Objectives of Research Work
The purpose of this exploratory research study is to enquire and rationally substantiate whether Training and Development activities are merely hypothetical qualitative exercises or are organizational interventions that yield realistic results, which can be empirically proved.
This study would also enquire and report if Training and Development activities support business objectives. Some of the questions which this exploratory research would attempt to answer:-
1. Are Training & Development hypothetical qualitative activities or are scientific interventions, which can be empirically proved, to impact business results through people growth?
2. Are there any specific climatic reasons and factors in an organization that support Training effectiveness? If so, what are they and how are they related and what contributions they have towards transfer of learning?
Research Design
An exploratory study through the three-tier research approach was undertaken to examine the five broad factors that affect effectiveness of Leadership Development Program and to study the learning transfer at workplace environment as identified in the literature review. The research was done at ABP News and this survey was conducted based on the Leadership Development Program – Executive Development for Growth and Excellence (EDGE) given to the Front Line Managers (FLMs) of the organization. As an exploratory study, the three-tier research approach was adopted:-
1. Interviewing the trainees who have attended the program.
2. An observer for each trainee interviewed. These observers were individuals who have worked with them for a good period. The motive was to observe changes that have taken place in the behavior after attending the program.
3. A questionnaire survey consisting of fifteen question, three from broad categories of sub factors taken into consideration for analysis.
Based on the factors affecting effectiveness of training transfer, the learning effectiveness and transfer hypotheses and items identified as measures for each factor category has been developed as detailed in table 1 below.
These categories and item measures were then used to develop the structured interview guides for trainees and observers (see Annexure 2 & 3). The questionnaire survey was then developed following the category clusters and interview guides (see Annexure 1). The fifteen-question survey included three questions from each factor. These independent variables are measured on a five-point Likert scale with 1 being strongly disagree and 5 being strongly agree.
Training is a systematic and scientific procedural intervention to
inculcate knowledge, skills and attitude in the employees of an Organisation to
improve their performance level on the job. Training helps the employees not
only in present job but also in fulfilling future career aspirations. It serves
as a medium of career development for employees and creation a pool of talents
in the organisation.
The main objective of the study is to
measure the effectiveness of the training in the Organization and its impact on
employee job performance in the organisation.
A three tier exploratory research has been
conducted that includes questionnaire survey of twenty respondents, interview
of all fifty First line managers and all fifty observers of the FLMS.
The respondents of this research work are the First Line Managers who have
attended EDGE (Executive Development for Growth & Excellent) Program
conducted by me in the organisation. In this study, two-tailed Correlation test
and Descriptive statistics have been used to interpret the data collected.
Based on the research findings, I have tried to find out various factors within
the organization that affects the Learning Transfer and makes a Training
Program effective
This research will be a valuable insight for
people who are working towards development of employees’ effectiveness and
efficiency through effective training. This research focuses on the core areas
or factors that directly influence the effectiveness of Training and
Development initiatives in an organization. This project will also of value for
professionals who are in the field of Organisation Development.
The various factors that directly impact
training transfer to be effective include support from superior, career
development opportunities, accountability of application of learned skills,
personal value addition to trainees, management support and opportunities of
getting further training in the organisation. EDGE program has helped the First
Line Managers to improve their decision-making skills and now they
can correlate their leadership style with the program. There is a positive
change in behaviour of FLMs in terms of improving their work
performance and looking at the job in a different perspective. They are curious
to apply their learned skills on their jobs.
This research empirically proves that
learning and Development interventions and Training programs does not stop at
being qualitative hypothesis only but are scientific processes, the results of
which can be empirically improved.
Training and Development is fundamental requirement for
developing new knowledge, skills and attitude in employees of an organization.
It aims at reducing randomness so that learning or behavioral change takes
place in a structured format. Training
refers to teaching new skills and
Development refers
to perfecting existing skills.
Earlier, most of the organizations never used to believe in training.
They held the traditional view that managers are born and not made. There was
common notion among them that training is a very costly affair and is of no
worth. Now the scenario is changing and Indian Organizations also have realized
the importance of corporate training. Training is now used as a tool of
retention rather than a cost incurring activity. The training system in Indian
Industry has been changing to create a smarter workforce and yield the best
results.
The nature of Human Resource training and development should be such
that it should oil the human resources machinery making it something that takes
the organization forward. It is a well-defined mechanism to transform new,
unskilled and inefficient employee into committed, motivated and highly
competitive managers.
1.1 TRAINING AND DEVELOPMENT OBJECTIVES
The primary objective of training and development department is to
create a pool of skilled and willing workforce to an organization. Beside this,
the other four objectives of Training and development is as follows:-.
1. Individual Objectives – to help employees in
achieving their personal goals, this in turn, enhances the individual
contribution to an organization.
2. Institutional Objectives – to assist the organization with its primary
objective by bringing effectiveness and efficiency in the employees in
performing the task of the organisation.
3. Functional Objectives – to maintain the
department’s contribution at a level suitable to the organization’s needs.
4. Societal Objectives – to ensure that an
organization is ethically and socially responsible to the needs and challenges
of the society and fulfill its obligations towards it.
1.2 Principles of Training and Development
1. Strategic - Training and development must be
aligned with and support business objectives and strategy.
2. Management commitment – Senior management must
take training and development program initiatives formally and have their
ongoing and visible support.
3. Process, not event - training and development
is an ongoing process that incorporates various learning methodologies –
workshops, seminars, self-learning program, on-the-job coaching, 'best
practice' sharing, web-based interactions and many others.
4. Competency driven – the focus of training and
development must be on increasing efficiency in the critical areas required for
success of the organisation now and in the future.
5. Practical – Training and Development program
must be relevant, easy to understand and goal oriented, ensuring participants'
work easier rather difficult. The trainees must have the opportunity to
immediately apply what they learn directly to their job environment.
6. Coaching - managers must understand training
content ('what to coach'), know how to transfer ('how to coach') to the
trainees, and take accountability for ensuring effectiveness on-the-job
implementation by participants.
7. Integrated - training and development should
be in line with other organizational support systems (e.g. Recruitment And
Selection, Performance Management, Compensation & Benefits Decisions And
Monetary Rewards, etc.).
1.3 Training and Development Process
Training and development
is not one-off incident; rather it is a systematic process, which should be
carried in a sequence to make it effective. In general, we use five steps in
conducting a training program.
1.
Learning needs analysis of employees :-
It
includes three activities:-
ΓΌ Identifying specific
lob performance skills needed to improve performance and productivity.
ΓΌ Analyzing the audience
to ensure that the program will be suited to their qualifications, experience,
skills, their attitudes and personal motivations as well.
ΓΌ Using research to
develop specific measurable knowledge and performance objectives.
2. Design appropriate module:-
This step consists of -
ΓΌ Developing objectives,
methods, media, description, contents, examples, exercises, and other
activities related to training instructions. The same should be Organized into
a curriculum that supports adult learning theory and provides a blueprint for
program development.
ΓΌ Ensuring all physical
materials, such as audio video tapes and scripts, leaders’ guides, and participants’
workbooks, complement each other and are written clearly. It should blend into
unified training, which is geared directly to the stated learning
objectives.
ΓΌ Carefully and
professionally handling all program elements to guarantee quality and effectiveness
of training program.
3. Validation
It refers to-
ΓΌ Introducing and validating the training before
a representative audience.
ΓΌ Acknowledging final
revisions on pilot results to ensure program effectiveness.
4. Delivery / Implementation
Once all the above three steps are properly completed, the next step is to
boost success with a train-the-trainer workshop that focuses on presentation
knowledge and skills in addition to training content.
5. Evaluation and follow up:-
The final step in getting optimum results of the training program is
related to assessing program success according to:
ΓΌ Reaction— Document the learners’ immediate reactions to the
training.
ΓΌ Learning— Use feedback devices or pre- and post tests to measure what
learners have actually learned.
ΓΌ Behavior— Note supervisors’ reactions to learners’ performance following
completion of the training. This is one of the way to measure the degree to
which learners apply new skills and knowledge to their jobs.
The
purpose of this exploratory research study is to enquire and rationally
substantiate whether Training and Development activities are merely
hypothetical qualitative exercises or are organizational interventions that
yield realistic results, which can be empirically proved.
