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CHAPTER 3

A BIRDS’ EYE VIEW ON TRAINING AND DEVELOPMENT

3.1 INTRODUCTION
This chapter gives introduction to the two core concepts in the present
study, namely, impact of training and development and employees’ work related
attitude. The chapter covers the following such as concepts of training and
development, Kirkpatrick training evaluation model, theory of employees’
attitude, conceptual framework of employees’ work related attitude, conceptual
framework of job satisfaction based on Herzberg two factor theory, conceptual
framework of job involvement based on Lodahal and Kejner model and three –
component Meyer and Allen conceptual model of organization commitment are
presented in this chapter.

3.2 TRAINING
Employee has been recognized as one of the essential asset in an
organization. Thus, in order for an organization to achieve a competitive
advantage in this competitiveness business environment, the employee quality has
become the major concern. As a result, a lot of organizations would like to make
the best investment in cultivating employees’ talent. Hung, (2008) in the research
he conducted found out that one of the ways to update the knowledge, develop
skills, make about behavioral and attitudinal changes as well as enhance the
employees’ ability to perform their tasks more efficiently and effectively is
through training. Aso Rodríguez and Gregory,( 2011) say training plays a vital
role in enhancing the quality of service offered to the customers.

3.2 ORIGIN OF TRAINING

The verb “to train” is derived from the old French word trainer,
meaning “to drag”. Hence such English definitions may be found as; to draw
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along; to allure; to cause; to grow in the desired manner; to prepare for

performance by instruction, practice exercise, etc. Training can be described as
“providing the conditions in which people can learn effectively”. To learn is “to
gain knowledge, skill, ability” (King 1968).
Knowledge refers to the information we acquire and place into
memory, how it is organized into the structure of what we already know and to
our understanding of how and when it is used. Thus knowledge can be seen as
three district types; declarative, procedural and strategic (Kraiger & Salas 1993).
Declarative knowledge is a person’s store of factual information about
a subject matter. Procedural knowledge is the person’s understandings about how
and when to apply the fact that has been learned. Strategic knowledge consists of
the person’s awareness of what he knows and the internal rules for accessing
relevant facts and procedures to be applied toward some goal. Strategic
knowledge is used for planning, monitoring, and revising goal-directed activity
(Blanchard & Thacker 1998). Skill is the capacity needed to perform a set of tasks
that are developed as a result of training and experience (Dunette 1976). A skill is
a proficiency at doing something beyond just knowing what something is about.
Abilities have been defined as general capacities related to performing a set of
tasks that are developed over time as a result of heredity and experience
(Flesihman 1972).
To understand the function of training in a company, it is needed to ask
the question of what training is state for the company. Training is an
“opportunity” for learning and it is accomplished by providing employees with
opportunities to learn how to perform more effectively and by preparing them for
any changes in their job. Training focuses on the acquisition of knowledge, skills
and attitudes needed to perform more effectively on one’s current job. Role of
training may be seen as “ensuring that the organization has the people with the
correct mix of attributes, through providing appropriate learning opportunities
and motivating people to learn, and thus enabling them to perform to the highest
 51

levels of quality and service” (Bentley 1990) training must be therefore managed
as a frontline business activity.
The investment in human resource, both in developing and maintaining
the appropriate skills, becomes a vital part of the organization’s strategy for the
future. Making investment in training should produce an effective and measurable
payback. Effective training enhances the knowledge, skills, attitudes and behavior
of people and thus their performance. Training activities and businesses
objectives are related to each other as links. Effective training programme helps
organizations to achieve their objectives. General objectives of training activities
are; orienting new employees to the organization and their job, helping employees
perform their current jobs well, helping employees qualify for the future jobs,
keeping employees informed of changes within the organization, providing
opportunities for personal development (Drummond 1989).

3.3 TRAINING FOR TRANSFORMATION

Employee training and development is becoming an increasingly

important function of human resource management. It is used by organizations to
facilitate employees learning of job-related competencies and have a competitive
advantage in the rapidly changing business world. Training is considered as the
process of upgrading the knowledge, developing skills, bringing about attitude
and behavioural changes, and improving the ability of the trainees to perform
tasks effectively and efficiently in the organizations.

Training and development describe the formal, ongoing efforts that are
made within organizations to improve the performance and self-fulfillment of
their employees through a variety of educational methods and programmes. In the
modern workplace, these efforts have taken on a broad range of applications-from
instruction in highly specific job skills to long- term professional development. In
recent years, training and development have emerged as a formal business
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function, an integral element of strategy, and a recognized profession with distinct

theories and methodologies. More and more companies of all sizes have
embraced "continual learning" and other aspects of training and development as a
means of promoting employee growth and acquiring a highly skilled work force.
In fact, the quality of employees and the continual improvement of their skills and
productivity through training are now widely recognized as vital factors in
ensuring the long-term success and profitability of small businesses. "Create a
corporate culture that supports continual learning," observes: Charlene

3.4 PHILOSOPHY OF TRAINING

According to Chandra (1997), management of the organization firmly

believes that human assets unlike other asset cannot be depreciated and must
necessarily be appreciated over entire tenure. Therefore training is regarded as
investment and not a cost. Even long- term intangible gains such as attitude
change, are to be considered as valuable returns. Training is considered as vehicle
for effective communication and coordination. Training is catalytic in any man
management matrix for cohesiveness, compatibility, and cooperation in every
organizational endeavour. Management proclaims that training & development
direction as permanent part & parcel of operational process and not some
experiment in isolation. Management is fully committed to lend its total support
to training tasks and is dedicated through intense involvement in every phase of
this activity.

3.5 CONCEPT OF TRAINING

It is about developing employees as an individual to make them

capable and confident in their jobs, and consequently in their life. Thus it is an
organized process for enhances the knowledge and skill of the employees.
Consequently it is a process aimed at changing the behavior in such a way that the
consequence would be useful for the growth of the organization.
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According to Wayne F Cascio (1995), Training consists of planned

programme designed to improve performance at the individual, group, and /or
organizational levels. Improved performance, in turn, implies that there have been
measurable changes in knowledge, skills attitude, and/or social behavior. Training
is considered as a tool for HRD. Training has immense potential in transfer and
utilization of latest technical know-how, leadership development, organization of
people, formation of self-help-groups, mobilization of people as well as
resources, empowerment of resource-poor rural mass, entrepreneurship
development, etc., which are considered essential components of HRD.

According to Mamoria (2000), “Training is a process of learning a

sequence of programmed behavior. It is application of knowledge and it attempts
to improve the performance of employees on the current job and prepares them
for the intended job. Training is a short term process utilizing a systematic and
organized procedure by which non managerial personnel acquire technical
knowledge and skills for a definite purpose. Training refers to instructions in
technical and mechanical operations, like operation of some machine / equipment.
Training is for a specific job related purpose. Training is about developing people
as an individual and helping them to become more confident and competent in
their lives and in their jobs”.

