INTRODUCTION

In this era of intense global competition and fast change, organizations of all shapes
and size are more concerned to make the best use of Human Resource capital.
Training has increased its importance in today's environment where jobs are complex
and change. There for to have the best use of Human resource, training must be
provide to the employees. Measuring the impact of training on workplace performance
and its contribution to organizational results is a matter of great concern for
management in all types of organizations. As a result of growing economic pressures,
business leaders are becoming more cost conscious and they are more sensitive
about the return on training investment. In the current economic downturn, such
pressures have further increased. Human resource managers and training
professionals have to justify training expenses by providing some evidence about the
positive impact of training expenses upon business results. Consequently, the issue of
measuring training effectiveness has gained lot of importance over the last few years.
During the past four decades workplace learning and development professionals have
done lot of work in the area of evaluating training effectiveness. Kirkpatrick (1976) did
some pioneering work in this field and introduced the well-known four level
evaluation model, which is still widely used in training industry. Later, some other
experts also made contribution in this direction and made modification in the existing
models. The present study found out many factors which affects training effectiveness
in both ways positively and negatively. It also describes the models of measuring
training effectiveness explained by many researchers and thus the study will help the
managers in measuring the training effectiveness in their organizations. It will also
help in solving training problems and implementing training programmes successfully.
The study also highlights the value of training and development in organizational
improvement and summarizes previous investigations in order to enlighten the
researchers to the state of current research and find out the gap between existing
researches. So as a whole the study gives emphasis on factors affecting training
effectiveness and how training can be made more effective for which the authors
collected reviews on training effectiveness, its implication and its importance on the
basis of which the future research directions have been endeavoured.
Training is an integral part of Human resource development. In the present scenario
training increasingly viewed as a mean of fostering the growth of the individual
employee as well as of the organization also. Training is a process of learning a
sequence of programmed behaviour. Training is the application of gained knowledge
and experience. It gives people an awareness of rules and procedure to guide their
behaviour. According to Flippo (1971) training is an act of increasing the knowledge
and skill of an employee for doing a particular job. Similarly Beach (1980) viewed
that "training is an organized procedure by which people learn knowledge and/or skills
for a definite purpose. In fact it is the training that bridges the gap between job
requirement and employee present specifications. A training programme is not
complete until you have evaluated methods and results. A key to obtaining consistent
success with training programs is to have a systematic approach to measurement and
evaluation. Recognition of the training methods and measurement techniques are
crucial for the organizations training success (Kalemci, 2005). The degree to which
the training attains the desired objectives or immediately expected results, which was
presumed earlier from the training called "Training Effectiveness. The best way to
determine that training has been effective is to fully understand the reason why the
training has been conducted. The reason to conduct and implement training is a key

factor in determining that a training course or programme will be effective in

achieving desired outcomes. If the training purpose was not clearly defined before the
training, it could not lead to training at as it is planned. Defining a valid need for
training is the foundation upon which an organization can determine training
effectiveness. Of course the training is an important part of human resource function
but more than that is the way in which training has been conducted so that it can be
more effective. Training is expensive if does not serve the purpose for which it is
given. The training must be able to increase the capabilities of employee and as well
as the organization also. If the training is not successful in making employee and
organization more capable then it will be loss of money and loss of reputation of
organization. Training motivation of employees represents an important factor in
improving the effectiveness of training outcomes (Tai, 2006).
All measures are devised to assess the difference between pre and post-training.
There are no absolute measures. The measures compare the effect of training
interventions with some other comparable data. Hence, the organization must obtain
pre-training data or some benchmark on the same dimensions as expected from
training interventions. According to Dayal (2001) the prime consideration is that the
trainer has to be clear about two things, (I) that the objectives of training are specific,
i.e. the outcome expected and (ii) that the training material and the methodology are
capable of achieving the stated results. Measuring Training Effectiveness system can
be applied to any training programme in industry. Training effectiveness usually is
determined by assessing some combination of the criteria presented in Kirkpatrick's
(1967) hierarchical model of training outcomes. This hierarchy is composed of four
levels of training outcomes: (a) trainees' reactions to the programme content and
training process (reaction); (b) knowledge or skill acquisition (learning); (c) behaviour
change (behaviour); and (d) improvements in tangible individual or organizational
outcomes such as turn- over, accidents, or productivity (results).

