Assessing Impact of Management Support on Perceived Managerial Training Effectiveness in Public Organizations of Pakistan

Transcription

1 Assessing Impact of Management Support on Perceived Managerial Training Effectiveness in Public Organizations of Pakistan Muhammad Maqsood Khalid Faculty Member HRM Training & Research Directorate FBR Islamabad Pakistan Muhammad Ashraf Student M.Phil Business Administration Azra Naheed Center for Research & Development Superior University/College Lahore Pakistan Usman Yousaf Corresponding Author, Lecturer, Hailey College of Banking & Finance University of the Punjab, Lahore, Pakistan Chaudhry Abdul Rehman Rector/CEO, Superior University Raiwind Road Lahore Pakistan Abstract Purpose The purpose of this study was to examine the extent of management support in public organizations and its subsequent impact on training effectiveness and what is the perception of employee towards this support. This study was to evaluate managerial training system and relevant approaches and investigate the findings in the light of Kirkpatrick model of training evaluation. Research Design/Methodology This was a correlation cross sectional research to determine the impact of management support on managerial training effectiveness in public organizations. Current research was conducted in non-contrived natural environment. It was a cross sectional prospective study based on nominal data. The study examined 250 responses of civil servants of 10 public tax departments. Questionnaire was distributed among randomly selected ladies and gentlemen during 11 training programs throughout the year Additionally, expert opinion of 5 senior human resource professionals was sought about importance of management support in training environment to further validate the results acquired. Findings The findings of the study enabled to explore the worth of management support to training effectiveness. Empirical analysis confirmed significance of impact delivered by 106

2 management to retrieve effective training. Results revealed that despite infrastructural and financial support, poor management support may limit the desired impact on participant. Research Limitation As the study focused public organizations, findings are hard to generalize to private sector organizations. The study was restricted to ten public organizations. Respondents were civil servants. Practical Implications This study will be seen as an exploratory approach and considered as a stimulus for more in-depth research into the subject. The study will pave way for adopting training evaluation with more clarity of mind in public organizations of Pakistan. Originality/Value The impact of management support was researched and found associated with training effectiveness. The current study probed into training phenomenon to know the factors leading to successful training and proposed to improve the training design and assessment to get training effectiveness in terms of change in behavior of staff, performance on job and transfer of knowledge to the job. The study contributes to limited literature available on training evaluation in public organizations of Pakistan. Keywords Public sector, training approaches, training evaluation, management support, training effectiveness, Pakistan Introduction In an organizational setting, employees need acknowledgement and support at all levels (Currie,G,Knights,2010). Both management and employees are supposed to acquire and continuously improve their knowledge and sophistication within the parameters of their respective horizons (Herman, 2009). Managers are vital to ensure success in the organizations. Over the decades experience, managerial education has been found significant to gain competitive advantage for the organizations (Kutschera, 2005). Organizations always feel a need to train and strengthen the internal capabilities of their managers through training (K.Skylar, 2010). Training and development activities occurring within the organizations deliver fruits for all stakeholders (Herman Aguinis, 2009). Training is referred to as a planned effort by an organization to facilitate the learning and jobrelated behavior of the employees (Wexley and Latham, 1981). Core motive of training is to uplift the performance level of an organization and ensure effectiveness (Boydell, 1983). Aghazadeh (2007) finds that training emits positive effects if it is taken as investment otherwise it causes poor relationship among employees, low motivation, and conflict; which ultimately affects the productivity of organization. Despite multiple challenges, public sector is a viable human resource development forum (McAlearney, A. (2005). Success of public sector depends on able, energized and committed workforce (Staas 1988). Both public and private sector organizations like to invest in management development training (Allio, 2005). McAlearney (2005) identified that mentoring and learning were effectively used by organizations for managers. Such training prepared efficient workforce and delivers financial benefits. Different organizations employ different techniques to bring effectiveness of training (Burke and Day, 1986). Various studies (Broad & Newstrom 1992 Clark 2002) concluded that management support influences trainees perception for transferring skills to the job (Foxon at ell 1997). Experts believe that support of management, consulting employees before training and positive feedback during and after training is the key to effective training (Lim and Johnson, 2002). 107

