Abstract

Shan food industry is a flourishing company in the spices industry where it’s now leading and achieving success on the basis of their variety of spices .Above all the reason for Shan foods to rises suddenly in the industry is no doubt their performance is enhanced there would be many rezones but still Shan is at competing stage from National. This is a case study of Shan Foods. In this research I have try to find out the factors affecting transfer of training.
As I have conducted research at Shan Food, want to know that what’s the perception of the employees regarding their performance at work and the factors which affects transfer of training at Shan food industry. Whether these factors of transfer of training plays an effective or ineffective role in order to bring effective change into employee behavior after receiving training and applying it directly on actual job environment
The purpose of this research is to know that what kind of factors affecting the transfer of training at Shan foods industry. The cause of failure occurs which fails the transfer of training and employee may not able to direct apply their learned knowledge, skill and abilities on their actual environment. Certain factors are found in this research which actually affects transfer of training are supervisory support, peer support, technical support and employee self efficacy which has a correlation to the employee perceived performance. Other than that I have also find the strength of female and male perception about their performance and factors which affects their training implementation.
This research is quantitative and qualitative due to which I have used various techniques to gather data and software SPSS to analyze data, and for this I have used variables independent and dependent (supervisory support, peer support, technical support and self efficacy ) and dependent is (employee performance) and on the basis of this I have made questionnaire on likert scale . In Shan foods there are about 350 employee out of which I have randomly selected 109 employee to know the affect of factors on transfer of training on employee and I strongly found that supervisory support have a positive correlation with employee performance the way they learn new knowledge skill and abilities and apply it on their job as supervisory support increases a employee performance also increases after training, In the end of this research I have found that there is a 40% strength of association found between gender and their perceived performance for implementation of learned training and a positive correlation between supervisory support and peer support but moderate correlation between technical support and self efficacy so I recommended that Shan may better focus on their change and bringing new technology for their company as new knowledge skill may effectively and efficiently may be applied on their job and enhances their job performance

Key Words: Factors, Transfer of Training, Supervisor support, Peer Support, Perceived Performance

1. Introduction 2.1. Background Study:
This research is about the factors which affects the transfer of training of employees of Shan foods. Transfer of training is about the skills, knowledge, abilities which trainee acquire during training may able to apply these knowledge skill abilities properly on their job, because goals of training are not achieved unless transfer occurs. McGee and Thayer (1961) has argued that over learning refers to process of providing trainees with continued practice beyond the point where task has been performed successfully .But there are various factors which affect transfer of training and also very much responsible for the job performance of the employees about their work. Baldwin(1988) has argued that transfer of training refers to the degree to which trainees regularly apply to their jobs the knowledge, skills, behaviors, and attitudes learned in training” Gelada (2007) has argued that training transfer generally refers to the use of trained knowledge and skills back on the job.
Furthermore many organization working at Pakistan bear losses in terms of adopting new technology, change and competing from each other the reason of this are many more but here the main reason which shows is that human resource are the assets o the organization if they are not properly trained, if they not able to learn new technology and apply it on their job which automatically bring raise in their performance and this may also provide benefits to the organization as well. . As Morgeson ( 2005) has argued that the kind of transfer of training leads to significance to the organization as it helps to attain outcomes such as efficiency, profitability because nature of training provides a substantial impact on the employee performance and attitude.
So this study of about factors affecting transfer of training at Shan food industry is going to determine the factors affect on employee job performance in term of their productivity and helps to enhances the quality of human resources support to the organization 2.2. Problem Statement:
What’s the perception of the employees regarding their performance at work and the factors which affects transfer of training at Shan food industry? Whether these factors of transfer of training plays an effective or ineffective role in order to bring effective change into employee behavior after receiving training and applying it directly on actual job environment

2.3. Research Objective:
The main purpose of this research is to know that what kind of factors affecting the transfer of training at Shan foods industry.
•What are the factors which affects transfer of training at Shan food industry?
•Causes of failure of transfer of training at the employees end.
•What’s the relationship between the factors effecting transfer of training and employee perceived performance.
•What’s the relationship between male and female perception about their job performance after acquiring training. 2.4. Significance Of study:
This research may going to help Shan food industry to find out lacking occurs in their transfer of training process the kind of factors directly or indirectly affecting their employee’s perfoemcnes which actually leads to the bid effect on organizational performance and on them. Transfer of training may also brings change in employee behavior they gets the chance to learn new things which enhances their productivity.
So by conducting this research I may discover the correlation between certain facets which actually causes increase or decreases into employee performance and their learning process. There are many studies conducted on transfer of training but this research may go to provide value addition to the

2.5. Scope of the research:

Geographic:
The scope of this research is limited to the head office of Shan Food Industry which exist at korangi area
Time Horizon: * The time consumed for this research would be 4 months from March to June 2011, in order to conduct interview from supervisors . * Remaining time would be consumed for spreading questionnaire and collection time period may also require approximately 2 months as the sample size is 109 .

2.6. Limitation: * In this research I have got the limited permission from the HR manager of their company they doesn’t allow me to make fill questionnaire from more than 109 employee. * Other than that the time required for the research is also tough in which I may not able to reach to the main office o Shan food industry which exist at korangi * As budget was also a major issue which creates hurdles for me to continuously reach at Shan food industry and making continuous contact to the Assistant Hr Manager and Senior Manager in order to conduct interview on phone and by reaching at place * Transportation and other miscellaneous expensive enforces me to behave in a very control and reach at specific place.

* Another was the major limitation was about timings as am university student and office hours also approximately same of offices due to that I have to face lot of constraint in order to meet their employees and manager.

