




































BANGLADESH JOURNAL OF MULTIDISCIPLINARY SCIENTIFIC RESEARCH 9(1) (2024), 25-31 

 

25 

-  

     MULTIDISCIPLINARY SCIENTIFIC RESEARCH 

 
        BJMSR VOL 9 NO 1 (2024)  P-ISSN 2687-850X  E-ISSN 2687-8518 

 
          Available online at https://www.cribfb.com 

     Journal homepage: https://www.cribfb.com/journal/index.php/BJMSR 

                                                                                                                                                                                                    Published by CRIBFB, USA 
                                                                                                                                            

EFFECT OF TRAINING PROGRAMS ON TRAINEES’ LEARNING

                   
  Md. Faisal-E-Alam (a)1    

 
(a) Ph.D. Fellow, Institute of Bangladesh Studies (IBS), University of Rajshahi-6205, Bangladesh and Assistant Professor, Department of Management 
Studies, Begum Rokeya University, Rangpur-5404, Bangladesh; E-mail: faisal.mgt@brur.ac.bd 

 

 
A R T I C L E I N F O 

 
 

Article History: 
 

Received: 12th December 2023 

Reviewed & Revised: 13th December 2023 

to 11th March 2024 

Accepted: 12th March 2024 
Published: 19th March 2024 

 
Keywords: 

 
Trainees’ Learning, Human Capital Theory, 

Knowledge-based Outcomes, Skill-based 

Outcomes, Affective Outcomes 

 
JEL Classification Codes: 
 

      G21, M53, O15. 

  

      Peer-Review Model:  

 

      External peer-review was done through  

      double-blind method.        

 
A B S T R A C T 

 

Employees’ learning is the primary driver of organizational sustainability. To achieve sustainability, 

organizations are required to invest in training for their employees’ continuous learning. Evaluation of 

training programs is the heart of continuous improvement in employees’ learning. This study investigates 

the effect of training programs on employees’ learning, focusing on knowledge-based outcomes (KBO), 

skill-based outcomes (SBO), and affective outcomes (AO). Drawing upon Human Capital Theory (HCT) 

and the second level of the Kirkpatrick's training evaluation model, a pre-experimental research design 

and quantitative method were employed. Stratified random sampling technique is used to select a sample 

of 381 employees from eight Private Commercial Banks (PCBs) of four bank generations in Bangladesh 

who participated in pre-test and post-test assessments. Statistical techniques including comparison 

chart, normality tests (Shapiro-Wilk W Test and Skewness and Kurtosis Test), and paired t-test were 

utilized to analyze the data. Findings indicate significant improvements in KBO, SBO, and AO following 

training interventions, supported by statistical test conducted using MS Excel v.13. Later, findings from 

executing STATA v.12 also underscore the effect of training programs on upgrading employees’ learning 

in the PCBs. Limitation includes the absence of a control group that hinders the influence of potential 

external factors on learning outcomes, which is a new avenue for future research.  

 
 

© 2024 by the authors. Licensee CRIBFB, U.S.A. This open-access article is distributed under the 
terms and conditions of the Creative Commons Attribution (CC BY) license 
(http://creativecommons.org/licenses/by/4.0/).  

            

 

INTRODUCTION 

The effective utilization of human capital becomes paramount for organizations to maintain a competitive edge and achieve 

sustainable growth. Recognizing the significance of knowledgeable and skilled employees, firms invest substantially in 

training programs aimed at enhancing the capabilities of their workforce (Blundell et al., 1999). Furthermore, the rapid pace 

of environmental change necessitates continuous learning and adaptation among employees to remain relevant and 

responsive to emerging challenges and opportunities (Hall & Moss, 1998). So, the importance of employees' learning 

emerges as the cornerstone of organizational development (Austin & Bartunek, 2003). The ability of organizations to nurture 

a learning culture not only enhances individual performance but also lays the foundation for business growth and innovation. 

