Chapter-1

Introduction
 Chapter-1
Introduction

1.1: General outline

Organizational development (OD) is an intervention strategy that uses group

processes to focus on the whole culture of the organization in order to bring about
planned changes. OD seeks to change beliefs, attitudes, structures, values and
practices so that organizations can better adapt to change.

There were two main causes that necessitate organizational development.

First, organization development attempts to develop the whole organization so that

it can respond to change more uniformly. OD tries to ‘free up’ communication by
increasing the amount of accuracy of information through better group dynamics and
problem confrontation.

Second; the reward structure on the job did not adequately reinforce training, so it
often failed to carry over to the job. Many well-designed training programmes have
failed because the job environment could not provide adequate support. Under these
conditions the reasonable next step is to try to change the entire organization so that
it will support the training. This is exactly what organization development tries to
do.
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Organization developmeht and training are complimentary to each other.

Organization development involves analyzing three areas of an organization-its
people, its processes and its planning. On the other hand, ‘training’ typically
involves the people component

Training is an intentional act of creating a learning environment after which people

can apply their learning in the work field. It is a reactive role in the organizational
life and it has become an integral part of business and line managers of the
organization where it assumes a transformational role in decision-making, strategic
development, policy formulation and business management as a whole. Once the
training programme begins, organizational members become highly active in
 investigating their own attitudes and habits in relations to attitude and habits of
others. The change in individual affects the group culture which makes the
organizational members more capable of dealing with structural, technical and
operational problems within the organization. It may be said that training aims at
developing knowledge to enable people learn the strengths and weaknesses of the
different development programmes; and the trainers and supervisors can devise
programmes which can effectively result in modification of interpersonal behaviour.

Planned training programmes well return the values to the organization in terms of
increased productivity, greater organizational stability and flexibility to adapt to
changing external requirements. Hence, training must be systematic and must be
organized on the basis of organizational and individual needs. This implies that
training is an organized procedure for increasing the knowledge and skills of people
-for a definite purpose.

In order to make the training programmes more effective to improve organizational

as well as individual performance, it is important that perception regarding
effectiveness of training be made positive. This can be done by employees’
involvement in the training and development related activities; by creating good
learning environment; by providing encouragement in terms of promotion or
increment and by linking training more closely to work practices. Through training,
an organization goes ‘green’ which means training is nothing but the role of
efficiency in reducing waste. Training activities, which are ill directed and
inadequately focused, do not serve the purpose of the trainers, the trainees, and the
organization. Hence identification of training needs becomes top priority for every
progressive organization. Identification of training needs, if done properly, will
provide the basis on which all other training activities can be considered. More
particularly, apart from satisfying development needs, training will lead to
multitasking, inducing people to take extra responsibilities, increasing all round
competencies and preparing people to shoulder higher responsibilities.

Apart from training and development, organization development interventions can

be effectively used to emphasize on the needs and aspiration of employees in a
humane and holistic manner. Therefore, the challenge for organization development

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today is to create a work culture that move human spirit. Rapid changes in the
environment have made the jobs more complex and have increased pressure of the
organization to compete in the fast changing market. Training is indispensable for
maintaining a viable and adaptable workforce. It is therefore imperative that
training should be made a permanent tool for organization development which will
ultimately lead to healthy work culture.

Training effectiveness is the degree to which trainees are able to learn and apply the
knowledge and skills acquired in the training programme. It depends on the attitude,
interests, values and expectations of the trainees and the training environment. A
training programme is likely to be more effective when the trainees intend to learn,
get involved in their jobs, and have career strategies. Contents of a training
programme and the ability and motivation of trainers also determine training
effectiveness. Evaluation of training effectiveness is the process of obtaining
information on the effects of a training programme and assessing the value of
training in the light of that information.

1.2: Rationale of the study

Training activity leads to skilled behavior. ‘It is not what one wants in life, but
knowing how one reaches it. It is not where one wants to go, but knowing how one
gets there. It is not what one dreams of doing, but having the knowledge to do it.
And it is not a set ofgoals, but it is more like a vision ’... .(Unanimous).

Training is a transforming process that requires some inputs and in turn it produces
output in the form of knowledge, skills and attitudes (KSA).The HR function is
changing with time and with this change, the relationship between the training
function and other management activity is also changing. Now-a-days, training is an
investment because the departments such as marketing and sales, human resource,
production, and finance, etc. depend on training for survival.

Popular questions, which are asked in relation to the training system, are:
- What type of training is required?
- Why the training is required?
- What is the budget for the training?

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 What are the most sensitive and critical areas of training?
- How the training will be carried out?
- Who will carry out the training programme?
Where will the training programme be carried out?
- When will the training programme be carried out?

The present study entitled ‘Effectiveness of Training in Organization

Development: A Case Study of Rourkela Steel Plant’ attempts to empirically
examine the nature, and extent to which training can be an important aspect of
‘Organization Development’. The findings of the study will be useful not only to
the sample organization, i.e., the Rourkela Steel Plant (RSP) but to similar other
organizations who will also be benefited in shaping their training programmes for
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organization development.

1.3: Importance of the study

i.

