panel of examiners approval sheet
TRANSCRIPT
i
PANEL OF EXAMINERS
APPROVAL SHEET
The Panel of Examiners declare that the Skripsi entitled “AN
ANALYSIS OF KIRKPATRICK’S MODEL ON HAIS
TRAINING DRILL TO MILL INITIATIVES TRAINING
EFFECTIVENESS AT QUARRY DEPARTMENT IN PT
HOLCIM INDONESIA” that was submitted by Dina Karamina
Irawan, majoring in Management from the Faculty of Business was
assessed and approved to have passed the Oral Examination on 16th
May, 2018.
Grace Amin S. Psi, M. Psi, Psikolog
Chair - Panel of Examiners
Maria Jacinta Arquisola Ph.D., MHRM
Examiner II
Ir. Erny E. Hutabarat
Examiner III
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SKRIPSI ADVISER
RECOMMENDATION LETTER
This skripsi entitled “AN ANALYSIS OF KIRKPATRICK’S
MODEL ON HAIS TRAINING DRILL TO MILL INITIATIVES
TRAINING EFFECTIVENESS AT QUARRY DEPARTMENT IN
PT HOLCIM INDONESIA” prepared and submitted by Dina
Karamina Irawan in partial fulfillment of the requirements for the
degree of Bachelor in the Faculty of Business has been reviewed and
found to have satisfied the requirements for a skripsi fit to be examined.
I therefore recommend this skripsi for Oral Defense
Cikarang, Indonesia, May 11th 2018
Acknowledged by, Recommended by,
Dr. Dra. Genoveva, M.M Ir. Erny E. Hutabarat,
MBA Head of Management Study Program Skripsi Advisor
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DECLARATION OF ORIGINALITY
I, declare that this Skripsi, entitled “AN ANALYSIS OF
KIRKPATRICK’S MODEL ON HAIS TRAINING DRILL TO
MILL INITIATIVES TRAINING AT EFFECTIVENESS AT
QUARRY DEPARTMENT IN PT HOLCIM INDONESIA” is to
the best of my knowledge and belief, an original piece of work that has
not been submitted, either in a whole or in a part, to another university
to obtain a degree.
Cikarang, Indonesia May 11th, 2018
Dina Karamina Irawan
iv
ACKNOWLEDGEMENT
In this oppurtunity I would like to praise my gratitude to Allah SWT bestowed upon
me grace and guidance to finished this skripsi and thank for all people who are give
their support, guideline, help and precious time from the beginning until finish this
skripsi, to all the listed below:
1. My parents for the endless pray, support and love that give me strength also
instill me positive mind so that i believe in myself i can finish my skripsi.
2. My skripsi advisor Ma’am Erny Hutabarat, who give her guidance, time
and patience to help me from the beginning until finish my skripsi.
3. My internship supervisor Mr. Yusuf Effendi who are willing to share
knowledge and give the time to give fully support of my skripsi.
4. My special thanks to my dearest friend Ni Made Dian Ramayani, Yuliana,
Janis Fazriyah for help me a lot with this skripsi and every joy and pleasure
we’ve been through.
5. My dearest friend, Rinika Elmanti princess of SPSS, Debby Mei Ekawati,
Marlinda and Naomi Putri, who are encourage and support me doing my
skripsi.
6. My dormmate Arisda Agustina, Intan Namira, Hanifah Amalia, Bela Citra,
Chintia Madya and Ghina Puspita for love, laugh, drama and everything
while we living together.
7. Febrina and Erick my friend during internship who always be there for me.
8. And all of the classmate, HRM 2014 that i can not mention each of you who
contribute in my university life.
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TABLE OF CONTENTS
PANEL OF EXAMINERS .................................................................................... i
SKRIPSI ADVISER ............................................................................................. ii
DECLARATION OF ORIGINALITY .............................................................. iii
ACKNOWLEDGEMENT ................................................................................... iv
TABLE OF CONTENTS .................................................................................... iv
LIST OF FIGURE ............................................................................................. viii
LIST OF TABLES ............................................................................................... ix
ABSTRACT ........................................................................................................... x
CHAPTER I .......................................................................................................... 1
INTRODUCTION ................................................................................................. 1
1.1 Research Background ....................................................................................... 1
1.2 Problem Statements .......................................................................................... 4
1.3 Research Questions ........................................................................................... 4
1.4 Research Objectives .......................................................................................... 4
1.5 Research Scope and Limitations ....................................................................... 5
1.5.1 Research scope ........................................................................................... 5
1.5.2 Research limitations ................................................................................... 5
1.6 Significance of Reseach .................................................................................... 5
1.7 Organization of The Research........................................................................... 6
CHAPTER II ......................................................................................................... 7
LITERATURE REVIEW .................................................................................... 7
2.1 Training ............................................................................................................. 7
2.1.2 Training Effectiveness ................................................................................... 8
2.2 Training Evaluation Kirkpatrick Model ............................................................ 9
2.2.1 Reaction .................................................................................................... 11
2.2.2 Learning ................................................................................................... 12
2.2.3 Behavior ................................................................................................... 13
2.2 Previous Research ........................................................................................... 14
2.3 Research gap ................................................................................................... 21
CHAPTER III ..................................................................................................... 22
RESEARCH METHODOLOGY ...................................................................... 22
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3.1 Theoretical Framework ................................................................................... 22
3.2 Research Flow ................................................................................................. 23
3.3 Hypotheses ...................................................................................................... 24
3.4 Operational Definition .................................................................................... 24
3.5 Research Instrument ........................................................................................ 26
3.6 Sampling Design ............................................................................................. 28
3.7 Data Analysiss ................................................................................................ 28
3.7.1 Validity Test ............................................................................................. 28
3.7.2 Reliability Test ......................................................................................... 30
3.8 Desciptive Analysis ........................................................................................ 31
3.8.1 Likert Scale .............................................................................................. 31
3.8.2 Mean ......................................................................................................... 31
3.8.3 Standard Deviation ................................................................................... 32
3.9 Classical Assumption ...................................................................................... 32
3.9.1 Normality Test .......................................................................................... 33
3.9.2 Multicollinearity Test ............................................................................... 33
3.9.3 Heterosedascity Test ................................................................................ 33
3.10 Multiple Linear Regression Model ............................................................... 34
3.11 Hypotheses testing ........................................................................................ 34
3.11.1 T – Test ................................................................................................... 34
3.11.2 F – Test ................................................................................................... 35
3.11.3 Coefficient of Determination (R²) .......................................................... 36
CHAPTER IV ...................................................................................................... 37
ANALYSIS OF DATA AND INTERPRETATION OF RESULTS ................. 37
4.1 Company Profile ............................................................................................. 37
4.2 Pre-test ............................................................................................................ 37
4.2.1 Validity test .............................................................................................. 37
4.2.2 Reliability test .......................................................................................... 39
4.3 Demographic Profile ....................................................................................... 40
4.3.1 Working Experience ................................................................................. 40
4.5 Classical Assumption Test .............................................................................. 41
4.5.1 Normality Test .......................................................................................... 41
4.5.2 Multicollinearity Test ............................................................................... 42
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4.5.3 Heteroscedacity Test ................................................................................ 43
4.6 Multiple Linear Regression Analysis .............................................................. 44
4.7 Hypothesis Test ............................................................................................... 46
4.7.1 T-Test ....................................................................................................... 46
4.7.2 F-Test ....................................................................................................... 47
4.7.3 Adjusted R-Square ................................................................................... 49
4.8 Discussion and Interpretation of Result .......................................................... 49
4.8.1 Training Effectiveness at Reaction Level ................................................ 49
4.8.2 Training Effectiveness at Learning Level ................................................ 50
4.8.3 Training Effectiveness at Behavior Level ................................................ 50
CHAPTER 5 ........................................................................................................ 51
CONCLUSION AND RECOMMENDATION ................................................ 51
5.1 Conclusion: ..................................................................................................... 51
5.2 Recommendation ............................................................................................ 52
5.2.1 For the company ....................................................................................... 52
5.2.2 Future researcher ...................................................................................... 52
References ............................................................................................................ 53
APPENDICES ..................................................................................................... 56
viii
LIST OF FIGURE
Figure 1.1 Cement Peer Valuation .......................................................................... 1
Figure 2.1 Training Process .................................................................................... 8
Figure 2.2 The Kirkpatrick Evaluation Model ...................................................... 10
Figure 3.1 Theoritical Framework ........................................................................ 22
Figure 3.2 Research Flow ..................................................................................... 23
Figure 3.3 Validity Test Formula .......................................................................... 28
Figure 3.4 Reliability Test Formula ..................................................................... 30
Figure 3.5 Mean Formula...................................................................................... 31
Figure 3.6 Standard Deviation .............................................................................. 32
Figure 3.7 Intepreting Correlation Size ................................................................ 36
Figure 4.1 Working Experience ............................................................................ 40
Figure 4.2 P-Plot Graph, Normality Test Result ................................................... 41
Figure 4.3 Histogram ............................................................................................ 42
Figure 4.4 Scatterplot – Heteroscedasticity Test .................................................. 44
ix
LIST OF TABLES
Table 2.1 Previous research .................................................................................. 14
Table 3.1 Operational Definitions ......................................................................... 24
Table 3.2 Interpretation of Corelation Coefficient................................................ 29
Table 3.3 Cronbach’s Alpha Consistency ............................................................. 30
Table 3.4 Likert Scale ........................................................................................... 31
Table 3.5 Interpretation Correlation Size .............................................................. 36
Table 4.1 Pearson’s Correlation Validity Test Results ......................................... 39
Table 4.2 Reliability Test Result ......................................................................... 40
Table 4.3 Multicollinearity Test Result ................................................................ 43
Table 4.4 Multiple Regression Test Result ........................................................... 44
Table 4.5 ANOVA Table, F-Test Significance Result ......................................... 48
Table 4.6 Coefficient Determination (R2) Result.................................................. 49
x
ABSTRACT
This study aims to find out the influence of Kirkpatrick model of training
effectiveness, which are reaction level, learning and behavior level in PT Holcim
Indonesia. This study used quantitative methods, used questionnaire in the form of
Likert Scale that distributed to 78 workers in Quarry Department to collect the data
and using the SPSS 23 to utilized data to test the relationship between variable. The
data were anayzed using multiple linear regression analysis. The result shows that
the reaction level is significantly influence, the learning level does not significantly
influence and the last is behavior level does not significantly influence toward
training effectiveness.