Furthermore, the institutionalization of culture and system focused on development strengthens the link between employee 

learning and company’s success (Gebhardt et al., 2006; Gephart et al., 1996). 

Hence, training programs are integral components of organizational development strategies, serving as vehicles for 

knowledge transfer, skill enhancement, and performance improvement (Riege, 2005). In today's knowledge-based economy, 

service sector faces constant pressure to adapt to digital transformation, risk management, and quality management 

practices. As such, the ability of employees to acquire new competencies and skills through training programs is critical for 

organizational agility and competitiveness (Karman, 2019). Research has consistently shown that organizations with a 

strong learning culture outperform their competitors, demonstrating higher levels of innovation, productivity, and employee 

engagement (Ghasemzadeh et al., 2019). Updated and skilled employees are empowered to explore new ideas, challenge 

conventional thinking, and drive positive change (Alvesson & Sveningsson, 2015). Without measuring learning outcomes, 

                                                      
1Corresponding author: ORCID ID: 0000-0002-7341-7945 
© 2024 by the authors. Hosting by CRIBFB. Peer review under the responsibility of CRIBFB, U.S.A.  

https://doi.org/10.46281/bjmsr.v9i1.2198 

  
To cite this article: Faisal-E-Alam, M. (2024). EFFECT OF TRAINING PROGRAMS ON TRAINEES’ LEARNING. Bangladesh Journal of 

Multidisciplinary Scientific Research, 9(1), 25-31. https://doi.org/10.46281/bjmsr.v9i1.2198 

 

http://creativecommons.org/licenses/by/4.0/)
http://creativecommons.org/licenses/by/4.0/)
https://www.openaccess.nl/en
https://orcid.org/0000-0002-7341-7945


Alam, Bangladesh Journal of Multidisciplinary Scientific Research 9(1) (2024), 25-31 

 

26 

it becomes difficult to ascertain whether training programs effectively boost employees’ knowledge, skills, and abilities 

(KSA). Thus, the objective of this study is to evaluate the impact of training programs on updating employees’ learning. 

The study addresses a practical need by evaluating the effectiveness of training programs in improving learning 

outcomes. Learning outcomes describe what learners are expected to understand and exhibit at the end of their learning 

experience (McKimm & Swanwick, 2009). Thus, learning outcomes of training are considered the new style of qualification. 

Though trainees’ expectations regarding the KSA they will acquire may be unrealistic due to high reality shock. The business 

firms are therefore provide better support to their employees’ career advancement. 

This research comprises six sections, including introduction. Moving forward, the literature review section 

synthesizes relevant theory and existing studies. After that, the materials and methods section details the research approach. 

Then, the results section presents key findings, followed by discussions section that interpret the study outcomes. Finally, 

the conclusions section summarizes the main findings, discusses their implications, and suggests avenues for future study. 

 

LITERATURE REVIEW 

Learning as the second evaluation level of Kirkpatrick's model refers to the extent to which trainees acquire and enhance 

their Knowledge, skills, and abilities as a direct result of participating in a training program. The learning evaluation 

indicates how much the trainees improved their KSA. That means, assessing at this level can only ensure that the knowledge, 

skills, and abilities have been learned to perform at workplace (Gomez, 2003). At this level, evaluation is directed to 

differentiate between what trainees knew before training and what they learned after completing training. This level confirms 

that participants have not only attended the training but have also internalized the knowledge and skills they have gained. 

This internalization is essential for translating training into practical action and ultimately achieving the training program's 

objectives. 