This study would also enquire and report if Training and Development
activities support business objectives. Some of the questions which this
exploratory research would attempt to answer:-
1. Are Training & Development hypothetical
qualitative activities or are scientific interventions, which can be
empirically proved, to impact business results through people growth?
2. Are there any specific climatic reasons and
factors in an organization that support Training effectiveness? If so, what are
they and how are they related and what contributions they have towards transfer
of learning?
Contribution of this exploratory research to the body of knowledge
Several Management Scientists, Psychologists and Organisational
Experts et all have contributed to the body of knowledge on effectiveness
evaluation and transfer of learning. Whereas most studies have focused on the
Individual incumbent being trained and Content and Methodologies deployed, this
work focuses on the Institutional / Organisational Factors that contribute
towards Training Effectiveness and Learning Transfers. Thus it may be noted
that this exploratory research scans the work place environment to which the
incumbent learner goes back after having attended the Training Program.
Training Effectiveness Evaluation is often
referred to as Transfer of Learning. It
is defined as “the extent to which trainees apply the knowledge, skills and
attitudes gained in the training context of the job (Lathm & Wexley).” The emphasis of this definition lies on the
classical process of acquiring the learning effectively with reference to the
training program that the trainee attends (Ho & Cheng 2001). This definition does not include the role
played by the components of the environment, principally the work place
environment where the trainee goes after the training program.
Noe in 2002 brought out that for a training to
be effective or the transfer of learning from a learning program to be
effective – the environment in which the trainee goes back and applies the
learnings from the training program, plays a significant role. Towards this, a definition more appropriately
related to the workplace environment where the trainee goes back after the
training program has been given by Baldwin and Ford (1998). The essence of what Baldwin and Ford
mentioned is as follows:
“The generalization of skills acquired during
the training phase to the work environment and the maintenance of these
acquired skills over a period of time” can be referred as Training
Effectiveness and includes the environmental components that contributes to
reinforce learning besides the contribution of the classical in-class acquiring
methods. This definition emphasizes two
important conceptual parameters of training i.e. Generalization and
Maintenance.
‘Generalization’ refers to a trainee’s ability
to apply learned capabilities inclusive of verbal knowledge, motor skills,
conscious and unconscious attitudinal aspects to workplace problems and
situations that could be similar but not completely identical to problems and
situations encountered in the learning environment (Noe 2002,5). This goes to determine whether the inputs
contained in the training program are merely hypothetical and stands isolated
far from any degree or operationalization that could make them applicable at
the workplace. This becomes a
significant criteria whether the trainees would attempt to apply their training
at the workplace at all or not.
‘Maintenance’ on the other hand refers to the
process of continuous use of the freshly acquired knowledge, still and attitude
over a period of time (Noe 2002, 5).
Effectiveness of training or learning transfer is best evaluated on both
these essential components. Post a
program, if both these component criterias are met, the effectiveness could be
termed as positive.
Organizations taking training and development
as a serious continuum for Institutional as well as Individual growth,
deploying planned interventions to effect positive training effectiveness or
learning transfer, these interventions are deployed so as to create an
environment at the work place so that the trainees can achieve positive
learning transfer thereby, heightening the effectiveness of the training that
they went through. What interventions to
be deployed in the organization depends on what kind of environment exist in
the organization in which the trainees would come back after the program and
are expected to attempt practice of the newly acquired knowledge, skill and
attitudinal changes. Considering all this, in 1986, Noe coined the term
Environmental Favorability for Learning Effectiveness Evaluation. In 1993, Rouiller and Goldstein and in 1995
Tracey et al, referred to this environmental conditions as transfer climate and
reasoned that training is effective because learning transfers are effective in
organizations with conducive transfer climate (positive) and appropriate
learning cultures, Burke and Baldwin,
1999.
Childre and Cryer has been referred in Burke and Baldwin, 1999, 429, to say that environmental favorability for learning effectiveness is the “the collective atmosphere of a workplace created by attitudes, personal and interpersonal dynamics, conscious and unconscious aspects that influence how individuals and the organization perform on a daily basis”. Baldwin and Burke, 1999, mentions that whether the trainee experiences his/her workplace as supportive or non-supportive, depends on his/her “perceptions about a wide variety of characteristics of the work environment that facilitate or inhabit use of the learned skills of behaviors.”
Learning Effectiveness Evaluation
The most important phase of a training process without which the process remains incomplete is the phase of training effectiveness evaluation, which directly links objectives of the training to the organization results (Santos and Stuart, 2003). Sadly, this is also the stage, which is the most neglected aspect of training and development in any organization, either by means of capability or by sheer lack of willingness. In the name of evaluation, organizations often land up measuring employee’s feelings at the emotional level about the nature and method of the delivery of the training (Bramley, 1996). Sims in 1998 measured this and found out that about 85% weightage is given to measure feelings based reaction to training. In my literature survey, I could not find out an Indian example that showed what percentage of organizations in India indulged in any empirical training evaluation.
Talking about training evaluations, a vastly popular model is the Four Layer model developed by Kirkpatrick. This model is inclusive of the Reactionary (feelings) aspects of evaluation but also includes enquiring what skills, knowledge or attitudes changes after the training and by how much. The Behavioral aspects enquiring whether the participant displayed any change of behavior at workplace, based on the program. Enquires on the Results of such change in behavior, positively affecting the organization. The fourth layer of Kirkpatrick’s Model questions the return on investment on training. This literature survey could not find out any example to evidence achievement of level 4 by any organization. Kirkpatrick has been using this model himself to evaluate Leadership Development Programs and has emphasized that continuous display of ‘Behaviors’ as referred to in Level 3 of the Model leads to Results (determines the ROI). Thus, it may be noted that staying at Level 3 of Behaviors, which is the ‘Maintenance’ aspect of effectiveness evaluation is key to long-term fruits of training and development.
Factors affecting effectiveness of Leadership Development Program
Factors that lead to effective transfer of Leadership skills in
the work place environment can be taken from various available models and
studies on training transfer and transfer climate. The most common sub factors
keeping in view previous research studies on this topic and theoretical
abstractions taken from various disciplines are combined together for further
study here. Deriving theories and constructs from other disciplines is
commonplace in training transfer research. Keeping all these parameters in
mind, I have conducted my research on five major sub factors:-
Studies on the effect of the work environment on training
transfer have emphasized support as a major sub factor necessary for effective
transfer of training in the work environment. Support has been used in training
transfer studies in terms of manager-supervisor support and/or peer support. As
regard to my study, employees describe support from others as a situation in
which the environment allowed for “discussing common goals, listening to and
backing new ideas, participating in decision-making process, true and fair view
on an event and so on. This characteristic is generalized as the strength of
social networks that occurs when “managers or peers openly encourage the use of
newly acquired knowledge and skills. Research has shown that this environment
of encouragement from others in organizations influences trainees’ motivation
to apply trained capabilities pre and post training phase.
The underlying fact for support is empowerment in relation to
political structures in organization and position in the organization hierarchy.
There is a significant portion of middle level managers in most of the
organizations. In such cases, encouragement may be limited as a result of
conflicting cues that the ‘middles’ receive from top management and front-line
employees below them. At the same time, middle managers are probably seen as
change agents in organizations. As a result, middle managers in power
structures have potential to either be highly empowered if they receive cues
that are aligned throughout the organization or to be highly dis-empowered by
conflicting signals that create confusion and conflicts, causing their energy
to create change.
2.
Diffusion of innovation characteristics
The sub factors necessary for the diffusion of innovation in
organizations are also important to understand training transfer environment,
which make the training effective. The environment in which there is an
appreciation for performance and innovation plays a crucial role. Studies
indicate that trainees were more likely to apply difficult and complex trained
skills when there is a supportive environment. This feature directly relates to
the complexity for innovation adoption.
In terms of training transfer, complexity relates to trainee’s
perceptions that applying trained skills in the work environment will be
complicated. By inference, we can say that complexity may be negatively related
to adoption and training transfer in unsupportive transfer climates but
positively related to transfer in supportive environments. Other sub factors
from diffusion of innovation that may be relevant for training transfer are
experimentation, observability and relative advantage in terms of strength of
outcomes received because of adoption of innovation. Observability is the
degree of visibility of the results when training is applied. Given the
importance of peer support in transfer, it is assumed that transfer results
will be visible in supportive transfer climates.
