FACTORS AFFECTING TRAINING PROGRAMME OUTCOMES

Dr.S.Yuvaraj
Lecturer
Department of Commerce
University of Madras
Chennai – 600 005
( Abstract)
The nature of the issues involved in the provision of training is likely to differ
depending on whether the person to be trained is a factory level worker or belongs to the
managerial cadre. Even under managerial cadre there can be at least three levels viz.
junior, middle and higher level with whom issues to be tackled are different. There may
be a few common objectives and common methodologies but these are to be considered
in addition to the special needs that each cadre requires. Effectiveness of a training
programme depends on a number of variables. There are some factors, other than the
environment, which directly affect the training effectiveness. There are many factors
outside the scope and direct control of HRD department, which have a significant impact
on the overall success of training programmes. This paper analyse the various reasons for
the success or failure of a training programme and made an attempt to find out the reason
for not taken up the raining programme in some of the organisation.
 FACTORS AFFECTING TRAINING PROGRAMME OUTCOMES
Introduction
Indian managers have been found to demonstrate a high level of morality and a
strong bent for organisation compliance and competence. Indian workers tend to have a high-
power distance position, which means that they accept the need for managers and accept
their right to make decisions. They also operate with a low uncertainty avoidance,
demonstrating low-levels of anxiety and stress and a high willingness to take business risks.
Manab Thakur, et.al.(1997) pointed out that the managers are strong individualists who
reflect high levels of autonomy, initiative and achievement-orientation. Indian workers also
manifest their qualities of aggressiveness and assertiveness.
Whitley and England(1997) found that Indian managers reflect a number of
positive characteristics: they are highly individualistic, have a high moral orientation and
have a strong leaning toward organisation compliance and competence.
In the opinion of Hemant Kumar.S(1998) the high performance, competency – based
work place requires emphasis on learning as the key to future competitive success. The
managers have to not only possess these premium skills themselves, but must also hire people
who possesses these skills, to work in association, co-operation and collaboration with one
another.
According to Monappa and Saiyadain(1991), training refers to the teaching /
learning activities carried on for the primary purpose of helping members of an organisation
to acquire and supply the knowledge, skills and attitudes needed by that organisatioin. In the
opinions of Singh(1992), no development can take place in an apathetic or hostile,
unmotivated manager. All these presupposes that an interest for development has to be
created for that interest. In the opinion of Sah(1991), training is the part of learning which
essentially improves job related knowledge, skills and attitudes in a person and is concerned
with the work life of human being.
Khanna.S (1996) describes that the Indian Corporations for the first time realised
the importance of people in their new paradigm of business. Indian Corporations can
achieve the competitive edge over rivals through innovations in the market and an in-depth
understanding of customers’ needs. The quality of service component, and instrument to
generate customer value, is naturally determined by the people delivering it.

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 Virmani.B.R.(1985) pointed out that the imparting training to the employees is
important to organisational development. In India attention has been given by the industry,
government as well as training institutes towards a systematic development of their
employees. As a consequence of the awareness of management training in the country, there
has been a growing need to find ways and means to determine the efficiency and effectiveness
of training activity, from the point of view of organisational improvement.
Padmaveni.C et.al. (1997) observed that the choice of an appropriate training method is
required to be guided by the level and background of trainees as well as training curriculum
and also the time available for training. The appropriate choice of training methods will
certainly enhance the effectiveness of a training programme. The choice of appropriate
training media will not only depend on the nature of the audience and the training objectives,
but also on the training methods.
Skaria (1996) point out that in the emerging knowledge economy only the learning
organisations can survive. Their abilities to learn, create, codify and utilise knowledge faster
than their competitors can provide future corporations a competitive advantage. The learning
corporations have immense potential to manage the existing environmental turbulence. As
Pradip Khandwalla, observes, “only the learning organisations can cater to today’s dramatic
demands quickly”.
A company’s competitive strategy can be implemented only through motivated
people. Every form of organisational transformation needs the participation of people at all
levels. There is need to link the top management’s vision for change to the frontline
workers.
Importance of Trained Manpower
Every organisation needs well-trained and experienced people to perform the activities
that must be done. As jobs in today’s dynamic organisations have become complex, the
importance of employee education has increased. When jobs were simple, easy to learn and
influenced to only a small degree by technological changes, there was little need for
employees to upgrade their skills. But that situation rarely exists today. Instead, rapid job
changes are occurring, requiring employee skills to be transformed and frequently updated.
In the words of Richard G-Zalman (1991) training is a learning experience in that
it seeks a relatively permanent change in an individual that will improve the ability to

