Impact of training and development programs conducted in organizations. keziah rachel cherian

CONTENTS

SERIAL
NO. PARTICULARS PAGE NO.
1 EXECUTIVE SUMMARY 6

2 INTRODUCTION 8

3 SIGNIFICANCE OF THE STUDY 25

4 LITERATURE REVIEW LEADING TO IDENTIFICATION 27
OF RESEARCH GAPS

5 RESEARCH GAP 38

6 PROBLEM STATEMENT 39

7 RESEARCH OBJECTIVES 40

8 RESEARCH DESIGN 41

9 RESEARCH LIMITATIONS 43

10 INDUSTRY PROFILE 44

11 DATA ANALYSIS AND INTERPRETATION 45

12 SUMMARY OF RESEARCH FINDINGS 65

13 RECOMMENDATIONS 66

14 ANNEXURE 70

2

LIST OF TABLES

SERIAL

1 IMPORTANCE OF INDUCTION PROGRAM 45

2 EXERCISE EXECUTION 46

3 TIME MANAGEMENT 47

4 TRAINING STRUCTURE 48

5 EVALUATION OF TRAINING PROGRAMS 49

6 ROLE OF TRAINING 50

7 REWARD FOR EMPLOYEES 51

8 TRAINING IMPORTANCE 52

HUMAN SKILLS DEVELOPED THROUGH
9 TRAINING 53

10 NEED IDENTIFICATION TO SELECT TRAINEES 54

11 EMPLOYEE PARTICIPATION 55

12 EMPLOYEE BRIEFING AND DEBRIEFING 56

13 HANDLING OF TRAINING PROGRAMS 57

14 TECHNIQUES USED IN TRAINING PROGRAMS 58

15 QUALITY OF TRAINING PROGRAMS 59

16 REVISION OF TRAINING PROGRAMS 60

17 METHODS OF DESIGNING TRAINING PROGRAMS 61

2

3

18 MENTORING FOR THE YOUNG MANAGERS 62

SELF-LEARNING ENCOURAGED AND SUPPORTED
19 BY COMPANY 63

OPPORTUNITIES TO PUT IN PRACTICE TRAINING
20 DATA 64

3

4

LIST OF GRAPHS

SERIAL

1 IMPORTANCE OF INDUCTION PROGRAM 45

DURATION AND EXECUTION OF INDUCTION
2 PROGRAM 46

3 TIME SPENT WITH NEW RECRUITS BY MANAGERS 47

4 COMMON STRUCTURED TRAINING PROGRAM 48

5 EVALUATION AND IMPROVEMENT OF T&D 49

6 EMPLOYEE UPGRADATION OF KSA’S 50

7 MOTIVATION OF REWARD FOR EMPLOYEES 51

8 DEVELOPING LEADERSHIP SKILLS THROUGH T&D 52

9 DEVELOPING HUMAN SKILLS 53

10 SPONSORING THE CANDIDATES 54

11 DETERMINATION OF SKILLS 55

12 SESSIONS TO BRIEF AND DEBRIEF 56

13 TRAINERS 57

14 ACTION ORIENTED PROGRAMS 58

15 QUALITY AND GLOBALIZATION 59

16 IMPACT EVALUATIONS 60

17 USAGE OF VARIOUS METHODS TO LEARN 61

4

5

18 MENTORING 62

19 ENCOURAGEMENT TO MANAGERS 63

20 LEARNING DIFFERENT COMPETENCIES 64

5

6

EXECUTIVE SUMMARY

This research is conducted in order to measure the impact of training and development
programs conducted in organizations. In order to conduct this research the system level
audit was used. The need for this study arose because companies invest a lot into the
training programs. The ROI obtained from training programs conducted must be
sufficiently high in order to justify the amount spent on training the employees of an
organization.

The objective of this research is to use the system level audit in order to measure the
effectiveness of training programs. This is done in order to identify the shortcomings of
the existing training and development programs and to improve upon them

The findings of the study can be summed up as the following. Training and development
programs are gaining more significance in the industry. Care should be taken in order to
ensure that proper need identification is conducted before any training program is
designed. The company should make it a point to employ the best trainers in the industry
to conduct the programs.

In order to improve the effectiveness of training programs, employees must also
contribute while designing the training programs. Proper motivation should be provided
to employees to attend the training programs. The training programs must be designed in
such away that it not only imparts technical knowledge and skill but also leadership skills
and human competencies.

The following recommendations were given in light of the research conducted. Proper
training facilities must be in place in order to sustain creativity. Emphasis must be given
to leadership and total quality. Experimental learning techniques must be used in the
training programs. The communication channels must be very effective for any training
to have an impact on the individual.

Self learning by employees must be encouraged in the company. This will create a
learning environment. Impact evaluations must be used in order to effectively improve

6

7

the training programs. A chance must be given to the managers to perform different tasks
in order to attain the various competencies.

7

8

CHAPTER 1

BACKGROUND SCENARIO

William James of Harvard University estimated that employees could retain their jobs by
working at a mere 20-30 percent of their potential. His research led him to believe that if
these same employees were properly motivated, they could work at 80-90 percent of their
capabilities. Behavioral science concepts like motivation and enhanced productivity
could well be used for such improvements in employee output. Training could be one of
the means used to achieve such improvements through the effective and efficient use of
learning resources.

Training and development has been considered an integral part of any organization since
the industrial revolution era. From training imparted to improve mass production to now
training employees on soft skills and attitudinal change, training industry has come a long
way today. In fact most training companies are expecting the market to double by the
year 2007, which just means that the Indian training industry seems to have come of age.

The market is unofficially estimated to be anywhere between Rs 3000 crores and Rs 6000
crores. What is surprising is that the Indian companies’ perception regarding corporate
training seems to have undergone a sea-change in the past two years, with most
companies realizing it to be an integral part of enhancing productivity of its personnel.
While MNC’s with their global standards of training are the harbingers of corporate
training culture in India, the bug seems to have bitten most companies aiming at
increasing their efficiency.

According to Ms Pallavi Jha, Managing Director, Walchand Capital and Dale Carnegie
Training India, "The Indian training industry is estimated at approximately Rs 3,000
crores per annum. The NFO study states that over a third of this is in the area of behavior
and soft skills development. With the exponential boom in the services sector and the
emergence of a full-fledged consumer-driven market, human resources have become the
key assets, which organizations cannot ignore.

8

9

With soft skills training gaining so much momentum, it’s imperative to understand if it’s
serving the right purpose or not. With this background, I plan to research if training
indeed is proving to be effective in the behavioral area.

The following steps must form the basis of any training activity:

 Determine the training needs and objectives.
 Translate them into programs that meet the needs of the selected trainees.
 Evaluate the results.

There are few generalizations about training that can help the practitioner. Training
should be seen as a long term investment in human resources using the equation given
below:

Performance = ability (x) motivation

Training can have an impact on both these factors. It can heighten the skills and abilities
of the employees and their motivation by increasing their sense of commitment and
encouraging them to develop and use new skills. It is a powerful tool that can have a
major impact on both employee productivity and morale, if properly used.

What is Training?

“Training is the act of increasing the knowledge of an employee for doing a particular
job” -Edwin B Flippo

Training is process of learning a sequence of programmed behavior. It is the application
of knowledge. It gives people an awareness of the rules and procedures to guide their
behaviors. It attempts to improve their performance on the current job and prepares them
for an intended job.

9

10

What is Development?

Development is a related process. It covers not only those activities which improve job
performance but also those which bring about growth of the personality. Training a
person for a bigger and higher job is development, this process includes not only
imparting skills but also certain mental and personality attributes.

Why Training is needed?

