Adopting Training Practices for the Effectiveness of Employee’s Attitude and Motivation: An Explorative Study on Indian Industries

Abstract

Effective skills development systems which connect education to technical training, technical training to labor market entry and labor market entry to workplace and lifelong learning can help employees to sustain productivity growth and translate that growth into more and better job opportunities in the new economic era. The globe has been changing very fast and on a continuous basis due to technological advancement, As a result it will put acute pressure on the management of the organizations’ as well as employees’ skill. As a result new skill enhancement training programs are necessary to bridge the gap in order to fulfill the expectations of the organizations and their employees. The objective of the present study is to map the perception of employees regarding effectiveness of training practices in influencing their attitude and motivation. The inferences have been derived from primary data collected through questionnaires. In this study, we found that in the ever-changing corporate strategies in the business world, it is compelling for the company to give utmost importance to the human capital for their job satisfaction through right proposition of the motivation of the employees. In the same line, the management would like to find out the real causes for the difference of opinion among the different group of people within the same organization. Hence, depending on the organizational systems, there might be different training strategies which would be implemented for their employees’ skill enhancement. In this context, each department will play an important role for the success of the training programs. At the same time, the management should be careful about the factors of the training programs and make the necessary arrangements for their correlation to create a strong bond.

Keywords

Training effectiveness factor analysis motivation and attitudes toward training

Introduction

The global competition and ever-changing corporate strategies compel the company’s management to give utmost importance to the human capital, as well as their skill-based knowledge within the organizations. In the fast-moving economy where uncertainty is the only certainty due to the training, it is becoming a reliable source of sustained competitive advantage in the ever-changing environment. In the light of this event, we must say that “knowledge” is becoming the basic capital of any organization which helps to trigger development. Previously the perception was to give tremendous importance for an increase in the company’s resources such as capital, building, and machines without thinking about the manpower of the organization, and the present day competition is based on the knowledge of possessing efficient knowledge management. In this context, modern organizations therefore use their capital and resources (money, time, energy, information, etc.) for advanced training for the effectiveness of the organizational goals and the development of their employees’ future career and the new role of the organization. As a result, today most of the organizations which are constantly creating new knowledge, extending it through the entire organization and implementing it quickly inside the new technologies, developing good products, and excellent services. These activities determine the company as a learning organization with constant innovation being its sole business. These are organizations which realize that learning and new knowledge are becoming the key for success, and that education is crucial for development. Training and development (T&D) is the field which is concerned with organizational activity aimed at bettering the performance of individuals and groups in organizational settings. It has been known by several names, including employee development, human resource development, and learning and development.

Review of Literature

Role of Training and Development of Employees

Formal training programs are an effective way of directly transferring the organizational goals and values to a whole group of people simultaneously (Harzing & Ruysseveldt, 2004; Shen & Roger, 2006). Appropriate training can develop managers at all levels including the knowledge and skills required to gain competency in order to manage change in organization in any business environment (John & James, 2002; Stewart, 1996). Training involves an expert, working with learners to transfer them certain areas of knowledge or skills so as to improve in their current jobs (McNamara, 2008). Development is a broad, ongoing multi-faceted set of activities (training activities among them) to bring someone or an organization up to another threshold of performance, often to perform some job or new role in the future (McNamara, 2008). According to Asare-Bediako (2002), employees must be trained, and where possible developed to meet their own career needs and the need of the organization. Training is job or task oriented. It aims at enabling individuals to perform better on the jobs they are currently doing. Development, on the other hand, is career oriented rather than job oriented. It aims at preparing people for higher responsibilities in the future (Asare-Bediako, 2002). Organizations must therefore take the responsibility to develop and implement T&D systems and programs that best help them to achieve their objectives. Noe et al. (2000) viewed training generally as a planned effort by a company to facilitate employees learning of the job-related competencies. These competencies include knowledge, skill, or behaviors that are critical for a successful job performance. Whilst some human resource professionals consider T&D an after recruitment program, Asare-Bediako (2002) believes that it must be incorporated into orientation programs for newly recruited staff. According to him, the T&D unit should explain to new employees what T&D means and what programs and facilities are available to them. At this stage, T&D explains the available internal training programs and how they could participate. T&D should emphasize the area of corporate culture. As the unit changed by facilitating change and maintaining the organization’s culture, T&D should reinforce the importance of training and development through continuous efforts such as frequent reminders, meeting, etc.

As Frank Yawson (2009) suggested in his study on “training and development of human resource in customs excise and preventive service (CEPS) in Ghana,” a systematic training program based on the functional activities and the career progression of each staff could be planned to meet the training and career development needs of staffs. This will ensure that throughout the working life of a staff at CEPS, their T&D needs will be planned in advance and implemented to enhance their capabilities to provide quality custom services. The individual training plan of the staff should, however, be reviewed and updated periodically to meet the challenges of the time. Management of CEPS should improve its training policies to include reward or compensation for staff who undertake self-advancement to enhance their skills and improve their performance in order to maintain such staff and reduce attrition.

According to Henary and Jennifer (2011), in this era of competition T&D of employees is critical in organizations to survive, grow, and develop. Consequentially, T&D has become an issue of strategic importance. There is, however, limited focus on the evaluation of T&D practices in organizations and yet, T&D of employees is critical for the survival and growth of any entity. To fill this gap, this study critically examines, in detail, the benefits, approaches, and evaluation techniques applied in T&D of employees in an organization. The methodology adopted for this study was random samplings where 61 managers of eight organizations were selected for the study. The major finding of the study indicated that T&D of employees increases organizational effectiveness and enhances competitiveness. The limitation of the study is that the sample size selected for the study comprised organizations in Gaborone city and its surrounding areas. The contribution of this study is that it provokes insights amongst owners/managers, policy makers and scholars on how organization T&D practices could be enhanced in order to improve organizational effectiveness and retain human capital. In the light of the events, it has been stated by Alexandros and John (2008) that the role of employee perceived training effectiveness (PTE) becomes clearer as well as its relationship to employee motivation, commitment, and job satisfaction. Also, Zahras et al. (2014) explained in their research article named “Employee Training and Its Effect on Employees’ Job Motivation and Commitment: Developing and Proposing a Conceptual Model” how to develop an effective model for employee training, leading to better outcomes through high job motivation and commitment. The researchers also suggested that the evaluation of the training should be conducted at the spot right after closing the training program, by taking feedback from both trainer and trainees along with the evaluation conducted at workplaces. At the same time, Khan et al. (2014) briefly discussed the factors toward the organizational performance, and also suggested, in the conclusion part of the article, that attitude, job satisfaction, job commitment, training, and motivation are positively affecting the performance of the employees as well as the organization.

