INTRODUCTION:

To achieve the highest level of Training Organizations’ Performance in an ever-changing and competitive world, every organization, whether private or public, for-profit or not-for-profit, must be responsive to its clients and creative and innovative in delivering a product or service that distinctively satisfies clients’ needs^1,2,3.

Trainees can improve their day-to-day working skills with a suitable and need-based training⁴curriculum and training program. The ability to develop training curricula that meet the needs of a specific level of the civil servant, organize training programs, involve training supporting staff and their competencies, trainee comfort, and co-curriculum activities for leadership development are all examples of training organization performance.

Bangladesh Public Administration Training Centre is an apex public sector training institution that has provided training to civil servants at all levels⁵ to improve their competence to execute official duties and discharge their responsibilities as a method of service delivery⁶. In Bangladesh, the Ministry of Public Administration oversees acquiring and developing human resources via training. The function of the Bangladesh Public Administration Training Centre is critical at this stage⁷. On the other hand, the design of training programs has an impact on training efficacy⁸, thus qualified training personnel is required to administer the programs. Previous research has shown that efficient, qualified training experts have a favorable impact on training organization effectiveness⁹ and training effectiveness as well¹⁰.

Employee development via training and development is based on training curricula¹¹. A public servant became more efficient because of good training content and delivery method¹². As a result, training refers to various activities by which employees will gain new information and skills to better perform their job tasks^13,14 and an increase in training and development in an organization leads to higher organizational performance¹⁵. As a result, training and development are linked¹⁶ to improved organizational performance. Although, there may have or no relationship between training and performance¹⁷.

According to Sparrow and Cooper (2014), one of the measures of organizational effectiveness is the performance of the organization¹⁸. Regardless matter whether the climate is favorable or unpredictable, successful firms maintain their performance throughout time. The effectiveness of an organization is determined by its performance or the satisfaction of diverse stakeholders' requirements¹⁹. The best staff can contribute to organizational success²⁰. The ever-changing expectations of the clients are effectively addressed by a competent organization²¹. Additionally, employee connection training influences organizational success. As a result, the success of a training company is connected to employee engagement and devotion. Supportive and competent human resources contributed to the effectiveness of a training program by creating training materials, including curriculum design, presentations, classroom activities, and coaching²². Therefore, the relationship between training and staff improves organizational performance²³.

The study of Training Organization Performance (OE) is not addressed in the field of training institutions in both the public and private sectors due to its complexity or the lack of competency of training institution faculties, besides the job satisfaction varies among them²⁴. Public service delivery is shifting in new directions all around the world²⁵. The government of Bangladesh is also working hard to meet the needs of its citizens, whereas institutes need organizational preparedness and ensure service quality model²⁶. As a result, monitoring training organizations' performance is critical for assuring readiness to meet the growing demand²⁷. However, the study's objectives are to identify: i) the variables impacting BPATC's Training Organization Performance, as well as their effects; and ii) the portray managerial implications and policy suggestions for BPATC's Training Organization Performance.

ORGANIZATIONAL AND TRAINING PROGRAMME PERFORMANCE:

BPATC plays an important role in providing new information and skills to Bangladesh's public employees²⁸. BPATC has already used ERP software to streamline routine tasks such as administrative, trainee and faculty evaluations, store management, time management, and transportation management. Training Organization Performance refers to the ability of an organization's people and physical resources to achieve organizational goals²⁹. As a result, it is recognized that effective Human Resource (HR) has a clear impact on Organization Performance^30,31 which is leading to the development of various models. Since its founding in 1984, the BPATC has delivered 676 training courses, workshops, conferences, and seminars except for Special Foundation Training Course, with the most recent being in June 2021. The total number of real participants in all courses, workshops and conferences was 44793 up to June 2021. From 1984-85 to June 2021, the following table may be used to examine BPATC's training accomplishments and capacity utilization:

Table 1: Training Achievement since 1984-85 to June 2021

Name of the Courses/ Workshops/ Seminars/ Conferences	Nature of the Participants	No. of conducted Courses/ Workshops/ Seminars/Conferences	No. of attended Participants
FTC	Entry Level Civil Servants (Probationer)	71	14766
ACAD	Mid-level Civil Servants (Deputy Secretary)	132	3645
SSC	Senior-level Civil Servants (Joint Secretary)	97	2116
PPMC	Top-Level Civil Servants (Additional Secretary)	21	374
Workshops/Seminar/ Conferences	Different levels officials	349	23174
International Conference	National and International delegates	3	601
Policy dialogue	Top-Level Civil Servants (Senior Secretary, Secretary)	3	117
Total		676	44793

Source: PPR, BPATC, June 2021

Table 2: Major Courses Training Objective Performance Measurement Need to update 2021

Course Name	62^nd FTC	63^rd FTC	64^th FTC	65^th FTC	66^thFTC	67^th FTC	68^th FTC	69^thFTC	70^th FTC	71^st FTC
% Of Effectiveness	65.52	67.45	64.64	68.08	63.75	75.00	Not Organized in BPATC	77.74	Undone for Covid-19	74.66
Course name	123^rd ACAD	124^th ACAD	125^th ACAD	126^th ACAD	127^th ACAD	128^th ACAD	129^th ACAD	130^th ACAD	131^st ACAD	132^nd ACAD
% Of Effectiveness	Undone	85.71	86.66	78.04	84.76	89.14	89.75	93.29	94.28	92.51
Course name	88^th SSC	89^th SSC	90^th SSC	91^st SSC	92^nd SSC	93^rd SSC	94^th SSC	95^th SSC	96^th SSC	97^th SSC
% Of Effectiveness	89.80	80.80	85.60	85.17	91.40	86.12	84.54	92.08	88.72	90.58
Course name	12^th PPMC	13^th PPMC	14^th PPMC	15^th PPMC	16^th PPMC	17^th PPMC	18^th PPMC	19^th PPMC	20^th PPMC	21^st PPMC
% Of Effectiveness	85.33	83.33	74.67	83.50	79.00	91.00	91.25	86.00	96.75	Undone

Source: Evaluation Department, BPATC, June 2021

Training Objectives Assessment Result from different Courses:

At the end of every course, the appropriate department has surveyed on the efficacy of the training⁴¹. BPATC has calculated the following effectiveness of the course objective as per course end evaluation rated by participants. The effectiveness of course objectives was identified by 63 percent to 75 percent of FTC participants. Participants in the ACAD course said that the course objectives were effective in 78 percent to 94 percent of cases. SSC and PPMC participants have determined that the course objectives are 80 percent to 91 percent effective and 75 percent to 97 percent effective, respectively. The underlined result from the survey report is shown in the table below.

Training Programmes, Component and Hypotheses Development:

Training institutions are concerned with training programs, course material, content distribution techniques, and training program facilitation and procedure. Institutional excellence was achieved through a need-based training program and the distribution of training materials. The idea is that the outcome of a training program is determined by the training curriculum. BPATC organizes and conducts time and need-based research programs to keep training curricula up to date at all levels. Training and development, job design, on-the-job training, and employee growth through training were all found to have a substantial influence on organizational performance in Abbas's study³². As a result, the following theories have been developed:

H1: Effective training curriculum has an impact on human resource development as well as organizational development or organizational performance.

Training Staff Relationship and Training Organizational Performance:

Organizational goals, trainer support, and training staff collaboration, in particular, are critical for training organizational performance^33,34. Employee participation and training organization performance were found to be positively related³⁵ where a positive attitude and high performance of employees bring high performance. Without human resources, a company may be unable to achieve its objectives (HR). As a result, we came up with the following hypothesis:

H2: Support service staffs have a positive relationship with training organizational performance.

Trainees’ Comfortability and Training Organizational Performance:

BPATC as an apex training body in Bangladesh offers residential training programs. As a result, BPATC ensures trainees' comfort. BPATC's training programs include a ground field for games and sports, an indoor game hall for enjoying indoor games, a gymnasium for maintaining body fitness, and a swimming pool for learning to swim, a language lab, ICT and internet facilities, food and lodging facilities, library and reading room facilities, and transportation. As a result, the performance of a training organization is influenced by its physical facilities as well as the comfort of its trainees. As a result, here's what we came up with:

H3: Trainees’ comfortability has a positive impact on training organizational performance.

