The Effectiveness of Field Training In Businesses Faculties at Jordanian Universities. Ahmad Nahar Al-Rfou

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1 The Effectiveness of Field Training In Businesses Faculties at Jordanian Universities Ahmad Nahar Al-Rfou Business Management, Tafilah Technical University, Tafilah, Jordan Postal Code: Abstract This study aims to measure the effectiveness of Field Training (FT) and investigate the relationship between FT effectiveness and specialization, training location and cumulative average for business students at Tafila Technical University (TTU). The study used Kirkpatrick model to measure the effectiveness of FT, and questionnaire was distributed to students who have completed the FT, the results of the study indicated that the there is no significant relationship between specialization and training location with effectiveness of FT, and significant relationship to acumulative average, respondents agreed with a high degree that FT provided them with expertise, new knowledge, positive attitudes toward work and improved performance of the trainees. Keywords: Field Training, Training Effectiveness, Kirkpatrick Model, Jordanian Universities 1. Introduction Some Jordanian universities are trying to match between the disciplines and the needs of the labor market. So, business faculties supported the theoretical courses with FT course, which intend to promote the work values among the students. These courses also provide students with practical experiences and give them the opportunity to gain practical experience. As well also informs them about working environment and conditions. On the other hand, FT grants the opportunity for institutions and companies to identify potential students and their skills which will facilitate the process of joining the labor market upon graduation. In business faculty at TTU FT is a compulsory subject for all specializations offered by the faculty, all faculty students are required to undergo the FT program at an approved private, government, or semi- government enterprise. The FT formal period is during the summer semester of the third academic year. Its duration is recommended to be continuous 6 weeks, 7 hours/day, 5 days a week, as a minimum (a total of 280 hours). The FT is a jointly structured, monitored and assessed program by the faculty. At the end of the training, students will accumulate 6 credit hours. The effectiveness of FT for business students' faculties in Jordanian universities became questionable, therefore, some universities thinking seriously with reviewing curriculum to replace the FT with theoretical courses. The current study tries to determine the factors that impact on the FT effectiveness in business faculty at TTU in specializations: business management, business economics and accounting from trainee's perspective by using Kirkpatrick model to measure the effectiveness of FT. COPY RIGHT 2012 Institute of Interdisciplinary Business Research 655

2 2. Theoretical development and hypotheses formulation Previous literatures (Assaf 2000, Yaghi 2000, Muobaideen,A. Jaradat, O 2001 Ta'ani 2007,) defined training as systematic process designed to provide trainees with knowledge, skills and develop positive behavioral attitudes. Ta'ani (2007) identified the training types according to: training objectives, training place, and time of training, but ignored the FT received by students during the study. Kinick, A. Williams, B (2006), mentioned to orientation training to help new employees fit smoothly into the job and the organization. Schalock (2001) defined training effectiveness as the determination of the extent to which a program has met its stated performance goals and objectives, while, others mentioned that evaluation systematic collection of descriptive and judgmental information necessary to make effective decisions related to selection, adoption, value and modification of various instructional activities. Goldstein (1993). Bramley and Newby (1984) identify five main purposes of evaluation: feedback (linking learning outcomes to objectives, and providing a form of quality control), control (using evaluation to make links from training to organizational activities, and to consider cost effectiveness), research (determining relationships between learning, training, transfer to the job), intervention (in which the results of the evaluation influence the context in which it is occurring), and power games (manipulating evaluative data for organizational politics). Donald Kirkpatrick (1998) did some pioneering work in this field and introduced the well known four level evaluation model, which is still widely used in training evaluation,the Kirkpatrick framework for evaluation of training was used to measure the participants reaction to the program, the amount of learning that took place, the extent of behavior change after participants returned to their jobs, and any final results from a change in behavior achieved by participants after they returned to work. The current study tries to determine the factors that impact on the FT effectiveness in business faculty at TTU in specializations: business management, business economics and accounting from trainee's perspective by using Kirkpatrick model to measure the effectiveness of FT. Therefore, the study tests the following hypotheses: H1a: There is a significant relationship between effectiveness of FT and business administration specialization. H1b: There is a significant relationship between effectiveness of FT and economic specialization. H1c: There is a significant relationship between effectiveness of FT and accounting specialization. H2a: There is a significant relationship between effectiveness of (FT) and training in private sector. H2b: There is a significant relationship between effectiveness of (FT) and training in public sector. H2c: There is a significant relationship between effectiveness of (FT) and training in civil society organizations. H3a. There is a significant relationship between effectiveness (FT) and excellent cumulative average. COPY RIGHT 2012 Institute of Interdisciplinary Business Research 656

