Training and Performance-Hailey

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TRAINING AND DEVELOPMENT IN TELECOM

SECTOR IN PAKISTAN

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ABSTRACT

Despite the vast research on training and development, little is known about the
perspective of Pakistan on it. The overall image that emerges from the Pakistan
telecom sector is negative, but as we see a huge encroachment in technology, we
are witnessing improved results in the telecom sector of the country. Training and
development plays a fundamental role in making sector advancement in almost
every field more rapidly by civilizing labor skills, enhancing human resource,
development in technology, and developing leadership attributes. In Pakistan, to
compete with international standards, consistency in training and development is
desirable. This study is a part of a growing body of research, which aims at the
importance of training and development in the telecom sector of Pakistan, and this
will increase our understanding of the need of training and development in all the
other sectors which will contribute to further research on similar topics.

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TABLE OF CONTENTS

ABSTRACT ............................................................................................................ II
1. INTRODUCTION ........................................................................................... 1
1.1 Background of the problem ...................................................................... 5
1.2 Theoretical Framework ............................................................................ 6
2. PROBLEM DEVELOPMENT ........................................................................ 7
2.1 Significance of the study ...........................................................................7
2.2 Study Objectives ...................................................................................... 8
2.3 Research Questions .................................................................................. 9
2.4 Relevant Variables ................................................................................. 11
2.5 Research Hypotheses.............................................................................. 12
3. LITERATURE REVIEW .............................................................................. 19
3.1 PADAA .................................................................................................. 20
3.2 Quasi experimental design ..................................................................... 21
3.3 Goldberger approach .............................................................................. 22
3.4 Ethnographic methods ............................................................................ 24
3.5 Mann-Whitney U test ............................................................................. 25
3.6 Chi-square model test ............................................................................. 27
3.7 Mediating effect ..................................................................................... 30
3.8 Swedish model ....................................................................................... 32
3.9 Pearson correlation ................................................................................. 34
3.10 Kaiser-Meyer-Olkin test ......................................................................... 36
4. METHODOLOGY ........................................................................................ 38
4.1 Introduction to chapter ........................................................................... 39

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4.2 Purpose of research ................................................................................ 39
4.3 Research approach.................................................................................. 39
4.3.1 Primary and Secondary data ........................................................... 39
4.3.2 Sample size ..................................................................................... 40
4.4 Regression Equation ............................................................................... 40
5. ANALYSIS ................................................................................................... 41
5.1 Employees frequency distribution analysis ............................................ 41
5.2 Trainers frequency distribution analysis ................................................ 53
5.3 LINEAR REGRESSION........................................................................ 63
5.3.1 Employee ........................................................................................ 63
5.3.2 Trainers ........................................................................................... 64
5.4 MULTIVARIATE REGRESSION ........................................................ 66
5.4.1 Employee ........................................................................................ 66
5.4.2 Trainers ........................................................................................... 70
5.5 CROSSTAB ........................................................................................... 73
5.5.1 Employee ........................................................................................ 73
5.5.2 Trainers ........................................................................................... 77
6. CONCLUSION ............................................................................................. 81
6.1 Conclusion .............................................................................................. 81
6.2 Future research ....................................................................................... 83
6.3 Limitations ............................................................................................. 84
6.4 Reference ................................................................................................ 85

APPENDIX ........................................................................................................... 87
Appendix A Constitutive and operational definition of variables ........................ 87

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Appendix B Frequency Graph Analysis ............................................................... 92
Appendix C Descriptive of mean ........................................................................ 112
Appendix D Descriptive of Linear Regression ................................................... 116
Appendix E Descriptive of Multivariate Regression .......................................... 119
Appendix F Questionnaire of trainer and trainee ................................................ 127

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1. INTRODUCTION

The telecommunication sector in Pakistan was initiated by a government-run
monopolist, previously called as Telephone and Telegraph department (T&T). It
was not only the entire single controller in the industry but was also the policy
maker and operator in the country. Later on T&T was turned into a corporation
which proved quite profitable but the re-investment done by the company was not
enough to meet every day technological advancement and to invest in emerging
telecom services and make them available to the public. Consequently Pakistan
lagged behind in the telecom sector for many initial years as compared with her
neighboring countries.
Cellular mobile services first came into Pakistan in the early 1990s with the
commencement of the two cellular companies, Paktel and Pak Com (Instaphone).
However these two companies were unable to meet the growing demands of the
people. The government of Pakistan thus decided to cut down on the monopolistic
atmosphere prevalent in the telecom sector and usher in more competition in the
cellular market. Resultantly Mobilink came into Pakistan in 1994 introducing
GSM technology for the first time in Pakistan initially under MOTOROLA Inc.,
and later was bought by ORASCOM, an Egyptian multi-national company. Then
Ufone was launched by the Pakistan government in 2001 as a part of its PTCL
operations but is owned by Etisalat. After that came the year 2005 which is
perhaps the landmark in the cellular history of Pakistan as two giant
multinationals, Telenor and Warid successfully launched their cellular services in

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Pakistan right after the other. The coming of these two multinationals
revolutionized the entire telecom industry increasing competition and foreign
investment to considerable levels and putting an end to the monopolistic practices.
Training refers to the gaining of knowledge, skills and learning to improve
performance of the employee within the organization. Learning and Development
is used instead of training and development in order to underline the importance
of learning for the individual and the organization. In few organizations, Human
resource development is used. Training is specific and done to improve ones
capability, capacity and performance. Training can be generally categorizes as on-
the-job training or off-the-job training. On-the-job describes training that is given
in a normal working condition, using the actual tools, equipment, documents or
resources that they will use when fully trained. On-the-job training is usually most
effective for professional work. Off-the- job training takes place away from
normal work situation which means that the employee is not regarded as
productive worker when training a taking place. An advantage of off-the-job
training is that it allows people to get away from work and totally concentrate on
the training being given. This type of training is most effective for training
concepts and ideas.
Training is one of the major functions of Human resource management. Training
of their members and officials is essential to strengthen the organization and
improve its various functions.

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Training and development of an organization includes executive coaching,
mentoring, climate conditioning, organizational setting, designing training
program, control changing environment, control variables, objectives and
developing skills like leadership.
Basically leadership refers to an activity that enhances the quality of leadership
within an individual or organization. People are not born with the same potential
to lead well. Different personal characteristic can help a persons effectiveness.
Yet everyone can improve it with the help of training and development.
Today, as competition gets even tougher, telecom companies are trying to further
streamlining their employment with the help profound of training and
development.
The main focus of training and development is to enable the participants to
interconnect domestic issues and challenges with international trends and
developments so as to allow them to find appropriate answers to challenges posed
by the international movement.
The workplace and workforce are changing rapidly and that to keep pace; their
employees must continually acquire new skills. Today's environment presents
numerous challenges including: new technology, global competition, and
company downsizing. Providing and supporting continuing education for
employees confronts these challenges head-on and clearly creates a more
competent workforce, and ultimately profit increases. So continuous training of
employee is must in present world in order to hit the top and maintain it. Training

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of employee should be done in such a way that the option available to the learner
as to how, when, where, with what materials and what he or she learns is very
important not for the professional and educational reasons but also for the
economic motivations. The training procedure offered to the workforce should be
flexible and close to the real-time scenario, so that each and every individual taste
the real experience.
Training and development is very important in telecom sector because it is more
associated with the modern science and it consists of up to date equipment and
methods. The employees should know the working of the equipments they are
handling and how the equipment will respond to the given commands. The
process of training and development is long, complex and lot of money is at stake
yet it is one of the most vital steps of HRM.
The approach of training and development offered and carried out in the
telecommunication organizations should be diverse from other business and
organizations because in telecom sector they are providing wireless services using
the most modern tools and equipment. In order to manipulate such variety of
equipments you need professional that know everything about the tools. The
training and development should me more towards innovation and creativeness.
The organizations which are leading the telecommunication sector of Pakistan and
maintaining it position just because they are providing latest training programs
and developing procedure in order to improve their employees overall capability.

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The objective of Human resource is to maximize the return on investment from
the organizations human capital and minimize the financial risk. It is the
responsibility of the human resource manager to conduct these activities in an
effective, legal and consistent manner.
Human resource management serves these key functions.
Performance evaluation and management
Promotions
Industrial and employee relations
Record keeping of all personal data
Confidential advice to internal customer in relation to problems at work

1.1 Background of the problem
The focus of my research would be on the human resource management practices
in the telecom sector of Pakistan. In organizational development, the related field
of training and development (T & D) deals with the design and delivery of
learning to develop performance, skills or knowledge within the organization. It is
of importance as the telecom industry in Pakistan becomes more competitive and
must ensure strict standards in the professionalism of its workforce. By using
various methods of training and development such as seminars, workshops, on-
the-job training and short courses, telecom industries can bring about an

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improvement in the productivity and motivation, all of which contributes to
overall output and efficiency gains. So in this way, human resource management
can play a vital part in enabling an entity in the telecom sector in achieving its
objectives.

1.2 Theoretical Framework
The aim of this research study is to find out whether organizational
structure/setting, objectives, group composition, need for training, types of
training and climate conditioning has a significant impact on training and
development.
The area that we are going to study under organizational structure is the division
of its middle management which would be explained in terms of their hierarchical
level. Each management level has its own kind of training and development
which improves the organization on the whole.
Need for training will be measured in terms of their authority, working
environment which includes satisfaction with work, satisfaction with
advancement , satisfaction with attitude of friends, satisfaction with pay,
satisfaction with freedom of action and integrate into workplace.
Designing training program includes brainstorming, computer based training,
salary planning and its problem solving technique for middle management.

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2. PROBLEM DEVELOPMENT
2.1 Significance of the study
This research study will provide a comprehensive insight for enhancing the
employee training and development in the telecommunication sector of Pakistan
due to its increasing importance in corporate performance. The main aim of this
research is to highlight the main areas which need Training and Development
which can considerably improve the performance of the employees of telecom
sector in Pakistan. Due to technological innovations which have increased the
level of competition amongst companies, the ability of firms, especially those in
competitive markets, depends crucially on how well they have managed and
trained their workforce In essence, in todays world, training and development has
to focus to a significant degree on making their workforce adaptable to new
technologies that are to be found at every level of the company. If the workforce
is stagnating in terms of skills, efficiency gains that could be attained by
workforce training are forgone. This study deals with the telecom sector in
Pakistan which is highly competitive. Human Resource management in this
industry therefore, is of crucial importance, and thus becomes the subject of my
research.

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2.2 Study Objectives
1. To study the impact as to how knowledge of middle management groups
concerning management theory and practice effect Training and
development in telecom sector of Pakistan?
2. To examine how improved technology for designing of training program
for middle management effect training and development in telecom
sector?

3. To identify the impact how types of management training effect training
and development in telecom sector?

4. To study the impact as how skills development effect training and
development in telecom sector of Pakistan?

5. To study the impact as how changing environment in terms of global and
domestic competitions effect training and development in telecom sector
of Pakistan?

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2.3 Research Questions
1. To determine the relationship between training and development and 4
dimensions of need for training?

2. To determine the relationship between training and development and
climate conditioning?

3. To determine the relationship between training and development and 4
dimensions of objective?

changing environment in term of technology?

control variables?

designing training program?

learning outcomes?

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middle management?

management policies?

mentorship?

11. To determine the relationship between training and development and types
of training?

12. To determine the relationship between training and development and self-
efficacy?

group composition?

knowledge?

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2.4 Relevant Variables
Dependent variable:
Training and development
Independent variables:
Group composition
Behavioral capacities
Effectiveness of organization
Knowledge
Climate conditioning
Organizational setting
Need for training
Designing training program
Middle management
Learning outcomes
Types of training
Changing environment
Control variables
Self-efficacy
Objectives

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2.5 Research Hypotheses
On the basis of the theoretical framework discussed above the following
hypothesis will be formulated and tested by the researcher.

