COMMONWEALTH JOURNAL OF COMMERCE & MANAGEMENT RESEARCH

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1 A STUDY OF FACTORS AFFECTING TRAINING & DEVELOPMENT ACTIVITIES OF SELECTED IT INDUSTRIES OPERATING IN INDORE DIVISION Dr. Devendra Shrimali Associate Professor, Pacific Business School, Udaipur (Rajasthan) Sawan Jaiswal Research Scholar, Faculty of Management, Pacific University of Higher Education & Research University, Udaipur (Rajasthan) ABSTRACT The main purpose of training is to acquire and improve knowledge, skills and attitudes towards work related tasks. It is one of the most important potential motivators which can lead to both short-term and long-term benefits for individuals and organizations. But it is also a fact that so many factors affect the conduction and implementation of training & development in any industry. The present study aims to study the Factors Affecting Training & Development Activities of selected IT Industries Operating in Indore Division. To serve the objective descriptive research design is used and primary data is collected from 300 respondents with the help of questionnaire. Data is analyzed with the help of frequency distribution and weighted arithmetic mean and it has been concluded that Learner Ability and Motivation was the most influencing factor affecting the conduction & effectiveness of training & development program followed by High Effective and Experienced Trainer. Keywords: Training & Development, IT Industry, Factors. 44

2 INTRODUCTION Training is the continuous, systematic development among all levels of employees of that knowledge and those skills and attitudes, which contribute to their welfare and that of the company Thus training is an organized activity designed to create a change in the thinking and behavior of people. It involves the application of knowledge with a specific end in view. While establishing a sound system of training program, it is necessary to ensure that the interests of labor and management are as close as possible. The employee should be provided adequate and appropriate training. Training offers the employee greater security and opportunity for advancement. Training involves preparing for improved performance on a specific job and is work-oriented or occupational and has more specific objectives. Training should increase the aptitude, skills and abilities of employees to perform specific jobs. It leads to development of manual skills. Training plays a vital role, not only in retraining for process development but also in securing the corporate goals of commitment, flexibility and quality. It therefore becomes very crucial to integrate the training function into mainstream business activity rather than maintain it as a peripheral activity. Even in cases where training is considered as a mainstream activity, it may fail to play a positive role if the existing training personnel are not given sufficient status in the company to develop their function. Training may also fail if production managers are not committed to corporate objectives and therefore fail to promote training strategies, or there may be general unwillingness to increase corporate funding for training purposes which inhibits the development of the function beyond established parameters Keeping all these facts in consideration the present research paper will shed light on factors affecting training & development activities of IT industry of Indore division. LITERATURE REVIEW Olaniyan and Ojo (2008) stated that the need for improved productivity has become universally accepted and that it depends on efficient and effective training is not less apparent. It has further become necessary in view of advancement in the modern world to invest in training. 45

3 Thus the role played by staff training and development can no longer be over-emphasized. Staff training and development are based on the premise that staff skills need to be improved for organizations to grow. Training is a systematic development of knowledge, skills and attitudes required by employees to perform adequately on a given task or job. New entrants into organizations have various skills, though not all are relevant to organizational needs. Training and development are required for staff to enable them work towards taking the organization to its expected destination. However, for any organization to succeed, training and re-training of all staff in the form of workshops, conferences and seminars should be vigorously pursued and made compulsory. Finally this paper addresses that it is against the backdrop of the relative importance of staff training and development in relation to organizational effectiveness Cody Cox (2009) has examined the moderating effect of individual differences in the relationship between framing training for technical and nontechnical content areas. Participants were 109 working age adults (Mean age years, SD years). Self-efficacy and goal orientation were examined as moderators. Results showed a three-way interaction between performance orientation (a dimension of goal orientation reflecting the desire to demonstrate competence in an achievement setting), age, and frame for technical training and a three-way interaction between performance orientation, self-efficacy, and frame for nontechnical training. Implications for future research as well as framing training to enhance interest are discussed Cary Cherniss et.al. (2010) have evaluated the effectiveness of a leadership development program based on International Organization for Standardization (ISO) principles. The program utilized process-designed training groups to help participants develop emotional and social competence. The study involved 162 mangers from nine different companies in a random assignment control group design. There were nine different groups with nine managers in each group. Each group was required to follow the identical process. His results indicated that after two years the intervention group had improved more than the controls on all Emotional Competence Inventory variables. The paper offers recommendations for future research on the mechanisms underlying the process-designed group strategy and contextual factors that optimize results. This paper describes a leadership development strategy that appears to be more economical and consistent in its delivery than traditional approaches such as workshops or 46

