Industrial and Commercial TrainingEvaluating effectiveness of a training programme with trainee reactionPiyali Ghosh Jagdamba Prasad Joshi Rachita Satyawadi Udita Mukherjee Rashmi Ranjan

Article information:To cite this document:Piyali Ghosh Jagdamba Prasad Joshi Rachita Satyawadi Udita Mukherjee Rashmi Ranjan, (2011),"Evaluating effectiveness of a trainingprogramme with trainee reaction", Industrial and Commercial Training, Vol. 43 Iss 4 pp. 247 - 255Permanent link to this document:http://dx.doi.org/10.1108/00197851111137861

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Users who downloaded this article also downloaded:T. Brad Harris, Wonjoon Chung, Christina L. Frye, Dan S. Chiaburu, (2014),"Satisfaction guaranteed? Enhanced impact of trainercompetence for autonomous trainees", Industrial and Commercial Training, Vol. 46 Iss 5 pp. 270-277 http://dx.doi.org/10.1108/ICT-12-2013-0084Muhammad Zahid Iqbal, Shahab Alam Malik, Rashid Ahmad Khan, (2012),"Answering the journalistic six on the training needs assessmentof pharmaceutical sales representatives: Comparative perspectives of trainers and trainees", International Journal of Pharmaceutical andHealthcare Marketing, Vol. 6 Iss 1 pp. 71-96 http://dx.doi.org/10.1108/17506121211216914G.D. Moss, (1997),"Effective training of trainers: the ATLS approach", Education + Training, Vol. 39 Iss 5 pp. 168-175 http://dx.doi.org/10.1108/00400919710169472

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Evaluating effectiveness of a trainingprogramme with trainee reaction

Piyali Ghosh, Jagdamba Prasad Joshi, Rachita Satyawadi, Udita Mukherjee andRashmi Ranjan

Abstract

Purpose – This paper aims to deal with evaluation of different parameters of an induction programmeconducted by a transmission and distribution major in India. The study aims to indicate which aspects ofthe training programme need to be emphasised when devising induction programmes for managersand 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 reactionmeasured by a questionnaire. The statistical tools used include factor analysis to generate factors thatinfluence trainee satisfaction and a t-test to test the hypothesis that there will be a significant differencebetween managerial and non-managerial levels in their satisfaction with different aspects of theprogramme.

Findings – Factor analysis generated six factors, namely clarity of trainer, other facilities, venue of theprogramme, food served, practical application, and communication of trainer. The t-test run on thesefactors 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 organisationwould help in generalising the findings.

Practical implications – The findings could help in developing an induction programme customised tomeeting the needs of managers and non-managers.

Originality/value – Practitioners may use this paper to plan a common orientation programme for thehealthy integration of managers and non-managers and to ensure that there is a minimal gap betweenthe 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

147,000MW 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 j INDUSTRIAL AND COMMERCIAL TRAINING j PAGE 247

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.

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Training and development

In simplistic terms training can be defined as an activity that changes people’s 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 j INDUSTRIAL AND COMMERCIAL TRAININGj VOL. 43 NO. 4 2011

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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 Kirkpatrick’s 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 employee’s 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;

‘‘ Training and development help an organization in optimizingthe utilization of human resources, which further helpsemployees to achieve organizational goals, as well as theirindividual goals. ’’

VOL. 43 NO. 4 2011 j INDUSTRIAL AND COMMERCIAL TRAININGj PAGE 249

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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

Less than 25 years 25-34 years 35-44 years

Managers 14 5 1Non-managers 9 10 1

‘‘ On the basis of the results of the study, it would be possibleto design customized orientation programmes for managersand non-managers, since the two groups have different levelsof responsibilities, and they belong to different educational,social, economic and cultural backgrounds. ’’

PAGE 250 j INDUSTRIAL AND COMMERCIAL TRAININGj VOL. 43 NO. 4 2011

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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. There will be a significant difference between management and

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

programme.

H1c. There will be a significant difference between management and

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

programme.

H1d. There will be a significant difference between management and

non-management levels in their satisfaction with food served during the

training programme.

H1e. There will be a significant difference between management and

non-management levels in their satisfaction with the practical application of

the training programme.

H1f. There will be a significant difference between management and

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 II Factor loadings

Variables Factor loading

Factor 1: Clarity of trainerExplanation of concepts 0.630Effectiveness in communicating the coursematerial 0.758Ability to use the visual/teaching aids effectively 0.785Rapport with the trainees 0.724

Factor 2: Other facilitiesRecreation facilities 0.832Transportation 0.750

Factor 3: Venue of programmeConference room 0.815Case study room 0.906

Factor 4: Food servedQuality of food 0.837Quantity of food 0.815

Factor 5: Practical applicationExplanation on how to best utilise the job aids 0.618Effectiveness of the practical activities 0.607

Factor 6: Communication of trainerInstructions for the class exercise 0.811Clarity in responding to questions 0.587Ability to keep the sessions lively and interesting 0.578Level of time given for activities 0.605

VOL. 43 NO. 4 2011 j INDUSTRIAL AND COMMERCIAL TRAININGj PAGE 251

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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.

Table III Group statistics and independent samples t-test for each of the six factors

Factor Level n Mean SD t dfSignificance(two-tailed)

CLARITY Managers 20 16.1000 1.80351 1.275 38 0.210Non-managers 20 15.4500 1.39454

OTHER Managers 20 7.5500 1.39454 1.586 38 0.121Non-managers 20 6.7000 1.94936

VENUE Managers 20 6.9000 1.20961 21.914 38 0.063Non-managers 20 7.6500 1.26803

FOOD Managers 20 7.3000 1.49032 21.376 38 0.177Non-managers 20 7.8500 .98809

PRACAPP Managers 20 7.6500 .81273 20.737 38 0.466Non-managers 20 7.8000 .41039

COMM Managers 20 16.3000 1.45458 2.233 38 0.031*Non-managers 20 15.1500 1.78517

Notes: *0.05 level of significance

PAGE 252 j INDUSTRIAL AND COMMERCIAL TRAININGj VOL. 43 NO. 4 2011

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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 trainer’s clarity in responding to questions. Managers

could appreciate the trainer’s 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 trainer’s 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.

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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

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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

VOL. 43 NO. 4 2011 j INDUSTRIAL AND COMMERCIAL TRAININGj PAGE 255

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1. Alfonso J. Gil, Jorge L. Garcia-Alcaraz, Mara Mataveli. 2015. The training demand in organizational changes processes in theSpanish wine sector. European Journal of Training and Development 39:4, 315-331. [Abstract] [Full Text] [PDF]

2. T. Brad Harris, Wonjoon Chung, Christina L. Frye, Dan S. Chiaburu. 2014. Satisfaction guaranteed? Enhanced impact oftrainer competence for autonomous trainees. Industrial and Commercial Training 46:5, 270-277. [Abstract] [Full Text] [PDF]

3. Amirul Afif Muhamat, Norlida Jaafar, Hardi Emrie Rosly, Hasman Abdul Manan. 2013. An appraisal on the business successof entrepreneurial asnaf. Journal of Financial Reporting and Accounting 11:1, 51-63. [Abstract] [Full Text] [PDF]

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