 To increase Productivity
 To improve Quality
 To help the company to fulfill its Goals & Future Needs
 To improve Organizational Climate
 Obsolescence Prevention
 Personal Growth

The identification of training needs is primarily based on the skills that are required to
perform the organization's set of standard processes. Certain skills may be effectively and
efficiently imparted through vehicles other than in-class training experiences (e.g.,
informal mentoring). Other skills require more formalized training vehicles, such as in a
classroom, by Web-based training, through guided self study or via a formalized on-the
job training program. The formal or informal training vehicles employed for each
situation should be based on an assessment of the need for training and the performance
gap to be addressed.

Success in training can be measured in terms of the availability of opportunities to
acquire the skills and knowledge needed to perform new and ongoing enterprise
activities. Skills and knowledge may be technical, organizational or contextual. Technical
skills pertain to the ability to use the equipment, tools, materials, data and processes
required by a project or process. Organizational skills pertain to behavior within and
according to the employee's organization structure, role and responsibilities and general
operating principles and methods. Contextual skills are the self-management,

10

11

communication and interpersonal abilities needed to successfully perform in the
organizational and social context of the project and support groups.

Training and the Workplace

Most training takes place in an organizational setting, typically in support of skill and
knowledge requirements originating in the workplace. We can identify five basic points
at which we might take measurements, conduct assessments or reach judgments. These
five points are:

1. before Training

2. during Training

3. after Training or Before Entry (Reentry)

4. in the Workplace

5. upon Exiting the Workplace

Figure 1 - The Structure of the Training Evaluation Process

11

12

Training Purpose

As a management tool, training serves many masters and many purposes. The purposes
for or uses of training are given in the list below. The evaluation of training might vary
with the purpose or use of the training itself.

1. Focusing energy on issues.
2. Making work and issues visible.
3. Supporting other interventions.
4. Legitimizing issues.
5. Promoting change.
6. Reducing risk.
7. Creating a community based on some shared experience.
8. Building teams.
9. Indoctrinating new staff.
10. Communicating and disseminating knowledge and information.
11. Certifying and licensing.
12. Rewarding past performance.
13. Flagging "fast trackers."
14. Developing skills.

Given the diverse array of purposes listed above, it seems reasonable to conclude that the
results sought from the training would also be diverse.

Changing expectations of training

Organizational expectations for training have shifted dramatically. The most pronounced
change is a new and vigorous justification of the cost of training based on return on
investment (ROI) and organizational impact. This transition has been driven by the
competitive nature of the international economy and resulting changes in organizational
structure, which produce flatter, thinner and fewer administrative cost centers.

12

13

In addition, training professionals are being asked to do more and play an important role
in the strategy of the organization. The ability to generate and apply knowledge is a
competitive advantage and source of new products, services and revenue.

The nature of training itself is undergoing a transformation. Trainers no longer hold the
privileged position of "all knowing" content expert. Groups being trained often contain
individuals with more depth of knowledge about, more experience applying or more time
to access current knowledge on the subject of the training. The training professionals thus
become facilitators of learning and guides to available knowledge instead of content
experts who bring "the info" into the training room with them. Trainers no longer "own"
the knowledge. Instead, they synthesize and provide resources to clients who also have
access to the knowledge.

As training has moved from satisfying trainees to improving organizational performance,
the definition of customer has broadened. Trainees themselves are still among the
"customers" of training -- and the trainee's evaluations are important sources of feedback
for continuous improvement and quality -- but the trainee's organizational unit and the
organization as a whole are now part of the client system. Training is performed to solve
the business problems of the unit and have a positive impact on the organization.

Need for Evaluation

Training and development staff is becoming more and more accountable for the
effectiveness of their programs. Evaluation can be used to determine whether the training
achieves its objectives. Evaluation can also assess the value of the training, identify
improvement areas and identify unnecessary training that can be eliminated.

Many training professionals agree that evaluation is important to successful training, but
few conduct complete and thorough evaluations. Evaluation can seem anti-climatic to the
excitement and creativity of creating a new course. Typically evaluation is an
afterthought or not done at all. "Evaluation builds in rigor. It's an integral part of the
whole quality effort. If you don't measure, how do you know whether what you've done is
worthwhile?” With more emphasis on return on investment, companies are asking: what

13

14

is the value of training? Too often, training departments have little or no idea how their
training relates to the business objectives of the company. This could be due partially to
trainers' lack of measurement and evaluation skills, which result in measurements that are
not valid, reliable or even useful to the management of the company.

The training department that measures increase in the number of students is in trouble. A
training department that is concerned only with counting the number of students in seats
probably isn't measuring whether the students learned anything or whether the skills they
learned are helping them to perform their jobs more efficiently. Most important is to note
the attitude that the students comes in with to undergo the training program.

Evaluating Training -- A Model

Business changes have resulted in increased pressure on training professionals to
demonstrate their worth. Do they do a good job? What is their impact on our work? Is
there a cheaper way to do this? What is the value added? What is the effect on our
profitability -- that is, will we have a return on our investment in training?

The literature of training evaluation provides a framework to answer these questions and
has addressed many of the current issues for trainers. Some time ago Donald Kirkpatrick
(1975) provided a framework of four levels of evaluation:

Level I -- the effectiveness as perceived by the trainee

Level II -- measured evaluation of learning

Level III --observed performance

Level IV-- business impact

More recently, Jack Phillips (1991) has written that evaluation must go beyond Level IV
and focus on real measurement of ROI. Dana Gaines Robinson, who’s writing (1989)
redirected the attention of trainers to business impact, now (1995) exhorts trainers to
become "performance consultants" and de-emphasizes training as an intervention. Robert

14

15

Brinkerhoff (1988) uses data gathering and evaluation to make the training function more
customer-focused and practice continuous improvement.

A New way of looking at Evaluating Training

Kirkpatrick's Level I data is still needed to get feedback on the trainee's perceptions of the
experience. Level II evaluation has probably become less important in today's business
environment. Level III evaluation is all important to both trainees and their business
units. Individual performance (Kirkpatrick's Level III) is not a level in itself; it is a focus
only when individual performance is the solution of a business problem or is integral to
customer satisfaction. Level IV evaluation -- the impact on the business problem --
probably provides the most important data to the unit and organization.

Evaluators must respond to the new requirements by implementing all these concepts and
evaluating at multiple levels. These levels will measure training's success at completing
its business tasks.

1. Customer Satisfaction. The evaluation of customer satisfaction may be multi-
dimensional for two reasons. First, the definition of training has expanded to include the
trainee's unit manager, the unit and the organization -- not just the trainee in the
classroom. Second, we are measuring perception of quality, convenience and value. This
information is crucial to continuous improvement.

2. Impact on the Business Problem. This level is usually the most important to the
business unit manager. It answers the question, "Did the training make a positive
difference in the business problem I have?" You work with the business unit manager to
identify the business problem up front, not what needs to be taught, delivery or trainees to
be serviced. This level of evaluation also makes trainers think of training as one problem
solving intervention among many.

3. Return on Investment. Training professionals have no choice but to demonstrate the
effects of their work on corporate profitability in today's organization. This is true of
every unit in the organization. Whereas it was once considered impossible to measure the

15

16

ROI of training, many organizations now are doing so. The knowledge to achieve this
goal is readily available to the practitioner, although the goal is still difficult, complex
and dependent on a long-term perspective. Discussions with cost accounting experts are
helpful. However, the goal is reachable and once you begin to measure ROI your process
will improve. The challenges to justifying investments in training are significant and
more meaningful methods of evaluation will provide solutions. Training professionals are
being asked to do more, to meet an expanded definition of "customer." But these changes
and the changing organizational context have created new roles and opportunities for
training.

