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Dr. V. K. Jain - Training as a Sub-System of HRD- A Case Study
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Volume -1 Issue -4, December 2013 Research Area: Human Resource Department, Page No. : 48-61
Training as a Sub-System of HRD- A Case Study
Dr. V. K. Jain
Associate Professor & Head
Department of Commerce
G.M.N. College, Ambala Cantt., Haryana (India)
Abstract
Modern organizations are becoming more complex today. Increasing size of the business,
changing technology and larger volumes of production lay stress on cutting down the cost of
production, enhancing market share and improving productivity and quality of production. This
is turn requires increasing efficiency of human resources to save time, energy and resources and
bring in better quality and profitability. HRD enables the people to achieve this efficiency as it
deals with individual values, behavior, action and thoughts. It undertakes the activities and
processes to promote the intellectual, moral, psychological, cultural, social and economic
development of the individual so as to achieve the highest human potential as a resource for the
community. People need competencies to perform the assigned tasks. Higher degree of quality of
performance of tasks requires higher degree of skills. Without continuous development of
competencies in people, an organization is not likely to achieve its goals. In fact, competent and
motivated people are essential for the growth, survival and excellence of the organization. This
competence is generated by training function of HRD. People join the organization as raw hand.
They need to get their skills polished and developed so as to perform their jobs in an efficient
manner. This necessitates training not only for the new entrants but also to the existing
employees. Considering the significance of training in an organization, the present study has
been undertaken with reference to two major public sector organizations. The study seeks to
analyze the nature of training programmes of the two organizations and their likely impact on
productivity and efficiency. Efforts have also been made to study the nature of developmental
climate on this aspect in these organizations.
Key Words: Training, Human Resource Development (HRD), Productivity, Skills, Employee Potentials,
Competencies, Efficiency
1. Introduction
Human resources are the most important and valuable resources for any organization. The contribution
they make for the growth of any organization may not be arithmetically calculable, yet there exist
unlimited potential for the development and attainment of goals of the organization. In fact, dynamic
people make dynamic organizations and efficient and effective employees contribute to the effectiveness
of the organization. Competent and motivated people in any organization are the ones who make things
happen and enable the organization to achieve its goals. Therefore, the organization should continuously
ensure that dynamism, competency and motivation of the employees remain at high level. Human
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Dr. V. K. Jain - Training as a Sub-System of HRD- A Case Study
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Volume -1 Issue -4, December 2013 Research Area: Human Resource Department, Page No. : 48-61
Resource development is a continuous process to ensure the development of employee competencies,
dynamism and effectiveness in a systematic and planned manner (Rao, 1990).
HRD is a process of increasing the capacity of human resources through development. Training is one of
the most effective tools of Human Resource Development (HRD) at the lower level of management in
organizations which helps in developing competencies and efficiency of the employees and thus, builds
greater confidence in them. Every human being has the potentials to do remarkable things if they are
provided with the opportunity and climate to develop and utilize these potentials. Training aims at
imparting skills among the people to enable them to perform their present job in an effective manner and
develop their potentials as well to seek better opportunities in the organization. With the help of training,
the organization is not only able to improve the efficiency of the people but also the whole of the
organization as it helps to reduce the wastage of material, time and energy. This is turn is helpful to
increase productivity and quality of production and reduce cost per unit.
HRD is a very wide approach in dealing with people. He considers the entire organization as a learning
space for its employees. Every individual employee has core competencies which are either inherent in
him or he learns on the job or off the job. Further, he needs to develop certain skills as per the
requirements of the job including technical skills, managerial knowledge and attitudes. Consequently,
training as a sub-system of HRD helps the HRD manager to enable the employees to acquire these skills.
At the lower levels of management, where the policies are to be translated into action, the acquisitions of
these skills become more and more significant.
The present study has taken into account the significant role played by the lower level management in the
organization in actual performance of tasks by carefully implementing the policies framed by the top
management and initiation of employee skill development by the human resource development
department.