Trainees’ Co-curriculum Facility and Training Organization Performance:

In a training organization, the co-curriculum facility, in addition to training material, plays an important role in ensuring that trainees are fit and have a positive association with the training they have received. Other amenities, in addition to training curriculum discussion, are as vital in ensuring trainee satisfaction. As a result, according to a study report, physical facilities have an impact on organizational performance and effectiveness. Indoor games halls, outdoor fields, swimming pools, clinics, and a variety of other co-curricular facilities are critical to the success of a residential training program. Thus, we hypothesized:

H4: Co-curriculum training facility has a positive impact on organizational effectiveness.

Conceptual Framework:

The conceptual framework depicts the link between BPATC's dependent variable ‘Trainees Perspective’ and the independent variable ‘Training Organization Performance’.

Figure 1: Conceptual Framework

RESEARCH MATERIAL AND METHOD:

This research was carried out using a quantitative approach. Quantitative data was collected using a series of standardized questions. The collected data was evaluated with a statistical program (SPSS 26 version), and the findings were displayed in several tables.

Questionnaire Design and Scale

A questionnaire survey is used in this research. The survey was designed specifically for BPATC respondents who are legitimate BPATC service beneficiaries. To assess the success of the training organization, a 7-point Likert scale³⁶ questionnaire was designed and given. The scale ranges from 7 to 1, where 7=Fully Agree; 6=Moderately Agree; 5=Partially Agree; 4=Uncertain; 3=Partially Disagree; 2=Moderately Disagreed; 1=Fully Disagree.

Variable Measurement and Reliability:

Training Organization Performance: The performance of the training organization was measured with six items in this study: ‘clear strategic mission and vision’; ‘competent academic’, ‘training management’, and ‘support staff'’; ‘all level staff development programme’; ‘work innovation’; ‘strong work culture’; and ‘customer is highly valued’. Participants’ (Trainees’) perfective variable: The participants’ question set is mostly focused on training and training facilities. There are 24 questions in this section. These 24 questions were divided into four main factors in this study using exploratory factor analysis. Those are called: ‘training curriculum’; ‘training staff relationship’; ‘comfortability at BPATC’; and ‘extra curriculum facility’.

Training curriculum: Eight items are used to assess this characteristic. These are: ‘participant-centered curriculum design’, ‘update curricula’, ‘training techniques’, ‘innovative curricula’, ‘learning environment’, ‘competent guest resource person’, ‘competent in-house resource person’, and ‘component course management’.

Training staff relationship: It is based on a five-item scale. These are: ‘guarantee participants’ health care’, ‘regular communication with participants’, ‘BPATC has a clear strategic vision and mission’, ‘support staff is cordial’, and ‘training support staff is disciplined’.

Comfortability at BPATC (Physical facility): Three factors are used to determine comfort: ‘participant comfortable stay at BPATC’, ‘internet facility’, and ‘competent room boy’. This variable is measured with five items. Extracurricular (supporting) facility: This variable is measured with five items. ‘Dining facility’, ‘transport facility’, ‘competent games/sports instructor’, ‘sufficient games/sport facility’, and ‘sufficient library facility’, to name a few.

Sampling Procedure:

Participants were used to create the study's target population (who existed on courses during survey period 2016 and 2017). A purposive sampling technique was used in 63^rd Foundation Training Courses (n=318), 112^th Advanced Courses on Administration and Development (n=30), 80^th Senior Staff Courses (n=23), 11^th Policy Planning and Management Courses (n=15), and three consecutive special Foundation Courses for Department of Information and Communication Technology officials and Department of Registered Officials were held during the survey period (105). Among the 493 questionnaires, this study got 423 completed surveys that were valid. The response rate was 86%, which is a good result. The study's data collection was place from September 2016 to March 2017.

Data Analysis Procedure:

A linear regression model was employed to determine the connection between the dependent and independent variables in this study. As a result, one variable serves as an explanatory variable, while the other serves as a dependent variable. The dependent variable is ‘Training Organization Performance’, whereas the independent variables are ‘Training Curriculum’, ‘Training Staff Relationship’, ‘Comfort at BPATC’, and ‘Extra co-curriculum facility’. A modeler assesses whether or not there is a link between the variables of interest in this study by fitting a linear model to observed data. It should be noted that this does not necessarily mean that one variable causes the other, but rather that the two variables have a substantial relationship. The correlation coefficient is a useful numerical measure of the relationship between two variables. This correlation coefficient value falls between -1.00 and 1.00, indicating the strength of the observed data's relationship with the two variables. A collection of factors was derived via PCA and utilized in descriptive statistical studies. In addition, regression analysis is used in this study to determine impact factors and their variation on training organization performance in relation to dependent and independent variables.