3.6 CONCEPT OF DEVELOPMENT

Development is related to enhancing the conceptual skills of the

employee, which helps the individual towards achieving maturity and self
actualization.

“Development is an inclusive process with which both managers and

individual employees are involved. It offers opportunity to learn skills, but also
provides an environment designed to discovering and cultivating basic attitudes,
capabilities and facilitating continuing personal growth”.
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Development is defined by Alan Mumford (1988) as an attempt to

improve managerial effectiveness through a planned and deliberate learning
process. According to Bernard M Bass & James A Vaughan (1965) Development
implies the nature and change induced among employees through process of
education and training. In the words of Harold Koontz & Cyril O Donnel,
Managerial development concerns the means by which a person cultivates those
skills whose application will improve the efficiency and effectiveness with which
the anticipated results of a particular organizational segment are achieved.

In human resource management, training and development is mainly

concerned with organizational activity aimed at enriching the performance of
individuals and groups in organizational settings. It has been known by several
names, including employee development, human resource development and
learning and development.

3.7 DISTINCTION BETWEEN TRAINING & DEVELOPMENT

According to Yoder although the terms- training and development
appear synonymous, there is a recognized difference between these concepts.
Earlier training programmes stressed preparation for an improved performance in
largely specific rank and file jobs.
Training means learning skills and knowledge for doing a particular
job. It increases job skills. The term training is generally used to denote imparting
specific skills among. Training is concerned with maintaining and improving
current job performance. Thus, it has a short term perspective. Training is job-
centered in nature.
Development means the growth of an employee in all respects. It
shapes attitudes. The term development is associated with the overall growth of
the executives and managers. Executive development seeks to develop
competence and skills for future performance. Thus, it has a long- term
perspective.
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Table 3.1 Difference between training and development

Particulars Training Development

Nature Tangible in nature. Intangible in nature.
Training is more Development is more general in
specific, job-related nature, especially at the top level
information. management level.
Importance Training is important Development is important to
because technology is adapt to new technology and
improving and changing. changing patterns in
organization.
Skills Training deals with non- Development deals with human
human skills. skills.
Directed Training is normally It is directed at managerial
towards directed at operative personnel to acquire conceptual
employees and relates to and human skills.
technical aspects.
Methodology Greater emphasis on Greater emphasis on OFF the Job
ON-JOB methods methods.
Frequency Training is less frequent; It is more frequent and
it is carried out mostly at continuous in nature.
induction and every
succeeding stage of the
job.
Who imparts Mostly the supervisors Supervisors, external experts and
impart training self undertake development.
Relevance Training is of more Development is of higher
relevance at junior- relevance at middle and senior
levels. levels.
Cost involved Imparting is less Imparting development is more
expensive expensive.
Duration Training courses are It involves a broader long-term
designed mostly for education for a long run term.
short term.
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3.8 NEED FOR TRAINING

As Price (1975) has observed, a training need exists when there is a gap
between the present performance of an employee or group of employees, and the
desired performance. Growing business performance is a journey, not an end. The
success of business operations depends upon the ups and downs of the employee
performances. Hence, the HR managers started looking for the methods to boost
the performance and efficiency of its workforce to carry out the work today, and
to train them for meeting tomorrow's goals. Training programmes were developed
many years ago, but now-a-days, it has become a crucial factor in companies with
certain objectives in mind. Training and development practices should boost up
performance and develop the skills, knowledge and expertise of the employees.

The vital objective of training is to build-up right ability and capability

in the labour force so that they can perform to meet the needs, wants and expected
returns of the employers.

The need for training may generally arise for the following-

Technological changes necessitating acquisition of new knowledge,

ability and skills.

Increasing uncertainties and complexities in the total business

environment necessitating flexible and adoptive responses from
organizations.

Need for both individual and organization to grow at rapid pace to

meet the challenges in global competitions.

To harness the human potential and give expressions to the creative

urges and move the employee from one job to another job.

To improve the efficiency of employees and prepare workforce for

future challenging work
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To reduce wastage of time, money and absenteeism to achieve

optimum performance and bring down the grievances.

To have quality output and to bring down supervision

To boost morale of employees and to enhance their personal career

growth

3.9 TRAINING OBJECTIVES

The objectives of training and development are given below:

1. Improving quality of workforce

Training and development programs can help in improving the quality

of work produced by the workforce of organization. Mostly, training is given in a
specific area like finance, marketing or HR, which helps in improving the quality
of work in that particular area.

2. Enhance employee growth

By attending these training and development programs, employees are

able master the work of their jobs and that's how they develop and grow
themselves in a professional way.

3. Prevents obsolescence

These programs help employees to keep themselves up to date with the

new trends in latest technology, which reduces the chances of termination of the
job.
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4. Assisting new comer

These programs help new employees to adjust themselves in a new

working environment, culture and technology. They feel themselves as regular
employees of that organization.

5. Bridging the gap between planning and implementation

It helps organizations to easily achieve their targets and goals what they
actually planned for. Employees know their job better and they deliver the quality
performance according to needs of top management. That's why organizations can
easily implement their plans.

6. Health and safety measures

Training and development programme clearly identifies and teaches

employees about the different kind of risk involved in their job, the different
problems that can arise and how to prevent such problems. This helps to improve
the health and safety measures in the company.

3.10 IMPACT OF TRAINING AND DEVELOPMENT PROGRAM

To measure the impact of training and development programme the

researcher has adopted Kirkpatrick’s four levels of evaluation model. In the
technological world employee training and development is becoming an
increasingly important function of human resource management. It is used by
organizations to facilitate employees’ learning of job-related competencies and to
gain a competitive advantage in the rapidly changing business world. Best
employers in world today such as IT, automobile, pharmaceutical,
banking, and telecom, are spending millions of dollars /rupees on employee
 59

training as they believe that training can contribute to human capital enhancement
and organizations’ competitiveness. However, to some organizations, this
investment appears to be lost because the training programs are poorly designed,
they are not linked to a business strategy or the outcomes have not been properly
evaluated (Clinton & Laurence 2005; Pfau & Kay 2002).

Therefore, it is important for IT organizations to ensure such huge

investment offers a good return. The objective of this study is to examine the
impact of employee training and development programme in the IT sector at
Chennai. In this study researcher specifically, examines:

(i) Reactions of employees towards the training and development

programme.

(ii) Skill acquisition from the training and development programme.

(iii) The level of employees’ behavioural change.

(iv) Employees’ effect of training transfer.