Keyword: Training, Reaction Level, Learning Level, Behavior Level and
Training Effectiveness
xi
1
CHAPTER I
INTRODUCTION
1.1 Research Background
In today tight competition, industry has to prepare for the competition among
existing and new business. This issue happen to PT Holcim Indonesia, as the third
biggest building material company in Indonesia based on Bloomberg finance has
experience lower profit and they has to reduce the cement prices.
Table 1.1 Cement Peers Valuation
Source: Bloomberg Finance L.P, DBS Vickers
An explanation by Prasetyo (2015) regarding the report shown that PT Holcim
Indonesia Tbk (SMCB) in 2015 net profit decrease of 73.46% to 372.31 billion
compared to 659.87 billion in 2014 and sales decreased from 9.48 trillion in 2014
to 9.24 trillion in 2015.
In addition, based on interview has conducted by CNN with Finance Director, Kent
Carson stated that in response to these conditions, the company has considered
measures to reduce additional spending and increase productivity, company has
initiated several programs in 2015 to streamline company’s operations, and ensure
that company will be able to operate more efficiently with reduced costs in order
to sustain profits in these weakened market conditions.
2
Meanwhile, Kent Carson added, the cost compared to the same period has
increased, due to the increase in energy costs, labor and raw material prices in
general, as well as the costs of capacity building and the addition of production
facilities in Holcim Indonesia.
Based on interview with People Development Specialist in PT Holcim said that
because this issue, company tend to more efficient and effective all of the sector
including degradation of 300 employees. One of the sector that being reduce is
training cost. To solve this issue, in PT Holcim there is a facilities of learning
named Holcim academy. Holcim Academy is the center for learning, functional
skills development, organizational improvement, and leadership and management
skills (retrieved: https://www.holcim.co.id).
PT Holcim Indonesia is the building material industry that has the operation of four
factories in Lhoknga - Aceh, Narogong - West Java, Cilacap - Central Java and
Tuban - East Java. PT Holcim Indonesia operate the business since 1971 at
Narogong plant or was known as “Semen Cibinong” before change into PT Holcim
Indonesia. In Narogong Plant is the company start the business and Narogong Plant
also is the first plant of PT Holcim Indonesia. As building material industry
Narogong Plant is the place of resources that producing the raw material of the
cement, aggregates and other product. The team has responsible to handle that is
Quarry Department. Quarry Department is the department that operating in
limestone mountains. Quarry department consist of the operator of dumb truck,
loader, dozer, drilling, grader, and crusher limestone. The business process is
dealing with mining, explosive and safety and health.
Related to the problem that explained before, due to the increase in energy costs,
labor and raw material prices in general, as well as the costs of capacity building
and the addition of production facilities in Holcim Indonesia. According to Holcim
Academy supervisor, the problem diagnose in Quarry Department are lack of unit
utilization that cause of the delay of produce the raw material and effect to the
excessive fuel use, lack of awareness of safety and health. Thus, to handle this issue
Holcim Academy Integrated Service to Quarry department to provide training
3
based on the problem occur. This training called as HAIS Drill to Mill Initiatives
followed by 78 workers of quarry operation.
The implementation of training that takes time and cost. Actually training is
important the important of training also stated in the article I paragraph 9 of the law
No.13 of 2003. Job training is the whole activity to give, gain, improve, and develop
work competence, productivity, discipline, attitude, and work ethic at a certain
level of skill and skill according to the level and job and job qualifications. Training
will enable employees to develop their work competencies, learn new skills, learn
to innovations related to their work, improve discipline, and increase productivity.
Qualified and reliable human resources are needed. Therefore, it is necessary to
develop a focused and planned human resource development.
In this research, the researcher focused on quarry operation departmet. Quarry
operation is an open pit system applied to mining industrial minerals or minerals,
such as: limestone, marble, granite, andesite and so on. Quarry can produce
materials or minerals in the form of loose / broken materials or in dimensional
stones. quarry is basically an open mining system that mines non-metallic minerals
or rocks, examples of materials typically mined on the quarry are: marble, granite,
and many others. (enginemechanics.tpub.com). This quarry operation training is
conducted in order to improve the technical skill, performance, and lack of unit of
utilization that impact to production, maintanance, operational cost, safety haul
road maintanace and safety and health. To know the training is effective, in this
research used Kirkpatrick framework to measure the training have a good result to
employees. Based on the kirkpartrick training evaluation model, there are four
levels of evaluation that are: level 1 reaction is to measure the satisfaction of
training participant based on training material, layout, facilities, trainer and
methods. Level 2 is learning determine the knowledge, skill and attitude to measure
the learning process in the training which is transfer of knowledge. Level 3 is
behavior determine the Thus, the researcher will take the title:
4
“AN ANALYSIS OF KIRKPATRICK’S MODEL ON HAIS
TRAINING DRILL TO MILL INITIATIVES TRAINING AT
EFFECTIVENESS AT QUARRY DEPARTMENT IN PT
HOLCIM INDONESIA”
1.2 Problem Statements
Based on the background of problems that will be discuss is to find out the
effectiveness training HAIS Drill to Mill Initiatives (Quarry Department) program
through Kirkpatrick model which consists of 3 level which are reaction, learning,
and behavior.
1.3 Research Questions
Based on problem statements above, this research is to find out the following
question as a follow:
1. Is there any significant influence of Reaction toward training HAIS Drill to Mill
Initiative effectiveness?
2. Is there any significant influence of Learning toward training HAIS Drill to
Mill Initiatives effectiveness?
3. Is there any significant influence of Behavior toward training HAIS Drill to
Mill Initiative effectiveness?
4. Is there any significant simultaneous influence of reaction, learning behavior
toward training HAIS Drill to Mill Initiative effectiveness?
1.4 Research Objectives
Based on research question, the objectives of this research are:
1. To find out if there is any significant influence of Reaction toward training
HAIS Drill to Mill Initiative effectiveness
2. To find out if there is any significant influence of Learning toward training
HAIS Drill to Mill Initiatives effectiveness
5
3. To find out if there is any significant influence of Behavior toward training
HAIS Drill to Mill Initiative effectiveness
4. To find out if there is any significant simultaneously influence of reaction,
learning behavior toward training HAIS Drill to Mill Initiative effectiveness
1.5 Research Scope and Limitations
1.5.1 Research scope
This research scope will discuss about the Kirkpatrick model on training
effectiveness, in the scope of reaction, learning and behavior.
1.5.2 Research limitations
In this research limitations the Kirkpatrick model that will be used is 3 level
evaluation which are reaction, learning and behavior, due to the limitation of gather
the data on which is confidential on the forth level. The militation are the workers
of quarry operation department who are join training HAIS Drill to Mill Initiatives
in PT. Holcim Indonesia. This research applied quantitative method by using
informal interview and questoinnaire distributed to 78 workers of quarry operation
in PT Holcim Indonesia to gather the data and conduct at Bogor, West Java.