2. Survey of Literature
A number of studies have been undertaken on training as an effective tool of HRD. Some of these studies
show that Training is an effective tool of HRD.
Bhatia (1986) conducted a study on Training in Public Enterprises. He explained the trends of training in
public enterprises to meet the challenges faced by the public enterprises. He asserted that human resource
training would be the dominating concern in view of market changes, present competition and
environment change which is likely to affect future training goals. It necessitates more emphasis on
training in attitudes and behavioral changes along with improving their skills to bring about a change in
work culture. He also recommended setting up ‘Training Institute’ for trainers at National level.
In his Book “Human Resource Management”, Gupta (1998) has explained the various HRD practices
such as, recruitment, selection, placement, induction, training and development, career planning,
compensation, performance appraisal employee welfare, grievance procedure and future role of manager.
Whereas, Pattanayak (2002) in his research paper focused on selected H.R.D. sub systems which help to
Dr. V. K. Jain - Training as a Sub-System of HRD- A Case Study
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Volume -1 Issue -4, December 2013 Research Area: Human Resource Department, Page No. : 48-61
evaluate performance of employees, provide career planning, training and development, better quality of
work life and arrangement for quality circles, reward system and organizational development program.
Explaining the new approach on identification of training needs of employees, Gopala Krishna (2003)
opined that the HR managers need to think beyond the traditional methods. The author viewed that it is
the responsibility of HR managers to translate these needs into training programmes. HE also shared his
experience of BEL, Banglore, where a new approach was attempted to give thrust to the company future
needs.
Gupta, (2003), in his study “HRD and Training in a Corporate Enterprise” has revealed that executives
have not been given adequate formal training. They do not find the training interesting. But workers are
fairly satisfied with the training. It was observed that the good work needs to be rewarded and hence, the
company should review its reward system. Further, attempt was made to analyze the training and
development activities of the organization.
Kandula (2003), developed different models on various facets of HRM through his experience including
H.R.P., training, management development competency and career management, team building, change
management performance management, communication, involvement and empowerment, organization
development, and H.R. evaluation techniques.
On the basis of his study on Training policy in two prestigious commercial banks, namely, state Bank of
India and Jammu & Kashmir Bank Ltd. Rainaye (2004), focuses on the various facets of training
including management’s attitude towards training, induction training, training needs, and employee’s
attitude towards training, training inputs, quality of training programs and transfer of training to the job.
He found that training scenario to a large extent is satisfactory. The author on the basis of his analysis
concluded certain impediments to training in J&K Bank including non-involvement of line managers for
employee development; insufficient induction training and improper evaluation of training. However, the
standards of external training programmes and also in-bank programmes were found to be well
maintained. In SBI, the training function is excellent except training need assessment. The employees of
both the banks feel that training function in the banks cannot be made effective unless training need
analysis (TNA) and transfer of training to the job are improved.
In his article “Training : The Emerging Trends in the Changing Scenario”, Kalyani (2005), has explored a
new role i.e. ‘Cognitive dynamics’ in training which is not apparent but drives the forces to the greater
degree of competency and commitment and play an immense role necessary for learning to occur. The
article further discusses the inter-relationship of training and learning principles for congenial learning
climate.
Raju (2005), conducted survey on the various aspects of training viz., managements attitude, selection
process, quality of training, Impact on individuals, impact on productivity and post-training assessment.
In his article “Training as an Effective HRD Technique in Banking Sector – An Opinion Survey” he has
revealed that by and large the employees of different categories of banks appeared to be satisfied with
most of the aspects of the training programmes.
Dr. V. K. Jain - Training as a Sub-System of HRD- A Case Study
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Gupta & Singh (2005-06) in the article “Effectiveness of Training in the Banking sector: A Case Study”
has studied four variables i.e. induction training, need-based training, planned training and utilization,
with the objective to explore empirically the extent of their effectiveness, training, need-based training,
planned training and utilization in PNB and SCB. They found that the training aspect of HRD in both the
banks did not differ significantly. However, the two dimensions of training effective’s viz need-based
training and planned training were found different in PNB & SCB. Further, there existed a positive
correlation between HRD climate and training effectiveness, training effectiveness and performance
appraisal and training effectiveness & counselling attitude of managers in both the banks.