Overall, if training is viewed as an innovation, diffusion of
innovation features are likely to be in work environment climates where
transfer occurs. It is also interesting to investigate whether training
adoption in the work environment (increased diffusion of training through the
organization) is positively related to increase training transfer.
3. Recall and Retention Factors
Recall and Retention sub factors focus on those characteristics
of the post-training environment that support long-term maintenance of the
learned capabilities. This category of sub factors parallel what training
transfer research refers to as relapse prevention — strategies designed to
ensure that behaviour change from training is maintained. Recommended
post-training strategies for recall and retention are goal-setting and feedback
mechanisms. It has been found that trainees who are motivated to set goals in
the post-training environment transfer training more than those who do not set
goals. Goal setting and feedback ensures accountability for transfer built into
the post-training environment. Qualitative study of organizational sub factors
affecting transfer emphasized the need for accountability if learned
capabilities are to be maintained. It has been also found that continued
learning and external professional development opportunities facilitate
transfer.
4.
Proximity and Exigency Factors
The situation surrounding training transfer events in the work
environment also affect training development. In fact, when opportunities even
exist for applying training in the workplace, it is often cited as a condition
for training transfer. Proximity and Exigencies to transfer of learning refers
to breadth (the number of trained tasks performed on the task), activity level
(frequency of use) and task type (the difficulty and criticality of the trained
task). It is implied that the first instance of training application at work
affect continued opportunity to transfer.
Various research studies have emphasized the importance of
contexts including the physical design or proximity of equipment, management
and employees on trainees’ motivation to transfer. Accordingly, the degree to
which trainees see opportunities for transfer in various situations may be a
function of their being able to observe others who are located physically close
to them apply the training at work. Such situational sub factors have been
considered here.
5.
Institutional and Systemic Factor
Finally, several organizational system/structural sub factors
have been discussed as necessary conditions for training transfer in the
post-training climate. Training transfer is directly related to continuous
learning cultures that engage in training and development and encourage
employee improvement and initiative. This is implied in training development
studies, that organizational support has a positive effect on training
transfer. Other cultural measures such as employees’ reactions when training is
applied, use of language and training congruence with the organization’s
cultural norms and structure are also likely to affect training development.
Reward systems that reflect behavior change is also necessary for continued
transfer. Furthermore, the availability of resources such as budgets,
technology and personnel to support training are often cited as sub factors
that facilitate transfer.
CHAPTER 3 - RESEARCH METHODOLOGY
An exploratory study through the three-tier research approach was undertaken to examine the five broad factors that affect effectiveness of Leadership Development Program and to study the learning transfer at workplace environment as identified in the literature review. The research was done at ABP News and this survey was conducted based on the Leadership Development Program – Executive Development for Growth and Excellence (EDGE) given to the Front Line Managers (FLMs) of the organization
3.1. Executive Development for Growth and Excellence (EDGE) – The Leadership Development Program
The EDGE program was designed keeping in mind,
the development of Front Line Managers of ABP News as Future Leaders. Those Front Line Managers who had
responsibilities of people management and had a minimum of 5 people reporting
to them qualified for this program irrespective of the department they were
working with. The objective of this
program was to develop People Managers and Strategic Leaders for future who
would hold the reigns of the organization in the long run. The EDGE intervention was a year-long broad
organizational development intervention introduced to also enhance the Learning
and Development orientation of the Front Line Managers thereby building a
learning culture in the organization.
The program was based on the principle that Individuals Build
Institutions. And hence, this program
focused to identify and develop personal leadership competencies of the Front
Line Managers, Assessment of Leadership Styles practiced by them, Assessment of
Climate they create by their Styles and How the Climate they create impact the
achievement of their Business Results.
This overall design was also supplemented by modules on Strategy
Formulation, Executive Coaching and Executive Derailment Sub factors (see
appendix). The program delivery was
spread over 6 months and included pre-work, post program executive coaching
sessions, in-class table group assignments, besides four days of 8 hours
sessions each.
The research and development for the program
was done by OD expert who carefully crafted the content and the program
flow. The large part of the delivery
methodology was Facilitator oriented and Power point based lecture methods were
particularly avoided. Being a
scientifically designed program, the concept of Generalization and Maintenance
were well built into the design as well as the entire intervention which went
on for a year. Thus, the EDGE program
rose as a befitting case for Training Effectiveness Evaluation.
As an exploratory study, the three-tier research approach was
adopted:-
1.
Interviewing the trainees who have attended the program.
2.
An observer for each
trainee interviewed. These observers were individuals who have worked with them
for a good period. The motive was to observe changes that have taken place in
the behavior after attending the program.
3.
A questionnaire survey consisting of fifteen question, three
from broad categories of sub factors taken into consideration for analysis.
3.3 Respondents of the Research Work
The participants of the training
program were the respondents of the research work conducted by me. There were
in totality fifty candidates from all departments of the organisation. The
group members consist of First Line Managers. All fifty members were
interviewed. The trainees were given opportunity to pick any of two members in
the organisation to whom they deem fit for the purpose of their observation.
Once the respondents have given me the names, I have selected one out of two
based on who
responded first to the email and scheduling convenience. However, due to lack
of timing only 20 trainees out of fifty were able to participate in
questionnaire survey. All fifty observers were interviewed. Observer interviews
took between 45 minutes and an hour.
Based on the factors affecting effectiveness of training
transfer, the learning effectiveness and transfer hypotheses and items
identified as measures for each factor category has been developed as detailed
in table 1 below.
These categories and item measures were then used to develop the
structured interview guides for trainees and observers (see Annexure 2 & 3). The
questionnaire survey was then developed following the category clusters and
interview guides (see Annexure 1). The fifteen-question survey included three
questions from each factor. These independent variables are measured on a
five-point Likert scale with 1 being strongly disagree and 5 being strongly
agree.
Table 1 - Hypotheses and Sub factor Measures
|
(If trainees feel empowered (able
and allowed) to use training given organization power dynamics, training is
likely to be transferred) •
management support •
peer support •
follower support |
|
Diffusion of innovation sub factors (If sub factors exist to apply
training skills, effective training is likely to be transferred) •
complexity of using training in environment •
trialability (extent to which training can be experimented
with in environment) •
observability ( extent to which results of application are
visible in the organization) •
diffusion into the organization (training rolled-out in
organization) |
|
Recall and Retention sub factors (If trainees have continued recall
and retention and take up increased accountability, effective training is likely
to be transferred) •
goal setting and feedback (relapse prevention);accountability •
additional training availability •
succession planning, career, future job opportunities |
|
Proximity and Exigency sub factors (If Proximity and organizational
Exigency sub factors occur in a way that creates a positive training
application experience, effective training is likely to be transferred) •
perceived opportunity to transfer (to other trainees and
non-trainees) •
proximity to other trainees •
early success experience (1st attempt) |
|
Institutional and Systemic sub factors (If organization structure and
systems provide incentives/support cues to trainees, training is likely to be
transferred) •
time and resources •
reward systems •
training support cues (task and social (peer support) cues) |
The interviews taken from the trainees and observers and the
observations made out of their replies are summarized in the report.
Questionnaire Survey responses were analyzed using descriptive statistics and
correlation matrices. Two-tailed correlation tests are used to assess
association among the independent variables. Regression and measures of
causality are not conducted because of the exploratory nature of the research and
the small sample size of twenty.
Questionnaire Survey Data Analysis based on Two tailed Correlation Test
As is common with new surveys, there were significant overlaps
in the meaning respondents made of different variables. The two-tailed test of
correlation matrix for all the 15 items in the survey is shown in the Table and
shows significant correlations among the variables. In order to ensure that
separate variables were being used in the study, scales that had correlations
greater than 0.5 were created and tested using Cronbach’s alpha.