1.6 Significance of Reseach
1.6.1 For Company
This research is expected to added value for company as an input and consideration
for agencies in an effort to improve employee performance and implementation of
future training programs.
1.6.2 For future researchers
This research is expected to expand knowledge and references about analyzing the
kirkpatrick training evaluation model and its implementation of a training program
especially in training Quarry Operational.
6
1.7 Organization of The Research
The result of this study are arranged in form of skripsi with systematic presentation
described into several chapter. Chapter I is Introduction, in this chapter consist of
background of research, problem statement, research questions, research scope and
limitation, research objectives, significance of research, and organization of the
research. Chapter II is literature review, in this chapter describe the theory that
became the foundation of writing and discussion related about the title, theoretical
framework, and hypotheses and research gaps. Chapter III is research
methodology, in this chapter discusses the methodology which is quantitative
method, research framework, operational definitions, research method, data
intruments, samples, statistical processing and data analysis. Chapter IV is
analysis and interpretation, in this chapter show the research results of data analysis
and interpretation from the methodology. Chapter V is conclusion and
recommendation, in this chapter containing the conclusion of the data analysis and
recommendation from the researcher for company and future researcher.
7
CHAPTER II
LITERATURE REVIEW
2.1 Training
According to Siagian (2008) explain the definition of training is the process of
learning to teach by using a particular technique and method conceptually it can be
said that the exercise is intended to improve the skills and work skills of a person
or group of people. Usually those who already work in an organization that
efficiency, effectiveness and productivity of work felt necessary to be improved
directed and pragmatic.
Based on Sudarmanto (2009) training is define a business that planned by the
company to facilitate learning employee-related competencies ". These
competencies include knowledge, skills and behavior which is deemed important
or directly affected employee productivity ". The main objective of the training is
to make the knowledge, skills and behaviors can be applied within daily activities
in the work environment.
Hasibuan in Indriyani (2015) stated that training is intended to improve the mastery
of various skills and techniques implementation of specific work, detailed and
routine. Training prepares the employees to do the work now. Development is an
attempt to improve capability technical, theoretical, conceptual and employee
morale as needed job / position through education and training. Education improve
theoretical, conceptual and employee morale skills. Training aims to improve
technical implementation skills employee work.
According to Mangkuprawira in Nursanti (2014), He argue that training for
employees is a process teaching certain knowledge and skills and the attitude of the
order employees are more skilled and capable in carrying out his responsibilities
are getting better in line with the standards.
8
2.1.2 Training Effectiveness
According to Effendy (2008) defines the effectiveness as follows:
"Communications that are the process reaches its planned objectives according to
its cost budgeted, time set and number of personnel specified" Effectiveness in the
sense above means that indicator effectiveness in the sense of achieving the goals
or objectives that have been determined before is a measurement where a target has
been achieved in accordance with what has been planned.
The figure below describe about the four phases of training process. Training
process as one of element that can affect the successful of training process. The
important thing in designing an effective training is to differentiate the stage based
in deliberation of its procedure.
Phase 4
Evaluation
- Reaction
- Learning
- Behavior
- Results
Phase 3
Implementation
- On The Job
- Off The Job
- Management
Development
Phase 1
Assessment
Needs
- Organization
Analysis
- Person
Analysis
Phase 2
Design
- Instructional
Objectives
- Readiness For
Training
- Learning
Principles
Figure 2.1 Training Process
(Adapted From Noe et al., 2011, see Golli, 2013)
9
The first action need to do is need assessment that covering several aspects such as
organizational analysis, person analysis and task analysis. The second action need
to do is design phase consist of instructional objectives, readiness for training,
learning principles. The third action need to do is implementation where conduct
on the job and off the job management development. The fourth is evaluation of
the training that will be assess at reaction level, learning level, behavior level and
the last is result level. Thus, for the further research that researcher analyze at the
3 level toward training effectiveness.
According to Barnard cited in Prawirosentono (2008) training effectiveness is the
dynamic condition of a series of tasks and functions execution process work in
accordance with the objectives and the proposed program policies.
The effectiveness of employee training is very important especially for developing
human resources. Training and development of human resources in companies,
organizations, educational institutions, or other institutions are conducted to
improve employee performance. (Noer, 2016)
According to Barnard cited in Prawirosentono (2008) there are several indicator
of training effectiveness such as:
1. Clarity of the program’s purpose
The systematic schedule of the training flow that tend to goals
2. Increased understanding and expertise
The change in behavior that can expert in certain condition
3. Proper training program
The suitable of the training that employee needs
2.2 Training Evaluation Kirkpatrick Model
Training evaluation kirkpatrick model designed by Dr. Donald Kirkparick and Dr
Jim Kirkpatrick since 1954 this model of training evaluation put forward three
reasons specific which are reaction, learing and behavior to evaluate the training
program to justify the existence of the training budget by showing how the training
10
program contributes to the organization's goals and objectives to determine whether
or not a training program is going on and to obtain information on how to improve
future training programs (Ramadhon, 2015)
According to Noe (2017) training evaluation refers to the process of collecting the
results needed to determine whether or not a training is effective in determining the
progress of a training program compared to the objective to be achieved.
Effective criteria are used for evaluating the training activities is focused on
outcomes. The managers and instructors need to be pay attention to the following:
reaction, knowledge obtained, behavioral changes and results or measurable
improvements. (Rivai & Sagala, 2010)
According to Kirkpatrick in the four level of kirkpatrick training evaluation model
described as follow:
Figure 2.2 The Kirkpatrick Evaluation Model (2009)
• Measures the level of participants' satisfaction with the training program that is followed
Reaction
• Measures the level of learning experienced by trainees
Learning
• Measuring the implementation of training results
Behavior
11
2.2.1 Reaction
In the first step evaluation is evaluate the reaction of the participant of the training
program by determine participants satisfaction of the training they joined. The
satisfaction in terms of mentor, material, mentor deliver the material and facilities
of the training room about the implementation of training, resource and training
environment. It is necessary to determine what is to be achieved, then design the
assessment sheet to measure the participants' reactions. Create standards and
measurements that will be used so that assessments by participants can be
compared with the standards. Immediate and honest answers from all trainees are
an assessment to get a response as soon as possible. The evaluation results of this
stage is an input especially for resource persons and training providers (Chapman,
2007).
The training program is considered effective if the training process that participants
participate in is fun and satisfying for the participants so they are interested and
motivated to learn, it is even possible that the participants will recommend the
training or other training in the place to friends in their office. Conversely, if the
training process is not satisfactory for the participants, they will not be motivated
to learn, or even reluctant to follow other training in the place (Ridwan & Suryono,
2015).
Satisfaction of the training participants can be measured from their satisfaction on
several aspects, such as the material given, the facilities provided, the learning
method used, the learning media used, up to the menu and the presentation of the
provided consumption (Wahyuni, 2014).
According to Kirkpatrick in Herdianti (2012), there are several indicator that
indicate the training effectiveness at reaction level such as:
12
1. Training material
Reaction or participant satisfaction regarding knowledge and technical
writing delivered in the training.
2. Layout
Reaction or satisfaction of participant regarding room arrangement and
facilities to support the in-class session
3. Facilities
Reaction or satisfaction of participants regarding facilities and
infrastructure that assist the implementation of the training
4. Trainer
Reaction or satisfaction of the participants regarding the person providing
or delivering the training materials
5. Methods
Reaction or satisfaction of the participants regarding systematic way to
facilitate the implementation of a training activity
2.2.2 Learning
In the second step is learning evaluation, in this level will be assess by determine
of knowledge, skill and attitude and measures the learning process in the training
which is the transfer of knowledge. This evaluation include pre-test conduct in the
first place of training program and post test at the end of the training program, the
participants will be asess by determine those 3, the results of the assessment
become the resource notes, so that action can be taken to improve the capacity of
the resource person or to replace it with another (Sopacua & Budijanto, 2017)
According to Kirkpatrick in Hikmawati (2012), there are several indicator that
indicate the training effectiveness at learning level such as:
1. Understanding of material
Ability that expects a person to be able to understand the meaning or
concept of a given training material
2. Improvement in knowledge
The situation that leads knowledge to better or superior progress
13
3. Development in knowledge
Gradual growth of learning that it become more advance
4. Skill improvement
The changes in skill while perform job
2.2.3 Behavior
In the third step is evaluate of the behavior that is how far the changes in behavior
happen of training program they joined. This degree often so-called transfer of
learning. The goal to be achieved at this level of evaluation is to ensure that training
has a positive effect on job performance. At this stage, participants will be analyzed
for their knowledge, skills and behavior in working in accordance with the training
program they follow and comparing the differences from what they did before and
after the training. (Rukmi et al, 2014)
This stage of measuring behavior is done by answering the questions that have been
given. Behavior change can happen immediately after the training because there is
an opportunity for it, but it cannot change because there is never a chance.