4 executive coaching. Although ISO principles are utilized widely in the business world, this is the first study that has used this approach in the design and delivery of management development. David and Mammed (2015) have reviewed the literature on diversity training and examine the effect of power, privilege and politics of diversity in organizations. This is a conceptual paper examining the arguments in favor and against diversity training in organizations. It identifies the presence of dominant groups in society leading to the marginalization and oppression of minority diverse groups. Diversity training has a significant role to play in fostering greater equality, inclusion and fairness in the workplace. Critically, it can help diverse individuals and communities recoup important aspects of their identity and enjoy productive fulfilling careers in the workplace. Diversity fosters a new outlook in organizations through capitalizing on the perspectives of all employees and giving voice to silenced minorities. It promotes greater understanding, communication and the integration of different worldviews in decision making and problem solving. To embed diversity effectively in organizations requires leadership by senior management and a realization that diversity will improve performance metrics, rather than simply being a socially desirable ideal. It involves recognizing that promoting diversity and an inclusive culture is a shared responsibility and is not solely the preserve of diversity advocates or HR departments. OBJECTIVES The purposes of this research paper are as follow:- a) To study the training & development practices adopted by the selected IT industries of Indore division. b) To investigate factors affecting training and development of employees of selected IT firms operating from Indore Division. 47

5 RESEARCH METHODOLOGY a) Research Design: - To have a better understanding about the issue descriptive research design was used. To get the primary data close ended questionnaire was administrated. (b) Sample Design: employees of IT Industries were selected through purposive sampling. (c) Analysis: - The data collected was analyzed with the help of various statistical tools like frequency distribution and weighted arithmetic mean. ANALYSIS & INTERPRETATIONS 1. Training & Development Practices in IT Industry of Indore This section explains the training & development practices of IT industry in Indore as presented in following sections:- 1.1 Last Training Program Attended Respondents were asked that when they attended that last training program and It can be seen from table 1 that majority of respondents (N=256, Percentage=85.33) have attended training program in last 6 months. According to 8.67% respondents they have attended training program in last 6 to 12 months while 4% respondents (N=12) indicated that it has been more than 2 years to their last attended training program. Very few respondents (N=6, Percentage=2) have attended training program in last 1 to 2 years. Table 1: Last Training Program Attended Response N Percentage In last 6 months In last 6 to 12 months In last 1 to 2 Years More than 2 Years back Total

6 1.2 Selection Criteria for Training Program Respondents were asked to indicate that how they were selected for training? Majority of respondents (N=139, Percentage=46.33) said that it is compulsory for all the employees % respondents (N=109) attended training program on the joining of their company and 8.67% respondents (N=26) attended training program to Get acquaint with updated technology. 6% respondents (N=18) were selected for training program on the recommendation of supervisor while remaining 2.67% respondents (N=8) were selected for training program for performance appraisal. Table 2: Selection Criteria for Training Program Response N Percentage On joining the company Supervisors recommendation Compulsory for all employees Upon employee request Performance appraisal Get acquaint with updated technology Total Frequency of Training Program According to 51.33% respondents (N=154) training programs are conducted quarterly followed by once in a two years (N=14, Percentage=4.67) and once in a year (N=13, Percentage=4.33). Significant number of respondents (N=119, Percentage=39.67) said that there is no specific schedule of training program in their company; it is conducted as and when required. 49

