ABSTRACT
This descriptive-comparative-correlational study aimed to determine the extent of employee training and the level of organizational commitment to excellence of the employees of the Department of Agriculture, Regional Field Office 6 (DA RFO 6). It further aimed to determine whether there were significant differences or relationships between these variables. One hundred forty-seven respondents answered a research-made questionnaire. The study employed a stratified random sampling design, and the collected data were analyzed using descriptive and inferential statistical analysis. Findings revealed that employee training in DA RFO 6 is implemented to a considerable extent, and a favorable level of organizational commitment to excellence in terms of sense of well-being, job satisfaction, and organizational productivity was demonstrated. The results showed that a significant relationship existed between the two variables. An action plan was proposed to strengthen training initiatives and foster a stronger culture of quality within the organization.
Keywords: Organizational Commitment to Excellence, Quality Culture, Action Plan
INTRODUCTION
In contemporary public administration, quality serves as a central metric for evaluating institutional performance. Government agencies are increasingly assessed not only in terms of the efficiency of their outputs but also in relation to their capacity to foster a culture of excellence that ensures accountability and responsiveness. Human Resource Development (HRD), particularly through employee training, is widely recognized as a cornerstone of this transformation, as it equips employees with the necessary competencies to navigate complex organizational demands. As Human Capital Theory suggests, investments in training enhance productivity and institutional adaptability (Chen et al., 2025), making HRD indispensable in bureaucracies tasked with addressing pressing social and economic challenges.
Despite the growing emphasis on HRD initiatives, the presumed link between training and organizational commitment remains an underexplored area in government institutions. Recent studies suggest that training programs do not automatically translate into stronger employee loyalty or quality-oriented practices. For instance, Chen et al. (2025), in examining China’s industry–education integration initiatives, observe that training programs often fail to align with the broader goal of fostering organizational commitment, leaving employees’ subjective experiences largely unexamined.
Moreover, evidence from broader institutional contexts underscores the importance of organizational commitment in sustaining quality systems. A 2025 explanatory sequential study by Mendoza and Castillo demonstrates that organizational commitment significantly influences faculty and staff understanding of Quality Management Systems in private schools, highlighting the interconnected relationship among HRD, commitment, and institutional excellence. Similarly, an experimental study by Rahman (2025) reveals that general training, although not always job-specific, increases discretionary effort among employees, suggesting that well-designed training fosters voluntary engagement beyond minimum performance expectations.
Collectively, these studies indicate that while training is a critical HRD intervention, its impact on organizational commitment is shaped by broader institutional and cultural factors. This highlights a significant research gap in the context of the DA Regional Field Office 6, where employees operate under competing pressures of limited resources, bureaucratic constraints, and the mandate to serve farming communities. Whether training initiatives in this setting genuinely cultivate commitment to excellence or merely function as procedural requirements remains unclear.
This research attempts to resolve this void by assessing the part of HRD in shaping a quality culture within the DA Regional Field Office 6. Specifically, it explores the correlation between staff training and organizational commitment to excellence, while also considering demographic variables such as age, sex, length of service, position, and educational attainment. Through a correlational research design, the study aims to determine whether training interventions are linked with higher levels of organizational commitment and whether significant differences exist across employee profiles.
The outcomes of this research are anticipated to add to the current literature on HRD in public institutions by presenting empirical proof that may inform policy making and program development. Ultimately, the study positions training not merely as a procedural requirement of bureaucracy but as a substantive driver of quality culture and institutional transformation.
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