Need for Training
Hypothesis
To test the proposition that training and development and personal performance of
middle manager has a significant/insignificant relationship

Ho: = 0
H: 0

Hypothesis
To test the proposition that training and development and satisfaction with
attitude of co-workers has a significant/insignificant relationship

Ho: = 0
H: 0

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Hypothesis
To test the proposition that training and development and satisfaction with
freedom of action has a significant/insignificant relationship

Ho: = 0
H: 0

Hypothesis
To test the proposition that training and development and supervisory skills have
a significant/insignificant relationship

Ho: = 0
H: 0

Hypothesis
To test the proposition that training and development and success of firm has a
significant/insignificant relationship

Ho: = 0
H: 0

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Learning outcomes
Hypothesis
To test the proposition that training and development and intellectual skills of
middle managers has a significant/insignificant relationship

Ho: = 0
H: 0

Middle management
Hypothesis
To test the proposition that training and development and job involvement of
managers has a significant/insignificant relationship

Ho: = 0
H: 0

Hypothesis
To test the proposition that training and development and computer based training
has a significant/insignificant relationship

Ho: = 0
H: 0

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TYPES OF TRAINING

Hypothesis
To test the proposition that training and development and management training

Ho: = 0
H: 0

Hypothesis
To test the proposition that training and development and cross training among
different level of managers has a significant/insignificant relationship

Ho: = 0
H: 0

Hypothesis
To test the proposition that training and development and global competition has a

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Ho: = 0
H: 0

Hypothesis
To test the proposition that training and development and domestic competition

Ho: = 0
H: 0

Control variables
Hypothesis
To test the proposition that training and development and age of managers has a

Ho: = 0
H: 0

Hypothesis
To test the proposition that training and development and gender has a

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Ho: = 0
H: 0

Training objectives
Hypothesis
To test the proposition that training and development and productivity gains has a

Ho: = 0
H: 0

Hypothesis
To test the proposition that training and development and control on absenteeism
of managers has a significant/insignificant relationship

Ho: = 0
H: 0

Policies
Hypothesis
To test the proposition that training and development and management policies

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Ho: = 0
H: 0

Group composition
Hypothesis
To test the proposition that training and development and race in Human
Resource Management department has a significant/insignificant relationship

Ho: = 0
H: 0

Mentorship
Hypothesis
To test the proposition that training and development and mentorship has a

Ho: = 0
H: 0

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3. LITERATURE REVIEW
This article is written by house and tossi in year 1963 an experimental
evaluation of management training program. As the environmental
conditions and technology improved in 1940s, the management became
convinced that additional training program might be useful for managers of an
organization And also designing a new training program which could prove useful
for the skill development process of the employees. The observation method used
in this article was questionnaire. The questionnaire was sent before and after the
training. 47 trained personal responded and 57 untrained personal replied but only
24 trained personal and 33 untrained personal were used in the study. The major
managerial concerns given in the article was management development, planned
learning, climate conditioning, pre-training, responsibility, authority, satisfaction
with work, satisfaction with advancement, satisfaction with attitude of friends,
satisfaction with pay, satisfaction with freedom of speech, satisfaction with job
security, satisfaction with attitude of family. The major variable under discussion
was climate conditioning and satisfaction with working environment/conditions.
Methodologies used in this article were formal series of training classes, to make
more aware of formal knowledge of management.
The analysis was made by means of t tests.
the variance was tested by f test
The differences were revealed by use of a multiple regression and t test.

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In this article the key findings were defining objective, job function, authority and
responsibility.
Establishing a clear line of communication and reporting relationship.
to compare comparison of score change between trained versus untrained
group
In this article the limitations were
Results may be biased because some respondents were more prone than
others to return questionnaire.
length of time for completion of questionnaire
response to questionnaire was burden
The methods used are definitely valid since they are using t test and regressions
which will give an accurate result.
3.1 PADAA
This article is written by Roberson, Kulik and Pepper in year 2001 Designing
effective diversity training: Influence of group composition and trainee
experience. The study examines how training group composition and trainee
experience interact to influence the effects of diversity training on cognitive,
affective and behavioral outcomes. The study setting was done with the help of
pre training surveys and included a question about previous experience with
diversity training. The final training sample consisted of 98 trainees. The major
managerial concerns given in the article was training group composition, trainee

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experience, diversity trainee outcomes. The major variable under discussion was
cognitive measures which consist of awareness knowledge and skill knowledge,
attitudinal measures which include pluralism and diversity attitude assessment
(PADAA) and behavioral measures comprise of strategy fluency, strategy
specificity and cultural competence. The methodologies used in this article were
regression analysis and t test. In this article the key finding suggest that
heterogeneous training group may not be necessary or even helpful in all
situations. The major limitations stated in the article are
The range of variable examined and the context of the research
Teaching assistants were used as trainee rather than employee in private
organization.
Most trainee were not familiar with one another
To conclude this article training employees is very critical for the firm since it has
to regularly update its human capitals abilities to stay ahead of the competition.
3.2 Quasi experimental design
This article is written by Mathieu and Leonard in year 1987 Applying utility
concept to a training program in supervisory skills: A time based approach.
The study employed a quasi experimental design to demonstrate the effects of a
training program in supervisory skills on the performance rating of bank
supervisors. Further, they expanded the utility formula in order to calculate utility
benefits over time. The study setting was done through quasi experimental
design. The sample size was 65 individuals which have completed a training

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program in supervisory skills. The major managerial concerns given in the article
was performance measures, training costs, estimates of turnover, economic factor.
The major variable under discussion was supervisory skills, performance
appraisal, benefits in terms of self-enhancement and career development. The
methodologies used in this article were training procedure, quasi experimental
design, utility and break even analysis. In this article the key findings were that
the training program in supervisory skills is cost-effective and the organization
can use such information to determine the allocation of the resource between
personnel program and other organizational efforts to improve productivity.
Major limitations stated in this article were that this article should be viewed as
simply a thinly veiled attempt to justify a training program and the budget given
was limited. To conclude this study has demonstrated the utility of a training
program in supervisory skills, in addition we sought to identify several areas for
future research and how utility theory is useful.
3.3 Goldberger approach
This article is written by Garavan in year 1997 Training, development,
education and learning: different or the same? The study attempts to discuss
the concepts of training, development, education, and learning with regards to
employees in terms of their substantive difference and argue how these concepts
has evolved historically within human resource management and development
(HRM/D) literature. The study setting was done through questionnaire. There
were 715 managers but the received response from 380 managers which is 53%.
The major managerial concerns given in the article was training needs, job tenure,

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education level, spam of control, training self efficacy, managerial support and
training utility. The major variable under discussion was span of control, self-
efficacy, performance, motivation, knowledge, skills, training utility. The
methodologies used in this article were factor analysis, regression analysis,
hypothesis test and Goldberger approach. In this article the key findings was to
provide the factors that affects perceived training utility and self reported training
need among managers specially self-efficacy and managerial support. The major
limitations stated in the article are
Potential determinant were not included in the study
Threat associated with common method variance

To conclude this article the concepts of training, development and learning with
regard to employees in terms of substantive differences and how these concepts
have evolved over the time.

This article is written by Hughey and Mussnug in year 1997 Designing
effective employee training programs. The perspective of this research paper
is to describe the elements of a successful employee training program and explain
several key factors which determine how employee training program can best
support company profitability. The study settings used in this article were
questionnaires and interviews of applicants. The major managerial concerns given
in the article was training versus education, soft-skill training, the role of
training manager, strategic plan, time and other critical factors. The major

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variable under discussion was education, employees, managers, planning, skills
and training. In this article the key findings were that legitimate reasons for many
of the problems currently associated with employee training programs. Also if
training outcomes are not fulfilling initial expectations, it may be time to rethink
how it was conceived, implemented and managed. To conclude the successful
employee training programs result from thoughtful and serious planning. A great
deal of attention must be paid to detail and desired outcomes.
This article is written by Daniels in year 2003 Employee training: a strategic
approach to better return on investment. This application of this article is to
focus on the training of employees which is a significant expenditure for the
organization. During training the employees dont act to fix the problem in the
organization rather than they act as agent which works for the change in the
organization. The study setting used in this article is direct reporting of their
opinion. The major managerial concerns in the article are transferring the training,
evaluating the training, and identification of training. The major variables under
discussion are employee development and organizational change. The analytical
approach used in the article is workshops, computer assisted training, self-study
programs, tuition reimbursement and mentoring/apprenticeship programs. So,
ultimately the training must be judged by its impact on the organization plus
participants and managers should be involved in group evaluations.
3.4 Ethnographic methods
This article is written by Gibb in year 2001 The state of human resource
management: evidence from employees views of HRM systems and staff.

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The application of the article is to explore the arguments about trend in human
resource management (HRM) provides contrasting evidence in evaluating the
state of HRM. The main issue was to investigate whether obtaining employees
views could prove clear and useful data on HRM systems and services. The study
setting was done using mainly ethnographic methods. The survey result came
from 73 organizations and included the response from 2,632 employees. The
major managerial concerns given in the article was staffing matters, training and
development, relation at work. The major variable under discussion was human
resource management, employees, staff and systems analysis. The methodologies
used in the article are mean, standard deviation and Likert scale. The key findings
of this article are the validity and the reliability of the findings are indeed
constrained and theoretical context needs much more clarification. The major
limitations stated in the article is that the survey is limited to providing one
snapshot of HRM systems and staff based on employees current perception of
performance in HRM. The use of Likert scale to measure the human resource
performance is definitely valid and effective.
3.5 Mann-Whitney U test
This article is written by Hand and Slocum in year 1970 Human relation
training for middle management: A field experiment. The objective of this
research is to conduct a field experiment in an industrial setting in which the
researcher are able to examine the independent variables. The study setting was
done with the help of questionnaire. Exit interviews were also conducted after the
third measurement. An experiment and control group composed of 42 managers

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was randomly selected from the same hierarchical level of the firm. The major
managerial concerns in the article are human relation training program. The major
variable under discussion was knowledge of human relation, acceptance of self
and others, self-actualizing motivation, interpersonal relations, participations. The
statistical test used in this article was Mann-Whitney U test, analysis of
covariance, and t test. The research findings indicate that only acceptance of self
and others increased significantly with the help of training program. The
requirement and rigidities of the operating system prohibited effective system
communication between the executive staff and the training group, thereby
crippling the attainment of the training objectives. Another difficulty was the
failure of top management to incorporate the reinforcement into the training
program. Thus, in terms of trainee behavior, as perceived by their subordinates,
the program was not effective.
This article is written by Marouf and Rehman in year 2004 Human resource
development policies and practice for the IT and information workforce in
Kuwaiti companies. The purpose of the study was to analyze policies and
practice of corporate companies for the training and continuing development of
their professionals. The study setting was done through structured interviews of
50 employees. The interviewer recorded the response of the participants. The
major managerial concerns given in the article was work organization,
responsibilities, management development, job training, and seminars. The major
variable under discussion was employees, training needs and human resource
development. In this article the key findings were

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Orientation and training activities
Change management strategies
Training facilities and resources
Avenues of external training and criteria for sending employee for external
training.
The major limitation studied in this article is that numbers of companies
discriminate in favor of their senior managers which might not be a viable
strategy in all situations. To conclude the most vital factor for IT and information
management in any organization is the availability and preparedness of its human
resource hence therefore training your human capital is the most importance job
or the HR officers.
3.6 Chi-square model test
This article is written by Guthrie and Schwoerer in year 1994 Individuals
and contextual influence on self-assessed training needs. The study
contributes to our understanding of the effects of employees attributes and
contextual factors on perception of training utility and self reported training. The
study setting was done through questionnaire. There were 715 managers but the
received response from 380 managers which is 53%. The major managerial
concerns given in the article was training needs, job tenure, education level, spam
of control, training self efficacy, managerial support and training utility. The
major variable under discussion was span of control, self-efficacy, performance,
motivation, knowledge, skills, training utility. The methodologies used in this

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article were factor analysis, regression analysis, Chi-square model test and
Goldberger approach. In this article the key findings was to provide the factors
that affects perceived training utility and self reported training need among
managers specially self-efficacy and managerial support. The major limitations
stated in the article are
Potential determinant were not included in the study
Threat associated with common method variance
To conclude this article training self-efficacy and managerial support were
associated with greater perception of the utility of the training whereas education
was negatively related to the perceived utility of training.
This article is written by Scot M. Duguay, Keith A. Korbut in year 2002
Designing a training program which delivers results quickly! This paper
presents concern for the design of a two-phase training program for new
employees an initial program and a detailed program. A process involving
everyday employee-leader reviews and employing the skills of peer coaches and
mentors is proposed.
provide an organized, sequential approach to new employee training (with
rationale for topic matter and timing);
minimize new employee adjustment time;
Minimize new employee time-to-first-contribution.
A process involving frequent employee-leader reviews and employing the skills
of peer coaches and mentors is proposed. The major managerial concern stated in

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this article were Employee development; On-the-job training; Training; Induction;
Mentoring; Coaching. The Major variables in this article under discussion were
boot camp matrix; implementation and next step of training program. The
methodologies used in this article were brainstorming and matrix format. When
designing a new employee training program, early buy-in from the training group,
management, and the local leadership team can be instrumental to long-term
success.
Use a wide range of resources to assist in brainstorming a list of
courses/training topics for your training programs. Then meet with the
team leaders to finalize the brainstormed list into a cohesive program
which contains elements they believe should be required for detailed
training.
Team leaders must be trained to understand their important responsibility
in this process, as well as how they will benefit. It is equally important that
coaches/contacts also understand their roles up-front, and be clear as to
element content and method of skill assessment prior to implementation of
your training program.
This article is written by David Poll in year 2007 McDonald's serves up better
customer care and lower employee turnover It describes the two-stage
training that quick-service restaurant McDonald's has devised for its customer-
facing employees. The Major variables in this article under discussion were
Customer service management; Retention; Training; Food and drink products.

