Theories:

Human resource management (HRM) theory:

Training helped people to learn how to be more effective at work by
modifying knowledge, skills or attitudes through learning experience to
achieve effective performance. Human resource theory supports the
significance of training in which it is considered as one of the processes in
achieving organizational goals by attracting and maintaining employees, and
also managing them effectively. Prior studies suggested that training is a
significant predictor of employees work commitment and performance.
Results of prior empirical studies also suggested that training comprised four
dimensions namely training commitment, training needs assessment,
training contents and delivery approaches, and training evaluation. This
research attempted to contribute additional empirical evidence on the
influence of training on employees work commitment and performance. In
particular, this study examined the role of training in determining the
employees work commitment and performance in Malaysia. One hundred
and eighty two employees in Malaysia were surveyed for this purpose. The
results of this study revealed that training commitment, training needs
assessment, training contents and delivery approaches, and training
evaluation positively and significantly influence the employees work
commitment and performance. Training commitment and training evaluation
were found to be more important dimensions of training in affecting
employees work commitment and performance.

Most of managers sent their employees for training because of performance

problems arise in organizations as they expecting to see them to come back,
a day or so later, and able to perform satisfactorily. However, the manager
not aware of the purpose of training nor he was given tools to help in
coaching the employees in applying what they had learned in training on the

job. So, employees often questioned the value of the relevance of training
they received as they returned to work environment that did not support a
change, even though they wanted to make some changes in their behaviors
and trying out new skills on their works. Research into training influence
employees work commitment and performance has generated much debate
among previous academic researchers. The desire for training is supported
by human resource management (HRM) theory, which training is one of the
processes in achieving organizational goals by attracting and maintaining
employees, and also to manage them effectively. HRM theory indicated that
training is the field concerned with organizational activity aimed at bettering
the employees work commitment and performance in organizational
settings.
Recent studies mentioned that training is an essential element for
sustainable competitive advantage and survival in the 21st century as it is
the process of providing
employees with specific skills or helping them to correct deficiencies in their
performance (Poh, 2001). It can be defined as development of skills,
specifies measurable objectives, and should result in observable change in
behavior (Wagonhurst, 2002). Training is a systematic process, which helps
people to learn how to be more effective at work by modifying knowledge,
skills

or

attitudes

through

learning

experience

to

achieve

effective

performance (Buckley and Caple, 2000).

Most of managers give training to their employees for three main purposes
(Belcourt, Wright and Saks, 2000), which are: (1) To increase productivity or the performance of employees.
(2) To achieve organizational goals.
(3) To invest in employees to succeed in the unpredictable and turbulent
business environment.

Theory of productive behavior:

Researchers have frequently attributed the rise and evolution of work ethics
to changing economic and religious environments in the Western world.
These researchers claim that economic expansion in Europe and later in the
USA created new forms of economic enterprises and subsequently changed
the nature and meaning of work. Zuboff (1983) argued that as industrial
capitalism emerged in the 18th century employees faced the demands of
new work and asked themselves why they should do it. Zuboff indicated that
the answer came from the employers rather than from employees.
Employers sought a theory of productive behavior which offered the promise
of engaging the spirit as well as the body of the worker. He argued that the
conceptualization of work ethic was necessary to ease the management of
the newly invented work organization.

Weber's theory:
According to Ali (2007) researchers have given increasing interest to work
ethic and the role of religion in pursuing economic gain and the wealth
accumulation after the publication of Max Weber works on the role of work
ethic in accumulating wealth and the rise of capitalism. Initially, Webers
theory of work ethic encompassed several positive elements of less leisure
and long working hours, hard working, perfection in doing job, feel pride in
the job, recognize achievement, wealth accumulation, thrift, frugality and
prudent in investment (Ali et al., 1995). Work ethic is very important because
it was proved has a positive relationship with organizational outcomes (Ali &
Gibbs, 1998; Engel, 1995).
Work ethic and its linkages with organizational commitment, job satisfaction
as well as individual and organizational variables have received considerable
attention in the literature (e.g. Putti et al., 1989; Oliver, 1990; Aldag and

Brief, 1975; Blood 1969; Kidron, 1978; Abboushi, 1990; Furnham and
Rajamanickam, 1992; Jones, 1997; Yavas et al., 1990; Beutell and Brenner,
1986; Elizur et al., 1991; Wayne, 1989). Such attention might be attributed to
the fact that work ethic, in particular, is believed to reflect an individual's
attitudes towards various aspects of work, including preference for activity
and involvement, attitudes toward monetary and non-monetary rewards, and
the desire for upward career mobility (Cherrington, 1980). Additionally, work
ethic facilitates
economic development (Congleton, 1991). It also induces employees to be
highly involved in their jobs (Randall and Cote, 1991; Fodor, 1990).
Nonetheless, much of the research on the work ethic has been carried out in
the West, with the focus on the Protestant work ethic (PWE). The concept of
the PWE was advanced by Weber (1958) who proposed a causal relationship
between the Protestant work ethic and the development of capitalism in
Western society.
Weber's theory related success in business to religious belief. He proposed
that the Protestant-Calvinistic faith had a spiritual thrust towards capitalism
and was based on the assumption that work and financial success were
means to achieve not only personal goals but religious goals as well (Kidron,
1978).