It consists of Superior Support and
its related variables that yielded a correlation of more than 0.5. These
variables are Complication in application, Career, New skills and
Opportunities.
|
Sub factor |
Sub factor |
Correlation |
|
Superior Support |
Complication In Application |
.516 |
|
Superior Support |
Career |
1 |
|
Superior Support |
New Skills |
.708 |
|
Superior Support |
Opportunities |
1 |
It consists of Peer Suport and its related variables that
yielded a correlation of more than 0.5. These variables are Junior Support,
personal value, opportunities to experiment and application accountability.
|
Sub factor |
Sub factor |
Correlation |
|
Peer Support |
Junior Support |
.586 |
|
Peer Support |
Personal Value |
.924 |
|
Peer Support |
Opportunities To Experiment |
.725 |
|
Peer Support |
Application Accountability |
.879 |
|
Peer Support |
Career |
.879 |
It consists of Junior Support and its related variables that
yielded a correlation of more than 0.5. These variables are opportunities to
experiment, complication in application, application applicability,
opportunities, recognition, organizational structure.
|
Sub factor |
Sub factor |
Correlation |
|
Junior Support |
Opportunities To Experiment |
.601 |
|
Junior Support |
Complication In Application |
1 |
|
Junior Support |
Application Accountability |
.801 |
|
Junior Support |
Opportunities |
.756 |
|
Junior Support |
Recognition |
.756 |
|
Junior Support |
Organisational Structure |
.8 |
|
Junior Support |
Encouragement |
.8 |
|
Junior Support |
Positive Response |
.518 |
It consists of Individual Values and its related variables that
yielded a correlation of more than 0.5. These variables are opportunities to
experiment and career.
|
Sub factor |
Sub factor |
Correlation |
|
Individual Values |
Opportunities To Experiment |
.518 |
|
Individual Values |
Career |
.685 |
It consists of Scope of Experimentation and its related
variables that yielded a correlation of more than 0.5. These variables are
learning opportunity, opportunity, organizational structure, encouragement and
positive response.
|
Sub factor |
Sub factor |
Correlation |
|
Scope of Experimentation |
Learning Opportunity |
.737 |
|
Scope of Experimentation |
Opportunity |
.707 |
|
Scope of Experimentation |
Organizational Structure |
.759 |
|
Scope of Experimentation |
Encouragement |
.759 |
|
Scope of Experimentation |
Positive Response |
.759 |
6.
Complication in application
It consists of complication in application and its related
variables that yielded a correlation of more than 0.5. These variables are
learning opportunities and recognition.
|
Sub factor |
Sub factor |
Correlation |
|
Complication In Application |
Learning Opportunities |
|
|
Complication In Application |
Recognition |
|
It consists of Junior Support and its related variables that
yielded a correlation of more than 0.5. These variables are career,
organizational structure, encouragement and positive response.
|
Sub factor |
Sub factor |
Correlation |
|
Application Accountability |
Career |
.708 |
|
Application Accountability |
Organizational Structure |
.761 |
|
Application Accountability |
Encouragement |
.761 |
|
Application Accountability |
Positive Response |
.761 |
It consists of recognition and its related variables that
yielded a correlation of more than 0.5. These variables are career and
opportunity.
|
Sub factor |
Sub factor |
Correlation |
|
Recognition |
Career |
.617 |
|
Recognition |
Opportunity |
.617 |
It consists of new skills and its related variables that yielded
a correlation of more than 0.5. These variables are opportunity and career.
|
Sub factor |
Sub factor |
Correlation |
|
New Skills |
Career |
.651 |
|
New Skills |
Opportunity |
.651 |
Analysis based on Two Tailed correlation test of various sub factors
1. Correlation between
superior support and career development yields a correlation of 1 implying
trainees look training to be effective for them in terms of their career growth
when there is a support from their superiors.
2. Correlation between
superior support and opportunities of training skills is 1 implying that
trainees feel they can get opportunities to apply the skills they learned from
training only when they get support from their superiors.
3. Correlation between Peer
Suport and personal value is .924 implying that personal value tends to
increase while applying training skills only when they get support from their
colleague.
4. Correlation between Peer
Support and accountability of application of learning skills and also between Peer
Support and career development is .879 implying that trainees feel
accountability in terms of application of training skills and career
development move more or less parallel with Peer Support.
5.
Correlation between Junior Support and
complication/ challenge in application of skills is 1 implying a negative
relationship between these two variables.
4.1
LEVEL OF LEARNING EFFECTIVENESS AND TRANSFER
The descriptive statistics from the
survey are shown in Table. Trainees describe having received a high level of
application accountability, career opportunities, future training opportunities
and transferring the skills and concepts, they learned from the EDGE program
back to the workplace. On the five point Likert scale, the average transfer
score for the sample was 4.0, with a standard deviation of 0.7784. Application
accountability,, career prospects, training opportunities, recognition were
rated even higher at 4.15, 4.1, 4.1 and 4.1
with a standard deviation of .74516, .64072, .64072 and .64072
respectively. On training opportunities in the organisation, the interviewee
responded positively emphasizing the need of upgrading the skills on regular
basis in order to remain competitive in the market. While talking of recognition
and acknowledgement in case they applied training skills wherever required,
they got support from everyone around them. They also look forward positively
about their career prospects as their reply to it was that a person must
continuously upgrade himself/ herself if they are looking for bright future and
remain competitive and useful resource for the organisation in present. This
highly positive response to application accountability was reflected during the
trainee interviews. Asked whether they have applied the skills and concepts
they acquire from training development program, 19 of the 20 participants gave
a strongly positive response, with specific examples of where or how they had
applied skills and concepts from the training. The similar observations were made
during the observer interviewees, with 16 of the 20 respondents giving specific
examples of where they had seen changes in trainees’ work behavior after
training development program.
Table - Descriptive Statistics of Questionnaire Survey
|
|
N |
Minimum |
Maximum |
Mean |
Std. Deviation |
|
Superior support |
20 |
3.00 |
5.00 |
4.0000 |
.85840 |
|
Peer Support |
20 |
2.00 |
5.00 |
3.8500 |
.87509 |
|
Junior Support |
20 |
2.00 |
5.00 |
3.9500 |
.99868 |
|
Individual value |
20 |
3.00 |
5.00 |
3.9000 |
.78807 |
|
Scope of Experimentation |
20 |
3.00 |
5.00 |
3.9500 |
.82558 |
|
Complication in application |
20 |
3.00 |
5.00 |
4.0000 |
.79472 |
|
Application accountability |
20 |
3.00 |
5.00 |
4.1500 |
.74516 |
|
Learning opportunities |
20 |
3.00 |
5.00 |
4.0000 |
.79472 |
|
Career |
20 |
3.00 |
5.00 |
4.1000 |
.55251 |
|
New skills |
20 |
3.00 |
5.00 |
4.0500 |
.68633 |
|
Training Opportunities |
20 |
3.00 |
5.00 |
4.1000 |
.64072 |
|
Recognition |
20 |
3.00 |
5.00 |
4.1000 |
.64072 |
|
Organisational structure |
20 |
3.00 |
5.00 |
3.9500 |
.82558 |
|
Encouragement |
20 |
3.00 |
5.00 |
3.9500 |
.82558 |
|
Positive response |
20 |
3.00 |
5.00 |
3.9500 |
.82558 |
|
Valid
N (list wise) |
20 |
|
|
|
|
4.2
Analysis of Broad Interview Questions asked
from First Line managers (FLM)
1.
Have you been able to apply what you have
learnt from the EDGE Leadership Development Program you attended?
Out of 50 FLM participants, more than 40 FLM
participants mentioned that they have found the EDGE Program extremely useful
in terms of giving them tools and techniques related to people management that
they can apply in their day to day work lives.
2.
Do you think the EDGE Program has led to
tangible possible outcomes in your department? If so, are their examples, which
you can give?
Most of the FLM participants who attended the
EDGE Program answered this question in positive. 23 FLM participants mentioned that they could
see clear positive outcomes in their work area once they practiced what was
shared with them at the program. About
10 mentioned that whereas they could not measure the positivity in their
department in quantifiable terms, they strongly experience a visible change in
the climate of their team. Examples
cited ranged from – lesser number of office floor dispute escalations to them,
to faster response time in areas of cross-functional decision making. Most FLMs mentioned that such difference was
a result of their change in the Leadership Styles, which they learnt from the
EDGE Program and deployed at the work place.
3.
Do you think other people notice the
difference? If so, what difference they are most likely to have seen?