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The methodologies used in this article were Details the Hospitality Plus
workshops, attended by more than 2,700 employees in three weeks at the end of
2004, which covered personal appearance; ensuring that dining areas are clean
and inviting; awareness of customers including the disabled and those with
children needing assistance; creating a friendly atmosphere by acknowledging
customers; complaint handling, the ability to answer enquiries on menu
ingredients and awareness of McDonald's role in the community. Also describes
the Customer Care program, designed to capture the best parts of the Hospitality
Plus workshops, but also to be a sustainable session to help staff to deliver service
that customers would view as superior to the competition. To conclude this article
shows that the training which is not just a one-off solution represents real
value for money, given the number of people trained and the cultural impact the
company has gained.
3.7 Mediating effect
This article is written by Christopher Orpen in year 1999 The impact of self-
efficacy on the effectiveness of employee training. He examines whether the
mediating role of self-efficacy on the effectiveness of formal training programs is
greater for jobs in which self-confidence on the part of incumbents is important
for effective performance than for jobs where it is relatively unimportant. The
major managerial concern stated in this article were Using hierarchical regression
analysis, self-efficacy was found to mediate the relationship between the
perceived amount of formal training and superior ratings of improved
performance among employees in jobs where self-confidence was judged to be

31

important for success, but not among employees in jobs where it was judged not
to be important, as hypothesized. The Major variables in this article under
discussion were financial services; Job satisfaction; Performance measurement;
Training .the methodologies used in this article were regression analysis, the
mean scores (and standard deviations). These findings have a number of
theoretical and practical implications. At the theoretical level, they suggest, in line
with Baron and Kenny (1986) that the mediating effects of variables on the
relationship between two other variables can themselves is subject to moderation
by other variables. In this case, job type served to moderate the mediating effect
of self-efficacy on the relationship between the amount of training and the extent
of performance improvement. It appeared here the extent to which differences in
self-efficacy accounted for what effect training had on performance the strength
of the mediating effect of self-efficacy varied widely, depending on the nature
of the jobs involved.
1. The independent variable (training) must be related to the mediating
variable (self-efficacy),
2. The independent variable must be related to the dependant variable
(performance),
3. Then the effect of the mediating variable is added, the relationship
between the independent and dependent variable must be significantly
decreased; i.e. be much lower than the effect of the independent variable
considered alone, whereas

32

4. The relationship between the mediating variable and the dependent
variable must still be significant; i.e. be as high as the effect of the
mediating variable considered alone.
To conclude the findings suggest that for some jobs, the effect of training on
performance may be mediated by self-efficacy, i.e. that in some jobs it is because
some training makes employees more confident in themselves in relevant ways,
that it leads to subsequent better performance on their part. Probably the most
important aspect of the present findings is to show that this self-efficacy effect
of training will not always operate, but is restricted to certain kinds of jobs. More
follow-up research is needed to identify other limiting conditions of this
mediating effect of self-efficacy.
3.8 Swedish model
This article is written by Ylva Kjellberg, Magnus Sderstrm, Lennart
Svensson in year 1998 Training and development in the Swedish context:
structural change and a new paradigm? This paper examines human resource
development in Sweden. By way of context, it discusses socio-cultural conditions,
prevailing economic conditions and recent structural changes and employment
and flexibility trends in Sweden. It sets down the characteristics of the national
education and training system and examines recent policy developments. It
presents Swedish data from the Cranet-E survey in order to paint a picture of
training and development practices at organizational level. The implications for
employers, employees and government are outlined and the likely future

33

challenges for training and development in Sweden are set down. The most
frequently used methods are performance appraisals. The major managerial
concerns studied in this article were adult education; Employment; Human
resource development; Training. The Major variables in this article under
discussion were Socio-cultural conditions,
Employment and flexibility trends, Training and development in practice
Structural change and new perspectives. The methodologies used in this article
were mean Standard deviation and percentages. A general conclusion from the
Swedish point of view is that an important strategic shift is going on within the
field of adult education and training. This shift can be observed and discussed
from the following points of view:
An educational approach will be replaced by a learning approach;
The funding has been changed from public towards private funding;
The focus has moved from the formal school system towards the informal
system, mainly in terms of in-company training and learning at work.
Society demands that we promote facilities for learning and recurrent education
for employees in companies, so that they can remain actively employed in a
longer perspective. It might be that there is a real need for the revival of the
Swedish model - increased cooperation between government, employer
federations and employee federations, to achieve this.

34

3.9 Pearson correlation
This article is written by Connie Zheng, Paul Hyland and Claudine Soosay in
year 2007 Training practices of multinational companies in Asia. The
purpose of this study is to explore a range of training practices adopted by
multinational companies (MNCs) operating in Asia. It investigated the level of
training expenditure, the nature of training programs offered and the concerns
about training in MNCs. Data were obtained through a survey of 529 MNCs
operating in six Asian countries to examine the average cost spent on training and
the type of training programs offered to different groups of employees. The
respondents were also asked to indicate their perceptions on the training provided
and how effective the training has on firm performance. The major managerial
concerns in this article were Training; Human resource management; Professional
ethics. The major variables under discussion were Training determinants,
Research methodology. The methodologies used in this article were Chi-square
model, hypothesis test and Pearson correlation. In this article the key findings
were
i. company profile;
ii. employee profile;
iii. skill shortages;
iv. training needs; and
v. HRD strategies.

35

Limitations of this article include the training determinants discussed in the
literature may not all have sufficiently predicted the differences in training
practices adopted by MN. Another limitation of the current study is the lack of
scope for further inquiry on what types of training programs would be regarded as
more relevant and useful by local employees. The results provide MNCs,
especially those headquartered in European and other Western countries with
insights into designing and offering more relevant and better quality training
programs to their employees located in Asian subsidiaries
The article is written by Ann P. Bartel in year 1995 Training, Wage Growth,
and Job Performance: Evidence from a Company Database In this article, I
studied the relationship between formal on the job training and wages
performance by using personal records of large manufacturing firms. Data for this
study is taken from personal records of the large manufacturing firms resulting in
the total sample of 1900 observations. The major managerial concerns studied in
this article were worker productivity, on-the-job productivity, wages, informal
training. The major variables studies in this article were the effects of training on
salary, growth and job performance. The methodologies stated in the article are
rate of return (ROR) and t value. The main finding in this article is that is that
formal training does indeed increase wages growth and job performance, even
when the selection bias in assignments to training program is eliminated. This
article has shown that an analysis of training, wages, and performance that
eliminates the influence of company-specific experiences on employees by
studying one company confirms the findings of previous research that relied on

36

publicly available data sets. The main finding in this article is that formal training
does indeed increase wage growth and job performance, even when selection bias
in assignment to training pro-grams is eliminated.
3.10 Kaiser-Meyer-Olkin test
This article is written by Mark Fenton-OCreevy in year 1998 Employee
Involvement and the Middle Manager: Evidence from a Survey of
Organizations This study focuses on those factors that may mediate the success
or failure of employee involvement practices, especially the role played by middle
managers. Data was collected with the help of questionnaire and a postal survey
of 155 organizations examined the perceived outcomes of different employee
involvement practices and the support attributed to middle managers. The major
managerial concerns stated in this article were management resistance, middle
management, employee involvement practices, employee attributes. The major
variables under discussion were outcomes of employees involvement, problems
in the middle management resistance. The methodology used in this article was
hypotheses to be tested using a series of regression analyses and Kaiser-Meyer-
Olkin test of sample adequacy. The study supports the view that middle managers
may resist employee involvement practices in response to threats to self interest
(managerial job loss). However, lack of congruence between organizational
systems and structures and the goals of EI and divided or unclear senior
management support for EI were also found to be strongly related to middle
management resistance. Managers who lack the skills needed to manage in the
participative style demanded by employee involvement are more likely to resist it.

37

This suggests organizations wishing to introduce employee involvement practices
should devote significant resources to raising the people management skills base
among managers.

38

4. METHODOLOGY

Quantitative
Cross-sectional
Analysis
Surveys
Theoretical
framework
Variables
generation
Interviews Literature review
Qualitative
Research
Methodology
1. Frequency distribution
2. Cross-tabulation
3. Linear regression
4. ANOVA
5. Descriptive (mode, median)
6. Multivariate regression
Trainers (60%) Trainee (40%)
Questionnaires
Mobilink Warid Ufone Telenor Mobilink Warid Ufone Telenor

39

4.1 Introduction to chapter
The introduction to chapter will be about the research we are going to held.
Which methods we shall use in order to determine whether our model is perfect
and how these variables are related to each other. The introduction will be
followed by the research approach, methodology and the data we have used.
4.2 Purpose of research
The purpose of the research of this research is to determine the affect of the
independent variables we have chosen on training and development of telecom
sector in Pakistan and how they are interconnected to each other. To check the
results of 100 questionnaires we have floated in main companies of telecom sector
of Pakistan.
4.3 Research approach
Figure above shows how we shall conduct this research. The methodologies we
will use in order to determine the exact relationship between variables.
4.3.1 Primary and Secondary data
The primary data was gathered with the help of questionnaire and was interpreted
using frequency distribution, cross- tabulation, linear regression, ANOVA,
descriptive (mean, median) and multivariate regression. Whereas, the secondary
data was gathered with the help of literature reviews and with that we made our
theoretical framework which shows the relationship between dependent and
independent variables.

40

4.3.2 Sample size
The total sample size is 100 and their distribution consists of 60 employees and 40
trainers of the four leading cellular companies.
4.4 Regression Equation
Y= + X
Training and development (Y) = +
1
(Group composition) +
2
(Behavioral
capacities) +
3
(Effectiveness of organization) +
4
(Knowledge) +
5
(Climate
conditioning) +
6
(Organizational setting) +
7
(Need for training) +
8
(Designing training program) +
9
(Middle management) +
10
(Learning
outcomes) +
11
(Types of training) +
12
(Changing environment) +
13
(Control
variables) +
14
(Self-efficacy) +
15
(Objectives)
Y: Y is our dependent variable which is Training and development in the
Telecom Sector of Pakistan. Since it is my dependent variable, therefore it is the
denoted by Y. We want to check that how other variables effect on it and how
they are interrelated.
X: X represents the independent variable. There are total 15 independent variables
with every . Where represents the intercept and is the slope

41

5. ANALYSIS

The data was collected from the employees and managers belonging to the
Telecommunication based organizations namely Mobilink, Warid, Telenor, and
Ufone lying in the age bracket of 25-45.
5.1 Employees frequency distribution analysis

The respondent sample size agree with the fact that brain storming is most
important while designing the training program and it is accepted as a widely
know phenomena. This can be seen in the above frequency chart.