3 Business world is well aware of the importance and effectiveness of managerial training and development (Saari et al, 1988). Development is always on top of the line organizational issues (Day, 2001). Literature review reflected that training effectiveness has been less research area. In this context, this research study seeks firstly to evaluate managerial training system in public organizations of Pakistan and its relevant approaches (Collins and Holton, 2004). Secondly, it was to assess the correlation between management support and perceived managerial training effectiveness. Both the perspectives are based on the idea that positive management support leads to training effectiveness in terms of change in performance (efficiency and effectiveness), knowledge, skill, aptitude, and change in behavior on job. Literature Review Literature review provides the new insight of the critical analysis of the related works and model relating to training evaluation and relationship among them. Literature review was selected based on training effectiveness, training evaluation, role of management support, impact of training on performance, and internal factors affecting training. The study underlined the literature review on the basis of needs assessment, constituent design & delivery of training, training climate and transfer of training to work place. Training & Development Global trends in world economy and international business escalate the importance of training as a competitive tool (Gaber, B. 1994). Employee training has become a great source of gaining and maintaining competitive advantage (Jane H. Antheil, 1986). Competitive advantage can be created only through developing workforce and creating high performance (Thorne & Machey, 2004). Training enhances the inherent capabilities of employees (Brinkerhoff, 2006). Training targets performance improvement, achieving organizational goals and promotes healthy values on workplace (Swanson. R.A 1999). Training Evaluation Training evaluation is imperative to justify training investment (Aghazadeh, S. M. 2007). Why training evaluation is avoided, Philips (2006) points out ten myths for not considering training for evaluation. These myths are quantitative measurement was found difficult, how to collect relevant information and use it, uselessness of training evaluation, blur application, lack of support from the top/middle management, involvement of unknown variables, criticism factor, high costs, evaluation was not considered desirable as a learning tool. Training evaluation conveys training benefits to the organization and tells about the effectiveness of training methods used (Athari, A. A. and Zairi, M. 2002). In today s world, training evaluation has been found far more important than past(thorne & Machey, 2004). Training evaluation is done in pre and post training environment (Action and Golder, 2003). Training evaluation is recognized as a viable tool to augment organizational capabilities and integrate these with organizational strategies (Bernthal, 2000). Training evaluation is not done frequently because it was given less importance (Athari and Zairi, 2000). Any training method including programmed instruction should meet two criteria: efficiency- it should be simple to administer and should increase productivity, resulting in lower training cost per hour per trainee. Effectiveness- it should change the behavior of the trainee. His performance is the best measure of the program collectiveness. (Kirkpatrick, 1974). 108

4 Management Support Support is multi-facet in an organizational setting: Management support, infrastructure support and financial support (Eric Baxter and Charles McMillan, 2010). Management support for training develops a congenial environment in the organization and develops a trustworthy relationship between employees and employer (Anu Singh Lather, 2009). Take training as investment otherwise it will lead to low morale, low motivation, and more absenteeism (Robert. Brinkerhoff 2006). Management support and influence keeps organizational factors positive to keep the trainers and trainees enthusiastic. To avoid negative impact on training, positive management support is essential (Philips, 2001). Training Effectiveness This study investigates different evaluation strategies relating to training effectiveness. Experts are agreed that training is the acquisition of knowledge, skill and aptitude but it shall be called ineffective until characteristics learnt during the training are not generalized to job setting (Kozlowski and Salas 1997). Barrett Koehler, 2003 Hamblin, 1974 researches that training triggers reaction and reaction leads to learning which brings changes in the organization. Crosbie, 2005 adds his research that strategic skill building training produces lasting change in behavior. Training is effective when it becomes an important part of business plan (Rubey, 2001). Training may be judged by its impact in form of increased sales, low absenteeism, reduced cost of business. Training leads to improve quality, increase productivity and increase in sales (Kirkpatrick, 2004). Supportive work environment is prerequisite for effective training (Bramely, 1989). Many authors believe that the training management is capable to alter the way the organization functions (Philips, 1997). However experts admit that they may have little or no control on organizational functioning but they can do many things to improve the effectiveness of managerial training (Crosbie, 2005). To identify other intervening factors, Fill and Mullins (1990) sort out that a clear training policy, support of the management and optimum financial resources is key to effective training. Goldstein and Gessner (1988), Campbell (1997), do not regard training research effective until it has more research and less discussion. While evaluating the effectiveness of training programs, many other research outcomes carry more weightage. Work of Kirkpatrick can not be ignored. Kirkpatrick gave frame work for evaluating training evaluation in the year This framework had four concise stages: stage One (Reaction), Stage Two (Learning) Stage Three (Behavior) Stage Four (Results). Gaber (1995) researched that Kirkpatrick model focused on outcomes. Level 1 is concerned with participant s reaction as an outcome. It is used for evaluation of all type of courses. Level 2 is concerned with participant s learning as an outcome. It reflects knowledge, ideas, information learnt during training. Level 3 identifies trainees behavior and subsequent transfer of training to the job. Level 4 is concerned with results. It focused on results achieved. Results may be in form of more employee satisfaction, retention, achieving sales targets, cost reduction measures etc. Kirkpatrick supports the idea that outcome of reaction level response is vital to determine training effectiveness. Majority of US corporate sector organizations rely on trainees reaction to evaluate training effectiveness. Some researchers regard training climate with three stages basic to a training system: Pre-training, training, and Post-training. According to their findings, if researchers get maximum control in these stages, they can get more effective training (Birmani and Seth, 1985, Nicholas, 1992). Stufflebeam (1983) developed his CIPP model based on context, input, process and product approach. He presented a systematic methodology through a series of questions to probe into the curriculum development process. IBM Company employed the input-process-output (IPO) model presented by Bushnell David S and found it a practical approach to ensure the effectiveness of a training program. It provides important data for decision makers. TVS model examines the situation before training and examines the available data to detect performance gap. It evaluates pre and post training data to 109