REVIEW OF LITERATURE
Models of Training Effectiveness
Measuring training effectiveness is a tough task. It brings out the outcome of a training
programme. Lots of work has been done on training effectiveness but Kirkpatrick (1976)
being the pioneer who explained the four level method of training evaluation. Level-1 is
reactions criteria, and it evaluates trainees affective and attitudinal reactions to a
training programme. It assesses the responses of trainees attitude about a specific
training programme. Level-2 is learning criteria, which evaluates the extent to which
trainees have learned the training material and acquired knowledge from a training
programme. It brings outs the outcome of a training programme that what does it affects
on trainees. Level-3 is behavior criteria, and it evaluates the extent to which trainees
have applied the training on the in terms of their behavior and/or performance following a
training programme. Level-4 is results criteria, which evaluates the extent to which the
training programme has enhanced department or organizational-level outcomes such as
sales or profits. Fourth level is about how a training programme improved organizational
effectiveness. Noe (1986) summarized the Kirkpatricks model along with the model of
training motivation. As trainees will be more motivated to perform well in training if they
perceive that (1) high effort will lead to high performance in training, (2) high
performance in training will lead to high job performance, and (3) high job performance is
instrumental in obtaining desired outcomes and avoiding undesirable outcomes. Noes
model is basically all about the motivation because motivation itself an immense factor
which affects the performance as well as training outcome. In the same order Swanson &
Sleezer (1987) explained measuring training effectiveness; the first is effectiveness
evaluation plan, the second tools for measuring training effectiveness, and finally the
evaluation report. Shepherd (1999) explained criteria for measuring the success of
training which encompasses direct cost, indirect cost, efficiency, performance to

schedule, reactions, learning, behavior change, and performance change. On the other
hand Zaciewski (2001) examined that employee' individual characteristics such as
motivation, attitude, and basic ability, which affect a training programme and its potential
success in hospital industry. The work environment is also a major factor for making
successful training programme. Whereas Burke & Baldwin (1999) dwelled upon the
transfer of training and viewed that it could be enhanced by using real-world
organizational problems. Case study method or live problem or project assignment could
be used to enhance the transfer of training. Dahiya & Jha (2011) discussed about the
steps in the training programme development, are planning, programme implementation,
and programme evaluation and follow-up. According to them a training programme is not
complete until and unless methods and results have been evaluated.

