Impact of Training and Development Practices on Job Satisfaction: A Study on Faculty Members of Technical Education Institutes

Abstract

The study attempts to examine the relationship and impact of training and development practices on job satisfaction of employees. Universe of the study has been limited to faculty members employed at institutes providing technical education in the city of Nagpur, Maharashtra, India. A sample size of 360 faculty members was collected to represent the universe. The research was conducted in a confirmatory framework so as to examine the causal linkage among the study variables. The results depicted a positive relationship between training and development practices and job satisfaction among the faculty members of technical educational institutes. The study not only provides empirical credence to the importance of training and development practices but also has implications for the management of technical educational institutes that educational institutes should conduct a proper training need analysis to ensure that appropriate training and development practices are adopted leading to creating a learning environment in the organization which eventually contributes towards job satisfaction of employees through appropriate skills development for individual and organizational growth.

Keywords

Faculty members training and development practices job satisfaction institutes offering technical education

Introduction

In the era of intensive globalization, the survival and growth of any organization depends upon how much importance it gives and the investment it makes on training and development of its workforce to improve their efficiency level in order to get maximum return out of them. Effective training and development practices carried out in organizations help enhancing the job proficiency of employees. The quality of training imparted has a significant effect on employee’s feelings of importance concerning the job. Job training has a huge impact on psychological variables such as motivation, commitment, organizational trust and willingness to go above and beyond to meet their job requirements (Truitt, 2011).

There is a positive impact of training on job performance of workforce. It is a factor which motivates the employees by enhancing their knowledge and making them proficient in performing their job efficiently. Training also plays a significant role to overcome the environmental changes due to innovations in technology, changing structures of the organization and high market competitions (Bhat, 2013).

The competence and effectiveness of an organization depends upon how much competent its work-force is and how effectually they are employed for achieving the objectives of organization. Employee competence depends upon how much skills they have developed over time. Learning, which is an integral part of skill development, leads to a continuing change in the employee behaviour. This learning is the result of one’s job experiences, education, training and development (Prasad, 2005). Training helps to improve the efficiency of the organization (Alipour, Salehi, & Shahnavaz, 2009). Thus, in the fast-changing environment training and development of workforce is not only the practice that is desirable but also an activity that an organization must perpetrate resources for maintaining a practicable and knowledgeable workforce (Acquians, 2006).

Education aims at development of human resource. Therefore, when we think of human resources development (HRD) in education we are thinking of development of those human resources who are a part of education system. Developing all the categories of people involved in education is of prime importance so that they can perform their role effectively (Rao, 1991). Education is a service industry and teachers are the lifeblood of it, to offer best services, job satisfaction of teachers is of prime importance.

Technical education is an important and significant component of HRD spectrum in improving the quality of life of the people. Considering the importance of this sector, a high priority is given to it by the planners. (National Project Implementation Unit [NPIU], 2002). Considering the importance of technical education and the initiatives taken by the government in its improvement, the research has been conducted on two of its most important domains, that is, management and engineering and specifically for this study management and engineering colleges of Nagpur have been taken into consideration, as very less studies have been conducted in the field so far.

The scope of this research is wider because the problem of failure to attract and retain quality faculties will only be resolved through adoption of proper training and development practices in educational institutions leading to job satisfaction of faculty members and increased morale. However, there are few studies carried out in technical education institutes in relation to effect of training on job satisfaction of faculties. Therefore, the main objective of the research work is to examine the relationship and effect of training and development on job satisfaction of teaching staff employed in the institutes offering technical education.

