Estelar 5 DETERRENTS FOR MEASURING EFFECTIVENESS OF TRAINING PROGRAMME ON LABOUR PRODUCTIVITY NEED FOR TRAINING

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1 5 DETERRENTS FOR MEASURING EFFECTIVENESS OF TRAINING PROGRAMME ON LABOUR NEED FOR TRAINING PRODUCTIVITY RESPONSIBILITY FOR TRAINING EVALUATION OF TRAINING PROGRAMME CONCLUSION

2 5. DETERRENTS FOR MEASURING EFFECTIVENESS OF TRAINING PROGRAMMES ON LABOUR PRODUCTIVITY Where there is study of human behaviour, uncertainty lies at each step. The training programmes are meant for human beings and also run by human beings, so in measuring their effectiveness it is very difficult to bring objectivity. This is why the benefits accrued from training may not be measured accurately and hence benefitcost analysis becomes very difficult 1. Every organization needs to have well trained an experienced people to perform the activities that have to be done. If the current or potential job occupant can meet this requirement, training is not important. But when this is not the case, it is necessary to raise the skill levels and increase the versatility and adaptability of employees. Inadequate job performance or a decline in productivity or changes resulting out of job redesigning or a technological break-through require some type of training and development efforts. In a rapidly changing society, employee training is not only an activity that is desirable but also an activity that an organization must commit resources to if it is maintaining a viable and knowledgeable work force. NEED FOR TRAINING It may be observed that the need for training arises from more than one reason 2. (i) (ii) An increased use of technology in production; Labour turnover arising from normal separations due to death or physical incapacity, for accidents, disease, superannuation, voluntary retirement, promotion within the organization and change of occupation or job; (iii) Need for additional hands to cope with an increased production of goods and services; 1. Bass,B.M and Vaugham,J.A : Training in Industries: The management of Learning, Tavistock Publications, London, 1969, p Mamoria,C.B : Op.Cit; p-309

3 (iv) Employments of inexperienced, new or badli labour requires detailed instruction for an effective performance of a job. (v) Old employees need refresher training to enable them to keep abreast of the (vi) (vii) (viii) changing methods, techniques and use of sophisticated tools and equipment; Need for enabling employees to do the work in a more effective way, to reduce learning time, reduce supervision time, reduce waste and spoilage of raw material and produce quality goods and develop their potential; Need for reducing grievances and minimizing accident rates; Need for maintaining the validity of an organization as a whole and raising the morale of its employees. A training programme becomes inevitable for the purpose of meeting the specific problems of a particular organization arising out of the introduction of new lines of production, change in design, the demands of competition and economy, the quality of materials processed, individual adjustments, promotions, career development, job and personnel changes and changes in the volume of business. Collectively, these purposes directly relate to and comprise the ultimate purpose of organizational training programmes to enhance overall organizational effectiveness. O. Jeff Harris, Jr. observes: 3 Training of any kind should have as its objective the redirection or improvement of behaviuor so that performances of the trainee become more useful and productive for himself and for the organization of which he is a part. Training normally concentrates on the improvement of either operative skills(the basic skills related to the successful completion of a task), interpersonal skills(how to relate satisfactorily to others), decision making skills(how to arrive at the most satisfactory causes of action),or a combination of these. 3. Harris, O.Jeff : Managing People at Work: Concepts and Cases in Interpersonal behaviour, John Wiley & Sons, Inc. New York, 1976, p-97 RESPONSIBILITY FOR TRAINING Training is the responsibility of four main groups: 100

