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To cite this document:
Piyali Ghosh Jagdamba Prasad Joshi Rachita Satyawadi Udita Mukherjee Rashmi Ranjan, (2011),"Evaluating effectiveness of a training
programme with trainee reaction", Industrial and Commercial Training, Vol. 43 Iss 4 pp. 247 - 255
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http://dx.doi.org/10.1108/00197851111137861
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Piyali Ghosh, Jagdamba Prasad Joshi, Rachita Satyawadi, Udita Mukherjee and
Rashmi Ranjan
Abstract
Purpose This paper aims to deal with evaluation of different parameters of an induction programme
conducted by a transmission and distribution major in India. The study aims to indicate which aspects of
the training programme need to be emphasised when devising induction programmes for managers
and non-managers, and to ascertain whether there is any significant difference in their reactions.
Design/methodology/approach Evaluation has been done with the help of trainee reaction
measured by a questionnaire. The statistical tools used include factor analysis to generate factors that
influence trainee satisfaction and a t-test to test the hypothesis that there will be a significant difference
between managerial and non-managerial levels in their satisfaction with different aspects of the
programme.
Findings Factor analysis generated six factors, namely clarity of trainer, other facilities, venue of the
programme, food served, practical application, and communication of trainer. The t-test run on these
factors shows a significant difference in means for only one factor, namely communication of trainer,
which implies that managers could relate better to the trainer, given their intellectual superiority.
Research limitations/implications A larger sample size covering more units of the organisation
would help in generalising the findings.
Practical implications The findings could help in developing an induction programme customised to
meeting the needs of managers and non-managers.
Originality/value Practitioners may use this paper to plan a common orientation programme for the
healthy integration of managers and non-managers and to ensure that there is a minimal gap between
the satisfaction levels of the two groups.
Keywords Training, Training evaluation, Electric power transmission, Trainee reaction
Paper type Research paper
Introduction
India has one of the highest industrial electricity rates in the world, exceeding those in most
developing countries. The total installed generating capacity in the country is over
147,000 MW and the total number of consumers is over 144 million (Goswami, 2010). Apart
from an extensive transmission system network developed to transmit power from the
generating station to the grid substations, a vast network of transmission and distribution
(T&D) system has also been built in the country for the utilisation of power by end
consumers. In spite of this, due to lack of adequate investment in transmission and
distribution works, T&D losses have been consistently on the high side, and are considered
to be amongst the highest in the world. Power is a crucial ingredient for the development of
any economy, and in order to meet the increasing demand for power, the Ministry of Power
has removed ceilings on foreign direct investment. Organisations in the power sector have
responded by harnessing their human resources along with initiating technological
upgrades in T&D. In this, the role of training and development has assumed paramount
significance.
DOI 10.1108/00197851111137861
VOL. 43 NO. 4 2011, pp. 247-255, Q Emerald Group Publishing Limited, ISSN 0019-7858
PAGE 247
staff and executives in the local language (Hindi) as well as the English language. This
programme has also even been extended to vendors, in order to have a similar
understanding of the business. The programme covers subjects like sustainable
development model & principles, TPM, seven quality tools, customer satisfaction, the
integrated management system (IMS), environment, health and safety (EHS), innovation and
creativity, team building, and personal effectiveness. The programme is delivered jointly by
external and internal trainers. At the end of the programme, evaluation is done at the
knowledge level, following Kirkpatricks model. Passing the knowledge test is mandatory for
each participant. On scoring a mark of 100 per cent, the trainee receives a special award
and recognition.
2. to identify the areas in which improvements are necessary, such that the programme
gains popularity across the unit; and
3. to ascertain whether there is any significant difference in the reaction of managerial and
non-managerial employees.
Research methodology
Downloaded by Universiti Teknologi MARA At 07:13 20 August 2015 (PT)
Research plan
It was decided to evaluate the programme by measuring satisfaction of employees with the
help of a questionnaire that had a mix of both closed and open-ended questions. Some of
the statements seeking the opinion of respondents on various parameters of the training
programme were based on a five-point Likert scale, while some were based on category
scaling; suggestions for improvement and similar questions were kept open-ended.