FACTORS AFFECTING TRAINING EFFECTIVENESS

Above reviews were about how to measure training effectiveness now we will discuss the
literature which will explore the factors affecting training effectiveness. In the real world,
there are many factors that influence the effectiveness of training and development in an
organization. One similar factor i.e. the human resource policy of training and
development has been identified by Haywood (1992). He mentioned that too many
training programmes place emphasis on ease and the purpose behind the design of
programs namely learning, skill development and behavioral change, has defeat the
original purpose and goals of training are lost. Everything is affected by its surrounding
weather directly or indirectly and similarly training effectiveness is also affected by many
factors. Birdi (2005) found that poor managerial support or an unfavorable departmental
climate could limit the impact of creativity training with regard to influencing idea
implementation. Unfavorable environment affects the training effectiveness. According to
him training will be affected negatively if there is less support from department or there is
unfavorable condition for training. Fischer & Ronald (2011) stated that open-mindedness
is also a significant moderator of training effectiveness. It has been found that training
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trainer work with open-mindedness. Driskell (2011) concluded in his study that type of
training implemented, training content and trainee expertise also affect the training
outcomes. Success of a training programme always depends on how the training was
given, what was the content and who was the trainer. Haslinda & Mahyuddin (2009) found
that lack of support from top management and peers, employees individual attitudes,
job-related factors and also the deficiencies in training practice are the main factors which
affect the effectiveness of training. If there will be less support from top management and
peers, job is not going well or somehow there is problem in job and absence of training
practice then there is less chance of effective training programme. Beigi &
Shirmohammadi (2011) found that emotional training have significant impact on service
quality. It means there is a relationship between behavior and learning, and service
industry can be benefitted by emotional training because service industry is basically
related to marketing and verbal communication. Saks & Haccoun (2007) discussed that
psychological states of trainees especially motivation, self-efficacy, perceived control and
the realities of the organizational context affects the training outcomes. Tai (2006) also
concluded about general self-efficacy that it partially arbitrated the relationship between
training framing and training motivation and consequently influenced training outcomes.
On the other hand Black & Mendenhall (1990) explained that cross-cultural skill
development, adjustment and performance are three primary dependent variables of
cross culture training effectiveness. TRAINING MOTIVATION
As we have discussed the factors which affects the training outcomes. In these factors
motivation is the main factor which affects most to training effectiveness. There are many
studies which have been conducted on training motivation. Like Steers & Porter (1975)
found that motivation is the strength that influences enthusiasm about the programme, a
stimulus that directs participants to learn and attempt to master the content of the
programme and a force that influences the use of newly acquired knowledge in a training
situation. Same thing was concluded by Tabassi, et al. (2012) about the relationship
between training and motivation that training and motivation can sustain or increase
employees' current productivity. Motivation can influence the willingness of an employee
to follow the training programme, to exert more energy toward the programme and to
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transfer what they learn onto the job. Bumpass (1990) also stated that employees
attitude and motivation are one of the factors that might influence the effectiveness of
training and development. If the employees are fully motivated towards training
programme they way pay full attention and there will be more chances for success of
training programme. Tracey, et al. (1995) in their study found that motivation, attitude,
and basic ability affect a training programmes potential success. On the other hand
Colquitt, et al. (2000) explained that the locus of control, conscientiousness, anxiety, age,
cognitive ability, self-efficacy, valence, job involvement as the predicators of training
motivation. Sahinidis & Bouris (2008) found that there is strong relationship between
employee perceived training effectiveness and motivation, job satisfaction and
commitment. Tsai & Tai (2003) also discussed about motivation that employees had more
training motivation when they were appointed to attend training programme by
management than when they made their choice freely. It shows that employees
motivation about training programme related to their attitude that they seem more
motivated when they allotted to join a training programme. TRANSFER OF
TRAINING Transfer of training is the main part in training effectiveness programme. It
is found that transfer of training generally refers to the use of trained knowledge and
skills back on the job. Baldwin & Magjuka (1988) mentioned that for transfer to occur,
learned behavior must be generalized to the job context and maintained over a period of
time on the job. Meanwhile, Saks & Haccoun (2007) views training transfer is the
generalization of knowledge and skills learned in training on the job and the maintenance
of acquired knowledge and skills over time. According to the transfer of training
framework by Saks & Haccoun (2007), the transfer of training activities could be
segregated into three phases which is before, during, and after training to facilitate and
improve the transfer of training. The trainer should conduct follow-up or booster sessions
following a training program. IMPORTANCE OF TRAINING EFFECTIVENESS
Quesada, et al. (2011) examined that Emotional Intelligence training of the leaders is a
key aspect to the success of the companies. It was found that leaders are the success
pillar of a company and their training is most important thing which should be taken care.
Leaders must be emotionally strong to take right decision on right time. Kalemci (2005)
explained about the importance of training that training and developing human capital is
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tremendously important in the effective management and maintenance of a skilled

workforce. Training is one of the ways of improving organizations effectiveness. In order
to implement right training methods, organization should be aware of the training
methods and their effectiveness. Robotham (1995) found that trainers must have
awareness and understanding of individuals style to achieve desired outcomes of
training. The study shows the role of trainers awareness in making flourish a training
programme. Rama & Vaishnavi (2012) identified that to increase or maximize the
effectiveness of training programme, an organization needs to use ongoing assessments
to establish learning outcomes and link those outcomes to a performance plan. There
should be running assessment of a training programme to get the best of it. Mat, et al.
(2011) also found that training is effective in increase in the knowledge, skills and
attitudes aspect of the students themselves after an industrial training programme. The
study by Mooi (2010) on teacher education and effectiveness indicated that the
participants perception of the effectiveness of teacher training programme is very much
dependent on research-based practices. Aguinis & Kraiger (2009) reviewed on the
benefits of training and development for individuals and teams, organizations, and
society. Jayawarna, et al. (2007) examined that management development activities have
positive impact on performance of manufacturing SMEs. Chen, et al. (2004) studied the
relationship between training and job behavior and found that training may help
employees to reduce their anxiety or frustration, come up with new work demands and
develop their skill. Santos (2003) suggested that determining training effectiveness is a
complex process but training had many benefits. For most individuals, training increased
confidence and self-efficacy, it improved competencies and skills and people recognized
that they had been invested in. As above review literature discussed many aspects of
training effectiveness. The main discussions are given below:
1. Measuring training effectiveness models
i. Krikpatricks four level model of measuring training effectiveness
ii. Noes model of training motivation of measuring training effectiveness
iii. Swanson & Sleezers three step model of measuring training effectiveness
2. Factors affecting training motivation
i. Motivation
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ii. Emotional intelligence