5 ascertain training impact. Literature review leads to conclude that KP model and CIPP models are workable in local conditions. Research Framework Many practitioners argue that government employees need to learn more about training concepts and techniques. This necessitated the need for a study to probe into training phenomenon. The following research framework delineates the variables identified in the current study and suggests a relationship between management support, age, gender, qualification and experience of trainees and their perceptions on training effectiveness. Management support is an independent variable; training effectiveness is a dependent variable and Age, Gender, Qualification and Experience of trainees were identified as moderating variables for current survey study. Model showing research framework for current study is at Table 1. Independent Variable Management Support Moderating Variable Demographics Dependent Variable Training Effectiveness Motivation, Communication, Efficiency & Effectiveness, Current Performance Future Performance Age, Gender, Qualification, and Experience Relevant Training Course contents Learning Professional Knowledge Job knowledge Interest in training, Training climate Training transfer Behavior Learning, Training Design Delivery Training Content Skill Development Enhanced Performance Outcome On the basis of literature review for the study, the above drawn research framework model was conceived for this study. It reflects the input from management in form of support and influence and output in form of training effectiveness. Interaction of dimensions perceived and impact of demographics were tested through the study. Research Methodology/Design This was a correlation cross sectional research to determine the impact of management support on training effectiveness in public organizations. Current research was conducted in non-contrived natural environment. It was a cross sectional prospective study based on nominal data. Sample size was 230 civil servants. Response rate was 81%. Simple Random Sampling Plan was adopted for data collection. The time of Dimension was during and after training session. The mode of data collection was survey. 110

6 Length and breadth of the study is statistical study. The nature of the relationship between variables is descriptive. Sample of the study was ten selected public tax organizations. Reaction Level 1 of Kirkpatrick model of training evaluation was applied with the assumption that management support has considerable impact on training effectiveness. To test the validity of questionnaire, a pilot test using sample of 100 (n) was conducted. Results are shown in Table3. It was assumed that training becomes more effective as a result of favorable support from management. Since the motive of the study was to find corrrelation between management support and training effectiveness. Pearson correlation and descriptive statistics were used for analyzing data numerically. A table showing the name of sample organization with number of questionnaire distributed among respondents of each sample organization and their response rate is shown below at Table 2. S # Organization Name Questionnaire Non- Response Response distributed Respondents 1 MCC Customs Lahore M.C.C Sambrial M.C.C Faisalabad R.T.O Lahore R.T.O Gujranwala R.T.O Faisalabad R.T.O Multan Directorate of Intelligence Lahore Directorate of Training Lahore Directorate of Post Clearance Audit Lahore Total % 49 Table of abbreviations MCC = Model customs Collectorate RTO =Regional Tax Offices Research Question How management support impacts training effectiveness? The following methodology was adopted to validate the following assumptions: H1: There is significant correlation between management support and training effectiveness H2: There is a significant correlation between educational level of a training participant and training effectiveness. H3: Management support has significant correlation with age, gender, experience and qualification of trainees H4: Training effectiveness has significant correlation with age, gender, experience and qualification of trainees H5: There is a significant correlation of training effectiveness with management support H6: Management support has significant impact on training effectiveness To obtain trainees perceptions, a questionnaire based on Kirkpatrick model of training evaluation was developed. The questionnaire was bifurcated into two parts, management support and training effectiveness. Part-I management support consisted of five questions covering five dimensions (motivation, communication, Efficiency & Effectiveness, current performance, future performance) whereas part-ii training effectiveness consisted of 17 questions encompassing factors such as Reaction, Relevancy, Trainees satisfaction, Training evaluation, Job related, Interest, Training transfer, Behavior, Learning, Delivery, Training Design, Delivery, Content, Employee Development, usefulness, Enhanced Performance, Outcome. A 22 item questionnaire was distributed among 280 civil servants of 10 public departments of Federal Board of Revenue. Out of 280, 50 cases were excluded during processing and analysis. Sample size finally emerged as 230(n) for the purpose of analysis and interpretation. 111