Strongly
Agree
Agree Neutral
P
e
r
c
e
n
t
60
40
20
0

Brain storming is most important while designing the training program?
8 13.3 13.3 13.3
37 61.7 61.7 75.0
15 25.0 25.0 100.0
60 100.0 100.0
Neutral
Agree
Strongly Agree
Total
Valid
Frequency Percent Valid Percent
Cumulative
Percent

42

Computer based training is most important while designing the training program?

Cumulative
Percent
Valid Neutral
14 23.3 23.3 23.3
Agree
46 76.7 76.7 100.0
Total
60 100.0 100.0

76 % of the respondents agree that computer based training is most important
while designing the training program while only 23 % have Neutral opinion.

Agree Neutral
P
e
r
c
e
n
t
80
60
40
20
0

43

65% of the respondents strongly agree that problem solving technique is most
important while designing the training program, while only 8 % of the
respondents are neutral about their opinion. As shown in the frequency chart.

Strongly
Agree
Agree Neutral
P
e
r
c
e
n
t
60
40
20
0

Problem solving techniques is most important while designing the training
program?
8 13.3 13.3 13.3
13 21.7 21.7 35.0
39 65.0 65.0 100.0
60 100.0 100.0
Neutral
Agree
Strongly Agree
Total
Valid
Cumulative
Percent

44

33% of the respondents strongly agree that Inventory Practice is most important
while designing the training program, while 33 % of the respondents are neutral
about their opinion and 33% agree with the statement. Hence all Frequencies are
the same.

Strongly
Agree
Agree Neutral
P
e
r
c
e
n
t
40
30
20
10
0

Inventory practice is most important while designing the training program?
20 33.3 33.3 33.3
20 33.3 33.3 66.7
20 33.3 33.3 100.0
60 100.0 100.0
Neutral
Agree
Strongly Agree
Total
Valid
Cumulative
Percent

45

Induction training is given adequate importance in your organization?

Cumulative
Percent
Valid Neutral
4 6.7 6.7 6.7
Agree
43 71.7 71.7 78.3
Strongly Agree
13 21.7 21.7 100.0
Total
60 100.0 100.0

Only 13 % of the respondents strongly agree that Induction training is given
adequate importance in the organization while a larger percentage of 43 % agrees
with the statement and only 6 % are neutral.

Strongly
Agree
Agree Neutral
P
e
r
c
e
n
t
80
60
40
20
0

46

The sample size surveyed were neutral ( 41 %)about the well planning of the
induction training, after that majority agreed that it is being well planned in the
organization but should be redesigned.

Strongly Agree Agree Neutral
P
e
r
c
e
n
t
50
40
30
20
10
0

Induction training is well planned?
25 41.7 41.7 41.7
12 20.0 20.0 61.7
23 38.3 38.3 100.0
60 100.0 100.0
Neutral
Agree
Strongly Agree
Total
Valid
Cumulative
Percent

47

Induction training provides an excellent opportunity for newcomers to learn
comprehensively about the organization?

Cumulative
Percent
Valid Neutral
15 25.0 25.0 25.0
Agree
15 25.0 25.0 50.0
Strongly Agree
30 50.0 50.0 100.0
Total
60 100.0 100.0

50 % of the respondents strongly agree that Induction training provides an
excellent opportunity for newcomers to learn comprehensively about the
organization, while 25 % of respondents agreed to the statement and the same
percentage of respondents were neutral about it.

P
e
r
c
e
n
t
50
40
30
20
10
0

48

The results of frequency and bar chart shows that 55 % of the employees agree
that the HR department conducts briefing and debriefing sessions for employees
sponsored for training and help them in handling the daily office problems, while
45 % are Neutral about it.

Agree Neutral
P
e
r
c
e
n
t
60
50
40
30
20
10
0

The HR department conducts briefing and debriefing sessions for
employees sponsored for training?
27 45.0 45.0 45.0
33 55.0 55.0 100.0
60 100.0 100.0
Neutral
Agree
Total
Valid
Cumulative
Percent

49

75 % of the employees agree that line managers utilize and benefit from the
training programs conducted by the companies, while only 25 % are neutral about
their opinion.

Agree Neutral
P
e
r
c
e
n
t
80
60
40
20
0

Line managers utilize and benefit from the training programs?
15 25.0 25.0 25.0
45 75.0 75.0 100.0
60 100.0 100.0
Neutral
Agree
Total
Valid
Cumulative
Percent

50

The bar chart shows that 45 % of the employees agree that there is a well-
designed and widely shared training policy in the company. However, there a
slightly lesser percentage (36 %) of employees who are neutral about the training
policy designed by the company.

P
e
r
c
e
n
t
50
40
30
20
10
0

There is a well-designed and widely shared training policy in the company?
22 36.7 36.7 36.7
27 45.0 45.0 81.7
11 18.3 18.3 100.0
60 100.0 100.0
Neutral
Agree
Strongly Agree
Total
Valid
Cumulative
Percent

51

Employees returning form training is given adequate free time to reflect and
plan improvements in the organization?

Cumulative
Percent
Valid Neutral
33 55.0 55.0 55.0
Agree
27 45.0 45.0 100.0
Total
60 100.0 100.0

55 % of the employees are Neutral that Employees returning from training is
given adequate free time to reflect and plan improvements in the organization
while only 45 % of the employees agree with the statement.

Agree Neutral
P
e
r
c
e
n
t
60
50
40
30
20
10
0

52

In-company programs are handled by competent faculty?

Cumulative
Percent
Valid Disagree
9 15.0 15.0 15.0
Agree
44 73.3 73.3 88.3
Strongly Agree
7 11.7 11.7 100.0
Total
60 100.0 100.0

The highest percentage (73%) of respondents agrees that In-company programs
are handled by competent faculty while only 7 % disagree with the statement and
9 % have Neutral Opinions.

Strongly Agree Agree Disagree
P
e
r
c
e
n
t
80
60
40
20
0

53

5.2 Trainers frequency distribution analysis

According to the bar chart, majority of the employees (73%) agree that problem
solving techniques are the most crucial aspect while designing the training
program.

Strongly Agree Agree
P
e
r
c
e
n
t
80
60
40
20
0

Problem solving techniques is most important while designing the training
program?
29 72.5 72.5 72.5
11 27.5 27.5 100.0
40 100.0 100.0
Agree
Strongly Agree
Total
Valid
Cumulative
Percent

54

There is a neutral response by the employees on the subject of the inventory
practices importance while designing the training program.

Agree Neutral
F
r
e
q
u
e
n
c
y
25
20
15
10
5
0

Inventory practice is most important while designing the training
program?
21 52.5 52.5 52.5
19 47.5 47.5 100.0
40 100.0 100.0
Neutral
Agree
Total
Valid
Cumulative
Percent

55

The training of workers is given plenty of importance on the organization the
employee is working in. The employees have a very optimistic response towards
the training of the workers.

Agree Neutral
P
e
r
c
e
n
t
100
80
60
40
20
0

Training of workers is given adequate importance in your organization?
4 10.0 10.0 10.0
36 90.0 90.0 100.0
40 100.0 100.0
Neutral
Agree
Total
Valid
Cumulative
Percent

56

The norms and values of the company are clearly explained to the new
employees during induction?

Cumulative
Percent
Valid Agree
39 97.5 97.5 97.5
Strongly Agree
1 2.5 2.5 100.0
Total
40 100.0 100.0

The trainers completely agree with the fact that the norms and values of the
company are clearly explained to the new employees during induction which
helps them competing with the daily routine problems within the organization.

P
e
r
c
e
n
t
100
80
60
40
20
0

57

Employees in the organization participate in determining the training need?

Cumulative
Percent
Valid Neutral
2 5.0 5.0 5.0
Agree
38 95.0 95.0 100.0
Total
40 100.0 100.0

95% of the trainers agree that employees in the organization participate in
determining the training need and after determining them they try to fulfill them
for the betterment of the organization as well as employee.

Agree Neutral
P
e
r
c
e
n
t
100
80
60
40
20
0

58

The employees are helped to acquire technical knowledge and skills through training?

Cumulative
Percent
Valid Agree
29 72.5 72.5 72.5
Strongly Agree
11 27.5 27.5 100.0
Total
40 100.0 100.0

The managers agreed that the employees are helped to acquire technical
knowledge and skills through training. Whereas, (28 %) of the managers strongly
agreed on the above statement.

P
e
r
c
e
n
t
80
60
40
20
0

59

The quality of in-company programs in your organization is excellent?

Cumulative
Percent
Valid Neutral
2 5.0 5.0 5.0
Agree
37 92.5 92.5 97.5
Strongly Agree
1 2.5 2.5 100.0
Total
40 100.0 100.0

About 93 % of the respondent agrees that the quality of in-company programs in
your organization is excellent whereas there are few respondents who deny the
above statement.

P
e
r
c
e
n
t
100
80
60
40
20
0

60


Cumulative
Percent
Valid Disagree
1 2.5 2.5 2.5
Neutral
1 2.5 2.5 5.0
Agree
37 92.5 92.5 97.5
Strongly Agree
1 2.5 2.5 100.0
Total
40 100.0 100.0

Almost 93% of the respondent agrees with the fact that In-company programs are
handled by competent faculty but there is negligible amount of response which
goes against the statement.

Strongly Agree Agree Neutral Disagree
P
e
r
c
e
n
t
100
80
60
40
20
0

61

The employees agree strongly that induction training is an important feature
which provides an excellent opportunity for new comers to learn comprehensively
about the organization. They believe that induction training should be provided to
new recruits.

Agree Neutral
P
e
r
c
e
n
t
80
60
40
20
0

Induction training provides an excellent opportunity for newcomers to
learn comprehensively about the organization
11 27.5 27.5 27.5
29 72.5 72.5 100.0
40 100.0 100.0
Neutral
Agree
Total
Valid
Cumulative
Percent

62

The new recruits find induction training very useful. Majority of the employees
agree to it, while rest of them remain neutral or agree strongly.

P
e
r
c
e
n
t
50
40
30
20
10
0

The new recruits find induction training very useful in your origination?
12 30.0 30.0 30.0
20 50.0 50.0 80.0
8 20.0 20.0 100.0
40 100.0 100.0
Neutral
Agree
Strongly Agree
Total
Valid
Cumulative
Percent

63

5.3 LINEAR REGRESSION

5.3.1 Employee
Model Summary

Model R R Square Adjusted R Square Std. Error of the Estimate
1 .874(a) .764 .660 .422

ANOVA

Model
Sum of
Squares
df Mean Square F Sig.
1
Regression 23.669 18 1.315 7.371 .000(a)
Residual 7.314 41 .178
Total 30.983 59

Analysis
The value of R comes out to be 0.874 which shows that 87% of the dependent
variable which is the training and development in this case is being explained by
the independent variables inventory practice, norms and values of the company,
induction training, Computer based training and Brain storming. The value of R
square is 0.764 which shows that there is a relatively great degree of strength in
the relationship among dependent and independent variables.

64

As indicated above the significance level is less than 0.00 which shows that the
above mentioned independent variables are quite significant to the study. The
above analysis has proved the hypotheses to be true showing that inventory
practice, norms and values of the company, induction training, Computer based
training and Brain storming improve training and development.
The equation generated is:
Training and development = + (-.133) inventory practice + (-.046) norms and
values of the company + (-.194) Computer based training + (-.088) induction
training + (-.406) Brain storming

5.3.2 Trainers
Model Summary

Model R R Square Adjusted R Square Std. Error of the Estimate
1 .755(a) .570 .512 .406

ANOVA

Model Sum of Squares df Mean Square F Sig.
1
Regression 11.360 7 1.623 9.842 .000(a)
Residual 8.574 52 .165
Total 19.933 59

65

Analysis:
The value of R comes out to be 0.755 which shows that 76% of the dependent
variable which is the training and development in this case is being explained by
the independent variables induction training for new comers, developing
managerial capabilities and in-company programs. The value of R square is 0.570
which shows that the relationship among dependent and independent variables do
exist but not strong.
As indicated above the significance level is less than 0.00 which shows that the
above mentioned independent variables are quite significant to the study. The
above analysis has proved the hypotheses to be true showing that induction
training for new comers, developing managerial capabilities and in-company
programs improve training and development.
The equation generated is:
Training and development = + (-.326) induction training for new comers +
(.294) developing managerial capabilities + (.433) in-company programs.