The study assumes immense importance in so far as its findings will facilitate the
sample organization i.e., RSP in modifying its training and development
programmes to make them more effective as to improve the organizational.
performance and productivity.

Other units engaged in Steel manufacturing business in the private and public sector
are also likely to be benefited from the study by shaping their own actions on
training and development.

Organizations not in Steel business may also be benefited from the study as its
findings will give them opportunities to appreciate training and development
programmes.

Employees and trade unions will be the direct beneficiary of the study as they will
get the opportunity to appreciate the need for training and the importance it holds for
development.

1.4: Review of literature

Different studies conducted on training and organization development within and

outside India has been reviewed here under in three broad categories such as

4
 1. Studies relating to effectiveness of training programme;
2. Studies relating to training.and organization development; and
3. Studies relating to training and organizational change.

1.4.1: Studies relating to effectiveness of training programme

Gerald Olivero, Denise K. Bane and Richard E. Kopelman (1997) have undertaken
an empirical study titled ‘Executive Coaching as a Transfer of Training Tool:
Effects on Productivity in a Public Agency’ and have identified several factors that
influence the extent to which knowledge acquired during classroom training
transfers to the job. There is considerable evidence that a critical factor influencing
transfer of training is the extent to which the trainee receives the opportunity for
practice and constructive feedback. One-on-one executive coaching can provide this
opportunity. Coaching trainees once they return to the job can facilitate the transfer
of training especially if the coaching fosters the development and use of knowledge
imparted during training. Through coaching, trainees have a safe, personalized
environment in which practice and feedback can take place.

Lynnette M. Godat Sprint and Brigham A. Thomas (1999) in their research study
‘The Effect of a Self-Management Training Program on Employees of a Mid-Sized
Organization’ have predicted that employees would be able to improve self-selected
work related problems through self-management training.

Mike Bagshaw (2000) has conducted a research titled ‘Emotional intelligence­

training people to be affective so they can be effective’ to observe that when people
in the workplace do not act with emotional intelligence, the costs can be great. Low
morale, bitter conflict and stress limit business effectiveness. Emotional intelligence
also contributes in a positive, way to enhancing business, improving team work,
customer service and managing of diversity. And this critical personal resource can
be improved through appropriate coaching and training.

Charles Tennant, Mahithom Boonkrong and Paul A.B. Roberts (2002) have
undertaken a study titled ‘The design of a training programmes measurement model’
to outline the key areas which manufacturing organizations should consider in order
to improve the effectiveness of training programmes for production operators. They

5
 carried out a study of manufacturing companies to identify current evaluation
methods, and to identify the predominant barriers to the implementation of effective
training programmes. The research concluded that most of the companies believed
that their training programmes did not realize the full potential in terms of higher
productivity, better on-the-job performance, and improved quality. The causal
factors found responsible are inadequate training objectives and evaluation
mechanisms, which stem from a number of barriers. The study proposes a training
programme measurement model which has been adapted from existing concepts and
could be applied by manufacturing organisations as a framework for carrying out
appropriate evaluation activities.

Scot M. Duguay and Keith A. Korbut (2002) have conducted an empirical study
titled ‘Designing a Training Program which Delivers Results Quickly’ to emphasize
that a well-designed and executed training programme minimizes new employee on-
boarding time and time-to-first-contribution. They have suggested that the design of
a two-phase training programme for new employees-an initial programme
addressing training requirements of a general group and a detail programme
requiring skill mastery by individual functional area. The effectiveness of the
training programme can be more accurately accessed via leadership team review of
expected versus actual progress against the training program objectives.

Sasmita Palo and Nayantra Padhi (2003) have undertaken a study titled ‘Measuring
Effectiveness of TQM Training: an Indian Study’ to find that Total Quality
Management" (TQM) is a never ending process of improving work processes. It
operates according to the premise that organizations cannot rest comfortably without
continuously improving whatever is being done. There has to be a culture of
continuous improvement and everyone in the organization must strive towards it.
This could be accomplished only through continuous training. The study has
established that training creates awareness, builds employees' commitment to quality
policy and strategy, facilitates teamwork, enhances performance standards and
bolsters the skills and abilities of employees. However, the organization needs to
focus more upon improving communication competencies, multiple skill
development and customer value training. Successful TQM training in the

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 organization needs more budgetary allocation and commitment, support and
enthusiasm of the top management..

G. Bergenhenegouwen (2006) in his-research ‘The management and effectiveness of

corporate training programmes’ has concluded that the education manager sees
corporate training programmes from the overall policy of the organization. In
dialogue between the corporate management and the education manager, a training
policy is developed so as to ensure effectiveness of the training programmes. As a
consequence, there is an increasing trend for the practical and corporate benefits of
training to be evaluated in the light of the organization’s policy. Evaluation of the
effects of training programmes should therefore lay more emphasis on the
assessment of their practical results and applications in the work situation.

Walter Wehrmeyer and Jonathan Chenoweth (2006) in their research study ‘ The
Role and Effectiveness of Continuing Education Training Courses Offered by
Higher education Institutions in furthering the implementation of sustainable
development’ have found that if the training of short continuing education courses
in sustainable development is to be effective, then such courses need to exploit
existing knowledge bases so that limited time resources are used for maximum
benefit through teaching methodologies which promote a constructive learning
environment.