Literature Review

Education is the hallmark of the developmental index of a country. The provisions for higher education are seen as a crucial investment in creating a workforce which is more knowledgeable, produces extensive benefits to the nation and also enhances the personal fulfilments for our society. Education has a holistic impact on the individual’s life providing him with a greater opportunity to earn a living and contribute positively to the organization and nation alike. Technical education determines the development and socio-economic condition of a nation; there is a greater need for high-quality technical education to produce technically skilled manpower in India. A high-quality engineer or technician can obviously be created only through high-quality engineering and vocational teaching and training. Moreover, the quality and excellence of an educational institute depends upon the quality of faculties it recruits and retains. To retain quality faculties, it is very much necessary for an institute to ensure their satisfaction on the job (Sarika, 2014). Additionally, technical institutions in India are also facing the challenges of increased competitions. In such an environment, labour retention is a very important factor for competition and survival, (Nanjundeswaraswamy & Swamy, 2013)

In this context, it becomes very necessary to ensure optimum HRD practices which helps in faculty job satisfaction and quality enhancement of these institutes. Different researches have studied the factors which lead to job satisfaction of faculty members. Nature of work, salary satisfaction and quality supervision are significant predictors of organizational commitment of the Pakistani public sector university faculty. It was also found out that the faculty members were highly satisfied with their supervisor, co-workers, compensation, work itself and opportunities of advancement in their universities (Malik, Nawab, & Naeem, 2010). Job satisfaction can be coded as ‘the favourableness or unfavourableness with which the work is viewed by an employee’ (Watson, Buchanan, Campbell, & Briggs, 2003). Different aspects of the job, such as pay, promotions, supervision, fringe benefits, one’s co-workers support and excessive working hours, are associated with levels of satisfaction. Faculty in engineering colleges are most satisfied with the activity, social service and co-workers’ dimensions of job satisfaction, whereas they are least satisfied with the compensation, advancement and company policies and practices dimensions (Merchant & Shastri, 2013). There exists a positive association between training and workforce motivation, their commitment and even their satisfaction. The underlying reason is that, when an employee feels that the organization is taking efforts for his growth and treats him as an important asset, he feels much more secure and develops an ownership towards the organization and his work. Training results into motivation, employee satisfaction, increase employee productivity and results into a long-term association of an employee with the organization (Nadeem, 2010).

Training helps in enhancing the attitude, skills and knowledge of the employees to perform specific jobs. Training helps in advancement of old talents and development of new ones. Training and development is considered as complementary to each other. Every organization should develop a plan for training and development of its workforce which will merge with the employee resourcing plan, that is, selection and the overall strategic plan of the organization. Training is a vehicle of HRD and is concerned with developing the ability of employees and increasing their capacity to cope up with the ever-changing environment (Ghosh, 2000). Training can be defined as ‘The act of increasing the skills of an employee for doing a particular job’ (Flippo, 1984).

Development is a related process. It covers not only those activities which improve job performance, but also those which bring about growth of the personality; assist individual in the progress towards maturity and actualisation of their potential capacities so that they become not only good employees but also better human beings’. (Acquians, 2006)

Thus, it can be said that development helps an individual to take up higher roles and responsibilities in the organization and move upward in their career path. Training and development eventually leads to the career development of the employees. According to the study undertaken on employees of banking sector in Karachi, job satisfaction is based on the opportunities of career development in the respective organizations. In the study, employees agreed to the fact that they may leave the organization if they are not provided with career development opportunities (Shujaat, Sana, Aftab, & Ahmed, 2013). Therefore, to decrease turnover intentions among employees, it is necessary to provide them with an effective training programme and a supportive training environment (Jehanzeb, Hamid, & Rasheed, 2015). Likewise, focus on training reduces absenteeism and lower the intention of suspension among the employees. It also leads to competitive advantage in relation to employee improved performance and higher job satisfaction (A. Batool & Batool, 2012). Training leads to recuperating the quality of work, work-life, organization culture and builds positive perception about the organization in the minds of employee and increase their productivity. Moreover, employees also think that it is because of the training that they have the required skills to do their job effectively and they are updated with the latest happening in the industry (Lather, Garg, & Vikas, 2013). A research on Irish working environment stated that ‘employers must take care and provide suitable training and development opportunities to the workforce of the organisation and if needed provide training on English language also so as to ensure that employees get adjusted with the organisational environment’ (Prendergast, 2016).

