, it was included as an organizational
variable (Schwepker, 2001; Shapiro, Burkey, Dorman, & Welker, 1996). Ongoing
training throughout an employee’s career has been proven to be an important factor which can
be used to improve job satisfaction in older, or more tenured workers. Mentoring programs, in
which longer term workers introduce newer workers to the organization and teach specific
tasks, have been proven to improve job satisfaction in older workers and to help in the
education of new employees, as well (Traut, 2001).
A study conducted on the nurses in the United Kingdom found that dissatisfaction with
promotion and training opportunities had a stronger impact on job satisfaction than
dissatisfaction with workload or pay. The researchers came to a conclusion that recent UK
policies which focus heavily on improving the pay of nurses will not be sufficient for job
satisfaction unless they are accompanied by improved promotion and training opportunities
(Shields & Ward, 2001).
14 | P a g e
As training becomes more of a frequent part of an employee’s life, its relationship to job
satisfaction will become more eminent. It will be up to employers to provide employees with
the skills that they need to do their jobs (both at present and in the future), to work successfully
within teams, and to continually improve their skills and knowledge. In carry out their jobs,
employees depend on the training they receive from their organization, and as the workplace
continues to change, and as demands on employees continue to increase, employee satisfaction
with training received on the job will enter all aspects of overall job satisfaction (Schmidt,
2004).
2.7 HYPOTHESES OF THE STUDY
These proposed hypotheses will be able to identify this study’s first objective. These proposed
hypotheses will show the evidence on whether training and development have any significant
relationship with employee job satisfaction. Hypotheses of the study are:
H1: Training & development program design has a positive relationship with employee job
satisfaction.
H2: Employees’ perception about trainer quality has a positive relationship with employee job
satisfaction.
H3: Employees’ feeling about training has a positive relationship with employee job
satisfaction.
H4: Organizational support for training and development has a positive relation with
employees’ job satisfaction.
15 | P a g e
2.8 CONCEPTUAL FRAMEWORK
For the purpose of this study, a research model or framework (Figure 1) was developed by the author of this study depending on the
literature review of the scholars related to this study. It also helped to understand the hypothesis.
Training & Development Program Design
H1
Employee Perception about Trainer Quality
H2
Employees feeling about Training
H3
Organizational Support for Training
H4
Employee Job Satisfaction
Figure 1: Conceptual Framework
16 | P a g e
2.9 CONCEPT, CONSTRUCT & VARIABLES
From the literature reviews and theories of other researcher’s concepts, constructs and
variables were developed for this study. Table 2.1 (Training & Development) shows the
concepts, constructs and variables regarding this study.
Table 2.1: Concept, Construct & Variables of the Study
Concept
Construct
Training
Variables
References
& Training materials,
Development Relevance of the program,
Program
Professionalism
Design
program,
of
(Choo & Bowley, 2007),
the (Latif, et al., 2013)
Expectations from the program.
Employees
Trainers Skills,
Perception
Cooperativeness of Trainer,
about Trainer Responsiveness of Trainer,
Training &
Quality
Fairness of Trainer.
Development
Employee
Development
of
(Choo & Bowley, 2007)
(Latif et al., 2013)
KSA (Schmidt, 2007)
Feeling about (Knowledge, Skill & Abilities),
Training
Effectiveness of Training.
Organization
Training opportunities,
al support for Personal
Training
&
Professional
& Development opportunities,
Development Reward for Training,
Up-to-date Training Program.
17 | P a g e
(Shelton, 2001)
CHAPTER 3.0: METHODOLOGY
3.1 INTRODUCTION
This chapter focuses on the description of the research design, population of the study,
sampling procedure, data collection method, questionnaire design, and data analysis method.
3.2 RESEARCH DESIGN
This study took causal research design as it tries to identify the effect of training &
development on employee job satisfaction on telecommunication sector in Bangladesh. Causal
research not only allows causal interference to be made but also seeks to investigate the causeand-effect relationships of the situation or specific problem to explain the pattern of association
between the variables (Zikmund et al., 2016). The study was also quantitative in kind, because
hypotheses were developed relating to phenomena and data was analyzed with the help of
statistical tools (Zikmund et al., 2016).
3.3 SOURCE OF DATA
Primary data was collected for this study from the top- level managers, mid-level managers
and the low-level managers from telecom industry of Bangladesh through printed
questionnaires and via e-mail. Data was collected from Khulna, Jashore and Dhaka during
November, 2020 to January, 2021.
3.4 POPULATION OF THE STUDY
The population of this study was all the employees of telecommunication sector in Bangladesh.
Employees of the Grameenphone Limited, Banglalink Digital Communications Limited, Robi
Axiata Limited and Teletalk Bangladesh Limited are the population of this study.
18 | P a g e
3.5 SAMPLING PROCEDURE AND SAMPLE SIZE
This study was directed through a survey research method and the survey was conducted
through a self-reported close-ended questionnaire. The sample size was 125 (5 times of
measurement items) employees at managerial level (Iddagoda, 2020). But in reality, 164
responses were collected.
Based on non- probability sampling procedure. Convenience sampling technique was used for
data collection. Convenience sampling refers to the involvement of the respondents who are
readily available to the researcher (Dornyei, 2007).
3.6 DATA COLLECTION METHOD
Data was collected from survey discussion and questionnaire in person. A close-ended
questionnaire with 25 statement was prepared to survey the target population.
3.7 QUESTIONNAIRE DESIGN
A close ended questionnaire was used for this survey. The questionnaire was divided into two
section, section A and section B. Section A contains eight questions about demographic
information of employees.
Section B has two parts;
Part 1 contained statement on employees training & development (Independent variable)
Where’s,

