Data Collection
4.1 Introduction
With the growing diversification of activities and greater involvement of
people, organizations have started facing newer challenges and innovations.
Not only has volume of business increased, change has also come up in socio-
economic and political environments too. This calls for developing and
designing appropriate training programmes for the employees to adapt
themselves to these continuously changing needs and to meet the demands of
the changed environment. This also calls for enhancing the skills to be
developed by the personnel in the organizations. Just like information
technology industries, manufacturing industry is also becoming more and
more complex and dynamic.
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4.2 Key Components of Training
All over the world, we are already recognized to develop a unique Indian
working tradition. This task cannot be performed easily without undertaking
systematic training and Human Resources Development. Hundreds and
thousands of managers at various levels are taking decisions on several day-to-
day problems regularly. To develop a different style and tradition, these
decisions have to be taken accordingly and have to be tuned with the social
and economic aspirations of the society.
The key components of a proper training system should be
meeting the needs of the organizations
skill up gradation of the organization
development of trainees overall personality as a professional
Training as a process of management intervention in these areas has been well
recognized because training functions facilitate the organizations in meeting
the ever changing and challenging competitive environment in which the
organizations have to function. Manpower planning, manpower development
and strategy planning can all be linked to the training activity. A good
manpower planning system will always recruit suitable workforce, train them,
provide placement, initiate job rotation and promotion and career development
opportunities. Training and manpower development ultimately aim at
developing appropriate beliefs and values and transforming the organizational
culture.
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organization which is, which can be termed as refining and to surviving
respectively. In fact, the importance of evaluation for training effectiveness
requires its inclusion as part of the training programme and not something to
be thought of at the end of training. Hence evaluating effectiveness of a
training programme will help in achieving following objective:
To create a self-correcting training system in order to increase
effectiveness of current and subsequent training
To have a well-controlled training programme in which strengths and
weakness are identified and corrected by means of positive feedback
To provide information which facilitates the introduction of new ideas
and changes for increasing training effectiveness
To aid the learning process of the trainee. While evaluating the
training, the trainee indirectly assesses his own learning and it is the
primary principle of the psychology of learning that knowledge of
results facilitates learning.
All the above objectives are linked with one of the major objectives of
evaluation i.e. trying to demonstrate how far trainers are making a genuine
contribution to organizational effectiveness.
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learning may be treated as a discredit to a trainer so they may like to make the
lessons more realistic and workable in the light of the evaluative feedback.
As a user of evaluation results, the trainer has three specific needs:
to know how they are doing
to use the results of their efforts for decisions about the next phases in
the training programme and
to know if the training programme can be generalized with other
subsystems inside and outside the organizations
Every professional worker has the option to seek the best, the most efficient
way of doing his work and not accept the time honoured mode. But most
trainers use their past experience and some kind of intuitive feeling about the
course rather than employing a systematic method of feedback to improve
subsequent programmes.
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modifications. Learners through self evaluation try to understand about new
knowledge and skill they have learned, what more they may like to learn, and
to what extent learned knowledge and skill can be applied in their job
situation, what are the organizational and individual constraints in applying
modified behavior and what are the responsibilities of a organization in using
them to increase its effectiveness.
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4.5 Designing the objective linked questionnaire
The study undertaken on finding of the effectiveness of training programme in
Manufacturing and Information Technology Industries is based on the
following objectives.
a) To understand the importance given to training needs identification in
the manufacturing and also in the Information Technology industries.
b) To understand how employees perceive training.
c) To measure the adequacy of the training for improving skills and
competency of employees.
d) To understand the managers role in the career management of
employees through training.
e) To review how effective is the training function in both the types of
industries.
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4.6 Administration of the questionnaire as per sampling procedure
4.6.1 Questionnaire for middle level and senior level employees:
The result of this questionnaire can be analyzed to review the effectiveness of
training function. The item-wise data can be used to identify areas needing
improvement.
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The question spread is also depicted with the help of the following graph. This
graph shows the coverage of the questions throughout the questionnaire which
aims at fulfilling the findings towards the objectives.
If the total score of the questions under each of the objectives is above 75%,
then the training programme would be considered effective as far as that
objective is concerned.
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However overall score of the ratings on the 50 items have to be added for each
respondent to compute training effectiveness score. The total scores could
range from 0 to 200 points per respondent. Score of 150 points and above
indicates that the training function is effective in the organization.
Question No 51 in the questionnaire for the middle level and senior level
employees has been framed for the purpose of eliciting the views of the
respondents in regard to certain theoretical aspects. These responses are
significant by way of additional information only and without any direct
relationship with the objective or hypothesis of the research.
The respondents were asked to tick statements from the following which are
necessary to avoid interference in the learning process:
a. Communication of courses and programs to employees
b. Enrolling employees in courses and programs
c. Preparing and processing any pre-training materials such as readings or
tests.
d. Preparing materials that will be used during instructions
e. Arranging for training facility and room.
f. Testing equipment that will be used in instruction.
g. Providing support during instruction to the trainer.
h. Having backup equipment for sudden failure
i. Facilitating communications between trainer and trainees during and
after training
j. Recording course completion in the trainees' training records or
personnel files
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4.6.2 Questionnaire for responses of training manager
This questionnaire consists of 30 questions aimed at finding out how results-
based are training and development programs in the organization according to
the training managers. Each of these 30 questions has to be answered by
selecting any one of the three responses given below it.
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30- 59 Serious Problems with the success and status of
Training and Development. Management support is
non-existent. Training and Development programs are
not producing results.
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5. IBM
6. Information Systems Resource Centre Pvt Ltd (ISRC)
7. Infosys
8. KPIT Cummins
9. MphasiS
10. Parametric Technology Corporation (PTC)
11. Persistent Systems Ltd
12. SAS Institute India (Pvt) Ltd
13. Symantec
14. Tata Consultancy Services
15. Tata Technologies Ltd
16. Wipro Technologies
17. Zensar Technologies
The details of the companies have been given vide 2.10 in the chapter of
Literature Review
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