It was decided that to have representation of both levels, an equal number of respondents
should be taken from both managerial and non-managerial cadres. Out of a population of
100 employees who have attended the programme so far, the total sample drawn by simple
random sampling stood at 40.
Analysis was done in two parts. In the first part, factor analysis was incorporated to reduce a
large number of variables into fewer numbers of factors. Overall, six factors comprising 16
variables emerged. In the second part, we converted the ratings of respondents on these 16
variables into scores; further, a t-test was applied on these six factors for evaluating
differences in means, if any, between two groups, to test the given hypothesis. SPSS 11.5
was used in both analyses.
Data analysis
Demographic details
The demographic details of the sample are given in Table I.
Factor analysis
Nineteen variables were identified through a brainstorming session and drawing evidence
from past research, prior to the construction of the questionnaire. Responses were further
treated with factor analysis using principal component analysis to identify the closely related
variables. Out of 19 variables, six factors were extracted on rotation of the variables; they are
shown in Table II with their respective factor loadings.
Table I Demographic details of respondents
Managers
Non-managers
25-34 years
35-44 years
14
9
5
10
1
1
Variables
Factor loading
0.758
0.785
0.724
0.832
0.750
0.815
0.906
0.837
0.815
0.618
0.607
0.811
0.587
0.578
0.605
0.630
T-test
In this study we used a t-test for comparing the means of two samples (here managers and
non-managers) on each of the six factors obtained after factor analysis to test the following
hypotheses:
H1a.
H1b.
H1c.
H1d.
H1e.
H1f.
The means and standard deviations of the two groups on each of the six factors, and the
t-values obtained after applying the t-test, are shown in Table III. The results make it evident
that the two groups differ significantly at the 0.05 level of significance on only one factor, i.e.
Table III Group statistics and independent samples t-test for each of the six factors
Factor
Level
Mean
SD
CLARITY
Managers
Non-managers
Managers
Non-managers
Managers
Non-managers
Managers
Non-managers
Managers
Non-managers
Managers
Non-managers
20
20
20
20
20
20
20
20
20
20
20
20
16.1000
15.4500
7.5500
6.7000
6.9000
7.6500
7.3000
7.8500
7.6500
7.8000
16.3000
15.1500
1.80351
1.39454
1.39454
1.94936
1.20961
1.26803
1.49032
.98809
.81273
.41039
1.45458
1.78517
OTHER
VENUE
FOOD
PRACAPP
COMM
df
Significance
(two-tailed)
1.275
38
0.210
1.586
38
0.121
21.914
38
0.063
21.376
38
0.177
20.737
38
0.466
2.233
38
0.031*
communication of the trainer. Managers are more satisfied with the communication skills of
the trainer as compared to non-managers.
The results of the t-test show a significant difference in mean values of satisfaction among
managers and non-managers in only one aspect: communication of trainer (comprised of
variables, namely instructions for class exercise, clarity in responding to questions, ability to
keep the sessions lively and interesting, and level of time given for activities). It is reasonable
for us to assume that those in managerial positions would be intellectually superior to
non-managers, and this assumption has been corroborated by the results. It becomes
apparent that managers could understand the trainer better, and hence they have
expressed greater satisfaction in the trainers clarity in responding to questions. Managers
could appreciate the trainers attempt to make the sessions lively and interesting; they could
also comprehend the instructions given by the trainer. In short, they could relate better to
what the trainer was teaching. Further, managers, being at a higher intellect level than
non-managers, were able to complete the tasks in the given time. Hence they have reported
greater satisfaction with the time given for activities.
No significant difference was found on the factor clarity of trainer. Variables like
explanation of concepts, effectiveness in communicating the course material, and ability to
use visual teaching aids effectively reflect the trainers own skills. These probably surfaced
during the training programme, and the trainers competence was recognised equally by
both the groups, irrespective of the difference in their capacity to absorb what the
programme had to offer. The rapport between the trainer and trainees was also not different
for managers and non-managers because establishing connection is more of a social skill
on the part of the trainer, and has less to do with intellectual advancement of trainees.