7 Results The data was coded and processed through SPSS statistical software version The age range of survey study sample found to be 24-58, Average age was Male employees (92.2%) and 18 females (17.8%) participated the survey. Qualification wise 59.9% were bachelors as compared 40.4% masters. Employees with experience range (9-15 years) n(114) participated the survey at 49.57%. The average experience of survey participants was years ranging from to years. Reporting Statistics For Management Support by Age N Mean Std. Deviation Std. Error 95% Confidence Interval for Mean Lower Bound Upper Bound < > Total Management Support Score ANOVA Sum of Squares Df Mean Square F Sig. Between Groups Within Groups Total Participants with >30 years of age show higher response =3.5778, SD= as compared to <50 years of age (M= SD=.86958). Statistical results indicate a significant relationship within groups for management support ( ), f(3.864), p value =.010. Response of management support score between and within groups is significant at p value =.010 Reporting Statistics For Management Support by Gender Gender of the Respondent N Mean Std. Deviation Management Support Score Dimension 1 Female Male Independent Samples Test t-test for Equality of Means Management Support Score Results indicate that female trainees showed their perceptions more clearly (M= , SD= than male trainees (M= , SD=.88965), t(2.252), p=.025. Reporting Statistics For Management Support by Qualification Qualification N Mean Std. Deviation Std. Error Mean Management Support Score dimension1 Bachelors Masters

8 Independent Samples Test t-test for Equality of Means 95% Confidence Interval of the Difference T df Sig. (2-tailed) Lower Upper Management Support Score The above given statistical data indicates that master level qualification holders showed higher mean value at towards management support. Difference is insignificant at p=.088. In other words, master level qualified people viewed management support irrelevant. Statistics reveal more favorable response for management support from masters (M=3.4656, SD=.91330) than bachelors (M=3.2628, SD=.91330) in general showing significant relationship between management support with qualification (t= ), p value=.088. Reporting Statistics For Management Support by Experience N Mean Std. Deviation Std. Error 95% Confidence Interval for Mean Lower Bound Upper Bound < > Total Management Support Score ANOVA Sum of Squares df Mean Square F Sig. Between Groups Within Groups Total Results indicate that participants with years of experience (M= , SD= ) show clear response in favor of management support. This reflects management support significant relationship with experience of participants as compared to the participants with >9 years of experience (M=3.5287, SD=.86582). ANOVA test indicate higher management support within groups ( )f=6.069 at p value = Descriptive Statistics of Training Effectiveness by Age Groups N Mean Std. Deviation Std. Error 95% Confidence Interval for Mean Lower Bound Upper Bound > > Total Training Effectiveness Score ANOVA Sum of Squares df Mean Square F Sig. Between Groups Within Groups Total Trainees with less than 30 and 50 years of experience perceived training effective at higher mean value & respectively. Difference is insignificant at p=