The equation for a linear regression line is Y = a + bX, with X as the explanatory variable and Y as the dependent variable. The intercept (the value of y when x = 0) is a, while the slope of the line is b. For this study, analysis is utilized to draw inter- causal links between the independent and dependent variables in order to determine regression. Model specification for this study is:

Y=(β0+β1X1+β2X2+β3X3+β4X4) +e_i………...……. (i)

Here, β0: Constant

X1: Training curriculum

X2: Training staff relationship

X3: Comfortability at BPATC’

X4: Extra co-curriculum facility

e_i =Error

Y=Dependent variable, training organization performance

Reliability Test Result:

Because the items in this study were varied and measured on a scale, Cronbach's Alpha was employed to verify the general consistency of the items. The most essential outcomes for social or commercial research are variable items, internal consistency, and coefficient identification. Hair et al. (2006) proposed a Cronbach's alpha of .70, and Nunnally recommends a Cronbach's alpha of.50 or greater^37,38. The reliability result is listed in the table below. Cronbach's Alpha values vary from 0.00 to 1.00. Reliability ranges from.50 to.70, with greater than.70 being excellent³⁹. Alpha coefficients greater than 0.70 are regarded as satisfactory⁴⁰. The research has four independent variables and one dependent variable in this section. There are eight elements in variable 1, five in variable 2, three in variable 3, five in variable 4, and six in the dependent variable. Cronbach's alpha is used to assess the consistency or connection of variable elements. It has recommended that the result be supported.

Table 3: Reliability Cronbach’s alpha value results on training course variables

Variables	Items	Cronbach’s Alpha
FC1= training curriculum	8	.903
FC2= training staff relationship’	5	.964
FC3= comfortability at BPATC’	3	.661
FC4= extra co-curriculum facility	5	.733
OE=Org. performance	6	.908

RESULTS AND DISCUSSION:

The data analyses in this study are split into sections based on the survey instruments. The respondents are divided into two groups in Table 4: males and females. The man has the highest percent value (81.3%), while the female has the lowest (18.5 percent). This is a symbolic sample that hints to the male-to-female ratio. Women make up a smaller percentage of the civil service than men.

Table 4: Gender Distribution

Sex	Frequency	Percentage	Cumulative Percentage
Male	344	81.3	81.5
Female	78	18.4	100.0
Total	422	99.8
System	1	.2

N=423

Figure 2 shows how respondents were divided based on their involvement in various training courses while a trainee at BPATC. Respondents from the Foundation Training Course (58.6%), Special Foundation Training Course Participants (24.8%), Senior Staff Course (7.1%), and Advanced Course on Administration and Development (7.1%) were the most numerous among the training courses (5.4 percent). During the BPATC questionnaire survey, trainees from FTC outnumbered those from other courses. The total number of participants in this questionnaire survey was 319, and it was conducted by 63^rd FTC. The remaining courses, such as PPMC, SSC, ACAD, and MATT, had fewer than 30 participants.

Figure 2: Course-wise Respondents Distribution

Principal Component Analysis (PCA):

Participants were asked to assess BPATC as a whole and choose things on a Likert scale as BPATC service users. PCA is used for exploratory research and the creation of repeatable models. As a result, PCA decreased the number of items and identified the factors. To summarize PCA, the KMO result is required, and PCA should be performed using the Kaiser-Meyer-Olkin Measure of Sample test. For PCA, the following KMO result is recommended.

Table 5: KMO Test Results

KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy.		.932
Bartlett's Test of Sphericity	Approx. Chi-Square	5.131E3
	Df	276
	Sig.	.000

Scree Plot Description:

The Scree Plot is a collection of graphs that depicts the proportion of overall variation in a data set. The eigenvalues of a correlation matrix are plotted in descending order of magnitude. For the factor analysis, factors with an eigenvalue greater than one were selected, resulting in four factors with a single eigenvalue. The four factors curve in the illustration are identical.