For an organization, the competitive advantage arising from training and development
may not be restricted to just equipping people with the requisite skills and knowledge. It
also has a tremendous impact on the recruitment and retention of employees. At the
American Society of Training and Development 2005 International Conference and
Expo, keynote speakers outlined research results that indicate employee learning and skill
development not only increase the bottom line but are high on the list of criteria that job
applicants seek.

Training and development has moved up on the business agenda and the challenge is now
for the trainers to demonstrate to our colleagues in the boardroom that development is not
simply a motivational tool. It also strengthens and adds value to the individual and the
organization as a whole. Today it is not sufficient for a trainer to conduct a workshop
using well prepared presentations, an articulate manner with a generous display of
theatrical skills to hold audience attention. The bottom line and focus is the effectiveness
of a training workshop. The question posed by most trainers is “How can I ensure that a
trainee learns in a classroom to make a difference in the workplace?” this is the real
challenge.

Training effectiveness as we can see needs to be gauged from 2 angles; delivery style of
instructor and post training follow ups by them. As students, we can recall classrooms
where the teacher determined the content, structure, sequence, presentation and
evaluation of instruction. As a matter of fact, most formal education relies on this model.

16

17

However, for some students who are curious and internally motivated, striking out on
their own can result in a richer and more successful learning experience than one directed
by the teacher.

Likewise, teaching styles depend on the instructor and can differ profoundly from
individual to individual. An individual’s teaching style will usually result in greater or
lesser degrees of comfort with the many instructional tactics employed, such as lecture,
role-play, small group activities, simulations, etc. When these 2 conditions-the learning
orientation of the student and the teaching style of the instructor -are successfully
integrated, effective learning can occur.

The predominant learning philosophy underlying the design of many of today’s training
programs comes from the behavioral tradition that dominated the psychology of learning
until the 1960s. What interested me is that Behavioral science defines learning as changes
in behavior while cognitive science defines learning as changes in mental structures-
what goes on inside our heads. The Behavioral model is grounded in the following basic
assumptions:

1. Observable behavior, rather than ideas or mental activity, must occur to confirm
that learning has taken place.
2. The environment shapes the behavior of the learner, not the reverse.
3. How closely in time teaching and learning bond together and reinforcement
occurs is critical.

`The behaviorist takes the position that the learner moves from a low-level, knowledge-
based state through a rule-based state to a skill based state. And by organizing training
around this philosophy, outcomes can be determined through a series of measured and
measurable accomplishments.

17

18

Don Kirkpatrick's 4 levels of evaluation

One of the most widely used model for evaluating training programs is one that was
proposed in 1959 by Donald L. Kirkpatrick. The model maintains that there are four
levels to measure the quality or effectiveness of a training course. Moving down the
column, the matrix presents these levels, in order, from simple and inexpensive to
complex and costly. Each level has its advantages and disadvantages. It is important to
plan the evaluation process as the training is being planning. It is important to consider all
levels at the outset, even though only one or two levels may be used ultimately.

The four levels of Kirkpatrick's framework are defined below using Kirkpatrick's original
definitions.

1. Reactions. "Reaction may best be defined as how well the trainees liked a particular
training program." Reactions are typically measured at the end of training. However, that
is a summative or end-of-course assessment and reactions are also measured during the
training, even if only informally in terms of the instructor's perceptions.

2. Learning. "What principles, facts and techniques were understood and absorbed by the
conferees?" What the trainees know or can do, can be measured during and at the end of
training but, in order to say that this knowledge or skill resulted from the training, the
trainees' entering knowledge or skills levels must also be known or measured. Evaluating
learning, then, requires measurements before, during and after training.

3. Behavior. Changes in “on-the-job behavior”. Kirkpatrick did not originally offer a
definition per se for this element in his framework; nevertheless, the definition just
presented is taken verbatim from Kirkpatrick's writings – the fourth and final article.
Clearly, any evaluation of changes in on-the-job behavior must occur in the workplace
itself. It should be kept in mind, however, that behavior changes are acquired in training
and they then transfer (or don't transfer) to the work place. It is deemed useful, therefore,
to assess behavior changes at the end of training and in the workplace. Indeed, the origins
of human performance technology can be traced to early investigations of disparities

18

19

between behavior changes realized in training and those realized on the job. The seminal
work in this regard is Karen Brethower's paper, "Maintenance: The Neglected Half of
Behavior Change".

4. Results. Kirkpatrick did not offer a formal definition for this element of his framework
either. Instead, he relied on a range of examples to make clear his meaning. Those
examples are herewith repeated. "Reduction of costs; reduction of turnover and
absenteeism; reduction of grievances; increase in quality and quantity or production; or
improved morale which, it is hoped, will lead to some of the previously stated results."
These factors are also measurable in the workplace. It is worth noting that there is a
shifting of conceptual gears between the third and fourth elements in Kirkpatrick's
framework. The first three elements center on the trainees; their reactions, their learning
and changes in their behavior. The fourth element shifts to a concern with organizational
payoffs or business results.

The following is a description of Kirkpatrick's 4 levels of evaluating training:

Donald Kirkpatrick's 4 Levels of Evaluating Training

Levels Description Comments

Level 1 Reaction Trainee reaction to the Most primitive and

course. Does the trainee widely-used method of

like the course? Usually evaluation. It is easy,

in the form of evaluation quick, and inexpensive

forms sometimes called to administer. Negative

“smile sheets.” indicators could mean

difficultly learning in the

19

20

course.

Level 2 Learning Did the trainee learn Learning can be

what was based in the measured by pre- and

course objectives? post tests, either

through written test or

through performance

tests.

Level 3 Behavior Trainee behavior Difficult to do. Follow up

changes on the job – are questionnaire or

the learners applying observations after

what they learned? training class has

occurred. Telephone

interviews can also be

conducted.

Level 4 Results Ties training to the Examples include

company's bottom line. reductions in costs,

Generally applies to turnover, absenteeism

training that seeks to and grievances.

20

21

overcome a business

problem caused by lack

of knowledge or skill.

The results of training

When we speak of measuring the results of training --we mean results beyond those of
simply equipping people with the skills and knowledge necessary to carry out their
assigned tasks and duties -- we are redefining training as an intervention, as a solution to
some problem other than equipping people to do their jobs.

In cases where skill and knowledge deficiencies are leading to mistakes, errors, defects,
waste and so on, one might argue (and many do) that training which eliminates these
deficiencies and in turn reduces mistakes, errors, defects and waste, is a solution to a
performance problem. This argument is extended to assert that the reductions in mistakes,
errors, defects and waste, as well as the financial value of any such reductions constitute
the "results" of training.

The logic of this argument has a certain superficial appeal but it is far from impeccable
and even farther from compelling. In short, it does not withstand serious scrutiny. It is
frequently pointless to ask "What business results were achieved as a result of training?"
because the goal of training is generally one of preventing mistakes, errors, defects and
waste, not correcting them. Thus, by a strange twist of circumstances, the only way to
prove that such training is successful is to shut down the training. As is the case with
some other things, it is sometimes the case with training that the true measure of its value
lies in its absence, not its presence, but shutting down training is hardly a practical way of
testing that proposition.

21

22

Measuring Training Effectiveness

Training can be measured in a variety of ways including
[List (Items I-V) are in increasing order of business value]:

I - Prior to training

 The number of people that say they need it during the needs assessment process.
 The number of people that sign up for it.

II - At the end of training

 The number of people that attend the session.
 The number of people that paid to attend the session.
 Customer satisfaction (attendees) at the end of training.
 Customer satisfaction at the end of training when customers know the actual costs
of the training.
 A measurable change in knowledge or skill at end of training.
 Ability to solve a "mock" problem at end of training.
 Willingness to try or intent to use the skill/ knowledge at end of training.