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perform on the job. Training can involve changing of the skills, knowledge, attitudes or
behaviour.
Dwivedi.R.S (1997) describes that the training is a prerequisite to improved
performance and preparing human resources for new jobs, transfers, promotions and change
over to modern technology and equipment. In addition to training of new entrants,
manpower at all levels requires refresher training from time to time to avoid personal
obsolescence and improving its competence to hold higher positions.
Flippo(1976) discusses several advantages that stem from training. These include
increased productivity, heightened morale, reduced supervision, reduced accidents and
increased organisational stability and flexibility. With the increase in skills, there results an
increase in both quality and quantity of performance. The individuals who are equipped with
the requisite training accomplish their basic human needs such as security and ego
satisfaction. Trained employees can perform their work effectively even with little
supervision. It has been recognised that more errors are caused because of inadequate
preparedness and working conditions. Adequate training on job
skills and positive attitude is likely to minimise rates of errors considerably. The ability of
the organisaton to maintain its effectiveness despite the loss of key personnel can be
accomplished by keeping a reservoir of trained replacements. Organisational flexibility can
be achieved by maintaining highly trained people with multiple skills to permit their smooth
transfer to jobs where the demand has multiplied. Indeed, a well-trained work force is the
greatest asset to the organisation.
The business environment in India has gone through many rapid changes in the
recent past. The government of India has brought about these changes in the form of
globalization, liberalization and privatization. Organisations not willing to change fast may
not survive for long in the ensuing highly competitive environment.
Indian industry is presently on a fast development track. Improved technology and
techniques are being obtained from the developed countries. New quality systems are being
accepted and implemented in the form of ISO 9000, QS 9000 certification. These are all
outcome of external demands and need for survival on own strengths. In the light of the
transformation to be achieved, the most important area for concentration in Indian
organisations would be developing work culture conducive for performance excellence. This

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could be achieved by giving enormous thrust to human resource development activity in
organisations.
A developing country like India cannot afford huge investment for gaining
competitive advantage through technology. It would be desirable to achieve the best results
through employees by adopting various techniques for pooling up their contributions.
Employee effectiveness is a three- dimensional concept. It requires employee upgradation in
knowledge, skills and attitudes. While the knowledge dimension could be easily
strengthened, lot more hard work has to be put in for skill development of employees. A
really challenging task in India is developing of positive attitudes in employees.
In the Indian context, as Jerry R.Hooper (1968) rightly observed, the developing
countries need high level of manpower and this creation of high talent manpower requires the
longest lead-time. Thus both in the national perspective and in organisational perspective
training assume increased importance.
As organisations respond to the pressure for change from an increasingly competitive
environment, individuals need to develop new capabilities. Some such new skills, for
example, are managerial decision making through various MIS reports developed using
computers or as for instance operating new communication methods etc., while at higher
levels, the need to develop skills in working with and through people. Richard B.Johnson
(1976) observes that an organisation, public or private, exists and grows because it provides
the community with goods or services the community sees as worthwhile. To provide
quality goods and services, the organistion must function at an optimum level of
productivity.
Training programmes purport to improve job performance, minimise conflicts,
prepare individuals for promotions, and to accept organisational changes, facilitate
understanding of organisational goals and attain allied behavioural objectives.
Major issues in Training
Besides difficulties in measuring impact of training there are many other issues
involves in the process of imparting training. Some of these are :
Training Needs and Purpose
The objectives for training personnel seem to be to refresh the knowledge, skills
and attitude of the trainee. Therefore, it becomes necessary to identify training needs of the

