The purpose of this thesis is to contribute to this area of research by examining satisfaction in on-the-job training and its relationship with overall job satisfaction in STA.SY. Research findings indicate that there is a high level of satisfaction with on-the-job training among participants. Regarding the impact of job training satisfaction on overall job satisfaction, research findings confirm a significant relationship between them.
Job training satisfaction appears to have a strong influence on overall job satisfaction, which contributes to the adoption of positive attitudes in the workplace.
INTRODUCTION
An aim of this dissertation is to investigate the level of employee satisfaction with the training programs implemented from STA.SY. This research will examine some of the characteristics that influence employee satisfaction with the training they receive in the company, as well as the impact that Job Training Satisfaction has on overall job satisfaction.
TRAINING AND DEVELOPMENT
- EMPLOYEES TRAINING
- RELATION BETWEEN STAFF TRAINING AND PROFESSIONAL
- STRUCTURING OF EMPLOYEE TRAINING
- QUALITATIVE FEATURES OF STAFF TRAINING PROGRAMS
- VALUE OF TRAINING AND DEVELOPMENT
- BENEFITS OF TRAINING AND DEVELOPMENT
On the contrary, young employees must be welcomed into an organization with the appropriate training, so that orientation will be created and the vision and needs of the organization established. Part of on-the-job training is to face the challenges that occur during the performance of the job. For this reason, it is essential that the training programs are tailored based on the needs of the company.
From all of the above, it follows that employee training is a key factor in improving employee performance and the overall competitiveness of the organization.
JOB TRAINING SATISFACTION AND THE RELATIONSHIP WITH OVERALL
JOB SATISFACTION
It is widely used as a framework for studying how certain job characteristics affect work outcomes, including job satisfaction. The Brief Affective Job Satisfaction Index (BIAJS) is a 4-item measure of general affective job satisfaction. Regarding the importance of job satisfaction and the need to measure it, studies have shown that job satisfaction was moderately related to task performance.
In other words, job satisfaction predicted job performance (Colquitt, Le pine, Wesson, 2011). Job satisfaction is also associated with job engagement.
JOB TRAINING SATISFACTION
THE RELATIONSHIP BETWEEN JOB TRAINING SATISFACTION AND
THE RESEARCH
METHODOLOGY OF RESEARCH
The research instrument is a questionnaire developed by Schmidt (2004), the Job Training and Job Satisfaction Survey (JTJSS) to assess employee attitudes towards various aspects of work and job training. With regression analysis we examine the relationship between each of the 3 constructs of Job Training Satisfaction with each of the 6 constructs of Job Satisfaction. In the qualitative research, the author wanted to examine the point of view of the management of STA.SY.
In the case of sampling, the qualitative research involved the training manager STA.SY.
RESEARCH RESULTS
- DEMOGRAPHICS OF THE SAMPLE
- DESCRIPTIVE ANALYSIS
- FACTOR ANALYSIS
- REGRESSION ANALYSIS
- First Multiple Regression model (Satisfaction with opportunities and
- Second Multiple Regression model (Satisfaction with supervision)
- Third Multiple Regression Model (Satisfaction with fringe benefits)
- Fourth Multiple Regression Model (Satisfaction from operating rules and
- Fifth Multiple Regression Model (Satisfaction from the nature of the work
- QUALITATIVE RESEARCH
Satisfaction with training is relatively high, while the variable with the highest score is "the training I have received in the company can be applied to my work". The following is the table with the dimension of satisfaction with the nature of the work performed. The following is the component matrix table, which shows the correlations of the data with the common factor (the intensity of the relationship between them is understood).
The coefficient Cronbach's alpha is 0.878, so a high degree of reliability of the scale is observed. The coefficient Cronbach's alpha is 0.848, so a high degree of reliability of the scale is observed. The coefficient Cronbach's alpha is 0.884, so a high degree of reliability of the scale is observed.