Human Capital Theory (HCT) is an economic and sociological theory that views education and training as 

investments in individuals, enhancing their KSA. This, in turn, enhances their productivity, potential earnings, and 

organizational success. Since Becker’s path-breaking “human capital revolution” in 1962 (Bowman, 1966), HCT has 

changed the landscape of research in social science discipline (Sun & Wang, 2014). Human capital, widely used after Gary 

Becker won the novel prize, initiated “human capital theory”. HCT stated that a different level of education and training 

contributes to a different level of wages and salaries, the more knowledge, skill, and ability, the more likely to get a better 

job (Becker, 1964). Human capital is defined as a set of knowledge, skills, and abilities that reside in the individual and that 

are used by him/her (Schultz, 1961). Trainees’ learning consists of KSA improvement, as evaluated in the second level of 

the Kirkpatrick Model, can indeed be closely related to the HCT. The value of human capital theory is widely accepted in 

order to increase organizational performance, so an organization relies on employees’ KSA as a key concept of value 

creation (Wuttaphan, 2017). Therefore, HCT provides a solid foundation for understanding how training contributes to 

trainees' learning outcomes in terms of knowledge, skills, and affective attributes. 

In the second level of Kirkpatrick’s training evaluation model, the effect of the training program was evaluated on 

participants’ learning using pre-test and post-test (Heydari et al., 2019). Another study proved a significant improvement in 

relevant basic knowledge and cognitive skills by comparing the mean scores of pre and post MCQs tests (Abdulghani et al., 

2014). For the quality evaluation of blended learning, pre-tests were taken and post-test together with scale surveys and 

questionnaires, as well the learning evaluation in this way has given an optimistic perspective (Misut et al., 2013). Overall, 

knowledge and skill acquisitions are affirmed between the pre-test and the post-test of training. Training is the strategy for 

helping the bank employees develop their personal and organizational knowledge, skills, and abilities (Roy & Pall, 2020).   

Moreover, training studies aimed at improving all three kinds of knowledge (strategic, content or factual, and 

metacognitive). But in actual fact, it is easier to measure change in some domains than in others, as this study undertakes 

empirical investigation (Brown et al., 1981). A past study illustrated that participants learn concepts taught in the training 

sessions but are also prone to guessing more in the post-test assessment as compared to the pre-test assessment (Samuel et 

al., 2019). A method using pre- and post-course evaluations has been made into a simple and effective tool for gathering 

data and assessing learning outcomes (Sumner & Capano, 2010). Thus, the following null and alternative hypotheses were 

taken based on the above reviews.  

HO1: There is no significant difference between the pre and post training assessment at employees’ learning level. 

HA1: There is significant difference between the pre and post training assessment at employees’ learning level. 

 

MATERIALS AND METHODS 

Study Design 

This study follows a pre-experimental research design as well as employs a quantitative research method. The utilization of 

quantitative research provides a structured framework for systematic data collection and analysis. Additionally, the 

quantitative study method allowed for the application of statistical techniques to draw reliable conclusions.  

 

Sample Size 

A study population refers to a specific set of individuals or entities sharing common characteristics (Sekaran & Bougie, 

2014). A stratified random sampling (stage-1) technique was used to select the sampling frame from the population of this 

study. The sampling frame consisted of employees engaged in general banking functions of eight private commercial banks 

(PCBs) representing four generations of banks in Bangladesh. To determine the sample size, the formula for a finite 

population was employed to select the size of sample of 381 (Kothari, 2004).  

 

 



Alam, Bangladesh Journal of Multidisciplinary Scientific Research 9(1) (2024), 25-31 

 

27 

Measures  

Learning evaluation involves a two-step process, including a pre-test conducted one week before training and a post-test 

administered one week after completion (Warr et al., 1999). Three sub-dimensions like five items measure Knowledge-

based Outcomes (KBO), five items evaluate Skill-based Outcomes (SBO), and three items assess Affective Outcomes (AO) 

are included in both pre and post survey. All 13 items in these three sub-dimensions have been founded on a study undertaken 

by Kraiger et al. (1993). The five-point Likert scale is used in this survey.  

 

Data Collection 

This study used again a stratified random sampling (stage-2) technique for the primary data collection from the selected 

sample. In addition, geographical diversity was incorporated in the sampling strategy. Data were collected through two 

questionnaire surveys conducted: one week before and one week after completing the training programs in four major cities 

in Bangladesh – Dhaka, Chattogram, Rajshahi, and Khulna. This geographical representation adds an extra layer of richness 

to the data.  