Training need assessment is crucial to employee training and development programme. After the need assessment, the training objectives are defined, that is, who needs training and what kind of training is needed. Then training programme is designed and accordingly implemented. At the end an evaluation is made in order to identify whether the training objectives were met or not, the reaction of participants to the training programme, how much they learned and how well they implemented the things they have learned. After evaluation if it is found that the performance of employees has improved after training then it can be inferred that training had a positive impact on employees’ performance (Akhtar, Ali, Sadaqat, & Hafeez, 2011).

In reference to the study on, ‘the need for professional training programmes to improve faculty members teaching skills’, it has been stated that faculty members need training in five main domains, namely course development and design, teaching and learning strategies, assessment and evaluation of students’ performance, utilizing of technology in training and communications skills. To inculcate these skills among the faculty members it is the responsibility of educational institutes to arrange high-quality professional training programmes for the faculty members to compete in this competitive era (Al-Hattami, Muammar, & Elmahdi, 2013). Additionally, career and technical education instructors require continuous professional development in relation to pedagogy starting from the basics and then moving to practical aspects and implementation (Kerna, 2012).

Faculty members need to be updated and trained from time to time. As per the study carried out in HRD on education institutions in Middle Eastern countries, it was concluded that educational institutions should equip the students as per the requirements of the modern work places. It is the responsibility of these institutions to equip the students with required skills in order to reduce the skill gap (Dirani & Hamie, 2017).

A research in 92 universities in the UK stated that, ‘universities should strategically plan and firmly committed towards providing training of transactional teaching to the faculty members so as to make them competitive to deal with students belonging to different cultural backgrounds’ (Nawaz, 2018).

Thus, it is recommended that all organizations should provide training to their employees as it is not only advantageous to the employees but also beneficial to the organization because if the employee lacks in performance it will ultimately affect the whole organization (Khan, Khan, & Khan, 2011). The same was supported by the study carried out in the banking sector in which it was concluded that, it is the training and development practices carried out in the organization that have a high positive impact on the job performances of the employee in the banks.

Antecedents of Training and Development

Training Environment

A proper training environment needs to be developed in the organization. The faculty members should be encouraged to identify areas in which they need training. The training and development programmes offered by the institute should be aligned to the expectations of the faculty members and should be associated with the personal development needs of the organization. This will lead to the development of positive perceptions among the faculty members.

Trainers Quality

The persons responsible for imparting training need to have expertise in the area of work and should have the ability to fulfil the necessities and expectations of employees (A. Batool & Batool, 2012). There exists a highly significant positive relationship between trainers’ quality, transfer of learning and job satisfaction. Trainers play a vital role to provide an effective learning environment to the employees for which they need to be well prepared so as to contribute towards success of training program (Latif, Ja, & Shaheen, 2013).

Course Design

Training programmes that are organized by the institution should be relevant to the common problems faced by the group of learners. Teaching strategies should be planned in such a manner that it contributes immensely towards developing various skills among the learners like cognitive, interpersonal, numerical and accountability (Al-Hattami et al., 2013).

Learning Experiences

Training sessions assist the employees to do their job in an effective manner. The success of any training programme depends upon the perception of employees. If they find that training programmes are quite interesting and help them to perform their task efficiently, then they will take efforts to reap maximum benefits from the programme. Moreover, they will try to implement the knowledge and skills acquired from the training programme which will help them to get promotion and other benefits (Sudhakar, Rao, & Naik, 2011). Training builds a positive perception among the employees about the organization and leads to an improved work-life.