4 (a) The top management: It frames the training policy; (b) The personal department: It plans, establishes and evaluates instructional programmes; (c) Supervisors: They implement and apply developmental procedure; and (d) Employees: They provide feedback, revision and suggestions for corporate educational endeavours. The training department should assume the primary responsibility for the instruction of trainers in methods of teaching; for normal orientation; for the training of supervisors in human relations; for the development of executives; for co-operative education in schools and colleges; and for the general education of employees. Line supervisors and employees should carry the bulk of the teaching load in the following areas: on-the-job instruction of employees; instruction in the technical and professional aspects of a business; daily development of supervisors and executives through counselling; departmental communication and staff meetings as part of an over all training programme. It is needless to say that top line executive has the responsibility for: (a) (b) (c) Authorizing basic training policies; Reviewing and approving the broad outlines of training plans and programmes; and Approving training budgets. EVALUATION OF TRAINING PROGRAMME Objectives of training evaluation is to determine the ability of the participant in the training programme to perform jobs for which they were trained, the specific nature of training deficiencies, whether the trainees required any additional on-the-job training, and the extent of training not needed for the participants to meet job requirements. Evaluation of the training programme must be based on the following principles: 4 (1) Evaluation specialist must be clear about the goals and purposes of evaluation. 101

5 (2) Evaluation must be continuous. (3) Evaluation must be specific. (4) Evaluation must provide the means and focus for trainers to be able to appraise themselves, their practices, and their products. (5) Evaluation must be based on objective methods and standards. (6) Realistic target dates must be set for each phase of the evaluation process. A sense of urgency must be developed, but deadlines that are unreasonably high will result in poor evaluation. There are various approaches to training programme evaluation. To get a valid measure of training effectiveness, the personnel manager should accurately access trainee s job performance two to four months after completion of training. The measurement of effectiveness of training programmes is very difficult task. Secondly, measurement of effectiveness of training programmes on labour productivity is another hard work. There are some deterrents for measuring these given as under: 1. Lack of objectivity in the measurement of a benefits of training Training is a process of learning a sequence of programmed behaviour. It is application of knowledge which gives people an awareness of the rules and procedures to guide their behaviour. It attempts to improve their performance on the current job or prepare them for an intended job. Training imparts specific skills and knowledge. Education is not different from training. In all training there is some education and in all education there is some training and the two processes cannot be separated from development 5. Training a person for a bigger and higher job is development. Education is the understanding and intervention of knowledge. It does provide definite answers, but rather it develops a logical and rational mind that can determine relationships among pertinent variables and thereby character, and understanding of basic principles and develop the capacities of analysis, synthesis and objectivity. 4. Mamoria, C.B : Op Cit., p Monappa Arun and Saiyadain Mirza S: Op Cit, p-173 There are many benefits of training like improvement in productivity resulting in profitability of the company, improvement in quality of product (s) or services, fulfilling future personal needs, improvement in organizational climate, health and safety, prevention of obsolescence and enhancement of personal 102

6 growth. The objective measurement of these benefits is not possible. The method of benefits-cost analysis records expenses incurred on training accurately but it fails were objective measurement of benefits comes forth. No doubt training increases skills, attitudes and knowledge but all these three are qualitative factors the measurement of which may not be done accurately. All accept it that training programmes do have a positive impact on labour productivity but exact impact in monetary terms is difficult to be accounted for. 2. Lack of reasonable rewards to the instructors The effectiveness of a training programme to a large extent depends upon the level of knowledge and delivery capability of the trainer. The trainer should clearly tell, show, illustrate and question in order to put over the new knowledge and operations. The learner should be told of the sequence of the entire job, and why each step in its performance is necessary. Instructions should be given clearly, completely and patiently. There should be an emphasis on key points, and one point should be explained at a time. For this purpose, the trainer should demonstrate or make use of audio-visual aids and should ask the trainee to repeat the operations. He should also be encouraged to ask questions in order to indicate that he really knows and understands the job. The job of an instructor is very significant. Learning is easy while teaching or imparting knowledge is difficult. The trainer or instructor gets only salary while his contribution to the organization is valuable which may not be measured in monetary terms. He prepares the skilled persons who operate machines and contribute to the production on which progress of the enterprise depends. Through experience it came to notice that the instructors are not getting their due share. They lack in reasonable rewards which is a deterrent for measuring effectiveness of training programmes on labour productivity No Systematic plan and budget for training: A training programme should be established only when it is felt that it would assist in the solution of specific operational problems and improve performance of the trainee. There is need to make a thorough analysis of the entire 103