2.7. Report Structure:

In this research which is on Factors affecting transfer of training is consist of 8 chapter and ion each chapter there is a sub topic which put light on the research main area .Chapters for each of the section of the report which differently represent the report in Chapter 1 there is introduction about the research and about the Shan food industry for which am conducting research there is also included problem statement, background study, research objective, significance of study means how this research is useful or Shan industry for their excellence, limitations are included in this chapter which gives a brief introduction about the report basics. Now Chapter 2 starts its about literature review and conceptual framework in the is part I have mention the statements of other authors who previously conducted research about factors affecting transfer of training, furthermore from the literature review and from that the variables I have found are incorporated in the conceptual framework which are supervisor support, peer support, self efficacy and technical support. While in Chapter 3 Research methodology are covered in this part sampling techniques are described and reason for which type of research it is ,questionnaire are also discuss in this part .The kind of questionnaire are made reason for choosing questionnaire at likert scale. In Chapter 4 data analysis and finding which reports the descriptive statistics ,proportional statistic and the correlation and regression methods and chi square test in which dichotomous strength is find out of female and male an job performance ,which are used to analyze this research. Further more in Chapter 5 it’s about conclusion and findings in this part the result is defined with the support of previous researchers are mentioned. Chapter 6 and 7 is about area of research and reference and bibliography are added in the research. In the end there is Chapter 8 which is about Appendix which will represent the questionnaire which actually made and on the basis of it whole data is analyzed.

2. Literature Review:
2.1. Introduction:

2.1.1What is Transfer Of training?
Bhawani Shankar Subedi (2004) argued that the extent to which the trainee may maintains and apply his or her knowledge ,skill and attitude from the environment from where he learned and apply there learned knowledge skill and attitude on actual job environment effectively and efficiently thoughts as transfer of training. Furthermore the degree to which they implement their learning of a training department on to the actual job department of their firm confidently.
Baldwin and Ford (1988) has argued that positive transfer of training is the extent to which trainees may effectively apply the knowledge, skills and attitudes gained in a training context to the job .Transfer of training therefore, is more than a purpose of original learning in a training program. Furthermore transfer of training result however, are typically assessed by determining how trained skills have been sustained by the trainee after being on the job for some time.
Furthermore Goldstein I (1993) has argued that the program and the efficiency of the programs will leads to enhancement in to trainee performance by having all these training and by focusing on the willpower of the trainee.
James W.thacker (2005) has argued that transfer of training plays a significant role for the development of the trainee because its essential to design a training programs which is effective and efficient and takes place in the behavior of the employee to learn
Kevin (1988) has argued that transfer of training can be defined as the application of learned knowledge, skills and attitudes learned from training and following continuation of them over a definite period of time on the actual work environment. Furthermore this definition may expand the standard meaning of transfer which only be concerned about the effectiveness of learning in a training program . In spite of the urgent need for a better understanding of the training transfer process.
Noe (1986) has argued that the conceptual framework of the transfer of training has attracted a lot of experiential studies which investigates that individual characteristics, job attitudes and work environment affect the transfer of training are very influential on the empolyee behavior at the actual work environment Trainability is ``the extent to which the trainee may able to learn continuously and apply the learned material which is give emphasis to the training program on actual job the primary aim of the training is serving organization to accomplish its objective by addition of the value to its key resources, i.e. its employees.

2.1.2Importance of Transfer Of Training for Organization:
Devins (2005) has argued that businesses are now marketing themselves throughout the world because now usually business didn’t restricting their operation only to the local market. So firms are now facing high level of competition and rivalry in the changing environment and firms as well. In other word the competition is now becoming global and for this the company has to be strong to develop and become flexible. Training is the investment in organizational personnel, and an investment in staff is an investment in organization.
Brinkerhoff (2006) has argued that the best outcome of the transfer of training is that training helps to accomplish the objective of the organization to increase its capability and also of employees to succeed. Daniels (2003) has argued that training must be judged for its impact on organization and that impact may be in form of increased sales, increased market share, reduced operational costs, reduced absenteeism rate, or whatever other objective the training was designed to achieve.
Hawjeng (2010) has argued that training is also important as it expands the knowledge base of organization, helpful in implementing superior technology and innovation and learning from others better organizational operation, and organizational advancement.
2.1.3.Influence of factors on the motivation of transfer of training:
Mohammad & Yassine (2007) has argued that in today's workplace, employees need to improve their knowledge ,skill and ability constantly to be able to perform their jobs effectively and efficiently. Because organizations are looking to apply the most effective training strategies to ensure maximum performance and profitability. He further states that there is a relationship between environmental factors and motivation of transfer of training
Noe (1986) argued that trainees may be able to apply the knowledge and skills from training program place to workplace, there are certain transfer of training factors which may impact on their abilities to transfer these knowledge , skills and abilities ,environmental favorability is an important factor influencing the subsequent transfer of training. The study included both situational or task constraints and the perceived social support for training. 2.1.4.Implication Of KSA and the Employee Performance:
(Machin, 1999) has argued that the transfer of training refers to the process of the implementation of knowledge, skills, attitudes and other qualities acquired during a training program in order to improve productivity, effectiveness and job satisfaction .In order to prevent losses related with a decline in the performance of the employee on the actual work environment, it is essential to consider the transfer of training as a vital element of the training process which is implemented by managers .Baharim (2008) argued that the main purpose of the transfer of training is to enhance the return on investment from training. Therefore organizations must understand the factors related with transfer of training. Latham(1991) has argued that transfer of training is the degree to which trainees effectively apply the knowledge, skills and attitudes gained in training Furthermore, transfer of training outcomes is learning. Devins (2005) has argued that knowledge has become more and more important asset for most firms Therefore training is one of important methods to obtaining knowledge and skills.