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individual and the organisation. One way to identify training needs could be job
performance reports but these are usually not available for all positions. In order to ascertain
the extent of gap of competence, the existing competence of persons is analysed by using the
technique of individual analysis. Job specification is also used to consider the nature and
characteristics of tasks involved in a job.
Organisation of a programme
Once the training needs have been identified the objectives of the programme
may become quite clear and the actual phase of how to conduct the programme starts. The
task of organising a programme includes various activities such as management of training
itself and management of human and financial resources . Keeping in view the task of a
trainer it becomes necessary to identify persons with those qualities who can successfully
manage them. Programme organisers should be exposed to certain courses like training for
trainers in which they learn actual handling of a programme.
Selection of Participants
Effectiveness of any training programme depends largely upon the selection of the
right type of personnel. Before organising a training programme the objectives of the course
are to be clearly enlisted in the training brochure. The purpose of a training programme must
be very clear to the participant. The selection of participants on the basis of designation and
seniority may not reflect the potential of the participants in a particular area.
Motivational climate
Significance of training lies in the context in which it is being imparted, because
training is a kind of instruction into an existing pattern of behaviour or belief . Training
should be looked at both, in the light of learning that has preceded it and the learning that
follows. If the motivational climate of the organisation is such that people are ready to learn
new things and apply them to their work situations the likelihood of their practicing new
ideas increases. This motivational climate is also influenced by the commitment of the top
management.
Training Methodology
Though a training programme can be planned or organised in a systematic manner,
may have good objectives and resources for achieving these goals, yet the course may not
become effective unless the media through which the participants are being instructed are

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appropriate for the specific level of participants. The methods that are commonly used by the
various training institutions are lecture, seminar, group discussion, case study, role-playing,
management games and brain storming. All the methods of training can be used in different
combinations in a single training programme, to achieve the objectives of the programme,
but their appropriateness varies according to the level of participants.
Selection of Faculty
The selection of faculty depends upon the commitment of the programme
organiser. The appropriate selection of the faculty results in competent handling of the
training situation and enables participants to interact with the faculty. This interaction is
possible only if the selected faculty matches with the needs of the participants and their level.
The commitment of the programme organisers influences the credibility of the faculty and
the morale of the participants.
The nature of the issues involved in the provision of training is likely to differ
depending on whether the person to be trained is a factory level worker or belongs to the
managerial cadre. Even under managerial cadre there can be at least three levels viz. junior,
middle and higher level with whom issues to be tackled are different. There may be a few
common objectives and common methodologies but these are to be considered in addition to
the special needs that each cadre requires.

Factors Affecting Training Programme Outcomes

After having a series of discussions with the trainers / management consultants
several factors were identified and grouped into two categories. One which affects the
training programme results positively and the other which affects the results negatively. The
respondents’ opinions on these factors were tabulated and on the basis of the responses the
mean values were calculated and the ranking is given in Table I and II
The mean values are calculated based on the responses collected on a five point
scale. After the discussions made with the trainers, it was found that there could be ten
reasons which normally contribute to effectiveness of a training programme. All the
reasons for success were listed in the questionnaire, the respondents were asked to rate the
reasons which have influenced the training programme output conducted by them in the
successful training programmes. The weightage has been given as follows: Almost all = 5,

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Most = 4, Some = 3, A few / rare = 2 and None = 1. Weighted averages were calculated and
presented in Table I
Table I
Reasons for success / effectiveness of a training programme
Reasons Mean value Ranking
Better communication at the programme 4.41 1
Better inputs in the programme 4.19 2
Need based designing of the programme 4.17 3
Suitable training methodology used at the programme 4.15 4
Favourable organisational climate 3.90 5
Appropriate duration 3.61 6
Suitable physical environment at the programme
3.57 7
Motivation for learning from the programme 3.40 8
Rewards for learning from the programme 2.52 9
Others 1.30 10

Table I shows the ranking of the factors affecting the training programme results
positively on the basis of mean values. Better communication at the training programme, the
inputs in the training programme, need based design of the training programme and the
suitable training methodology used at the training programme are the major four factors
which contributed to success of most of the training programmes. Favourable organisational
climate, appropriate duration of a training programme and suitable physical environment,
(i.e. seating arrangements, ventilation and other facilities) are also some of the reasons for
the effectiveness of a training programme. Motivation of the trainees for learning is also one
of the reasons for effectiveness of the programmes. Only a few respondents feel that
rewards for leaning from the programme also contribute to effectiveness.
Some of the factors which contributed to the negative results / less effectiveness of
training programmes are grouped as the reasons for failure of a training programme. Some
reasons were identified for less effective training programmes and the responses were
collected on a five point scale. All the reasons were listed in the questionnaire and the
respondents were asked to rate the reasons for the less effective / poor quality of a training
programme.
Table II
Reasons for less effectiveness of a training programme