Figure 3: Scree Plot for total variance explained

Variance Explained:

The exact factors that were retrieved are listed in Table 6. It discovered four components with more than one eigenvalue, accounting for 58.56 percent of all accounts. The eigenvalue of Factor 1 is 9.51, and it accounts for 23.17 percent of total variance explained. Factor 2 is responsible for 16.43% of the total variance explained, with an eigenvalue of 2.10. The eigenvalue of factor 3 is 1.33, and it accounts for 10.32 percent of the total variance explained. The eigenvalue of factor four is 1.10, and it accounts for 8.62 percent of the total variance explained. As a result, all the factors together may explain 58.56 percent of the total variation. Even though this SPSS result retrieved many variables, the remainder of these factors did not pass the test.

Table 6: Variance explained

Total Variance Explained
Component	Initial Eigenvalues			Rotation Sums of Squared Loadings
Component	Total	% of Variance	Cumulative %	Total	% of Variance	Cumulative %
1	9.517	39.653	39.653	5.563	23.178	23.178
2	2.106	8.777	48.429	3.944	16.435	39.613
3	1.330	5.540	53.969	2.479	10.327	49.941
4	1.104	4.599	58.569	2.071	8.628	58.569

Extraction Method: Principal Component Analysis

Table 7: Result of PCA with VARIMAX Rotation

Training programs component	Factors
Number of factors	1	2	3	4
Items	Training curriculum	Training staff relationship	Trainees Comfortability at BPATC	Trainees’ Extra curriculum facility
1. Curricula design for participants	0.780
2. Update curricula	0.769
3.training methods	0.789
4. Innovative curricula	0.804
5.Learning environment	0.672
6.Competent guest resource person	0.666
7.Competent in-house resource person	0.644
8.Competent course management	0.571
11.Participant comfortable stay at BPATC			0.790
12.Internet facility			0.720
13.competent room boy			0.504
14.Dining facility				0.414
15.Transport facility				0.412
16.Competent games/sport instructor				0.839
17.Sufficient games/sport facility				0.538
18.Sufficient library facility				0.531
20.Ensure participants health care		0.470
21.Regular communication with participants		0.501
22.BPATC has a clear strategic vision and mission		0.426
23.Support staff are cordial		0.664
24.Training support staff are disciplined		0.710

Extraction Method: Principal Component Analysis. Rotation Method: Varimax with Kaiser Normalization. a. Rotation converged in 7 iterations.

Factor Analysis Result:

The rotated component matrix eliminated three items from a total of 24 and retrieved four components with significant loading factors. Factor 1 is concerned with the ‘training curriculum’, factor 2 with the ‘training staff interaction’, factor 3 with ‘comfort at BPATC’, and factor 4 with the ‘additional co-curriculum facility’.

Training Curriculum:

The training curriculum is the first and most essential training course component (PC1). With an Eigenvalue of 9.517, the training program explains about 23.278 variations. ‘Designed training curricula’, ‘updated training course’, ‘appropriate training methods’, ‘innovative training curricula’, ‘learning environment’, ‘appropriate guest resource person’, ‘appropriate in-house resource person’, and ‘appropriate course management team’ all have high significant loading factors. The loading value's significant magnitude ranges from 0.571 to 0.804. The higher the factor loading, the more strongly these elements are linked to this factor.

Training Staff Relationship

The second important training factor is (PC2) ‘training staff relationship’. The PC2 has an Eigenvalue of 2.106 and explains 16.435 percent of the overall variation. ‘Discipline support training staff’, ‘cordial support staff’, ‘regular contact with trainees’, ‘strategic vision conveys to trainees’, and ‘ensure health care for trainees’ all have high significant loading factors. The loading value’s significant magnitude ranges from 0.426 to 0.710. The higher the factor loading, the more strongly these elements are linked to this factor.

Trainees’ Comfortability at BPATC:

The factor component (PC3) is connected to the ‘comfortability of the trainees at BPATC.' With an Eigenvalue of 1.330, the PC3 explains 10.327 percent of total variation. There are a lot of essential loading variables, such as ‘residence comfortability’, ‘internet facility’, and ‘adequate room service’. The loading value's significant magnitude ranges from 0.504 to 0.790. The fact that these items have a high factor loading implies that they are significantly linked with this factor.