9 Descriptive Statistics of Training Effectiveness by Gender Training Effectiveness Score Gender of the Respondent N Mean Std. Deviation Std. Error Mean dimension1 Female Male Independent Samples Test t-test for Equality of Means 95% Confidence Interval of the Difference t df Sig. (2-tailed) Lower Upper Training Effectiveness Score Gender wise, male respondents showed higher mean value at towards training effectiveness. Their response indicated significant and effectiveness of training at p value Descriptive Statistics of Training Effectiveness by Qualification Qualification N Mean Std. Deviation Training Effectiveness Score dimension1 Bachelors Masters Independent Samples Test t-test for Equality of Means T Df Sig. (2-tailed) Training Effectiveness Score Bachelors show high mean value at towards training effectiveness as compared to mean score of masters at Difference is significant at p value = Descriptive Statistics of Training Effectiveness by Experience N Mean Std. Deviation Std. Error 95% Confidence Interval for Mean Lower Bound Upper Bound < > Total Training Effectiveness Score ANOVA Sum of Squares df Mean Square F Sig. Between Groups Within Groups Total Trainees with years of experience perceived training effectiveness at higher mean value at comparing the least mean value shown by trainees with less than 9 years of age. Difference is significant at p= Training effectiveness score within groups show level of significance at

10 To determine the correlation between set of Management support variables with set of Training effectiveness variables, and strength of correlation, canonical correlation analysis was used. Number of valid cases are 230. Results are presented in the following table: MS Number Eigenvalue Canonical Correlation Chi-Square D.F. P-Value MS Very Strong correlation MS Strong correlation MS Strong correlation MS Strong correlation MS Correlation Number of valid cases Chi-Square: Canonical R 2 Df P Canonical R shows the strength of correlation at Value at indicates significant correlation between management support and training effectiveness. Impact of management support on training effectiveness is significant at p=0.001 hence it was proved that management support has significant impact and influence on training effectiveness in public organizations. Kendall s Tau is used to explain the ordinal association between variables involved. Associations of management support variables with training effectiveness variables was observed by using Kendall s Tau b. The following given tables 1-5 reflect association between 5 variables of management support with 17 variables of training effectiveness. Management Support 1 by All Training Effectiveness Ordinal Association between Did you like training * Management encouraged you to attend the training programs. Training program was relevant to the organizational and individual objectives * Management encouraged you to attend the training programs. Training Course contents were satisfactory * Management encouraged you to attend the training programs. Training was effective. * Management encouraged you to attend the training programs. New knowledge and skills were learnt during training * Management encouraged you to attend the training programs. Training maintained your interest * Management encouraged you to attend the training programs. Training had value and transferability to the workplace. * Management encouraged you to attend the training programs. Training led to change in behavior on job. * Management encouraged you to attend the training programs. Did you learn the principles, skills and facts you were supposed to learn during training * Management encouraged you to attend the training programs. Instructor was a training specialist and motivational speaker. * Management encouraged you to attend the training programs. N 115 Kendall's tau-b Asymp. Std. Error Approx. Sig

11 Management Support 1 by All Training Effectiveness - continued Design and delivery of training was up to mark. * Management encouraged you to attend the training programs. Training improved current level of knowledge, skill and ability * Management encouraged you to attend the training programs. Training exercises were informative and knowledge oriented. * Management encouraged you to attend the training programs. Job environment felt a change after training * Management encouraged you to attend the training programs. Training enhanced employees job knowledge and performance. * Management encouraged you to attend the training programs. Overall training was beneficial. * Management encouraged you to attend the training programs Impact of training on employees performance was assessed * Management encouraged you to attend the training programs In MS 1*TE 1 association between management support and likeness of training by the participants found to be significant at p=0.000 In MS 1*TE 2 association between management support and relevancy of training program found to be significant at p=0.000 In MS 1*TE 3 association between management support and satisfactory course contents proves significant at p=0.000 In MS 1*TE 4 association between management support and effectiveness of training found significant at p value In MS 1*TE 5 association between management support and professional knowledge found insignificant at p= This shows that learning new knowledge and skills has low association with management support. In MS1*TE 6 association between management support and interest of trainees in training found to be significant at p=0.000 In MS 1*TE 7 association between management support and transfer of value to the workplace found insignificant at p=0.058 In MS 1*TE 8 association between management support and change in post training behavior found insignificant at p=0.694 In MS 1*TE 9 association between management support and learning principles, skills and facts found insignificant at p=0.626 In MS 1*TE 10 association between management support and trainer qualities found significant at p= In MS 1*TE 11 association between management support and up to mark training design and delivery found significant at p=0.048 In MS 1*TE 12 association between management support and improvement in current KSA found insignificant at p= This indicates that improvement in current knowledge, skill and ability has low association with management support. Seeking KSA is the personal attribute of participants. In MS 1*TE 13 association between management support and informative training exercises found significant at p=0.005 In MS 1*TE 14 association between management support and change in job environment found significant at p=0.033 In MS 1*TE 15 association between management support and enhancing job knowledge and performance found insignificant at p=0.985 In MS 1*TE 16 association between management support and overall training beneficiate found insignificant at p=0.465 In MS 1*TE 17 association between management support and impact on employees performance found insignificant at p=0.906 Management Support 2 by All Training Effectiveness Ordinal Association between Did you like training * Training plans were circulated by the management among the staff before training n Kendall's taub Asymp. Std. Error Approx. Sig

