Pedagogical Orientation of Decision-Makers to Change the Training Implementation, Evaluation and Result Oriented Improvements in Developing Countries: A Public Sector Case of Pakistan

Abstract

The effectiveness of training is an abstract idea in Pakistan. We argue that in-formalized trainings are
conducted in a formalized structural environment of public sector in Pakistan; resultantly, the pedagogical
orientation of decision makers has become fragmented in the organizations and shrink to formality of
practices. The mainstream research articulates that ‘formality of practices’ affects job quality of employee
in the organization. Drawn from the pertinent literature review, learning transfer theory underpins the
assumptions that takes on the premise how mediation of certain variables affect training effectiveness. The
testing of hypotheses embarked on the application of multiple mediation as well as controls using bootstrap
method given by Preacher and Hayes’ (2008). The three potential mediators were taken into account in
context of public sector among learner readiness, training evaluation and return on investment. Employing
a sample from Pakistani public organizations, an empirical evidence was acquired that supports the
presence of mediating effect. The quantitative findings indicated that training evaluation and return on
investment partially mediate between training program characteristics and workplace environment.
Surprisingly, learner readiness did not show mediation for which future research may conduct qualitative
investigation by the constructionists. The quantitative findings lay the need of critical reorientation of
training through evaluation that has implications for management and practionerss. The empirical
investigation draws on to propose a new TAM theory that emphasizes on ‘Trainees Activation Management’
among Pakistani training population. The paper also discusses the role of TPC & WPE in augmenting
training effectiveness