Industrial and Commercial Training: Article Information

Industrial and Commercial Training
Evaluating effectiveness of a training programme with trainee reaction

Piyali Ghosh Jagdamba Prasad Joshi Rachita Satyawadi Udita Mukherjee Rashmi Ranjan
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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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ICT-12-2013-0084
Muhammad Zahid Iqbal, Shahab Alam Malik, Rashid Ahmad Khan, (2012),"Answering the journalistic six on the training needs assessment
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Healthcare Marketing, Vol. 6 Iss 1 pp. 71-96 http://dx.doi.org/10.1108/17506121211216914
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Evaluating effectiveness of a training

programme with trainee reaction
Piyali Ghosh, Jagdamba Prasad Joshi, Rachita Satyawadi, Udita Mukherjee and
Rashmi Ranjan
Piyali Ghosh is Assistant

Professor in the School of
Management Studies,
Motilal Nehru National
Institute of Technology,
Allahabad, India.
Jagdamba Prasad Joshi is
Manager (HR) at Areva
T&D, Naini, Allahabad,
India. Rachita Satyawadi is
a Research Scholar in the
School of Management
Studies, Motilal Nehru
National Institute of
Technology, Allahabad,
India. Udita Mukherjee is a
Research Scholar in the
School of Management
Studies, Motilal Nehru
National Institute of
Technology, Allahabad,
India. Rashmi Ranjan is a
Management Trainee at
Coal India Ltd, Eastern
Coalfields Ltd., Asansol,
India.
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
INDUSTRIAL AND COMMERCIAL TRAINING
PAGE 247
Training and development

In simplistic terms training can be defined as an activity that changes peoples behaviour.
According to Flippo (1984), training is the act of increasing the skills of an employee for
doing a particular job. Goldstein (1993) defines training as a systematic acquisition of skills,
rules, concepts or attitudes that results in improved performance in another environment.
Chiaburu and Tekleab (2005) have defined training as the planned intervention that is
designed to enhance the determinants of individual job performance. Training is the area
where organisational, industrial, and individual development can match, and where human
resource and organisation growth get blended together (Sundarajan, 2007). It refers to a
planned effort by a company to facilitate employees learning of job-related competencies;
these competencies include knowledge, skills, or behaviours that are critical for successful
job performance (Noe, 2009).
Training and development help an organisation in optimising the utilisation of human

resources, which further helps employees to achieve organizational goals, as well as their
individual goals. Guzzo et al. (1985) expressed the view that training programme is the most
powerful activity among many organisational interventions. The goal of training is to enable
employees to master the knowledge, skills and behaviours emphasised in training
programmes and to apply them to their day-to-day activities. Training serves to improve the
performance of employees, which, in turn, provides a competitive edge to the organisation
(Schraeder, 2009).
About the organisation

The organisation in this study is a subsidiary of a leading player in global T&D business. It is
engaged in providing products and systems to transmit and distribute electricity, manage
smooth energy flows, and operate efficient networks through information management, and
is among the top three T&D players in India. Its product offerings include power and
distribution transformers, switchgear and circuit breakers and products in the area of energy
automation. It has eight manufacturing units and 22 sales offices in India, and has been a
trendsetter in the field of high-voltage switchgear.
Currently employing over 3,000 people in India, this organisation is guided by the
philosophy that training is a key factor in professional growth and individual performance.
The company prioritises the learning and development of employees, both on managerial
and professional competences. By following a continuous improvement strategy, the
organisation offers specific training programmes to its people, besides those organised at
group level.
Our study focuses on a transformer manufacturing plant of this organisation, located at
Naini, Allahabad, in the state of Uttar Pradesh in India, with more than 850 workers employed
on site.
The Excellence Way training programme
There is a strong belief in the organisation under study that the foundations of its future,
technical expertise and management skill rest on its people. With steep growth and
expansion in business, this organization has recruited more than 440 new employees within
the last two years; hence the integration of new employees with the organisation and
achieving the desired results is a big challenge facing of the HR team. HR has a strong
commitment to engage and develop its people, which will allow the organisation to achieve
its goals. After several deliberations in-house, a customised intervention named the
Excellence Way was launched, the purpose of which is to inculcate a culture of lean
manufacturing, innovation, customer orientation, safety, and quality focus. This is a four-day
outbound training programme specially designed for new employees, in order to familiarise
them with the working of the organisation, integrate them with the organisation, and orient
them to work effectively. It is a mandatory programme for all new incumbents, irrespective of
level and category. To keep the group homogeneous, the Excellence Way programme
(hereafter used interchangeably with programme) is organised exclusively for workers,
PAGE 248 INDUSTRIAL AND COMMERCIAL TRAINING VOL. 43 NO. 4 2011
Training and development help an organization in optimizing

the utilization of human resources, which further helps
employees to achieve organizational goals, as well as their
individual goals.
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.
Rationale of the present study

Employees of the organisation under consideration are categorised broadly as
management and non-management; people with professional qualifications (namely
engineering, business management and accounting) are hired in the management
category, whereas people with Industrial Training Institute (ITI) qualifications are hired in the
non-management category. Both categories of employees have significantly different levels
of responsibilities, deliverables, scope of communication, and interaction patterns within
and outside the organisation. Since they possess different educational, social, cultural and
geographical backgrounds, such differences impact an employees integration process and
his/her general understanding in the workplace.
In the past there were different programmes for both categories for their integration,
orientation towards work practices, quality systems, safety, and organisational values. Two
years ago, when the organisation forecast that it would need to hire more than 400 new
employees in order to meet the growing business needs of the organisation, it was also felt
that the integration of management and non-management categories would be a big
challenge. After reviewing the programme feedback and programme content, it was found
that some content of these programmes overlapped, incurring administrative costs and
time. Based on this, it was decided to design a single programme for both categories,
covering content that is essential for new employees, with the purpose of integrating them
effectively and developing the desired attitude, which is essential for both organisational and
individual success. For this reason, the Excellence Way programme came into existence.
With the Excellence Way programme already implemented, there was a perceived need by
the management to evaluate the programme critically from the perspective of both
categories of employees, in order to validate its decision of having a common programme
for both categories.
Objectives of the study