Most FLM participants were shy and reserved in
answering this question. What I could
understand from them is that they were actually not saying ‘No’ to this. There was a level of positive embarrassment
in them when they saw others were seeing them positively different from what
they were earlier. About 12 FLMs
mentioned that their relationships with their peers have improved. That they now understand the higher order
perspective of the management and appreciate it was mentioned by about another
10 of them. In my interaction with all
the FLMs who participated in the EDGE program, their Observers and also people
in general who work with them, I noticed that the response of every person was
indicative of some positive change which the FLM is displaying, after having
attended the EDGE program. Most
responses mentioned that ‘These people have come with new perspectives,’ ‘has
started striking the balance between execution and operation,’ ‘is giving
importance to people relationships,’ ‘started seeing the long term value,’ etc
etc.
4.
How has your boss and other seniors supported
you to apply what you have learnt in EDGE?
Out of 50 FLM participants, about 10 mentioned
that their boss welcomed them warmly and communicated proudly that they expect
a lot from them after having attended this program. There was a sense of joy as well as the load
of boss’s higher expectation from them which made them, according to my
judgement, a bit apprehensive. However, they mentioned that their boss’s also
were loud and clear and encouraged them to “experiment with whatever you have
learnt in the Leadership Development Program.”
About 8 of them mentioned that their boss’s were happy to have company
with them as they have now joined the same thought process as their managers. A quote of one of the FLMs quoting his boss –
“Now you will be the Driver, and I shall be the Conductor”, clearly reflects
that once the FLM came back from the EDGE program they have enough superior
support and encouragement to practice what they learnt. Most FLM participants mentioned that they are
now able to relate to their boss’s leadership style and mentioned that they
could experience encouragement and support from their bosses. About 10 FLMs
have cross reporting to more than one HOD’s.
These FLMs mentioned that their superiors have “set them free to operate”
and felt very empowered to practice what they learnt. Largely the responses were positive to this
question and no significant response was recorded which ensured that the FLM
did not receive support from superiors.
It may be noted that some FLMs who attended the EDGE program said that
their managers were based outstations and they are yet to have a face-to-face
communication, however, emails and telephonic discussions from them too, were
encouraging.
5.
Do your colleagues support you to apply the skills
and concepts that you have learnt at the EDGE program?
Most FLMs mentioned that their colleagues were
highly impressed about the content of the program when they learnt about it and
always wanted to ‘learn few things’ from them.
FLMs mentioned that this need of their colleagues made it easier for
them to practice the skills and concepts that they have learnt at the EDGE
program because by practicing them they were in a way demonstrating the skills
and concepts which their colleagues were picking up.
6. Do
the people you lead and manage support your practicing of these skills and
concept?
About 25 FLM participants mentioned that their
reportees were also encouraged on the fact that their manager has attended a
Leadership Development Program. They were happy to be joining their manager in
his experimental practice. Most FLMs
also mentioned that their reportees were also on a high to experience ‘the new
managers’. About 15 of the respondents
mentioned that their reportees were almost interrogative and very demanding to
know what their manager has learnt in the EDGE program and were keen to work
with the manager on those new lines.
This also made the life of the FLMs easier in terms of their ability to
apply their skills and concept on their reportees. About 10 FLMs mentioned that their reportees
were not much aware of the EDGE program that they have attended but were also
not averse to some of the new practices that FLM is deploying. When these 10 FLMs were asked, if their
reportees were apprehensive, the responses indicated some amount of
apprehension on the part of the reportees about the manager’s intent with new
skill and concepts.
7.
Do you feel secure in using the skill and
concepts that you have learnt in EDGE program at all levels in the organization?
All the FLMs who attended the EDGE program
mentioned that they felt no reservation in applying whatever they have learnt
in the EDGE program but they did mention that they are not going with their
applications with a big bang, all at once.
Most of them mentioned that they are taking a gradual approach in
spreading their wings on whatever they have learnt at EDGE program. On this, they also mentioned that, their
success depends on them individually and less on the institutional factors, as
this was a company sponsored program and company wants them to practice it.
Diffusion of
innovation characteristics
8.
Has this training been useful for you individually
or have you attended it only as an Institutional compliance?
About 100% of the FLMs mentioned that the EDGE
program has been of immense personal value to them in terms of personal growth
and development. They mentioned that
after having attended this program they can call themselves to be professional
managers. They mentioned that each
module of the EDGE Leadership Development Program were of extremely high value
to them and that this program will not only help them in this job but will also
help them in their entire career.
9.
Did you find it complicated to apply what you
have learnt?
Most FLM participants mentioned that largely
they could apply or would be able to apply most of the skill and concepts that
were given to them through the EDGE program.
However, some of the FLM participants mentioned that for reasons
specific to their current role, they would not be able to apply certain
strategic concepts at their work place as directly as they are applying the
others but were confident that nothing in this entire module was such that they
found it difficult to apply.
10.
Did you get enough opportunities to experiment
with what you learnt?
About 80% of the FLM participants mentioned
that they got ample opportunities to experiment with whatever they learnt and
could apply. They mentioned that their
focus on practice was so high that even if opportunities were not readily
available, they manipulated here and there (used creative ways) and created
opportunities for them to practice what they learnt. About 10% of the FLM participants mentioned
that though they got lesser opportunities in their own departments and own
roles, they created opportunities of practice with support from the other FLM
participant and experimented with the application of their learnings from the
EDGE program. However, about 10% of the
FLM participants mentioned that given the last quarter of the year, they could
not practice much directly with experimentation, however, were committed to do
so once the year end pressures were over.
11.
Have you observed others using the training
and has that impacted you?
Most FLM participants responded that their
fundamental source encouragement to implement and practice the learnings from
EDGE was their peer group. They
mentioned that this bunch of FLMs who attended the EDGE program became a
close-knit group and were constantly sharing with each other on their new work
practices on leading and managing people.
They mentioned that there was also a friendly healthy competition and
help was always on the way by way of sharing of what each other did.
12.
Do you think that providing the EDGE program
to others influences your motivation to transfer the learnings that you have
had?
This question was unanimously answered in
positive by most of the FLM respondents.
They felt that extending this program to others will make the others
also part and parcel of this growth journey.
They mentioned that if everybody attends this program, their workplace
leading and management vocabulary would become the same which will result in
very high levels of effective communication.
Most also mentioned that extending the program to the rest of the others
would generate a commonality of perspective and would make them Birds of Same
Feather to Flock Together.
13.
Are you accountable to anyone for applying the
skills and concepts that you learnt from EDGE program? If yes, how and by whom?
About 35 FLM participants mentioned that there
is no escape for them from the practice of the skills and concepts that they
have learnt at the EDGE program. They
mentioned that given the hype that this program had created and the fact that
the HOD’s had to sanction them three full days out of office for attendance,
the HOD’s were keen to track what benefits they were drawing from the
program. Almost 25 mentioned that their
bosses have asked them to give some sort of a note / report on what and how
they are implementing. The rest 15
mentioned that their bosses have told them that they were being watched and
observed and shall be given feedback at an appropriate time by their bosses. Almost 10 FLM participants approached the
Leadership facilitator to help them device a tracker to monitor their progress
and future learning goals.
14.
Do you feel that there are even more learning
opportunities for you in this organization?
Almost all FLM participants mentioned that
they have lot to learn and were requesting for similar programs rolled out for
them, atleast once a quarter.
15.
Will this program help you in your current job
or will this help you in your future career?
Every participant mentioned that such programs
like the EDGE program benefits them in their current role as well as prepares
them for future roles in any organization.
They mentioned that these programs are more of career oriented programs.
16.
What kind of post training activities do you
think would help you to support and retain your continuous learning?
Various FLM participants with their diverse
perspective mentioned the range of post training activities that included
having ‘What’sapp Groups’, having ‘Small Group Sessions’, ‘having a One day
Refresher Course.’ However, most FLM
participants mentioned that it would be a good idea to have an Advanced EDGE
Program.
Proximity and Exigency Factors
17.
What opportunities exist for you to apply what
you learned?
Most FLM participants mentioned that the
canvas of opportunity that they can paint with their practice was huge in this
organization. However, specific to their
roles and current responsibilities, they may not be having opportunities of
direct application of all the skills and concepts that they learnt from all the
modules of EDGE but most of them mentioned that about 80% of what they have
learnt, they can apply and practice in their work areas. Some FLM participants also mentioned that
they have registered their interests with other FLM participants to practice by
way of collaboration and exploit opportunities that are cross functional in
nature.