Training and Development program design = 4 statement

Employees perception about trainer quality = 5 statement

Employees feeling about training = 4 statement

Organizational support for training and development = 5 statement
Part 2 contained 7 statement on Employee’s job satisfaction (Dependent variable).
19 | P a g e
A five-point Likert scale was used to design the questionnaire where, SD= Strongly Disagree
(1), D= Disagree (2), N= Neutral (3), A= Agree (4), SA= Strongly Agree (5)
3.8 DATA ANALYSIS METHOD
The collected quantitative data is organized before being analyzed with the help of the
Statistical Package for Social Sciences (SPSS) software 23.0. Descriptive, inferential analysis
were implemented on the data collected with descriptive statistics being used to describe the
general characteristics of the samples, variables, and indicators. Based on the collected data,
inferential analysis has been used at the later stage to identify correlation and regression among
the variables and indicators. The questionnaire and collected data are fed into and analyzed
through the software to achieve the research objectives.
20 | P a g e
CHAPTER 4.0: DATA ANALYSIS & FINDINGS
4.1 INTRODUCTION
This chapter will present the findings from this study where 164 surveys were undertaken for
research purpose. The data were analyzed by SPSS version 23. In this chapter the findings
from the surveys will be categorized and discussed under several headings which have been
identified through the analysis of the survey results. These are given below,