Need of the Study

In an Indian context, there is a saying that it is a golden period for the Indian industries due to the new policy activated under the leadership of the vibrant leader and his commitment to implement new turnaround strategies to the corporate sector. Also the government is introducing new policies for the empowerment of the foreign investor as well as the youth mass of the country like “Make in India” and “Skill India” programs, which can help to generate new business environment in the country. In this context, the Skill India program can help youth masses to transform themselves from non-skilled to skilled manpower, and it has been said that only 2.3 percent of the Indian workforce has undergone formal skill training, as compared to 68 percent in the UK and 52 percent in the US. In its new avatar, the initiative of skill training in India will have to achieve much more than what it could so far. The most important challenge is taking advantage of the demographic dividend, which is both the biggest opportunity, and the biggest concern for the country. The secondary data shows that 2.3 percent of the total workforce in India have undergone formal skill training compared to 68 percent in the UK and 52 percent in the US (India Business News, July 2015). Hence, it is important for the management of the organizations, trainers, training schools, and technical universities to think about the worth and value of the training and identify the new training programs after measuring the perception of the workforce and their career objectives so that it can help the performance of the organization and the individual employee.

Research Objectives

From extant review of literature, as researchers we can come to the conclusion that to compete with the rest of the world in view of economy, technology, and production, it is so essential for the interested stakeholders to plan the future, and its causes, and consequences for the organization and individual performance. Hence, the following are the research objectives to be discussed and focused on, in relation to the training practices for the effectiveness of employees’ attitude and motivation.

To measure the organizational employees’ perception toward training, and its practice for the larger interest of the organization employees career.

To interpret the organizational training program and its effectiveness.

To analyze the impact of financial globalization toward training, and expectation from skilled manpower.

Research Hypothesis

Based on the research objectives, extant literature review, and the present business and economic environment of the country, the following null hypothesis was formulated.

Significant relationships do not exist in the perception of employees regarding training program as per the requirement, on the basis of work group, education, and age.

There is no correlation among the factors of the training programs.

Research Methodology

Data

For the study purpose, we have selected private and public sector companies that were located in western part of Odisha (the hub of the different industries), and selected full-time employees of these companies as samples of the study. This study being a problem identification research, a sample size of 100 was targeted from different sections of employees in different departments, and finally we could achieve 60. During the sample design, some of the control categories/characteristics (based on the nature of population) were developed/identified like work groups, education, and age, and also the quotas were assigned so that the proportion of the sample elements possessing the control characteristics will be the same as the proportion of population elements with these characteristics (Gupta, 2011; Malhotra, 2005).

Questionnaire for Employee Perception for Training Programs

For measuring effective training programs of different industries located in western part of Odisha, we have developed standard research questionnaire with proper investigation of the training parameters. Also, in this context, we had taken aid and advice of experienced academicians, managers in different industries, and research persons respective to their fields with three important parameters (Pareek, 2008). In the first parameter having 11 statements (items), second parameter having 25 items, and 8 items in the field of third parameter, and scale ranging from 5 (strongly agree) to 1 (strongly disagree) to measure the elements of effective training programs as per the employee perceptions in the present context. The respondents were asked to rate each item on a five-point scale ranging from 5 (strongly agree) to 1 (strongly disagree).

Demographic Profile of the Sample

The demographic profile of collected samples from the population for the training program is presented in Table 1.

Table 1.

Demographic Profile of Respondents

Demographic Profile of Respondents (N = 60, Training Programs)
Stratification Variables	Category	Frequency	Percentage
Work groups	Executives	30	50
	Non-executives	30	50
Education	Professional	33	55
	Non-graduate professional	27	45
Age	More than 35 years	31	52
	Less than 35 years	29	48

Source: Primary data collected through questionnaires.

In this section, we try to give a brief description about the dimorphic profile of the respondents for study purposes. Hence, we try to collect the right number of respondents from the companies who were working in various departments in the company. Among the 60 respondents, 50 percent of the respondents were executives and non-executives; it revealed that it would help to study positively to reach the research objectives. As far as age group is concerned, 52 percent of the respondents were more than 35 years old, and 48 percent of the respondents belong to less than 35 years. With reference to educational qualification of the respondents, 55 percent belongs to professional categories whereas 45 percent of respondents were non-graduate professionals. Hence, in Table 1 it has been shown that the respondents answered the question proportionally, which can help a lot in the study to overcome biasness.

Reliability Test-reliability Test Statistics

For this study, first we have used Cronbach’s alpha to test the reliability of the collected data. Table 2 shows the reliability of the data, where the value of Cronbach’s alpha was found to be 0.712, which shows that the data were 71.2 reliable. According to the principles of Cronbach’s alpha, if the lenient cut-off is equal or more than 0.6, it is acceptable in exploratory research. In the same way, it has been stated by Bernardi (1994) that the value was calculated for the questionnaire administered to the respondents in order to determine the reliability of the data, where the alpha value is greater than 0.70 which is the recommended level. It means the data having reliability for further study.

Table 2.

Reliability Statistics

Cronbach’s Alpha	No. of Items	No. of Cases
0.712	33	60

Source: SPSS Output from Primary data collected through questionnaires.

Statistical Instruments Used for Measures

In this study, to analyze and interpret the collected data, various statistical measures have been used such as mean, standard deviation, variance, factor analysis, correlation (Kothari, 2011; Malhotra, 2005). Regression analysis was performed through SPSS 19 (trial version) and MS Excel 2007. The variance is the mean squared deviation from the mean.

Analysis and Results of Employee Perception about the Training Programs

Analysis of Effectiveness of Training on Training and Development

In this section, we would like to focus on the different components of effective training programs and its total perception from the employee’s point of view. In this context, 62 percent of the total respondents revealed that they have attended external training programs in the last one year, whereas 38 percent of the employees attended on-the-job training programs for the past one year. In the same time, when we asked questions about the relevance of the training model to their job, 40 percent of the total respondents replied somewhat relevant and 18 percent in favour of extremely relevant. We assumed it that around 58 percent of the employee’s perception was positive toward the training programs. Also, at the same time, 42 percent of the total respondents were against the purpose of the training programs, it means that training programs were not matching with their relevant career and it cannot be helpful to the employees. Table 3 reveals that 11 percent of the respondents gave their view that the trainer was extremely relevant to the training programs to fulfill the requirement of the employees as well as the organization, whereas 21 percent of the employees were in favour of somewhat relevant.

On the other hand, it has been proved from Table 3 that 46 percent of total employees’ perception was against the view related to trainer. It means that trainer efficiency was not as per the expectation of the employees. Subsequently, when we asked the effectiveness about the training course, 13 percent of the employees said that training courses were extremely relevant, whereas 27 percent referred somewhat relevant. It means that 40 percent among the sample were said that training programs were as per the requirement of the company, vision, and its future strategies, whereas near about 60 percent of the total sample perception was against the purpose of the training courses. It revealed that the modern management should think about the cause and consequences of the training programs and very closely observe the employees and find out the real cause, why this training program is not an effective one. We got a similar response, when we asked the question which field of training mostly helped the employees and we came to the conclusion that 30 percent said that promotion was possible for their employment due to training offered by the organization, whereas 28 percent opined that they improved their career opportunities due to the innovate and need based training as per the transformation of the company policies. In the same context, 27 percent said that after the completion of the training of the company, their job satisfaction level has been increased and they felt happy as compared to earlier, and also 15 percent opined that their confidence level increased to take new assignment, accountabilities, and ready to become a successor for the key position as per the need and requirement.