R.A Noe (1986) in a research titled ‘Trainees Attributes and Attitudes: Neglected
Influence On Training Effectiveness’ has developed a model of training
effectiveness in which he proposed that rewards resulting from successful
completion of training influences individual’s motivation to attend training and to
learn from it. According to him, success of training programmes depends on then-
perceived effects on career goals. So employees can also be motivated if they can be
involved in the training activities. Training need analysis is one of the ways to
involve people so that they can put more efforts to learn and then transfer the
learning into action.

Garrett J. Endres and Brian H. Kleiner (1990) in their research study ‘How to
Measure Management Training and Development Effectiveness’ have observed that

7
 successfully measuring effectiveness in management training and development can
be a difficult task. So they designed a valid measurement programme that includes
evaluation in key areas such as emotional reaction and knowledge gained after
training interventions.

E. Spector (1996) in his study titled ‘The Impact of Cross-Training on Team

Functioning: An Empirical Investigation’ have pointed out on the effects of cross­
training (presence vs. absence) and workload (high vs. low) on team process,
communication and task performance. Eighty male undergraduate students were
randomly assigned to one of four training conditions: cross-training, low workload;
cross-training, high workload; no cross-training, low workload; and no cross­
training, high workload. The result obtained indicated that cross-training is an
important determinant of effective teamwork process, communication and
performance.

John M. Barron, Mark C. Berger and Dan A. Black (1997) in their research work
‘How Well Do We Measure Training?’ have examined various measures of on-the-
job training from a new source that matches establishments and workers to compare
the responses of employers and employees to identical training questions.
Establishments report 25% more hours of training than do workers, although
workers and establishments report similar incidence rates of training. Both
establishment and worker measures agree that there is much more informal training
than formal training. Further, informal training is measured about as accurately as
formal training. Finally, it shows that measurement error reduces substantially the
observed effect of training, in particular the effect of training on productivity
growth.

The study ‘The influence of the training environment on trainee motivation and
perceived training quality’ by Christopher Orpen (1999) has discussed the
relationships between the training environment and employee responses to training
provided by their organisations. It has measured the personal aspects of
organizational commitment, job involvement, self esteem, and personal control, as
well as of the organizational aspects of social support from work, social support
outside work, training incentives, training resources, and training needs.

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 Paul Donovan, Kevin Hannigan and Deirdre Crowe (2001) have conducted a study
entitled ‘The learning transfer system approach to estimating the benefits of training:
empirical evidence’. They have found that three steps must be implemented for a
training programme to succeed. The'first step is the identification of training needs.
The second step is the analysis of the firm to identify the issues that will affect the
ability of the firm to exploit new skills. The third step is the evaluation of the
training to ensure that sufficient resources are applied to implement and to integrate
the training programmes.

Martin Mulder (2001) has conducted a research titled ‘Customer satisfaction with
training programs’ and has described a model of evaluation of customer satisfaction
about training programmes. The evaluation has been conducted by an independent
organisation to enhance the thrust worthiness of the evaluation results. The purpose
of this model is determining the quality of training programmes as perceived by the
project managers from the organisations that purchased the in company training
programmes from the training companies.

Judith B. Strother (2002) in the work ‘An Assessment of the Effectiveness of e-

leaming in Corporate Training Programs’ has pointed out that the corporate
managers are constantly looking for more cost-effective ways to deliver training to
their employees. E-leaming is less expensive than traditional classroom instruction.
In addition, many expenses such as booking the training facilities, meeting the travel
costs for employees or trainers, plus employees’ time away from the job can be
greatly reduced.

Kaye Alvarez ,Eduardo Salas and Christina M. Garofano (2004) in their work ‘An
Integrated Model of Training Evaluation and Effectiveness’ have pointed out that
evaluation measures found to be related to post training attitudes are cognitive
learning, training performance, and transfer performance. They concluded that
training effectiveness variables are pre training self-efficacy, experience, post
training mastery orientation, learning principles, post-training interventions, and post
training attitudes.

9
Vathsala M .Wichramasinghe (2006) in the work ‘Training Objectives, Transfer,
Validation and Evaluation: A Sri Lankan Study’ has studied the training practices of
setting objectives, transfer, validation and evaluation in Sri Lanka. The results of the
study did not confirm the hypothesis that foreign-owned companies exhibit more
training practices of setting objectives, transfer, validation and evaluation than the
local and joint-venture companies.

Wei-Tao Tai (2006) has conducted a study titled ‘Effects of training framing,
general self-efficacy and training motivation on trainees' training effectiveness’ to
focus on the effect of training framing from supervisors on trainee self-efficacy and
training motivation, and to test how these variables subsequently influence the
overall training effectiveness. The study concludes the importance of supervisors
training framing-which predicts the self-efficacy and training motivation of the
trainees.

Christopher Rowe (1996) has conducted a research titled ‘Evaluating Management

Training and Development: Revisiting the Basic Issues’ to explain the need for
evaluation of management training and development and also to distinguish between
single-loop learning (monitor) and double-loop learning (evaluation).