III - Delayed impact (non-job)

 Customer satisfaction at X weeks after the end of training.
 Customer satisfaction at X weeks after the training when customers know the
actual costs of the training.
 Retention of knowledge at X weeks after the end of training.
 Ability to solve a "mock" problem at X weeks after end of training.
 Willingness to try (or intent to use) the skill/ knowledge at X weeks after the end
of the training.

22

23

IV - On the job behavior change

 Trained individuals that self-report that they changed their behavior / used the
skill or knowledge on the job after the training (within X months).
 Trained individuals who's managers report that they changed their behavior / used
the skill or knowledge on the job after the training (within X months).
 Trained individuals that actually are observed to change their behavior / use the
skill or knowledge on the job after the training (within X months).

V - On the job performance change

 Trained individuals that self-report that their actual job performance changed as a
result of their changed behavior / skill (within X months).
 Trained individuals who's manager's report that their actual job performance
changed as a result of their changed behavior / skill (within X months).
 Trained individuals who's manager's report that their job performance changed (as
a result of their changed behavior / skill) either through improved performance
appraisal scores or specific notations about the training on the performance
appraisal form (within X months).
 Trained individuals that have observable / measurable (improved sales, quality,
speed etc.) improvement in their actual job performance as a result of their
changed behavior / skill (within X months).
 The performance of employees that are managed by (or are part of the same team
with) individuals that went through the training.
 Departmental performance in departments with X % of employees that went
through training ROI (Cost/Benefit ratio) of return on training dollar spent
(compared to our competition, last year, other offered training, preset goals etc.).

OTHER MEASURES

 CEO / Top management knowledge of / approval of / or satisfaction with the
training program.

23

24

 Rank of training seminar in forced ranking by managers of what factors (among
miscellaneous staff functions) contributed most to productivity/ profitability
improvement.
 Number (or %) of referrals to the training by those who have previously attended
the training.
 Additional number of people who were trained (cross-trained) by those who have
previously attended the training and their change in skill/ behavior/ performance.

Popularity (attendance or ranking) of the program compared to others (for voluntary
training programs.

24

25

CHAPTER 2

SIGNIFICANCE OF THE STUDY

Training effectiveness is easier to measure in technical training but when it comes to soft
skills training it is a whole different ballgame. “Has the workshop actually made a
difference to the way a trainee performs back on the job?” How can this be measured in
definite, quantifiable terms? One can sooner ask these questions and seldom answer
them, resulting in much head scratching and frustration.

Many companies today are pouring resources into training and developing their
employees. Some organizations rely heavily on external expertise whilst some engage in-
house resources and material. Benefits, results, measurement, return on investment,
behavioral change, performance improvement, accountability and learning applied on the
job are the ‘new age’ language of education, training and performance of development.

Tony Bingham, CEO and president of American Society for Training and Development
[ASTD] states that, “To be relevant, the workplace learning and performance
professional must be able to prove that the learning initiatives of the organization are
driving meaningful results. Organizations that merely measure the quantity or the dollar
amount of their learning activities miss the boat. It’s not how much you do or how much
you spend; it’s how you leverage the investment by generating results and
communicating their impact”.

Training design includes the sequencing of training events, deciding the evaluating
strategy and incorporating learning principles to maximize learning and transfer. A key
dilemma for training designers is how to determine the behaviors that are likely to be
modified or enhanced by the various instructional approaches. Employee attitude is a
very important aspect in the corporate world where it has to be tackled like an
emergency. Therefore research in this area becomes very crucial.

25

26

Crores of rupees are being spent annually by corporate on training but is there a
proportional ROI being received by the Companies? Is there a change noticed by
managers in their team members? Are they seeing them more effective at the work place?
In most trainers’ experience, one interesting thing that has been observed is that people
change their behavior only when they feel the need to change it. But then there has to be
somebody who can act as a “change agent” to bring about this inner realization in the
individual.

A trainer feels that training does make people reflect within and motivates them to
change. Having said this, the researcher does understand and acknowledge that a lot
depends on the way or methodology a trainer adopts in bringing about this motivation in
his or her participants. This assumption gives rise to one basic question. What is the best
methodology to bring in a change? Or alternatively, how does a trainer come to know that
what he or she is training is helping people and prompting them to change? While it’s
true that the feedback a trainer takes soon after the training session does help him or her
know how the program was received by the participants, however it doesn’t help him to
know if the learning will be taken forward by the participants outside the classroom to
bring about the necessary change.

While a mere 2% consider assessing trainee reactions to be the purpose of evaluation and
50% see the purpose as judging the quality and worth of the program in order to effect
improvements and/or identify the benefits of the training it should be remembered that
studies already referred to provide evidence that many trainers are not evaluating beyond
the level of trainee reactions. What trainers believe should be done and what they do in
practice seem to differ markedly.

26

27

CHAPTER 3
LITERATURE REVIEW LEADING TO
IDENTIFICATION OF RESEARCH GAP

Learning is said to happen if there is a “change in the learner’s behavior as a result of the
training program.” Transfer of learning takes place when the individual is capable of
performing new tasks by applying the knowledge skills and abilities gained from a
training program. How can I measure learning? How can this learning be attributed as the
result of the training the individual has received? How can workplace trainers ensure or
design training programs that are current and relevant in order to facilitate transfer? What
can line managers do to enable effective transfer? What role do the learners themselves
play to affect transfer back to work?

Several books and websites were pursued to cull out relevant data for my research. Books
like Training in Organizations by Irwin L. Goldstein, Training for Organizations by
O’Conner, Bronner and Delaney appealed to me the most as it gave good insight into
Training Needs Assessment and Training Evaluation criteria. The authors also brought
out very subtle yet important understanding of training. For effective training to take
place, it is essential that one understands learning theory not merely as a set of buzz
words and jargon, but how different theories can contribute to successful learning.

The trainer’s view-and attitude- towards learning and toward the individual learner has
much to do with the success of training. The greater the fit between the trainer’s attitude
and teaching practices-based on a sound understanding of theory- and the learner’s style,
the more effective training is likely to be. Thus, content knowledge and appreciation of
learning theories are essential to the success of the training endeavor.

The book very lucidly brings out Kirkpatrick’s evaluation criteria of training. As per him,
there are four classic domains of evaluation: reaction, learning, job behavior and

27

28

organizational results. With the notion of a learning organization in mind, he also added
the fifth dimension-the training process itself.

The five domains of training program evaluation criteria are as under:

1. Reaction
2. Learning
3. Job behavior
4. Organizational results
5. Training process

Among the 5 domains, job behavior and organizational results are the 2 domains that
need a mentioning here.

Job Behavior: refers to the degree to which the KSAs learned were transferred back to
the job. Were trainees able to apply their learning outcomes in the workplace? Were
those trained able to take the knowledge, skills, and abilities they learned in the training
program back to their jobs and actually use them there?

Line managers play an invaluable role here. They, after all, make-or should make, the
go/no-go decisions about training. They are ultimately the ones who say what subjects the
organization needs its people to learn, what the timing of that learning should be and
what training participants should be included.

Line managers play yet another role in evaluation, at the other end of the training process.
They provide uniquely valuable insights as to whether or not the completed training has
had an impact on the work of the people they sent to training in the first place.

One of the many ways of evaluating the impact of training on the job is to survey
participants (and their managers) once the program is over and people have had sufficient
time to put acquired skills and knowledge to use in their work.