Trainees’ Extra Curricula

The factor component (PC4) is linked to the ‘extracurricular activities of trainees.' The extra-curricular activities of PC4 trainees are explained by 8.426 percent of the total variance and have an eigenvalue of 1.104. ‘Dining facility', ‘transport facility', ‘games/sports facility', ‘games instructor', and ‘library facility' are all major loading factors. The loading value's significant magnitude ranges from 0.839 to 0.412. The fact that these items have a high factor loading implies that they are significantly linked with this factor.

Descriptive and Correlation Analysis

The Pearson Correlation was used to determine the relationship between the four variables associated with the training course as defined independent variables extracted from PCA (Principal Component Analysis) and the dependent variable, Training Organization Performance, and to determine their association. This finding elucidates the direct link between organizational success and training curriculum, training staff relationships, trainee comfort at BPATC, and trainee extra/co-curricular facilities. These correlation data imply that variables having a high correlation coefficient can be fit and explained. (Table-8).

Regression Model for Hypotheses Testing:

A simple regression model was performed with a dependent variable of Training Organization Performance and four training course-related variables to test Hypotheses (H1-H4). The regression result indicates that there is a positive and substantial association between organizational success and ‘training staff relationship’. At BPATC, other variables have no impact on Training Organization Performance.

Training Organization Performance has a strong association with total training course-related factors at BPATC, according to an analysis of variance (ANOVA). The regression equation had a strong correlation (+.948), and the corrected R-square explained 89.8% of the total variance. This large variation shows that training course-related factors play a significant role in BPATC's Training Organization Performance.

Table 10 shows that Training Organization Performance has a very positive and significant association with the ‘training staff relationship' variable, accounting for 93.9 percent of the total variation explained. Except for the measure "comfort at BPATC," all factors have a favorable impact on organizational effectiveness, although none of them are statistically significant. This study also includes a co-linearity test to confirm multiple-correlations and variance inflation components. A tolerance of less than 0.2 or 0.1, as well as a VIF (variance inflation factor) of more than 4.0, is considered a possible indication of multi co-linearity. As a consequence, this study's findings revealed that multi-co-linearity was not an issue.

Overall, this study took a quantitative approach to achieving study goals and putting hypotheses to the test. As a consequence, a reliability test was done on the research dependent and independent variables as a measurement of variable items, and the results revealed that the variable items were extremely consistent. After that, the study used Principal Component Analysis (PCA) to decrease the number of items and variables investigated. As a result, PCA has identified four characteristics with a high loading value for the success of training organizations. The following variables have been identified as contributing to BPATC performance (from the perspective of the trainees): ‘training curriculum’, ‘training staff relationship’, ‘trainees’ comfortability at BPATC’, and ‘trainees’ extra-curricula facility’. However, BPATC offers full-time residential training. Not only the training content make trainees more efficient, but some co-curricular activities (such as organized sports, cultural functions, arranging seasonal festivals, souvenir publication, national days activity, and so on) improved leadership quality and capacity development for managing day-to-day workplace activities.

In addition to component analysis, this study used a correlation matrix to discover that variables are substantially related to one another. Furthermore, the regression analysis findings supported hypothesis 2, which is that there is a link between training personnel and organizational success. The rest of the assumptions have little bearing on the training organization's success. However, they are also the most essential component. The model showed that the equation is strongly associated, with an adjusted R-squire of 89.8% of the total variance, implying that training organizational performance is influenced by training curricula, training staff relationships, trainee comfort, and training co-curriculum activities.

CONCLUSION:

The organization is better than previously in the shape of a virtual organization. There is still a need for hierarchical organization. No organization can be considered as such without a clear aim or goal. Human resources (HR) and material resources (MR) are thus the primary concerns for organizational performance to attain those aims or objectives. Furthermore, in order to control such resources, laws, regulations, and work processes are required to obtain products or services. As a result, Training Organization Performance is the notion of accomplishing the organization's goals. Training organizations confront problems as well in the changing global context. Talented HR is required to address the difficulties and make an organization effective. Notably, to provide effective training input, training materials must be well-developed and up to date. Finding updated training curricula through research output is, without a doubt, a requirement.