In order to know the gap between training and work practices, it is necessary to
evaluate training programmes. Current scenario concerning evaluation of training
through sophisticated research design is not very encouraging in the Indian context.
In this context O.B Sayeed (1998) in his study ‘Factors Affecting Training
Effectiveness: Meta Analysis and Revision of Learning Effort Model’ pointed out
that Indian organizations have mostly restricted themselves with the reaction of
trainees towards various features of the programme. So he concluded that there is a
need to bridge the gap between training and work practices.

1.4.2: Studies relating to training and organization development

‘Management Training: A New approach’ being undertaken by Michael Horan

(1987) revealed that there is a positive relationship between training and business
success.

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Erik Frank and Charles Margerison (1978) in their work ‘Training Methods and
Organisation Development’ have established that training concerned with skill
development have resulted in improving the organizational effectiveness and overall
performance of the workforce.

Mel Berger (1989) undertook a study ‘Management Training and Organisation

Development for Real Organizational Development’ to establish that in-company
approach to improve the competence of middle managers and starting up a
constructive problem-sharing and solving process is possible through training.

Robert T. Keller (1978) in his study ‘A Longitudinal Assessment of a Managerial

Grid Seminar Training Program’ has analyzed the effects of the Grid program on
organizational climate, job satisfaction, power relationships, and leadership style. He
could not establish any association between Grid program and the changes in the
measured variables.

Irene Chew Keng Howe, Anthony Tsai-pen Tseng and Adrian Teo Kim Hong
(1990) in their work titled ‘The Role of Culture in Training in a Multinational
Context’ have found cultural sensitivity on the part of managers working in the
MNCs and have therefore recommended that managers working for multinational
companies need to be culturally sensitive as they are also responsible for training
methods and materials in different cultural settings.

In their work ‘A Study of the Impact of Training in a Management Development

Program Based on 360 Feedback’, Robert T. Rosti and Jr.Frank Shipper (1998) have
empirically established a positive correlation between changes in individual skills
and the training programme.

Andrew NMI Smith, Robert Macklin and Charles Noble (2003) in their work
‘Organizational Change and the Management of Training in Australian Enterprises’
have observed the impact of introduction of new management practices on the
organization of training. They investigated the impact of five common new
management practices-team working, total quality management, lean production,
business process re-engineering and the learning organization, in addition to a
number of other organizational factors. These practices have had a significant

11
impact on the organization of training. However, the most significant impact on the
way training is organized appears to be on the extent to which training and human
resource policy are integrated with business strategy.

A. Chapman and C.A. Lumsdon (1983) in their study titled ‘Outdoor Development
Training: A New Tool for Management’ have observed how business school lectures
used outdoor activities as an- aid to management development. Their findings
showed that physically and psychologically demanding tasks can make a significant
organization through outdoor development training.

Ben Thompson and Me Causland (1987) have conducted a study entitled ‘Changing
an Organisation: A Training Contribution’ and observed that management style and
behaviour needed radical alteration and for this there is a programme called
corporate development and training that was adopted to success in tapping the
- •

company’s energies and talents.

Ron Cacioppe, Pat Warren-Langford and Libby Bell (1990) in their study ‘Trends in
Human Resource Development and Training’ have pointed out that training and
development refers to a planned effort by an organization to facilitate the learning of
job-related behaviour of its employees. Training and development is also a means to
provide employees with relevant skills so as do improve the efficiency of their
organization' Traditionally, many people have considered training and development
as one that deals with increasing a person's specific job-related skills only like word
processing, electrical wiring, reading a blueprint, setting priorities or handling an
employee grievance. But 'training' is now considered to be learning related tothe
present job as well as growth of the individual which may not be related to a specific
present or future job.

In their work ‘Who is a Good Manger? ’, Raanan Lipshitz and Baruch Nevo (1992)
have found that the designing of programme in a particular setting requires a study
of who is an effective manager in that setting and further have opined that such
research has potential use for programmes where training can be a stepping stone to
change.

12
Peter Wickens (1992) in his study ‘Management Development is Dead!’ has
observed that management development as a separate, discrete area of activity in
training.

Michael S. Lane , et al., (1992) in their study ‘Management Development Training

in the 1990s: Present Trends and Future directions’ have observed that management
development programmes do. not seem to differentiate between levels of
management and there is a wide spectrum of training areas. The results also
indicated that the approach used in teaching was consistent across management
levels.

Rajeev D. Sharma (1992) conducted a study titled ‘Management Training in India:

Its Nature and Extent’ to conclude that in recent years many developing and
developed countries have focussed attention on the training of their managers. He
emphasised on various dimension of training such as training methods, training
"f

policy and assessment method. He concluded that the extent of management training
in India is low and that there are structural differences between organisations that
provide training to their managers and those which do not.