18.
Is there anyone you physically work closely
with who has been to the program with you or earlier? What experiences do you
have with him?
(Since this program was rolled out for fresh
FLM participants, no two FLM participants were there who attended the program
in the same batch and work in the same department. However, they had previous attendees as
colleagues whom they work closely with in their departments). About 50% of the FLM participants mentioned
that when they went back to the work place after the program, those of their
peers who had attended the program earlier were highly inclusive of them and
were supportive of them. The previous
FLM participants were also using the new FLMs to refresh their skills and
concepts. Many FLM participants also
mentioned that there were unsaid partnerships that evolved which supported
their experimentation.
19.
Could you share how you felt the first time
you used your training at work place?
Debut points of practice for the FLM managers
were common as well as unique. About 25
FLM participants made a debut of their practice of leadership on the lines of
the new skills and concepts that they learnt at EDGE program at the performance
appraisal discussion that they had with their employees. About 15 FLM managers debuted with the
Business Leadership Model (business leadership development was a module in the
EDGE Leadership Development Program) during the making of the Annual Business
Plans which were to be presented to the CEO of the company. About 10 FLM participants mentioned that they
first time implemented their learnings from the EDGE program in an on-field
assignment.
Institutional and Systemic Factor
20.
Do
organizational systems or structures impact your ability to use your training?
Almost every FLM participant who attended EDGE
program mentioned that the reporting relationships and systems and processes in
the organization did play a role in how much of the training they apply and practice. Some FLM participants mentioned that in
certain areas where they wanted to implement and practice new skills and
concepts, their progress was retarded because of complexities of the
institutional arrangements and ways of working.
From the discussions with the FLM participants it also emerged that the simpler
and flatter the structure in the departments, the more is the directness of
practice possible. It was found that
though the FLM participants were not complaining, it was clearly evident that
institutional and systemic factors did affect their depth and span of practice
of the new skills and concepts that they learnt.
21.
Have you felt like you have the time to apply
what you learnt from the program?
Most FLM participants mentioned that given the
routine schedule, they specifically did not have time to practice the new skill
and concept that they learnt at EDGE program but almost all of them owned up
with responsibility that they have to lookout for opportunity and create scopes
of implementation where they can practice otherwise.
22.
What reactions have you observed from other
employees when you have applied the skills and concepts that you have learned?
About 25 FLM participants mentioned that their
reportees experienced a ‘newness’ in their approach and were enthused about
it. Some 10 FLM participants mentioned
that their reportees gave them a feedback of being very organized, structured
and professional in the approach. About
12 FLM participants mentioned that having returned from EDGE program they
experienced that their direct reportees were having higher expectations from
them as leaders. 3 FLM participants said
that they did not see any reaction from other employees.
23.
How comfortable have you been with the
leadership vocabulary and using this at your workplace?
This group of 50 FLMs who attended the EDGE
program had about 10 Hindi speaking leaders who had good understanding skills
of English as a language but were challenged in spoken English. About 5 FLM participants were not very outspoken
by nature. Rest 35 FLM participants
mentioned that they were fairly comfortable in using the leadership vocabulary
that they picked up from the EDGE program.
They also mentioned that though there were queries and ‘curiosity-
laughters’ whenever a new term was presented to the employees, there was no
difficulty as such to communicate as with each such query and
curiosity-laughter, the FLM got an opportunity to explain the new skill and
concept and prepare the ground for implementation.
24.
How encouraged do you feel to use the new
leadership skills and concept that you learnt?
Responses from almost every participant
evidenced heightened interest in them to hone their leadership skills by way of
implementing the new concepts that they learnt at the EDGE program. The FLM participants were acknowledging and
were also appreciative of the organizational intent of transforming them into
better leaders.
25.
Have you received any encouragement or
recognition as a result of applying what you have learnt in the EDGE program?
About 20 FLM participants mentioned that their
bosses acknowledged their attempts of practicing the learnings from EDGE. Some 10 FLM participants mentioned that they
have received mails from their own direct reportees and bosses, complementing
their new approaches, post attending the EDGE program. About 15 FLM participants mentioned that
their cross functional peers are appreciative of their attempts and encouraged
them. For some 5 FLM participants
mentioned, they were yet to experience a pat on the back.
26.
Could you please summarize the factors that
have been:
(a) Most
productive to help you in applying the learnings from the EDGE program at work?
Answer: In discussions with the FLM participants, it came out that collegial
and superior support, simpler organizational systems and structure, familiarity
of the others with the EDGE program were the key factors that supported the FLM
participants to apply the training at their workplace.
(b) Roadblocks
in your applying the learnings from the EDGE program at work?
Answer: Though not experienced by the FLM participants of this sample very
strongly, it can be well concluded that organizations where opportunity and
encouragement, appreciation and acknowledgement is not extended to the
leadership incumbents, transfer of learning from leadership programs is not
very effective.
4.3
Analysis of Broad Interview Questions asked
from Observers of First Line managers (FLM)
1.
Are you aware that the FLM has undergone
through the EDGE Leadership Development Program?
Most observers for each of the FLMs mentioned
that they were aware that the respective FLMs observed by them had attended the
EDGE Leadership Development Program.
2.
Could you share your impressions of the
Program?
Most observers shared that whatever little
they have heard from the FLM participants and also from the others in the
organization, it appeared to them that the EDGE Leadership Development Program
was a high quality program inclusive of several aspects that contribute towards
developing a leader, in a capsulated form.
Observers also mentioned that they were glad that such programs were
being rolled out for the first line managers to prepare them for higher order
roles.
3.
Did you observe any change in the FLMs’ work
behavior? If yes, what changes have you observed?
The responses of observers ranged from
observation of leadership style displayed by FLM to amount of employee
engagement time the FLM was spending.
Most observers were of the opinion that “after attending the program the
manager has acquired a broad perspective balanced with strategy and execution”.
Some observers mentioned that “they have calmed down a lot and uses a variety
of approach. Some observers also
mentioned that the FLMs were keen to experiment with application of the new skills
and concept that they learn at the EDGE Program”.
4. In what way has the FLMs’ change-in-work affected their overall performance?
Most observers mentioned that there was a
visible change in the FLMs in the way they approach the work. Atleast 25 observers mentioned that the FLM
that they observed were far more systemic and process oriented in almost every
area of their work.
5.
Did it impact the overall performance of their
work area?
To this question, except 5 observers all the
rest could positively affirm that there has been some change in the overall
performance of the respective FLMs’ work area.
Collegial Support Factor
6.
How have you seen the FLMs’ boss or other
seniors to him impact his ability to apply what he has learnt?
Mostly all observers mentioned that the FLMs’
immediate boss and allied superior boss’s overt and covert encouragement
impacted the FLMs’ ability to apply the learning from the EDGE program. For those cases where the application was not
visible, the observers noted that the bosses were either showing
non-involvement or were only remotely available.
7.
What role did the others play in the
organization?
From the responses of the observers, it can be
concluded that ‘others’ comprising of peers, juniors, colleagues from other
departments played a significant role in the FLMs ability to apply the learning
from the EDGE at the work place. The
principle reasons which the observers attributed to this are – encouragement,
acceptance, collegial spirit and sensitivity.
8.
How confident has the FLM appeared to be using
the learnings from the EDGE program?
16 Observers mentioned that their FLMs were
displaying high levels of confidence. 4
Observers mentioned that their FLMs were willing but yet hesitant. On hearing the other observers, it could be
concluded that there was no doubt and uncertainty in observer’s minds about the
respective FLMs interest, willingness and enthusiasm to implement the learnings
that they have acquired at the EDGE program.
Diffusion of innovation characteristics Factors
When the FLM uses new skills and concepts,
does the interaction seem comfortable or awkward?
To this question observers shared their
observations that initially for every FLM any application of the new skill and
concept came as a surprise, positively. No observer could evidence an experience of
any shock experienced by anyone because of an FLM using and practicing a new
learning. This was shared by almost
30-40 observers. However, about 10
observers shared that use of new skills and concepts by their FLMs did not
evoke any feeling. It may however be
noted that no observer mentioned of any discomfort generated by any FLM because
of his attempts of usage of new skill and concept acquired from the program.