Weber's theory was introduced into psychology by McClelland (1961), who

offered a social-psychological explanation for the link between Protestantism
and capitalism. He subsumed the PWE concept into the need for
achievement concept which he saw as a basic dimension of personality
(Furnham, 1990).
However, the concept of the Islamic work ethic (IWE) has its origin in the
Quran, the sayings and practice of Prophet Mohammed, who preached that

hard work caused sins to be absolved and that ``no one eats better food
than that which he eats out of his work.'' For instance, the Quran often
speaks about honesty and justice in trade, and it calls for an equitable and
fair distribution of wealth in the society. The Quran encourages humans to
acquire skills and technology, and highly praises those who strive in order to
earn a living. The Quran is against laziness and waste of time by either
remaining idle or engaging oneself in unproductive activity. The ethics of
Islam counsels against begging and against living as a parasite on the labors
of others (Abeng, 1997).
The Islamic work ethic views dedication to work as a virtue. Sufficient effort
should go into one's work, which is seen as obligatory for a capable
individual.

Work Ethic:
Belief about work ethic differs across time and countries. Scholar began to
show an interest in the subject after Max Weber publicized the role of work
ethic in accumulating wealth and the rise of capitalism (Ali, 2007).
Cherrington (1980) concluded that the
essence of work ethic that derived from Weber theory contains element of
hard work,
long hours with little or no time for leisure, pride in work and a job well done,
an
orientation toward achievement as well as acquired wealth, along with
frugality, thrift
and wise investment. All the elements were practicing by organization in
Western world
and also were followed by Islamic regions itself.

Herzbergs (1996) hygiene/motivator theory:

For reward and recognition, it can be defined as benefits such as increased

salary,

bonuses,

and

promotion

which

are

awarded

as

public

acknowledgement of superior performance with respect to goals (Juran &

Gryna, 1993). Rewards for quality efforts appear to have a significantly
positive relation to employee morale (Kassicieh & Yourstone, 1998).
According to Herzbergs (1996) hygiene/motivator theory, recognition is one
of the four motivators, which can contribute to employee commitment when
it is present. Reward and recognition activities are valued by employees, and
therefore provide motivation or incentives. If executed appropriately, these
activities can, to a certain degree, secure employees commitment to their
jobs and make their jobs more enjoyable; thus creating an overall
commitment within the organization (Zhang, 2000). It could be hypothesized
that.
According to Schermerhorn et al. (2000), Frederick Herzberg theorized that
employee satisfaction depends on two sets of issues, which are hygiene
issue and motivator issue. As shown in Table 2.3, he developed the Twofactors Theory or known as the Motivator-Hygiene Theory.

Two-factors Theory:
Referring to this theory, hygiene factors are sources of job dissatisfaction and
these are associated with the environment in which people work, but any
improvement in these factors will only prevent the people from being
dissatisfied. Herzberg identified eight hygiene factors. The factor is
organizational policies.
Organizational

policies

will

guide

people

in

an

organization.

If

the

organization creates unclear or unnecessary policies, it will cause frustration

among the employees (Syptak, Marsland & Ulmer, 1999).

The next motivator factor is recognition. Syptak et al. (1999) believed that
every individual at all levels in the organization would like the organization
especially for those who did the job well. Therefore, acknowledgement to
those workers who show good performance can help to maintain their
satisfaction. Responsibility also helps to motivate people when their have
ownership of their work. Given more responsibility and authority to the
people to do their work does not only encourage the workers to do work
more efficiently, but also let the workers feel more confidently to themselves
(Syptak et al., 1999).
The next motivator factor in Two-factor Theory is advancement. The
organization can motivate workers loyal and good performance by giving
new title to reflect the level that they have achieved. Moreover, organization
can also support their workers further their education. This is not only
beneficial to the workers but to the organization as well because they will
produce more professional and knowledgeable employees (Syptak et al.,
1999).

Social Exchange Theory:

Exchange theory begun as a reaction against what was seen as an overly
macro level view of the world in the structural functionalist perspective.
Developed by George Homan (1910-1989), the theory focuses on the
dynamics of interpersonal relationships and reasons underlying individuals
choices; Homan suggested the best way to understand society role is by
examining human interaction, specifically the pattern of rewards and costs
that occurs within these relationship (Stockard, 2000).
According to exchange theory, social action is an ongoing interchange, or
exchange, of activity between rational individuals who decide whether they

will perform a given action based on its relative rewards or costs. Blau, 1964
also mentioned that reward and cost will yield enduring mutual trust and
attractions.
Homan referring rewards not only tangible things like money but also
nonmaterial things such as love, esteem, approval and affection (Stockard
et. al., 2000; Yukl, 1994). That is, we tend to believe that we, and others
should receive rewards that equal to what we contribute to a relationship or
interaction (Homan, 1961; Howard & Hollander, 1997; Vander Zanden, 1987).
In working environment, employee will expect some rewards like recognition,
promotion etc for their hard work; Jawahar and Hemmasi (2006) indicated
that when one party does a favour to another, there is an expectation of
some future return. Central to both social exchange theory and the norm of
reciprocity is the concept of unspecified obligation this is, obligation may be
enacted in the form of increased commitment to the relationship and over
time, a pattern of reciprocity evolves, resulting in perceive balance in
exchange relationship (Blau, 1964; Gouldner, 1960; Rousseau, 1989).

Social learning theory:

Social learning theory (imitation of behavior derived from social interactions)
has been linked to a variety of settings and a variety of human behaviors. In
these studies, it was found that four elements associated with social learning
theory were supported and may be related to workplace violence in one or
two ways (Alexander & Langford, 1992). The fist is internal to the
organization, where social learning may be associated with the culture or
environment of the organization.
The other is external, where the subject is influenced through family, society
and other environments outside the organization. In both instances, the four

major components of social learning and differential association (learnt

behaviors from deviant social groups) are present: imitations of admired
models, individual definition regarding deviant behavior, extent of differential
association and the extent of differential reinforcement (Akers, 1973).
Whether it is inside or outside the workplace, possible aggressors start the
violence for the acceptance or the rewards through their awareness of what
they see as acceptable or rewarded behavior (Gill, Fisher, & Bowie, 2002).