Reliability and Validity

Frequency Table

Correlation Analysis

Regression Analysis
4.2 RELIABILITY TEST
Reliability analysis refers to the test of the consistency of respondents' responses to all the
things in a measure or the extent to which an instrument measures the same way every time it
is utilized under the same condition with the same subjects. The higher the coefficient, the
better is the reliability of what the instrument intends to measure. From the table, we can see
that the reliability value of the data set is .965 which is above the suggested value of .70 and it
is marked as excellent (Tavakol & Dennick, 2011). So, it is cleared by the value shown by
Cronbach's Alpha is the data used for this research is reliable.
4.1 Table: Reliability Test
Cronbach’s Alpha
N (ITEMS)
.965
5
21 | P a g e
4.3 DEMOGRAPHIC PROFILE
This segment shows the demographic factors (gender, age, designation of the respondents,
duration of job, monthly salary, most important training for employee development, how often
do employee get training).
4.2 Table: Demographic Profile
Variable
Category
Frequency
Percentage
Gender
Male
121
73.8
Female
43
26.2
Below 25 years
18
11.0
26-35 years
71
43.3
36-45 years
49
29.9
46-55 years
26
15.9
20
12.2
Age
Designation of the Top Level Manager
respondents
Mid-Level Manager
65
lower-Level Manager
39.6
48.2
79
Duration of Job
Below 5 years
83
50.6
57
34.8
24
14.6
Below Tk 30000
16
9.8
Tk 30001-60000
91
55.5
Tk 60001-90000
40
24.4
Above Tk 90001
17
10.4
19
11.6
53
32.3
33
20.1
17
10.4
5-10 years
Above 10 years
Monthly Salary
Most
Important Orientation
Training
for
Job Rotation & Transfer
Employee
Development
Coaching & mentoring
Conference
22 | P a g e
Formal Training & Development
42
25.6
25
15.2
55
33.5
Once a year
75
45.7
Every two years
9
5.5
How often Employee Quarterly
get Training
Every Six Months
This table showed that, out of total 164 respondents’ majority of the respondents are male
(73.8%) and rest of the respondents are female (26.2%).
Among the respondents most of them were between 26-35 years (43.3%); Employees age
below 25 years (11.0%) and employees age between 36-45 years (29.9%) and employees age
between 46-55 years (15.9%).
Most of the employees in the telecommunication sector are performing as lower-level manager
(48.2%), (39.6%) employees are mid-level manager, and (12.2%) employees are top-level
manager.
Most of the employees of the telecommunication industry are working for below 5 years
(50.6%), (34.8%) are working between 5 to 10 years and rest of them (14.6%) are working for
above 10 years.
9.8% of the employees’ have salary below 30,000 TK, 55.5% of the employees’ salary ranges
between 30001-60000 TK, 24.3% of the employees’ salary lie between 60001-90000 TK.
10.4% of the employees’ get a salary above 90000 TK.
This table showed that, 11.6% of the employees’ thought that orientation is important for their
development. 10.4% of the employees prefer conference program for their development.
20.1% of the employees preferred coaching and mentoring for their development. 25.6% of
the employees prefer formal training and development as their development method. Most of
the employees (32.3%) preferred job rotation and transfer as their development method.
23 | P a g e
This table depicts that, 15.2% of the employees get training in the quarterly basis. 33.5% of
the employees get training in the half yearly basis. 45.7% of the employees get training on the
yearly basis. 5.5% of the employees the training on the two-yearly basis.
From this table we can understand that almost half of the employees (45.7%) get training on
the yearly basis.
4.2 CORRELATION ANALYSIS
The absolute value of the correlation coefficient gives us the relationship strength. The larger
the number the stronger the relationship.
Table 4.3: Correlation
Training &
Developm
ent
Program
Design
Employee’
s
Perception
About
Trainer
Quality
Employee’
s Feeling
About
Training
Organizationa
l Support for
Training &
Development
Employee
Job
satisfactio
n
Training & Pearson
Development Correlation
Program
P Value
Design
1
.819**
.689**
.689**
.681**
.000
.000
.000
.000
Pearson
Employee’s
Correlation
Perception
About Trainer P Value
Quality
.819**
1
.757**
.662**
.676**
.000
.000
.000
Pearson
Employee’s
Feeling About Correlation
P Value
Training
.689**
.757**
1
.725**
.619**
.000
.000
.000
.000
Pearson
Correlation
P Value
.689**
.662**
.725**
1
.670**
.000
.000
.000
Pearson
Correlation
P Value
.681**
.676**
.619**
.670**
.000
.000
.000
.000
Organizationa
l Support for
Training &
Development
Employee Job
satisfaction
.000
**. Correlation is significant at the 0.01 level (2-tailed).
24 | P a g e
.000
1
In these results, the correlation between Training & Development Program Design and
Employee Job Satisfaction is .681, which indicate that there is a moderate positive relationship
between the variables. The P value of the correlation between Training & Development
Program Design and Employee Job satisfaction is significant at 0.000, this indicates that is less
than .001, which indicates that correlation coefficient is statistically significant;
In these results, the correlation between Employee’s Perception about Trainer Quality and
Employee Job Satisfaction is .676, which indicate that here is a moderate positive relationship
between the variables. The P value of the correlation between Employee’s Perception About
Trainer Quality and Employee Job satisfaction is significant at 0.000, this indicates that is less
than .001, which indicates that correlation coefficient is statistically significant.
In these results, the correlation between Employee’s Felling about Training and Employees
Job Satisfaction is .619, which indicate that there is a moderate positive relationship between
the variables. The P value of the correlation between Employee’s Feeling About Training and
Employee Job satisfaction is significant at 0.000, this indicates that is less than .001, which
indicates that correlation coefficient is statistically significant;
In these results, the correlation between Organizational Support for Training and Employee