2.1.5.Factors affecting transfer of training:
James Wthacker (2005)argued that once you have identify deficiency into your employee than its necessary to identify how much deficiency arise due knowledge , skill and abilities because many of the deficiencies arise due organizational forces rather than only lack o knowledge , skill and attitudes. Shahril Bin Baharim(2008) has argued that organizations are wishes to improve their return on investment from training must Understand the variables associated with transfer of training so that they can promote those which enable transfer and take place to limit those which reduces the transfer of training i. Supervisor Support:
James Wthacker (2005) argued that supervisor support is the factor which affect the transfer of training , supervisor has to understand the behavior of their trainee and then provide training to their trainee in a supportive way. Through research its been indicated that effective transfer takes place when supervisor provides trainee with desired outcome about successful completion of their training. ii. Peer Support:
James W thacker(2005) argued that peer support has a positive impact on the transfer of training because it depend on peers how experience they are and the way they motivate trainee to act according with learned knowledge skill and abilities. iii. Trainer Support:
James W thacker (2005) argued that trainer support is essential or influencing trainee to learn and may accurately apply on to the work environment .trainer demonstrate and involvement of trainer with their trainee after period of time and may discuss about transfer of training. iv. Technological Support:
Baldwin (1988) has argued that technological factors is also very important for the enlargement of the transfer of training and is implication on the workplace , as trainee been learning on the traininig at simulation and if after receiving training they may not get the same new technology which is been used for training . v. Reward System:
James (2005) has argued that valued results come from trainee enhance when the reward system uses properly to respond and make them feel good as been learning and implication of learned skills abilities actively in actual environment and with high rate of accomplishment. vi. Climate or transfer of training:
James (2005) has argued that for the successful transfer of training and conducive environment should also be provided to the trainee in which management behavior . reward system are playing vital role for the stability of organizational climate and enhancement of the transfer of training. vii. Conducive working environment:
James(2005) has argued that for enhancing the rate of transfer of training their should be presence of conducive work environment where it’s been easy for trainee to ask their doubt and act accordingly .May able to discuss issues to the peer groups. viii. Individual characteristics:
Lisa (2007) has argued that and individual characteristics may influence training result as one of the more perception in the psychology writing is that an individual’s ability and motivate and affect performance. Baldwin and Ford (1988) has argued that trainee characteristics personality, trainee ability, motivation effects were originally identified by training practitioners as factors affecting transfer of training ,further more observed trying of these characteristics was very rare in earlier transfer studies. The study of these characteristics had been increasing.
a. Cognitive Ability:
Lisa (2007) has argued that long existed for the influence of general and mental ability in the learning of the new techniques for the job. One of the most common and supportable findings in educational research is that far transfer is achieved by students with higher general ability scores. Furthermore it’s been examined which measure of intelligence best predicted training success and found that general intelligence was best. So its been found that cognitive ability clearly exerted an effect on trainee performance.

b.Self-Efficacy:
Salas and Cannon-Bowers (2001) argued that trainees makes judgments about their competency to perform tasks or self-efficacy, have also received strong support for influencing transfer of training. (Cole and Latham (1997) has argued that individual characteristic usually mentioned as self-efficacy. An individual’s belief that they can perform specific tasks and behaviors. Although confidence and self-efficacy are closely related concepts. It is well established that higher self-efficacy enhances learning outcomes and performance. It is also well established that self-efficacy in not purely inherent, and can be developed. Bandura (1982).Micheal jamesshas argued that self efficacy as judgments individuals make about their competency to perform. Trainees should be trained and aspire to maintain high selfefficacy and motivation to transfer, before and during training, as well as when returning to the workplace. According to Tai, illustrating to trainees the importance of training before they attend the programmer leads to increased self efficacy.

2.1.6.Transfer Of training Effectiveness and Learning:
Bramley P (1996) argued that transfer of training is the way to measure the productivity such as job satisfaction, and employee performance. there are a lots of qualitative and quantitative research which conclude that training effectiveness but transfer of training become fails if it may not able to meet organizational goals.
Rojid Shawkut (2010) has argued that learning as a relatively permanent change in behavior with behavior including both observable activity and internal processes such as thinking, attitudes and emotions.’ It is clear that Burns includes motivation in this definition of learning. Burns considers that learning might not manifest itself in observable behavior until sometime after the educational program has taken place
Bramley (1996) has argued that attitude of the trainee is also responsible for the transference of the training these are few attitude which are as follow firstly the trainee's level of confidence toward the new skill. Secondly Trainee's feeling about relevance of the new skill. Thirdly Trainee's potential to perform new skill Discipline of trainee Level of traine satisfaction with the new behavior Personal problems of the trainee Level of retention (memory) of learning by trainee.
(Misko, 1995) has argued that transfer of training should be refers to learn new skills or performing new tasks in situations that may differ significantly from the situations of original learning. Training conditions, which focus on far transfer, require learners to adapt the acquired knowledge and skills as guidelines to perform or learn in changed situations or new environments. Santos, A., & Stuart, M. (2003). Employee perceptions and their influence on training effectiveness.
Human Resource Management Journal, 13, 27–45.identified that, to be supportive, supervisions should generate a positive climate because it would be conducive for learning processes and should hold a level of conversations about the aims of the training and the application among the employee and trainer of the newly learned knowledge and skills.
2.1.8Reason of training failure and organizational culture:

Figure 1: Reason of training failure and organizational culture:
Forms of training failure
• Unskilled practitioner provides invalid training
• Skilled practitioner provides invalid training
• Skilled practitioner provides valid training but learning does not transfer
• Skilled practitioner provides valid training; learning transfers but failure perceived
Elements of culture
• work of art
• Patterns of behavior
• Behavioral norms
• Values
• Fundamental assumptions
Levels of organizational culture
• Organizational (dominant)
• Function
• Hierarchical level
• Line or staff
• Gender
• Profession
Characteristics of human resource development profession
• Systematic body of knowledge
• Performance standards
• Standardized training and restricted membership
• Formation of occupational associations

Source: Adapted from Training Failure as a Consequence of Organizational Culture 1998 p.143

Kay J Bunch (1998) as described above that failures effectiveness of transfer of training in an organization take place due to factors related to ineffective training within an organizational culture framework that provides insight into understanding organizational level limitation, in the above table there is a description of the factors which cause failure of the transfer of training in an organization in which the major cause are unskilled trainers which provides invalid training then another cause of failure is skilled trainer provides invalid training skilled trainer provides valid training but learning does not transfer skilled trainer provides valid training; learning transfers but failure perceived. After that there are other factors which leads to failure are a kind of pattern provided to the trainee ,behavioral norms values fundamental assumptions. In the end the role of organization also cause failure of transfer of training if management is dominant its functions, line of staff and gender biasness.
Tannenbaum & Yukl (1992)has argued that highly competent trainer may , ready to assess needs and evaluate results, which may be blocked by management’s due to there unwillingness to spend time and money on proper design. trainers face enormous pressure from organization leaders to hold close the most recent training fad ot quick fix.
Eddie (1999) has argued that they consider the sociopolitical situation of organizational subcultures and argue that the characteristics of the HRD profession has form a weak subculture that must suspend the ability of the more powerful subcultures. Furthermore HRD provides a basic training which is as planned programs of organizational improvement through changes in skill, knowledge, attitude, or social behavior.

2.1.7.A relationship between Training Failure & Org. Culture Model:
Kay J bunch (1998) has argued that training does not takes place in a empty space because even with the perfect design and having a enthusiastic trainees, positive change requires organizational support. Although the climate is a reflection of the culture.
Velada (2007) has argued that the influence of relationships within and between subcultures is central to understanding the persistent failure of training. Because of their membership in subcultures of limited power and status, HRD practitioners face a variety of challenges to the profession in general, to the function within the organization, or to the specific intervention.

FIGURE 2: A Model Showing the Relationship Between Training Failure and Manifestations of Organizational Culture and Subcultures

Subculture

Training Failure
HRD Culture

Dominate Culture

-------------------------------------------------

Source: Adapted from Training Failure as a Consequence of Organizational Culture 1998 p.147

2.1.8.Employee Perception and Transfer of Training:
Fakhar & Anwar (2010) has argued that training has a straight connection with the employee’s perception. On the whole training helps to provide an official and organized way for the adaptation of behavior through learning which occurs as result if education, training, development, & planned experience.
Michael Armstrong (2000) has argued that because of the practical plan of training, it is important to have training that is effective and efficient. Furthermore, studies have confirmed that it is more costly but effective training can save money that is wasted on cheap but inefficient training.
Daniels, S (2003) argued that the study of relationship of the employees’ training with empolyee perception is important for today’s managers because the modern business trends demands more efficiency, accuracy and effectiveness in less time and cost and this can be achieved only through design, development and deployment of excellent training programmers to the employees. Yamnill & Mc Clean (2001).has argued that transfer of training is a core issue with respect to linking individual change to the requirements of the organizational system. Therefore, if we believe that training truly makes a difference in organizational and individual performance, than they must understand how to support transfer of training in organizations
Fakhar & Anwar (2010) has argued thar there is found a significant relationship was found between the employees training and their resultant performance in accomplishing different tasks. It was found that those employees who have taken trainings were more capable in performing different task and vice versa

3. Conceptual Framework

Independent Variables Dependent VariablesSupervisor Support
Perceived Performance
Factors affecting transfer of training
Self Efficacy
Technical Support
Peer Support |
Figure3:Factors Affecting Transfer of training

4. Research Methodology:

This research is quantitative due to which I have used various techniques to gather data and software to analyze data on measurement scale. A record of questionnaire has been maintained for accurate measurement and analysis of data. I will describe that how main topic was selected, how I formulated the research questions.
I will explain the way that how I have collected the data concerning my business project. I will also describe the theoretical frame work which I have followed during my research and analysis.

5.8. Sampling technique :

The sampling is used in this research is random sampling from the current employee of Shan Food industry. The 109 questionnaire were distributed to the employees of the Shan foods at random basis which were collected after 2 weeks through the Assistant HR manager

5.9. Sample Size: The total population at candy Land Company is 350 and I will choose 109 employees to fill the questionnaire. Sampling would be done at basis of random sampling .so that every employee independently has the chance to be selected. 5.10. Research Type:

This is and qualitative and quantitative research and descriptive statistics are used in this research to analyze the univariate and data. As in this research am correlating the factors affecting transfer of training and their impact on the employee perceived performance of the employees due to that this research must be quantitative in order to get the level of measurement of increases and decreases in the job performance of the employee by the influence of the factors affecting transfer of training at Shan old industry. SPSS program is used to analyze the quantitative data which helps to correlate the variables and finding the strength of perceived performance of male and female employee about their job performance after acquiring training

Further more in qualitative research, descriptive statistics are used to describe the percentages of people agreeing or disagreeing from the statements which evaluates their perception about their job performance after acquiring training and the impact of factors on transfer of training affects.