Richard A. Cosier and Dan R. Dalton (1993) in their research study ‘Management
Training and Development in a Nonprofits Organization’ have observed that there
are various programmes to develop and improve management skills, typically
offered by professional associations, consultants, or business schools for profit­
making concerns.
x ,
In his work ‘Management Development: Integrating Individual and Organizational
Needs’, Gordon C. Anderson (1993) has examined the contribution of training to
both individuals and organisations in the process of management development. He
suggested the concepts such as coaching, counselling, mentoring and action learning
are the most important approaches to management development in their own right
and in helping individuals in organisations to assimilate and apply learning that
derived from more formal management development methods including
management training.

13
E.K. Miller (1994) while conducting the study ‘Diversity and Its Management:
Training Managers for Cultural Competence within the Organization’ has observed
that organizations have implemented training programmes to facilitate cultural
awareness, to have effective utilization of employees and to manage diversity and
core information.

Fredric D. Frank and Cabot L. Jaffee (1995) in their research work ‘Training and
Development are not enough: Testing must also meet the challenges of the twenty-
first century’ have found that training and development help organisations address
the critical issues of empowerment, quality, and teamwork in the organization.

The study ‘Developing Training and Development to Line managers’ by Nicola

Mind ell (1995) has found that most organisations see training and development as
the province of human resource department. He proposed that responsibility for this
should be placed in the hands of the line manager. He has also investigated how the
responsibility for training and development can be successfully transferred to the
line manager. Finally, he concluded with a series of key learning points which help
in the implementation of this strategy.

Farhad Analoui (1995) in the study ‘Management skills and Senior management
Effectiveness’ has observed that the effectiveness of the senior officials within the
public sector has been disproportionately associated with task instead of people-
related skills. A study of 74 senior managers within Indian Railways, over three
years, has revealed that managers in order to become effective not only require task
and people skills but also self-development knowledge and skills. Moreover, the
above broad categories of managerial skills form a hierarchy w'hich suggests that the
more senior positions which managers occupy, the greater the need for people and
self-development.

Thomas N. Garavan (1997) has conducted a study titled ‘Training, Development,

Education and Learning : Different or the Same’ to provide how alternative models
of HRM/HRD may influence the meaning given to these concepts in an
organizational context. He concluded that it is more appropriate to view training,
development and education as an integrated whole with the concept of learning as
the glue which holds them together.

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Priti Jain (1999) has studied ‘On-the-job training: a key to human resource
development’ and found the main on-the-job training needs as information
technology, job orientation, customer service/public relations, marketing/publicity,
refresher courses and managerial skills.

A.R. Elangovan and Leonard Karakowsky (1999) have undertaken a study ‘The
zrole of trainee and environmental factors in transfer of training: an exploratory
framework’. They observed that organizations have focused attention on the
effectiveness of the transfer of training to the job-site.

Frank M. Horwitz (1999) has conducted an extensive study entitled ‘The emergence
of strategic training and development: the current state of play’ to evaluate how
HRD need arises from different business strategies and how it depends on the
purpose as well as structure of the strategies. He concludes that a strategic approach
to training and development necessitates increased level of theoretical rigour, more
rigorous evaluation of effectiveness and resolution of responsibility for training.

Patricia Bryans and Richard Smith (2000) in their study ‘Beyond Training:
Reconceptualising Learning at work’ have shared that the notions of training tend to
foreclose on outcomes and typically they are short-term and transferability of skills.
They also argue for a conception of workplace learning which fore grounds the
dialectical relationship between persons and their organizations.

Peter J. Smith (2000) in his work ‘Flexible delivery and apprentice training:
preferences, problems and challenges’ pointed out that the flexible delivery of
training to develop skill in industry has gained considerable amount of
encouragements from both government and industry. He also examined the learning
preferences of apprentices and the support that they receive in the workplace.

Walter D. Davis, Donald B. Fedor, Charles K. Parsons and David M. Herold (2000)
have undertaken a study titled ‘The Development of Self-Efficacy during Aviation
Training’. They observed that self-efficacy has been positively related to training
outcomes.

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G. Dessler (2000) in his study ‘Human Resource Management’ suggested that
training programmes need to be developed on the basis of organizational analysis,
operational analysis, and individual analysis. Organizational analysis can be done on
the basis of overall objectives of the organization, which includes vision and mission
statement and the available resources with the organization. Vision and mission
statement of an organization defines where the organization wants to move from its
present position, goals to be achieved in future and how these goals can be achieved.
Available resources are the boundaries within which those goals need to be
achieved. Operational analysis includes job analysis, which provides expectations
from the employees to meet organizational objectives. This will give minimum
acceptable requirements from the employees to do job effectively. Individual
analysis provides information of present and potential capabilities, skills, knowledge
and attitude of the employees. Organizational analysis can be done by HRD
personnel with the help of top management and individual analysis can be done by
individual employees with the help of HRD personnel and line managers.

Mark E. Mendenhall and Gunter K. Stahl (2000) in their work ‘Expatriate training
and development: Where do we go from here?’ examined the cutting-edge training
technologies for expatriate managers and their families in the next ten years. A
variety of approaches to the development of expatriates have been developed and
new innovative programs are currently on the drawing boards. Three areas that are
emerging for HR managers who work in the international HR area are: (1) In-
Country, Real-Time Training; (2) Global Mindset Training; and (3) CD-
^ i

ROM/Intemet-based Training.