Job Satisfaction is .670, which indicate that there is a moderate positive relationship between
the variables. The P value of the correlation between Organizational Support for Training &
Employee Job satisfaction is significant at 0.000, this indicates that is less than .001, which
indicates that correlation coefficient is statistically significant;
25 | P a g e
4.3 REGRESSION ANALYSIS:
H1: Training & development program design has a positive relationship with employee
job satisfaction.
4.4 Table: Model Summary (H1)
Model
R
1
.681a
R Square
Adjusted R
Square
.463
.460
Std. Error of
the Estimate
.65094
a. Predictors: (Constant), Training and Development Program Design
In the table 4.4, the value of R is .681 which indicates a moderate positive correlation between
training and development program design and job satisfaction. Here, the value of R 2 is 0.463,
which measures how much of the variability in dependent variable is accounted for by the
changes in the independent variable. Adjusted R square, which is the corrected value of R2 for
the number of variables in regression model, reflects the goodness of model fit more closely.
This table shows that the adjusted R Square is .463, from these results 46.3% Employee Job
Satisfaction is explained by the predicting variable Training & Development Program Design.
4.5 Table: ANOVA(H1)
Model
1
Regression
Residual
Sum of
Squares
59.275
68.643
df
1
162
Mean
F
Square
59.275 139.891
.424
Sig.
.000b
Total
127.918
163
a. Dependent Variable: Employee Job Satisfaction
b. Predictors: (Constant), Training and Development Program Design
Significance value in Table 4.5 shows the goodness of the model. As the significance value is
.000 (p<0.05), indicates that the model used in this study fits with the data because the lower
the significance value the better the model fit. Here the data fitness level is 139.891. So, it can
26 | P a g e
be said that there is a significant relationship between Training and Development Program
Design and Job satisfaction.
4.6 Table: Coefficient (H1)
Model
Unstandardized
Coefficients
B
Std. Error
Standardized
Coefficients
Beta
(Constant)
.701
.294
Training and
1
Development
.832
.070
Program
Design
a. Dependent Variable: Employee Job Satisfaction
.681
t
Sig.
2.379
.019
11.828
.000
Table 4.6 depicted that, the beta value indicates the strength of the relationship between
independent and dependent variable. In the above table, the beta value of 0.681 shows positive
and moderately significant relationship between Training and development program design
(Independent Variable) and Job Satisfaction (Dependent Variable). Here, the t statistics helps
in determining the relative importance of each variable in the model. The value of t statistics
is 11.828 which is above +2, the value of β is .832 and significance value is 0.000 (p <0.05),
this shows the relative impact of training and development program design and constant is
meant to be statistically significant. As in the above table, the p-value is significant, so the first
hypothesis (H1) is accepted.
27 | P a g e
H2: Employees’ perception about trainer quality has a positive relationship with
employee job satisfaction.
4.7 Table: Model Summary(H2)
Model
R
R Square
Adjusted R
Std. Error of the
Square
Estimate
1
.676a
.457
.454
.65485
a. Predictors: (Constant), Employee Perception about Trainer Quality
In the table 4.7, the value of R is .676 which indicates a moderate positive correlation between
Employee Perception about Trainer Quality and job satisfaction. Here, the value of R2 is 0.457,
which measures how much of the variability in dependent variable is accounted for by the
changes in the independent variable. Adjusted R square, which is the corrected value of R2 for
the number of variables in regression model, reflects the goodness of model fit more closely.
This table shows that the adjusted R Square is .457, from these results 45.7% Employee Job
Satisfaction is explained by the predicting variable Employee’s Perception About Trainer
Quality.
4.8 Table: ANOVA(H2)
Model
1
Regression
Residual
Total
Sum of
Squares
58.448
69.469
127.918
df
1
162
163
Mean
F
Square
58.448 136.300
.429
Sig.
.000b
a. Dependent Variable: Employee Job Satisfaction.
b. Predictors: (Constant), Employee Perception about Trainer Quality.
Significance value in Table 4.8 shows the goodness of the model. As the significance value is
.000, indicates that the model used in this study fits with the data because the lower the
significance value the better the model fit. Here the data fitness level is 136.000. So, it can be
said that there is a significant relationship Employee Perception about Trainer Quality between
and Job satisfaction.
28 | P a g e
4.9 Table: Coefficient(H2)
Model
1
(Constant)
Employee
Perception
about Trainer
Quality
Unstandardized
Standardized
Coefficients
Coefficients
B
Std. Error
Beta
.978
.275
.754
.065
.676
t
Sig.
3.558
.000
11.675
.000
a. Dependent Variable: Employee Job Satisfaction
Table 4.9 depicted that, the beta value indicates the strength of the relationship between
independent and dependent variable. In the above table, the beta value of 0.676 shows positive
and moderately significant relationship between Employee Perception about Trainer Quality
(Independent Variable) and Job Satisfaction (Dependent Variable). Here, the t statistics helps
in determining the relative importance of each variable in the model. The value of t statistics
is 11.675 which is above +2, the value of β is .754 and significance value is 0.000 (p <0.05),
this shows the relative impact of Employee Perception about Trainer Quality and constant is
meant to be statistically significant. As in the above table, the p-value is significant, so the
second hypothesis (H2) is accepted.
H3: Employees’ feeling about training has a positive relationship with employee job
satisfaction.
4.10 Table: Model Summary(H3)
Model
Adjusted R Std. Error of the
Square
Estimate
a
1
.619
.383
.379
.69819
a. Predictors: (Constant), Employee Feeling about Training
29 | P a g e
R
R Square