3 H3b. There is a significant relationship between effectiveness (FT) and a very good cumulative average. H3c. There is a significant relationship between effectiveness (FT) and a good cumulative average. H3d. There is a significant relationship between effectiveness (FT) and the acceptable cumulative average. The below model clarified study hypotheses. Figure (1) study model Business Economics Accounting Specializations Private Public Civil Training Locations (FT) Effectiveness Cumulative average Excellent V. Good Good Acceptable 3. Methodology 3.1. Sample selection and data collection This study has been built on descriptive analytical approach and aims to analysis the relationship between the trainee's specialization, training location and cumulative average and FT effectiveness. The study population consists of all students in the business faculty at TTU who passed the FT academic year 2011/2012 according to admission and registration department documents. The data of this study has been collected using questionnaire. (75) Questionnaires were distributed with (8) useful questionnaires forming (%) response rate. SPPS version 17 was used; the questionnaire has four sections measure the effectiveness of FT 3.2 Measurement of variables Study used Kirkpatrick (1998) model for evaluating the FT effectiveness, which consist four levels they are:- 1. Reaction: how the trainee felt, and their personal reactions to the training or learning experience. 2. Learning: the measurement of the increase in knowledge or intellectual capability from before to after the learning experience. 3. Behavior: the extent to which the trainees applied the learning and changed their behavior. COPY RIGHT 2012 Institute of Interdisciplinary Business Research 657

4 4. Results: the effect on the business or environment resulting from the improved performance of the trainee. Multi-item questions were used to measure the FT effectiveness and investigated the relationship between the trainee's specialization, training location and cumulative average for the trainees and effectiveness of FT. 3.3 Data analysis To analysis the data and to test the different hypotheses, study used correlation analysis to determine whether there is or not relationship between accumulated average, specialization and training location in one hand with the effectiveness of FT in a another hand, and describing the strength of relationships and the relationships between variables. Table (1) descriptive statistics of respondents shows that respondents' distribution according to specialization 29 (43%) accounting, 28 (42%) business economic and 10 (15%) business management, about half of the respondents received FT in the public sector and 45% in private sector, more than 55% have good and very good cumulative average.the result of initial analysis stated that no respondent have a excellent cumulative average. Accordingly, the related hypothesis was deleted and not entered in the analysis package as there was no information. Table (1) Descriptive Statistics of respondents Specialization Training locations cumulative AGP* Freq % Freq % Freq % Business 10 15% Private Sector 30 45% Very good 18% 12 Management Business 28 42% Public Sector 32 48% Good 37% 25 Economic Accounting 29 43% Civil Society 5 7% Acceptable 45% 30 Organizations Total % Total % Total 100% 67 Excellent zero Table (2) shows the relationship between specializations (business management, business economic and accounting) with effectiveness of FT indicate that the values of p = 0.005, and smaller than the value α = This means there is no significant relationship between specialization with effectiveness of FT. Pearson correlation coefficient (r) obtained is 0344 **, 0.291** and and this means that there is a low correlation. Table (2) Relationship between specializations with FT effectiveness Specialization Effectiveness of FT r p Business Management 0.344** Business Economic 0.291** Accounting Based on table (3) the relationship between training locations (private sector, public sector and civil society organizations) with effectiveness of FT indicate that the values of p = 0.003, COPY RIGHT 2012 Institute of Interdisciplinary Business Research 658