Job Satisfaction

Job satisfaction can be defined as a psychological feeling of favourableness which an individual has regarding his job. ‘Job Satisfaction is the amount of pleasure or contentment associated with a job. If you like your job intensely, you will experience high job satisfaction. If you dislike your job intensely, you will experience job dissatisfaction’ (Dubrins, 1988). Employee satisfaction (mostly said as job satisfaction) is ‘an emotional state which is pleasurable or positive ensuing from the appraisal of one job or job experiences’ (Locke, 1976). Job description index (JDI) scale which helps to measure employees’ job satisfaction included various factors like work, supervision, pay, promotions and co-worker, which have significant impact on overall job satisfaction level (Shaikh, Bhutto, & Maitlo, 2012). A similar study on job satisfaction in technical educational institutes of Nagpur city concluded that performance management system of an organization also has a huge effect on job satisfaction of faculties (Paposa & Mohit Kumar, 2015). Training and development can become a very supportive factor for enhancing the job satisfaction of employees as it will help them to do their work effectively. Subordinates will develop respect for that supervisor who cares for arranging training sessions for them. Co-workers support during training programmes will also enhance learning (Jehanzeb et al., 2015). A well-planned and implemented training programme will surely help the employees to hone their skills leading them towards wage raise and promotions. There exists a strong relationship between professional commitment and job involvement. Motivated are those employees who are engaged in their job effectively (Deepak, 2016). It is the responsibility of higher level of management to ensure that employees should possess skills and should be competent enough to work as teams. Management should possess a combination of transformational managerial abilities and develop team building strategies for increasing performance and job satisfaction of employees (Misra & Shrivastava, 2018).

Impact of Training and Development on Job Satisfaction

Workforce training has a significant impact on job satisfaction. Workforce training is a prime agenda in order to achieve organizational objectives (Adesola, Oyeniyi, & Adeyemi, 2013). Likewise, a research on the employees of banking sector concluded that an appropriate training and development pro-gramme needs to be devised while making plans for all the human resource management practices taken together so as to achieve economic excellence and effectiveness of the enterprise. The study reveals that a positive association exists between training and development practices of the organization and job satisfaction level of workforce on one side and organization effectiveness on the another. It was also stated that a training and development programme should be an important tool of human resource practices in commercial banks leading to satisfied, loyal and competent workforce (Rahman, 2014). Positive relationship exists between employees’ motivational level, training, commitment and even level of satisfaction. If the organization trains and develop the employees from time to time, it will boost their morale increase their motivation and satisfaction level resulting into long term commitment of employees towards the organization (Nadeem, 2010). Every employee has a career goal in life, and it is their expectation that organization should support them to move ahead in their career path. This will be possible when employees are trained and developed from time to time, and if this is not done it will lead to dissatisfaction and employees will look for greener pastures outside, thus leading to employee turnover and absenteeism. It is the training which assists the employee in carrying out their roles and responsibilities efficiently and also develops them by enhancing their knowledge, preparing them to take higher responsibilities in their career path (Karthikeyan, Karthi, & Graf, 2010). Thus, it can be concluded that training and development leads to enhancement of personal job satisfaction (Sajuyigbe & Amusat, 2012).

Summary

To summarize, it can be stated that there was sufficient literature available on training and development practices and job satisfaction separately, but few studies have attempted to explore the relationship between these variables. A gap was found after reviewing the literature between the relationship and impact of training and development on job satisfaction in Indian context. Most of the existing studies focus on impact of training and development on organizational performance. Additionally, the existing studies on training and development are in corporate sectors, specifically banks. There was hardly any study specifying the impact of training and development on job satisfaction of faculties employed in the institutes offering technical education in the context of India. The present research work has therefore been undertaken to target this gap in literature.

Research Methodology

The study is based on the causal research design and is aimed at analysing the influence of training and development practices on job satisfaction of faculties. Institutes imparting technical education are the sampling frame and faculties of engineering and management colleges are the sampling units.

The effect of certain variables of training and development like training environment, trainers quality, course design and learning experience on faculties job satisfaction was the main area of research in this study. Data collection was done through both primary and secondary sources.

Research Objectives

To evaluate the relationship that exists between training and development practices of the institutions offering technical education and job satisfaction of faculties.

To examine the impact of training and development practices of the institutions offering technical education on job satisfaction of faculties.