Table 3.

Effectiveness of the Training Programs

	In-house Training	External Training	On-the-job Training Programs
ID_06_Which types of training did you attend in the last one year?	0	37	23
Percentage of training	0	62 percent	38 percent
ID_07_Do you think the training module was relevant to your job?	Not relevant at all	Somewhat irrelevant	Neither relevant nor irrelevant	Somewhat relevant	Extremely relevant
Percentage of training model relevant to job	0	15	10	24	11
	0 percent	25 percent	17 percent	40 percent	18 percent
ID_08_Do you think the trainer in the programs were efficient?	Not relevant at all	Somewhat irrelevant	Neither relevant nor irrelevant	Somewhat relevant	Extremely relevant
Percentage of training Model relevant to job	0	11	17	21	11
	0 percent	18 percent	29 percent	35 percent	18 percent
ID_09_Was it difficult on your part to apply the skills you learned in training once you	Not relevant at all	Somewhat irrelevant	Neither relevant nor irrelevant	Somewhat relevant	Extremely relevant
Percentage of training Model relevant to job	0	12	24	16	8
	0 percent	20 percent	40 percent	27 percent	13 percent
ID_10_Was it difficult on your part to apply the skills you learned in training once you	Yes	No
Percentage	18 percent	42 percent
ID_11_The training helps you get…?	Promotion	Career opportunities	Job satisfaction	Confidence
Percentage of training model relevant to job	18	17	16	9
	30	28	27	15

Source: Primary data collected through questionnaires.

Analysis and Results of Employee Perception about the Training Programs

Analysis on the basics across the Work Group (Executives vs. Non-executives)

Analysis of data collected from two work groups, that is, executives and non-executives, in different companies revealed significant difference between the group mean. Table 4 represents the detail description of individual items on the basics of all level top box% and top2box% compared to executive and non-executive members of the different companies to find out the significance difference if it exists between the groups. Hence, we first compared the perception between the executives and non-executives to find out the results and the view of the respondents. Also in this context, it has been linked to the all top box% to get the information and positive perception of both the parameters. In this context, we found from this study that there is no significant difference between the all level top box score vs. the executive top box instead of item no. 21. (Having all level top box is 13.3 percent, whereas executive score is 0. Hence, we came to the conclusion that all level top box scores are equally contributed by both the executive and non-executive groups). Here, we would like to suggest to the management of the company in general that item no. 21, that is, “Employees understand the relationships between their jobs, work-units and the company,” has a significant difference when executive is compared to the all level top box%.

Table 4.

Desriptive Statistics

Sl. No.	Work Groups →	All Level (N = 60)				Executives (N = 30)				Non-Executives (N = 30)
	Group_1. Perception towards Training and Developement	Mean	SD	Top Box%	Top2 Box%	Mean	SD	Top Box%	Top2 Box%	Mean	SD	Top Box%	Top2 Box%
1	Training is vital for achieving departmental as well as organisational goals	3.7	1.0	23.3	60.0	3.7	1.0	26.7	56.7	3.7	0.9	20.0	63.3
2	Training is the pathway to enhance our career	4.4	0.6	45.0	95.0	4.4	0.6	43.3	93.3	4.4	0.6	46.7	96.7
3	This organization focuses on achieving best performance at minimum cost	3.2	0.9	5.0	36.7	3.0	0.7	0.0	26.7	3.3	1.0	10.0	46.7
4	The company gives training to its employees on new technology	4.0	0.9	30.0	71.7	4.1	1.0	40.0	73.3	3.9	0.7	20.0	70.0
5	The jobs are designed to suit field requirements in the company	3.5	1.0	18.3	55.0	3.5	1.0	20.0	53.3	3.5	1.1	16.7	56.7
6	The company modifies training programmes to the changing needs	4.0	0.8	28.3	68.3	3.9	0.8	23.3	63.3	4.1	0.8	33.3	73.3
7	This organization conducts training to fill the gap in skill levels	3.7	1.1	26.7	60.0	3.9	0.9	30.0	63.3	3.6	1.2	23.3	56.7
8	The training policy fits with the company’s planned goals	3.4	1.1	18.3	48.3	3.3	1.1	16.7	40.0	3.6	1.1	20.0	56.7
9	Superiors support the training programmes of the organization	3.9	0.8	25.0	65.0	3.9	0.8	26.7	63.3	3.9	0.8	23.3	66.7
10	Superiors are willing to provide information on knowledge, skills and attitudes	3.9	0.9	31.7	63.3	4.0	0.8	30.0	70.0	3.8	1.0	33.3	56.7
11	Superiors provide opportunity to use learning in the job by the employee	4.0	0.9	30.0	68.3	4.0	0.9	30.0	73.3	3.9	0.8	30.0	63.3
12	Superiors identify training needs in line with business needs	3.6	0.8	16.7	45.0	3.2	0.6	*3.3	*20	4.0	0.8	30.0	70.0
13	Superiors ensure that employees receive right amount of training at right time	3.6	0.6	6.7	56.7	3.4	0.7	13.3	*26.6	3.9	0.3	*0	86.7
14	External/outside faculty are carefully selected to suit training objectives	3.6	0.8	18.3	41.7	3.4	0.7	10.0	*26.6	3.8	0.8	26.7	56.7
15	In this organization, Performance expectations are clear	3.6	0.9	20.0	45.0	3.3	0.9	13.3	*30	3.8	0.9	26.7	60.0
16	In this organization, there is a list of duties for each job	3.3	1.0	11.7	45.0	2.8	0.7	*3.3	*10	3.8	1.0	20.0	80.0
17	Knowledge, skills and abilities required for each job are identified by the Company	4.0	0.9	33.3	66.7	4.0	0.8	30.0	70.0	3.9	1.0	36.7	63.3
18	Superiors and co-workers encourage, set goals for trainees to use new skills & and behaviors	4.0	0.8	31.7	70.0	4.1	0.8	33.3	76.7	3.9	0.8	30.0	63.3
19	What Presentation techniques are used in training in the Company	3.5	1.1	21.7	45.0	3.6	0.9	20.0	46.7	3.4	1.2	23.3	43.3
20	In this organization, trainees believe in the training program contents	3.5	0.9	16.7	41.7	3.3	0.7	*6.7	33.3	3.7	1.0	26.7	50.0
21	Employees understand the relationships between their jobs, work-units and the company	3.5	0.9	13.3	43.3	3.1	0.7	*0	*26.6	3.8	0.9	26.7	60.0
22	Employees in this organization are expected to acquire new skills and knowledge and apply them on the job	3.5	1.3	28.3	50.0	3.2	1.6	33.3	46.7	3.8	0.8	23.3	53.3
23	There are opportunities for job rotation in this organization	2.8	0.4	0.0	0.0	2.8	0.4	0.0	0.0	2.7	0.5	0.0	0.0
24	Employees are trained to deal with situations like downsizing, disinvestment, Unbundling etc., in the company.	3.6	0.9	13.3	53.3	3.2	0.7	*3.3	*33.3	3.9	0.9	23.3	73.3
25	The climate in this organization is very favourable to any employee interested in developing himself by acquiring new knowledge & skills	3.3	1.1	18.3	36.7	3.1	1.3	16.7	40.0	3.5	0.8	20.0	33.3
Group_2. Motivation and Attitude towards Training
1	I have been given the training opportunities that would realise my career goals.	3.7	0.9	28.3	43.3	3.8	0.9	33.3	53.3	3.6	0.9	23.3	33.3
2	My career goals coincide with organisational goals and my training opportunities have been determined accordingly.	3.7	0.9	28.3	43.3	3.8	0.9	33.3	53.3	3.6	0.9	23.3	33.3
3	Training is provided as an incentive for increased work performance.	3.7	0.9	28.3	43.3	3.8	0.9	33.3	53.3	3.6	0.9	23.3	33.3
4	Training courses are evaluated in terms of improved work performance	3.7	0.9	28.3	41.7	3.8	1.0	33.3	50.0	3.6	0.9	23.3	33.3
5	Departmental training courses culminate in formal qualifications	3.7	0.9	28.3	43.3	3.8	0.9	33.3	53.3	3.6	0.9	23.3	33.3
6	Departmental training courses are aligned with departmental objectives and goals	3.7	0.9	28.3	43.3	3.8	0.9	33.3	53.3	3.6	0.9	23.3	33.3
7	Departmental training courses are evaluated against departmental objectives and goals	3.7	0.9	28.3	43.3	3.8	0.9	33.3	53.3	3.6	0.9	23.3	33.3
8	Departmental training courses are evaluated against individual objectives and goals	3.2	0.7	10.0	10.0	3.2	0.9	16.7	16.7	3.1	0.4	3.3	3.3