 

Data Analysis 

The analytical framework included the computation of descriptive statistics, such as mean scores for comparison charts of 

three sub-dimensions of learning outcomes, using MS Excel v.13. To fortify the validity of parametric test, normality checks, 

including the Shapiro-Wilk W Test and Skewness and Kurtosis Test, were conducted. Then, a paired t-test was employed 

to examine the statistical significance of pre-post differences in learning outcomes. STATA v. 12 was performed for both 

the normality tests and paired t-test. Finally, the findings are presented in tabular format. 

 

Ethical Considerations  

Participants received detailed information about the research, covering its title, purpose, and procedures, before providing 

consent. Confidentiality is maintained by keeping participants' names and positions undisclosed. The researcher prioritizes 

respondents' autonomy, allowing them to withdraw their opinions at any stage of the survey. Rigorous checks are in place 

for missing or incorrectly entered data after collection. Reporting of findings is conducted with utmost objectivity, ensuring 

the research maintains a high standard of ethical integrity. 

 

RESULTS 

Item Wise Comparison   

Learning of trainees is measured in three ways such as knowledge based outcomes (KBO), skill based outcomes (SBO), and 

affective outcomes (AO).  

Based on figure 1, the trainees’ perceptions of knowledge are assessed, taking into consideration the scores before 

and after the training program. The survey conducted that illustrates the required basic knowledge (KBO-1) has been 

increased (BT= around 2.7 and AT= around 3.6) to perform the task. The average score of slightly above 2.3 (BT) to just 

above 3.5 (AT) specified that trainees gathered more knowledge than before training in order to identify and solve problems 

(KBO-2) at daily jobs. As regards trainees exposed, the ways they incorporated new information into existing knowledge 

(KBO-3) are greater when intervention takes place (from mean score of around 2.2 to a slight above 3.5). 

The trainees assert that they can judge more accurately (mean value increased from BT scores to AT scores by 1) 

with intervention to identify the difficulty of problems and identify the necessary steps to work them out (KBO-4). The 

overall mean scores of difference between before and after intervention are less than one and a half (approximate change 

value is 1.3), which makes sure they are more competent to sort out their own mistakes in accomplishing the assignment or 

tasks (KBO-5) after receiving training intervention. 

 

 
Figure 1. Trainees’ KBO before and after the training 

Source: Comparison outputs of MS Excel based on field survey, 2022 



Alam, Bangladesh Journal of Multidisciplinary Scientific Research 9(1) (2024), 25-31 

 

28 

Similarly, the opinions of trainees’ concerning skill improvement taken from the former view and post view of 

training have been presented in figure 2. The chart reported that, where the average score before training was 2.3 that has 

increased to 3.9 due to training, which means trainees do the current job with less error, faster, and flexibly (SBO-1) than 

the past. Comparing the skills application between two time streams, trainees are better able to apply the skills to new task 

settings (SBO-2) in the organization (the average value has risen from 2.2 to 3.7, approximately).  

The views of trainees are different (the next average is bigger than the previous average) when the intervention is 

given so that they can successfully change the skills depending on the situation (SBO-3). The status of finishing the task 

without regular monitoring further affirms the notable comparative mean score (about 2.3-3.8 estimated) between the earlier 

and later part of intervention (SBO-4). Certainly, the comparison between the intervention and non-intervention cases clearly 

portrayed that trainees are more proficient at performing situational pressure or additional work with accuracy (SBO-5), but 

the improvement, as opposed to the other four, is lower in the skill-based outcomes phase. 