66

5.4 MULTIVARIATE REGRESSION

5.4.1 Employee
Effect Value F
Hypothesis
df
Error
df
Sig.
Intercept
Hotelling's
Trace
43.543 1023.251(a) 2.000 47.000 .000
induction training
Hotelling's
Trace
.524 6.026 4.000 92.000 .000
sponsored for training programs
Hotelling's
Trace
.443 3.397 6.000 92.000 .005
utilize and benefit from the
training programs
Hotelling's
Trace
.334 7.859(a) 2.000 47.000 .001
induction training* utilize and
benefit from training programs
Hotelling's
Trace
.079 .906 4.000 92.000 .464
sponsored for training
programs* utilize and benefit
from training programs
Hotellings
Trace
.182 4.277(a) 2.000 47.000 .020

Related Hypothesis:
To test the proposition that training and development and cross training among
different level of managers has a significant/insignificant relationship
Ho: = 0
H: 0

To test the proposition that training and development and management policies
Ho: = 0
H: 0

67

Analysis:
From the table we can conclude that the independent variables, induction training,
sponsored for training program and utilize and benefit from the training programs
are significant. The above results show that if the induction training is positive,
the resultant dependent variables, training and development is also positive. If
sponsored for training program are better than training and development will be
resultantly better as well. Similarly if utilization and benefit from the training
programs are high then the dependent variables will be positively affected. The
combination of induction training and utilize and benefit from training programs
has not a positive effect on dependent variable. So is the case with the
combinations of sponsored for training programs and utilize and benefit from
training programs and induction training. However independent variables,
sponsored for training programs and utilize and benefit from training programs
are combined then the resultant effect does stay significant. With the help of the
above test the tenth and seventeen hypotheses are accepted implying that
induction training sponsored for training program and utilize and benefit from the
training programs increase training and development.

68

Related Hypothesis:
To test the proposition that training and development and gender has a

Ho: = 0
H: 0
To test the proposition that training and development and race in HRM
department has a significant/insignificant relationship

Ho: = 0
H: 0
Effect Value F
Hypothesis
df
Error
df
Sig.
Intercept Hotelling's Trace 44.349 1086.554(a) 2.000 49.000 .000
Participate in training needs Hotelling's Trace .307 3.679 4.000 96.000 .008
norms and values Hotelling's Trace .523 6.273 4.000 96.000 .000
acquire technical knowledge Hotelling's Trace .314 7.691(a) 2.000 49.000 .001
acquire technical knowledge
* Participate in training needs
Hotelling's Trace .131 3.214(a) 2.000 49.000 .049
acquire technical knowledge
* norms and values
Hotelling's Trace .261 6.401(a) 2.000 49.000 .003
Participate in training needs
* norms and values
Hotelling's Trace .104 1.252 4.000 96.000 .294

69

Analysis
All the independent variables, participate in training needs, norms and values and
acquire technical knowledge are coming out to be significant. The above results
show that if the gender biasness and race differentiation is neglected in the
organization then there will be a positive impact on training and development.
The combination of acquire technical knowledge and participate in training needs
has not a positive effect on dependent variable. So is the case with the
combination of participating in training needs and norms and values. However
independent variables, acquire technical knowledge and norms and values are
combined then the resultant effect does stay significant. With the help of the
above test the fourteen and eighteen hypotheses are accepted implying that
participate in training needs, norms and values and acquire technical knowledge
increase training and development within the organization.

70

5.4.2 Trainers
Effect Value F
Hypothesis
df
Error
df
Sig.
Intercept
Hotelling's
Trace
86.634 2122.539(a) 2.000 49.000 .000
designing the training program
Hotelling's
Trace
2.349 28.185 4.000 96.000 .000
acquire technical knowledge and
skills through training
Hotelling's
Trace
.798 19.543(a) 2.000 49.000 .000
briefing and debriefing sessions
for employees
Hotelling's
Trace
.128 3.128(a) 2.000 49.000 .043
designing the training program*
Hotelling's
Trace
.079 .943 4.000 96.000 .442
designing the training program*
for employees
Hotelling's
Trace
.472 5.666 4.000 96.000 .000
skills through training* briefing
and debriefing sessions for
employees
Hotelling's
Trace
.061 1.495(a) 2.000 49.000 .234

Related Hypothesis:

To test the proposition that training and development and management training
Ho: = 0
H: 0

To test the proposition that training and development and mentorship has a
Ho: = 0
H: 0

71

To test the proposition that training and development and job involvement of
managers has a significant/insignificant relationship
Ho: = 0
H: 0

To test the proposition that training and development and personal performance of
middle manager has a significant/insignificant relationship
Ho: = 0
H: 0

Analysis
From the table we can conclude that the independent variables, designing the
training program, acquire technical knowledge and skills through training and
briefing and debriefing sessions for employees are significant. The above results
show that if the outcomes of designing the training program are positive and
provide the organization with diverse training courses, the resultant dependent
variables, training and development will be positive. If acquire technical
knowledge and skills through training will be easy for the trainee then training
and development will be resultantly better as well. Similarly if briefing and
debriefing sessions for employees are high then the dependent variables will be
positively affected. The combination of designing the training program and

72

acquire technical knowledge and skills through training has not a positive affect
on dependent variable. So is the case with the combinations of acquired technical
knowledge and skills through training and briefing and debriefing sessions for
employees. However independent variables, designing the training program and
briefing and debriefing sessions for employees are combined then the resultant
effect does stay significant. With the help of the above test the first, seventh, ninth
and nineteen hypotheses are accepted implying designing the training program,
acquire technical knowledge and skills through training and briefing and
debriefing sessions for employees increase training and development.

73

5.5 CROSSTAB
5.5.1 Employee

Computer based training is most important while designing the training program? * There is a well-designed
and widely shared training policy in the company? Cross tabulation

There is a well-designed and widely
shared training policy in the
company?
Total
Neutral Agree
Strongly
Agree
Neutral
Computer based training
is most important while
designing the training
program?
Neutral
Count 3 11 0 14
% within Computer based
training is most important
while designing the training
program?
21.4% 78.6% .0% 100.0%
Agree
Count 19 16 11 46
program?
41.3% 34.8% 23.9% 100.0%
Total
Count 22 27 11 60
program?
36.7% 45.0% 18.3% 100.0%

74

Analysis
Majority of the trainee which is 42% agree with the fact that computer based
training is most important while designing the training program and gave neutral
response with the statement that there is a well designed and widely shared
training policy in the company because company. While designing the training
program computer based techniques are considered the most acceptable and
accurate results can be drawn by them. With the help of computer based training
effectiveness of training can be increased. To implement well designed ands
widely shared policies in the company is not an easy task thats why trainee was
not taking sides regarding this issue.

75

Induction training provides an excellent opportunity for newcomers to learn comprehensively about the
organization * There is a well-designed and widely shared training policy in the company? Cross tabulation

There is a well-designed and
widely shared training policy
in the company?
Total
Neutral Agree
Strongly
Agree
Neutral
induction training provides
an excellent opportunity for
newcomers to learn
comprehensively about the
organization
Neutral
Count 7 7 1 15
% within induction training
provides an excellent
opportunity for newcomers
to learn comprehensively
about the organization
46.7% 46.7% 6.7% 100.0%
Agree
Count 6 2 7 15
40.0% 13.3% 46.7% 100.0%
Strongly
Agree
Count 9 18 3 30
30.0% 60.0% 10.0% 100.0%
Total
Count 22 27 11 60
36.7% 45.0% 18.3% 100.0%

76

Analysis
Most of the employees strongly agree with the question that was asked to them
that Induction training provides an excellent opportunity for newcomers to learn
comprehensively about the organization. Initial training gives overall map of the
organization rules and regulations, norms and values and work environment this
will help the trainee do his work at his best from the first day. They also agree
with that fact that there is a well-designed and widely shared training policy in the
company because the way induction training have been given them helped them
in their career. By doing that the results shows the increased effectiveness of the
employee as well as the organization.

77

5.5.2 Trainers

In-company programs are handled by competent faculty? * There is a well-designed and widely shared
training policy in the company? Cross tabulation

There is a well-designed and widely
shared training policy in the
company?
Total
Neutral Agree Strongly Agree Neutral
In-company programs
are handled by
competent faculty?
Disagree
Count 9 0 0 9
% within in-company
programs are handled by
competent faculty?
100.0% .0% .0% 100.0%
Agree
Count 10 23 11 44
% within in-company
competent faculty?
22.7% 52.3% 25.0% 100.0%
Strongly
Agree
Count 3 4 0 7
% within in-company
competent faculty?
42.9% 57.1% .0% 100.0%
Total
Count 22 27 11 60
% within in-company
competent faculty?
36.7% 45.0% 18.3% 100.0%

78

Analysis
53% of the respondents (trainer) agree that In-company programs are handled by
competent faculty. In-company program consist of organizations important
documents which are used to handle problems and to record daily work done by
the association and analyze them for future assistance. Telecom organization
should hire knowledgeable faculty which will benefits the employees and are
capable of doing such extensive works. They also agree that there is a well-
designed and widely shared training policy in the company.

79

There is adequate emphasis on developing managerial capabilities of the managerial staff through training? *
There is a well-designed and widely shared training policy in the company? Cross tabulation

widely shared training policy in
the company?
Total
Neutral Agree
Strongly
Agree
Neutral
There is adequate
emphasis on developing
managerial capabilities of
the managerial staff
through training?
Neutral
Count 5 1 4 10
% within there is adequate
the managerial staff through
training?
50.0% 10.0% 40.0% 100.0%
Agree
Count 17 26 7 50
training?
34.0% 52.0% 14.0% 100.0%
Total
Count 22 27 11 60
training?
36.7% 45.0% 18.3% 100.0%

80

Analysis
Majority of the trainers which consist of 52% agree that there is adequate
emphasis on developing managerial capabilities of the managerial staff through
training which means that the organization focus on the development of
managerial skills, design and policy of the training. It will help the trainers to train
the trainee with more precise and ease. Of course the end result will be beneficial
for the organization. They also agree that there is a well-designed and widely
shared training policy in the company which will help them achieving their daily
objectives.

81

6. CONCLUSION
6.1 Conclusion
The purpose of my study was to analyze the training and development in the
telecommunication sector of Pakistan and how it contributes towards increasing
the overall employee satisfaction. Employee training and development hold a
great significance in today's corporate world, not only because there is a lot of
competition, but also to augment the company's profitability. The telecom sector
in Pakistan is fast gaining momentum after its privatization. The result of the
government's policies of deregulation, liberation and privatizing the telecom
sector has enhanced the company's overall performance and approved entrance of
innovative technology and improved competitiveness. The telecom sector now
has become a major employer of skilled jobs as its exponential growth has
resulted in formation of thousands of jobs. This has also increased competition in
the telecom industry and the requirement for skilled labour, which is adaptable to
the new technology and experience is high in demand. So the notion of training
and development holds accurate here.
(House and Tossi 1963) stated that a training program is useful for the employees
of an organization or a firm. This positive relation was also affirmed by (Garavan
1997), who believed that the concept of learning, development, knowledge and
training generates efficiency and productivity not only in terms of the company
the employee is working in, but for the employee's welfare.

82

The viewpoint of the researchers clearly states that Training and Development
enhances productivity in every aspect and is essential for the employees to
provide maximum benefits to the company. The research I have conducted will
further justify the author's point of view.
The quantitative results of my thesis shows that the dependant variable, training
and development have a positive relationship with effectiveness of organization,
knowledge, designing training program, learning outcomes and self efficacy, just
to name a few.