28

29

Organizational results

Kirkpatrick’s organizational results domain refers to determining if training efforts
paralleled either short or long term goals of the organization. Has the training helped the
employees in doing their jobs better, manage/grow their careers, understand the
company’s goals, values etc. Now, organizational results-the ultimate reason for having
training in the first place-are very difficult to measure, chiefly because they result from
the intermix off a wide variety of variables. For example, if sales go up soon after
training, it could be due to a new product offering, a seasonal fluctuation or simply more
advertising in the media.

On the other hand, it is possible to capture improvement data from the workplace that can
legitimately be claimed as the result of training. Examples here might be a sustained drop
in processing errors or increased production for an individual or a group of workers.
Understandably, this kind of data is difficult to track and procure.

Close interactions with operational managers and learners in various training programs
point towards the following criteria being essential for transfer of learning to take place:

 The learner has to learn something useful in the workshop. He/she has to be i.e. if
they perceive a tangible benefit or reward sufficiently motivated to change
behavior back at work
 The learner should feel that what is taught is applicable to their current job. This
implies that the timing of a workshop is critical. When is the trainee being sent for
training and when are the skills needed?
 The individual’s immediate supervisor must encourage and create the right kind
of environment to help the learner apply what has to be learnt and
 The organizational culture should support or enable such changes.

Experience shows that much of adult learning centers around the fact that if there is no
felt need for new behaviors, there is no motivation to learn and change. Learners are
usually apprehensive or do not want to apply the learning on the job for fear of ridicule or
pressure not to change current working practices. Other obstacles could be time pressures

29

30

and lack of ongoing supervision. Some of these barriers could be real or imagined,
however, new behaviors would diminish if not reinforced or supported. Our research
hence would focus on job behavior which can be tracked with relatively more ease.

Some prominent research articles have been reviewed as below:

Article: Measures of Learning Effectiveness:-
Author: Michael Brannick
Source: HRM Review. Jan 2003

There is no question about it. Training and development is gaining attention in the
corporate world. The industry is growing and changing to achieve a variety of goals, from
satisfying immediate employment skill shortages to meeting organizations’ long-term
strategic needs. According to a survey conducted by Chief Learning Officer magazine
and Fairfield Research Inc., enterprise firms in the United States spend, on average, $3.7
million every year on learning and training. Total spending on corporate learning by
enterprise companies is forecast to increase to $11.8 billion—a projected 4.3 percent
increase in 2003.

Although many CEOs value training because they believe it strengthens the organization
and serves as a retention tool, not many are clear on how to measure the return on the
investment (ROI). With increased pressure to justify expenses, CLOs are looking for
ways to show improved bottom-line results.

“We are seeing more and more CLOs link the development of a training program to the
strategic direction of the company,” said Linda Gookin, senior consultant at the Hay
Group, a professional services firm that helps companies worldwide develop their
employees. “To maximize the effectiveness of a training program, an organization needs
to use ongoing assessment to establish learning outcomes, link them to a performance
plan, define measures and finally evaluate learning—and this must be an integral part of
the corporate strategic plan.”

30

31

There is a huge gap between the learning programs that produce results and many of
those being implemented today. Certainly, there are many reasons this gap exists,
including failure to link training to core business strategies, uncertain business and
economic conditions, lack of acknowledgement or reward for training accomplishments
and failure to make training an integral part of an employee’s job. These and many other
factors can hinder the development of a learning program that produces results.

When testing and assessment are held completely tangential to learning, the entire
organization is affected by the negative impact on the learning process, the learning
outcomes and the ability to measure ROI. Only when we hold learners and the learning
process accountable to themselves will we see verifiable proof that learning has taken
place. When you are able to fully integrate testing and assessment into the development,
management and evaluation of your organization’s learning system, you will be able to
spend your training dollars knowing that you are getting something in return.

No organization can afford to take a hit-or-miss approach to training. And no
organization can afford training that doesn’t pay off for the business.

Testing and assessment are keys to providing the information needed to build and sustain
learning initiatives. Testing and assessment are absolutely integral to the learning
process—just as content development, instructional design and methods of delivery are
integral. The proper use of testing and assessment vehicles—prior to learning, throughout
learning and after learning takes place—will give you the means to provide standards of
consistency, achieve accountability and ensure that your organization gains value from
training investments.

31

32

Article: The Role of Management Games as a Learning Tool:-
Authors: Subhadip Roy and Atanu Adhikari

Source: ICFAI Journal. Dec 2005

Management games are gaining more and more importance in today's workplaces. They
not only provide a respite from daily work but also help to imbibe within the players a
complex concept without the use of the lecture method of teaching and with the help of
fun element added in the game. They have now crossed the boundaries of organizations
(where they used to be played primarily) and are now used in educational institutes like
Business Schools to make the students acquainted with concepts that are difficult to
explain, unless experienced. This article speaks about the origin of management games,
the use of management games and the steps in conducting a game along with its
advantages and disadvantages.

Management games taken up in the workplace try to create off the job situations to
facilitate the processes of planning, experiencing and controlling any particular activity.
In case of educational institutes, the management games are used to facilitate students'
understanding of a particular concept. A management game can be defined as:

"A dynamic teaching device which uses sequential nature of decisions, within a scenario
simulating selected features of a managerial environment, as an integral feature of its
construction and operation" (Lloyd, 1978).

If management games are designed properly and run, they can provide the best of
learning experience of two very opposite kind. The games offer examples of real life
behavior which varies from person to person and at the same time can provide a practical
framework to assess the behavior in quantitative terms. Games provide high involvement
situations where the players are motivated to think and perform.

Quite contrary to the common belief that games are only useful for educational purpose,
it has been found out that they can be used for research also. The advantages of

32

33

management games in research are that it can delve into complex organization issues
over a short period of time. Thus, the popularity of management games both as an
educational tool and a research method is increasing all over the world.

Article: Creative Thinking: The New Corporate Mantra:-
Authors: PVL Raju
Source: HRM Review. May'02

In the New Economy, intellectual power of knowledge workers is an important business
tool that the companies must leverage to their advantage. The wealth of the company
does not lie in the physical assets; it resides in the human capital of the employees. The
article looks at the various dimensions of creative thinking and the process of lateral
thinking.

Article: Creative Performance Strategies:- Author: Gary B
Brumback
Source: HRM Review. Aug 2005

HR professionals need to take a proactive role in promoting and carrying out strategies to
uplift organizational performance. Brumback discusses five strategies to be followed by
HR professionals to build that high-performance organization.

Among the strategies available to any large organization such as a corporation aspiring to
reach the ideal standard are five where HR professionals need to be actively involved in
their planning and implementation;

 Creating the right culture;
 Empowering the workforce;
 Shortening the organization;
 Shrinking the managerial class; and
 Managing performance right.

33

34

Article: How to Inspire Creativity and Reward Good
Employees.
Source: HRM Review. January 2002

Managers need to structure work environment in a manner that fosters creativity. Many
of us are good at some things and not all things. People are more efficient and productive
when an organization encourages creative thinking. Traditional financial reward systems
recognizes mere seniority. Companies need to be very creative in rewarding their best
and talented workforce.

Article: Measuring the Impact of Training/Education.
Authors: Karl-Erik Sveiby, Roland Simons
Source: HRM Review.September'02

What is Issue #1 in training/education? The trouble is that education and change effects
are so complex that ROI methods that measure in financial terms do not work. If we
accept that change and training/education ultimately aim at making the knowledge
worker more effective, we can narrow down the measurement task. What theoretical
research suggests is that effectiveness of knowledge work is primarily affected by trust
and `culture'. The authors have developed a theory for identifying one particular aspect of
`culture' that affects effectiveness, and they call it Collaborative Climate.This article
presents results from the first research phase. Questions we have tried to answer in this
first piece of research have been: Can collaborative climate be measured? Do differences
in collaborative climate depend on gender, experience, age, education, size, power
position, distance or type of organization, etc.?