No significant difference in satisfaction with recreation facilities provided during the training
programme was found between managers and non-managers. This is again due to the fact
that the enjoyment and entertainment would elicit a similar response from both groups as
intellectual superiority has no role to play in such activities. For this reason satisfaction with
transportation facilities also drew a similar response from both groups.
There was no significant difference between managers and non-managers satisfaction with
the venue of the training programme. This is probably due to the fact that the amenities
provided and the ambience of the conference room and case study room would evoke
similar reactions in both the groups under study.
On the question of food also no significant difference was found. Expectation of food, both in
terms of quality and quantity, would be expected to be similar in both the groups under
normal circumstances. Appraising quality of food, both groups would not have divergent
opinions.
On the parameter of the factor practical application too, no significant difference was
found between the two groups. The explanation of this could rest on the fact that the
non-managerial group was already familiar with practical applications and could relate to
what was being taught in the training programme. Practical knowledge and understanding
of non-managers thus brought them at par with the managers group.
Respondents felt that due to time constraints, they were not able to interact with their training
colleagues. Further, shortness of time made it necessary to increase the number of training
hours per day. Therefore schedule of trainees became very hectic and they were not able to
grasp all the aspects covered during the programme. The time duration of the Excellence
Way programme should therefore be increased.
Management must modify the Excellence Way programme to suit the needs of
non-managerial employees as well, so that a greater percentage of such employees feel
that the programme is worthwhile in terms of costs. The communication skills development
component of the programme also needs to be enlarged.
Length of the training programme should be increased so that training schedule may not be
hectic for the trainees and they are able to grasp the contents of the programme in a more
effective manner.
Pace of the training programme should be right. It should neither be too fast nor too slow. If it
is too fast, trainees will not be able to grasp the content, and in case it is stretched, it will
create boredom.
Learning material must be overhauled to be more coherent and lucid across the different
levels of employees to be trained. Sections found difficult by trainees must be simplified for
better comprehension and hence retention.
Creative problem solving approaches like fishbone, sensitivity training, etc., should be
implemented in the programme. Topics like Six Sigma, poka yoke, 5-S, ISO standards, time
management, TQM, presentation skills and stress management have been found to be very
helpful. Therefore these topics should be touched upon in greater detail in future
programmes. Further, there should be a balance between input sessions, activities,
discussions, and videos. Visual displays, PowerPoint presentations, case studies and group
activities like games can be included as effective training methods. The number of practical
examples should be increased so that trainees can easily understand the concepts
involved.
3. it was difficult to track both managers and non-managers due to their different schedules
and operations this extended the duration of the survey.
If the same study were to be conducted in other units of the organisation in India and the
results compared, then the findings would be enriched. And the company can also get
further valuable suggestions for making not only the Excellence Way but also other training
programmes popular across the organisation.
References
Chiaburu, D.S. and Tekleab, A.G. (2005), Individual and contextual influences on multiple dimensions
of training effectiveness, Journal of European Industrial Training, Vol. 29 No. 8, pp. 604-26.
Flippo, E.B. (1984), Personal Management, McGraw-Hill, New York, NY.
Goldstein, I.L. (1993), Training in Organizations, Brooks Cole, Pacific Grove, CA.
Goswami, R. (2010), The quest for the clean volt, Electrical India, January, pp. 144-9.
Guzzo, R.A., Jette, R.D. and Katzell, R.A. (1985), The effects of psychologically based intervention
programs on worker productivity: a meta-analysis, Personnel Psychology, Vol. 38, pp. 275-91.
Noe, R.A. (2009), Employee Training and Development, Tata McGraw-Hill, New Delhi.
Schraeder, M. (2009), Leveraging potential benefits of augmentation in employee training, Industrial
and Commercial Training, Vol. 41 No. 3, pp. 133-8.
Sundarajan, S. (2007), Employees attitude towards training and development in private sector
industries, Indian Journal of Training and Development, Vol. XXXVII No. 3, pp. 45-50.
Corresponding author
Piyali Ghosh can be contacted at: piyali2602@gmail.com
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