The questionnaires filled by the general public showed their willingness to adapt
strong working conditions through rigorous training and development of the
telecom sector in Pakistan. Furthermore, it's only through proper training that an
employee would develop first-rate skills and retain them to the organization he is
working in, and consequently improving the organizations standing.

Concluding, there is dire need for training and development in Pakistan, not only
to train the employees, but to get superior quality output from the organization.
This will not only advance Pakistan's position in the international market, but will
also help in eradicating the image of Pakistan as unfortunate, sluggish and a
fraudulent nation.

83

6.2 Future research
In the modern business era we live in, the stress is on delivering high value to
customers and for this, the employees of the organization need to be made
efficient in their work. The workers should be fully open to the challenges and
restrictions of modern business practice. Therefore, great significance is given to
regular Training and Development of the employees.
The future research of Training and Development is that the organization should
have a systematic problem solving approach; it should experiment with new
approaches and transfer knowledge quickly and efficiently throughout the
organization. Learning from their own experience and history would not only
allow the organization to take a different approach but also encourage learning
through training and development activities and forums which is essential in
improving understanding, performance and effectiveness.
To help their organizations learn requires the training function to shed its existing
roles and be accustomed to the organizations environment of the future. The
training function must adapt a more strategic role in the organization and deal
with demands of training which will be crucial in developing a more diverse,
knowledgeable workforce of the future. Lastly the organization should familiarize
itself and prove its value to the future of organization.

84

6.3 Limitations
This research has been directed specifically towards the
telecommunication sector of Pakistan, hence its findings cannot be
generalized to other sectors.
The same questionnaire having similar measurement criteria was floated
in four different organizations implying that there is a possibility of
finding a common method error in this research study.

As the questionnaires were filled out by the employees themselves without
external supervision, it is quite probable that some of the employees might
not have been able to grasp certain questions fully or may have given
wrong answers due to some other unforeseen reasons which might have
given rise to response bias in the study results.

85

6.4 Reference
Aiken, LS and West, SG. (1991) Multiple Regressions: Testing and
interpreting Interactions. Sage: Thousand Oaks, CA.
Alderfer, C.P. (1986) An intergroup perspective on group dynamics. In
Handbook of Organizational Behavior,
Alderfer, C.P and Tucker, RC. (1996) A field experiment for studying race
relations embedded in organizations. Journal of Organizational Behavior
17: 43-57.
Allen, E. (1995) Surviving diversity training. Working Woman 20: 55-58.
Carl Iver Hovland Proceedings of the National Academy of Sciences of the
United States of America, Vol. 22, No. 6.(Jun. 15, 1936), pp. 430-433.
Andrews, K. (1966) The Effectiveness of University Management
Development Programs, Boston: Harvard University Graduate School of
Business Administration.
Argyris, C. (1964) "T-Groups for Organizational Effectiveness," Harvard
Business Review, 42, 3.
Bakke, E. Wight and Argyris, Chris (1954) Organizational Structure and
Dynamics (New Haven: Yale Labor and Management Center,), p. 4.
Berelson, B. and Steiner, G. A (1964) Human Behavior (New York:
Harcourt, Brace and World).
Berger, E. (1952) "The Relations between Expressed Acceptance of Self
and Expressed Acceptance of Others," Journal of Abnormal Social
Psychology, 47 pp. 778-781.

86

Blake, Robert R. & Jane S. Mouton (1966) "Managerial Facades,"
Advanced Management Journal (July), p. 31.
Blocker, C.E. (1955) "Evaluation of a Human Relations Training Course,"
Journal of the ASTD (May-June).
Paige, R.M. and Martin, J.N. (1996) Ethics in intercultural training. In
Handbook of Intercultural Training 2nd edition, Landis D, Bhagat RS
(eds). Sage: Thousand Oaks, CA; 35-60.
Rossett, A and Bickham, T (1994) Diversity training: hope, faith and
cynicism. Training 31: 40-46.
Rynes, S and Rosen, B (1995) A field survey of factors affecting the
adoption and perceived success of diversity training. Personnel
Psychology 48: 247-270.
Stanley, L.A. (1997) Preservice physical educators' attitudes toward
cultural pluralism: a preliminary analysis. Journal of Teaching in Physical
Education 16: 241-249.
Tannenbaum, S and Yukl, G. (1992) Training and development in work
organizations. Annual Review of Psychology 43: 399-441.
Thomas VC. (1994) The downside of diversity. Training and
Development 48: 6 0 4 2.

www.dailytimes.com
www.vault.com
www.engineeringpakistan.com

87

www.google.com
www.wikipedia.com
www.jstor.com

APPENDIX
Appendix A: Constitutive and operational definition of variables
Variable Constitutive definitions
Dependent Variable
training and development Training and development (T
& D) deals with the design
and delivery of learning to
improve performance skills
or knowledge within
organization.
Refer to Question no.2
from Questionnaire
Independent Variable
Group composition

Homogenous

homogeneity means being
the same throughout
from Questionnaire
Heterogeneous heterogeneous means that
something (an object or
system )consists of a diverse
range of different items
from Questionnaire
Nationality nationality is a relationship
between a person and their
state of origin and culture

Race concept of dividing people
into populations or groups
on the basis of various sets
of characteristic and beliefs
about common ancestry

88

Theory the word theory has a
number of distinct meanings
in different fields of
knowledge, depending on
their methodologies and the
context of discussion

Practice practice is a learning method
Objectives
Control on absenteeism

Control on frequent absence
from work or school without
good reason
from Questionnaire
Personal turnover the rate at which employees
leave a workforce and are
replaced
from Questionnaire
Productivity gains the effectiveness of
productive effort

Cost reduction the action of reducing cost
Self efficacy
Motivation motivation is a reason or set
or reasons for engaging in a
particular behavior
from Questionnaire
Effectiveness effectiveness means the
capability of producing an
effect
part a) from
Questionnaire
Employee potential

qualities or abilities that may
be developed and lead to
future success or usefulness
from Questionnaire
Management action the process of doing
something to achieve an
managerial aim
from Questionnaire
Employee perception Intuitive understanding and
insight.
from Questionnaire
Control variables
Age the length of time that a
person has lived

89

Gender refers to the differences
between men and women

Motivation motivation is the reason or
set or reasons for engaging
in a particular behavior
from Questionnaire
Learning learning is the acquisition
and development of
memories and behaviors
,including skills, knowledge,
understanding, values and
wisdom
from Questionnaire
Global & domestic
competitions
the activity of competing
against others (locally and
internationally )
from Questionnaire
Mergers merging of two things,
especially companies, into
one

Continuous learning

Behavioral modification
especially through
experience or conditioning
from Questionnaire
Workers adaptability The quality of workers being
adaptable

Changing jobs Change of regular activity
performed in exchange for
payment

Types of training
External training

is a series of programs
conducted to facilitate the
sharing with other, the
technical and systems skills
from Questionnaire
Workshops a workshop is also a
gathering or training session
which may be several days
in length
from Questionnaire
Seminars a form of academic
instruction
from Questionnaire

90

Cross training refers to training in different
ways to improve overall
performance
Management training
from Questionnaire
Communication

The exchange of thoughts,
messages, or information, as
by speech, signals, writing,
or behavior.

from Questionnaire
Brainstorming

brainstorming is a group
creativity designed to
generate a large number of
ideas for the solution to a
problem
part a) from
Questionnaire
Middle management
Pre training initial indoctrination and
instruction given to new
employee
from Questionnaire
Attitude

attitude is a hypothetical
construct that represents an
individuals like or dislike
for an item

Skills

skill is the learnt capacity or
talent to carry out pre-
determined results often with
the minimum outlay of time,
energy, or both
from Questionnaire
Learning outcomes
Communication communication is a process
that allows organisms to
exchange information by
several methods
from Questionnaire
Relationship A relationship is a specific
connection between objects
entities or concepts

91

Supervisors

observe and direct the
performance of (a task or
activity) or the work of (a
person)

Sub-ordinates a person under the authority
or control of another

Success The accomplishment of an
aim or purpose.

Division

a partition that divides
employees into groups

President president is a title held by
many leaders of
organizations

Vice-president who is next in rank below a
president

Group leader A person, be in charge of a
group
from Questionnaire
Supervisor

A supervisor is an employee
of an organization with some
of the powers and
responsibilities of
management
from Questionnaire
Need for training
Benchmark position a point reference for a
measurement
from Questionnaire
Course testing Testing the course with
technical investigation

Personal performance the completion of duties and
obligations specified
from Questionnaire

92

Appendix B: Frequency Graph Analysis

Employee

Human relations competencies are adequately developed in your organization
through training in human skills?

Cumulative
Percent
Valid Neutral
31 51.7 51.7 51.7
Agree
29 48.3 48.3 100.0
Total
60 100.0 100.0

Agree Neutral
P
e
r
c
e
n
t
60
50
40
30
20
10
0

93

Employees are sponsored for training programs on the basis of carefully
identified developmental needs?

Cumulative
Percent
Valid Disagree
6 10.0 10.0 10.0
Neutral
21 35.0 35.0 45.0
Agree
17 28.3 28.3 73.3
Strongly Agree
16 26.7 26.7 100.0
Total
60 100.0 100.0

.

Strongly
Agree
Agree Neutral Disagree
P
e
r
c
e
n
t
40
30
20
10
0

94

There is adequate emphasis on developing managerial capabilities of the
managerial staff through training?

Cumulative
Percent
Valid Neutral
10 16.7 16.7 16.7
Agree
50 83.3 83.3 100.0
Total
60 100.0 100.0

Agree Neutral
P
e
r
c
e
n
t
100
80
60
40
20
0

95

Human relations competencies are adequately developed in your organization
through training in human skills?

Cumulative
Percent
Valid Neutral
31 51.7 51.7 51.7
Agree
29 48.3 48.3 100.0
Total
60 100.0 100.0

Agree Neutral
P
e
r
c
e
n
t
60
50
40
30
20
10
0

96


Cumulative
Percent
Valid Disagree
6 10.0 10.0 10.0
Neutral
21 35.0 35.0 45.0
Agree
17 28.3 28.3 73.3
Strongly Agree
16 26.7 26.7 100.0
Total
60 100.0 100.0

Strongly
Agree
P
e
r
c
e
n
t
40
30
20
10
0

97

Those who are sponsored for training programs take the training seriously?

Cumulative
Percent
Valid Disagree
6 10.0 10.0 10.0
Neutral
20 33.3 33.3 43.3
Agree
13 21.7 21.7 65.0
Strongly Agree
21 35.0 35.0 100.0
Total
60 100.0 100.0

Strongly
Agree
P
e
r
c
e
n
t
40
30
20
10
0

98

Employees in the organization participate in determining the training need?

Cumulative
Percent
Valid Neutral
18 30.0 30.0 30.0
Agree
37 61.7 61.7 91.7
Strongly Agree
5 8.3 8.3 100.0
Total
60 100.0 100.0

P
e
r
c
e
n
t
60
40
20
0

99

Employees sponsored for training go with the clear understanding of the skills and
knowledge they are expected to acquire for training?

Cumulative
Percent
Valid Neutral
14 23.3 23.3 23.3
Agree
30 50.0 50.0 73.3
Strongly Agree
16 26.7 26.7 100.0
Total
60 100.0 100.0

P
e
r
c
e
n
t
50
40
30
20
10
0

100

The quality of in-company programmes in your organization is excellent?

Cumulative
Percent
Valid Disagree
6 10.0 10.0 10.0
Neutral
13 21.7 21.7 31.7
Agree
31 51.7 51.7 83.3
Strongly Agree
10 16.7 16.7 100.0
Total
60 100.0 100.0

Strongly
Agree
P
e
r
c
e
n
t
60
50
40
30
20
10
0

101

Senior line managers are eager to help their juniors develop through training?