Article: Training Need Analysis. Authors: P V L Raju
Source: HRM Review. March'03

As the name suggests the TNA is an attempt to understand the training needs in
organization. The analysis presents an approach to identify the gap between the existing
performance level in the employees and the desired level of performance to achieve the

34

35

organizational goals. In other words it identifies the gaps in the skills, knowledge and
attitudes of the workforce and indicates the training inputs required to improve employee
performance. It is essentially a diagnostic tool for the trainers.

Article: Measuring the ROI on Training:- Author: Andrew
Dutta, Manjeesh K Singh.

Source: HRM Review August 2003, pages 38-42

This article puts up an easy measurement tool to measure the ROI on training by anyone
who wishes to measure it. Trainers have always neglected this process. This is perhaps
because they did not like the idea of other people auditing what they do. Moreover,
trainers also are not happy with the ‘subjective’ techniques that are usually used by
companies. This lack of any objective evaluation is responsible for keeping training in a
subordinate, non-strategic role in the organization.

It also talks about the Donald Kirkpatrick’s model of evaluation, Level 1 Reaction, Level
2 Learning, Level 3 Behavior and Level 4 Results.

Article: Measuring training’s ROI: How important it is?
Author: Dr. Amitabh Kodwani.

Source: HRM Review February 2004, pages 49-53

This article talks about T&D initiatives that are widely acknowledged by everybody as an
important feature of the competitive organization’s corporate strategy. But in practice
despite of heavy investments made in T&D initiatives, organizations frequently fail to
measure adequately the value or success of their T&D programs.

It also talks about the Donald Kirkpatrick’s model of evaluation, Level 1 Reaction, Level
2 Learning, Level 3 Behavior and Level 4 Results. And the modified model of Phillips

35

36

and his five level model Level 1 Reaction, Level 2 Learning, Level 3 Behavior, Level 4
Business impact and Level 5 Return on investment.

Article: Cost-Benefit Analysis for Smart HRM:- Author:
Nikhil Vohra.

Source: HRM Review January 2004, pages 48-51

This article talks about using tools like Balanced Scorecard for making cost benefit
analysis of various HRM process and activities like Training & Development, Reward
Management, Talent Retention, etc. It also talks about today’s business environment. The
success of an organization depends on the efficient utilization of its resources.

It gives four perspectives of Balanced Scorecard:

 Learning and growth: Employee satisfaction and information system availability.
 Internal perspective indicated, by quality response time, cost and new
product/service introduction.
 Customer perspective regarding customer satisfaction.
 Return on Investment, Economic Value Added.

Article: Training and development. Authors: T S Rama
Krishna Rao
Source: HRM Review. April'03

A buzzword that has found its way into the lexicon of management is "LEARNING
ORGANIZATION". Notwithstanding their size, organizations big or small have been
learning to survive for a long time.

Peter Senge the author of the best selling book The Fifth Discipline-The Art and Practice
of Learning Organizations defines learning organizations as the places where people
continually expand their capacity to create results they truly desire, where new and

36

37

expansive pattern of thinking are nurtured, where collective aspiration is set free and
where people are continually learning how to learn together.

Experiential Learning

An innovative methodology, the experiential learning method has been found to be
widely effective vis-à-vis other pedagogical initiatives. This method encompasses the
belief that learning is most effective when it involves active participation.

37

38

CHAPTER 4

RESEARCH GAP

Evaluation is an integral part of most Instructional Design Models. Evaluation tools and
methodologies help determine the effectiveness of instructional interventions.

While it’s easy to assess the effectiveness of training in technical programs, it’s a
challenge to do the same in behavioral training. In technical training, the assessment can
be made depending on how the person performs at work after having acquired a
particular technical skill. However, behavioral training has its own challenges. And that
is because behavior of a person cannot be treated as a “constant”. Behavior is set
prominently by the system interactions, interventions and interface. In our view, systems-
level audit captures the essence of behavioral training.

Six general approaches to evaluation can be identified:

 Goal-based and systems-based evaluation
 Goal-free evaluation
 Responsive evaluation
 Professional review
 Quasi-legal

While there is abundant literature on all the above approaches to evaluation except
goal-based and systems-based evaluation; there is an inadequate research data base on
the goal-based systems-based evaluation. There is thus a vital gap in the existing
literature on measuring the effectiveness of training and development. This has
prompted us to take up this research investigation.

38

39

CHAPTER 5

PROBLEM STATEMENT
How do we measure the effectiveness of training and development through systems-level

audit? This problem statement stems from the fact that we need to diagnose the systems

constraints for the purpose of finding out the effectiveness of training and development.

The audit questionnaire needs to be customized towards this end.

39

40

CHAPTER 6

RESEARCH OBJECTIVES
The core objectives of our research investigation are:

1. To conduct a systems-level audit of the effectiveness of training and development
programs.
2. To recommend appropriate measures to enhance the effectiveness of training and
development.

40

41

CHAPTER 7

RESEARCH DESIGN

TYPE OF RESEARCH

The research is qualitative in nature. The study is based on data collected through
structured questionnaire from the respondents. The data has been collected by contacting
employees through Internet, as well as through personal contact. The data so generated
has been tabulated using Tables, Charts, Graphs; and inferences have been drawn
accordingly.

RESEARCH METHOD

The method adopted in this research is a survey method.

DATA GATHERING PROCEDURE

Data for the study was obtained by extensive use of internet and communicating with
various professionals.

RESEARCH TECHNIQUE

The research technique used is structured questionnaire which was distributed to
professionals at various hierarchical levels in the IT industry.

SAMPLE SIZE

50 professionals from various organizations in the IT industry in Bangalore were
randomly selected for the present study. Respondents were requested individually to fill
out the questionnaire.

41

42

SAMPLING TECHNIQUE

Sample technique used is stratified random sampling.

STATISTICAL TECHNIQUES USED

Percentages and other mathematical tools.

SAMPLE DESCRIPTION

Project Managers (20)

Project Leaders (10)

Senior Software Engineers (15)

Trainers (5)

42

43

CHAPTER 8

RESEARCH LIMITATIONS

1. Since the scope of research is restricted to one unit in one area, the problem of

generalization is obvious.

2. Since the research is largely qualitative, the bias/ prejudice, which are deadly to

any research, cannot be totally terminated. Never the less, we could gain an

insights into the research topic with the help of meticulous cross checking of data

with available data.

3. Research investigation is restricted to select key personnel of the organization.

4. Respondents may not have been open and honest in their responses.

43

44

CHAPTER 9

INDUSTRY PROFILE
INDIAN IT INDUSTRY:

The positive role the IT industry is playing in our lives is no longer a debatable issue.
Most countries today are beginning to understand the value that information technology
is bringing to economies - introducing both efficiency and benefits. And businesses
around the globe have been investing heavily in the IT hardware and software
infrastructure. As communication within companies and users occurs more rapidly, with
more customized information, greater security, and interactivity and timeliness than
before, bus 'mess strategies and even the structures of companies and industries are being
transformed.

The Current Status of IT Industry:

 Hardware industry segment witnessed significant increase in growth rate in 2001
because of increased Internet awareness and increased corporate spending on IT
infrastructure.
 Significant share of unorganized market in the hardware segment. Market mainly
driven by imported components and influenced by price movements in the
international market.
 Software segment component has been increasing consistently in the overall IT
industry turnover. The growth rate in software sector is primarily driven by
exports component. The product, services and destination portfolio has witnessed
significant increase in the recent past.
 Highly fragmented software industry with over 5000 players and Just about 500
of them controlling more than 70% of the industry turnover. At one end of the
spectrum are companies with global operations and necessary infrastructure and at
the other end are small companies operating in niche technology driven segments.
 One of the fastest growing industry segments in the Indian Economy

44

45

CHAPTER 10

DATA ANALYSIS AND INTERPRETATION
Q1. In your company, induction training is given more importance now than in
the past.