5.11. Hypothesis:

Ho: peer support has no impact on employee performance
H1: Whether peer support impacts on employee performance

Ho: Whether supervisory support during performance appraisal impact employee performance
H1: supervisory support has no impact on employee performance

Ho: Whether technical support during performance appraisal impact employee performance
H1: technical support has no impact on employee performance

Ho: Whether self efficacy during performance appraisal impact employee performance
H1: self efficacy support has no impact on employee performance

Ho: Are females employee not satisfied from their performance at Shan
H1: Females employee has significant impact of training on their job performance.

5.12. Questionnaire:

The questionnaire I have made to conduct the quantitative research is on likert scale which is used to measure the responses made by employee and through their marked rating puts into the SPSS program . This likert scale questions are based on the independent and dependent variables . The questions I have made on likert were 12 out of 15 questions the remaining dichotomous questions were analyzed on the demographic basis (age, gender and working experience) by using univariate analysis.
The questionnaire was kept in a simple language so that a layman also understands the wordings of the questionnaire. The scaling were used from 1 to 5 which is from strongly disagree to strongly agree and on the basis of employee responses their analysis made on the SPSS through which I have found the correlation and regression between the independent and dependent variables and chi square analysis to in the strength of the gender on performance.

5. Data Analysis : 6.13. Demographic Analysis: 1. Age of Shan Industry employees?

up to 20 year | 20-30year | 30-40year | above40yeas | 6 | 7 | 5 | 2 |

As you have seen in the above chart that out of 109 there were 29 employee whose age is up to 20 years . Other than that there were 34 employees whose age is between 20 to 30 year , 20 employees whose age is between 30-40 year and in the end there were 26 employees whose age is above 40 whose been working at Shan food industry for a years .

2. Gender?

Males | Females | 68 | 41 | | |

As you have seen in the above graph that in my sample there were 68 males and 41 females which are totally selected at random basis.

3.Years of working at Shan Industry?

Up to 2 year | 20-30 years | 30-40 years | Above 40 years | 26 | 51 | 24 | 6 |

As you have seen in the above graph that the number years employee working at Candy land is about 26 employees working there up to 2 years , while 51 employees which are included in my sample size are working till 20 to 30 years ,other than that 24 employees working from 30 to 40 years and the remaining 6 working at shan food industry above 40 years

6.14. Proportional Analysis:

4.My Performance is better than my colleagues

Strongly Disagree | Disagree | May Be | Agree | Strongly Disagree | 0.00% | 12% | 33% | 44% | 20% |

As you have seen in the above pie chart that 0.00% employee disagree about their job performance is good in comparison with other employee while 12% employee is totally disagreeing about their own performance in comparison with other employee. Furthermore 33% are not sure about their job performance whether good or bad .Although 20% are agree that they are satisfied from their job performance in comparison with other employee.

5.I am satisfied from my performance

Strongly Disagree | Disagree | May Be | Agree | Strongly Disagree | 0.00% | 16% | 33% | 40% | 20% |

As you have seen in the above chart that 0.00% employee are strongly disagree that they are not satisfied about their own job performance, again 33%empolyee are just disagree about their level of satisfaction about their own job performance, while 33% are not sure or don’t know whether they are satisfied or not about their perceived performance other than that 40% are agreeing that they are satisfied about their job performance and the reaming 20% are strongly agree that they are fully satisfied with their percieved performance.

6.My performance is better than other departments employees

Strongly Disagree | Disagree | May Be | Agree | Strongly Disagree | 10% | 14% | 34% | 33% | 18% |

As you have seen in the above paragraph that 10% employee are strongly agree that organization must have effective performance appraisal in their organization while 33% are just agree that their performance is better than other department employee job performance while 18 % are strongly agree about their performance after acquiring training.

7.Supervisor supports and encourages to apply KSA at job

Strongly Disagree | Disagree | May Be | Agree | Strongly Disagree | 10.00% | 13% | 40% | 32% | 14% |

In the above pie chart you can see that 10% of employees at shan are strongly disagreeing that they didn’t got the level of encouragement by the supervisor to apply their learned knowledge skill and abilities at their actual job .while 32% are just disagreeing from it while 32% are agreeing that they receive encouragement to apply their learned KSA on actual job while 14 % are at strongly agreeing level of receiving encouragement by supervisor.

8.Appreciation by supervisor

Strongly Disagree | Disagree | May Be | Agree | Strongly Disagree | 10.00% | 19% | 28% | 40% | 12% |

In the above pie chart you can see that 10% of employees at shan are strongly disagreeing that they didn’t got the level of appreciation by the supervisor to apply their learned knowledge skill and abilities at their actual job .while 19% are just disagreeing from it while 28% are agreeing that they receive appreciation to apply their learned training on actual job while 40% are at strongly agreeing level of receiving appreciation by supervisor.

9.Colleagues support to apply learned KSA

Strongly Disagree | Disagree | May Be | Agree | Strongly Disagree | | 4.00% | 33% | 30% | 38% | 4% | |

In the above pie chart you can see that 33% of employees at shan are strongly disagreeing that they didn’t got the support by their peer to apply their learned knowledge skill and abilities at their actual job .while 30% are just disagreeing from it while 38% are agreeing that they get their colleagues support to apply their learned KSA on actual job while 4 % are at strongly .

10.Level of hindrance provided by colleagues

Strongly Disagree | Disagree | May Be | Agree | Strongly Disagree | 0.00% | 20% | 29% | 35% | 25% |

In the above pie chart you can see that 0% of employees at Shan are strongly disagreeing that they didn’t face the level of hindrance produced by their colleagues in order to apply their learned knowledge skill and abilities at their actual job .while 20% they face it, while 35% are agreeing that they get their colleagues usually produce hindrance to apply their learned KSA on actual job while 25 % are at strongly.