Harry Barton and Rick Delbridge (2001) have conducted an extensive study titled
‘Development in the learning factory: training human capital’ to examine the
innovation, labour and human resource management in contemporary
manufacturing. The focus on current developments in the role of employees and
their training and development implications.

John P. Wilson and Steven Westm (2001) conducted a research titled ‘Performance
appraisal: an obstacle to training and development’ and observed some potential

16
inhibitors who can reduce the effectiveness of performance appraisal system in
relation to training and development.plans.

Margaret Linehan and Hugh Scullion (2001) have conducted a study ‘Selection,
training, and development for female international executives’ to focus on selecting,
training and developing female executives for international assignments. The
findings of the study illustrated an organizational bias against females in the
selection process for international assignments and a severe shortage of pre­
departure training.

P.S. Yadapadithaya (2001) conducted a study on ‘Evaluating Corporate Training

and Development: An Indian Experience’ to observe the major drivers and key
result areas of training and development; purposes, levels, instruments, timing, and
designs of evaluation and major challenges currently faced by the Indian corporate
sector in strengthening the training and development function.

Ronald L. Jacobs and Darlene Russ-Eft (2001) in their study ‘Cascade Training and
Institutionalizing Organizational Change’ have observed that planned training on the
job has been primarily used to achieve individual training objectives. How to use
planned training on the job as part of the change management process to achieve
broader organizational goals and specifically, planned training on the job has been
suggested as a means to deliver cascade training. Cascade training has been defined
as the process of providing the competence required to ensure the institutionalization
of organizational change. Connecting planned training on the job and cascade
training for the purpose of institutionalizing organizational change has implications
for both human resource development (HRD) theory and practice.

Ronald L. Jacobs (2002) in his study titled ‘Institutionalizing organizational change

through cascade training’ has observed that institutionalization of organizational
change should be considered a part of the change process, regardless of the nature of
the change. After initial success, many change efforts eventually fail. He discussed
about a framework for institutionalizing change and to introduce four designs of
cascade training to enhance employee competence to carry out the change. The four
designs of cascade training are based on the change target, change purpose, the

17
 training outcomes, organizational characteristics and characteristics of the
intervention.

Annabelle Beckwith (2003) in the work ‘Improving Business Performance-the

Potential of Arts in Training’ has observed that successful employee development is
about changing attitudes and motivation before changing behaviour. In practice,
various arts-based training methods have been used to develop key communication
skills. In an environment where creative advantages can increasingly be equated
with competitive advantage, this is significant.

Clinton O. Longenecker and Laurence S. Fink (2005) have conducted a study

‘Management training: benefits and lost opportunities’ to explore why organizations
often focus little attention and resources on management training and have provided
a useful checklist of ways to close the managerial skills gap through training. They
‘s*

have found that organizations fail to properly train managers for a host of reasons
like misconceptions about training needs, the ability of managers to handle their own
training or the value of training to the organization compared with other efforts.
Lack of accountability and poor implementation are other key reasons cited for
training failures.

James S. Russell, James R. Terborg and Mary L.Powers (2006) in their study titled
‘Organizational Performance and Organizational level Training and Support’ have
pointed out that the relations among retail sales training, organizational support, and
store performance and to examine whether training interacts with organizational
support to predict store performance. The study is unique in that it presents an
example of the analysis of the relationship between organizational level measures of
training and performance, as opposed to more traditional individual level measures.
Archival data in a co relational design were analyzed for 62 stores belonging to the
same international merchandising firm. Two measures of training arid two measures
of support were used to predict two measures of store performance. Results
indicated that training and organizational support were significantly correlated with
both measures of store performance, although the relationship between training and
organizational performance was stronger. In contrast to predictions, there were no
significant interactions between the training and support variables.

18
Jacqueline Reed and Maria Vakola (2006) have undertaken an empirical research
titled ‘ What Role can a Training Needs Analysis Play in Organizational Change?’
to examine how the process for developing a training needs analysis tool could
influence organizational change. They have conclude that in a large and complex
organisation a balance must be struck between standardisation and customisation of
the need analysis to allow for the different structures, subcultures and levels of
readiness in the organisation.

David J. Storey and Paul Westhead (2007) in their research work ‘Management
training in small firms-a case of market failure’ have pointed out that the
management training is lower in small than in large firms.

In the study ‘Human Resource Development and Organizational Values’, Arif

Hassan (2007) has examined the relationship between HRD practices and
organizational values. He has established that HRD practices like training and
development were positively related to organizational values of collaboration,
creativity, quality, delegation and human treatment.

John. E. Mathieu (2006) in his study ‘Individual and situational influences on the
development of self-efficacy: Implications for training effectiveness’ has proposed a
model that included individual and situational antecedents of self-efficacy
development during training. Initial performance and self-efficacy levels,
achievement motivation and choice were examined as individual variables.
Constraints, operationalized at both the individual and aggregate levels of analysis
were examined as situational influences. The study concluded that there are positive
linear relationships with training reactions and subsequent performance and an
interactive relationship with performance when training reactions were considered as
moderator.