Implementation of evaluation at this stage should be able to allocate time to
determine behavior change. Likewise, the measurement of participants' behavior
before training is necessary, though it may be difficult. Therefore, the control group
is used whenever possible. There are several ways to measure post-training
behavior changes and questionnaires are a more practical way. It’s just that the
questionnaire design should be able to answer the desired data to measure behavior
change. It should be understood that if there is no behavior change at this stage,
then there will be no real outcome of the training and does not mean the training is
not successful, because this stage is related to the previous stage of the process of
knowledge transfer through learning. (Ma Rifah, 2013)
According to Kirkpatrick in Pereira (2013), there are 3 indicator that indicate the
training effectiveness at behavior level such as:
14
1. Implementation
The learning result that can be applied to daily job
2. Ability improvement
The changes in ability that performed to be better
3. Change in Action
The situation that can change employee to take an initiative or change the
activity that different from usual.
2.2 Previous Research
Table 2.1 Previous Research
No Title, Author, Year Problem Finding
1 Post-Training Behavior
Training Evaluation On
The Impatient Unit Nurses
At Pasar Rebo General
Hospital.
Yunita Hasri Herdianti
2012
Variable:
Training,
Evaluation,
Caring Behavior
Methods:
quantitative
Result show that some
trainees give a good
assessment for the
evaluation of the reaction
except in facilities aspect.
Perticipants knowledge
was increase on learning
2 Evaluation of “Service
Excellence” Training
Effectiveness At The
Harapan Kita Cardiac And
Blood Vessel Hospital
Jakarta
Dianur Hikmawati
2012
Variables:
reaction level,
learninig level,
behavior level,
result level
Methods:
Quantitative
From the result of the
research, it was found
that the training
evaluation picture on all
four levels showed good
result. However, the
evaluation on the
behavioral level shows a
negative result with the
category of behavioral
implementation that has
15
not met the standard of
service excellence as
much as 53.3%. From the
chi square test results, it
was found that the
variables related to the
effectiveness of the
training were the results
3 Evaluasi Pelatihan
Menggunakan Kerangka
Kirkpatrick (Study
Terhadap Instituto
Profissional De Canossa
Dili, Timor Leste.
Georgina Maria Madalena
Pereira
2013
Variable: SAP
Training and
Module,
Evaluation
Training, Model
Evaluation
Kirkpatrick.
Method:
quantitative
analysis
Descriptive
The results showed that
in reaction, most IPDC
employees rate agreed
with the training held. In
terms of learning, SAP
training activities and
Modules considered
successful by SAP
training participants and
Modules. SAP Training
and Modules impact
behavior IPDC
employees where the
ability of the employees
follow SAP and Module
for the better, and on
aspect of the result, most
of the teachers IPDC
capable
write SAP and Modules
and can create web
course after attending
SAP and Module training
16
which are given
3 Evaluating Training
E_Ectiveness In The
Malaysian Public Service
Ibrahim, Anesee
2008
Variable:
Training
Evaluation,
Malaysian
Public Service,
Kirkpatrick
Model.
Methods:
quantitative
Findings indicate that the
LQ needs to be modified.
Model fits of the other
two questionnaires are
also found to be not very
good. Work in this thesis
continues with methods
of comparing models
graphically, based on the
eigenstructures of the
covariance matrices. The
Learning Model which
forms the basis of the
Learning Questionnaire
is applicable to other
training institutes with
appropriate
modifications, while the
statistical method of
comparing
eigenstructures proposed
here is applicable to the
general multivariate data
analysis.
4 Training Professionals’
Usage and Understanding
Of Kirkpatrick’s Level 3
And Level 4 Evaluations.
Perri Estes Kennedy.
Variable:
Kirkpatrick
Model, Training,
Evaluation
The survey found that
43.47% of the training
professionals surveyed
conducted
Level 3 evaluations at
least some of the time,
17
August 2012
Methods:
quantitative
with only 26.08%
conducting them on more
than 60% of their training
interventions. At Level 4,
18.41% of the training
professionals conducted
evaluations at least some
of the time, with 13.15%
conducting them on more
than 60% of their training
interventions.
The research findings
indicated a need to
further explore how
training professionals
interpret Level 3 and
Level 4 and how they can
better develop their
evaluative expertise,
which in turn may
increase the effectiveness
in gaining organizational
support for evaluation
efforts.
5 Evaluasi Training Dengan
Menggunakan Model
Kirkpatrick
(Studi Kasus Training
Foreman Development
Program
Variable:
training
evaluation,
Kirkpatrick
Model, and FDP
training
Result of processing
data’s have shown that
trainee’s satisfaction
level was 77-83%. Pre-
test average point was
46,58%, and post-test
average point was
18
Di PT. Krakatau Industrial
Estate Cilegon)
Hendang Setyo Rukmi,
Dwi Novirani, Ahmad
Sahrul
2008
Method:
quantitative
58,50%. Based on
supervisors evaluation,
16 trainee (from 20
trainee) had better work-
behavior after
participating in FDP
Training. Based on staffs
evaluation,
all of trainee had better
work-behavior after
participating in FDP
Training. There was not
lateness
level decreasing, but
there was absenteism
level decreasing which
cause efficiency about
Rp10.727.273.
6 Implementasi Evaluasi
Model Kirkpatrick Pada
Perkuliahan Masalah Nilai
Awal Dan Syarat Batas
Syamsu Qamar Badu
FMIPA Universitas
Negeri Gorontalo
Variable:
Evaluasi Model
Kirkpatrick,
Asesmen
Kinerja,
Masalah nilai
awal dan syarat
batas
Method:
Qualitative
a. Implementation of the
Kirkpatrick Model
Evaluation on the subject
learning program The
initial values and the
boundary requirements
are very effective in
revealing the capabilities
possessed by the students
especially those related to
the competence of the
course.
19
b. Evaluation Model
Kirkpatrick Students are
able to make students
to apply the Concepts of
Initial Value and Terms
of Prerequisites
Specific limit in
modeling and simulation.
c. Course characteristics
form the basis for
establishing evaluation
tools
in learning. This is
related to the entire
disclosure
potential owned by
students.
d. Students'
understanding of a course
can not be measured
by using a traditional test
or simply prioritizing the
test
written, but performance
appraisal becomes an
alternative to knowing
students' ability as a
whole. Performance
appraisal with
using the scoring rubric,
can create learning that
20
active and creative for
students
e. In the learning process
required lecturers who
have ability to teach well,
and also able to do
effective evaluation.
Evaluation activities are a
part of nothing integral to
the planned learning
program plan.
7 Evaluasi Perilaku Dan
Hasil
Pelatihan Teknis Dasar-
Dasar Investigasi (Studi
Kasus Komisi Pengawas
Persaingan Usaha)
Nurul Riza Ma’rifah
2013
Variables:
Reaction,
Learning,
Behavior, Result
Method:
quantitative
Based on the result of T-
test analysis shows that
there is a change in terms
of behavior and
performance results of
trainees. Changes based
on the behavioral aspect
of the participants are
assessed to change
between before and after
training, indicated by the
-t values <-t tables of
good attitude ability,
communication,
leadership, participation
and organizing ability.
Based on different test
results T also, for terms
of performance results of
employees have
21
undergone changes
between before and after
the training is
implemented. This is
shown by the value of -t
arithmetic <-t table either
from the ability of quality
work and the speed and
speed of employees after
returning to their real
world of work.
2.3 Research gap
This study aims to analyse the influence of reaction, learning and behavior towards
training HAIS Drill to Mill Initiatives effectiveness in PT Lafarge Holcim
Indonesia.
The research gap related to the previous researches discuss above is this study
observing the building matrial industry in Bogor, compared to Yunita Hasri (2013)
discussed about post-caring behavior training evaluation in the field of medical
health care, Jakarta. Georgina Maria (2013) discussed training evaluation at
education field in Timor leste.
22
CHAPTER III
RESEARCH METHODOLOGY
3.1 Theoretical Framework
Figure 3.1 Theoretical Framework
Source: (Rondowunu, 2014)
The figure 3.1 explains the theoretical framework of this research. Reaction (X1),
Learning (X2), and Behavior (X3) as independent variables towards Training
Effectiveness (Y) as dependent variable.