Cumulative
Percent
Valid Neutral
23 38.3 38.3 38.3
Agree
37 61.7 61.7 100.0
Total
60 100.0 100.0

Agree Neutral
P
e
r
c
e
n
t
60
40
20
0

102

Trainers

For how long have you been working in your designation?

Cumulative
Percent
Valid more than 2 year
40 100.0 100.0 100.0

more than 2 year
P
e
r
c
e
n
t
100
80
60
40
20
0

103

Brain storming is most important while designing the training program?

Cumulative
Percent
Valid Neutral
8 20.0 20.0 20.0
Agree
13 32.5 32.5 52.5
Strongly Agree
19 47.5 47.5 100.0
Total
40 100.0 100.0

Strongly
Agree
Agree Neutral
P
e
r
c
e
n
t
50
40
30
20
10
0

104

Computer based training is most important while designing the training program?

Cumulative
Percent
Valid Neutral
8 20.0 20.0 20.0
Agree
31 77.5 77.5 97.5
Strongly Agree
1 2.5 2.5 100.0
Total
40 100.0 100.0

P
e
r
c
e
n
t
80
60
40
20
0

105

Induction training is well planned?

Cumulative
Percent
Valid Neutral
32 80.0 80.0 80.0
Agree
8 20.0 20.0 100.0
Total
40 100.0 100.0

Agree Neutral
P
e
r
c
e
n
t
80
60
40
20
0

106

Senior management takes interest and spends time with the new staff
during induction training?

Cumulative
Percent
Valid Neutral
11 27.5 27.5 27.5
Agree
29 72.5 72.5 100.0
Total
40 100.0 100.0

Agree Neutral
P
e
r
c
e
n
t
80
60
40
20
0

107


Cumulative
Percent
Valid Neutral
7 17.5 17.5 17.5
Agree
33 82.5 82.5 100.0
Total
40 100.0 100.0

Agree Neutral
P
e
r
c
e
n
t
100
80
60
40
20
0

108

Those who are sponsored for training programs take the training seriously?

Cumulative
Percent
Valid Neutral
4 10.0 10.0 10.0
Agree
36 90.0 90.0 100.0
Total
40 100.0 100.0

Agree Neutral
P
e
r
c
e
n
t
100
80
60
40
20
0

109

Employees sponsored for training go with the clear understanding of the skills
and knowledge they are expected to acquire for training?

Cumulative
Percent
Valid Neutral
21 52.5 52.5 52.5
Agree
19 47.5 47.5 100.0
Total
40 100.0 100.0

Agree Neutral
P
e
r
c
e
n
t
60
50
40
30
20
10
0

110

In-company programmes are handled by competent faculty?

Cumulative
Percent
Valid Disagree
1 2.5 2.5 2.5
Neutral
1 2.5 2.5 5.0
Agree
37 92.5 92.5 97.5
Strongly Agree
1 2.5 2.5 100.0
Total
40 100.0 100.0

Strongly
Agree
P
e
r
c
e
n
t
100
80
60
40
20
0

111

Senior line managers are eager to help their juniors develop through training?

Cumulative
Percent
Valid Agree
29 72.5 72.5 72.5
Strongly Agree
11 27.5 27.5 100.0
Total
40 100.0 100.0

P
e
r
c
e
n
t
80
60
40
20
0

112

Appendix C: Descriptive of mean

Employee
Descriptive Statistics

N Minimum Maximum Mean
Std.
Deviation
For how long have you been working in your
designation ?
60 1 3 2.72 .555
Brain storming is most important while
designing the training program?
60 3 5 4.12 .613
Computer based training is most important
while designing the training program?
60 3 4 3.77 .427
Problem solving techniques is most important
60 3 5 4.52 .725
Inventory practice is most important while
60 3 5 4.00 .823
Induction training is given adequate
importance in your organization?
60 3 5 4.15 .515
Induction training is well planned? 60 3 5 3.97 .901
Induction training is of sufficient duration? 60 2 5 3.30 1.013
induction training provides an excellent
opportunity for newcomers to learn
comprehensively about the organization
60 3 5 4.25 .836
The norms and values of the company are
clearly explained to the new employees during
induction?
60 3 5 4.00 .582
Senior management takes interest and spends
time with the new staff during induction
training?
60 3 5 3.95 .832
The new recruits find induction training very
useful in your origination?
60 3 5 4.03 .581
The induction training is periodically
evaluated and improved?
60 2 4 3.40 .807
The employees are helped to acquire technical
knowledge and skills through training?
60 4 5 4.38 .490
There is adequate emphasis on developing
managerial capabilities of the managerial
staff through training?
60 3 4 3.83 .376
Human relations competencies are adequately
developed in your organization through
training in human skills?
60 3 4 3.48 .504
Training of workers is given adequate
60 2 5 3.93 .899

113

Employees are sponsored for training
programs on the basis of carefully identified
developmental needs?
60 2 5 3.72 .976
Those who are sponsored for training
programs take the training seriously?
60 2 5 3.82 1.033
Employees in the organization participate in
determining the training need?
60 3 5 3.78 .585
Employees sponsored for training go with the
clear understanding of the skills and
knowledge they are expected to acquire for
training?
60 3 5 4.03 .712
The HR department conducts briefing and
debriefing sessions for employees sponsored
for training?
60 3 4 3.55 .502
In-company programs are handled by
competent faculty?
60 2 5 3.82 .833
The quality of in-company programs in your
organization is excellent?
60 2 5 3.75 .856
Senior line managers are eager to help their
juniors develop through training?
60 3 4 3.62 .490
Employees returning form training is given
adequate free time to reflect and plan
improvements in the organization?
60 3 4 3.45 .502
Line managers provide the right kind of
climate to implement new ideas and methods
acquired by their junior during training?
60 3 4 3.77 .427
Line managers utilize and benefit from the
training programs?
60 3 4 3.75 .437
There is a well-designed and widely shared
training policy in the company?
60 3 5 3.82 .725
Valid N (list wise) 60

114

Trainers
Descriptive Statistics

N Minimum Maximum Mean
Std.
Deviation
For how long have you been working in your
designation?
40 4 4 4.00 .000
Brain storming is most important while
40 3 5 4.28 .784
Computer based training is most important
40 3 5 3.83 .446
Problem solving techniques is most important
40 4 5 4.28 .452
Inventory practice is most important while
40 3 4 3.48 .506
Induction training is given adequate
40 3 4 3.50 .506
Induction training is well planned? 40 3 4 3.20 .405
Induction training is of sufficient duration? 40 3 5 3.25 .494
induction training provides an excellent
opportunity for newcomers to learn
comprehensively about the organization
40 3 4 3.73 .452
The norms and values of the company are
clearly explained to the new employees
during induction?
40 4 5 4.03 .158
Senior management takes interest and spends
time with the new staff during induction
training?
40 3 4 3.73 .452
The new recruits find induction training very
useful in your origination?
40 3 5 3.90 .709
The induction training is periodically
evaluated and improved?
40 3 5 3.43 .813
The employees are helped to acquire technical
knowledge and skills through training?
40 4 5 4.28 .452
There is adequate emphasis on developing
managerial capabilities of the managerial
40 4 5 4.30 .464
Human relations competencies are adequately
developed in your organization through
training in human skills?
40 3 5 4.00 .453
Training of workers is given adequate
40 3 4 3.90 .304

115

Employees are sponsored for training
programs on the basis of carefully identified
40 3 4 3.83 .385
Those who are sponsored for training
programs take the training seriously?
40 3 4 3.90 .304
Employees in the organization participate in
determining the training need?
40 3 4 3.95 .221
Employees sponsored for training go with the
clear understanding of the skills and
knowledge they are expected to acquire for
training?
40 3 4 3.48 .506
The HR department conducts briefing and
debriefing sessions for employees sponsored
for training?
40 4 5 4.05 .221
In-company programs are handled by
competent faculty?
40 2 5 3.95 .389
The quality of in-company programs in your
organization is excellent?
40 3 5 3.98 .276
Senior line managers are eager to help their
juniors develop through training?
40 4 5 4.28 .452
Employees returning form training is given
adequate free time to reflect and plan
improvements in the organization?
40 3 4 3.48 .506
Line managers provide the right kind of
climate to implement new ideas and methods
acquired by their junior during training?
40 3 5 4.18 .594
Line managers utilize and benefit from the
training programs?
40 3 5 3.68 .797
There is a well-designed and widely shared
training policy in the company?
40 4 5 4.33 .474
Valid N (list wise) 40

116

Appendix D: Descriptive of Linear Regression

Employee

Coefficients(a)
Model
Unstandardized
Coefficients
Standardized
Coefficients
t Sig.
B
Std.
Error
Beta B
Std.
Error
1
(Constant) 5.927 2.301 2.576 .014
Brain storming is most important
program?
-.480 .436 -.406
-
1.102
.277
Computer based training is most
important while designing the
training program?
-.330 .358 -.194 -.920 .363
Problem solving techniques is
most important while designing
the training program?
.530 .369 .530 1.434 .159
Inventory practice is most
training program?
-.117 .104 -.133
-
1.120
.269
induction training provides an
excellent opportunity for
newcomers to learn
organization
-.076 .115 -.088 -.664 .511
The norms and values of the
company are clearly explained to
the new employees during
induction?
-.057 .135 -.046 -.420 .677
Senior management takes interest
and spends time with the new
staff during induction training?
.113 .175 .130 .649 .520
The employees are helped to
skills through training?
-1.110 .322 -.751
-
3.449
.001
There is adequate emphasis on
developing managerial
capabilities of the managerial
.004 .589 .002 .006 .995
Human relations competencies
are adequately developed in your
organization through training in
human skills?
.135 .297 .094 .455 .651

117

Employees are sponsored for
training programs on the basis of
carefully identified
.401 .206 .540 1.944 .059
Those who are sponsored for
training programs take the
training seriously?
.252 .306 .359 .823 .415
Employees in the organization
participate in determining the
training need?
-.110 .335 -.089 -.329 .743
Employees sponsored for training
go with the clear understanding
of the skills and knowledge they
are expected to acquire for
training?
-.601 .529 -.591
-
1.137
.262
The HR department conducts
for employees sponsored for
training?
-.397 .442 -.275 -.899 .374
In-company programs are
handled by competent faculty?
.043 .140 .050 .308 .760
Line managers provide the right
kind of climate to implement new
ideas and methods acquired by
their junior during training?
.408 .196 .240 2.077 .044
Line managers utilize and benefit
from the training programs?
1.004 .269 .605 3.732 .001

118

Trainers

Coefficients(a)
Model
Un-
standardized
Coefficients
Standardized
Coefficients
t Sig.
B
Std.
Error
Beta B
Std.
Error
1
(Constant) -.536 .784 -.683 .498
Brain storming is most important
program?
-.350 .136 -.369
-
2.574
.013
Inventory practice is most
training program?
-.051 .074 -.072 -.687 .495
Induction training is of sufficient
duration?
.286 .087 .499 3.285 .002
There is adequate emphasis on
developing managerial capabilities
of the managerial staff through
training?
.454 .158 .294 2.867 .006
In-company programs are handled
by competent faculty?
.302 .095 .433 3.183 .002
Computer based training is most
training program?
.885 .156 .650 5.674 .000
induction training provides an
excellent opportunity for
newcomers to learn
organization
-.226 .105 -.326
-
2.159
.036

119

Appendix E: Descriptive of Multivariate Regression

Employee
Between-Subjects Factors

Value Label N
The new recruits find induction training very useful in your
origination?
3 Neutral 9
4 Agree 40
5
Strongly
Agree
11
2 Disagree 6
3 Neutral 21
4 Agree 17
5
Strongly
Agree
16
3 Neutral 15
4 Agree 45

Tests of Between-Subjects Effects
Source Dependent Variable
Type III
Sum of
Squares
df
Mean
Square
F Sig.
Corrected Model
There is a well-
designed and widely
shared training policy
in the company?
21.561(a) 11 1.960 9.985 .000
Induction training is
well planned?
17.122(b) 11 1.557 2.425 .017
Intercept
There is a well-
designed and widely
in the company?
264.033 1 264.033 1345.015 .000
well planned?
331.295 1 331.295 516.112 .000
induction training
There is a well-
designed and widely
in the company?
4.343 2 2.171 11.061 .000
well planned?
.874 2 .437 .681 .511