In the table 4.10, the value of R is .619 which indicates a moderate positive correlation between
Employee Feeling about Training and job satisfaction. Here, the value of R2 is 0.383, which
measures how much of the variability in dependent variable is accounted for by the changes in
the independent variable. Adjusted R square, which is the corrected value of R2 for the number
of variables in regression model, reflects the goodness of model fit more closely. This table
shows that the adjusted R Square is .383, from these results 38.3% Employee Job Satisfaction
is explained by the predicting variable Employee’s Feeling About Training.
4.11 Table: ANOVA(H3)
Model
Sum of
df
Mean
F
Squares
Square
Regression
48.948
1
48.948 100.413
1
Residual
78.970
162
.487
Total
127.918
163
a. Dependent Variable: Employee Job Satisfaction
b. Predictors: (Constant), Employee Feeling about Training
Sig.
.000b
Significance value in Table 4.4 shows the goodness of the model. As the significance value is
.000, indicates that the model used in this study fits with the data because the lower the
significance value the better the model fit. Here the data fitness level is 100.413. So, it can be
said that there is a significant relationship Employee Feeling about Training between and Job
satisfaction.
4.12 Table: Coefficient(H3)
Model
1
(Constant)
Employees
Feeling
about
Training
30 | P a g e
Unstandardized
Standardized
Coefficients
Coefficients
B
Std. Error
Beta
1.030
.314
.741
.074
.619
t
Sig.
3.275
.001
10.021
.000
a. Dependent Variable: Employee Job Satisfaction
Table 4.12 depicted that, the beta value indicates the strength of the relationship between
independent and dependent variable. In the above table, the beta value of 0.619 shows positive
and moderately significant relationship between Employees Feeling about Training
(Independent Variable) and Job Satisfaction (Dependent Variable). Here, the t statistics helps
in determining the relative importance of each variable in the model. The value of t statistics
is 10.021 which is above +2, the value of β is .741 and significance value is 0.000 (p <0.05),
this shows the relative impact of Employees Feeling about Training and constant is meant to
be statistically significant. As in the above table, the p-value is significant, so the third
hypothesis (H3) is accepted.
H4: Organizational support for training and development has a positive relation with
employees’ job satisfaction.
4.13 Table: Model Summary(H4)
Model
R
R Square
Adjusted R
Std. Error of the
Square
Estimate
1
.670a
.449
.445
.65981
a. Predictors: (Constant), Organizational Support for Training and
Development
In the table 4.13, the value of R is .670 which indicates a moderate positive correlation
between Organizational Support for Training and Development and job satisfaction. Here,
the value of R2 is 0.449, which measures how much of the variability in dependent variable
is accounted for by the changes in the independent variable. Adjusted R square, which is the
corrected value of R2 for the number of variables in regression model, reflects the goodness
of model fit more closely. This table shows that the adjusted R Square is .449, from these
results 44.9% Employee Job Satisfaction is explained by the predicting variable
Organizational Support for Training & Development.
31 | P a g e
4.14 Table: ANOVA(H4)
Model
Sum of
df
Mean
F
Sig.
Squares
Square
Regression
57.391
1
57.391 131.829
.000b
1
Residual
70.526
162
.435
Total
127.918
163
a. Dependent Variable: Employee Job Satisfaction
b. Predictors: (Constant), Organizational Support for Training and Development
Significance value in Table 4.4 shows the goodness of the model. As the significance value is
.000, indicates that the model used in this study fits with the data because the lower the
significance value the better the model fit. Here the data fitness level is 100.413. So, it can be
said that there is a significant relationship Employee Feeling about Training between and Job
satisfaction.
4.15 Table: Coefficient(H4)
Model
1
(Constant)
Organizational
Support for
Training and
Development
Unstandardized
Standardized
Coefficients
Coefficients
B
Std. Error
Beta
1.425
.241
.671
.058
.670
t
Sig.
5.903
.000
11.482
.000
a. Dependent Variable: Employee Job Satisfaction
Table 4.15 depicted that, the beta value indicates the strength of the relationship between
independent and dependent variable. In the above table, the beta value of 0.670 shows positive
and moderately significant relationship between Organizational Support for Training and
Development (Independent Variable) and Job Satisfaction (Dependent Variable). Here, the t
32 | P a g e
statistics helps in determining the relative importance of each variable in the model. The value
of t statistics is 11.482 which is above +2, the value of β is .671 and significance value is 0.000
(p <0.05), this shows the relative impact of training and development program design and
constant is meant to be statistically significant. As in the above table, the p-value is significant,
so the fourth hypothesis (H4) is accepted.
33 | P a g e
CHAPTER 5.0: DISCUSSION AND CONCLUSION
5.1 SUMMARY OF THE FINDINGS
From the analysis and data collection, the responses were based on the objectives of the study
which sought to determine the factors of training and development that has an impact on the
employee job satisfaction in the telecommunication sector in Bangladesh and shows the
relationship between training and job satisfaction.
Most Important Training for Employee Development
From the analyses of the study, employees of the telecom industry choose one training type
among five training type. And they choose according the importance of it to them. Among
these five types of training maximum employee goes for Job rotation and transfer (32.3%),
and they think that this training method is most important to them for their development.
How often Employee get Training
From the analysis of the study, maximum employees (45.7%) of the telecom sector selected
that they got training from their organization once a year. 33.5 percent employees responded