7 organization, its operations and manpower resources available in order to find out trouble spots where training may be needed. It should be understood clearly that training is not a cure-all. For example, if the efficiency of an employee is low or he cannot get the job done, it may be due to faulty raw materials and equipment or not getting their timely supplies, or a defective engineering design or uncongenial work environment, or low wages, or tax supervision. If that is the case, these problems should be rectified. Before formulating plan training needs must be discovered/identified for the new as well as the present employees and for solving the specific problems. Such problems are- low productivity, high costs, poor material and control, poor quality, excessive scrap and waste, excessive labour-management troubles, excessive grievances, excessive violation of rules of conduct, poor discipline, high employee turnover and transfers excessive absenteeism, accidents, excessive fatigue, fumbling, discouragement, struggling with the job; standards of work performance not being met, bottlenecks in production, deadlines not being met, and delayed production 7.. Problems like these suggest that training may be necessary. For this the task and the workers should be closely observed and the difficulties found out. Training is also needed for anticipating impending and future problems like bearing on the expansion of business, the introduction of new product, new services, new designs, new plant, new technology and of organizational changes concerned with man power inventory for present and future needs. Performance appraisal, questionnaires, checklist, morale and attitude surveys and tests of the interpersonal skills through handling of posed cases and incidents may also reveal training needs 6. Based on Survey 7. Based on personal discussions with executives of the industries. After assessing training needs for an organization, there is need to prepare a systematic plan and also the budget to meet the expenses of the training programme. The large scale industries of Kumaun region lack in systematic plan and budget for the training programme. The success or effectiveness of a training programme to a large extent depends upon the systematic plan and budget, the 104

8 lacking of which is a deterrent for measuring effectiveness of training programme on labour productivity. 4. Reluctance of middle management Middle management stands between top management and supervisory management level. The number of levels within the middle management depends on the size of the organization in terms of number of employees. Since there are many levels within middle management often it is classified into upper middle level and lower middle level. At the upper middle management level, the basic divisions of the organization are determined and overall programmes of a division or department are establised 8. Lower middle management is primary concerned with carrying out functions for achieving specific goals. While working in the middle, middle level management has to face pressures from three sides:- (i) Top management forces it to act in accordance with the policies, direction and guidance set up by top management. (ii) Lower management puts pressure over middle management for accepting and accommodating its ideas and views, and (iii) Middle level managers themselves are interrelated and they expect greater cooperation and working facilities. Since there is no uniformity about the number of levels in middle management, there cannot be uniformity in their functions. One of the main functions of middle management is training and development of employees for better functioning and filling future vacancies 8. Prasad, L.M : Principles and Practice of Management, Sultan Chand & sons, New Delhi, 2002, pp arising in the organization. Sometimes there are no proper incentives from top management. This is why middle management does not account for training programme in its production schedule. Under such conditions middle management may not conduct any training programme for the workmen of the orgsnisation 9. Hence, reluctance of middle management acts as a deterrent for measuring effectiveness of training programmes on labour productivity. 105

9 5. Inappropriateness of the training outside the organization: The training outside the organization is termed as off-the-job training. It covers a number of techniques classroom lectures, films, demonstrators, case studies and other resimulation exercises, and programmed instruction. The facilities needed for each of these techniques vary from a small makeshift classroom to an elaborate development centre with large lecture halls, supplemented by small conference rooms with sophisticated audio-visual equipment, two way mirrors and all the frills. This training which is imparted outside the organization is not sometimes fit for the organization. Out of the machines, tools, equipments, production methods, work environments, raw materials etc nothing is present there which may give practical knowledge and experience. So the actual training is no more there. In this way training outside the organization is not effective 10, hence taken as deterrent for measuring effectiveness of training programmes on labour productivity. 6. Conducting of various tests is difficult task: The following types of tests are conducted at different stages to monitor and evaluate training 11 :- (A) Pre test:- In case where the training needs of workers have not been assessed, their knowledge/skills should be tested before commencement of the training programme. This process of pre-testing will be able to indicate the level of knowledge/skill in a particular subject. When it is known to the trainers, they will be able to develop the real objectives of the training 9. Ibid : p- 90 programme. Knowing this level of knowledge/skill the trainees will take more interest in the training programme. 10. Based on Survey. 7. Conducting of various tests is difficult task: The following types of tests are conducted at different stages to monitor and evaluate training 11 :- (B) Pre test:- In case where the training needs of workers have not been assessed, their knowledge/skills should be tested before commencement of the training programme. This process of pre-testing will be able to indicate the level of knowledge/skill in a particular subject. When it is known to the 106