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 Reasons Mean value Ranking
No follow-up after the training 3.31 1
Too much of individual differences among the trainees 3.28 2
Lack of motivation to trainees after the training 3.11 3
Inadequate opportunity to perform what the trainee has 3.02 4
learned during the programme
Resistance to change due to uncertainty of outcomes 2.95 5
Communication gaps at the programme 2.94 6
Too short a duration 2.66 7
Lack of genuine support from top management 2.61 8
Very little planning or problems in the design itself 2.31 9
Others 1.13 10

Table II shows the ranking of the list of reasons for the less effectiveness of a
training programme based on the mean values calculated on the basis of the respondents’
opinions. There are many reasons which affect the training outcomes negatively.
In the opinions of the respondents and the mean values of the reasons for less
effective training programmes, the following are the factors, which affect most of the
training programme results: No follow-up after the training programmes; too much of
individual difference among the trainees in a training programme; lack of motivation to
trainees after the training and inadequate opportunity to perform what the trainee has learned
during the programme.
The other (minor) factors that contributed to the less effectiveness of the programme
are: resistance to change due to uncertainty of outcomes; communication gaps at the
programme; shorter duration; lack of top management support and very little planning or
problems in the design of training programme itself.
Some of the organisations hesitate to take-up training programmes. After having
discussions with some trainers in different fields, 10 reasons were identified which are
normally the reasons for the organisations hesitate to take-up training programmes. All the
ten reasons were listed in the questionnaire. The respondent’s opinions on these factors were
tabulated and on the basis of the responses the weighted averages were calculated and the
ranking is given in Table III
Table III
Reasons for the organisations to hesitate to take-up training programmes

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 Reasons Mean Ranking
Value
A basic doubt about the utility of the training programme 3.62 1
There are not enough willing learners 3.61 2
The cost of training overweigh the benefits 3.55 3
Training is not an important function of an organisation and the
commitment of resources, people and time deserves low priority 3.54 4
A belief that when trainees are not young, they may not be willing to
learn from others especially from those who exert no authority on them.
3.38 5
A belief that most of the programmes are redundant since learning at
the work place is sufficient. 3.34 6
Lack of reliable / effective trainers. 3.26 7
A belief that learning and training are academic in nature and not so
much useful in practical work life. 2.94 8
A basic belief that it is extremely difficult to change people. 2.77 9
Others 2.49 10

Table III shows the mean values and ranking of the reasons for the organisations
to hesitate to take-up training programmes. In the opinions of the respondents and the mean
values, the following are some of the reasons for the organisations to hesitate to take-up
training programmes:
A basic doubt about the utility of the training programme, there are not enough willing
learners, the cost of training overweigh the benefits and training is not an important function
of an organisation and the commitment of resources, people and time deserves low priority.
The following are also some of the reasons for organasations to hesitate to take-up
the training programme:
A belief that when trainees are not young, they may not be willing to learn
from others especially from those who exert no authority on them.; A belief that most of the
programmes are redundant since learning at the work place is sufficient; Lack of reliable /
effective trainers; A belief that learning and training are academic in nature and not so much
useful in practical work life and a basic belief that it is extremely difficult to change people.
Conclusion

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 Effectiveness of a training programme depends on a number of variables. There
are some factors, other than the environment, which directly affect the training effectiveness.
The experience of the trainer and the number of training programmes conducted by him are
the important factors which are found to affect the effectiveness of a training programme.
There is no significant difference between public and private sector organisations as for as
the effectiveness of the training programmes is concerned. Training programmes conducted
to improve leadership skills alone has been very effective when compared with other
training programmes. Training programmes are evaluated immediately after the training
programme and sometimes during or after a few weeks / months also.
There are many factors outside the scope and direct control of HRD department,
which have a significant impact on the overall success of training programmes. Better
communication at the programme, better inputs in the programme, need based design of the
programme and suitable training methodology used at the programme are some of the factors
which contribute to the success of a training programme.
Some training programmes, even after much efforts, have not come up to the
expectation of quality and effectiveness. No follow- up after the training, too much of
individual differences among the trainees, lack of motivation on the part of the trainees after
the training and inadequate opportunity to perform what the trainee has learned during the
training programme are some of the factors responsible for the less effective / poor quality of
a training programme.
The following are some of the reasons for the organisations to hesitate to take-up
training programmes: A basic doubt about the utility of the training programme, there are
not enough willing learners, the cost of training overweigh the benefits and training is not an
important function of an organisation and the commitment of resources, people and time
deserves low priority.

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