A study conducted on the employees of Andhra Pradesh State Road Transport Corporation by Prakash,
Ali and Gayathri (2008) showed that majority of the employees expressed that the training programs are
very useful for updating the skills to meet the challenges of the changing environment in the present
competitive transportation industry.
On the basis of these studies, it can be concluded that training is most widely used sub-system of HRD
and it is an effective tool of employee development as it helps to acquire those skills which are needed to
fulfill the requirements of the job. However, many organizations do not make training need assessment
and evaluation of training programs in a scientific way. Many organizations use external training and
behavioural training for their employees.
3. Statement of the Problem
Lower management in an organization is concerned with the actual performance of tasks within the limits
set by the top executives. Human resource development program, therefore, takes into account the
performance aspect of the policies through its training sub-system.
The executives at the lower management need to be continuously equipped with new skills to enable
quick performance of the tasks and goals. Training as a subsystem of Human Resource Development is
quite effective tool to enable the employees to acquire these new skills. Considering this fact, training as
one of the important HRD sub-systems has been selected for the lower management executives to seek
their opinion on this sub-system
3.1 Objectives of the Study
The main objectives of the study are
i) To study various aspects of training as HRD sub-system at the lower management level in the
public sector organizations.
ii) To study the impact of training in the public sector organizations.
iii) To Study the developmental climate on account of training as sub-system of HRD at lower
management level in the public sector organizations.
3.2 Methodology
To achieve these objectives, information was collected by using questionnaires. The executives working
Dr. V. K. Jain - Training as a Sub-System of HRD- A Case Study
www.ijifr.com PAPER ID: IJIFR/V1/E3/024 IJIFR©2013
IJIFR- An Enlightening Online Open Access, Refereed & Indexed Journal of Multidisciplinary Research
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Volume -1 Issue -4, December 2013 Research Area: Human Resource Department, Page No. : 48-61
at operational levels were covered to study different aspects on training. In general, a 5-point scale was
used in the questionnaires but certain general questions were also included. Simple statistical tools have
been used for analyzing the data.
Scores on training has been derived by adding the scores of each parameter and mean score were derived
to study the type of developmental climate existed in the public sector organizations.
3.3 The Sample
Two major public sector organizations, which consider their human resources as most valuable, were
selected for the present study. Further, two units of each organization were covered. A sample size of 8
per cent from the total population of the lower level executives of the two units of each organization was
taken. A total of 160 respondents were taken up for the study.
3.4 Significance of the Study
The study is of great significance to the organizations as they will get an insight to improve their training
programs. Further, they can modify the existing policies and formulate new ones on the basis of the
findings of the study. The study is also useful to the researchers for developing their hypothesis and to use
it to corroborate its results with their research.
3.5 Limitations
As the study is limited to public sector organizations, its results can be generalized to other organizations
to a limited extent only due to different policies, cultures and practices followed by these organizations.
4. Analysis and Results
The opinions of the respondents on the training aspects of the two public sector organizations were sought
and added together for the purpose of making analysis of the study. These opinions are categorized into
two parts as under:
a) Training as HRD Sub-system
b) Impact of Training
c) Nature of Developmental Climate
4.1 Training as HRD Sub-system
Training is most frequently used HRD mechanism in the country (Rao & Abrahm, 1986). The
opinions sought on this aspect indicate that the public sector organizations under study provide
training as a sub-system of HRD to their executives and employees at the lower level.