TABLE 1
IMPORTANCE OF INDUCTION PROGRAM

VERY MOSTLY PARTLY NOT TOTAL
INDUCTION TRUE TRUE TRUE TRUE
TRAINING
10 15 15 10 50

GRAPH 1

importance of induction programs

20% 20%

30% 30%

very true mostly true partly true not true

SOURCE: FIELD INVESTIGATION

INFERENCE: Not all the respondents believe that the induction programs are very
important.

45

46

Q2. The induction program is a well-planned exercise and is of sufficient duration.

TABLE 2

EXERCISE EXECUTION

EXERCISE TRUE TRUE TRUE TRUE
EXECUTION
AND 20 15 10 5 50
DURATION

GRAPH 2

DURATION AND EXECUTION OF INDUCTION
PROGRAM

10%
20% 40%

30%

VERY TRUE MOSTLY TRUE PARTLY TRUE NOT TRUE


INFERENCE: Most of the respondents believe that the induction must be well
planned and should be of sufficient duration.

46

47

Q3. Senior managers spend time with the new recruits during induction training.

TABLE 3

TIME MANAGEMENT

BOND TRUE TRUE TRUE TRUE
WITH NEW
RECRUITS 5 5 20 20 50

GRAPH 3

TIME SPENT WITH NEW RECRUITS BY
MANAGERS

10%
10%
40%

40%



INFERENCE: Respondents feel that senior manager’s do not spent enough time with
the new recruits.

47

48

Q4. There is a structured widely-shared training policy in your company based on the
business needs.

TABLE 4

TRAINING STRUCTURE

SHARING VERY MOSTLY PARTLY NOT TOTAL
OF TRUE TRUE TRUE TRUE
TRAINING
POLICY 20 10 18 2 50

GRAPH 4

COMMON STRUCTURED TRAINING PROGRAM

4%

36% 40%

20%



INFERENCE: Respondents believe that there is a structured widely-shared training
policy in a company based on the business needs.

48

49

Q5. Your company’s training and development programs are evaluated and improved
upon every year.

TABLE 5

EVALUATION OF TRAINING PROGRAMS

TRAINING TRUE TRUE TRUE TRUE
AUDIT
26 18 4 2 50

GRAPH 5

EVALUATION AND IMPROVEMENT OF T & D

4%
8%

52%
36%



INFERENCE: Respondents believe that training and development programs are
evaluated and improved upon every year.

49

50

Q6. Employees are helped to upgrade their technical knowledge and skills through
training.

TABLE 6

ROLE OF TRAINING

KSA TRUE TRUE TRUE TRUE
UPGRADATION
27 15 7 1 50

GRAPH 6

EMPLOYEE UPGRADATION OF KSA'S

2%
14%

54%
30%



INFERENCE: Training plays an important part in helping employees upgrade their
technical knowledge and skills.

50

51

Q7. Workers are encouraged and rewarded for training to acquire higher
qualifications.

TABLE 7

REWARD FOR EMPLOYEES

REWARDS TRUE TRUE TRUE TRUE
AS
INCENTIVES 12 15 10 13 50

GRAPH 7

MOTIVATION OF REWARD FOR EMPLOYEES

26% 24%

20%
30%



INFERENCE: Respondents feel that in order to achieve higher qualifications,
workers are encouraged and rewarded for training.

51

52

Q8. There is also an emphasis on developing leadership skills down the line through
training and development.

TABLE 8

TRAINING IMPORTANCE

EMPHASIS TRUE TRUE TRUE TRUE
ON T & D
15 10 13 12 50

GRAPH 8

DEVELOPING LEADERSHIP SKILLS THROUGH
T&D

24%
30%

26% 20%



INFERENCE: Most respondents feel that training and development programs can be
used to develop leadership skills.

52

53

Q9. Human relations competencies are developed through training in human skills.

TABLE 9

HUMAN SKILLS DEVELOPED THROUGH TRAINING

LINK BETWEEN TRUE TRUE TRUE TRUE
TRAINING &
COMPETENCIES 10 11 28 1 50

GRAPH 9

DEVELOPING HUMAN RELATIONS
COMPETENCIES THROUGH TRAINING

2% 20%

56% 22%

VERY TRUE MOSTLY TRUEPARTLY TRUENOT TRUE


INFERENCE: Most respondents believe that human relations competencies are
developed through training in human skills.

53

54

Q10. Employees are sponsored for training programs on the basis of carefully
identified needs.

TABLE 10

NEED IDENTIFICATION TO SELECT TRAINEES

TRAINEE TRUE TRUE TRUE TRUE
SELECTION
26 12 8 4 50

GRAPH 10

SPONSORING OF TRAINEES BASED ON NEED
IDENTIFICATION

8%
16% VERY TRUE
MOSTLY TRUE
52% PARTLY TRUE
NOT TRUE
24%


INFERENCE: The respondents believe that after carefully analyzing the training
needs, the candidates for training are sponsored.

54

55

Q11. Employees participate in determining their training and know the skills they
must acquire.

TABLE 11

EMPLOYEE PARTICIPATION

KNOWLEDGE
3 9 20 18 50

GRAPH 11

DETERMINATION OF SKILLS NEEDED BY
EMPLOYEE PARTICIPATION

6%
18%
36%

40%



INFERENCE: Not all the respondents believe that the employees participate in
determining the training and the skills needed.

55

56

Q12. Briefing and debriefing sessions are conducted for employees sponsored for
training.

TABLE 12

EMPLOYEE BRIEFING AND DEBRIEFING

UPDATATION
10 15 22 3 50

GRAPH 12

SESSIONS TO BRIEF AND DEBRIEF TRAINEES

6%
20%

44%

30%



INFERENCE: According to respondents, briefing and debriefing sessions are
conducted for the trainees.

56

57

Q13. Internal training programs are handled by the best possible faculty your
company can access.

TABLE 13

HANDLING OF TRAINING PROGRAMS

TRAINERS TRUE TRUE TRUE TRUE
COMPETENCY
15 23 9 3 50

GRAPH 13

TRAINERS FOR THE INTERNAL TRAINING
PROGRAMS

6%
18% 30%

46%



INFERENCE: Respondents feel that training programs should be conducted by the
best trainers.

57

58

Q14. Experimental action-oriented techniques, including games, are used in training
programs.

TABLE 14

TECHNIQUES USED IN TRAINING PROGRAMS

ACTION TRUE TRUE TRUE TRUE
ORIENTED
PROGRAMS 15 14 12 9 50

GRAPH 14

ACTION ORIENTED TECHNIQUES USED IN
TRAINING PROGRAMS

18%
30%

24%

28%



INFERENCE: Respondents strongly agree that the training programs should
contain experimental action oriented techniques which is inclusive
of games.

58

59

Q15. Training programs for quality and globalization are the core of your company’s
curriculum.

TABLE 15

QUALITY OF TRAINING PROGRAMS

TRAINING TRUE TRUE TRUE TRUE
CURRICULUM
27 16 4 3 50

GRAPH 15

QUALITY AND GLOBALIZATION

6%
8%

54%
32%



INFERENCE: Respondents strongly feel that training programs for quality and
globalization should be at the core of a company’s curriculum.

59

60

Q16. Impact evaluations are conducted and used for the revision of training programs.