12 Management Support 2 by All Training Effectiveness - continued Training program was relevant to the organizational and individual objectives * Training plans were circulated by the management among the staff before training Training Course contents were satisfactory * Training plans were circulated by the management among the staff before training Training was effective. Training plans were circulated by the management among the staff before training New knowledge and skills were learnt during training * Training plans were circulated by the management among the staff before training. Training maintained your interest * Training plans were circulated by the management among the staff before training. Training had value and transferability to the workplace. * Training plans were circulated by the management among the staff before training. Training led to change in behavior on job. * Training plans were circulated by the management among the staff before training. Did you learn the principles, skills and facts you were supposed to learn during training * Training plans were circulated by the management among the staff before training. Instructor was a training specialist and motivational speaker. * Training plans were circulated by the management among the staff before training. Design and delivery of training was up to mark. * Training plans were circulated by the management among the staff before training. Training improved current level of knowledge, skill and ability * Training plans were circulated by the management among the staff before training. Training exercises were informative and knowledge oriented. * Training plans were circulated by the management among the staff before training. Job environment felt a change after training * Training plans were circulated by the management among the staff before training. Training enhanced employees job knowledge and performance. * Training plans were circulated by the management among the staff before training. Overall training was beneficial. * Training plans were circulated by the management among the staff before training. Impact of training on employees performance was assessed * Training plans were circulated by the management among the staff before training In MS2*TE1 association between circulation of training plans before training and liking of training by the trainees found significant at p=

13 In MS2*TE2 association between circulation of training plans before training and relevancy of training program to the organizational and individual objectives is significant at p=0.000 In MS2*TE3 association between circulation of training plans before training and satisfactory course contents is significant at p=0.000 In MS2*TE4 association between circulation of training plans before training and effectiveness of training is significant at p=0.000 In MS2*TE7 association between circulation of training plans before training and training transfer to the workplace is significant at p=0.000 In MS2*TE8 association between circulation of training plans before training and change in behavior on job is significant at p=0.000 In MS2*TE9 association between circulation of training plans before training and learning new principles, skills and facts is significant at p=0.000 In MS2*TE10 association between circulation of training plans before training and trainer qualities is significant at p=0.000 In MS2*TE13 association between circulation of training plans before training and informative training exercises is significant at p=0.000 * In MS 2* TE 5, 6, 10, 11, 14, 15, 16 &17, association between circulation of training plans before training and professional knowledge, effectiveness of training, delivery of training, training design, results orientation, change in performance, usefulness of training and training assessment found low at respective p values and insignificant. Management Support 3 by All Training Effectiveness Ordinal Association between Did you like training * Did management told you about good and bad performance Training program was relevant to the organizational and individual objectives * Did management told you about good and bad performance Training Course contents were satisfactory * Did management told you about good and bad performance. Training was effective. * Did management told you about good and bad performance New knowledge and skills were learnt during training * Management encouraged you to attend the training programs. Training maintained your interest * Did management told you about good and bad performance. Training had value and transferability to the workplace. * Did management told you about good and bad performance. Training led to change in behavior on job. * Did management told you about good and bad performance. Did you learn the principles, skills and facts you were supposed to learn during training * Did management told you about good and bad performance. Instructor was a training specialist and motivational speaker. * Did management told you about good and bad performance. Design and delivery of training was up to mark. * Did management told you about good and bad performance. Training improved current level of knowledge, skill and ability *Did management told you about good and bad performance. N Kendall's taub Asymp. Std. Error Approx. Sig * *