Reaction (X1)
Learning (X2)
Behavior (X3)
Training
Effectiveness (Y)
H1
H2
H3
H4
23
3.2 Research Flow
Figure 3.2 Research Flow
Contructed by Researcher
NO
Data from PT. Holcim Indonesia
Problem identification and problem statement
Literature review
Construct questionnaire
Pre-test (validity and reliability testing)
Data questionnaire collection
Data analysis
Conclusion and recommendation
24
3.3 Hypotheses
Ha1: There is a significant influence of Reaction towards training HAIS Drill to
Mill Initiative effectiveness?
Ha2: There is a significant influence of Learning towards training HAIS Drill to
Mill Initiatives effectiveness?
Ha3: There is a significant influence of Behavior towards training HAIS Drill to
Mill Initiative effectiveness?
Ha4: There is a significant influence of Reaction, Learning and Behavior towards
training HAIS Drill to Mill Initiative effectiveness?
3.4 Operational Definition
Table 3.1 Operational Definitions
No
. Variable Definition Indicator
Questio
ns
1 Reaction
Assesses the reaction of
the participant in the
form of feelings,
thoughts and desires
about the
implementation of
training, resource and
training environment
(Kirkpatrick in Yunita
Hasri Herdianti, 2012)
Training material R1
R2
Layout R3
Facilities R4
Trainer
R5
R6
R7
Methods R8
2 Learning
Determine of
knowledge and skill to
measures the learning
process in the training
Understanding of
training material L1
Knowledge
improvement L2
25
which is the transfer of
knowledge
(Kirkpatrick in Dianur
Hikmawati 2012)
Knowledge
development
L3
L4
Skill improvement L5
3 Behavior
The behavior that is how
far the changes in
behavior happen of
training program they
joined.
(Kirkpatrick in Georgina
Maria Madalena Pereira,
2013)
Implementation B1
Ability
improvement
B2
B3
Change in action B4
4 Training
effectiveness
Effectiveness is the
dynamic condition of a
series of tasks and
functions execution
process work in
accordance with the
objectives and the
proposed program
policies
Barnard in
Prawirosentono (2008
Clarity of the
program’s purpose TE1
Increased
understanding and
expertise
TE2
Proper training
program TE3
.
26
3.5 Research Instrument
The research method is the way or way taken in connection with the research
conducted, which has systematic steps. According to Sugiyono (2010) states that
the research method can be interpreted as a scientific way of obtaining valid data
with the aim of being discovered, developed, and proven, a certain knowledge so
that it can be used to understand, solve, and anticipate problems.
According Darmadi (2013: 153), research method is a scientific way to obtain data
with a purpose of specific uses. Scientific means that research activities are based
on the characteristics of scientific traits that are rational, empirical, and systematic.
Based on the above exposure can be concluded that the research method is a
scientific way to obtain data with a specific purpose and usefulness.
This research is using quantitative method. The quantitative method is to research
on a particular population or sample, data collection using research instruments,
quantitative or statistical data analysis, with the aim to test the predefined
hypothesis. This research, there are 3 independent variables and 1 dependent
variable. This study aims to test the effectiveness of training
To gathering the data in this research instrument using questionner which consist 3
independent variable which are reaction, learning and behavior and 1 dependent
variable which is training effectiveness. Using likert scale to answer the
questionnaire by give check mark. The description of choice are SD = Strongly
Disagree, D = Disagree, N = Neutral, A = Agree, SA = Strongly Agree.
27
No Statement STS TS N S SS
REACTION
1 The training fullfill my knowledge that i need.
2 Training materials are clear and easy to
understand.
3 Training place including the layout set up are
fully supported the program.
4 The facilities are completed and ready to use.
5 Trainer has a full understanding of training
content
6
The trainer able to explains knowledge, use
comprehensive methods, give full attention, and
practice time management.
7 The trainer able to use attractive coaching
methods in delivering program materials
No Statement STS TS N S SS
LEARNING
1 My understanding of the given material is
increase
2
I understand the safety sign and the (Personal
Protective Equipment) in the operation of the
unit
3
I have an understanding of the basic knowledge
of how to operate and maintain the machine
safely and correctly
4 This training has developed my better
understanding in Quarry
5 My skill is improved after this training
No Statement STS TS N S SS
BEHAVIOR
1 I able to apply 10 “Golden rule” safety
principles that exist in mine operation
2 I know how take an action during the blasting
process will begin and thereafter
3
I able to carry out the unit operation procedure
which includes starting procedure, suttdown
unit, running unit in unattended position and
with charge and procedure safely
4 I able to identify and take an action
homogenizing with proper way
No Statement STS TS N S SS
TRAINING EFFECTIVENESS
1 I feel this training is beneficial for my job
improvement and I can apply it to my daily job
2 I feel this training change my knowledge and
skill regarding Quarry into a better way
3 I feel this training really suit with my career
development
28
3.6 Sampling Design
Researchers took samples with distributing questionnaires to 78 workers in quarry
department at PT. Holcim who attended the training HAIS Drill to Mill Initiative.
Sekaran & Bougie (2013) states that the sample frame is some of the populations
still have the same characteristics and characteristic with the population and able
to represent the entire study population. The sample frame is a physical
representation of all elements on population that describes the sample.
Sampling method used is by using non - probability sampling technique that is a
sampling technique of population members performed with taking into account the
strata in the known population previous. This study used sampling technique,
which is the selection of sampling unit based on subjective judgment or assessment
and not on the use of probability theory (Sugiyono, 2010).
3.7 Data Analysiss
To test the research hypotheses about The effectiveness of Training Quarry Operation
using Kirkpatrick Model, the researcher using quantitative method and the process of
managing data by using computer program social science statistics package SPSS 23.
3.7.1 Validity Test
This research does pre testing to the 30 employees that follow the training in PT.
Holcim, to make sure the questionnaire is understandable to the respondent.
The validity test states that the instrument used for get data in research can be used or
not. According to Sugiyono (2010) states that valid means the instrument can be used
to measure what should be measured.
Instrument validity test can use correlation formula. Correlation formula based on
Pearson Product Moment is as follows:
Figure 3.3 Validity test
Source: Ghozali (2012)
29
Where,
n = number pair of scores
∑xy = sum of the products of pair scores
∑x = su of x scores
∑y = sum of y scores
∑x²= sum of squared x scores
∑y²= sum of squared y scores
By the criteria of testing if rarithmetic > rtable with 𝑎 = 0.05 then the measuring tool is
declared valid, and vice versa if r arithmetic <r table then the measuring tool is invalid.
Validity test in this research performed using the program SPSS 23 for windows.
As an interpretive material of the correlation coefficients found large or small, it can
be guided by the following provisions:
Table 3.2
Interpretation of Correlation Coefficients
Sources: Sugiyono (2010)
30
3.7.2 Reliability Test
Reliable instruments are not necessarily valid. Reliable instruments is an instrument
which, when used several times to measure the same object, will produce the same
data. Calculations for looking for instrument reliability prices based on Suharsimi
(2008) stating that to calculate reliability can be used the alpha formula, namely:
Figure 3.4 Reliability Test Formula
Source: Arikunto (2009)
r1 = instrument reliability
k = number of item
Σσb = number of item variance
Σt = total of variance
According to Arikunto (2009), here are interpretation of the scale of reliability:
Table 3.3 Cronbach’s Alpha Consistency
Sources: Arikunto (2009)
31
3.8 Desciptive Analysis
According Sugiyono (2010), Descriptive analysis method is a statistic used to analyze
data by describing or describes the data that has been collected as is without any
intention make conclusions that apply to the public or generalize.
According to Sugiyono (2010), In this analysis discuss about:
a. Differential accounting information
b. Management decision making
3.8.1 Likert Scale
Table 3.4 Likert Scale
Source: Sugiyono (2010)
3.8.2 Mean
Mean is a typical value that represents the nature of or the central position of the data
set of values. The mean is used to find the average score of the score the total answers
given by the respondents, who arranged in data distribution. (Sugiyono, 2010)
Average calculation (mean) can be formulated as follows:
Figure 3.5 Mean Formula
Source: Sugiyono (2010)
32
x = mean
ΣXί = number of values x to i to n
n = number of samples
3.8.3 Standard Deviation
Standard deviation is a measure of deployment the most frequently used data.
Most data values tend to be within a standard deviation of the mean.
Figure 3.6 Standard Deviation Formula
Source: Ghozali (2011)
S = standard deviation
Xᵢ = the value of x to i to n
X = mean
n = total sample
3.9 Classical Assumption
A classical assumption test is required on a model that has been formulated by
examining the presence or absence of symptoms of multicollinearity,
heteroscedasticity, autocorrelation and normality.