i) Provision of Training to Employees/Executives: The opinions of the respondents presented in
Table-1 indicate that most of the respondents (75.83 per cent) were of the view that their
organization provides training to them quite often. Another 16.87 per cent stated that they are
‘sometimes’ imparted training. Only 12 respondents (7.5 per cent) stated that the organization
either provides no training or it is rarely provided to them. It appears that some of the
Dr. V. K. Jain - Training as a Sub-System of HRD- A Case Study
www.ijifr.com PAPER ID: IJIFR/V1/E3/024 IJIFR©2013
IJIFR- An Enlightening Online Open Access, Refereed & Indexed Journal of Multidisciplinary Research
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ISSN (Online):2347-1697 INTERNATIONAL JOURNAL OF INFORMATIVE AND FUTURISTIC RESEARCH ( IJIFR)
Volume -1 Issue -4, December 2013 Research Area: Human Resource Department, Page No. : 48-61
departments/ employees have not been imparted training as they could not have been spared due
to busy work schedules.
Table-1: Provision of Training to Employees/Executives
ii) A
l
t
h
o
u
gh a large number of respondents (70 per cent) claimed that training needs are generally assessed
before training is imparted to them, 30 percent (48) respondents, however, stated that training
needs are not assessed or rarely assessed before imparting training (Table-2). A study of the
survey of literature confirms this view.
Table-2: Assessment of Training Needs before Training
I
t
c
a
n
b
e
inferred that in some of the departments training needs are not properly assessed and people are
not imparted adequate training.
iii) As regards, the methods used for assessing the training needs, the opinions of the respondents
were divided. 35 per cent of the respondents as presented in Table-3 opined that the training
needs in their respective organizations were appraised by assessing the requirements of the job.
Some of them (25.00 per cent) felt that it was done by assessing the skills required to perform the
job. Further, 22.5 per cent of them expressed that besides the above two methods, the needs were
assessed by other methods including performance appraisal, periodic survey through observation
and interview. Another 17.5 per cent opined that all these methods are applied for training need
assessment. It appears that for the executives of different departments different methods for
assessing training needs are being used.
S. No. Contents No. of Respondents % Respondents
A Always 52 32.50
B Often 69 43.13
C Sometimes 27 16.87
D Rarely 4 2.50
E Never 8 5.00
Total 160 100.0
S. No. Contents No. of Respondents % Respondents
A Always 36 22.50
B Often 48 30.00
C Sometimes 28 17.50
D Rarely 30 17.50
E Never 18 12,50
Total 160 100.0
Dr. V. K. Jain - Training as a Sub-System of HRD- A Case Study
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Table-3: Methods Used for Assessment of Training Needs
iv) The opinions of the executives regarding the methods used for imparting training exhibited in
Table-4 show that in the opinion of 48 respondents (30.00 per cent) class-room training was most
commonly used method for imparting training to them, whereas 21.87 per cent reported the use of
audiovisual devices. Further, 29 respondents 18.13 per cent stated the use of on-the-job training
method. Vestibule school and induction training were other methods used in this regard. It can be
inferred that different methods for different categories of executives are used in both the public
sector organizations.
Table-4: Methods Used for Assessment of Training Needs
v) Explaining the purpose of training programme, a large number of respondents (56.25 per
cent) opined that the purpose of training was to achieve individual and organizational
objectives while 21.87 per cent considered that it helped in achievement of departmental
objectives (Table-5). Quite a few number of the respondents felt that it helped in
achievement of individual objectives only. Thus, training helps in achieving divergent
objectives in the organization.
vi) When asked about the pre and post evaluation of training programme, a large number of
respondents, 84 (52.50 per cent) stated that such evaluation was either ‘never’ conducted or
it was ‘rarely’ conducted in their organization (Table-6). It appears that both the
organizations do not make use of pre and post evaluation of training programmes as a part of
HRD practice.