The coefficient Cronbach's alpha is 0.778, so a high degree of reliability of the scale is observed. The coefficient Cronbach's alpha is 0.773, so a high degree of reliability of the scale is observed. This can be called perceived fairness of the benefits given by the employer and the Cronbach's alpha is 0.811.
The following is the component matrix table, which shows the correlations between the data and the common factor. In the latest multiple regression model, the dependent variable will be the 6th construct of overall job satisfaction; satisfaction with the nature of the work performed and the independent variables will be the 3 constructs of Job Training Satisfaction: employee satisfaction with training, satisfaction with organizational support for training, and employee feelings about training. H 7: Employees' feelings about training and development have a significant influence on satisfaction with opportunities and rewards.
The table below shows the results of the qualitative research (interview with the training manager of the organization under study).
CONCLUSIONS AND RECOMMENDATIONS
DISCUSSION OF RESULTS
The recognition is that this is necessary and that they are promoted just as quickly as in other jobs. Investing in training and development is seen as recognition and promotion, which is very important. Another finding is that employees who feel they receive positive organizational support for training and development often feel satisfied with their manager (they think he or she is very good at his or her job and that he or she is interested in how his or her subordinates feel).
Therefore, the organization's perceived support in terms of training and development appears to influence employees' attitudes, perceptions and feelings about their supervisors. This is an interesting finding, as there may be an identification of the supervisor with the organization or there may be a "positive transfer" of feelings from the organization to the supervisor (who is a member of the organization who even has a position of responsibility. and represents it) . Furthermore, employees who feel that they have positive organizational support for training and development tend to feel that the benefits they receive are fair and as good as those offered by other organizations.
Another finding is that employees who are satisfied with job training tend to think that the processes do not make it difficult for them to do their job; they are not hindered by bureaucracy. Also, employees who are satisfied with job training tend to believe that their work has a meaning, they like the things they do at work, they feel proud to work in the company and find it enjoyable. This is consistent with Bartlett (2001) who found that there is a positive relationship between satisfaction with workplace training and organizational commitment, claiming that training and development contribute to desirable workplace attitudes.
It is important to mention that through adequate training and development the employees feel that the organization supports them and that the organization seeks to advance their skills and knowledge. Nevertheless, it is clear that the organization could have some improvements which are described in the next sub-chapter.
RECOMMENDATIONS
71 conclusions such as Tannenbaum (1991) and Schmidt (2004) who argue that high levels of satisfaction from training programs lead to high levels of job satisfaction. This is something that seems to encourage the employees to utilize their performance, as claimed by Κhan et al (2016). 72 perhaps a more holistic approach to education is absent, as a means of personal development, increasing satisfaction, improving the working climate, etc.
In addition, although there appears to be some practical organizational support for training and development (on the basis of which assessment questionnaires ask employees about the perceived usefulness of training and there is a focus on upgrading knowledge), it is not clear that actions are taken to make employees realize that there is a deep organizational interest in the personal and professional development of the employees and that the organization encourages and rewards training and development. There is therefore a possibility that in the organization under study there is a focus on developing specialized knowledge and increasing efficiency (many positive elements), but there may be a lack of flexibility and some rigidity be in relation to education. It is understood that an organization that manages the safety of the public will be oriented towards the acquisition and continuous development of work skills and specific knowledge (about the possibilities of solving problems that may arise), but possibly also the dimension emphasize and communicate. of personal development and be more rewarding towards the constant upgrading.
DIRECTIONS FOR FUTURE RESEARCH
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JOB TRAINING AND JOB SATISFACTION SURVEY (For operational staff in lines 1, 2 and 3 of STA.SY S.A.) Dear colleagues, The purpose of this research is to measure job satisfaction with training, general job satisfaction and the impact of job training satisfaction on general job satisfaction. I receive on the job (4) I am generally able to apply what I learn on the job to my job.
In the past year, on a scale of 1-3, rank the types of job training you received in order from most to least (1=most time spent on this type of training; 3=least time spent on this type of training).