There are various evaluation models have been projected by different

researchers such as Galvin’s CIPP (1983), Brinkerhoff’s model (1987), Kraiger,
Ford and Salas’ model (1993), Holton’s model (1996) and Phillip’s model (1966)
however, the most widely used evaluation model is the four levels of evaluation
model by Donald Kirkpatrick in 1967.
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3.11 CONCEPTUAL FRAMEWORK OF THE STUDY

Level - 4
Effect of
Training

Level -3
Behavioural Change

Level - 2
Skills Acquisition

Level -1
Reaction to Training

Fig. 3.1. Conceptual framework for Impact of training and development model

The above conceptual framework (Figure 3.1) was developed based on

the objective of this study which is to evaluate the impact of employee training
and development programme in the IT sector at Chennai using the Kirkpatrick’s
four levels of evaluation model. To measure whether the training and
development programme offered by the IT Company’s was effective to the
individual and organizational performance, in this study the researcher examined
the reactions to training programme, skill acquisition, behaviors change and effect
of training under gone by the employee.

The various levels explained in Donald Kirkpatrick evaluation model are:

Reaction level focuses on the IT employees’ perceptions of the training

programme they have attended. Hence this level is called as a measure of
customer satisfaction. Here researcher wants to unearth the benefits of training,
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does the objective of the training was achieved and collect information on how
the employee’s felt about the training they received. A positive reaction means
the employees are happy and satisfied with regards to the training given and more
likely to use the skills and knowledge.

Learning level is defined as the acquirement of knowledge, behavioral

change, skills and attitudes (Knowles et al 1988, in Ehlers & Schneckenberg
2010). Based on this definition, there are three things that a training programme
can do: (i) increase knowledge, (ii) improving skills and (iii) changing attitudes.
The purpose is to estimate how much the employees have learned after the
training program. To check the impact of training and development for the
employee who have attended the training programme pre tests, post tests,
performance tests and attitude surveys are conducted to measure whether
knowledge has increased, skills have improved or their attitudes have changed if
so, then it is considered that learning has taken place.

Behavioral level measures whether the knowledge, skills and attitudes

learned were transferable to the workplace to reflect positive changes in behavior
and job performance. If learning does not transfer to the job, then it cannot have
any impact to the job and organization. However, there are other conditions that
may influence the transfer of training of the employees. Such conditions for
occurrence of change are, employee must have a desire to change and must know
what he has to do and how to do it. Moreover must work in the right climate and
must be rewarded for changing.

Results level is the effect on the business or environment resulting from

the improved performance of the employee. This level seeks to determine
whether the learning impacted the business such as by providing more profit, high
sales and reducing numbers of customer complaints. It is to see the result for the
time and money spent on training programme on leadership, time management
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and decision making and how far the productivity has increase by conducting the
training programme.

3.12 TRAINING METHODS

Many training techniques are created almost every year by the IT

Company due to the rapid development in technology. Deciding among methods
usually depends on the type of training intended, the trainees selected, the
objectives of the training programme and the training method. Training is a
situational process that is why no single method is right for every situation. While
some objectives could be easily achieved through one method, other objectives
could necessitate other methods. Many training programmes have learning
objective in more than one area. When they do, they need to combine several
training methods into an integrated whole. Training methods could be classified
as cognitive and behavioral approaches. Cognitive methods provide verbal or
written information, demonstrate relationships among concepts, or provide the
rules for how to do something. These types of methods can also be called as off
the-job training methods. On the other hand, behavioral methods allow trainee to
practice behavior in real or simulated fashion. They stimulate learning through
behavior which is best for skill development and attitude change. These methods
can be called as on-the-job training methods. Thus; either behavioral or cognitive
learning methods can effectively be used to change attitudes, though they do so
through different means. Cognitive methods are best for knowledge development
and behavioral methods for skills (Blanchard & Thacker 1998:277). The decision
about what approach to take to training depends on several factors that include the
amount of funding available for training, specificity and complexity of the
knowledge and skills needed, timeliness of training needed, and the capacity and
motivation of the learner. To be effective, training method should; motivate the
trainee to improve his or her performance, clearly demonstrate desired skills,
provide an opportunity for active participation by the trainee, provide an
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opportunity to practice, provide timely feedback on the trainee’s performance,

provide some means for reinforcement while the trainee learns, be structured
from simple to complex tasks, be adaptable to specific problems, encourage
positive transfer from training to the job (Woods 1995:180).

The various training methods are used to train personnel for technical
and managerial level jobs are grouped into two broad groups:

1. On-the-Job Training

2. Off-the-Job Training

The following is a brief overview of typical methods of training:

3.12.1 On-the-Job Training (OJT)

On-the-job training (OJT) is one of the best training methods because it

is planned, organized and conducted at the employee's worksite. OJT will
generally be the primary method used for broadening employee skills and
increasing productivity. It is particularly appropriate for developing proficiency
skills unique to an employee's job - especially jobs that are relatively easy to learn
and require locally-owned equipment and facilities.

a) Apprenticeships and Internships

Apprenticeship is the process of learning a skilled occupation through

both on-the-job training (practical, paid experience) and learning the related
technical knowledge in a classroom. Training is given under the guidance of
experienced master workers (McNamara, 2000). Apprenticeship training is a
method that combines actual work experience with classroom related instruction
and produces a worker skilled in the occupation, who is capable of exercising
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independent judgment and who subscribes to the highest standards of professional

conduct.

b) Job Rotation

Job Rotation is the systematic movement of employees from job to job

or project to project within an organization, as a way to achieve various different
human resources objectives such as: simply staffing jobs, orienting new
employees, preventing job boredom or burnout, rewarding employees, enhancing
career development, exposing employees to diverse environments (Woods 1995).
Excellent job rotation programme can decrease the training costs while increases
the impact of training, because job rotation is a hand on experience. Job rotation
makes individuals more self-motivated, flexible, adaptable, innovative, eager to
learn and able to communicate effectively. One of the possible problems with the
rotation programs is the cost, because job rotation increases the amount of
management time to spend on lower level employees. It may increase the
workload and decrease the productivity for the rotating employee’s manager and
for other employees. Job rotation may be especially valuable for organizations
that require firm-specific skills because it provides an incentive to organizations
to promote from within (Jerris 1999).

c) Coaching

Coaching is the process of one-on-one guidance and instruction to

improve knowledge, skills and work performance. Coaching is becoming a very
popular means of development, and often includes working one-on-one with the
learner to conduct a needs assessment, set major goals to accomplish, develop an
action plan, and support the learner to accomplish the plan. The learner drives
these activities and the coach provides continuing feedback and support (DOE
Handbook1074, 1995). Usually coaching is directed at employees with
performance deficiencies, but also used as a motivational tool for those
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performing well. Coaching methods solve precise problems such as

communication, time management and social skills. Executive coaching generally
takes place on a monthly basis and continues over a period of several years.
Often, coaches are brought in where there is a change in the structure of the
company, when a team or individual is not performing well or where new skills
are required. Coaching assumes that you are fine but could be even better
(Kirwan 200).

d) Mentoring

Mentoring is a relationship in which a senior manager in an

organization assumes the responsibility of grooming a junior person. Technical
and interpersonal skills are generally conveyed in such a relationship from the
more experienced person. The main objective of mentoring is to help an
employee attain psychological maturity and effectiveness and get integrated with
the organization. In a work situation, such mentoring can take place at both
formal and informal levels, depending on the prevailing work culture and the
commitment from the top management. Formal mentoring can be very fruitful, if
management invests time and money in such relationship building exercises.