Source: Primary data collected through questionnaires.

Note: *Hypothesis Testified@95% Level of Significance between the group and _ refers between the all level and individual groups.

Same time when we try to link the connection between the non-executive to all level mean using descriptive statistics, we did not find any significance difference between the two. It has been proved that the perception of the non-executive is near about the same as the perception instead of item no. 21. Subsequently, when we compare between the group (executive vs. non-executive group), we found surprise results that many statements having significant difference between the executives vs. non-executive, that is, item no. 12, 13, 16, 20, and 24 (see Table 5). However, at this juncture, I would like to advice the management that though there is no significant difference which exists at all level top box% with rest of the two groups but when both groups (executive vs. non-executive) are compared, we have found many difference existing between the groups. Hence, it is eagerly referred that top level manager may take it seriously and will take necessary action for the need of the identification of the training programs which can help to minimize the difference between the two.

Also in the same line, it has been stated that when again, an analysis on the basis of top box%2, we found many items on the Table 4 having difference when it compared all level top box%2 and between the group top box%2 which has given equal response as compared to the top box%. So, it is a matter of serious concern for all management across the industries level.

Analysis on the Basics of Across Educational Group (Professional Vs. Non-Professional)

For the purpose of this analysis two categories of employees have been considered with the same population, namely professional group and non-professional group (Table 5). The analysis on the basics across different educational groups revealed that no differences existed between the all level top box percent vs. professional group top box %, even if it is a single attribute. At the same time, we also did not find any attributes having significance existence between the all levels vs. non-professional group.

Hence, it is a positive sign to the management of the companies that for the educational basics tentatively the people can understand everything which are very closely related to their career with the objectives of the company. Subsequently, we found expected results that there were no differences in the perception between the professional group vs. non-professional group instead of one item no. 24 (see Table 5). Also we found the big answer from the professional and non-professional groups on the way of top box%2 analysis wise that there was no existing difference (all level vs. professional, all level vs. non-professional and also professional vs. non-professional top box% 2 wise) instead of item no. 24 which had also been found in top box% wise.

Table 5.