TABLE 16

REVISION OF TRAINING PROGRAMS

IMPACT TRUE TRUE TRUE TRUE
EVALUATIONS
10 25 10 5 50

GRAPH 16

IMPACT EVALUATIONS

10%
20%

20%

50%



INFERENCE: Respondents agree that impact evaluations should be used for the
revision of training programs.

60

61

Q17. Various methods are used to help employees learn and implement creative
ideas.

TABLE 17

METHODS OF DESIGNING TRAINING PROGRAMS

CREATIVE TRUE TRUE TRUE TRUE
IDEAS
8 22 16 4 50

GRAPH 17

USAGE OF VARIOUS METHODS TO LEARN

8% 16%

32%

44%



INFERENCE: Respondents agree that there are various methods that are used to
help employees learn and implement creative ideas.

61

62

Q18. A system of mentoring===providing emotional support and guidance to young
managers—is followed.

TABLE 18

MENTORING FOR THE YOUNG MANAGERS

SUPPORT TRUE TRUE TRUE TRUE
AND
GUIDANCE 4 18 12 16 50

GRAPH 18

MENTORING

8%

32%

36%

24%



INFERENCE: Respondents agree that the practice of mentoring should be followed.

62

63

Q19. The company encourages and supports self-learning and education by its
managers.

TABLE 19

SELF-LEARNING ENCOURAGED AND SUPPORTED BY COMPANY

COMPANY VERY MOSTLY PARTLY NOT TOTAL
SUPPORT TRUE TRUE TRUE TRUE
TO
MANAGERS 23 13 8 6 50

GRAPH 19

ENCOURAGEMENT TO MANAGERS TO LEARN
BY THE COMPANY

12%

16%
46%

26%



INFERENCE: Respondents strongly agree that the company should support and
encourage self-learning by the managers.

63

64

Q20. Managers are provided with opportunities to perform different tasks and acquire
competencies.

TABLE 20

OPPORTUNITIES TO PUT IN PRACTICE TRAINING DATA

JOB TRUE TRUE TRUE TRUE
LEARNING
16 15 17 2 50

GRAPH 20

LEARNING THE COMPETENCIES THROUGH
DIFFERENT TASKS

30%

34%

32% 4%



INFERENCE: Respondents believe that the managers should be provided with
opportunities to perform different tasks and learn different
competencies.

64

65

CHAPTER 11

A SUMMARY OF RESEARCH FINDINGS

Induction programs in companies have not gained much importance over the years even
as industries are growing at a very fast pace. The induction program must be well planned
and of sufficient duration. During the induction program, managers must spend time with
the new recruits in order to welcome them and make them feel at home.

Highest number of respondents believes that every company has a well structured
training program which is evaluated and revised regularly in order to gain the maximum
benefit. Impact evaluations are also conducted and the findings used in the improvement
process.

The employees should be involved in the designing of the training programs. The skills
needed are also analyzed before the commencement of any training program. Motivation
can be provided to employees in the form of rewards.

Before any candidates are selected for training, the need for training is done. Based on
the need identification, trainees are sponsored. Leadership skills are also developed
through training programs. The trainees are briefed and debriefed for the training session.

The training programs should be conducted by the best faculty that the company can
access. The training programs should also contain experimental action-oriented
techniques which includes games. The learning and retention process is faster when these
kinds of programs are used.

The managers should be provided the opportunity to transfer the skills and knowledge
obtained through the training.

65

66

CHAPTER 13

RECOMMENDATIONS
The following recommendations emerge from our research findings:

 Provide better training facilities for employees.
 Customized rewards and incentives.
 Provide updated technology and software packages.
 Encourage time off for self development.
 Provide challenging work profile and clear career path.
 Provide and open work culture facilitating individual growth.
 Create a dynamic organization open to changes.
 Ensure transparency in all processes.
 Provide an increase in responsibility and quality work.
 Avoid indifferent attitude and interference in work.
 Improve communication and communication channel.
 Management should avoid adhoc decision-making.
 Avoid politics, bureaucracy, favoritism that could de-motivate employees.
 Provide facilities for outbound learning
 Provide facilities for training for creativity by adopting EREWHON MODEL.
Some of the best practices in this regard are (a) break down the creative process
into several steps that can be easily taught (b) instill the importance of suspending
judgment till other options emerge; (c) teach people to look at a problem from the
prospective of the customer (d) train managers to get the creative chemistry right
between team members (d) transfer creative practices which have been adopted
by people in related fields
 Train for leadership. Some of the best corporate practices are: (a) institutionalize
leadership training for every tier of the company (b) invest in an off-job
leadership training module to initiate the process (c) develop a formal in-house
program to retrain people in leadership (d) modify the rewards system to

66

67

constantly reinforce leadership behavior (e) insist 'A Team' sets standards of
leadership by example
 Train for total quality. Some of the best practices are: (a) provide employees first-
hand experience of global corporate practices (b) ensure that supervisors and
managers are trained along with workers (c) expose employees to the
environments in which customers use the products (d) constantly retrain
employees in the theory and practice of TQM including six sigma (e) link quality
in the workplace to quality on employees' lives
 Retrain the middle managers who are prone to obsolescence. Some of the best
practices are: (a) detail every competence and skill which middle managers must
process (b) revise training schedules only to retrain them for their new roles (c)
devote two-thirds of training budget to retrain middle managers (d) use job
rotation as a crash course in retraining middle managers (e) expose middle
managers to key customers as often as possible
 Provide facilities induction training module vigorously
 Use experiential learning technique profusely in the training and development
program particularly in cross-cultural training

To sum up, auditing the effectiveness of training and development programs is a
tedious task. The focus of the systems-level audit should be on:

 Making learning one of the fundamental values of the
company
 Committing major resources and adequate time to training
 Using training to bridge the gap with the external
environment
 Integrating training into initiatives for change management
 Using training as developmental tool for individual
employees
 Linking organizational, operational and individual training
needs

67

68

 Installing training systems that substitute work experience
 Ensuring the training allows the soft skills to bloom
 Using retraining to continuously upgrade employees' skills
 Creating a system to evaluate the effectiveness of training

In our opinion, the goal-based and systems-based approaches to evaluation of
effectiveness of training and development are quite relevant. The following chart
provides the brief descriptions of these approaches:

68

69

It is our belief and conviction that the aforesaid focuses in the audit will turbo charge the
effectiveness of training and development programs.

69

70

ANNEXURE

Questionnaire
SYSTEMS –LEVEL AUDIT OF TRAINING & DEVELOPMENT
EFFECTIVENESS

(INSTRUMENT TO GENERATE DATA FOR THE RESEARCH
INVESTIGATION)

This interactive—which deals with the processes of training & development—
consists of 20 critical statements. Please evaluate the extent to which each describes
the state of the systems in your company using the following scale:

 Very true: 76% to 100%
 Mostly true: 51% to 75%
 Partly true: 26% to 50%
 Not true: 0% to 25%

1. In your company, induction training is given more importance now than in the
past:
 Very true
 Mostly true
 Partly true
 Not true
2. The induction program is a well-planned exercise and is of sufficient duration

 Very true
 Mostly true
 Partly true
 Not true

3. Senior managers spend time with the new recruits during induction training
 Very true

70

Impact of training and development programs conducted in organizations. keziah rachel cherian

Impact of training and development programs conducted in organizations. keziah rachel cherian

Recommandé

Recommandé

Contenu connexe

Tendances

Tendances (20)

En vedette

En vedette (20)

Similaire à Impact of training and development programs conducted in organizations. keziah rachel cherian

Similaire à Impact of training and development programs conducted in organizations. keziah rachel cherian (20)

Dernier

Dernier (20)

Impact of training and development programs conducted in organizations. keziah rachel cherian