that they got training from their organization every six months. Where least of the employees
(5.5%) selected that they got training from their organization every two years.
H1: Training & development program design has a positive relationship with employee
job satisfaction. (Accepted)
There is a positive and highly significant relationship between training & development
program design and employee job satisfaction, with the value of R2 is 0.463 and (p<0.000).
From these results, training & development program design contributes 46.3% to employee
job satisfaction.
34 | P a g e
H2:
Employees’ perception about trainer quality has a positive relationship with
employee job satisfaction. (Accepted)
There is also a positive and highly significant relationship between employee’s perception
about trainer quality and employee job satisfaction, with the value of R2 is 0.457 and
(p<0.000). From these results, employee’s perception about trainer quality contributes 45.7%
to employee job satisfaction.
H3: Employees’ feeling about training has a positive relationship with employee job
satisfaction. (Accepted)
There is a positive and highly significant relationship between employee’s feeling about
training and employee job satisfaction, with the value of R2 is 0.383 and (p<0.000). From these
results, employee’s feeling about training contributes 38.3% to employee job satisfaction.
H4: Organizational support for training and development has a positive relation with
employees’ job satisfaction. (Accepted)
There is highly positive and highly significant relationship between organizational support for
training & development and employee job satisfaction, with the value of R2 is 0.449 and
(p<0.000). From these results, organizational support for training & development program
design contributes 44.9% to employee job satisfaction.
5.2 MANAGERIAL IMPLICATION
Telecom industry is one of the most important aspects of economy for our country. This study
will serve as direction for CEOs and HR managers of different mobile sim operator company
to have a better understanding about the importance of training and development and its impact
on the job satisfaction of the telecom industry’s employees. This study provides us evidence
on the impact of training and development on employee job satisfaction and hence we came to
know that training and development program design, employee perception about trainer
quality, employee feeling about training and organizational support for training and
development, all are highly significant on employee job satisfaction. Basically, the associated
departments of particular employees should provide more training opportunities. Such as the
department can arrange training and development program as soon as possible. Considering an
35 | P a g e
employees’ personal and professional development organization can also arrange training
program. Organization can provide reward for attending training program to the employees,
and also encourage them through it. Organization needs to provide training at the time when
they promise it. Organization also needs to provide up-to-date training. If organization do such
things, employees will believe that organization thinks for them, which results in grater job
satisfaction as well. Besides that, Organization can make such a training and development
program, which is visually appealing, professional and relevant to the job. Organization needs
to provide skilled and professional trainer who are capable to understand employees’ problem,
deliver their service considering employees’ needs, and also evaluate employees’ performance
fairly. On the other hand, organization should arrange training program more frequently. And
organization should provide training to the employees considering their work activities.
5.3 CONCLUSION & RECOMMENDATION
5.3.1 Conclusion
The main research aim is to find out the impact of training and development on employee job
satisfaction in telecommunication sector of Bangladesh. It was found out that all variables’ pvalues were found to be less than 0.05, an indication that training and development was
statistically significant to relate with the employees’ job satisfaction. The study established
that training and development program design and employee job satisfaction that is positively
related with each other. When the training and development program design is visually
appealing, it attracts more to employees. As well when employees find that the program is
relevant to their job, it also increases their attention for learning. Employee perception about
trainer quality and employee job satisfaction is positively related with each other. If trainers
are professional and skilled, employees can quickly learn from them. Employee feeling about
training and job satisfaction is positively related. When employees feel that their knowledge,
skills, abilities are increased by the result of training, they are willing to embrace training more
than previous. Training makes employees proactive in seeking ways to improve themselves.
Organizational support for training and development is positively related with employees’ job
satisfaction. When department provides training opportunities with up-to-date training
36 | P a g e
materials and tools, employees are highly attracted by this and are willing to learn. Training
and development help employees to improve themselves, and makes them able to learn new
things. When employees improve themselves, they can do their job better than before. Their
qualities of accomplishing work are increasing. That also makes them productive than before.
They enjoy to accomplish their task. Besides that, there is a supportive relation with both
supervisor and co-workers. Their chances of salary hike are increasing and also there is a great
chance of being promoted. All these things are related with their job satisfaction. So, there is
an impact of training and development on job satisfaction.
5.3.2 Recommendation
From the summary and conclusion, the study recommends that,