Desriptive Statistics

Sl. No.	Educational Groups →	All Level (N = 60)				Professional (N = 33)				Non-Professional (N = 27)
	Group_1. Perception towards Training and Developement	Mean	SD	Top Box%	Top2 Box%	Mean	SD	Top Box%	Top2 Box%	Mean	SD	Top Box%	Top2 Box%
1	Training is vital for achieving departmental as well as organisational goals at MCL	3.7	1.0	23.3	60.0	3.8	0.8	24.2	60.6	3.6	1.1	22.2	59.3
2	Training is the pathway to enhance our career at MCL	4.4	0.6	45.0	95.0	4.4	0.6	48.5	93.9	4.4	0.6	40.7	96.3
3	This organization focuses on achieving best performance at minimum cost	3.2	0.9	5.0	36.7	3.2	0.7	0*	33.3	3.1	1.1	11.1	40.7
4	The company gives training to its employees on new technology	4.0	0.9	30.0	71.7	4.1	0.9	36.4	75.8	3.9	0.8	22.2	66.7
5	The jobs are designed to suit field requirements in the company	3.5	1.0	18.3	55.0	3.5	1.1	18.2	54.5	3.5	1.1	18.5	55.6
6	The company modifies training programmes to the changing needs	4.0	0.8	28.3	68.3	4.0	0.8	33.3	63.6	4.0	0.7	22.2	74.1
7	This organization conducts training to fill the gap in skill levels	3.7	1.1	26.7	60.0	3.9	1.0	33.3	63.6	3.5	1.1	18.5	55.6
8	The training policy fits with the company’s planned goals	3.4	1.1	18.3	48.3	3.2	1.2	15.2	42.4	3.7	1.0	22.2	55.6
9	Superiors support the training programmes of the organization	3.9	0.8	25.0	65.0	3.9	0.8	24.2	66.7	3.9	0.8	25.9	63.0
10	Superiors are willing to provide information on knowledge, skills and attitudes	3.9	0.9	31.7	63.3	3.8	0.9	27.3	63.6	4.0	0.9	37.0	63.0
11	Superiors provide opportunity to use learning in the job by the employee	4.0	0.9	30.0	68.3	4.1	0.9	36.4	75.8	3.8	0.8	22.2	59.3
12	Superiors identify training needs in line with business needs	3.6	0.8	16.7	45.0	3.5	0.8	12.1	45.5	3.7	0.8	22.2	44.4
13	Superiors ensure that employees receive right amount of training at right time	3.6	0.6	6.7	56.7	3.6	0.7	9.1	54.5	3.6	0.6	3.7	59.3
14	External/outside faculty are carefully selected to suit training objectives	3.6	0.8	18.3	41.7	3.6	0.8	21.2	42.4	3.6	0.8	14.8	40.7
15	In this organization, Performance expectations are clear	3.6	0.9	20.0	45.0	3.3	0.9	12.1	36.4	3.8	0.9	29.6	55.6
16	In this organization, there is a list of duties for each job	3.3	1.0	11.7	45.0	3.3	1.0	15.2	42.4	3.3	1.0	7.4	48.1
17	Knowledge, skills and abilities required for each job are identified by the Company	4.0	0.9	33.3	66.7	3.8	0.9	27.3	63.6	4.1	0.8	40.7	70.4
18	Superiors and co-workers encourage, set goals for trainees to use new skills & and behaviors	4.0	0.8	31.7	70.0	4.2	0.8	39.4	78.8	3.8	0.8	22.2	59.3
19	What Presentation techniques are used in training in the Company	3.5	1.1	21.7	45.0	3.6	1.1	27.3	48.5	3.3	1.1	14.8	40.7
20	In this organization, trainees believe in the training program contents	3.5	0.9	16.7	41.7	3.3	0.9	12.1	36.4	3.7	0.8	22.2	48.1
21	Employees understand the relationships between their jobs, work-units and the company	3.5	0.9	13.3	43.3	3.3	0.8	9.1	36.4	3.7	0.8	18.5	51.9
22	Employees in this organization are expected to acquire new skills and knowledge and apply them on the job	3.5	1.3	28.3	50.0	3.3	1.5	30.3	45.5	3.7	1.0	25.9	55.6
23	There are opportunities for job rotation in this organization	2.8	0.4	0.0	0.0	2.8	0.4	0.0	0.0	2.7	0.5	0.0	0.0
24	Employees are trained to deal with situations like downsizing, disinvestment, Unbundling etc., in the company.	3.6	0.9	13.3	53.3	3.3	0.7	3.0*	39.4	3.9	1.0	25.9	70.4
25	The climate in this organization is very favourable to any employee interested in developing himself by acquiring new knowledge & skills	3.3	1.1	18.3	36.7	3.2	1.1	12.1	39.3*	3.5	1.1	25.9	33.3
Group_2. Motivation and Attitude towards Training
1	I have been given the training opportunities that would realise my career goals.	3.7	0.9	28.3	43.3	3.6	0.9	24.2	36.4	3.9	0.9	33.3	51.9
2	My career goals coincide with organisational goals and my training opportunities have been determined accordingly.	3.7	0.9	28.3	43.3	3.6	0.9	24.2	36.4	3.9	0.9	33.3	51.9
3	Training is provided as an incentive for increased work performance.	3.7	0.9	28.3	43.3	3.6	0.9	24.2	36.4	3.9	0.9	33.3	51.9
4	Training courses are evaluated in terms of improved work performance	3.7	0.9	28.3	41.7	3.6	0.9	24.2	36.4	3.8	0.9	33.3	48.1
5	Departmental training courses culminate in formal qualifications	3.7	0.9	28.3	43.3	3.6	0.9	24.2	36.4	3.9	0.9	33.3	51.9
6	Departmental training courses are aligned with departmental objectives and goals	3.7	0.9	28.3	43.3	3.6	0.9	24.2	36.4	3.9	0.9	33.3	51.9
7	Departmental training courses are evaluated against departmental objectives and goals	3.7	0.9	28.3	43.3	3.6	0.9	24.2	36.4	3.9	0.9	33.3	51.9
8	Departmental training courses are evaluated against individual objectives and goals	3.2	0.7	10.0	10.0	3.2	0.8	12.1	12.1	3.1	0.5	7.4	7.4

Source: Primary data collected through questionnaires.

Note: *Hypothesis Testified@95% Level of Significance between the group and _ refers between the all level and individual groups.

The above analysis revealed that in the educational basics, the employees are more alert and very careful of the analysis of all the parameters of the concerned training programs of the company, and it is aligned as per the requirement of their career. But when the question arises, the position to recognize the employees, they do not feel good and cannot treat them as equal due to the tendency of the people. In this context, we have experienced from one of the steel manufacturing industries that position-wise nobody compromises that the other group is so important for the company as compared to their group, and also giving different logic behind it. In this research also, it is going to prove that this theory may work here for making a difference among the different attributes do exist, in executive vs. non-executive wise, whereas there were no difference existing in professional vs. non-professional instead of a little (see Table 5).

Analysis on the Basics Across Age Group (Greater than 35 years vs. Less than 35 years)

For the purpose of this analysis, respondents were categorized into two groups. The first group included respondents who were more than 35 years and the second group included up to 35 years. They were mostly having two generation of the people who have been changing very first as per the transformation of the business world and incidentally this age group shouldered most of the workload and pressure of the organization.

The analysis of this age group is presented in Table 6. The analysis revealed there are no differences when we compare all level top box% to the top box% of the greater than 35 years age group and same time also we found that there are no differences existing among all level top box% to top box% of less than 35 years age group. Hence, it has been proved that the position of all level top box% is very strong only if the perception of the respondents is satisfactory in the related factors. Whereas we analyze the top box% 2 wise, we got same response as I had obtained for the professional vs. non-professional groups. It is proved that it should give importance for the training programs as per the need based, career based, and future oriented for the better management process, good work culture, and transformation of your business national boarder to international boarder.

Table 6.