3.12.2 Off the Job Training

Under this method of training, trainee is separated from the job

situation and his attention is focused upon learning the material related to his
future job performance. Since the trainee is not distracted by the job
requirements, he can place his entire concentration on learning the job rather than
spending his time in performing it. Off-field job training methods are as follows:

a) Induction

Induction training is basically for introducing the organization to newly

appointed employees. The purpose is to give them the bird’s eye view of the
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organization. It is a very short informative type of training given immediately

after joining the organization. For induction training, information booklets are
issued and short informative films are shown. Induction training is a simple,
economical and quick method which introduces the company to newly
recruited/appointed employee in an orderly manner.

b) Lectures

The lecture is best used to create a general understanding of a topic or

to influence attitudes through education about a topic. Perhaps the most common
form of off-the-job training is the oral presentation of information to an audience
(Blanchard & Thacker 1999). By using lecture method, large amount of
information can be delivered in a relatively short period of time to a large number
of people. A major concern about lecture method is that no allowance is made
during the lectures for clarifying the levels of understanding among participants.
Trainees do not actively involve training process and they may forget much
information when it is presented orally. When the only training objective is to
gather specific factual information, learning can be accomplished by putting
information into the text material. (Drummond 1999).

c) Case Study

Case Study method consists of details of series of events, either real or

hypothetical, and takes place in a business environment. When this method of
training is used, participants are asked to sort through data provided in the case to
identify the principal issues and then propose solutions to these issues (Woods
1995). The learning objective is to have trainees apply known concepts and
principles and discover new ones. A variation of case study is the incident
process, in which trainees are given only a brief description of the problem and
must gather additional information from the trainer by asking specific questions
(Pigor & Pigor 1987).
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d) Role Play

Role play method is to give participants a chance to experience such

situations in a controlled setting. Trainees are provided with a description of the
context usually a topic area, a general description of a situation, a description of
their roles, and the problem they each face. Once the participants have read their
role descriptions, they act their roles by interacting with one another. Structured
role play provides trainees with more detail about the situation as well as more
detailed description of each character’s attitudes, needs, and opinions. This type
of role play is used generally to develop interpersonal skills such as
communication, conflict resolution and group decision making. Spontaneous role
plays are loosely constructed interactions in which one of the participants plays
him/her self while the others play people with whom the first trainee has interact
in the past (Goldstein 1993).

e) Games and Simulation

Training games and simulations are designed to reproduce or simulate

processes, events, and circumstances that occur in the trainee’s job. Trainees can
experience these events in a controlled setting area, where they can develop their
skills or discover concepts that will improve their performance. Many
organizations also develop games that are designed to introduce or reinforce
important concepts. These games often involve group participation, so that the
team members working in harmony are required to make decisions or formulate a
course of action that will help resolve a particular problem or create opportunity
for the organization. The most important part of this training is not the activities
in which the participants engage, but processing the results when the game is
completed (Newman & Hodgets 1998). Vestibule training, business games, in
basket exercises, case studies, role plays, sensitivity training and behavior
modeling are the methods used in games and simulations.
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f) Computer-Based Training (CBT)

Computer based training can be defined as any training that occurs

through the use of computer. Many companies are implementing computer based
training as an alternative to classroom based training. Some of the reason for this
thinking is; reduces trainee learning time, reduces the cost of training, provides
instructional consistency, affords privacy of learning, trainees can study only
what they need to know, increases access to training, allows trainee to master
learning, that is the best way to keep interest and motivation high (Jerris 1999).
Perhaps the most important advantage of computer based training is its control
over the content of the material, method of presentation, and movement of the
trainee through sequentially structured learning episodes based on previous
trainee responses (Kearsly 1984). On the other hand, companies have to realize
that although E-learning provides a more cost-effective method of knowledge
dissemination, there are drawbacks to this type of delivery. Primarily, predictions
of others behavior and reactions is impossible. E-learning should never replace
in-person training, but should reinforce company values and provide foundations
for learning. There is a totally different dimension in dealing with human
problems and behaviors; important dimensions that can never be fully conveyed
through computer based training (Lee 2000).

g) Web-Based Training

(WBT) is an increasingly popular form of CBT. The greatly expanding

number of organizations with Internet access through high-speed connections has
made this form of CBT possible, by providing the training material on a Web
page that is accessible through any Internet browser. The terms "online courses"
and "web-based instruction" are sometimes used interchangeably with WBT.
 69

h) Self-Instruction

Self-instruction describes a training method in which the employees

assume primary responsibility for their own learning. Unlike instructor or
facilitator-led instruction, employees retain a greater degree of control regarding
topics, the sequence of learning, and the pace of learning. Depending on the
structure of the instructional materials, employees can achieve a higher degree of
customized learning. Forms of self-instruction include programmed learning,
individualized instruction, personalized systems of instruction, learner-controlled
instruction, and correspondence study. Benefits include a strong support system,
immediate feedback, and systematization.

i) Behavior Modeling

Behavioral modeling gives participants a chance to actually see how a

model would act in a certain situation, rather than simply be told how to act.
Behavioral modeling uses natural tendency for people to observe to learn how to
do something new. This technique generally used in combination of others
(Woods 1995). Behavior modeling differs from both role plays and simulations
by first providing the trainee with an understanding of what the desired skill level
looks like (Goldstein 1993). Behavioral modeling gives emphasis on doing rather
than telling. Managers can be shown how to delegate, communicate, conduct
meeting, interview an applicant or discipline an employee. It is useful for almost
any type of skill training. It has been used for training in interpersonal skills, sales
training, interviewee and interviewer training, safety training and many others
areas (Decker & Naten 1985). This form of training is an excellent source for
managers and supervisors.
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j) Team-Building Exercises

Team building is the active creation and maintenance of effective work

groups with similar goals and objectives. Not to be confused with the informal,
ad-hoc formation and use of teams in the workplace, team building is a formal
process of building work teams and formulating their objectives and goals,
usually facilitated by a third-party consultant. Team building is commonly
initiated to combat poor group dynamics, Interpersonal relations, quality
standards, or productivity. By recognizing the problems and difficulties
associated with the creation and development of work teams, team building
provides a structured, guided process whose benefits include a greater ability to
manage complex projects and processes, flexibility to respond to changing
situations, and greater motivation among team members.

k) Training through Social Networks

Our global culture has become an open and collaborative environment

featuring media sharing, memes and ad-hoc teams aligning for a variety of
causes. It is interesting to explore how this digital world is tied to social learning.
Technology has made this easier in the past few years with tools that are
engaging, intuitive simple to master and digital omnipresent. The ability to align
social learning techniques with social media capabilities is a powerful way to
achieve specific business outcome. The social media tools are YouTube,
Corporate video portals, Face book, Corporate Face book-style tools, Twitter,
Lotus connections and Virtual classrooms.