33
3.9.1 Normality Test
Normality test aims to test whether in the regression model, disruptive or residual
variables have a normal distribution. if this assumption is violated then stastic test
becomes invalid (Ghozali, 2012). Normality test of data is done by using spss program
that is Kolmogorov Smirnov. Test the normality of data using Kolmogorov Smirnov
by comparing the asympatic signifcance with 𝑎 = 0.05. For this study the criteria used
are as follows:
a. If sig. (2-tailed) > 0.05, data distribution is normal.
b. If sig. (2-tailed) < 0.05, data distribution is not normal.
3.9.2 Multicollinearity Test
According to Ghozali (2012) test multicollinearity aims to test whether the regression
model found the correlation between independent variables (independent).
To test multicollinearity by looking at,
a.) VIF value is less than 10
b.) Tolerance value greater than 0.1
3.9.3 Heterosedascity Test
The heterocedasticity test aims to test whether in the model regression occurs variance
inequality from one observation residual to other observations. In this study, the test
is using the Plot Graph between the predicted values of the dependent variable
namely ZPRED with residual SRESID. Not occur heteroscedasticity if there is no
clear pattern, and dots spreads above and below the number 0 on the Y axis. (Ghozali,
2012).
34
3.10 Multiple Linear Regression Model
Hypothesis testing in this study using analysis multiple linear regression. This
analysis is used to know the influence of some independent variables (X) on the
dependent variable (Y). Multiple linear analysis was performed by coefficient test
determination, t test, and F test. The regression model in this study as the following:
Y = b0+ b1X1 + b2X2 + b3X3 + ε
Y = Dependent Variable (Training Effectiveness)
𝑎 = Regression Coefficient
X1 = Independent Variable 1 (Reaction)
X2 = Independent Variable 2 (Learming)
X3 = Independent Varibale 3 (Behavior)
ε = Coefficient Error
In this research, there are 3 independent variable which are reaction (X1), learning
(X2), and behavior (X3). The research objectives are to analysis the training
effectiveness in PT. Holcim Indonesia Bogor, West Java. The multiple linear
regression is used since the researcher only want to analysis between X1, X2,X3
and Y and also the relationship between X1 and Y, X2 and Y, X3 and Y.
3.11 Hypotheses testing
3.11.1 T – Test
According to Ghozali (2012) T-test is used to test the influence of independent
variables used in this study individually in explaining the dependent variable
partially. The basis of decision making used in the t test is as follows:
1. If the probability value of significance > 0.05, then the hypothesis is rejected.
The hypothesis rejected means that the independent variable has no significant
effect on the dependent variable
35
2. If the probability value of significance < 0.05, then the hypothesis is accepted.
The hypothesis can not be denied to mean that the independent variable has a
significant effect on the dependent variable
T test is used to test each variable free of bound variable.
Ho1 : ß1 = 0: There is no significant influence of Reaction towards training HAIS
Drill to Mill Initiative effectiveness?
Ha1 : ß1 ≠ 0: There is a significant influence of Reaction towards training HAIS Drill
to Mill Initiative effectiveness?
Ho2 : ß2 = 0: There is no significant influence of Learning towards training HAIS
Drill to Mill Initiatives effectiveness?
Ha2 : ß2 ≠ 0: There is a significant influence of Learning towards training HAIS Drill
to Mill Initiatives effectiveness?
Ho3 : ß3 =0: There is no significant influence of Behavior towards training HAIS
Drill to Mill Initiative effectiveness?
Ho3 : ß3 ≠ 0There is a significant influence of Behavior towards training HAIS Drill
to Mill Initiative effectiveness?
3.11.2 F – Test
According to Ghozali (2012). The F-test basically shows whether all independent
variables or independent variables included in the model have a mutual influence
on the dependent variable or dependent variable. To test this hypothesis use F-test
with criteria as followsL
1. If the value f is greater than 4 then H0 is rejected at 5% in other words accept
alternative hypothesis, which states that all independent variables simultaneously
and significantly affect the dependent variable
36
2. Compare the value of f calculation with f according to table. If the f value is greater
than f, then H0 is rejected and receives ha
F test basically indicates whether all the variables independent or free are included in
the model influence together to the dependent variable / bound. In this test also uses
a level of significance of 5% or 0.05.
Ho4 : ß1 = ß2 = ß3 = ß4 = 0 : There is no simultaneous significant effectiveness of
reaction level, learning level, behavior level, and result level on training quarry
towards training evaluation.
Ha4 : at least ß1 ≠ 0 : There is simultaneous significant effectiveness of reaction level,
learning level, behavior level, and result level on training quarry towards training
evaluation.
If p value less than 0.1 Ho4 is rejected but if the p value is more than 0.1, Ho4 is
accepted.
3.11.3 Coefficient of Determination (R²)
According to Ghozali (2012), Coefficient of determination (R2) essentially measures
how far the ability of the model to explain variations of variables dependent. The
coefficient of determination is between zero and one. R2 value which means small
ability of variables independent in explaining the variation of highly dependent
variables limited. A value close to one means variables independent provides almost
all the information needed to predict the variation of the dependent variable.
Table 3.5 Interpreting Correlation Size
Source: Burns &Burns (2008)
R2 Strength
0.90 – 1.00 Very high correlation Very strong relationship
0.70 – 0.90 High correlation Substantial relationship
0.40 – 0.70 Moderate correlation Moderate relationship
0.20 – 0.40 Low correlation Weak relationship
0.00 – 0.20 Slight correlation Relationship so small as to be random
37
CHAPTER IV
ANALYSIS OF DATA AND INTERPRETATION OF
RESULTS
4.1 Company Profile
Holcim Indonesia is a producer of cement, finished concrete, and aggregate leading
as well as integrated with the uniqueness and expansion of the franchise business
offers a comprehensive solution for the construction of houses, from the supply of
materials material to fast design and safe construction. Holcim is well known as a
pioneer and innovator in the listed sector of cement industry which grew rapidly in
line with the growth of the housing market, public buildings and infrastructure.
Holcim is the only manufacturer that provides products and services integrated
which includes 10 types of cement, concrete and aggregates. Now middle
developed a unique franchise business, namely Home Solutions, which offers
repair solutions and home construction at affordable cost with support more than
9,200 Holcim construction experts, a franchise that until the middle 2011 has
reached 351 outlets, and telephone number sales staff continues increases.
4.2 Pre-test
Pretest conducted on the respondents who become the research sample. The
number of respondents taken for pretest counted 30 people. Pretest is conducted to
find out whether the research instrument can be applied in further field research.
For it is also calculated the validity and reliability of the research instrument. To
determine them, the r-value must be exceed 0.0361 if the result is higher than the
r-value, the study can be continue to the reliability test.
4.2.1 Validity test
The researcher used Pearson Product moment Coefficient Correlation to find out
the validity of the questionnaire. The the calculation show if the r value is less than
r-table then the instrument or question items correlate significantly to the total score
38
otherwise valid. If the value of r is greater than r-table then the instrument or item
of question does not correlate significantly to the total score otherwise invalid. To
test the validity, questionnaire is spread to 30 people and to determine the validity
the value of minimum alpha (α) of each item should be 0.361 in the 0.05 level of
significance.
The validity test result shown below at each variable is more than the minimum
alpha (α) level and is considered valid.
By using significant level, (α) = 5% for two-tailed and n= 30 (reseracher uses 30
respondents as the sample pre-test), the deaf will be:
Df = n – 2 = 30 – 2 = 28
So, the researcher uses R-table to determine the validity of each statement has to
be more than 0.361 (see the APPENDICES). The Validity Test which is based on
communality is shown on Table 4.1
39
Table 4.1 Pearson’s Correlation Validity Test Results
Source: SPSS 23 Analysis Output
4.2.2 Reliability test
Reliability is a measure of internal consistency of indicators that indicate where
each indicator is consistent in its measurement. Cronbach’s alpha coefficient as a
general measure of internal consistency of multi-item scales. The table shown
below is the result of reliability test of 20 questions from 30 respondents. Based on
Variables Items Pearson
Correlation
R-Table
(5%) Remarks
Reaction
RE1 ,765 0.361 VALID
RE2 ,504 0.361 VALID
RE3 ,540 0.361 VALID
RE4 ,467 0.361 VALID
RE5 ,702 0.361 VALID
RE6 ,463 0.361 VALID
RE7 ,765 0.361 VALID
Learning
LE1 ,702 0.361 VALID
LE2 ,543 0.361 VALID
LE3 ,579 0.361 VALID
LE4 ,702 0.361 VALID
LE5 ,380 0.361 VALID
Behavior
BE1 ,834 0.361 VALID
BE2 ,857 0.361 VALID
BE3 ,684 0.361 VALID
BE4 ,834 0.361 VALID
Training
Effectiveness
TE1 ,495 0.361 VALID
TE2 ,685 0.361 VALID
TE3 ,523 0.361 VALID
40
Sekaran & Bougie (2013) Cronbach’s Alpha value is 0.6. so it can be conclud that
the consistency of all questions is acceptable.