11.Support provided by existing equipment for implementation of training

Strongly Disagree | Disagree | May Be | Agree | Strongly Disagree | 3.00% | 3% | 12% | 32% | 47% |

In the above pie chart you can see that 3% of employees at Shan are strongly disagreeing that they didn’t got the support by their technical support to apply their learned knowledge skill and abilities at their actual job .while 3% are just disagreeing from it while 32% are agreeing that they get usually got technical support to apply their learned KSA on actual job while 47 % are at strongly.

12.Availability of technical equipments

Strongly Disagree | Disagree | May Be | Agree | Strongly Disagree | 4.00% | 13% | 41% | 30% | 21% |

In the above pie chart you can see that 4% of employees at Shan are strongly disagreeing that they didn’t got the support by their technical support to apply their learned knowledge skill and abilities at their actual job .while 13% are just disagreeing from it while 30% are agreeing that they get usually got technical support to apply their learned training on actual job while 21 % are at strongly.

13.Level of confidence of employee of training implementation

Strongly Disagree | Disagree | May Be | Agree | Strongly Disagree | 13.00% | 5% | 12% | 32% | 47% |

In the above pie chart you can see that the level of confidence employee perceive in order to apply their learned training at actual job are 13% are strongly disagree from it . While 5% just disagree whereas 12% are agree that they are confident enough it apply their learned skills on actual environment.

14.Feel confident to handle problem at work place

Strongly Disagree | Disagree | May Be | Agree | Strongly Disagree | 6.60% | 20% | 40% | 46% | 20% |

In the above pie chart you can see that the level of confidence to handle problem at actual environment, employee perceive in order to apply their learned training at actual job are 6% are strongly disagree from it . While 20% just disagree whereas 46% are agreeing that they are confident enough to handle problems at workplace and apply their learned skills on actual environment.

6.15. Co relational and Regression

As this research is quantitative so I have used SPSS software in order to analyze data , through which I may able to reject or accept the hypothesis.

Correlation between Perceived performance and Supervisor support

Correlations | | | percvperfrmce | supervisrsuprt | percvperfrmce | Pearson Correlation | 1 | .241* | | Sig. (2-tailed) | | .012 | | N | 109 | 109 | supervisrsuprt | Pearson Correlation | .241* | 1 | | Sig. (2-tailed) | .012 | | | N | 109 | 109 | *. Correlation is significant at the 0.05 level (2-tailed). |

Interpretation:
As the correlation coefficient =r , which ranges from -1 to +1 , that is r=.241* which means that this relationship is significant and this is positive relationship as supervisor support increases so employee perceived performance also increases . And on the second line p value is p < .005 which is p=.012 means that relationship is significant and we can reject the Ho .

Correlation between perceived performance and peer support

Correlations | | | percvperfrmce | Peersuprt | percvperfrmce | Pearson Correlation | 1 | .574** | | Sig. (2-tailed) | | .008 | | N | 109 | 109 | peersuprt | Pearson Correlation | .574** | 1 | | Sig. (2-tailed) | .008 | | | N | 109 | 109 |

Interpretation: As the correlation coefficient =r , which ranges from -1 to +1 , that is r=.574** which means that this relationship is significant and this is positive relationship as peer support increases so employee perceived performance also increases . And on the second line p value is p < .001 which is p=.008 means that relationship is significant and we can reject the Ho .

Co relationship Between perceived performance and technical support

Correlations | | | percvperfrmce | Techniclsuprt | percvperfrmce | Pearson Correlation | 1 | .031 | | Sig. (2-tailed) | | .550 | | N | 109 | 109 | techniclsuprt | Pearson Correlation | .031 | 1 | | Sig. (2-tailed) | .550 | | | N | 109 | 109 |

Interpretation:

As in the above correlation coefficient r= which ranges from -1 to +1 that is r=.031 which is a moderate relationship between technical support and perceived performed. And on the other hand p value is p>.05 which is p=.550 so we will retain with this statement we can’t reject null hypothesis. We are not confident that whether there is relationship between technical support and perceived performance.

Co relationship between perceived performance and Self efficacy

Correlations | | | percvperfrmce | selfeficacy | percvperfrmce | Pearson Correlation | 1 | .089 | | Sig. (2-tailed) | | .357 | | N | 109 | 109 | selfeficacy | Pearson Correlation | .089 | 1 | | Sig. (2-tailed) | .357 | | | N | 109 | 109 |

Interpretation:

As in the above correlation coefficient r= which ranges from -1 to +1 that is r=.089 which is a moderate relationship between self efficacy and perceived performed. And on the other hand p value is p>.05 which is p=.357 so we will retain with this statement we can’t reject null hypothesis. We are not confident that whether there is relationship between self efficacy and perceived performance.

Graph#1

Supervisor support and perceived performance graph

Interpretation:
As you have seen in the above graph the positive correlation has been seen which is significant and strongly shows that as supervisor support increases so employee perceived performance also increases. Which means that at Shan food industry employees receives supervisor support which may helps them to increase their job performance .As R2 =5.8% which means that employee performance in actual fits with e manager support shows 58% of variance on perceived performance of employee

Graph#2

Peer Support and perceived performance Graph

Interpretation:
As you have seen in the above graph the positive and moderate correlation has been seen which is significant and shows that as peer suport increases so employee perceived performance increses. .As R2 =4% which means that employee performance in actual fits with peer support shows 4% of variance on perceived performance of employee.

Graph#3

Technical support and perceived performance

Interpretation:

As you have seen in the above graph the positive and moderate correlation has been seen which is significant and shows that as technical support increases so employee perceived performance increases. .As R2 =8.5% which means that employee performance in actual fits with techincal support shows 8.5% of variance on perceived performance of employee.