9.
Have you observed any FLM take the opportunity
to use new behaviors regularly?
All observers recorded positive on this
question. Some observers recorded more
incidences that they observed and some recorded fewer incidences. No observer had null data to share on this.
Observers also mentioned that they have data to support that even other FLMs
whom they were not actually supposed to observe, have displayed “attempts” to
deploy the new behaviors and skills learnt at the EDGE program
10.
If the EDGE program had been provided to you
and rest of the staff, do you think that would affect your motivation to
support the FLM in applying their skill and concept?
Almost all observers mentioned that they would
also like to attend the EDGE program.
They mentioned that having attended the program, would increase their
understanding and interpretation of the attempts made by the FLMs and that
would support their role as observers.
They also mentioned that having attended the program would make them
ready and even more effective in supporting the FLMs in the implementation and
practice.
11.
Do you feel that this organization supports
personal growth and learning?
All observers mentioned that they belief that
this organization supports learning.
Proximity and Exigency Factors
12.
Are there specific situations where the FLM is
more likely to use new skills and concept?
Observer mentions that in situations where the
FLMs are given free hand by their bosses, where the institutional processes do
not suffocate the task accomplishment, the hierarchy and the structure is
flatter, the FLM is more likely to attempt the use of skill and concept.
Institutional and Systemic Factors
13.
What system or structure constraints might be
there which could come in the way of FLMs ability to use skills and concept learning?
Observer mentions that the FLM is more likely
to attempt his use of skill and concept if the institutional processes do not
suffocate his task accomplishment and also in situations where the FLMs are
given free hand by their seniors.
14.
Have you observed any FLM taking time to apply
learning from the program?
Out of 50 observers, specifically 5 observers
mentioned that the FLMs that they observed were taking time to implement the
learnings of the EDGE program. When
explored, they could site reasons that since these 5 FLMs were not language
proficient and were somewhat introverts by trait, they were less indulgent in
attempting to practice the new skills and concepts. Other than these, no observer could confirm
that their FLM were taking considerable time to apply the learnings.
15.
What reactions have you observed from the
other employees when the FLM applied the new skill and concept?
About 20 observers mentioned that the other
employees were welcoming and enthusiastic of the FLMs practicing new skill and
concept. Approximately 15 observers
mentioned about curiosity-laughter, but did not confirm that there was no
encouragement from other employees.
About 10 observers mentioned that they experienced fair degree of
support from other employees for their FLMs.
No conclusion could be made in this regard from the data shared by 5
observers.
16.
Has it been comfortable when the FLM uses the
leadership vocabulary in the work environment?
From the observation shared by the observers,
it could be noted that from this group of 50 FLMs who attended the EDGE
program, about 10 were Hindi speaking leaders who had good understanding skills
of English as a language but were challenged in spoken English. About 5 FLM participants were not very
outspoken by nature. Rest 35 FLM
participants mentioned that they were fairly comfortable in using the
leadership vocabulary that they picked up from the EDGE program. They also mentioned that they got an
opportunity to explain the new skill and concept to the employees and prepare
the ground for implementation although there were some queries and
‘curiosity-laughter’s’ whenever a new term was presented to employees.
17.
Do you feel the FLMs have incentives to use
new learnings from EDGE?
All observers observed that the interest, willingness
and enthusiasm among the FLMs were so high that they owned a personal
responsibility to take out time and practice the new skills and concepts. The fact that they have been given the
opportunity to attend this program itself worked as an incentive that
encouraged them to pursue individual growth despite institutional
exigencies. Bosses and superiors
granting them time to attend the program, allowing them to experiment and
giving them a free hand to make noble mistakes were some of the principle motivators.
18.
Have you observed any FLM receive any
encouragement and recognition as a result of practicing the learnings from the
EDGE program.
About 20 observers mentioned that their FLMs
acknowledged their attempts of practicing the learnings from EDGE. Some 10 observers mentioned that they have
received mails from their FLMs getting complemented for their new approaches,
post attending the EDGE program. About
15 observers mentioned that their FLMs mentioned that their cross functional
peers are appreciative of their attempts and encouraged them. Some 5 observers mentioned that their FLMs
were yet to experience a pat on the back.
19.
Could you please summarize the factors that
have been:
(c) Most
productive to help you in applying the learnings from the EDGE program at work?
As it came out in discussions with the FLMs,
the observer’s observation also validated that collegial and superior support,
simpler organizational systems and structure, familiarity of the others with
the EDGE program were the key factors that supported the FLM participants to
apply the training at their workplace.
(d)
Roadblocks in your applying the learnings from
the EDGE program at work?
In my free flowing
discussions with the observers, the observers were also of the opinion (based
on their observations) that though not experienced by the FLM participants of
this sample very strongly, it can be well concluded that organizations where
opportunity and encouragement, appreciation and acknowledgement is not extended
to the leadership incumbents, transfer of learning from leadership programs is
not very effective.
1. Support of Superior is necessary to apply
training skills on job. Trainees also find superior support necessary for their
career development and opportunities to apply training skills creatively on the
job. Thus, for any learning and development interventions and training to be
effective, Collegial Support is necessary.
2. Peer support while applying their learned
trained skills on job increases Individual Values of the trainees.
3. Trainees also need support of their colleagues
as they feel training skills can be only fruitful to them for their career
development if they get support from their peers.
4.
EDGE
Program has led clear positive outcomes in their work area once they practiced
what was shared with them at the program.
5.
EDGE
Program was extremely useful to the trainees in terms of giving them tools and
techniques related to people management, which they can apply in their day to
day work lives.
6.
After
this program, Most FLM participants found that they are now able to relate to
their boss’s leadership style and also mentioned that they could experience
encouragement and support from their bosses.
7.
On training opportunities at ABP News, the interviewee responded
positively emphasizing the need of upgrading the skills on regular basis in
order to remain competitive in the Hindi News Industry.
8.
Asked whether they have applied the skills and concepts they
acquire from training development program, 19 of the 20 participants gave a
strongly positive response, with specific examples of where or how they had
applied skills and concepts from the training.
9.
While talking of recognition and acknowledgement in case they
applied training skills wherever required, they got support from everyone
around them. They also look forward positively about their career prospects as
their reply to it was that a person must continuously upgrade himself/ herself
if they are looking for bright future and remain competitive and useful
resource for the organisation in present.
10.
All
FLMs who attended the EDGE program mentioned that they felt no reservation in
applying whatever they have learnt in the EDGE program but they did mention
that they are not going with their applications with a big bang, all at
once.
11.
EDGE
program has been of immense personal value to them in terms of personal growth
and development. They mentioned that
after having attended this program they can call themselves to be professional
managers.
12.
Almost
all FLM participants mentioned that they have lot to learn and there must be
similar programs rolled out for them, atleast once a quarter.
13.
Trainees
were of opinion that EDGE program benefits them in their current role as well
as prepares them for future roles in any organization.
14.
Almost
every FLM participant who attended EDGE program mentioned that the reporting
relationships, systems, and processes in the organization did play a role in
how much of the training they apply and practice.
15.
Collegial
and superior support, simpler organizational systems and structure, familiarity
of the others with the EDGE program were the key factors that supported the FLM
participants to apply the training at their workplace.
16.
After
attending the program the FLM has acquired a broad perspective balanced with
strategy and execution and they were keen to experiment with application of the
new skills and concept that they learn at the EDGE Program”.
17.
After
EDGE program, there was a visible change in the FLMs in the way they approach
the work. They were systemic and process oriented in almost every area of their
work.
18.
The
peers, juniors, colleagues from other departments played a significant role in
the FLMs ability to apply the learning from the EDGE at the work place.
19.
In
situations where the FLMs are given free hand by their bosses, where the
institutional processes do not suffocate the task accomplishment, the hierarchy
and the structure is flatter, the FLM is more likely to attempt the use of
skill and concept.
20. After attending the Edge program, the interest, willingness and enthusiasm among the FLMs were so high that they owned a personal responsibility to take out time and practice the new skills and concepts
1.
In order
to make any training program effective, it is mandatory to give free hand to
trainees to apply the learned skills in the work environment.
2.
Training
programs should be conducted on regular basis as per the requirement of the
employees.
3.