This study has the following objectives:
1. to find the reaction of employees regarding effectiveness of the Excellence Way
programme;
VOL. 43 NO. 4 2011 INDUSTRIAL AND COMMERCIAL TRAINING PAGE 249
On the basis of the results of the study, it would be possible

to design customized orientation programmes for managers
and non-managers, since the two groups have different levels
of responsibilities, and they belong to different educational,
social, economic and cultural backgrounds.
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
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
Less than 25 years
25-34 years
35-44 years
14
9
5
10
1
1
Table II Factor loadings
Variables
Factor loading
Factor 1: Clarity of trainer

Explanation of concepts
Effectiveness in communicating the course
material
Ability to use the visual/teaching aids effectively
Rapport with the trainees
0.758
0.785
0.724
Factor 2: Other facilities

Recreation facilities
Transportation
0.832
0.750
Factor 3: Venue of programme

Conference room
Case study room
0.815
0.906
Factor 4: Food served

Quality of food
Quantity of food
0.837
0.815
Factor 5: Practical application

Explanation on how to best utilise the job aids
Effectiveness of the practical activities
0.618
0.607
Factor 6: Communication of trainer

Instructions for the class exercise
Clarity in responding to questions
Ability to keep the sessions lively and interesting
Level of time given for activities
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.
There will be a significant difference between management and

non-management levels in their satisfaction with the clarity of the trainer.
H1b.

non-management levels in their satisfaction with other facilities of the training
programme.
H1c.

non-management levels in their satisfaction with the venue of the training
programme.
H1d.

non-management levels in their satisfaction with food served during the
training programme.
H1e.

non-management levels in their satisfaction with the practical application of
the training programme.
H1f.

non-management levels in their satisfaction with the communication of the
trainer.
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*
Notes: *0.05 level of significance
communication of the trainer. Managers are more satisfied with the communication skills of
the trainer as compared to non-managers.
Findings and observations

The key findings and observations on the basis of the tabulated responses given by our
sample are as follows.
Seventy-five per cent of managers and only 45 per cent of non-managerial employees found
the training manual and handouts to be valuable as learning tools; we may conclude that
managers can connect well or relate with the training content better than non-managers.
A total of 65 per cent of trainees at the non-management level feel that the
exercises/activities have given them sufficient practice. This can be because it is easier
for them to grasp concepts when they see concepts being demonstrated before them or
when they do it themselves. This also seems logical considering the fact that non-managers
usually perform tasks at the operative level.
Eighty per cent of the total respondents agree that the Excellence Way programme helped
them to apply the skills and/or concepts taught in the programme. Eighty-five per cent of the
respondents also feel prepared to go out and perform the skills taught in the class; the same
percentage also feel that the pre- and post-tests in this programme were accurate and fair.
Eighty per cent of the respondents (management level) feel that the length of the programme
was just right, while 65 per cent of the respondents (non-management level) find the length
of the programme too short. We can thus infer that non-managers need more time to absorb
what is taught in the given time-period in comparison to managers.
Ninety per cent of respondents (management level) feel that this programme was worthwhile
in terms of cost and their time away from normal job duties. Seventy-five per cent of the
respondents (non-management level) also feel the same.
Factor analysis yielded six factors:
1. clarity of trainer;
2. other facilities;
3. venue of programme;
4. food served;
5. practical application; and
6. communication of trainer.
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.
Conclusions and recommendations

We may classify the factors that have emerged into two categories:
1. content; and
2. context.
Training content factors would include communication of the trainer, clarity of the trainer, and
practical application, while the context factors would include venue of the programme, food
served, and recreation facilities provided.
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.
Implications of the study

The present study was designed to evaluate the effectiveness of an orientation programme
organised in a specific company, by assessing trainees reaction to it and their satisfaction
with various aspects of the same. Analysis of data on satisfaction of trainees has revealed
whether managers and non-managers find certain aspects of the training programme more
satisfying than others, whether there exists any difference in opinion between the two, and
on what parameters. On the basis of the results of the study, it would be possible to design
customised orientation programmes for managers and non-managers, since the two groups
have different levels of responsibilities and belong to different educational, social, economic
and cultural backgrounds. Further, planning a common orientation programme for
managers and non-managers as a tool for their healthy integration using the findings of
the study to bridge the gap between the satisfaction levels of the two groups would be a
workable proposition.
The nature of the items included in the questionnaire and the nature of the variables
identified have made the results of the study applicable to induction training programmes
arranged not only in other units of the company under consideration, but across other
organisations also. Hence, the scope of our study goes beyond the present sample
surveyed and the organization studied. The results of the survey and its analysis have
indicated which aspects of an induction training programme, namely content and context,
need to be emphasised while devising similar initiation programmes, irrespective of the
organisation involved.
Limitations and scope for further study

In spite of our best efforts, there are some limitations of the study, stated as follows:
1. some of the employees who had attended this training programme were not available
during the survey, and thus had to be excluded from our sample;
2. we could not elicit better responses to the open-ended questions, due to the busy
schedule of the respondents; and
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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