S. No. Contents No. of Respondents % Respondents
A Assessing the skills required to perform the job 40 25.0
B Assessing the requirements of the job 56 35.0
C Performance appraisal 16 10.0
D Periodic survey through observation and interview 20 12.5
E All of the above 28 17.5
Total 160 100.0
S. No. Contents No. of Respondents % Respondents
A On the Job Training 29 18.13
B Class Room Training 48 30.00
C Use of Audio- Visual Devices 35 21.87
D Vestibule School Training 22 13.75
E Induction Training 26 16.25
Total 160 100.0
Dr. V. K. Jain - Training as a Sub-System of HRD- A Case Study
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vii) Opinions of 64 respondents (40 per cent) of these public sector organizations, presented in
Table-7 below, exhibit that training ‘often’ helps them to acquire skills for the next higher
job whereas 25 percent of the respondents opined that it is ‘always’ useful for them to
acquire skills for the next higher job. A small number of respondents (17.50 per cent),
however, did not agree with this view.
Table-5: Purpose of Training Programmes
Table 6: Pre and Post Evaluation of Training Programme
Table 7: Helpful to Acquire Skills for the Next Higher Job
viii) The opinion of various respondents of the public sector organizations clustered around
‘Moderate’ to ‘High’ on the issue of extent of contribution of training in acquisition of skills for
the next higher job. A large number of respondents (49.38 per cent) mentioned that training helps
them ‘moderately’ in acquisition of skills for the next higher job (Table-8) whereas 51
S. No. Contents No. of Respondents % Respondents
a To achieve Individual & Organizational Objectives 90 56.25
b To achieve Organizational Objectives 17 10.63
c To achieve Departmental Objectives 35 21.87
d To achieve Individual Objectives 12 7.50
e Can’t Say 6 3.75
Total 160 100.0
S. No. Contents No. of Respondents % Respondents
a Always 22 13.75
b Often 34 21.25
c Sometimes 20 12.50
d Rarely 48 30.00
e Never 36 22.50
Total 160 100.0
S. No. Contents No. of Respondents % Respondents
a Always 40 25.00
b Often 64 40.00
c Sometimes 28 17.50
d Rarely 10 6.25
e Never 18 11.25
Total 160 100.0
Dr. V. K. Jain - Training as a Sub-System of HRD- A Case Study
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respondents (30.63 per cent) felt that it helps in the acquisition of such skills to a ‘high’ extent. It
can be held that moderate to high increase in skills was evident for the higher jobs from the
training programme.
Table 8: Extent of Contribution of Training in Acquisition of Skills for the Next Higher Job
ix) The present training system was stated to be adequate to meet job requirements by 76 respondents
(47.50 per cent) in these public sector undertakings. Quite a large number of respondents (52.50
per cent), however, expressed their concern over the adequacy of the existing training
programmes. It seems that there is need to modify the present training system to enable it to fulfill
the job requirements and to enhance the competence of the employees for the next higher job
adequately.
Table 9: Adequacy of the Training Program
4.2 Impact of Training
To study the impact of training on the following variables opinions of the lower level executives were
sought on 5-point scale.
i. Increasing individual efficiency,
ii. Reducing absenteeism,
iii. Reducing wastage & spoilage,
iv. Increasing productivity and
v. Improving inter-personal relations & organizational efficiency
vi. Reducing employee turnover
vii. Improving organizational efficiency.
S. No. Contents No. of Respondents % Respondents
a Very High 15 9.37
b High 51 30.63
c Moderate 77 49.38
d Low 9 5.62
e Very Low 8 5.00
Total 160 100.0
S. No. Contents No. of Respondents % Respondents
a Very High 15 9.37
b High 43 25.63
c Moderate 18 12.50
d Low 54 33.75
e Very Low 30 18.75
Total 160 100.0
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(i) Increasing Individual Efficiency: In the opinion of 60 respondents (37.5 per cent) in the two
public sector undertakings, the lower level executives of these public sector organizations felt
that training will have ‘very high’ impact whereas, 53 respondents (33.13 per cent) stated that
it is likely to have ‘high’ impact on increasing individual efficiency (Table-10: i). Further, 32
respondents (20 per cent) considered ‘moderate’ impact of training in this regard.