3.13 ATTITUDE

3.13.1 Introduction

Attitude is disposition, demeanor; it is a manner of doing things. It is

the spirit that underlies our behavior. It is the bearing and feeling that we put with
 71

our actions and the temperament that defines who we are and what we do. While
a good attitude connotes a caring, positive and upbeat approach, a bad attitude is
sullied by uncaring, rude and negative behaviour. Bad attitudes in an organization
can become a cancer that can drive customers and good employees away.

A training programme on attitudes is a perfect solution to change the

attitude of the employees. The right training programme can help foster a more
positive work environment for all employees, increase employee morale, job
satisfaction, and organizational commitment to improve performance and
productivity, which place employees in the frame of mind necessary to be
successful.

3.13.2 THEORY OF EMPLOYEE ATTITUDE

Robbins (2003) defined attitudes as evaluative statements and they can be

either favorable or unfavorable-concerning objects, people, or events. Therefore
they reflect how one feels about something. The favorable statements may
provide positive effects regarding the concerned object, person or event whereas
unfavorable statement may provide negative effects. An attitude is a positive or
negative feeling or mental state of readiness, learned and organized through
experience that exerts specific influence on a person’s response to people, objects
and situations. This definition of attitude has certain implications for managers.
First, attitudes are learned. Second, attitudes define one’s predispositions toward
given aspects of the world. Third, attitudes provide emotional basis of one’s
interpersonal relations and identification with others. And fourth, attitudes are
organized and are closed to the core of personality. Some attitudes are persistent
and enduring; yet, like each of the psychological variables, attitudes are subject to
change (Fishbein and Ajzen, 1975). The early family experiences help to shape
the attitudes of individuals. The attitudes of young children usually correspond to
those of their parents. As children reach their teen years they begin to be more
strongly influenced by peers. Peer groups are able to influence attitudes because
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individuals want be accepted by others. Teen ages seek approval by sharing

similar attitudes or by modifying attitudes to comply with those of a group
(Gibson, Ivancevich and Donnelly, 1991) stated that values and attitudes develop
from early childhood onward as a result of upbringing, education and experience
of life. He further declared that some people’s attitudes set by their late twenties/
early thirties, and others seem to be able to retain certain flexibility throughout
their life.

3.13.3 Types of Attitudes

Attitude is something that lies between emotions and thought

processing. Attitude may be positive or negative. If someone has good feelings
about something e.g. towards his/her work, or people, then it is positive attitude
otherwise it would be negative.

a) Positive attitude

The predisposition that results in desirable outcomes for individuals

and organizations can be described as positive attitude. Positive attitudes are
rewarded. It means the individual is encouraged to do the same thing in future.

b) Negative attitude

The tendency of a person that results in an undesirable outcome for

individuals and organizations can be described as negative attitude. Negative
attitudes are punished in order to discourage the same action in future.

3.13.4 Change in Attitude

Reward and punishment build up attitude. Attitude can be changed, if

we differentiate negative attitude from positive attitude. Positive attitude can
bring positive change in life. It is difficult to change attitudes but with some
effort, it can be done. A positive attitude is a pre-requisite for change and
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development. If anybody has negative attitude towards `change', this attitude will
extend to anything representing change i.e. leaders, technology, meetings, or any
process of change.

3.13.5 Formation of Attitude

Individual attitudes develop through the interaction of complex forces

and are learnt and what is learnt can be unlearned or changed. We develop our
attitudes from copying those people who are important to us (significant others),
particularly parents and siblings. Religious beliefs are

1. Attitudes are acquired not inherited. The following factors

influence the formation of attitude:

i. Personality traits

ii. Direct experience

iii. Socio-economic background

iv. Learning

a. Family
b. Peer group
c. Media
3.13.6 Work Related Attitude

The employee may possess different attitudes on a wide variety of

subjects, it is only work related attitude that are important when it come to
studying organizational behavior.

The work-related attitudes are:

a) Job satisfaction
b) Organizational commitment
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c) Job involvement

3.13.7 Conceptual Framework of Employees’ Work Related Attitude

Job Satisfaction

Employees’
Organizational Commitment
work related
attitude

Job Involvement

Figure 3.2 Conceptual framework of employees’ work related attitude

3.13.8 Measurements of Work-related Attitude

The attitude of a person towards his job or organization or anything

cannot be directly measured. Unlike production, sales, etc that can be
quantitatively measured and that too directly in case of a study on attitudes a
direct quantitative measurement is not possible.

In this study attitude of employees’ towards the training and

development in IT sector is measured through various variables such as impact of
training and development, Job satisfaction, Job Involvement and Organizational
commitment that influences employees’ attitudes towards training. A number of
statements are then prepared, incorporating these variables in a questionnaire
form. One of these statements may be positive while others may be negative in
nature.
 75

Rensis Likert has developed a scaling technique, for measuring

attitudes, that is named after him. According to this approach, the respondents
will have five-point to a given statement as indicated below:

1. Strongly Agree
2. Agree
3. Neutral
4. Disagree
5. Strongly Disagree

3.14 JOB SATISFACTION

Job satisfaction has been defined as a pleasurable emotional state

resulting from the appraisal of one’s job; an affective reaction to one’s job; and an
attitude towards one’s job. As job satisfaction is a widely researched and complex
phenomenon, it follows that there are numerous definitions of the concept. Job
satisfaction can be defined as an individual’s total feeling about their job and the
attitudes they have towards various aspects or facets of their job, as well as an
attitude and perception that could consequently influence the degree of fit
between the individual and the organization (Ivancevich & Matteson 2002;
Spector 1997).

A person with high job satisfaction appears to hold generally positive

attitudes, and one who is dissatisfied to hold negative attitudes towards their job
(Robbins 1993). Spector 1997) explains that for researchers to understand these
attitudes, they need to understand the complex and interrelated facets of job
satisfaction. A facet of job satisfaction can be described as any part of a job that
produces feelings of satisfaction or dissatisfaction (Spector 1997). This
perspective can be useful to organizations that wish to identify employee
retention areas in which improvement is possible (Saari & Judge 2004; Westlund
 76

& Hannon 2008). Job satisfaction is a result of an individual’s perception and

evaluation of their job influenced by their own unique needs, values and
expectations, which they regard as being important to them (Sempane et al 2002).