Model of the Study

Here employee satisfaction and dimensions of training and development like training environment, trainers quality, course design and learning experience on job satisfaction of faculties are shown in Figure 1.

Figure 1.

Source: The authors.

Dependent and Independent Variables

Training and development is the independent variable, and job satisfaction of faculty members is a dependent variable. Four antecedents of training and development, as discussed by Choo and Bowley (2007) in his research, were considered for the study, namely, training environment, trainers quality, course design and learning experience.

Research Instruments

The five-item research tool for measuring job satisfaction, namely ‘Job Description Index (JDI)’ prepared by Smith, Kendall & Hulin (1969), and the 25-item research instrument related to training and development developed by Choo and Bowley (2007) were used to develop the 30-item research instrument for undertaking the research work. The same is shown in Table 1.

Table 1.

Research Instrument

Variable	Items	Scale/Instrument	Source
Job satisfaction (Y)	Y₁	Pay	JDI by Smith, Kendall & Hulin (1969)
	Y₂	Promotion
	Y₃	Work
	Y₄	Supervision
	Y₅	Co-workers
Training environment (X₁)	X₁₁	Encouraging employees to identify training needs	Choo and Bowley (2007)
	X₁₂	Training and development offered are relevant to daily work
	X₁₃	Training and development programmes are aligned with employee’s expectation
	X₁₄	Training and development programmes are aligned with personal development needs
	X₁₅	Feedback—sessions after training
Trainers qualities (X₂)	X₂₁	Well prepared
	X₂₂	Helpful
	X₂₃	Supportive
	X₂₄	Motivates the learners
	X₂₅	Encourages asking questions
	X₂₆	Capable enough to articulate
	X₂₇	Good facilitators
	X₂₈	Inquired about learner’s interest regarding training style before delivering
Course design (X₃)	X₃₁	Job relevant training programmes
	X₃₂	Informed about the requirements for the programme
	X₃₃	Relevant to the specific problems being faced by the group of learners
	X₃₄	Trainings are designed to be conducted inside the organization
	X₃₅	Trainings are also conducted beyond the boundaries of organization
Learning experience (X₄)	X₄₁	Satisfied with the key learning
	X₄₂	Improvement in quality of work
	X₄₃	Feeling valued after training
	X₄₄	Training led to skill enhancement
	X₄₅	Able to apply what has been learned on a regular basis
	X₄₆	Builds positive perception about the organization
	X₄₇	Improvement in work-life

Source: Smith, Kendall, and Hulin (1969) and Choo and Bowley (2007).

Hypothesis

The literature review helped in generating the following hypotheses for the study:

H—There is a significant correlation between training and development and job satisfaction of faculties.

H_T—There is a significant impact of training and development on job satisfaction of faculties.

H_T₁—There is a significant impact of training environment on job satisfaction of faculties.

H_T₂—There is a significant impact of trainers quality on job satisfaction of faculties.

H_T₃—There is a significant impact of course design on job satisfaction of faculties.

H_T₄—There is a significant impact of learning experience on job satisfaction of faculties.

Procedure

Research work was based on an in-depth literature review on the topic. The existing literature was examined. Basically, the research work done on training and development and job satisfaction practices across different sectors was studied in detail. Journals which are closely related to the study topic like European Journal of Training and Development and Education + Training was specifically focused. Data collection was done from 360 faculty members in online and offline mode through a structured questionnaire. A seven-point Likert’s scale was used to get the response. The questionnaire was made of five important constructs, that is, training environment, trainers quality, learning experience, course design and job satisfaction. The last section of the questionnaire consisted of demographic characteristics. Faculty members were informed about the main objective of conducting the research and confidentiality of the same in order to motivate the respondents to give responses whole heartedly.