iii. Managerial and peer group support
iv. Employees individual attitude and job related factors
v. Open mindedness of trainer and trainees
vi. Psychological stage of trainee
vii. Type of training implementation, content and expertise
viii. Self efficacy, perceived control and basic ability
3. Effect of training and development
i. Increase in knowledge and confidence
ii. Reduce anxiety
iii. Come up with new demands
iv. Development in skill, attitude and behavior
4. How to achieve training effectiveness
i. Awareness of training methods and models
ii. Emotional intelligence
iii. Awareness of individual learning style
iv. Taken care of factors affecting training effectiveness

MANAGERIAL IMPLICATIONS
Every study has started to keep this thing in mind that it will have some social implication
or it will help in improving the social and organizational conditions. Some more objectives
also relates with the study like to help the researchers and to find the area which is not in
the eyes of researchers till now. Same as this paper also has its implications. It reports the
findings of different research papers on training effectiveness, measuring training
effectiveness models, training effectiveness factors; its importance and how it could be
achieved. The study covered many aspects of training effectiveness like what are the
main factors which affects it so that managers would be able to frame the training
programme accordingly the paper also represents the models of measuring training
effectiveness that helps the trainers to measure its effectiveness. The paper not only
motivates the trainers but trainees also as it discussed how training is important for
individual and organizational development. Most significant thing about training is that if
trainers have good knowledge, experience, confidence and the ability to motivate
trainees then it brings out great result International Journal of Advanced Research in
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which helps in development of individual as well as the organizational. So for successful

training result there must be positive motivation, some time training found more
successful in bringing the best result through leaders as they were found more emotional
intelligent. As a whole the understanding and implementation of the paper contents in
letter and spirit, it will provide multifaceted benefits to the individuals, organisations and
society as whole in the following manner:
Individuals i.e. trainers and trainees will be benefited as due to increased clarity of
training contents and improved training delivery the training effectiveness will be much
more which will motivate both parties and learning will be long lasting.
When trainers and trainees work together with positive and motivated bent of mind it
will improve organisational health and quality of products with much less wastage of the
resources leading to increased profitability.
The society will get superior products at much lower costs. The improved and effective
working style of the employees will in turn provide healthy and pollution free environment
to the society.

FUTURE RESEARCH DIRECTIONS

Training is essential to the growth and economic welfare of a nation. This need for training
encompasses all levels of industry, for a national level where a countrys wellbeing is
improved by training and it can happen only when training is implemented successfully. A
training programme can be fruitful only when it is effective. It is already discussed the
factors which affects the training effectiveness and the models of measuring training
effectiveness and also the methods how to implement successful training. But still some
issues have been left which needs more work like finding the new ways to remove the
factors and what could be the more effective manners of successful training
implementation. The researchers and practitioners will find the paper of requisite value in
making informed choices and decisions in the design, implementation, and evaluation of
organizational training programs and will try to find out the new and effective ways of
training and increase the importance of training and development with their future
research. Though issue under reference has been researched widely yet further studies
can be conducted in the area and following are some of themes which can be researched:

Influence of motivation on training effectiveness.

Impact of behaviour and attitude on organizational training effectiveness.
Roll of emotional intelligence in learning and decision making.
Learning styles and training effectiveness.
Effectiveness of different training models in enhancing training effectives.
Effect of organisational support system on training effectiveness.

CONCLUSION
The paper provides an insight of training and development and training effectiveness. The
study has collected different observations and analysis about training, its importance and
methods of training. The paper is basically above the factors affecting training
effectiveness and how the training effectiveness can be measured. To make training more
effective organizations requires to look at how the training and development system is
associated with the strategy of the organization and at what is being done to check out
that all training programme are effective. The study revealed many factors that affect
training effectiveness but three factors i.e. motivation, attitude and emotional intelligence
emerged to be stronger and more responsible in making training effective, These three
factors were found dominant on other factors while a training programme is going on.
Managers should first motivate employees to learn new abilities and skills. Next, to ensure
better training effectiveness, managers should support employee efforts to practice such
skills at the workplace. Trainees attitude decides that what would be learning ratio from

training programme and emotionally intelligent leaders always found successful in

inspiring the workers.

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