Research has indicated that job satisfaction does not come about in
isolation, as it is dependent on organizational variables such as structure, size,
pay, working conditions and leadership, which represent the organizational
climate (Sempane et al 2002). However, if job satisfaction is absent and other
work opportunities present themselves, turnover could well increase (Martins &
Coetzee 2007). Job satisfaction can be viewed as a reaction to a job, arising from
what an individual seeks in a job in comparison with the actual outcomes that the
job provides to the individual (Rothmann & Coetzer 2002). According to
Rothmann and Coetzer (2002), job satisfaction among employees is an indicator
of organizational effectiveness, and it is influenced by organizational and
personal factors.

Most employers realize that the optimal functioning of their

organization depends in part on the level of job satisfaction of employees, hence
the emergence of the statement, “Happy employees are productive employees”
(Saari & Judge 2004). For performance to be optimal, an employee’s full
potential is needed at all levels in organizations; this emphasizes the importance
of employee job satisfaction (Rothmann & Coetzer 2002).

Hence job satisfaction is a set of favourable or unfavourable feelings

and emotions with which employees view their work. Job satisfaction is an
affective attitude and a feeling of relative like or dislike towards something. A
person has job satisfaction if he likes his job. Such a person, obviously, has a
positive attitude. It is difficult to identify the particular factor that gives a person
job satisfaction. Job satisfaction typically refers to the attitudes of a single
employee. In fact, different factors influence job satisfaction such as Pay, Nature
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of job, Decision making authority, Scope for initiative, Opportunities for

advancement, Inter-personal relationships, Working conditions, etc.

3.14.1 Two-Factor Theory (Motivator-Hygiene Theory)

Frederick Hertzberg’s two factor theory (also known as Motivator Hygiene
Theory) attempts to explain satisfaction and motivation in the workplace. This
theory states that satisfaction and dissatisfaction are driven by different factors-
motivation and hygiene factors, respectively. An employee’s motivation to work
is continually related to job satisfaction of a subordinate. Motivation can be seen
as an inner force that drives individuals to attain personal and organization goals
(Hoskinson, Porter, & Wrench, p.133).

a) Motivating Factors
Motivating factors are those aspects of the job that make people want to
perform, and provide people with satisfaction, for example achievement in work,
recognition, growth, responsibility, work itself, promotion opportunities. These
motivating factors are considered to be intrinsic to the job, or the work carried
out.
b) Hygiene Factors
Hygiene factors include aspects of the working environment such as pay,
company policies and administration, job security, personal life, social life,
supervision, pay and benefits, interpersonal relationships, and other working
conditions. While Hertzberg's model has stimulated much research, researchers
have been unable to reliably empirically prove the model, with Hackman &
Oldham suggesting that Hertzberg's Original formulation of the model may have
been a methodological artifact. Furthermore, the theory does not consider
individual differences, conversely predicting all employees will react in an
identical manner to changes in motivating/hygiene factors.
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Motivating Factors
Achievement
Growth
Recognition
Responsibility
Promotion
Work itself

Job
Hygiene Factors Satisfaction
Company Policies
and
Administration
Job security
Personal life
Working
conditions
Social Status
Interpersonal
relationship
Pay and Benefits

Figure 3.3 Conceptual framework of Job Satisfaction based on Herzberg

Two factor Theory

3.15 Job Involvement

Job involvement is generally described as an attachment to one's job that

exceeds normal levels of commitment. The employee can become so involved
with his job that it affects performance in other life role areas. “The degree to
which an employee is engaged in and enthusiastic about performing their work is
called Job Involvement”. Business managers are typically well aware that efforts
to promote job involvement among staff tend to pay off substantially since
employees will be more likely to assist in furthering their company's objectives.
Job involvement is a degree to which an employee identifies with his job, actively
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participate in it, and consider his job performance important in his self-worth it
may be influenced by the level of once satisfaction of one’s need be they intrinsic
or extrinsic. There is a great deal of confusion regarding the concept of job
involvement. Mckelveysekaran have defined it as “the merging of a person‘s ego
identity with his or her job.”
Job involvement is the willingness of a person to work hard and apply
effort beyond normal job expectations (Wood, 1996). Job involvement is the
degree to which employees immerse themselves in their jobs, invest time and
energy in them, and view work as a central part of their overall lives (Newstrom
and Devis, 1997). According to Singh et al., (1998) job involvement results in an
individual’s tendency to exceed the normal expectation associated with his or her
job. An employee with little job involvement will see it as just something to do to
earn a living. Thus, all of his/her motivation is extrinsic and she/he has little or no
interesting on learning how to perform the job better. On the other hand, a person
with a lot of job involvement will derive intrinsic satisfaction from the job itself
and will want to learn more and more about how to perform the job effectively.
Job involved employees are likely to believe in the work ethic, to exhibit high
growth needs, and to enjoy participation in decision making. As a result, they
seldom will be tardy or absent, they are willing to work long hours and they will
attempt to be high performers (Newstrom and Davis, 1997).

Job Involvement and its outcomes such as job satisfaction, job

commitment, and employee job performance are among the most studied areas in
organizational behavior and human resource management research. Job
involvement is defined as the measure of the degree to which employee is
involved in his job and takes part in decision-making. Employees’ job
involvement increases if employees have decision making authority,
responsibility and the tempo of the work (Bass, 1965).
Paullay, Alliger and Stone-Romero (1994) defined the job involvement as
‘‘The degree to which one is cognitively preoccupied with, engaged in, and
 80

concerned with one’s present job’’. It is one of the key factors of employee’s
empowerment and employee’s participation in decision making. Involvement in
decision-making and other related matters of one’s job can enhance the
performance of employee. It also creates the sense of ownership in employees
who are involved in decisions regarding their job and its related activities.
Researchers showed the great interest in employee, involvement practices and
their outcomes (Fenton-O’Creevy and Nicholson, 1994).

3.15.1 Theoretical Model of Lodahl and Kejner for Job Involvement

According to Govender and Parumasur, (2010), he held that job
involvement encompasses four sub-dimensions which response to work. In this
dimension, Lodahl and Kejner used the expectancy theory to elaborate it. Under
this theory, it has been defined that employees will respond to their work basing
on different expectations about their work they possess and the extent of these
expectations when achieved will be able to determine the level of job
involvement they experience. The second is expressions of being job involved: It
has been explained that the expression of employees on job involvement is
different from one person and another with the level of job involvement
experienced. For instance, some employees may state that they have high job
involvement by thinking of the job even when they are not at work. Conversely,
others may feel depressed if they fail at something related to the job (Lodahl, and
Kejner, 1965).Third is sense of duty towards work: A highly involved individual
would have a great sense of duty towards work. It is because they feel great with
their work. For instance, in order to complete an assigned task, an employee is
willing to work overtime without pay. And lastly are feelings about unfinished
work and absenteeism: A highly involved employee will try to prevent being
absent from work and feel guilty about unfinished work. It is because they feel
excite and comfortable with their job in the workplace.
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Job characteristics