Graph#4

Self efficacy and perceived performance Graph

Interpretation:
As you have seen in the above graph the positive and moderate correlation has been seen which is significant and shows that as self efficacy increases so employee perceived performance increases. .As R2 =8% which means that employee performance in actual fits with self efficacy shows 8% of variance on perceived performance of employee.

Regression:

Model Summary | Model | R | R Square | Adjusted R Square | Std. Error of the Estimate | 1 | .275a | .076 | .040 | .63602 | a. Predictors: (Constant), selfeficacy, supervisrsuprt, techniclsuprt, peersuprt |

Interpretation:

This table represent that as R2 =.076 which means that the predictors which are independent variables are just bringing 7.6% variation into dependent variable because R square is above than .250. ANOVAb | Model | Sum of Squares | df | Mean Square | F | Sig. | 1 | Regression | 3.437 | 4 | .859 | 2.124 | .083a | | Residual | 42.070 | 104 | .405 | | | | Total | 45.507 | 108 | | | | a. Predictors: (Constant), selfeficacy, supervisrsuprt, techniclsuprt, peersuprt | b. Dependent Variable: percvperfrmce |

Interpretation:
This table represents that as regression 3.437 and residual is 42.070 the independent variables really contributing in the variation of employee percieved performance. The main thing is that the relationship is significant about .083 .

Coefficientsa | Model | Unstandardized Coefficients | Standardized Coefficients | t | Sig. | | B | Std. Error | Beta | | | 1 | (Constant) | 2.304 | .578 | | 3.986 | .000 | | Supervisrsuprt | .211 | .081 | .255 | 2.600 | .011 | | Peersuprt | .023 | .095 | .024 | .245 | .807 | | Techniclsuprt | .053 | .062 | .082 | .850 | .397 | | Selfeficacy | .098 | .083 | .113 | 1.177 | .242 | a. Dependent Variable: percvperfrmce |

Interpretation:

This table represents that supervisor support, peer support, technical support and self efficacy are correlating with perceived performance and especially supervisor support is significant as .211 are positively correlating with perceived performance.

6.16. Chi Square Test

Case Processing Summary | | Cases | | Valid | Missing | Total | | N | Percent | N | Percent | N | Percent | Gender * percvperfrmce | 109 | 100.0% | 0 | .0% | 109 | 100.0% |

Gender * percvperfrmce Cross tabulation | | | | Job Performance | Total | | | | disagree | Nor agree or Nor Disagree | Agree | Strongly Agree | | Gender | Male | Count | 11 | 36 | 25 | 0 | 72 | | | Expected Count | 11.9 | 34.3 | 25.1 | .7 | 72.0 | | | % within percvperfrmce | 61.1% | 69.2% | 65.8% | .0% | 66.1% | | Female | Count | 7 | 15 | 13 | 1 | 36 | | | Expected Count | 5.9 | 17.2 | 12.6 | .3 | 36.0 | | | % within percvperfrmce | 38.9% | 28.8% | 34.2% | 100.0% | 33.0% | | 11.00 | Count | 0 | 1 | 0 | 0 | 1 | | | Expected Count | .2 | .5 | .3 | .0 | 1.0 | | | % within percvperfrmce | .0% | 1.9% | .0% | .0% | .9% | Total | Count | 18 | 52 | 38 | 1 | 109 | | Expected Count | 18.0 | 52.0 | 38.0 | 1.0 | 109.0 | | % within percvperfrmce | 100.0% | 100.0% | 100.0% | 100.0% | 100.0% |

Interpretation:

As you can see in the above table that there are total 72 male employees working at shan out of which 61.1% are not satisfied form their job performance, while 69% are just disagreeing from their job performance .Other then that 65% male employees and the 0% are strongly agree that they are satisfied from their job performance.
Whereas at shan 36 female employee works out of which 38% are disagreeing form their job performance, while 28% are not sure about their job performance where are 34% are agreeing hat their job performance is good enough in the end 33 females are not satisfied from their job performance.

Symmetric Measures | | | Value | Approx. Sig. | Nominal by Nominal | Phi | .401 | .487 | | Cramer's V | .284 | .487 | N of Valid Cases | 109 | |

Interpretation:

Now this table which is a phi Cramer table represents the measure of association between gender and their perceived performance is 40% means that yes there is moderate relationship with job performance and factors affecting transfer of training to their job.

Chi-Square Tests | | Value | df | Asymp. Sig. (2-sided) | Pearson Chi-Square | 17.528a | 18 | .487 | Likelihood Ratio | 16.683 | 18 | .545 | Linear-by-Linear Association | .135 | 1 | .714 | N of Valid Cases | 109 | | | a. 22 cells (73.3%) have expected count less than 5. The minimum expected count is .01. |

Interpretation:

In the above table the chi square is 17.528a which is also called alpha .As the p-value is greater than alpha such a , p>.005 which is p= .487 χ2= 3.740 so here we cannot reject the null hypothesis that is female employees are not satisfied from their job performance whereas we can assumes that males are more satisfied from their job performance than female.