1.4.3: Studies relating to training and organizational change

Samuel B. McClelland (1993) has conducted an extensive study titled ‘Training

Needs Assessment: An Open System Application’ to point out that Training Needs
Assessments (TNA) has become a popular and valuable tool in the human resource
development profession. He observed that a properly designed and administered

19
TNA will provide a clear picture of an organizations skill, knowledge and will also
focus attention to the areas where training programmes are most needed which in
turn have the greatest impact thereby providing a positive return on the firms’
investment.

In the work ‘Managing the Training Process: Putting the Basics into Practice’, Mike
Wills (1994) has pointed out that companies are successful when they take training
of their people very seriously. He suggested that though training makes an essential
contribution to the business, it does not provide the complete solution for the
development of a company’s employees unless people have the skills, knowledge
and theoretical framework that enable them take right decisions.

Christopher Rowe (1995) in his work ‘Incorporating Competence into the Long-
Term Evaluation of Training and Development’ has emphasized on the use of long­
term evaluation of training and developmehfjUtyi also how competence-based
qualifications can be incorporated with knowledge-based qualifications.

David O’Donnell and Thomas N. Garavan (1997) in their work ‘Viewpoint:

Linking training policy and practice to organizational goals’ argue that a Human
Resource Development (HRD) strategy in alliance with a global-arching Human
Resource Management (HRM) strategy, is the most effective way to link training
policy and practice to organizational goals. .

Glenn M. McEvoy, John R. Cragun and Mike Appleby (1997) have conducted a
\

study entitled ‘Using Outdoor Training to Develop and Accomplish Organizational

Vision’ presented a detailed case study relating to training and organizational
strategy which provides an example of how the human resources process of training
and development can add value when it is tied explicitly to the future direction of the
organization.

S.J. Czaja and C.G. Drury (1981) in their study ‘Training Programs for Inspection’
have pointed out that training is a neglected area for improvement of industrial
performance.

20
 Eleanor Macdonald (1985) in his study The need for Training and Development’
has pointed out that in recent years training and development have come to be
regarded as perquisites to promotion. He has concluded that training and
development are important management tools.

Abby Day and John Peters (1990) while undertaking a study titled The Role of the
Architect in Training and Development’ have observed that architecture is emerging
as an important concept in training and development.

Glenn E. Sumners , Richard A. Roy and Thomas A. Gavin (1991) in their work
‘Developing a Training Programme’ have come up with providing a methodology
for developing a training programme that is responsible for the expanding scope of
internal audit functions.

Anne Lawes (1996) in his study Training for Change’ has conducted to identify the
major influences for change currently affecting the library information profession
and offers an analysis of their implications for training initiatives to meet emerging
and future needs.

Erik Jahr (1998) has conducted a study titled ‘Current Issues in Staff Training’ to
observe that staff competence in the application of behavioral techniques is critical
to improve quality of life for persons with a developmental disability. Therefore,
development of efficient staff training programmes is of great importance.

Sue Marlow (1998) in his work ‘ So much opportunity-so little take up : the use of
training in smaller firms’ examined the utilisation of employee training and
development initiatives in smaller firms and evaluated different levels of investment
in employee development which is essential to take account of firm size, firm sector
and the overall market/economic environment. The assessment of such variables is
essential when developing appropriate and accessible training, initiatives.

Paul Bennell and Jan Segerstrom (1998) in their study ‘Vocational education and
training in developing countries: has the World Bank got it right?’ have pointed out
that the World Bank argues that vocational education and training in developing
countries is best left to individuals.

21
 Suleiman K. Kassicieh and Steven A. Yourstone (1998) in their work ‘Training,
performance evaluation, rewards, and TQM implementation success’ have pointed
out that TQM has met with very mixed reviews from organizations that have
attempted to understand and to ‘implement this strategy for organizational
improvement. Successful implementation of TQM requires that all critical factors
for success be addressed effectively. Several factors are thought to be crucial to the
success of TQM such as training in support of the transition to TQM, performance
evaluation process and content aligned with the nature of a TQM organization, and
rewards for quality improvements. They examine, the effects of training,
performance evaluation, and rewards on TQM implementation success which was
measured by cost reduction, increase in profit and higher in morale.

Ridha A1 Khayyat (1998) in his study ‘Training and Development Needs

Assessment: A Practical Model for Partner Institutes’ introduced a practical model
of training and development needs assessment for partner institutes. The model is
competency-based that allows for the incorporation of various data gathering
techniques. Finally, he concluded that partner institutes systematically and
effectively assess the actual training and development needs of the industry to which
they belong.

Robert Eighteen (1999) in his study entitled- ‘ Training needs analysis for IT
training’ has observed that without appropriate educating staff with new
technologies, businesses go on incurring the cost of software implementation
without exploiting the benefits. He suggested that the development of an automated
Training Needs Analysis is a tool used to establish the organizational, departmental
and individual objectives of those to be trained.