Remuneration and
Benefits

Motivation Job involvement

Employee personality

Training

Figure 3.4 Conceptual framework of Job Involvement based on Lodahal

and Kejner Model

a) Job Characteristics
It is known that high motivating job characteristics like skill variety, task
significance, task identity, autonomy, and feedback are positively related to
employees’ job involvement. Job involvement can be influenced by job
characteristics because employees’ internal motivation may be enhanced by core
job characteristics. Job characteristics lead to higher employees’ motivation, high-
quality performance, higher job satisfaction, lower absenteeism, as well as lower
labour turnover which subsequently lead to higher employees’ job involvement.
A high level of skill variety leads to exceeding employee job workload, thus
increases employee job pressure and decrease employee job involvement (Brown,
1996).
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b) Remuneration and Benefits

Remuneration or compensation received for services or employment. This

includes the base salary and any bonuses or other economic benefits that an
employee or executive receives during employment. It refers to the total
compensation received by an executive, which includes not only the base salary
but options, bonuses and other forms of benefits.

c) Motivation
Based on the study of Mollins (cited in Govender and Parumasur 2010)
employees job involvement is directly influenced by motivation. There are two
types of employees’ motivation in the workplace, and these are intrinsic
motivation and extrinsic motivation. Intrinsic motivation people are those people
who are intrinsically or internally motivated and they normally do not require any
external rewards to perform well in a job. On the other hand, extrinsic motivation
people are those people who are motivated externally. They usually do not enjoy
the tasks but are motivated to perform particular tasks when some kind of rewards
are being offered, such as promotion, job security and increase in pay.

d) Employee personality
i) Neurotic (Emotionally Stable) Personality
This refers to individual differences in emotional stability and adjustment.
According to Barrick and Mount (1991), neurotic employees tend to create
negative opinions as they experience anxiety, depression, anger, insecurity, and
worry. Individuals with high neuroticism may lack confidence and optimism,
hence probably will not perform their jobs with positive attitudes.

ii) Extroverted Personality

This refers to people who are assertive, dominant, energetic, active, talkative, and
enthusiastic (Zhao, 2006).Extroverts are more likely to experience positive
 83

emotions, and these emotions will then lead to a level of job satisfaction.

iii) Openness Personality

Openness to experience is related to scientific and artistic creativity. Someone
who is intellectually curious and tends to explore new ideas would be
characterized as a high openness person. According to Clarke and Robertson
(2005), openness includes the ability to imagine, curious, and open minded. They
are always creative, innovative, imaginative and untraditional in doing things.

iv) Agreeableness Personality

Agreeableness refers to interpersonal orientation. According to Cooper (2003),
agreeableness personality refers to courteous, trusting, good-natured, forgiving,
tolerant person. Also, people with high agreeableness prefer to maintain positive
interpersonal relationships and cooperate with others.

v) Conscientious Personality
It is the ability of an individual to work hard and has motivation to pursue goal
accomplishment. It has been the most stable personality predictor of all types of
occupations’ job performance (Nikos, 2003). It is constituted by competence,
order, self-discipline, dutifulness, achievement, striving, and deliberation.

vi) Training
Bartlett (2001), divided the training concept into six sub-variables. These sub-
variables consist of participation in training, perceived access to training,
motivation to learn from training, perceived benefits from training, perceived
support for training, and job organizational tenure.

3.16 ORGANIZATIONAL COMMITMENT

Organizational commitment is viewed as a psychological connection
that individuals have with their organization, characterized by strong
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identification with the organization and a desire to contribute to the

accomplishment of organizational goals (Meyer & Allen 1997).

Organizational commitment is “a psychological state that characterizes

the employee’s relationships with the organization; and has implications for the
decision to continue membership in the organization”. In the context of the
present study, organizational commitment is regarded as a work related attitude,
as it relates to individuals’ mindsets about the organization (Allen & Meyer
1990). Gbadamosi (2003) contends that the more favourable an individual’s
attitudes toward the organization, the greater the individual’s acceptance of the
goals of the organization, as well as their willingness to exert more effort on
behalf of the organization. Mathieu & Zajac (1990) believe that developing a
better perception of the progression associated with organizational commitment
has an effect on employees, organizations and the world in general.

The level of employees’ organizational commitment will possibly

ensure that they are better suited to receiving both extrinsic rewards (which
include remuneration and benefits) and psychological rewards (which include job
satisfaction and associations with fellow employees) related to associations.
Organizational commitment is generally assumed to reduce abandonment
behaviours, which include tardiness and turnover. In addition, employees who are
committed to their organization may be more willing to participate in ‘extra-role’
activities, such as being creative or innovative, which frequently guarantee an
organization’s competitiveness in the market (Katz & Kahn 1978).

Organizational commitment is viewed as a psychological connection

that individuals have with their organization, characterized by strong
identification with the organization and a desire to contribute to the
accomplishment of organizational goals (Meyer & Allen 1997).
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3.16.1 Three-Component Meyer and Allen Model of Organizational

Commitment

Meyer and Allen’s (1991) three-component model of organizational

commitment is therefore of relevance to this research. Meyer and Allen (1991)
conceive of organizational commitment as reflecting three core themes, namely
affective, continuance and normative commitment. Commitment can be seen as
an affective point of reference towards the organization (affective commitment),
acknowledgement of the consequences of leaving the organization (continuance
commitment), and an ethical responsibility to stay with the organizations
(normative commitment) (Meyer & Allen 1991).

Antecedents of
affective commitment
Personal Affective
characteristics Commitment
Work
experiences

Antecedents of
continuance
commitment
Personal Continuance Organizational
characteristics commitment commitment
Alternatives
investments

Antecedents of
normative commitment
Personal
characteristics Normative
Socialization
experiences
Commitment
Organizational
investments

Figure 3.5 Three-Component Meyer and Allen Model of

Organizational Commitment
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3.16.2 Types of Organizational Commitment

a) Affective commitment

Affective commitment is the individual’s psychological or emotional

connection to, identification with and participation in the organization (Meyer &
Allen 1997). Employees who are affectively committed to the organization will
probably carry on working for it because they want to (Meyer & Allen 1991).
Individuals who are dedicated at an emotional level usually remain with the
organization because they see their individual employment relationship as being
in harmony with the goals and values of the organization for which they are
currently working. Affective commitment development involves identification
with the organization and internalization of organizational principles and
standards (Beck & Wilson 2000).

b) Continuance commitment

Continuance commitment is regarded as an awareness of the costs

associated with leaving the organization (Meyer & Allen 1997). Because of the
individual’s awareness or consideration of expenses and threats linked to leaving
the organization, continuance commitment is considered to be calculative (Meyer
& Allen 1997). Individuals with continuance commitment remain with a specific
organization because of the money they as employees earn as a result of the time
spent in the organization, and not because they want to. This differs from
affective commitment, where individuals remain with an organization because
they want to and because they are familiar with the organization and its
principles.
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c) Normative commitment

Normative commitment can be explained as a sense of responsibility to

continue employment with a specific organization (Meyer & Allen 1997). The
internalized idea of responsibility and commitment allows employees continued
membership that is appreciated by a specific organization (Allen & Meyer 1990).
The normative element is seen as the commitment individuals consider morally
appropriate regarding their remaining with a specific organization, irrespective of
how much status improvement or fulfillment the organization provides the
individual over the years (March & Mannari 1977).