Data Analysis and Interpretation

Validity and Reliability of Instrument

Principal component analysis with varimax rotation was used to test the validity of the instrument. The output of which is shown in Table 2. After factor analysis, four elements of job satisfaction (J) were taken into consideration as dependent variable, four elements of training environment (T₁), seven items of trainers quality (T₂), four items of course design (T₃) and seven items of growth and security (T₄) were taken into consideration as independent variable for the next step in analysis. Thus, out of 30 items, 4 items were removed and the remaining 26 items were taken into consideration

Table 2.

Rotated Component Matrix^a

Components
	1	2	3	4	5
T _1.1			0.792
T _1.2			0.807
T _1.3			0.680		0.342
T _1.4			0.688		0.312
T _1.5		0.355	0.447	0.549
T _2.1		0.682		0.402
T _2.2	0.460	0.705
T _2.3	0.427	0.689	0.338
T _2.4		0.778
T _2.5		0.770
T _2.6		0.714
T _2.7		0.746	0.323
T _2.8	0.369	0.583
T _3.1	0.413	0.423		0.587
T _3.2		0.400		0.697
T _3.3				0.680
T _3.4	0.347	0.359		0.587
T _3.5		0.394		0.474
T _4.1	0.670	0.323	0.396
T _4.2	0.816	0.317
T _4.3	0.778
T _4.4	0.757
T _4.5	0.828
T _4.6	0.834
T _4.7	0.849
Y ₁					0.814
Y ₂	0.301				0.801
Y ₃				0.344	0.768
Y ₄			0.441	0.342	0.677
Y ₅		0.413		0.454

Source: The authors.

Note: Extraction method: Principal component analysis.

Rotation method: Varimax with Kaiser normalization.

^aRotation converged in seven iterations.

Cronbach coefficient alpha was used to test the reliability of the questionnaire as depicted in Table 3. Coefficient alphas for each subscale of the multi-dimensional scale employed for the study was estimated.

Table 3.

Reliability Test of Instrument

Variables	Items Considered after Validity Test	Cranach’s Alpha
Job satisfaction (J)	J₁, J₂, J₃ and J₄	0.883
Training environment (T₁)	T_1.1, T_1.2, T_1.3 and T_1.4	0.888
Trainers quality (T₂)	T_2.1, T_2.2, T_2.3, T_2.4, T_2.5, T_2.6, T_2.7 and T_2.8	0.934
Course design (T₃)	T_3.1, T_3.2, T_3.3 and T_3.4	0.888
Learning experience (T₄)	T_4.1, T_4.2, T_4.3, T_4.4, T_4.5, T_4.6 and T_4.7	0.947

Source: The authors.

Testing of Research Hypothesis

Impact of antecedents of training and development on job satisfaction of faculties was tested by using multiple regression technique. As shown in Table 4 the value of R is 0.712, from which it can be inferred that, there is a high degree of correlation among the two constructs, that is, job satisfaction and training and development practices. R² value is 0.507. Thus, the research hypothesis (H) is accepted.

Table 4.

Model Summary

Model	R	R²	Adjusted R²	Std. Error of the Estimate
1	0.712^a	0.507	0.501	0.66456

Source: The authors.

Note: ^aPredictors: (constants) T₄, T₁, T₂ and T₃.

From Table 5 it can be seen that the value of F is 91.190 which is greater than the critical value of 2.38. Thus, the research hypothesis (HT) is accepted.

Table 5.

ANOVA^a

Model		Sum of Squares	df	Mean Square	F	Sig.
1	Regression	161.090	4	40.273	91.190	0.000^b
	Residual	156.780	355	0.442
	Total	317.871	359

Source: The authors.

Note: ^aDependent variable: Y.

^bPredictors: (constants) T₄, T₁, T₂ and T₃.

Among all the four antecedents of training and development, Table 6 reveals that three antecedents, that is, training environment (T₁) with p-value of 0.000, course design (T₃) with p-value 0.000 and social relevance (T₄) with p-value of 0.044, have values less than 0.05. From this it can be inferred that there is a significant impact of the antecedents of training and development on faculties’ job satisfaction level. Thus, the Hypotheses H_T₁, H_T₃ and H_T₄ are accepted. For the remaining one antecedent, that is, trainers quality (T₂), null hypothesis is accepted as there is no sufficient evidence to accept H_T₂.