7 Table 3: Frequency of Training Program Response N Percentage Quarterly Every 6 Months Once a Year Every two Years No Specific Schedule / as & when required Total Training Instructional Technique Used Respondents were asked that in their Organization What type of Instructional techniques are used for Training and responses received are presented in table 4. In classroom instruction category majority of respondents (N=249, Percentage=83) are using lecture & discussion method followed by case study (N=105, Percentage=83) and role play (N=90, Percentage=30). In self directed learning category 64% respondents (N=192) are using Readings, Workbooks, Correspondence Courses while 50 % respondents (N=150) use Programmed Instruction. As per the responses received for simulated techniques 73.33% respondents (N=220) are using On-the-job training, 21.67% respondents (N=65) are using Apprentice training, 20.67% respondents (N=62) rely on Job Rotation and 15.67% respondents (N=47) are using Vestibule training. In the category of modern training technologies 44% Respondents (N=132) are using distance learning mode, 33.67% respondents (N=101) are using CD-Rom and Interactive Multimedia, 61% respondents (N=183) are getting training through Web-based Instruction and equal number of respondents (N=81, Percentage=27) are either opting for Intelligent Tutoring Systems or Virtual Reality Training. 50

8 Table 4: Training Instructional Technique Used Training Instructional Technique N Percentage Classroom Instruction Lecture and Discussion Case Study Role Playing Self Directed Learning Readings, Workbooks, Correspondence Courses Programmed Instruction Simulated / Real Work Settings Vestibule training Apprentice training On-the-job training Job Rotation/Cross Training Modern Training Technologies Distance Learning CD-Rom and Interactive Multimedia Web-based Instruction Intelligent Tutoring Systems Virtual Reality Training Factors affecting the Conduction & Effectiveness of Training & Development Activities Respondents were asked to indicate the influence of the factors on conduction & effectiveness of training & development program on five point scale starting from Extremely influential (5) to not at all important (1). Final ranking is obtained with the help of weighted arithmetic mean. In order to calculate total weighted score, the numbers of respondents who have given influence from 5 to 1 are multiplied by 5 to 1 respectively. The mean score is calculated by dividing the total score by total number of weights (i.e. 15). 51

9 The table shows that, the Learner Ability and Motivation was the most influencing factor affecting the conduction & effectiveness of training & development program with a weighted mean score of followed by High Effective and Experienced Trainer (Weighted Mean score = 89.87). Management Support ranked 3 rd with a Weighted Mean score of 89.73, followed by Learner Readiness & Appropriate Learning Environment that ranked 4 th with a weighted mean score of Learning Objectives was the fifth influencing factor affecting the conduction & effectiveness of training & development program with weighted mean score of 87.4 tailed by Legitimate Training Needs at 6 th rank with a weighted mean score of Learner Emotional Investment graded at 7 th place with a weighted mean score of 83.06, trailed by Financial Resources at 8 th rank with a weighted mean score of Out-of Class Practice ranked as 9 th influencing factor affecting the conduction & effectiveness of training & development program with a weighted mean score of The weighted mean score of In-Class Practice was 79.3 and ranked at 10 th place. Table 5: Factors Influencing Conduction & Effectiveness of Training & Development Program Weights S. No. Level of Influence Attributes Not at all Influential Slightly Influential Somewhat Influential Moderately Influential Extremely Influential Total (N) Weighted Total Weighted Average Rank 1 Management Support Legitimate Training Needs Effective and Experienced Trainer Learning Objectives

10 5 Learner Ability and Motivation Learner Readiness Learner Emotional Investment In-Class Practice Out-of Class Practice Appropriate Learning Environment Financial Resources CONCLUSION From this research following conclusions are drawn:- 1. Learner Ability and Motivation was the most influencing factor affecting the conduction & effectiveness of training & development program followed by High Effective and Experienced Trainer. 2. In-Class practice does not affect the training & development program at all REFERENCES 1. Cary Cherniss, et.al. (2010). Process-designed training: A new approach for helping leaders develops emotional and social competence. Journal of Management development 29(5): Cody B. Cox and Margaret E. Beier, (2009). The Moderating effect of individual differences on the relationship between the framing of training and interest in training. The International Journal Training and Development 13(4): David McGuire and Mammed Bagher, (2015). Diversity training in organisations: an introduction. Journal of European Industrial Training 34 (6): Olaniyan, D. A. and Lucas. B. Ojo, (2008). Staff Training and Development: A vital tool for Organizational Effectiveness. European journal of Scientific Research 24(3):