PERCEIVED EFFECTIVENESS AND ALIGNMENT OF TRAINING IN CANADIAN EDUCATIONAL INSTITUTIONS

Djordje Jovanovic; Dejan Aladzic

doi:10.58898/ijmt.v4i2.79-94

Authors

Djordje Jovanovic Public College, British Columbia, Canada
Dejan Aladzic Public College, British Columbia, Canada

DOI:

https://doi.org/10.58898/ijmt.v4i2.79-94

Keywords:

training effectiveness, professional development, training needs assessment, transfer of training, higher education

Abstract

This research examines how staff members at educational institutions in Canada perceive the effectiveness of training, whether the types of training they deem necessary align with those they participate in, and whether their perspectives change based on years of experience, educational attainment, and institution type. A cross-sectional online survey was conducted involving 50 employees. The effectiveness was evaluated using a five-point scale, with two items in multiple-choice format (types of training deemed necessary and attended). Within-subject comparisons, one-way analysis of variance for comparing multiple groups, and analysis of differences between two independent groups assuming unequal variances were utilized. The findings indicate a significant gap: participants identified more “necessary” training categories than they attended; no differences were observed based on experience; differences in education favour those with higher education levels (with higher and more consistent ratings); private institutions exhibit a more positive distribution of grades compared to public ones, although the difference in mean scores is not statistically significant in this sample. It is concluded that aligning training offerings with expressed needs and acknowledging the trainees' profiles is more crucial than the training experience itself. The study suggested conducting an annual needs assessment that aligns with strategic goals, designing training focused on practical application (through scenarios, practice, mentoring, and implementation strategies), engaging managers before and after training, customizing based on educational segments, and systematically evaluating outcomes with follow-up post-training. Furthermore, responses were anonymous, items were mandatory, and the scale ranged from 1 to 5; caution is advised when interpreting results from the small group with doctoral degrees.

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