 

 
Figure 2. Trainees’ SBO before and after the training 

Source: Comparison outputs of MS Excel based on field survey, 2022 

 

Finally, three aspects of affective outcomes of learning are unveiled in figure 3. Looking at these aspects, 

employees change their minds rarely on a particular issue (AO-1) afterward the training. Because they have learned to 

respond in the way that controls their mood. A change in one part may create a change in other parts of the attitude. As 

follows, high mean value rationalizes that the opinions of employees are right when they discuss a specific issue with their 

colleagues (AO-2) whereas the mean value is lower in same state of affairs with no training intervention. According to the 

survey, it is ascertained that many issues come up when the trainees discuss a particular issue in question (AO-3). Because 

the mean score has advanced from almost 2.1 to 3.5 between pre- and post-training. 

 

 
Figure 3. Trainees’ AO before and after the training 

Source: Comparison outputs of MS Excel based on field survey, 2022 

 

Test of Normality 

Shapiro-Wilk W Test of Normality is given in table 1 where the Prob >z value listed in the output is the p-value. The W-

value is 0.996 and z-value is 0.274 with the p-value greater than 0.05. Therefore, the W-value is almost one due to the high 

distribution normality of differences between pre- and post-scores of learning owing to training programs. 



Alam, Bangladesh Journal of Multidisciplinary Scientific Research 9(1) (2024), 25-31 

 

29 

Table 1. Shapiro-Wilk Test of Normality for learning differences 

  
Variable Observations W V Z Prob>z 

Difference (Learning) 381 0.996 1.122 0.274 0.392 

Source: Normality outputs of STATA based on field survey, 2022 

 

Table 2 below shows the results obtained after performing the Skewness test and Kurtosis test for data normality. 

The test exposes the number of observations, which are 381, and the probability of skewness, which is 0.294, referring to 

the fact that skewness is asymptotically normally distributed (p-value of skewness > 0.05). Similarly, Pr (Kurtosis) points 

out that kurtosis is also asymptotically distributed (p-value of kurtosis > 0.05). Finally, chi (2) is 0.279, which is directly 

above 0.05, establishing its level of significance at 5%. Consequently, according to the test result of normality, residuals of 

learning differences show a normal distribution. 

 

Table 2. Skewness and Kurtosis Test of Normality for learning differences 

 
Variable Observations Pr(Skewness) Pr(Kurtosis) adj chi2(2) Prob>chi2 

        -------------Joint------------- 

Difference (Learning) 381 0.294 0.230 2.550 0.279 

Source: Normality outputs of STATA based on field survey, 2022. 

 

Hypothesis Test  

Table 3 discloses the outputs from the paired t-test. There is a mean difference between the pre-test and post-test of 1.333 

(Mean) with a standard error of the mean of 0.032 (Std. Err.), a standard deviation of 0.630 (Std. Dev.), and 95% confidence 

intervals of 1.269 to 1.396. As well, the table is being presented with an obtained t-value (t) of 41.285, the degrees of 

freedom, which are 380, and the statistical significance (2-tailed p-value) of the paired t-test (Pr(|T| > |t|) under Ha: 

mean(diff) != 0), which is 0.000. As the p-value is less than 0.05 (i.e., p < .05), it can be inferred that there is a statistically 

significant difference between two scores of learning (pre-test and post-test). In other words, the difference between the two 

different period scores is not equal to zero, which supports the alternative hypothesis (HA1). Thus, positive changes occur at 

trainees’ learning level after training. 

 

Table 3. Paired t test for trainees’ learning 

 
     95% CI 

Variable Observations Mean Std. Err. Std. Dev. Lower Upper  

Learning Post Test 381 3.620 0.032 0.619 3.558 3.683 

Learning Pre Test 381 2.287 0.010 0.195 2.268 2.307 

Difference 381 1.333 0.032 0.630 1.269 1.396 

         mean(diff) = mean(Learning Post Test - Learning Pre Test)                                                                                               t =  41.285 

  Ho: mean(diff) = 0                                                                                                                                             degrees of freedom =    380 

Ha: mean(diff) < 0                                                    Ha: mean(diff) != 0                                                                Ha: mean(diff) > 0 

                Pr(T < t) = 1.000                                                      Pr(|T| > |t|) = 0.000                                                                  Pr(T > t) = 0.000 