(ii) Reducing Absenteeism: Many of the respondents (69.37 per cent) were of the view that
training contributed to reduce absenteeism (Table-10: ii). However its impact ranged from
‘moderate to very high’ extent in their opinion. Some of the respondents (30.87 per cent)
considered this impact between ‘low to very low’ extent. It appears that in those departments
of these public sector organizations where technical skills are desired to perform the jobs,
training is quite useful in reducing absenteeism whereas in white collar jobs, training does not
has much impact on absenteeism and has its role to reduce absenteeism is limited.
(iii) Reducing Wastage, Spoilage etc.: As regards the role of training in reducing wastage,
spoilage etc. the opinions of the respondents indicate that generally ‘moderate to very high’
impact of training on this aspect seemed to exist (Table-10: iii). However, a few respondents
constituting 16.25 per cent of the sample felt that training has ‘low to very low’ impact on
reducing wastage etc. Again, it can be inferred that training for the lower level executives and
employees of the departments which are engaged in production, quality control etc. has
yielded quite positive results on this variable.
(iv) Reducing Employee Turnover: Training is quite useful in reducing employee turnover. It is
quite evident from the opinions of the respondents shown in (Table-10: iv) as more than 80
per cent of the respondents agreed with this view. It appears that training brings in skills to
perform the job which generates confidence to perform and reduce employee turnover.
(v) Improving Inter-personal Relations: There appeared to be unanimity among the
respondents that training helps in improving inter-personal relations as most of the
respondents (90 per cent) favoured this view (Table-10: v). However, the extent of such
improvement in their opinions ranged from ‘moderate’ to ‘very high’ extent. The variation
seems to be obvious as the people working in different departments experience different
working patterns and realize different impacts of training.
(vi) Increasing Organizational Efficiency: Training also seems to have positive impact on
increasing organizational efficiency in these organizations. A study of the Table-10: vi shows
that 30 per cent of the respondents stated that training has been useful to increase
organizational efficiency to a ‘very high’ extent while 26.25 per cent considered ‘high’
impact and 22.50 per cent expressed that training has ‘moderate’ impact on increasing
organizational efficiency. However, 21.25 per cent felt ‘low to very low’ impact. It appears
that some of the respondents are not satisfied with the present system of training.
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(vii) Increasing Productivity: The opinions of the respondents have similarity on this variable
like others. ‘Moderate to very high’ impact of training in these public sector organizations
was observed on increasing productivity (Table-10: vii). Again, some of the respondents did
not agree with this view and visualized ‘low to very low’ impact (15 per cent).
From the above, it can be inferred that by and large, employees consider positive impact of
training on increasing individual and organizational efficiency, reducing absenteeism, wastage
and employee turnover, improving inter-personal relations and increasing organizational
efficiency and productivity.
Table-10: ‘Impact of Training’ on the Variables mentioned above (N= 160)
Contents
i
Increasing
Individual
Efficiency
ii
Reducing
Absenteeism
iii
Reducing
Wastage &
Spoilage
iv
Reducing
Employee
Turnover
v
Improving
Inter-
Personal
Relations
vi
Increasing
Organizational
Efficiency
vii
Increasing
Productivity
Nos. % Nos. % Nos. % Nos. % Nos. % Nos. % Nos. %
Very
High
60 37.50 56 35.00 50 31.25 52 32.50 65 40.63 48 30.00 52 32.50
High 53 33.13 35 21.87 48 30.00 42 26.25 49 30.62 42 26.25 45 28.13
Moderate 32 20.00 20 12.50 36 22.50 36 22.50 36 22.50 36 22.50 39 23.37
Low 08 5.00 25 15.63 16 10.00 12 7.50 6 3.75 18 11.25 12 7.50
Very Low 07 4.37 24 15.00 10 6.25 18 11.25 4 2.50 16 10.00 12 7.50
Total 160 100 160 100 160 100 160 100 160 100 160 100 160 100
4.3 Nature of Developmental Climate
The opinions of the respondents studied on 09 parameters of training as sub-system of HRD and 07
parameters of impact of training were converted into scores using Likert’s 5 point scale and added
together. To derive the average score on this dimension of HRD, composite score was divided by the sum
of respondents on all the 16 parameters and converted into percentage score by applying the formulae:
Percentage Score = (Mean Score – 1) x 25
This is based on the assumption that a score of 1 represents zero percent and score of 5 represents 100
percent (Rao: 1991). The mean and percentage score thus derived was used to observe as to what type of
developmental climate existed in these public sector undertakings. A composite mean score of 3
represents ‘average climate’, 4 represents ‘good’ and 5 indicates ‘extremely good’ developmental climate
on this dimension whereas mean score of 2 shows ‘poor’ and 1 denotes ‘extremely poor’ climate. Further,
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companies having percentage score of 60 and above are indicative of reasonably good developmental
climate.