Desriptive Statistics

Sl. No.	Age Groups →	All Level (N = 60)				Greater than 35 years (N = 31)				Less than 35 years (N = 29)
	Group_1. Perception towards Training and Development	Mean	SD	Top Box%	Top2 Box%	Mean	SD	Top Box%	Top2 Box%	Mean	SD	Top Box%	Top2 Box%
1	Training is vital for achieving departmental as well as organisational goals	3.7	1.0	23.3	60.0	3.8	1.0	29.0	54.8	3.7	0.9	17.2	58.6
2	Training is the pathway to enhance our career	4.4	0.6	45.0	95.0	4.5	0.6	51.6	87.1	4.3	0.6	37.9	93.1
3	This organization focuses on achieving best performance at minimum cost	3.2	0.9	5.0	36.7	3.2	1.0	9.7	35.5	3.1	0.8	0.0	34.5
4	The company gives training to its employees on new technology	4.0	0.9	30.0	71.7	4.0	0.9	25.8	71.0	4.0	0.8	34.5	51.7
5	The jobs are designed to suit field requirements in the company	3.5	1.0	18.3	55.0	3.6	1.0	19.4	54.8	3.4	1.1	17.2	44.8
6	The company modifies training programmes to the changing needs	4.0	0.8	28.3	68.3	3.8	0.8	19.4	58.1	4.1	0.8	34.5	65.5
7	This organization conducts training to fill the gap in skill levels	3.7	1.1	26.7	60.0	3.6	1.0	19.4	51.6	3.8	1.1	31.0	55.2
8	The training policy fits with the company’s planned goals	3.4	1.1	18.3	48.3	3.7	1.1	25.8	54.8	3.1	1.0	6.8*	41.4
9	Superiors support the training programmes of the organization	3.9	0.8	25.0	65.0	4.0	0.8	29.0	64.5	3.8	0.8	20.7	62.1
10	Superiors are willing to provide information on knowledge, skills and attitudes	3.9	0.9	31.7	63.3	4.1	0.9	38.7	67.7	3.8	0.9	24.1	51.7
11	Superiors provide opportunity to use learning in the job by the employee	4.0	0.9	30.0	68.3	4.0	0.8	29.0	64.5	3.9	1.0	31.0	58.6
12	Superiors identify training needs in line with business needs	3.6	0.8	16.7	45.0	3.7	0.8	19.4	45.2	3.4	0.7	6.9	44.8
13	Superiors ensure that employees receive right amount of training at right time	3.6	0.6	6.7	56.7	3.7	0.7	9.7	54.8	3.6	0.6	3.4	51.7
14	External/outside faculty are carefully selected to suit training objectives	3.6	0.8	18.3	41.7	3.7	0.8	19.4	41.9	3.6	0.8	17.2	44.8
15	In this organization, Performance expectations are clear	3.6	0.9	20.0	45.0	3.6	1.0	22.6	45.2	3.4	0.8	10.3	41.4
16	In this organization, there is a list of duties for each job	3.3	1.0	11.7	45.0	3.4	1.2	22.6	45.2	3.2	0.8	0*	62.1
17	Knowledge, skills and abilities required for each job are identified by the Company	4.0	0.9	33.3	66.7	4.1	0.9	38.7	67.7	3.9	0.9	27.6	51.7
18	Superiors and co-workers encourage, set goals for trainees to use new skills & and behaviors	4.0	0.8	31.7	70.0	4.0	0.8	29.0	64.5	4.1	0.8	34.5	62.1
19	What Presentation techniques are used in training in the Company	3.5	1.1	21.7	45.0	3.6	1.1	22.6	45.2	3.5	1.1	20.7	37.9
20	In this organization, trainees believe in the training program contents	3.5	0.9	16.7	41.7	3.7	0.9	19.4	45.2	3.3	0.9	10.3	34.5
21	Employees understand the relationships between their jobs, work-units and the company	3.5	0.9	13.3	43.3	3.6	0.9	16.1	48.4	3.3	0.8	6.9	37.9
22	Employees in this organization are expected to acquire new skills and knowledge and apply them on the job	3.5	1.3	28.3	50.0	3.5	1.3	25.8	48.4	3.4	1.3	27.6	34.5
23	There are opportunities for job rotation in this organization	2.8	0.4	0.0	0.0	2.8	0.4	0.0	0.0	2.8	0.4	0.0	0.0
24	Employees are trained to deal with situations like downsizing, disinvestment, Unbundling etc., in the company.	3.6	0.9	13.3	53.3	3.4	0.9	9.7	45.2	3.6	0.8	13.8	44.8
25	The climate in this organization is very favourable to any employee interested in developing himself by acquiring new knowledge & skills	3.3	1.1	18.3	36.7	3.4	1.1	19.4	35.5	3.2	3.1	13.8	20.7
Group_2. Motivation and Attitude towards Training
1	I have been given the training opportunities that would realise my career goals.	3.7	0.9	28.3	43.3	3.7	0.9	22.6	0.9	3.7	3.7	31.0	44.8
2	My career goals coincide with organisational goals and my training opportunities have been determined accordingly.	3.7	0.9	28.3	43.3	3.7	0.9	22.6	0.9	3.7	1.0	31.0	44.8
3	Training is provided as an incentive for increased work performance.	3.7	0.9	28.3	43.3	3.7	0.9	22.6	0.9	3.7	1.0	31.0	44.8
4	Training courses are evaluated in terms of improved work performance	3.7	0.9	28.3	41.7	3.6	0.9	22.6	0.9	3.7	1.0	31.0	44.8
5	Departmental training courses culminate in formal qualifications	3.7	0.9	28.3	43.3	3.7	0.9	22.6	0.9	3.7	1.0	31.0	44.8
6	Departmental training courses are aligned with departmental objectives and goals	3.7	0.9	28.3	43.3	3.7	0.9	22.6	0.9	3.7	1.0	31.0	44.8
7	Departmental training courses are evaluated against departmental objectives and goals	3.7	0.9	28.3	43.3	3.7	0.9	22.6	0.9	3.7	1.0	31.0	44.8
8	Departmental training courses are evaluated against individual objectives and goals	3.2	0.7	10.0	10.0	3.1	0.5	6.5	0.5	3.2	0.8	13.8	13.8

Source: Primary data collected through questionnaires analysis.

Note: *Hypothesis Testified@95% Level of Significance between the group and _ refers between the all level and individual groups.

Factor Analysis for Training Practices for Employee Perception about the Training Programs

Factor analysis was used to remove the redundant variables from the survey data and to reduce the number of variables into a definite number of dimensions. The application was done in SPSS19.0. Factor analysis was performed using principal components extraction methods with varimax rotation. The number of variable reduced from 25 to 24; further, the variables were classified under six dimensions based on the factor loading scores. Before analysis all of the variables, we would explain briefly reliability of data related to factor analysis.

Kaiser–Meyer–Olkin (KMO) and Bartlett’s Test

To determine the appropriateness of factor analysis for identified variables of employee training the Kaiser–Meyer–Olkin (KMO) test and Bartlett’s test were performed. The KMO measures the magnitude of the observed correlation coefficients to the magnitude of partial correlation coefficients, whereas Bartlett’s measures the correlation of variables. The KMO measure was observed to be 0.717 and Barttlet’s test showed a value of 0.00. (Chawla, & Sondhi, 2011). Hence, it can be interpreted that there was no error in 71.70 percent of the sample. The level of significance, which is less than 0.05 is desirable and acceptable as shown in Table 7. Finally, it can conclude that data collected for this research were appropriate for factor analysis. According to the KMO test (1974) recommends accepting values greater than 0.5 as acceptable. A measure >0.9 is “marvelous,” >0.8 is “meritorious,” >0.7 is “middling,” >0.6 is “mediocre,” >0.5 is “measurable,” and <0.5 is unacceptable.

Table 7.

KMO and Bartlett’s Test

Kaiser–Meyer–Olkin Measure of Sampling Adequacy		0.717
Bartlett’s test of sphericity	Approx. chi-square	549.923
	Df	300
	Sig.	0.000

Source: Primary data using SPSS 19 through factor analysis (data reduction).

Hence, the SPSS has identified 24 linear components with the data set and also the study found all components with Eigen value greater than 1 are extracted which leaves of 10 factors. Further as per the research need and purpose, we have taken only seven factors for analysis. In the same line, the index of the present study accounts for 72.332 of the total variance for training practices for effectiveness of employee's attitude and motivation.

Results of Rotated Factors Analysis for Employee’s Perception of Training Programs

Based on the factor loadings, the variables of employee training in the present study can be compressed to seven factors, and on the basis of the nature of variables included in different factors, it can be designed as a training scope and its relationship, strategic for training practices, training climate, pathway and post-training programs, training need identification, training process, and training design and its policy.