5.5.Finding:
Through the above analysis its bee clear that there is a significant relationship between supervisory support and employee perceived performance which is positive correlation between supervisory support of transfer of training and perceived performance as r=.241* which exist between -1 to +1 . Whereas the p value helps to reject the null hypothesis Ho which is whether supervisory support during performance appraisal impact employee performance so I reject it and accepts H1 which represents that yes there an impact of supervisory performance on perceived perofemcne. After then another relationship which is between peer support and job performance is also significant positive which is r=.574** and p-value is .008 so we will again reject the Ho which peer support has no impact on employee performance and accept the H1 which means yeas there is impact of peer support exist on employee perofmence.After than there is also a positive correlation exist between technical support and job performance but it’s not that much significant and it’s a moderate relationship where r=.031 and p value is .551 which is p > .005 .Further more there is also appositive relationship exist between self efficacy and employee perceived performance but it’s a moderate positive correlation ship exist.
Whereas in regression test I have find out that regression test represent that as R2 =.076 which means that the predictors which are independent variables(supervisor support ,peer support, self efficacy and technical support) are just bringing 7.6% variation into dependent variable(perceived performance) because R square is above than .250 In the end Chi square test also conducted to find the level of strength between female and male perceived performed so here I have found that is 17.528a and p-value is greater than alpha such a , p>.005 which is p= .487 χ2= 3.740 so here we found female are not satisfied from their job performance.

6. Conclusion and Recommendation:

6.1. Conclusion:
This research is based on the factors affecting transfer of training at Shan food industry on which I have research and conduct 109 employees in order to respond to the questionnaire .and through the whole research it’s been clear that employee really believes that they have supervisor support as its found at Shan that their supervisor are much effective an efficient to give feedback and helps them o apply their leaned knowledge skill ability at their actual job and also helps to enhances their job perforemnce.Peer support also have a positive impact on employee performance at the time of transfer of training and provokes to apply their learned knowledge skill abilities at job. Transfer of training refers to the extent to which trainees apply the knowledge, skills, and attitudes gained from the training back to the workplace.
Due to which at Shan it’s clear that all factors which are independent such supervisor support, peer support, technical support and self efficacy has put variance on actual job performance of the employee. Which isR2= 4% technical support, R2=8.5% self efficacy. R2= 8 % supervisor support which represent that these factors somehow effects employee perceived performance.
According to Tannenbaum and Yukl (1992) has argued that the previous research and scientific literature available on transfer of training with focus on the influence of organizational situation is limited. From this research it’s also found that factors which effect transfer of training may direct affects organizational job performance.
Furthermore Krichkpatrik(1991) has argued that these evaluations are performed formally, through testing, or informally through observation, to determine if a behavior change has occurred into the employee behavior this evaluation helps to know whether people may use their newly acquired skills, knowledge, or attitude on the job.

6.2.Recommendation:

I would like to recommend from the above univariate and vicariate data analysis is that Shan food though have good supervisory support to their employees .they have also conducive environment for employee’s interactions well .but still there are some flaws which are producing hindrance for the excellence of Shan which are as follow.

* Shan industry should focus on providing time to time technical support to the employees as they learned on training so they may also soon get the chance to apply it soon on their actual job rather than waiting for long to apply their learned knowledge skill abilities. * As though contingency table it found that female staff is not mush satisfied from their job performance so it’s better to also focus to the female staff and their rights so their performance may also exceed. * After than they also provide incentives and rewards to the employee who quickly learns and start effectively applying their newly learned knowledge skills on their actual job environment. So that they may feel appreciative as well. * Through the response of the employees they do not feel much confident about their job performance by applying learned training on job so Shan may conduct discussion session to talk to the employees about their fear or problems they are facing due to which are not able to properly feeling confident about their job.

7. Aeras of Further research:
As in this research I have focused on the factors which affect on transfer of training on which director inderiaclt produce their effect on the employee perceived job performance and on organiationproductivity.Therefore there are also many areas on which research may be conducted which are effect of providing methods to the employees and their effected on the productivity of the employees so due to this research organizations of Pakistan may change their training methods if they are facing problems in order to deliver their goals to the employees to achive.Usually its found that employee may not feeling the importance of training so research may also be conducted on reasons for which employee feeling uncomfortable to learn new knowledge skill abilities for himself and for organizations betterment as well.

Reference and Bibliography:

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Appendix:

Questionnaire 1. Strongly disagree2. Disagree3. Neither agrees nor disagrees4. Agree5. Strongly agree |
1. Age----------------------------
Up to 20 years
20 – 30 years
30 – 40 years above 40 years 2. Gender------------------------
Male (1)
Female(2)
3. Since ------------- I am working at shan
Up to 2 years
2 -6 years
6 -10 years above 10 years

4. My performance is better than my colleagues performance ? Strongly disagree | 1 | 2 | 3 | 4 | 5 | Strongly agree |

5.I am satisfied with my performance because it is mostly good? Strongly disagree | 1 | 2 | 3 | 4 | 5 | Strongly agree |

6. My performance is better than workers of others department workers? Strongly disagree | 1 | 2 | 3 | 4 | 5 | Strongly agree |

7. Supervisor sets goals for me who encourages me to apply my learned knowledge skill and ability on job? Strongly disagree | 1 | 2 | 3 | 4 | 5 | Strongly agree |

8 Supervisor appreciates me for performing on the job effectively as learned? Strongly disagree | 1 | 2 | 3 | 4 | 5 | Strongly agree |

9.My colleagues encourage me to use the skills I have learned in training? Strongly disagree | 1 | 2 | 3 | 4 | 5 | Strongly agree |

10.Does level of hindrance produces by peers effects me to apply learned skills?

Strongly disagree | 1 | 2 | 3 | 4 | 5 | Strongly agree |

11.Does the existing equipments allows you to apply the skills as learned on training? Strongly disagree | 1 | 2 | 3 | 4 | 5 | Strongly agree |

12.Tools which are required to perform a job are usually made available? Strongly disagree | 1 | 2 | 3 | 4 | 5 | Strongly agree |

13.Because of the training i consider my self more confident in what I do at work. Strongly disagree | 1 | 2 | 3 | 4 | 5 | Strongly agree |

14.Am confident enough to handle problems which takes place at work place , after training? Strongly disagree | 1 | 2 | 3 | 4 | 5 | Strongly agree |