Table-11: HRD Climate Score
Composite Score Mean Score Percentage Score
9024 9024/(16*160)= 3.54 63.5
Keeping in view the above scale, it can be inferred that ‘reasonably good’ HRD climate existed in these
public sector undertakings on the dimension of training. This view is similar to the studies undertaken in
the past. Rao and Abraham (1986) in their study of 41 organizations have indicated that general HRD
climate in these organizations appeared to be at average level (percentage score = 54). However, Jain
(1996) in their study of HRD climate in public sector companies found the developmental climate in those
organizations to be ‘good’.
On the basis of the above results, it can be stated that there is still a great deal of possibility of
improvement. The top management has to find out the areas of training where these undertakings are
lacking to develop their employees.
From the above discussion it is evident that the managements of these public sector undertakings are quite
aware of the need of developing and utilizing employee potentials and their overall competencies. They
have realized that without enhancing the efficiency of the people, productivity cannot be increased, costs
cannot be reduced and the competition cannot be combated. Therefore, they are creating a climate in
which development of the employees takes place automatically.
5. Conclusions and Suggestions
On the basis of the above study, the following conclusions can be drawn:
1. Training is an important sub-system of HRD. It is evident from the opinions of the employee of
both the public sector undertakings under study that in general, the organization provides training
to its employees. But, it seems that training needs are not properly assessed for all the
departments before imparting training. Further, it appears that different methods are used for
assessing the training needs for different departments including the skills required to perform the
job, assessment of requirements of the job, performance appraisal etc. The respondents indicated
that different methods are used for imparting training including on-the-job training, class room
training, use of audio-visual devices etc.
2. A large number of respondents (56.25 per cent) stated that training helps to achieve both
individual and organizational objectives. On the issue of conducting pre and post evaluation of
training programme, it appears that such evaluation is not made seriously for all the training
programmes at all levels
3. However, training helps to acquire skills for the next higher job as evident form the opinions of
65 per cent of the respondents but the extent of such contribution ranged from ‘moderate’ to ‘very
high’ in general in their opinion. It is worth noting that a large number of respondents (> 50 per
cent) did not find the present training programmes to be adequate to meet the requirements of
HRD.
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4. The impact of training as derived from the opinions of the respondents exhibits that training has
quite a positive impact on all the variables including individual efficiency and organizational
efficiency as more than 75 per cent of the respondents visualized ‘moderate’ to ‘very high’
impact on both the variables i.e. individual efficiency and organizational efficiency.
5. The impact of training on reducing wastage, employee turnover and absenteeism was also found
to be ranging between ‘moderate’ to ‘very high’ extent in the opinions of most of the respondents
(> 75 per cent).
6. More than 80 per cent of the respondents also felt ‘moderate’ to ‘very high’ impact of training on
improving inter-personal relations and increasing productivity.
7. The overall developmental climate as examined from the average scores on training as sub-
system of HRD seems to be ‘reasonably good’ (Mean Score = 3.54; Percentage Score = 63.5%).