14 Management Support 3 by All Training Effectiveness - continued Training exercises were informative and knowledge oriented. * Did management told you about good and bad performance. Job environment felt a change after training * Did management told you about good and bad performance. Training enhanced employees job knowledge and performance. * Did management told you about good and bad performance. Overall training was beneficial. * Did management told you about good and bad performance Impact of training on employees performance was assessed * Did management told you about good and bad performance In MS3*TE7 association between good and bad performance conveyed by management and training transfer to the workplace is significant at p=0.000 In MS3*TE8 association between good and bad performance conveyed by management and change in behavior on job is significant at p=0.000 In MS3*TE9 association between good and bad performance conveyed by management and learning new principles, skills and facts is significant at p=0.000 In MS3*TE10 association between good and bad performance conveyed by management and qualities of Instructor is significant at p=0.000 In MS3*TE11 association between good and bad performance conveyed by management and design and delivery of training is significant at p=0.000 In MS3*TE12 association between good and bad performance conveyed by management and improvement in current level of knowledge, skill and ability is significant at p=0.000 In MS3*TE14 association between good and bad performance conveyed by management and change in job environment after training is significant at p=0.000 In MS 3* TE 15 association between good and bad performance conveyed by management and enhancing job knowledge and performance is significant at p=0.002 In MS 3* TE 16 association between good and bad performance conveyed by management and overall training beneficent is significant at p=0.024 In MS3*TE17 association between good and bad performance conveyed by management and impact of training on employees performance is significant at p=0.000 * In MS 3* TE 1-6, the association between good and bad performance conveyed by management and interest in training, relevancy of training, course contents, learning, professional knowledge, training effectiveness, and training transfer to workplace like factors proved insignificant at their respective p-values as shown in the above table. Management Support 4 by All Training Effectiveness Ordinal Association between Did you like training * Training programs were focused on day to day work issues to enhance performance on job. Training program was relevant to the organizational and individual objectives * Training programs were focused on day to day work issues to enhance performance on job. Training Course contents were satisfactory * Training programs were focused on day to day work issues to enhance performance on job. Training was effective. * Training programs were focused on day to day work issues to enhance performance on job. New knowledge and skills were learnt during training * Training programs were focused on day to day work issues to enhance performance on job. 119 n Kendall's tau-b Asymp. Std. Error Approx. Sig

15 Management Support 4 by All Training Effectiveness - continued Training maintained your interest * Training programs were focused on day to day work issues to enhance performance on job. Training had value and transferability to the workplace. * Training programs were focused on day to day work issues to enhance performance on job. Training led to change in behavior on job. * Training programs were focused on day to day work issues to enhance performance on job. Training led to change in behavior on job. * Training programs were focused on day to day work issues to enhance performance on job. Did you learn the principles, skills and facts you were supposed to learn during training * Training programs were focused on day to day work issues to enhance performance on job. Instructor was a training specialist and motivational speaker. * Training programs were focused on day to day work issues to enhance performance on job. Design and delivery of training was up to mark. * Training programs were focused on day to day work issues to enhance performance on job. Training improved current level of knowledge, skill and ability * Training programs were focused on day to day work issues to enhance performance on job. Training exercises were informative and knowledge oriented. * Training programs were focused on day to day work issues to enhance performance on job. Job environment felt a change after training * Training programs were focused on day to day work issues to enhance performance on job. Training enhanced employees job knowledge and performance. * Training programs were focused on day to day work issues to enhance performance on job. Overall training was beneficial. * Training programs were focused on day to day work issues to enhance performance on job. Impact of training on employees performance was assessed * Training programs were focused on day to day work issues to enhance performance on job In MS4*TE1 association between training refresher programs and liking of training by the trainees is significant at p=0.000 In MS4*TE2 association between training refresher programs and relevancy of training program is significant at p=0.000 In MS4*TE3 association between training refresher programs and course contents is significant at p=0.000 In MS4*TE4 association between training refresher programs and effectiveness of training is significant at p=0.000 In MS4*TE5 association between training refresher programs and learning new knowledge and skills during training is significant at p=0.000 In MS4*TE7 association between training refresher programs and training transfer to the workplace is significant at p=0.000 In MS4*TE8 association between training refresher programs and change in behavior is significant at p=0.000 In MS4*TE9 association between training refresher programs and improvement in learning principles, skills and facts is significant at p=0.000 In MS4*TE10 association between training refresher programs and instructor qualities is significant at p=0.000 In MS4*TE14 association between training refresher programs and change in job environment is significant at p=0.000 *In MS4*TE 6,11,12,13, 15,16,17, association between training refresher programs and training effectiveness, training design, job knowledge, output, change in performance, usefulness of training and training assessment found insignificant. 120