Factor 1: Training Scope and Its Relationship

The first factor was formed with all most half of the variables having an Eigen value of 3.069. All the three variables together explained 12.28 percent of the variables (see Table 8.1). The first factor having three variables, out of them “employees understand the relationships between their jobs, work-units and the company” is loaded with the highest score of 0.819, whereas variable 15 named “In this organization, Performance expectations are clear” is loaded with a lowest score having 0.598. It has been stated that the organizations in and across the industries having adequate scope and opportunities for introducing new training programs as per the requirement in the Indian context, especially we have to keep in mind: the “make in India” and “start up India” programs. In this context, we may focus on this point which has a good relation to the training programs and the nature of assignment as well as the career growth of the employees. In this context, we may suggest that the industrial houses would have to spend more capital to bridge the gap between the highest loaded score and lowest loaded score, so that nature of relationship will be enriched and the employees could have a better understanding of the value and the worth of the training programs. So that management can link the training programs to performance of employees and also link it to the promotion without management faulty.

Table 8.1.

Factor 1. Training Scope and Its Relationship

Sl. No.	Variable	Statement	Mean Score
1	V15	In this organization, performance expectations are clear	0.598
2	V20	In this organization, trainees believe in the training program contents	0.702
3	V21	Employees understand the relationships between their jobs, work-units and the company	0.819

Source: Primary data.

Factor 2: Strategic for training Practices

The second factor is constituted with two variables named “Strategic for training Practices”. Between the two variable, the variable one such that “knowledge, skills and abilities required for each job are identified by the company” got very good score (0.702), which indicates that top management of the company has been doing very good job with belief to training practices whole heartedly and putting importance to explore the right knowledge, skills and abilities as per the organisational requirement. In this context, further, it has been suggested to the top management will make a provision for special budget for explore special skill and knowledge through training at the time of recession of the company to utilise the value of the time. In the same line, the second variable of this factor named “Superiors are willing to provide information on knowledge, skills, and attitudes” got very low score (0.598). It has been revealed that superior of the organisation are not so cooperative and don’t belief the OCTAPACE culture. Also the superior of the organisation don’t transferring the knowledge, skills to their junior and their attitude is not as per the HRD Cultural dimension. Hence, it being advised to the top level management of the organisation that counselling the senior most employees of the organisation, so that their attitude should be a mentor for the junior employees (see Table 8.2).

Table 8.2.

Factor 2. Strategic for Training Practices

Sl. No.	Variable	Statement	Mean Score
1	V10	Superiors are willing to provide information on knowledge, skills, and attitudes	0.598
2	V17	Knowledge, skills, and abilities required for each job are identified by the company	0.702

Source: Primary data.

Factor 3: Training Climate

The third factors was formed with four variables named “The company gives training to its employees on new technology,” “Superiors provide opportunity to use learning on the job by the employee,” Superiors and co-workers encourage, set goals for trainees to use new skills and behaviors and the climate in this organization is very favorable to any employee interested in developing himself by acquiring new knowledge and skills, having variables factors having 0.570, 0.929, 0.921 and 0.710, respectively, which referred that the training climate of the organization is above the at par level, and it is being advised to the management of the organizations that the management should be very careful at the time of training design especially at the time of transformation of technologies. In this concept we found that the loading factor only just at above 0.5 in the variable one in this factor. As per the date, employees may not be well acquainted in the new training programs, as most of the employees must be of average age, and as older people do not have many ideas and are not interested to update themselves for future assignment or position for the company. Obviously, we have 10 years experience and have seen that many people do not have the interest to update themselves in their respective fields due to cent percentage job security. But, today irrespective of public and private companies, employees are interested in updating themselves to become a strong candidate for the future position of the organization. In an upgraded business model, training is the key point for the company to fit for the changing global financial systems and training cost is not at all is an expenditure for the company where as it will assume an investment or profit centre (see Table 8.3).

Table 8.3.

Factor 3. Training Climate

Sl. No.	Variable	Statement	Mean Score
1	V4	The company gives training to its employees on new technology	0.570
2	V11	Superiors provide opportunity to use learning on the job by the employee	0.929
3	V18	Superiors and co-workers encourage, set goals for trainees to use new skills and behaviors	0.921
4	V25	The climate in this organization is very favorable to any employee interested in developing himself by acquiring new knowledge and skills	0.710

Source: Primary data.

Factor 4. Pathway and Post-training Programs

This factor is formed with three variables: out of them “External/outside faculty are carefully selected to suit training objectives” got a higher factor score of 0.756. This variable revealed that external/outside faculty are carefully selected to suit training objectives. It means that the factor four, the training climate which is an important aspect for the management. In this connection, we have come to the conclusion that the present modern management very carefully selects the trainer for the training programs. Especially, the humble trainer is required for great concerns about the employee of the organization as well as having high competency in the respective field. If the modern management would take care of all the perception of the employees, we hope that the pathway of training will focus on the career of the interested stake holders (see Table 8.4).

Table 8.4.

Factor 4. Pathway and Post-training Programs

Sl. No.	Variable	Statement	Mean Score
1	V2	Training is the pathway to enhance our career at companies	0.509
2	V14	External/outside faculty are carefully selected to suit training objectives	0.756
4	V22	Employees in this organization are expected to acquire new skills and knowledge and apply them on the job	0.586

Source: Primary data.

Factor 5: Training Process

Table 8.5 represents all the relevant factors loading value for the training process, that is, superiors of the company take credit to identify the training needs as per the alignment of the business needs. We may simply say that training is to be given in B2 to B2 programs as per the business requirement. In this context, it is also a positive point that the employees agree that they were receiving right training courses in right time as per the skill requirement. In this context, we may cite the statement of G20 Training Strategy International Labour Office – Geneva, 2010, that a Skilled Workforce is required for strong, sustainable, and balanced growth across the industries (International Labour Organization, 2011). As per the India Skilled Report (2014), Indian organizations require huge skilled manpower till 2022 and also, export it to the rest of the world (The India Skills Report, 2014).

Table 8.5.

Factor 5. Training Process

Sl. No.	Variable	Statement	Mean Score
1	V12	Superiors identify training needs in line with business needs	0.615
2	V13	Superiors ensure that employees receive right amount of training at right time	0.769
3	V19	What presentation techniques are used in training in the company	0.586

Source: Primary data.

Factor 6: Training Needs Identification

A training needs analysis is basically a data-gathering process used to identity and compare an organizational level of actual level of performance to the projected (desired) level of performance (Reddy, 2013). In this context, Table 8.6 contains five variables and variable 7 & 3 secures the highest loading value having 0.743 & 0.710 respectively, that is, “this organization focuses on achieving best performance at minimum cost,” & “this organization conducts training to fill the gap in skill levels” it represents that the modern organizations have scheduled training programs for their employees skill development on the basis of corporate strategies and linked it to the investment of the company. When the question is coming investment, the present management systems have well known how to get return on investment. The variable “training is vital for achieving department as well as organizational goal” represents the employees of the organization also with the objectives of the company, and we discussed with the link to the above statement that training is energy for achieving the departmental goals as well as organizational goal within the time frame, whereas the modern management identifies such type of training programs which will bridge the gap required and acquired, subsequently, included new methods and guideline for skill enhancement just like Wipro five-level training programs.

Table 8.6.