3.17 TRENDS EXPECTED TO INFLUENCE TRAINING IN 2014

The training and development (T&D) sector will be shaped in the year
ahead by some current trends, according to AMA Enterprise, a division of
American Management Association that provides assessment, measurement and
tailored learning solutions.

“Employees today know more about T&D’s role in their careers and
are savvier about tapping into opportunities from their companies and also
external sources,” said Sandi Edwards, senior vice president for AMA Enterprise,
in a prepared statement about the trends. “Add to that growing scrutiny from
senior management, tighter budgets and the relentless impact of globalization,
and we have a set of trends that every training professional must anticipate and
adapt to.” AMA Enterprise identifies the following trends that will have an
impact on the training industry in 2014.

a) Training executives are being pressed for transparency

Organizations need to become more open about their policies and

practices, and the T&D function is no exception. This means employees will
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expect greater openness from executives about performance review criteria,

changes in corporate strategy, career advancement opportunities, high potential
programme selection and even management succession.

b) Coaching programs will draw greater scrutiny

Coaching will continue to be a key tool in executive and leadership

development, but there will be fewer blank checks as organizations expect to see
clear success criteria as part of any engagement to get real return on this type of
development investment.

c) Demand for basic skills training is expected to re-emerge

Because of the recession and budget constraints, programs devoted to

developing basic skills often took a back seat to highly focused training modules
designed to meet specific short-term needs or pressing business challenges.
Expect to see a renewed demand for training programs designed to build
communications skills, critical thinking, collaboration and creativity, all of which
are needed to improve employee productivity.

d) Globalization will shape more leadership programmes

While some organizations have long had a global dimension in their

leadership development initiatives, most companies find they must play catch-up
or lose ground in an increasingly integrated, competitive global marketplace.

e) Companies will turn to training to build employee loyalty

With organizations facing more employee restlessness and turnover,

senior management will turn to HR and T&D to build closer relationships with
high-performing workers and to use development as a means to improve retention
and engagement.
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f) Workers will be more assertive about high-potential programmes

The process of selecting candidates for high-potential programs up to

now has typically been discreet and low key. The process is becoming more open,
however, and ambitious individuals volunteer enthusiastically for any kind of
leadership development offering.

g) Learning will continue to go mobile

Blended learning approaches that integrate the best of Web 2.0 learning
programs and social media-accessible via both web and mobile devices-will make
development opportunities highly flexible options for end users. Change is
nothing new to training and development, observed Edwards. “But some change
is evident, and other changes are less obvious. Development professionals must
stay prepared and be able to respond to change in all its forms.”

3.18 TRAINING & DEVELOPMENT SCENARIO IN INDIA

With the world-wide expansion of companies and changing

technologies, Indian Organizations have realized the importance of corporate
training. Training is considered as more of retention tool than a cost.

Today, human resource is known as source of competitive advantage

for all organizations. Therefore, the training system in Indian Industry has been
changed to create a smarter workforce and yield the best results. With increase in
competition, every company wants to optimize the utilization of its resources to
yield the maximum possible results. Training is required in every field such as
Sales, Marketing, Human Resource, Relationship building, Logistics, Production,
Engineering, etc. It is now a business effective tool and is linked with the
business outcome.
 90

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.
Organizations not willing to change may not survive in the fierce competition.

Imparting training to the employees is important to organizational

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 growing need to find ways and means to determine the efficiency and
effectiveness of training activity, from the point of view of organizational
improvement.

Indian IT Industry is presently on a fast development track. Improved

technology and techniques are being imported from developed countries. In the
context of globalization, human resource development with proper training to the
workforce is required to meet the challenges in future and to win the global
competitive advantage.

Khanna (1996) describes that the Indian Corporation for the first time
realized the importance of people in their new paradigm of business. Indian
corporate can achieve the competitive edge over rivals through innovation in the
market and 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.

Indian companies have become innovative not only in how they recruit
but also whom they recruit and where they look for talent. Most of them have
developed a recruitment philosophy to hire for overall skill and aptitude rather
than specialized domain and technical skills. They rely on training and
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development to bridge skill gaps. Instead of hiring only from top engineering
universities, technology companies recruit from second- and third-tier colleges all
across the country and also in arts and science schools. Similarly, companies in
the banking and hospitality industries hire from call-centers and the information
technology sector. Diversity programmes are also being implemented, both out of
necessity and social purpose. Women and older workers in particular are being
targeted by technology companies and call centers, which are also reaching out to
rural and disadvantaged communities.

In the technology sector, new-recruit training programmes typically

span two to four months. In other industries, programmes range from two to four
weeks. The training curriculum are generally highly sophisticated and teach not
only the required technical skills but also the basic topics like industry operations,
customer management, communications, and team building. In IT companies,
Formal induction training is typically followed by on-the-job training
programmes in which employees are assigned specific tasks under the supervision
of trainers and Team leader/ Project managers.

3.19 TRAINING AND DEVELOPMENT IN IT INDUSTRY

Since the advent of civilization India has always been in the forefront
of knowledge transfer. History is replete with instances of India being the leader
in enriching other civilizations over the years. For instance, the concept of zero
(0), a major milestone in the evolution of mankind can be credited to the ancient
Indian civilization. With a unique “Gurukul” concept in place, knowledge transfer
has been an integral part of the Indian culture. This rich tradition continues even
today, with India imparting its knowledge to millions of software professionals
across the globe, thus meeting the ever-growing needs of the global software
industry.
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So there is a direct link between training investment of the companies

and the market capitalization. Those companies with higher training investment
had higher market capitalization. It clearly indicates that the companies which
have successfully implemented training programmes have been able to deliver
customer goals with effective results. It shows that good training results in
enhancement of individual performance, which in turn, helps the organization in
achieving its business goals. Training is a tool that can help in gaining
competitive advantage in terms of human resource.

With the growing investment by IT companies in the development of

their employees many companies have now started their own learning centers. As
an example, Sun has its own training department. Accenture has internet based
tool by the name of My Learning that offers access to its vast learning resources
to its employees. Companies are investing in both the technical training, which
has always been an essential part in IT industry, as well as in managerial skills
development. Companies now keep aside 3-5% of revenue for training
programmes.