The organization should provide more training opportunities considering employee’s
needs.

Training must be encouraged and rewarded.

Telecom industry must introduce employees with up-to-date training materials.

Telecom industry must incorporate skilled and professional trainers.

Senior management attitude should be positive and supportive in this matter.

Authority should analyze employees’ job and introduce relevant training program to
the employees.

Authority must provide training more frequently. Ex: Quarterly, or every six months.
5.4 FUTURE RESEARCH
The area of this study was only the telecommunication sector of Bangladesh. So, the
sample of the study was only the representative of telecommunication sector. The training
and development program is different from other industries due to different production.
Also, the opinions and job satisfaction level of the respondents of telecommunication sector
can be different from other industries. In this case, future researchers can extend this
research with large sample size to other industries like RMG industry, Universities,
37 | P a g e
banking industry, multinational companies, to show the difference of outcome that vary
from industry to industry. Future studies can also be extended to other countries, in both
the developing and developed contexts. In this study only four variables are used to show
the impact of training and development on employee job satisfaction. Further research can
be held with other aspects of training and its impact on job satisfaction.
38 | P a g e
References
Anwar, G. and Shukur, I. 2015. The Impact of Training and Development on Job Satisfaction:
A Case Study of Private Banks in Erbil. International Journal of Social Sciences & Educational
Studies. 2(1), pp. 65-72.
Armstrong, M. 1995. A handbook of personnel Management Practices.
Batool & Batool. (2012). Effects of employees training on the organizational competitive
advantage: Empirical study of Private Sector of Islamabad, Pakistan. Journal of Psychology
and Business, 6(1), 60-72.
Chaudhary, S, N. and Bhaskar, P., 2016. Training and Development and Job satisfaction in
Education. International Journal of Business Quantitative Economics and Applied
Management Research, 2(8), pp. 89-99.
Choo, S., & Bowley, C. (2007). Using training and development to affect job satisfaction
within franchising. Journal of Small Business and Enterprise Development, 14(2), 339-352.
Devanna, M. A., Fombrun, C. &amp; Tichy, N. 1984. A framework for Strategic Human
Resource Management. In Strategic Human Resource Management 31 – 51. Ed. Fombrun, C.
J., Tichy, N. M. &amp; Devanna, M. A. New York: John Wiley and Sons.
Dornyei, Z. (2007). Research methods in applied linguistics, Oxford University Press, New
York.
Farooq & Khan. (2011). Impact of Training and Feedback on Employee performance. Far East
Journal of Psychology and Business, 5(1), 23-33.
Fogacs, L. 2009. Recruitment and retention across continents.
39 | P a g e
Gazioglu, S. and Tansel, A., 2006. Job satisfaction in Britain: individual and job-related
factors. Applied Economics, 38(10), pp.1163-1171.
Ghafoor. (2012). Role of Demographic Characteristics on Job Satisfaction. Research
Centre,6(1), 30-45.
Hameed, A. a. (2011). Employee Development and Its Effect on Employee Performance a
Conceptual Framework. International Journal of Business and Social Science, 2(13), 224-229.
https://www.researchgate.net/profile/Anuradha-Iddagoda
Jeet. (2014). A Study of HRM Practices and its Impact on Employees Job Satisfaction in
Private Sector Banks: A Case Study of HDFC Bank. International Journal of Advance
Research in Computer Science and Management Studies, 2(1), 62-68.
Jehanzeb & Bashir. (2013). Training and Development Program and its Benefits to Employee
and Organization: A Conceptual Study. European Journal of Business and Management,5(2),
243-253.
Joyce, 2015. Training Needs Assessment: A Must for Developing an Effective
Training Program. Public Personnel Management, 31(4), pp. 569 - 579.
Kabir. (2011). Factors affecting employee job satisfaction of pharmaceutical sector. Australian
Journal of Business and Management Research, 1(9), pp.113-123.
Kabir. (2011). Factors affecting employee job satisfaction of pharmaceutical sector. Australian
Journal of Business and Management Research, 1(9), 113-123.
Khan, H.A., Nawaz, M.M., Aleem, M. & Hamed, W. (2012). Impact of job satisfaction on
Employee performance: An empirical study of autonomous Medical Institutions of Pakistan.
African Journal of Business Management, 6 (7), pp. 2697-2705.
40 | P a g e
Khan, H.A., Nawaz, M.M., Aleem, M. &amp; Hamed, W. (2012). Impact of job satisfaction
on employee performance: An empirical study of autonomous Medical Institutions of Pakistan.
African Journal of Business Management, 6 (7), 2697-2705.
Lambert, E. G., Hogan, N.L., &amp; Barton, S. M. (2001). The impact of job satisfaction on
turnover intent: a test of a structural measurement model using a national sample of workers.
The Social Science Journal, 38(2), 233–250.
Landy, F. J. 1985. Psychology of work behavior. Homewood, IL: Dorsey Press. Relations
industrielles, 40(4), p.896.London.
Latif, F. K., Jan, S., Shaheen, N. (2013) Association of Training Satisfaction with Employee
Development aspect of Job Satisfaction. Journal of Managerial Sciences. Vol. 2(1), 159-178
Mau, W., and Kopischke, A. (2001) Job search methods, job search outcomes, and job
satisfaction of college graduates: A comparison of race and sex. Journal of Employment
Counseling. Volume 38. September, 2001. p. 141-149
McCourt, W. Derek, E. 2003. Global Human Resource Management: Managing People in
Developing and Transitional Countries. Cheltenham, UK: Edward Elgar.
Mudor, H. (2011). Conceptual framework on the relationship between human resource
management practices, job satisfaction, and turnover. Journal of Economics and Behavioral
Studies, 2(2), pp.41-49.
Nadler, L. 1984. The Handbook of Human Resource Development. New York: John Wiley &
Sons.
Pearson & Brew. (2002). Research Training and Supervision Development. Studies in Higher
Education, 27(2), 135-149.
41 | P a g e
Quresh, M. A. (2010). Do Human resource management practices have an impact on financial
performance of banks? African Journal of Business Management ,4(7), 1281-1288.