Factor 6. Training Needs Identification

Sl. No.	Variable	Statement	Mean Score
1	V01	Training is vital for achieving departmental as well as organizational goals at the company	0.698
2	V03	This organization focuses on achieving best performance at minimum cost	0.710
3	V06	The company modifies training programs to the changing needs	0.505
4	V07	This organization conducts training to fill the gap in skill levels	0.743
5	V16	In this organization, there is a list of duties for each job	0.586

Source: Primary data.

Factor 7: Training Design and Its Policy

A training design is a blue print for a training event or experience. It is a detailed plan for what you will do, why you will be doing it, and the best ways to reach your training objectives (Reddy, 2013). In this context, we found from the following factors that the present corporate world minimize the gap between jobs and training programs, presently jobs are designed in a way that it fits perfectly as per the requirements for the organization having loading value is 0.784 whereas training policy is also the fits with the company’s planned which has been percept correlation with each others. In the same time training design should be like this which can help a lot to the management for dealing with the situation like downsizing the manpower, disinvestment having loading value is only 0.545. We came to conclusion that the present management systems very carefully watch all of the matter so that we will successfully manage everything as per the transformation of the society especially the corporate world (see Table 8.7).

Table 8.7.

Factor 7. Training Design and Its Policy

Sl. No.	Variable	Statement	Mean Score
1	V05	The jobs are designed to suit field requirements in the company	0.784
2	V08	The training policy fits with the company’s planned goals	0.813
3	V24	Employees are trained to deal with situations like downsizing, disinvestment, unbundling etc., in the company	0.545

Source: Primary data.

Correlation

Through the correlation, we found from Table 9 that there are positive and negative correlations of coefficient exist, having statistical difference among the factors of factor analysis.

Table 9.

Correlations

	Training Scope and its Relationship	Strategic for Training Practices	Training Climate	Pathway and Post Training Programmes	Training Process	Training Needs Identification	Training Design and its Policy
Training scope and its relationship	1	.530	.699	.961	.956	–.283	–.832
Strategic for training Practices	.530	1	.328	.707	.754	.511	.999
Training Climate	.699	.328	1	.701	.665	.136	–.394
Pathway and post training programmes	.961	.707	.701	1	.993	–.088	.308
Training Process	.956	.754	.665	.993	1	–.042	.696
Training needs identification	–.283	.511	.136	–.088	–.042	1	.999
Training design and its policy	–.832	.999	–.394	.308	.696	.999	1

Source: Primary Data.

Note: Correlation is significant at the 0.01 level.

Out of seven factors, we found five factors, that is, training scope and its relationship, strategic for training practices, training climate, pathway and post-training programs, training process, having positive correlation among each others, whereas another two factors named “training needs identification” and “training design and its policy” having negative correlation with the rest of the five factors of this organization. Hence, it proved that the five variables are somewhat extant perfectly positively correlated and lie positively sloped straight line. Degrees of association between “no. 1 variable” and “no. 6 variable” were −0.283 and −0.832, whereas variables “no. 7 variable” and “no. 3 variable” were having −0.394 negative correlation etc. Therefore, it supports the hypothesis and makes clear that an improvement is essential for improving the level of adopting the training practices for effectiveness of employee’s attitude and motivation, which in turn will bring positive changes in organizational performance of the company; basically it would help a lot for motivating of employees’ attitudes and commitment (Adecco, 2016). At the same time, it has been advised to the management of the organizations that training needs identification and training design and its policy may not be rightly correlated with each other due to having hidden problems within the organizations, hence management will do properly the brain storming session with the presence of top level managers for improvements in the training activities.

Managerial Implications

In the above discussion, we found that irrespective of the differences in view between different segments of people in the population (generalized from the sample results), it can be said that people really value training for their overall performance in a great manner. It is because the first factor discovered in this study that there is a lot of scope for further development of the training programs in Indian context for effectiveness of employee’s attitude and motivation, especially training needs identification and training design and policy as though it has been proved the negative correlation with rest of the variables. Hence, effectiveness of training not only helped the employees for their personal growth but also attracted the best talents of the industry and also to retain them which can help financial gain of the company (Fiona, 2003). Also it will very successfully motivate the problem children of employees to become star employees of the organization. Second, we say that the management of the organizations should implement the training programs like Wipro five-level training strategies and Motoral e-learning training programs for overall growth of the employee’s trough proper communication to people both in internal and external periphery of the organization. Additionally, like other functions employee training should also be taken as a responsibility of the management and the management should be accountable for this action.

Conclusions and Implications

Training is the backbone for the modern management and it should be designed as per the particular market circumstances. Hence, it is also the duty of the managers that they will understand the impact on the growth and success of their company, if the employees are highly satisfied. By the same token, non-engaged employees can have a negative impact on your organization’s ability to become or remain an industry leader. In fact, experts estimate that the costs of a disengaged workforce run into the trillions of dollars. In this context, the company management knows from the very beginning where their employees stand and give them what they want for their personal and professional growth (Adecco, 2016). In the same line, it is being advised to the top-level managers of the company that organizing well-established training programs to help employees to develop their skill which will link to the production of the company as well as the performance to the promotion of employees. Also, the management can try to understand that without such programs employees may fall behind the job performance as compared to those industries who receive new training (Saiyadain, 1988).

In the same way, we suggest to the companies to think about its system to minimise the different perception among the executives and non-executives related to the existing training programs and subsequently, conducting the interview for employees and closely observing them to find out the real cause and consequences for the differences. If really any problems are within the training systems, immediately he/she would be contacted, improved, and linked it to the skilled enhancement. In addition to the above suggestion, here we are giving a few piece of advice that the management should avoid in the following negative aspects, that is, no recognition or feeling of value of the employees, unrealistic demands or work load, job insecurity, conflicting, or otherwise unpleasant co-workers and also introduce the different training programs as per the requirements of individual employees and the motivation strategies should differ for each workers. In this context, we may also recommend that people capability maturity model perhaps the best model to attract, develop, motivate, and retain talent to continuously improve capability of an organization (Reddy, 2013). Lastly, Muma and Amuhaya (2014) has been recommended to the modern management to formulate the appropriate training policy in order to adequately address the training needs for right skill and for employee commitment.

Scope for Further Study

The result of this study is mainly focused on public and private sector units in Odisha, but in general it can also be applied to the other industries in India and abroad considering and depending on the organizational structure, cultures, and size of the organization and business functioning areas. However, this research study has substantial scope for extension—both in terms of breadth as well as depth.

The present study is an attempt to find out the problem areas about training practices and its effectiveness for changing employee’s motivation as well as attitudes. From this study, we came to the conclusion that there is lots of scope for further development of the training practices for especially training need, identification, and training design as per the transformation of technologies and expectations of the employees in the present context.

Limitations of the Study

The present study is based on data gathered from a private and public sector organizations in the state of Odisha. Hence, the findings of the study may not be properly generalized in both the sector organizations and beyond the geographical boundaries of the state. Second, if the sample size will be increased then the results may change since a more representative sample will be constituted. However, findings of the present study can serve as a conduit for further conclusive researches.

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