120

programs
There is a well-
designed and widely
in the company?
1.017 3 .339 1.727 .174
well planned?
9.336 3 3.112 4.848 .005
utilize and benefit from
the training programs
There is a well-
designed and widely
in the company?
3.151 1 3.151 16.050 .000
well planned?
.115 1 .115 .179 .674
induction training*
utilize and benefit from
training programs
There is a well-
designed and widely
in the company?
.408 2 .204 1.040 .361
well planned?
.882 2 .441 .687 .508
programs* utilize and
benefit from training
programs
There is a well-
designed and widely
in the company?
1.628 1 1.628 8.291 .006
well planned?
.065 1 .065 .101 .752
Total
There is a well-
designed and widely
in the company?
905.000 60
well planned?
992.000 60
Corrected Total
There is a well-
designed and widely
in the company?
30.983 59
well planned?
47.933 59
a R Squared = .696 (Adjusted R Squared = .626)

121


Value Label N
Employees in the organization participate in determining the training
need?
3 Neutral 18
4 Agree 37
5
Strongly
Agree
5
The norms and values of the company are clearly explained to the new
employees during induction?
3 Neutral 10
4 Agree 40
5
Strongly
Agree
10
The employees are helped to acquire technical knowledge and skills
through training?
4 Agree 37
5
Strongly
Agree
23

Type III
Sum of
Squares
df
Mean
Square
F Sig.
Corrected Model
There is a well-designed
and widely shared training
policy in the company?
10.714(a) 9 1.190 2.937 .007
Induction training is well
planned?
28.033(b) 9 3.115 7.826 .000
Intercept
305.530 1 305.530 753.686 .000
planned?
301.343 1 301.343 757.143 .000
Participate in
training needs

2.042 2 1.021 2.518 .091
planned?
2.276 2 1.138 2.859 .067
norms and values
.059 2 .030 .073 .929

122

planned?
9.041 2 4.521 11.358 .000
acquire technical
knowledge

6.361 1 6.361 15.692 .000
planned?
.576 1 .576 1.448 .235
Participate in
training needs
* norms and values
.173 1 .173 .426 .517
planned?
1.822 1 1.822 4.578 .037
Participate in
training needs
* acquire technical
knowledge

.001 1 .001 .004 .953
planned?
4.618 1 4.618 11.603 .001
norms and values*
acquire technical
knowledge

.301 2 .150 .371 .692
planned?
1.587 2 .793 1.993 .147
Total
905.000 60
planned?
992.000 60
Corrected Total
30.983 59
planned?
47.933 59
b R Squared = .585 (Adjusted R Squared = .510)

123

Trainers

Value Label N
Inventory practice is most important while designing the training
program?
3 Neutral 20
4 Agree 20
5
Strongly
Agree
20
The employees are helped to acquire technical knowledge and skills
through training?
4 Agree 37
5
Strongly
Agree
23
The HR department conducts briefing and debriefing sessions for
employees sponsored for training?
3 Neutral 27
4 Agree 33

Type III
Sum of
Squares
df
Mean
Square
F Sig.
Corrected Model
There is a well-
designed and widely
shared training
policy in the
company?
17.074(a) 9 1.897 6.819 .000
well planned?
35.433(b) 9 3.937 15.748 .000
Intercept
There is a well-
designed and widely
shared training
policy in the
company?
569.725 1 569.725 2047.968 .000
well planned?
660.418 1 660.418 2641.670 .000
program
There is a well-
designed and widely
shared training
policy in the
company?
.179 2 .089 .321 .727
well planned?
28.762 2 14.381 57.524 .000
acquire technical There is a well- 10.986 1 10.986 39.490 .000

124

knowledge and skills
through training
designed and widely
shared training
policy in the
company?
well planned?
.003 1 .003 .010 .920
briefing and debriefing
sessions for employees
There is a well-
designed and widely
shared training
policy in the
company?
1.393 1 1.393 5.006 .030
well planned?
.460 1 .460 1.838 .181
program* acquire
technical knowledge and
There is a well-
designed and widely
shared training
policy in the
company?
.557 2 .279 1.001 .375
well planned?
.466 2 .233 .932 .401
program* briefing and
debriefing sessions for
employees
There is a well-
designed and widely
shared training
policy in the
company?
4.957 2 2.479 8.909 .000
well planned?
1.048 2 .524 2.097 .134
acquire technical
knowledge and skills
through training* briefing
and debriefing sessions
for employees
There is a well-
designed and widely
shared training
policy in the
company?
.582 1 .582 2.093 .154
well planned?
.183 1 .183 .730 .397
Total
There is a well-
designed and widely
shared training
policy in the
company?
905.000 60
well planned?
992.000 60
Corrected Total
There is a well-
designed and widely
shared training
policy in the
company?
30.983 59
well planned?
47.933 59

125

b R Squared = .739 (Adjusted R Squared = .692)


Value Label N
3 Neutral 21
4 Agree 11
5
Strongly
Agree
8
2 Disagree 1
3 Neutral 1
4 Agree 37
5
Strongly
Agree
1
There is adequate emphasis on developing managerial capabilities of the
managerial staff through training?
4 Agree 28
5
Strongly
Agree
12

Type III
Sum of
Squares
df
Mean
Square
F Sig.
Corrected
Model
in the company?
.754(a) 5 .151 .639 .671
planned?
6.400(b) 5 1.280 . .
Intercept
in the company?
147.174 1 147.174 623.848 .000
planned?
81.526 1 81.526 . .
Utilize and
benefits
from
in the company?
.079 1 .079 .335 .567
planned?
5.630 1 5.630 . .
Handled by There is a well-designed and .461 2 .230 .977 .387

126

competent
faculty

in the company?
planned?
.000 2 .000 . .
Total
in the company?
757.000 40
planned?
416.000 40
Corrected Total
in the company?
8.775 39
planned?
6.400 39
a R Squared = .086 (Adjusted R Squared = -.049)

127

Appendix F: Questionnaire of trainer and trainee

1. Name:

2. Company Name:

3. What is your designation? _________________________

4. For how long have you been working at your designation?
a) 3 months
b) 6 months
c) 1 year
d) More than 2 years

5. Which of these features are most important while designing a training
program?

a) Brain storming
1. Strongly
Disagree
2. Disagree 3. Neutral 4. Agree 5. Strongly
Agree

b) Computer based training
1. Strongly
Disagree
Agree

c) Problem solving techniques
1. Strongly
Disagree
Agree

d) Inventory practice
1. Strongly
Disagree
Agree

6. Induction training is given adequate importance in your organization.
1. Strongly
Disagree
Agree

7. Induction training is well-planned.
1. Strongly
Disagree
Agree

128

8. Induction training is of sufficient duration.
1. Strongly
Disagree
Agree

9. Induction training provides an excellent opportunity for newcomers to learn
comprehensively about the organization.
1. Strongly
Disagree
Agree

10. The norms and values of the company are clearly explained to the new
employees during induction.
1. Strongly
Disagree
Agree

11. Senior management takes interest and spends time with the new staff during
induction training.
1. Strongly
Disagree
Agree

12. The new recruits find induction training very useful in your organization.
1. Strongly
Disagree
Agree

13. The induction training is periodically evaluated and improved.
1. Strongly
Disagree
Agree

14. The employees are helped to acquire technical knowledge and skills through
training.
1. Strongly
Disagree
Agree

15. There is adequate emphasis on developing managerial capabilities of the
managerial staff through training.
1. Strongly
Disagree
Agree

129

16. Human relations competencies are adequately developed in your organization
through training in human skills.
1. Strongly
Disagree
Agree

17. Training of workers is given adequate importance in your organization.
1. Strongly
Disagree
Agree

18. Employees are sponsored for training programs on the basis of carefully
identified developmental needs.
1. Strongly
Disagree
Agree

19. Those who are sponsored for the training programs take the training seriously.
1. Strongly
Disagree
Agree

20. Employees in the organization participate in determining the training they
need.
1. Strongly
Disagree
Agree

21. Employees sponsored for training go with a clear understanding of the skills
and knowledge they are expected to acquire from the training.
1. Strongly
Disagree
Agree

22. The HR department conducts briefing and debriefing sessions for employees
sponsored for training.
1. Strongly
Disagree
Agree

23. In-company programs are handled by competent faculty.
1. Strongly
Disagree
Agree

130

24. The quality of in-company programs in your organization is excellent.
1. Strongly
Disagree
Agree

25. Senior line managers are eager to help their juniors develop through training.
1. Strongly
Disagree
Agree

26. Employees returning from training are given adequate free time to reflect and
plan improvements in the organization.
1. Strongly
Disagree
Agree

27. Line managers provide the right kind of climate to implement new ideas and
methods acquired by their juniors during training.
1. Strongly
Disagree
Agree

28. Line managers utilize and benefit from the training programs.
1. Strongly
Disagree
Agree

1. Strongly
Disagree
Agree

30. There is a well-designed and widely shared training policy in the company.
1. Strongly
Disagree
Agree

131

Trainers

1. Name:

2. Company Name:

3. What is your designation? _________________________

4. For how long have you been working at your designation?
e) 3 months
f) 6 months
g) 1 year
h) More then 2 years

5. Which of these features are most important while designing a training
program?

a) Brain storming
6. Strongly
Disagree
Agree

b) Computer based training
6. Strongly
Disagree
Agree

c) Problem solving techniques
6. Strongly
Disagree
Agree

d) Inventory practice
6. Strongly
Disagree
Agree

6. Induction training is given adequate importance in your organization.
6. Strongly
Disagree
Agree

132

7. Induction training is well-planned.
6. Strongly
Disagree
Agree

8. Induction training is of sufficient duration.
6. Strongly
Disagree
Agree

9. Induction training provides an excellent opportunity for newcomers to learn
comprehensively about the organization.
6. Strongly
Disagree
Agree

10. The norms and values of the company are clearly explained to the new
employees during induction.
6. Strongly
Disagree
Agree

11. Senior management takes interest and spends time with the new staff during
induction training.
6. Strongly
Disagree
Agree

12. The new recruits find induction training very useful in your organization.
6. Strongly
Disagree
Agree

13. The induction training is periodically evaluated and improved.
6. Strongly
Disagree
Agree

14. The employees are helped to acquire technical knowledge and skills through
training.
6. Strongly
Disagree
Agree

15. There is adequate emphasis on developing managerial capabilities of the
managerial staff through training.

133

6. Strongly
Disagree
Agree

16. Human relations competencies are adequately developed in your organization
through training in human skills.
6. Strongly
Disagree
Agree

17. Training of workers is given adequate importance in your organization.
6. Strongly
Disagree
Agree

18. Employees are sponsored for training programs on the basis of carefully
identified developmental needs.
6. Strongly
Disagree
Agree

19. Those who are sponsored for the training programs take the training seriously.
6. Strongly
Disagree
Agree

20. Employees in the organization participate in determining the training they
need.
6. Strongly
Disagree
Agree

21. Employees sponsored for training go with a clear understanding of the skills
and knowledge they are expected to acquire from the training.
6. Strongly
Disagree
Agree

22. The HR department conducts briefing and debriefing sessions for employees
sponsored for training.
6. Strongly
Disagree
Agree

23. In-company programs are handled by competent faculty.

134

6. Strongly
Disagree
Agree

24. The quality of in-company programs in your organization is excellent.
6. Strongly
Disagree
Agree

25. Senior line managers are eager to help their juniors develop through training.
6. Strongly
Disagree
Agree

26. Employees returning from training are given adequate free time to reflect and
plan improvements in the organization.
6. Strongly
Disagree
Agree

27. Line managers provide the right kind of climate to implement new ideas and
methods acquired by their juniors during training.
6. Strongly
Disagree
Agree

6. Strongly
Disagree
Agree

6. Strongly
Disagree
Agree

30. There is a well-designed and widely shared training policy in the company.
6. Strongly
Disagree
Agree

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