On the basis of the above conclusions, it can be inferred that the public sector organizations understand
the significance of training and provide training to their employees for improving their competencies. It
appears that HRD system in these public sector organizations is using training as a mechanism to develop
skills of the employees at the lower levels and help the organization to achieve its goals. But training is
not yet taken seriously as training needs are not properly assessed and pre and post evaluation of training
is not made.
The public sector organizations visualize the positive impact of training on increasing individual
efficiency, organizational efficiency, productivity and inter-personal relations as evident from the
opinions of the respondents. Further, training as HRD sub-system is also useful to reduce wastage,
employee turnover and absenteeism.
There is ‘reasonably good’ developmental climate in these public sector organizations. As such there is
good scope of improving organizational efficiency and thus, achieving the organizational objectives more
effectively. Training can play an important role in helping the achievement of organizational efficiency
by improving individual efficiency. It will enable to cut wastage, turnover and absenteeism on the one
hand and increase productivity and improve inter-personal relations on the other.
The organizations should, therefore, systematize the training programme and implement it in a
wholehearted manner. They need to develop an action plan for training the employees. Training should
not be considered as cost but an investment. Further, employees should be given the opportunity to
implement the new skills acquired by them during training.
6. References
[1] B. Prakash, Mohamed Ali, C. Gayathri (2008), “Training in APSRTC - An Empirical Study”, JIMS 8m,
January-March, 2008.
[2] Bhatia, S.K. (1986), “Training in Public Enterprises: Future Directions”, Indian management, AIMA New
Delhi, February 1986, pp.29.
[3] Biswajeet, Pattanayak and Phalgu, Niranjana (2001), “Assessing Competency, The Scientific Way”, Indian
Management - The Journal of the AIMA, April 2001, Vol. 40, p.46.
[4] Gopala Krishna H.N. (2003), “Training and development: A new Approach at BEL”, IJTD Journal
XXXIII: 1-2 January-June, 2003, pp. 85-88.
[5] Gupta K.C. & Singh Tej (2005-06), “Effectiveness of Training in the Banking sector: A Case Study”, The
Journal of Accounting & Finance, Vol. 20, No.1.
Dr. V. K. Jain - Training as a Sub-System of HRD- A Case Study
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[6] Gupta, C.B. (1998), Human Resource Management, Sultan Chand & Sons, New Delhi.
[7] Gupta, V.K. (2003), “HRD and Training in a corporate enterprise (A case study of Bharat Electricals
Ltd.)”, in HRD (edited), B.S. Bhatia and G.S. Bhatia, Deep & Deep Publications, New Delhi.
[8] Jain, V.K. (1996), HRD Practices in Indian Industries, Anmol Publications Pvt. Limited, New Delhi.
[9] Kalyani Muna (2005), “Training: The emerging trends in the changing Scenario”, IJMS-SIMS, Vol.I, July.
[10] Kandula Srinivas R. (2003), Human Resource Management in Practice with 300 models, Techniques and
Tools, Prentice Hall of India, New Delhi.
[11] Rainaye, Riyaj (2004), “Training Effectiveness in Public Sector and Private Sector Commercial Banks: A
Micro Level Comparative Study”, Management & Change Vol.8, No.1 & 2 pp.49-68.
[12] Raju T. (2005) “Training as an Effective HRD Technique in Banking sector – An Opinion survey”, IJTD
Journal, XXXV : 2 Apr-June.
[13] Rao, T. V. & Abrahm, E. (1986),”HRD Climate in Indian Organizations” in Rao & Pereira (ed.), Recent
Experience in Human Resources Development, Oxford and IBH Publishing Co. Pvt. Ltd., New Delhi.
[14] Rao, T. V. & Abrahm, E. (1986),”HRD Practices in Indian Industries: A Trend Report” Management and
Labour Studies, Vol. XI, No.2.
[15] Rao, T. V. (1991) Readings in Human Resource Development, Oxford and IBH Publishing Co. Pvt. Ltd.,
New Delhi.