Furthermore, organizational performance was assessed against all four factors (‘training curriculum’, ‘training staff relationship’, ‘trainees' comfortability at BPATC’, and ‘trainees' extra curricula). Only one of the stated hypotheses is proven to be correct, while the other three variables are shown to be incorrect. The correlation matrix, on the other hand, shows that all variables have strong relationships. All of the factors have high loading values, according to the PCA and VARIMAX rotation tables. The descriptive pattern revealed that the tabular value is less than the high mean value and chi-square computed value. The summary of the regression model was significant (p.01), explaining 89.8% of the total variance. The correlation of the regression is strong (+.948).

MANAGERIAL IMPLICATIONS:

Training Need Analysis (TNA): Bangladesh Public Administration Training Centre is the country's premier public-sector training facility. The training program should be created in accordance with the skills and knowledge required to achieve national goals and objectives. As a result, it is more necessary to detect gaps while designing training programs, methodologies, and material. TNA should be done according to the level of public workers or the training programs that will be held.

Post Training Utilization (TPU): The outputs of training must be transferable to the job. As a result, post-training evaluation is critical to the efficacy of the training. Learners gain skills, knowledge, and attitude (Perloff, 2016). Through training sessions. Training assessment may be determined by using a 360-degree feedback system. Individual work behavior modifications, superior feedback, and subordinate, customer, or colleague feedback are the three types of feedback. As a result, a training company must conduct a post-training impact study or assessment project to determine if the training had a positive and substantial influence on individual performance.

Training Staff Relationship: Well-disciplined training personnel, including support staff, has a substantial influence on training program performance, according to the report. This study's findings show that regular contact with trainees, a friendly connection, and a disciplined training staff are all necessary for a training course to work successfully. BPATC must cultivate friendly and harmonious connections with trainees to satisfy them. As a result, trainee satisfaction can serve as a barometer for the efficiency of a company.

LIMITATION AND RESEARCH DIRECTION:

The sample size was used to make inferences in this research. In terms of training data, the sample size was 423, which is still a small percentage of the total population. As a result, a larger sample size is required to determine trainee satisfaction with BPATC, and training courses provided by BPATC. Future research may focus on leadership and faculty development, both of which have a significant impact on the efficacy of a training institution like BPATC.

ACKNOWLEDGEMENT:

The authors are grateful to the respondents and BPATC for their cooperation in conducting and disseminating this study.

FUNDING AND CONFLICT OF INTEREST:

This study received GoB (Government of Bangladesh) funds for the purpose of conducting and disseminating its findings. There is no potential for a conflict of interest in this research and this is original research report.

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Received on 29.01.2022 Modified on 06.06.2022

Asian Journal of Management. 2022;13(4):269-278.

DOI: 10.52711/2321-5763.2022.00046

Variables	Mean	1	2	3	4	5
Organizational effectiveness	5.651	1	0.657^**	0.948^**	0.471^**	0.594^**
Training curriculum	5.096	0.657^**	1	0.680^**	0.383^**	0.518^**
Training staff relationship	5.573	0.948^**	0.680^**	1	0.506^**	0.627^**
Trainees’ Comfortability at BPATC’	5.368	0.471^**	0.383^**	0.506^**	1	0.504^**
Trainees’ extra curricula/co-curricular facility	5.830	0.594^**	0.518^**	0.627^**	0.504^**	1

Model	R	R Square	Adjusted R Square	Std. Error of the Estimate	F	Sig.
1	0.948^a	0.899	0.898	0.33538	931.978	0.000^a

Model		Unstandardized Coefficients		Standardized Coefficients	t	Sig.	Collinearity Statistics
Model		B	Std. Error	Beta	t	Sig.	Tolerance	VIF
1	(Constant)	0.116	0.122		0.953	0.341
	FC1	0.022	0.021	0.022	1.046	0.296	0.523	1.913
	FC2	0.984	0.025	0.939	38.797	0.000	0.412	2.429
	FC3	-0.012	0.017	-0.013	-0.716	0.475	0.684	1.462
	FC4	0.001	0.027	0.001	0.030	0.976	0.546	1.833