EDGE
program should be provided to other line of managers also in order to have a
second line of leadership waiting in the pipeline of the organisation.
4.
Such
kind of program creates interest, willingness and zeal to take accountability
of the job undertaken by the managers.
5.
In order to make training program effective,
an adequate environment in terms of support from all ends is necessary i.e.,
management of ABP News should continuously evaluate their employee skills and let
them avail the training opportunities extended to update their skills to cope
with current and future needs of the organisation. Support from work
environment and the people with whom they work is also an essential condition
to make training effective.
6. Ample opportunities should be provided to apply the skills learned from various training modules.
1. Since research has been conducted with the
people who are working professionals. Therefore, they were not able to
contribute sufficient time with me.
2. All the participants belong to same
organisation. Therefore, the views, opinions and findings are limited to one
organisation.
3. Due to lack of availability of time, only
twenty FLMs have participated in Questionnaire Survey.
4. Since all the participants belong to same
office of the organisation, the views of employees of other offices cannot be
evaluated on the basis of the findings of this research work.
5. This exploratory research was undertaken to
find ou overall effectiveness of EDGE program. This research does not give
module-wise effectiveness of the content of the program.
REFERENCES
Baldwin, T.T., & Ford, J.K. (1988). Transfer of training: A review
and directions for future research. Personnel Psychology, 41, 63-106.
Bramley, P. (1996). Evaluating Training Effectiveness, Benchmarking
your training activity against best practice. 2nd ed. London:
McGraw-Hill Training Series.
Burke, L. & Baldwin, T. T. (1999). Workforce training transfer: A
study of the effect of relapse prevention training and transfer climate. Human
Resource Management, 38 (3), 227-242.
Cheng, E.W.L. & Ho, D.C.K. (2001). A review of transfer of
training studies in the past decade. Personnel Review, 30(1), 102-118.
KirkPatrick, D. L. (1998). Evaluating Training Programs: The Four
Levels. 2nd ed. San Francisco: Berrett-Koehler Publishers.
Noe, R.A & Colquitt, J.A. (2002). Planning for Impact: Principles
of Training Effectiveness. In Kraiger, K. (ed.), Creating, Implementing, and
Managing Effective Training and Development, 10-52. San Francisco, California:
Jossey-Bass.
Rouiller, J. K. & Goldstein, I. L. (1993). The relationship
between organization transfer climate and positive transfer of training. Human
Resource Development Quarterly, 4, 377390
Santos, A. & Stuart, M. (2003). Employee perceptions and their
influence on training effectiveness. Human Resource Management Journal, 13
(1), 27-45.
Senge, Peter (1990). The Fifth Discipline. New York:Doubleday.
Annexures
Annexure 1:- Survey Questionnaire
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Strongly Disagree |
Disagree |
Neutral |
Agree |
Strongly agree |
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Collegial Support factors |
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1. Your boss and others seniors to you support
your ability to apply what you learn in the training. |
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2. Your colleagues support the application of
the skills and concepts that you learn in the training and development
program. |
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3. The people you supervise support your
application of skills and concepts you learn from training & development
program. |
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Diffusion of Innovation characteristics |
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4. You receive personal value from applying
your learning from the training program. |
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5. You find challenging or complications to apply
what you learn in training program. |
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6. You get opportunities to experiment with
what you learnt. |
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Recall and Retention Factors |
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7. You have been held accountable for applying
the skills and concepts. |
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8. Additional learning opportunities exist for
you in this organization. |
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9. Training helps you in your current and
future career. |
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Proximity and Exigency Factors |
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10.
There
are some situations where you are more likely to use new skills and concepts. |
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11.
Opportunities
exist for you to apply what you learn to trainees and non-trainees. |
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12.
You
receive acknowledgement and recognition when you apply the concepts you have
learnt in training. |
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Institutional and Systemic factors |
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13.
The
organization systems or structure affects your ability to use your training. |
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14.
You
get positive response from other employees when you apply the skills and
concepts you learn. |
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15.
You
are encouraged to use the skills and concepts you learn in training and
development program. |
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Annexure 2. Interview question asked from First Line Managers
1.
Have you
been able to apply what you have learnt from the EDGE Leadership Development
Program you attended?
2.
Do you
think the EDGE Program has led to tangible possible outcomes in your
department? If so, are their examples which you can give?
3. Do you think other people notice the difference? If so, what difference they are most likely to have seen?
4.
How
has your boss and other seniors supported you to apply what you have learnt in
EDGE?
5. Do your colleagues support you to apply the
skills and concepts that you have learnt at the EDGE program?
6. Do the people you lead and manage support your
practicing of these skills and concept?
7. Do you feel secure in using the skill and
concepts that you have learnt in EDGE program at all levels in the
organization?
Diffusion of Innovation Characteristics Factor
8. Has this training been useful for you
Individually or have you attended it only as an Institutional compliance?
9. Did you find it complicated to apply what you
have learnt?
10.
Did you
get enough opportunities to experiment with what you learnt?
11.
Have you
observed others using the training and has that impacted you?
12.
Do you
think that providing the EDGE program to others impact your motivation to transfer
the learnings that you have had?
13.
Are you
accountable to anyone for applying the skills and concepts that you learnt from
EDGE program? If yes, how and by whom?
14.
Do you
feel that there are even more learning opportunities for you in this
organization?
15.
Will
this program help you in your current job or will this help you in your future
career?
16.
What
kind of post training activities do you think would help you to support and
retain your continuous learning?
17.
What
opportunities exist for you to apply what you learned?
18.
Is there
anyone you physically work closely with who has been to the program with you or
earlier? What experiences do you have with him?
19.
Could
you share how you felt the first time you used your training at work place?
Institutional and Systemic Factors
20.
Does
organizational systems or structures impact your ability to use your training?
21.
Have you
felt like you have the time to apply what you learnt from the program?
22.
What
reactions have you observed from other employees when you have applied the
skills and concepts that you have learned?
23.
How
comfortable have you been with the leadership vocabulary and using this at your
workplace?
24.
How
encouraged do you feel to use the new leadership skills and concept that you
learnt?
25.
Have you
received any encouragement or recognition as a result of applying what you have
learnt in the EDGE program?
26.
Could
you please summarize the factors that have been:
I.
Most
productive to help you in applying the learnings from the EDGE program at work?
II. Roadblocks in your applying the learnings from the EDGE program at work?
Annexure 3- Interview questions asked form
Observers
Broad Interview Questions – Observers
1. Are you aware that the FLM has undergone
through the EDGE Leadership Development Program?
2. Could you share your impressions of the
Program?
3. Did you observe any change in the FLMs’ work
behavior? If yes, what changes have you observed?
4. In what way has the FLMs’ change-in-work
affected their overall performance?
5. Did it influence the overall performance of
their work area?
Superior Support Factor
6. How have you seen the FLMs’ boss or other
seniors to him impact his ability to apply what he has learnt?
7. What role did the others play in the
organization?
8. How confident has the FLM appeared to be using
the learnings from the EDGE program?
Diffusion of Innovation Characteristics Factors
9. When the FLM uses new skills and concepts,
does the interaction seem comfortable or awkward?
10.
Have you
observed any FLM take the opportunity to use new behaviors regularly?
11.
If the
EDGE program had been provided to you and rest of the staff, do you think that
would affect your motivation to support the FLM in applying their skill and
concept?
Recall and Retention Factors
12.
Do you
feel that this organization supports personal growth and learning?
Situational Factors
13.
Are
there specific situations where the FLM is more likely to use new skills and
concept?
Institutional and Systemic Factors
14.
What
system or structure constraints might be there which could come in the way of
FLMs ability to use skills and concept learning?
15.
Have you
observed any FLM taking time to apply learning from the program?
16.
What
reactions have you observed from the other employees when the FLM applied the
new skill and concept?
17.
Has it
been comfortable when the FLM uses the leadership vocabulary in the work
environment?
18.
Do you
feel the FLMs have incentives to use new learnings from EDGE?
19.
Have you
observed any FLM receive any encouragement and recognition as a result of
practicing the learnings from the EDGE program.
20.
Could
you please summarize the factors that have been:
a. Most productive to help you in applying the
learnings from the EDGE program at work?
b. Roadblocks in your applying the learnings from
the EDGE program at work?