10 trainers, they will be able to develop the real objectives of the training programme. Knowing this level of knowledge/skill the trainees will take more interest in the training programme. (C) Daily test:- At the end of each day a questionnaire related to the topics covered on the that may be circulated among the trainees. At the onset of the next day, the marks obtained by each trainee should be informed to them. The trainees/participants who have obtained less marks may be suggested to improve upon their performance. In this way the progress of the trainees in a training programme can be monitored and controlled. (D) Weekly test:- In training programmes of longer duration, it is better to conduct weekly tests. For conducting this test, a questionnaire has to be prepared every week, including the questions related to the topics covered in that week. This questionnaire has to be circulated among the trainees, at the end of the week i.e. on Fridays or Saturdays. On Mondays, the trainees should be informed about the marks they have obtained the last week test. The participants/trainees who have received less marks in weekly test, should be suggested to be more sincere in the course deliberations/activities. (E) Recall-Session:- A session can also be conducted to recall the learning by the trainees in the last days/week. During this session brain-storming method should be adopted to recall the learning by the participants. During the brain-storming sessions, it should be ensured that all the trainees/participants contribute equally. When the recall session is going on, observations should be made on the contribution of the participants. Those who are contributing less should be suggested to be more 11. Singh, R.P : Op. pp sincere in attending the training activities. (F) Fortnightly tests:- Sometimes training programmes are planned for 6 months or one year duration. In such cases the fortnightly tests should be conducted to ensure the regularity, sincerity and punctuality in the training by the trainees/participants. Poor performance by the trainees in fortnightly tests should be sincerely viewed and trainees with poor performance should be warned to be sincere in the training programme. 107

11 (G) Reviews:- The participants and trainers team should sit together and review the progress of the training programme. The reviews should be conducted keeping in mind the objectives formulated for the training course/programme. The focus of discussion during such reviews should be on training objectives, course contents, training methodology, the performance of trainees/guest speakers, use of visual aids and extent of learning by the participants etc. The reviews can also be conducted daily, alternate day, weekly and fortnightly, depending upon the duration of the course and availability of time. While conducting the reviews sessions it should also be ensured that all the trainees/participants take active part. The participants, who are contributing less in the review sessions, indicate that their learning is comparatively less. Such trainees should be guided to be more sincere in the training activities. (H) Back Home Application:- At the end of the course, the participants are requested to indicate their major learning, which they are going to apply in their job situation, after the present training course. This exercise enables the participants to link the learning during the course with their job in the field conditions. The following difficulties which come in the way of conducting the above mentioned tests to become deterrents for measuring the effectiveness of training programmes on labour productivity:- (i) To formulate a test covering all elements of knowledge and skill is (ii) difficult task. Preparation of questionnaire is a trouble-some task. (iii) (iv) (v) (vi) Quantitative measurement of improvement in performance is always not possible. There may be communication gap between the trainees and the trainers. Trainees are not given the opportunity to make cross questions. Poor course contents and training methodology may weaken the performance level. 108

12 Conclusion:- Effectiveness of training programme as a result of various factors is not out-rightly a quantitative phenomenon. There are few deterrents which hinder the measurement of effectiveness. This is why quite accurate measurement of effectiveness of training programme is very difficult task. These deterrents are- (i) lack of objectivity in the measurement of benefits of training; (ii) lack of reasonable rewards to the instructions; (iii) no systematic plan and budget for training; (iv) reluctance of middle management; (v) in-appropriateness of training outside the organization and; (vi) conducting of various test is difficult task. Training programmes relate to human behaviour. Nobody can make predictions of human behaviour. It also involves qualitative factor too whether endogenous or exogenous whose objective measurement is not possible. Thus, the above mentioned factors are deterrents in the way of measurement of effectiveness of training programme on labour productivity. 109