5 and 0.632smaller than the value α = This means there is no significant relationship between training locations with effectiveness of FT. Pearson correlation coefficient (r) obtained is 0.325**, 0.271**and 0.211**and this means that there is a low correlation. Table (3) Relationship between training locations with FT effectiveness Training locations Effectiveness of FT r p Private Sector 0.325** Public Sector 0.271** Civil Society Organizations 0.211** To investigate the relationship between cumulative average with effectiveness of FT, the result of initial analysis declared that no respondents have excellent cumulative average. Accordingly, the related hypotheses were deleted and not entered in the analysis package as there was no information. Based on Table (4), the relationship between cumulative average (very good, good and acceptable) with effectiveness of FT indicate that the values of p =0.07, 0.06 and 0.07 respectively greater than the value α = This means there is significant relationship between cumulative average with effectiveness of FT. Pearson correlation coefficient (r) obtained is 0.825**, 0.771**and 0.611**and this means that there is a high correlation between cumulative average and effectiveness of FT. Table (4) Relationship between accumulated average with FT effectiveness accumulated average Effectiveness of FT r p very good 0.825** 0.07 good 0.771** 0.06 acceptable 0.611** 0.07 For measuring the effectiveness of FT, study used Kirkpatrick's model. Table( 5) mentioned that the respondents agreed with a high degree that FT provided them with expertise, new knowledge, positive attitudes toward work and improved performance of the trainees. Table (5) FT effectiveness by Kirkpatrick's model No Effectiveness Reaction Learning Behavior Results Mean S.D acceptance COPY RIGHT 2012 Institute of Interdisciplinary Business Research 659

6 4. Conclusion This study aims to measure the effectiveness of FT and investigate the relationship between FT effectiveness and specialization, training location and cumulative average for business students at TTU. The study used Kirkpatrick model to measure the effectiveness of FT, and questionnaire was distributed to students who have completed the FT. A set of hypotheses were developed to achieve the objectives of the study. The results of the study indicated that the there is no significant relationship between specialization and training location with effectiveness of FT, and significant relationship to acumulative average, respondents agreed with a high degree that FT provided them with expertise, new knowledge, positive attitudes toward work and improved performance of the trainees. However, future studies may focus on the relationship between FT and other programs. COPY RIGHT 2012 Institute of Interdisciplinary Business Research 660

7 References Assaf, M, A. (2000). "Training and development of human resources: foundations and processes". Dar Zahran for publishing and distribution, Amman. Birchall D, Smith M. (1999)"Technology Supported Learning". In Gower Handbook of Training and Development. Edited by Landale A. Aldershot, UK: Gower Publishing; Goldstein I.L. (1993). "Training in Organizations". Pacific Grove, Ca: Brooks/cole. Kirkpatrick DL.(1998)."Evaluating Training Programs: The Four Levels". 2nd edition. San Francisco: Berrett-Koehler Publishers; Kirkpatrick, Donald. (1998). "Evaluating training programs The four levels" (2nd ed.). Berret- Koehler Publisher, Inc., San Francisco,CA. Kinicki A. Williams B. (2006).''Management a practical introduction'' Second edition. McGraw- Hill/ Irwin New York, International Edition. Karkpatrick D., (1996). "Evaluation". In R.L. Craig and L.R. Bitten (Eds.). The ASTD Training and Development Handbook. (4th ed. pp ) New York: McGraw-Hil Lewis P. and Thornhill A., (1994). "The Evaluation of Training: An Organisational Culture Approach". Journal of European Industrial Training, 18 (8), Muobaideen,A.Jaradat,(2001). "Management training- performance-oriented," Arab Organization for administrative development, Egypt. Phillips, J. (1991). "Handbook of training evaluation and measurement methods" (2nd ed.) Houston: Gulf Publishing Company. Schalock, R. (2001). "Outcome based evaluations" (2nd ed.). Boston: Kluwer Academic/Plenum. Ta'ani, Hassan (2007). "Contemporary management training", first edition, Dar Al Maseerh for publication and distribution. Yaghi,M.(2010) "Management Training". Dar Wael for Publishing, Amman. COPY RIGHT 2012 Institute of Interdisciplinary Business Research 661

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