Source: Test outputs of STATA based on field survey, 2022 

 

DISCUSSIONS 

The analysis reveals positive effect of the training programs on trainees' learning outcomes. A summary of the outcomes 

from the data analysis presented above under second level of the Kirkpatrick’s model. The comparison chart, which assesses 

a comparison of each of the three sub-dimensions of trainees’ learning evaluation. Here, the progress level appears the same 

in employees’ capability to include new information and their ability to find their own mistakes. The next improvement is 

found in problem identification and solution, followed by advancement in judging the difficulty of the problem. However, 

the required knowledge of trainees is increased at work, but not in the way the other four improved. Again, employees feel 

that they are more able to do present tasks with less error, faster, and flexibly; to apply skills to new tasks; to change skills 

depending on the situation; and to work without regular supervision due to training. Improvement was found in employees’ 

abilities to perform extra work or under situational pressure with accuracy, but it is a little less than the previous ones. The 

last sub-dimension provided evidence that learning also took place. Accordingly, the affective outcomes reveal a positive 

shift in trainees' emotional responses, as indicated by the stability in holding opinions, the increased ability to express right 

opinions in discussions, and to handle challenges during issue discussions. Although less change occurred in third sub 

dimension (AO) than the first two sub dimensions (KBO and SBO). After running the Paired t Test, it was proven that 

learning processes involved in training advance employees’ ability to keep pace with the rate of changes, like organizational 

change. The outcomes align with earlier research, showcasing skill and ability improvement following training (Athar & 

Shah, 2015). Training initiatives notably enhance knowledge and develop skills of employees (Munoli, 2021). Another 

study validated the current findings that training programs boost employees' knowledge, skills, and intellectual capacities 

(Kumar & Siddika, 2017).   

 

 

 



Alam, Bangladesh Journal of Multidisciplinary Scientific Research 9(1) (2024), 25-31 

 

30 

CONCLUSIONS 

The findings collectively suggest that the training program effectively escalates trainees' knowledge, skills, and abilities. 

The detailed item-wise comparison analysis provides valuable insights and highlights the impact of the training. The 

statistically significant results from the hypothesis test further strengthen the effectiveness of the training programs in 

positively influencing trainees' learning process. These results contribute to the growing body of evidence supporting the 

importance of targeted training interventions in organizational learning and development. This findings underscore the need 

of strategic investments in training programs. Training strategies should be adapted to match the needs of the modern 

workforce with a focus on continuous improvement. This not only ensures the development of hard skills of employees but 

also nurtures ongoing enhancements in soft skills of employees. However, the absence of a control group also poses 

challenges in isolating training effects from external factors which limits the generalizability of findings. To advance this 

research area, future studies could explore additional factors influencing the observed learning outcomes.  

 

 
Author Contributions: Conceptualization, M.F.E.A.; Methodology, M.F.E.A.; Software, M.F.E.A.; Validation, M.F.E.A.; Formal Analysis, M.F.E.A.; 

Investigation, M.F.E.A.; Resources, M.F.E.A.; Data Curation, M.F.E.A.; Writing – Original Draft Preparation M.F.E.A.; Writing – Review & Editing, 

M.F.E.A.; Visualization, M.F.E.A.; Supervision, M.F.E.A.; Project Administration, M.F.E.A.; Funding Acquisition, M.F.E.A. Author has read and agreed 
to the published version of the manuscript.  

Institutional Review Board Statement: Ethical review and approval were waived for this study, due to that the research does not deal with vulnerable 

groups or sensitive issues. 
Funding: The authors received no direct funding for this research. 

Acknowledgments: Not Applicable. 

Informed Consent Statement: Informed consent was obtained from all subjects involved in the study. 
Data Availability Statement: The data presented in this study are available on request from the corresponding author. The data are not publicly available 

due to restrictions. 

Conflicts of Interest: The authors declare no conflict of interest.           
                                                                                                                                                                                                                         

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