Table 6.

Coefficients^a

Model		Unstandardized Coefficients		Standardized Coefficients
Model		B	Std Error	Beta	T	Sig.
1	(Constant)	0.597	0.169		3.521	0.000
	T1	0.466	0.049	0.459	9.440	0.000
	T2	-0.055	0.070	-0.047	-0.779	0.436
	T3	0.289	0.061	0.291	4.717	0.000
	T4	0.105	0.052	0.105	2.020	0.044

Source: The authors.

Note: ^aDependent variable: J.

The beta coefficient for the antecedents of training and development, that is, training environment (T₁), course design (T₃) and learning experience (T₄) are 0.466, 0.289 and 0.105, respectively. These positive values of beta coefficient indicate that, all these four antecedents have a significant relationship with job satisfaction of the faculties. The same is shown in the analytical model in Figure 2.

Figure 2.

Source: The authors.

Conclusion and Implications

The findings of this research work specify that a positive relationship exists between training and development and job satisfaction of employees. Better training and development opportunities is associated with more job satisfaction and furthermore has a significant impact on it, and the same has been also depicted in many other studies also (Akhtar et al., 2011; Choo & Bowley, 2007; Jehanzeb et al., 2015; Latif et al., 2013; Nadeem, 2010). The study discloses the fact that, different antecedents of training and development, that is, training environment, course design and learning experience have a direct and significant effect on job satisfaction of faculties working in technical educational institutions. It can be stated that, arranging appropriate training and development facilities to the faculty members can boost their job satisfaction. Thus, training and development can be considered as an important HRD practice which helps to motivate the faculty members to deliver high results by contributing towards the brighter future of the students and thus moving towards achievement of goals of the organization. Therefore, the findings of this research work when taken into consideration in relation to previous research (Sudhakar et al., 2011) states that, training environment creates a developmental climate in the institution and significantly impact the job satisfaction of faculty members encouraging them to identify the areas in which they need training. The training sessions which are organized for them should be relevant to their field, meet their expectations and should lead to their development. After each training session, feedback should be taken in order to know the areas which need improvement. Moreover, the study in accordance with similar other studies (Adesola et al., 2013) reveals that training should be given prime importance in the institution and due care should be taken at the time of course design because the faculty members can furthermore be satisfied through it. The content of the course should be related to the relevant problems which are being faced by the faculty members in different work situations or in their career. The institute should motivate the faculty members to attend training programmes, which are arranged either inside or outside the institution. The study also reveals the results in line of the study (Rahman, 2014) that, the faculty members’ job satisfaction is also significantly affected by learning experiences which states that a proper training and development programme designed with utmost care and an inclusive course content can foster new learning and techniques which can be applied to perform the job with the fullest efficiency and effectiveness, thus increasing the quality of work, assisting in career development and leading to improvement in work-life. Thus, the study reveals that, training and development is an important agenda for the management of technical educational institutes. Training and development practices helps in creating an effective learning environment contributing towards faculty members’ growth and job satisfaction. Findings of this study can be very helpful to the management of technical institutes to frame policies which result in improvement of performance and satisfaction level of faculty members by giving appropriate training and development opportunities. There are certain limitations of the research work which may be overcome in future studies. As the work is carried out in technical educational institutes in the city of Nagpur, therefore, additional researches need to be conducted for generalization of the results to other parts of the country. The data collection was done only from the faculty members and not from the administrative staff of the technical institutes which may become a part of future research work in this field. The implications of this research work can be very helpful to carry out similar researches in organizations belonging to different sectors or industries.

Footnotes

Declaration of Conflicting Interests

The authors declared no potential conflicts of interest with respect to the research, authorship and/or publication of this article.

Funding

The authors received no financial support for the research, authorship and/or publication of this article.

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