Table 4.2 Reliability Test Result
Source: SPSS 23 Analysis Output
Variables N of
items
Cronbach’s
Alpha Remarks
Reaction (X1) 7 .844 Reliable
Learning (X2) 5 .794 Reliable
Behavior (X3) 4 .906 Reliable
Training effectiveness (Y) 3 .735 Reliable
4.3 Demographic Profile
4.3.1 Working Experience
Figure 4.1 Working Experience
8, 10%
26, 33%
15, 19%
19, 25%
10, 13%
Working Experience
3 - 5 year
6 - 8 year
9 - 11 year
12 - 14 year
> 15 year
41
The table above shows the demographic profile of the respondent (working
experience) which are 8,10% of the respondent working just 3-5 years, 26,33% of
the respondent are working for 6-8 years 15,19% of respondents working for 9-11
years, 19,25% % of respondents working for12-14, and last 10,13% working for
more than 15 years in PT. Holcim Indonesia.
4.5 Classical Assumption Test
4.5.1 Normality Test
Normality test aims to test whether in the regression model, disruptive or residual
variables have a normal distribution. if this assumption is violated then stastic test
becomes invalid (Ghozali, 2012).
The commencement of the analysis is by observing the Histogram and P-P Plot.
Figure 4.2 P-P Plot, Normality Test Result
(Constructed using SPSS 23)
42
That shows the spread of information around the corner to the corner and takes
after the slash. This means the respondent meets the polls or questionnaires
circulated normally. Therefore, it can be concluded that the regression model
information is to satisfy the allegation of Normality.
Figure 4.3 Histogram
(Constructed using SPSS 23)
As seen on the Figure 4.3, there is a bell-shaped line. This means that the data
have variation of value that make it is normally distributed.
4.5.2 Multicollinearity Test
According to Imam Ghozali (2012) test multicollinearity aims to test whether the
regression model found the correlation between independent variables.
43
Important indicator in this test is Variance Inflation Factor (VIF) and tolerance.
VIF value is always starting from 1 and no upper bound, Tolerance > 0.1 and VIF
< 10 = Multicollinearity.
Seeing all the variables have tolerance higher than 0.1 and VIF (Variance Inflation
Factor) less than 10, the data from table 4.3 has no correlation (No
Multicollinearity), which is good.
Table 4.3 Multicollinearity Test Result
(Constructed using SPSS 23)
Coefficientsa
Model
Unstandardized
Coefficients
Standardized
Coefficients
t Sig.
Collinearity
Statistics
B Std. Error Beta Tolerance VIF
1 (Constant) 1,548 ,752 2,058 ,043
RET 1,530 ,444 ,839 3,442 ,001 ,175 5,722
LET -,540 ,210 -,345 -2,565 ,012 ,575 1,740
BET -,376 ,335 -,251 -1,124 ,265 ,208 4,803
a. Dependent Variable: TET
4.5.3 Heteroscedacity Test
According to Ghozali (2012) Heteroskedasticity test is to determine whether in the
regression model there is a variance of inequality of residual observation with other
observations, if the residual variance is one observation of another different
observation which is then called heteroscedasticity.
44
Figure 4.4 Scatterplot – Heteroscedacity Test
(Constructed using SPSS 23)
This test is used to understand whether there is the same variance in the residual
data or not. If the points are widespread then multiple regression equations are good
because the residues have different variance. If there is a clear pattern then the
residual variance may have similar variance / close, which is bad.
Based on Figure 4.4, the points are scattered and widespread. There is a diagonal
pattern but it does not make too many patterns. Therefore, the data is good.
4.6 Multiple Linear Regression Analysis
Multiple linear Regressions is the most well-known type of the regression analysis.
As a prescient investigation, in some cases Multiple Linear Regressions is utilized
as a part of this examination to portray information and to clarify the relationship
between one dependent variable and at least two independent variables.
The table 4.4 below is the result of multiple linear regression using SPSS 23. This
is to know if the independent variable has significant influence toward dependent
variable
45
Table 4.4 Multiple Regression Test Result
(Constructed using SPSS 23)
Coefficientsa
Model
Unstandardized
Coefficients
Standardized
Coefficients
T Sig.
Collinearity
Statistics
B Std. Error Beta Tolerance VIF
1 (Constant) 1,548 ,752 2,058 ,043
RET 1,530 ,444 ,839 3,442 ,001 ,175 5,722
LET -,540 ,210 -,345 -2,565 ,012 ,575 1,740
BET -,376 ,335 -,251 -1,124 ,265 ,208 4,803
a. Dependent Variable: TET
Multiple Regressions formula:
Y = β0+ β1X1 + β2X2 + β3X3 + β4X4 + β5X5 + e
(Source: datascienceplus.com, 2016).
Based on Table 4.4 Coefficient Table, the regression coefficients that are
significant (<0.05) reaction, learning and behavior will be interpreted in the
standardized form of the equation as follows
Y = 1.548 + 1.530X1 + -0.540X2
Note `:
Y = Training effectiveness
X1 = Reaction
X2 = Learning
X3 = Behavior
The result on the Table 4.4 shows that the regression coefficients that the significant
is should be (< 0.05). There are 2 independent variables that significant towards
Training Effectiveness and 1 independent variable that has no significant influence
towards Training Effectiveness. Details as follows:
46
1. Reaction (X1) variable has multiple linear regression value of 1,530. In
which it shows that every increasing one point in reaction will be affecting
to the increase of training effectiveness value as many as 1,530 point.
2. Learning (X2) variable has multiple linear regression value of -540. In
which it shows that every increasing one point in learning will be affecting
to the decrease of training effectiveness value as many as -540 point.
3. Behavior (X3) variable has multiple linear regression value of -376. In
which it shows that every increasing one point in behavior will be affecting
to the decrease of training effectiveness value as many as -376 point.
4.7 Hypothesis Test
4.7.1 T-Test
From the table 4.4 show that the significant value each variable, here the result for
each variable:
1. Reaction (X1) Toward Training effectiveness
Ho1 : ß1 = 0: There is no significant influence of Reaction towards training HAIS
Drill to Mill Initiative effectiveness
Ha1 : ß1 ≠ 0: There is a significant influence of Reaction towards training HAIS Drill
to Mill Initiative effectiveness
It can be seen from the table 4.4 the coefficient regression for X1 (reaction)
obtained the value of 0.001 which is lower than the significant level of 0.05. This
indicates the variable of reaction has significant influence toward the dependent
variable training effectiveness then Ha.1 is accepted and Ho.1 is rejected from
hypothesis 1.
47
2. Learning (X2) Training effectiveness
Ho2 : ß2 = 0: There is no significant influence of Learning towards training HAIS
Drill to Mill Initiatives effectiveness
Ha2 : ß2 ≠ 0: There is a significant influence of Learning towards training HAIS Drill
to Mill Initiatives effectiveness
It can be seen from the table 4.4 the coefficient regression for X2 (learning)
obtained the value of 0.012 which is lower than the significant level of 0.05. This
indicates the variable of learning has significant influence toward the dependent
variable (training effectiveness), then Ha.2 is accepted and Ho.2 is from rejected
hypothesis 2.
3. Behavior (X3) training effectiveness
Ho3 : ß3 = 0: There is no significant influence of Behavior towards training HAIS
Drill to Mill Initiative effectiveness
Ho3 : ß3 ≠ 0 There is a significant influence of Behavior towards training HAIS Drill
to Mill Initiative effectiveness
It can be seen from the table 4.4 the coefficient regression for X3 (behavior)
obtained the value of 0.265 which is greater than the significant level of 0.05. This
indicates the variable of behavior has no significant influence toward the
dependent variable (training effectiveness).
4.7.2 F-Test
F-Test is used as a tool to determine whether the independent variables have
significant result on dependent variable simultaneously. The hypothesis can be
explained as follows.