16 Management Support 5 by All Training Effectiveness Ordinal Association between Did you like training * Future professional needs were discussed with the employee during and after the training Training program was relevant to the organizational and individual objectives * Future professional needs were discussed with the employee during and after the training Training Course contents were satisfactory * Future professional needs were discussed with the employee during and after the training Training was effective. * Future professional needs were discussed with the employee during and after the training New knowledge and skills were learnt during training * Future professional needs were discussed with the employee during and after the training Training maintained your interest * Future professional needs were discussed with the employee during and after the training Training had value and transferability to the workplace. * Future professional needs were discussed with the employee during and after the training Training led to change in behavior on job. * Future professional needs were discussed with the employee during and after the training Did you learn the principles, skills and facts you were supposed to learn during training * Future professional needs were discussed with the employee during and after the training. Instructor was a training specialist and motivational speaker * Future professional needs were discussed with the employee during and after the training Design and delivery of training was up to mark * Future professional needs were discussed with the employee during and after the training Training improved current level of knowledge, skill and ability * Future professional needs were discussed with the employee during and after the training Training exercises were informative and knowledge oriented. * Future professional needs were discussed with the employee during and after the training. Job environment felt a change after training * Future professional needs were discussed with the employee during and after the training Training enhanced employees job knowledge and performance. * Future professional needs were discussed with the employee during and after the training Overall training was beneficial. * Future professional needs were discussed with the employee during and after the training N Kendall's tau-b Asymp. Std. Error Approx. Sig * * * * * *

17 Management Support 5 by All Training Effectiveness - continued Impact of training on employees performance was assessed * Future professional needs were * discussed with the employee during and after the training In MS5*TE1 association between employee growth needs and liking of training by the trainees is significant at p=0.000 In MS5*TE8 association between employee growth needs and change in behavior on job found significant at p=0.000 In MS5*TE11 association between employee growth needs and design and delivery of training is significant at p=0.000 In MS5*TE12 association between employee growth needs and improvement in current level of knowledge, skill and ability found significant at p=0.000 In MS5*TE13 association between employee growth needs and informative training exercises is significant at p=0.000 In MS5*TE14 association between employee growth needs and change in job environment after training is significant at p=0.000 In MS5*TE15 association between employee growth needs and enhancing employee s job knowledge and performance found significant at p=0.000 In MS5*TE16 association between employee growth needs and beneficent training found significant at p=0.000 In MS5*TE17 association between employee growth needs and impact of training on employees performance is significant at p=0.000 In MS5* TE 2,3,4,5,6,7,9 association between employee growth needs factor and training relevancy, course contents, learning, professional knowledge, effectiveness of training, training transfer to workplace and improvement found low and insignificant at respective p values as shown in the table. Discussion Training and development impacts organizational performance more effectively than any other Human Resource practice. Barney (1995) also supports this view point and regards training as an important element to gain competitive advantage. It is encouraging to find that respondents are taking deep interest in training activities. They feel that after training they can bring improvement in their current knowledge, skill and aptitude and get more service benefits. The object of the study was to check the association between management support and managerial training effectiveness. It was hypothesized that management support positively impacts managerial training in public organizations. The results indicated that management support has significant correlation with training effectiveness. The study was conducted in a unique perspective of management support. Many implications were highlighted for further exploration. Despite limitation, the study makes a significant contribution to the concept of training effectiveness. In this study, both the variables management support and perceived managerial training effectiveness were measured from the same source. The study assumed that management is uniform at all levels of organization. Researchers like Cho et all, 2005 regard this a problematic assumption. This may be a limitation of this study. Future researches may assume management support for different levels in the organization and test differential effects to construct a more logical understanding of the association of the two variables. The proposed study will require larger sample size than this study. Results suggested that the relationship between management support and managerial training effectiveness is substantive. Findings This survey study looked for a fresh thought and new dimensions about training effectiveness and discussed the role and impact of management support on managerial training. It was found that current training system is ineffective due to lack of transfer of knowledge from training forum to workplace environment. No causal link however, was found between the two variables i.e. management support and training effectiveness. However, correlation figures indicated that the concepts examined are related. Future studies may be able to find some causality within the existing parameters. 122