Ronald T. Rust, Greg L. Stewart & Debbie, P. 1996. The satisfaction and retention of frontline
employees: A Customer Satisfaction Measurement Approach. International Journal of service
Industry Management. 7(5), pp. 62-80.
Schmidt, S, W. 2007. The Relationship Between Satisfaction with On-The-Job Training and
Overall Job Satisfaction. Wiley Interscience. 18(4), pp. 481-497.
Schmidt, S.W., (2004). The Relationship Between Job Training Satisfaction and Overall Job
Satisfaction Among Employees in Customer Contact Positions (Doctoral dissertation,
University of Wisconsin. Milwaukee, 2004).
Schwepker, Jr., C. H. (2001) Ethical climates relationship to job satisfaction, organizational
commitment and turnover intention in the sales force. Journal of Business Research. 54 (1) 3952
Shapiro, J.P., Burkey, W.M., Dorman, R.L., and Welker, C. J. (1996). Job satisfaction in child
abuse professionals: measure development, factor analysis, and job characteristics. Journal of
Child Sexual Abuse, 5. 21-38.
Shelton, K (2001). The Effects of Employee Development Programs on Job Satisfaction and
Employee Retention. The Graduate College University of Wisconsin-Stout.
Shen. (2005). International training and management development: theory and reality. Journal
of Management Development, 24(7), 656-666.
Shields, M.A. and Ward, M. (2001) Improving nurse retention in the National Health Service
in England: the impact of job satisfaction on intentions to quit. Journal of Health Economics.
20 (5) 677-701
42 | P a g e
Tavakol, M. and Dennick, R., 2011. Making sense of Cronbach's alpha. International journal
of medical education, 2, p.53.
Torrington, D., Hall, L. &amp; Taylor, S. 2005. Human Resource Management. 6th Ed.
London: Prentice Hall
Traut, C. A., Larsen, R., and Fiemer, S.H. Hanging on or Fading Out. Public Personnel
Management. 29 (3) 343
Udaya, A., Subah, M., Drake, M., Ng, C. & Johnson, P. (2011). Task analysis: An evidencebased methodology for strengthening education and training of nurses and. midwives in
Liberia. International Journal of Nursing and Midwifery Vol. 3(9), 118-127.
Zikmund, W., Babin, B., Carr, J., Adhikari, A. and Griffin, M., 2016. Business Research
Methods a South-Asian Perspective. 8th ed. Andover: Cengage Learning.
43 | P a g e
Appendix
Questionnaire on
Impact of Training & Development on Employee Job Satisfaction on
Telecommunication Sector of Bangladesh
Dear Respondent,
As part of my BBA research thesis at Khulna University, I am conducting a survey that investigates
the “Impact of Training & Development on Employee Job Satisfaction on Telecommunication
Sector in Bangladesh”. Please take a few moments to complete this questionnaire. The data
collected through this questionnaire will be kept confidential and be used for study purpose
only.
Section A
Respondent’s Demographic Information: (Please put tick (√) on your answer)
1. Name of your Organization: a) GP b) Banglalink c) Robi d) Teletalk
2. Gender:
3. Age:
a) Male
b) Female
a) Below 25 years
b) 26-35 years
c) 36-45 years
d) 46-55 years
e) Above 56 years
4. Designation:
a) Top level manager
b) Mid-level manager
c) Lower-level manager
44 | P a g e
c) Others
5. Duration of Job with this organization:
a) Below 5 years
b) 5-10 years
c) Above 10 years
6. Monthly Salary:
a) Below Tk30,000
b) Tk30,001- 60,000
c) Tk60,001- 90,000
d) Above Tk90,001
7. Which type of training is most important for your development:
a) Orientation
b) Job Rotation & Transfer
c) Coaching & Mentoring
d) Conference
e) Formal Training & Development Programs
8. How often do you undergo training:
a) Quarterly
b) Every Six months
c) Once a year
d) Every two years
e) Others, mention please
45 | P a g e
Section B
Part 1: Employee Training & Development
For this questionnaire I use 5-point Likert scale, which represent SD= Strongly Disagree, D =
Disagree, N= Neutral, A= Agree, SA=Strongly Agree.
Please put tick (√) mark on your answer.
Training & Development Program Design
9.
SD
D
N
A
SA
(1)
(2)
(3)
(4)
(5)
(1)
(2)
(3)
(4)
(5)
(1)
(2)
(3)
(4)
(5)
(1)
(2)
(3)
(4)
(5)
SD
D
N
A
SA
(1)
(2)
(3)
(4)
(5)
(1)
(2)
(3)
(4)
(5)
(1)
(2)
(3)
(4)
(5)
(1)
(2)
(3)
(4)
(5)
(1)
(2)
(3)
(4)
(5)
Training materials are visually appealing.
10. The objectives of the training program are relevant to
my job.
11. I found the program very professional.
12. The program exceeded my expectations.
Employees Perception about Trainer Quality
13. Trainers are professional & skilled.
14. Trainers are willing to help employees.
15. Trainers understand employees’ needs during training
program.
16. Trainers communicate clearly with employees about
training procedures.
17. Trainers evaluate employee performance fairly.
46 | P a g e
Employees Felling about Training
SD
D
N
A
SA
(1)
(2)
(3)
(4)
(5)
(1)
(2)
(3)
(4)
(5)
(1)
(2)
(3)
(4)
(5)
(1)
(2)
(3)
(4)
(5)
SD
D
N
A
SA
(1)
(2)
(3)
(4)
(5)
(1)
(2)
(3)
(4)
(5)
(1)
(2)
(3)
(4)
(5)
(1)
(2)
(3)
(4)
(5)
(1)
(2)
(3)
(4)
(5)
18. I feel that my knowledge, skills and abilities are
enhanced as a result of training.
19. I feel that training makes me proactive in seeking ways
to improve what I do
20. I feel that I am able to set my goals for present and
future work.
21. The amount of training I received from the
organization is satisfactory.
Organizational support for Training &
development
22. My department provides training opportunities.
23. My organization shows interest in my personal and
professional development.
24. In my organization training is encouraged and
rewarded.
25. Organization provides training at the time they
promise it will be offered.
26. Organization uses up-to-date training tools and
materials.
47 | P a g e
Part 2: Employee Job satisfaction
Employee Job Satisfaction
SD
D
N
A
SA
(1)
(2)
(3)
(4)
(5)
(1)
(2)
(3)
(4)
(5)
(1)
(2)
(3)
(4)
(5)
(1)
(2)
(3)
(4)
(5)
(1)
(2)
(3)
(4)
(5)
(1)
(2)
(3)
(4)
(5)
(1)
(2)
(3)
(4)
(5)
27. I feel cheerful in doing my job
28. My work is appreciated by the organization.
29. I feel my efforts are rewarded the way they should be.
30. I feel satisfied with my chances for salary increase.
31. Those who do well on the job stand a fair chance of
being promoted.
32. I have a synchronized relationship with my supervisor.
33. I have supportive relationship with my co-worker.
Thank you for your time and co-operation.
Munshi Tanvir Ahmed
4th Year, 2nd Term
Human Resource Management Discipline
Khulna University.
48 | P a g e