1. Ho4 : ß4=0: Null hypothesis is accepted if the significance of the F value is
greater than 0.05. If the result
48
There is no significant influence of Reaction, Learning and Behavior towards
training HAIS Drill to Mill Initiative effectiveness
Ha4 : ß4 ≠ 0: Alternative hypothesis is accepted if the significance of F value is
less than 0.05
There is a significant influence of Reaction, Learning and Behavior towards
training HAIS Drill to Mill Initiative effectiveness
F- Test is also used to evaluate the simultaneously the effect of all independent
variable toward depended variable. In independent variable consist of reaction,
learning and behavior in PT Holcim Indonesia. This method used to measure if
there are significant effects independent toward dependent. If the F value > F table.
Ho.4 rejected and Ha.4 accepted. Oppositely, if F value < F table then Ho.4
accepted and Ha.4 rejected.
Table 4.5 ANOVA Table, F-Test Significance Result
(Constructed using SPSS 23)
ANOVAa
Model Sum of Squares df Mean Square F Sig.
1 Regression 4,378 3 1,459 7,432 ,000b
Residual 14,528 74 ,196
Total 18,906 77
a. Dependent Variable: TET
b. Predictors: (Constant), BET, LET, RET
The requirement value that has to achieve in this F-test is the significance value
has to be less than .005 to have positive correlation, F value has to be greater than
F Table (2.70) . Based on table 4.5, independence factor variable x has significance
value of 0.000 which is lesser than 0.05 and F value 7.432 which is greater than
2.70 (F-table) it means that, all independence factor variable x has a simultaneous
significant influence toward variable y
49
4.7.3 Adjusted R-Square
Table 4.6 Coefficient Determination (R2) Result
(Constructed using SPSS 23)
Model Summaryb
Model R R Square Adjusted R Square
Std. Error of the
Estimate Durbin-Watson
1 ,542a ,294 ,265 1,38655 1,439
a. Predictors: (Constant), BET, RET, LET
b. Dependent Variable: TET
From the table above shows the result of the value of adjusted R square is .265 or
26,5%. Indicates the variable (reaction, learning, and behavior) are low correlation.
This test used to determine the proportion of percentage of the total variation in the
dependent variable explained by the independent variable. From table 4.6
The result of the All the independent variables starting from reaction, learning and
behavior are shown to have weak relation to the dependent variable training
effectiveness at PT Holcim Indonesia. Therefore, the result of the adjusted R value
in which only 26.5% indicating the rest of 73,5% are unknown variables that may
affect the training effectiveness.
4.8 Discussion and Interpretation of Result
4.8.1 Training Effectiveness at Reaction Level
Based on the result using the statistic program SPSS 23, taken from the hypothesis
H1 it is proven that reaction has a significant influence toward the training
effectiveness. Reaction has T-Test result of 3,442 with the significant value of .001
this is mean the value is lower than α 0.05. Thus, the reaction level variable
significantly influence the training effectiveness in PT Holcim Indonesia
The result supported with the study done by Zumrah et al (2016) , that found the
importance for management of public sector organization in Malaysia to improve
employee reaction toward the training program because this study suggest that
when employees shows positive reaction to the training program, they will
demonstrate a positive intention to apply the knowledge and skill that they learned
in training to their workplace. The management team might do this by ensuring the
50
training content is relevant to employees’ current job, and can be practically
implement at the employee workplace. Previous research demonstrates that these
initiatives have play a greater role in promoting positive reaction of employees
toward the training program (Liebermann & Hoffmann, 2008; Bhatti & Kaur,
2010)
4.8.2 Training Effectiveness at Learning Level
Taken from the hypothesis H2 it is proven that learning has a significant influence
toward the training effectiveness. Learning has T-Test result of -2565 with the
significant value of .012 this is mean the value is lower than α 0.05. Thus, the
learning level variable significantly influence the training effectiveness in PT
Holcim Indonesia.
According to Anggraeni (2013) in the study said that a participant who can receive
learning materials during the course of education and training with very high
results, not necessarily be able to apply the results of education and training on the
job very well too.
4.8.3 Training Effectiveness at Behavior Level
Hypothesis H3 it is proven that behavior has no significant influence toward the
training effectiveness. Behavior has T-Test result of -1,124 with the significant
value of .256 this is mean the value is greater than α 0.05. Thus, the behavior level
variable has not significantly influence the training effectiveness in PT Holcim
Indonesia.
Based on (Priyani, 2016) at behavior level there are still some employee behaviors
that still have not applied the training materials with their behavior in dealing with
customers. At the Result level, it can be seen that employee absenteeism is less
significant to the effect of the result level of the training, due to several factors.
51
CHAPTER 5
CONCLUSION AND RECOMMENDATION
5.1 Conclusion:
Based on the result of the research, can be conclude as a follow:
1. There is a significant influence of reaction toward the training effectiveness in
PT. Holcim Indonesia. It can be clarified because the T-Test result of 3,442 with
the significant value of .001 this is mean the value is lower than α 0.05.
2. There is a significant influence of learning toward the training effectiveness in
PT. Holcim Indoneisa. It can be clarified because the T-Test result of -2565 with
the significant value of 0.012 this is mean the value is lower than α 0.05.
3. There is no significant influence of behavior toward the training effectiveness in
PT. Holcim Indonesia. It can be clarified because the T-Test result of -1,124 with
the significant value of 0.256 this is mean the value is greater than α 0.05.
4. There is a simultaneous significant influence of reaction, learning and behavior
in PT Holcim Indonesia since the data result gained above, the significant result is
0.000 lower than 0.05
52
5.2 Recommendation
5.2.1 For the company
Based on the result of the research of Kirkpatrick model on training effectiveness
which are reaction, learning and behavior have significant influence in PT Holcim
Indonesia.
1. Should regularly schedule to follow up the training that has been undertaken to
further analyze whether the objectives of the training are achieved.
2. Based on the result of the research in the case of reaction level that has a lowest
score which is methods, the trainer should be able to use attractive coaching
methods in delivering program material.
3. Based on the result of the research in the case of learning level that has a lowest
score which is knowledge development, the trainer should give more interaction in
order to employee more get clearly understanding.
4. Based on the result of the research in the case of behavior level that has lowest
score in term of ability improvement, the supervisor should give an additional
practice outside training to improve the worker ability.
5.2.2 Future researcher
1. For future research be expect compare the three level of training evaluation
which are reaction, learning and behavior before and after the training to identify
the differentatiton of the participant training result.
2. Comparing the two group comparison of worker who are join the training and
who are not in order to identify the training is a good influence or vice versa.
3. Find the other variable that influence of training efectiveness using this
Kirkpatrick Training Evaluation Model.
53
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APPENDICES Appendix 1
57
58
59
60
Appendix 2
Pre-Test Data
61
62
Real-Test Data
63
64
65
66
67
Appendix 3
Reliability Statistics
Cronbach's Alpha N of Items
,804 7
Item-Total Statistics
Scale Mean if
Item Deleted
Scale Variance if
Item Deleted
Corrected Item-
Total Correlation
Cronbach's Alpha
if Item Deleted
RE1 23,367 11,413 ,730 ,741
RE2 23,133 13,154 ,520 ,782
RE4 24,067 12,616 ,507 ,783
RE5 23,967 13,206 ,445 ,794
RE6 23,633 11,757 ,658 ,755
RE7 23,833 12,902 ,465 ,791
RE8 23,800 12,303 ,459 ,796
Reliability Statistics
Cronbach's Alpha N of Items
,707 5
Item-Total Statistics
Scale Mean if
Item Deleted
Scale Variance if
Item Deleted
Corrected Item-
Total Correlation
Cronbach's Alpha
if Item Deleted
LE1 13,633 6,378 ,505 ,644
LE2 13,600 6,041 ,492 ,647
LE3 13,967 5,344 ,584 ,603
LE4 14,467 6,189 ,355 ,714
LE5 14,067 7,237 ,443 ,676
68
Reliability Statistics
Cronbach's Alpha N of Items
,752 4
Item-Total Statistics
Scale Mean if
Item Deleted
Scale Variance if
Item Deleted
Corrected Item-
Total Correlation
Cronbach's Alpha
if Item Deleted
BE1 8,167 7,868 ,169 ,862
BE2 8,867 5,361 ,809 ,563
BE3 8,667 4,368 ,693 ,606
BE4 8,200 5,614 ,620 ,654
Reliability Statistics
Cronbach's Alpha N of Items
,735 3
Item-Total Statistics
Scale Mean if
Item Deleted
Scale Variance if
Item Deleted
Corrected Item-
Total Correlation
Cronbach's Alpha
if Item Deleted
TE1 5,967 2,792 ,495 ,725
TE2 6,567 1,909 ,685 ,482
TE3 6,867 2,189 ,523 ,697
69
Appendix 4
F-Table
70
R-Table