A.Jan . De Jong and Bert Versloot (1999) in their study ‘Structuring On-the-job
Training: Report of a Multiple Case Study’ pointed out that structured on-the-job
training (OJT) has gained the attention of the business world as well as of
researchers. They discussed on a series of case studies of on-the-job training
programmes in seven Dutch firms. Several dimensions are found to be useful in
discriminating between types of OJT activities and between ways of structuring
OJT. They concluded that trainee activities are either of a preparatory nature or a

22
real work character. Assignments may be focussed on skill application,
individualised study, or experiential learning. Jobs may be broken down to a greater
or lesser extent and supervisors may have either a directive or a coaching role.

Warren Chiu, David Thompson, Wai-ming Mak, K.L. Lo (1999) in their study ‘Re­
thinking training needs analysis: A proposed framework for literature review’ have
pointed out about the training needs analysis with the intention of organising the
various approaches. It offers a way of going beyond simple descriptions to a
quantitative approach. A simple yet comprehensive model is proposed which
consists of four aspects focusing on four related questions: Who are the key
initiators of the TNA studies? What are the levels of interest in the studies (i.e.
organization, process, group and individual)? What methods of analysis are used?
What is the intended outcome of the analysis? And concluded that the literature was
dominated by ‘shpply-led’ players, i.e., trainers and academics, but with an
unexpectedly strong emphasis on the ‘demand-led’ aspects of the organisation,
especially its business results and growth.

Lucie Morin and Gary Latham (2000) in their study ‘The Effect of Mental Practice
and Goal Setting as a Transfer of Training Intervention on Supervisors' Self-efficacy
and Communication Skills: An Exploratory Study’ pointed out that about mental
practices where goal setting was either implicit or explicit and it was investigated in
a pulp and paper mill as a post-training intervention with regard to self-efficacy and
the transfer of newly taught communication skills to the work setting. Six months
after the supervisors had been trained, ANOVA showed that self-efficacy was
significantly higher for the supervisors who engaged in either mental practice or in
mental practice combined with goal setting than for those in the goal setting only or
control conditions. Self-efficacy correlated significantly with goal commitment and
communication skills on the job. Both the supervisors in the mental practice and in
the goal setting and mental practice conditions were observed by peers to have
improved their communication behaviour on the job. No change in communication
behaviour was observed on the part of supervisors who set goals but did not engage
in mental practice or were assigned to the control group.

23
 Stephanie M. Jameson (2000) in his study ‘Recruitment and training in small firms’
pointed out that industries are highly labour intensive and, because of this, the
effective management of human resources is critical to their success. A defining
characteristic of the industry is the' high incidence of small firms. The issue of
training in the small business sector in general has been neglected by academics and
management specialists. He examines some ways to address this gap in knowledge
and the recruitment and training practices of small firms.

Diane Walter (2000) in his study on ‘ Competency-based on-the-job training for

aviation maintenance and inspection-a human factors approach’ observed that more
than 90% of the critical skills that an aviation maintenance technician uses are
acquired through on-the-job training (OJT). In general, the process helps to in still
mutual respect and trust, enhance goal-directed behavior, strengthen technicians’
self-esteem and responsiveness to new ideas and encourage technicians to make
worthwhile contributions. He also discussed major elements of the model including
needs identification, outlining targeted jobs, writing and verifying training
procedures, an approval system, sequencing of training, certifying trainers,
implementing, employing tracking mechanisms, evaluating, and establishing a
maintenance/audit plan.

Peter J. Murk , Andrew J. Barrett and Pierre J. Achade (2000) in their study
‘Diagnostic Techniques for Training and Education: Strategies for Marketing and
Economic Development’ pointed out that diagnostic skills training model is to
provide an overall assessment process for training and development. The interests of
trainers, managers and trainee representatives are best served when all parties
carefully discuss the training parameters. This paper recommends steps to follow
and provides an index for training success.

Mark Homer (2001) has conducted a study titled ‘Skills and competency
management’ and observed that many leading companies are looking to link skills
development to strategic objectives as well as to demonstrate compliance with
industry regulations. Competency management is now recognized as a key process
to ensure that the individual and organization training plans are linked to business

24
goals. He concluded how skills and competency management systems can help
organizations improve the effectiveness of their training.

Mark A.Morris and Chet Robie (2001) in their study titled ‘A meta-analysis of the
effects of cross-cultural training on expatriate performance and adjustment’ have
observed that corporations are increasingly relying on cross-cultural training of
expatriate managers to reduce personnel costs. Until the effects of potential
moderators are better understood, prescriptions for cross-cultural training design
should be made cautiously.

P.S. Yadapadithaya and J.Stewart (2001) in their work ‘Corporate training and
development policies and practices: a cross-national study of India and Britain’
observed that the existing corporate training and development (T&D) policies and
practices in India and Britain are based on the most prominent comparative and
international dimensions of T&D such as key responsibility for T&D function,
corporate commitment to T&D, major drivers and key result areas of T&D;
purposes, levels, instruments, timing, and designs of evaluation; major perceived
deficiencies and challenges of T&D function. The two-country comparisons
revealed that while some of the findings related to corporate T&D policies and
practices exhibited differences, others also reflected similarity. Compared to India,
more training is done in Britain, more movement to delegating responsibilities or
involving line managers in T&D in Britain, there seems also to be more focus on
and involvement of individual employees in Britain. British organizations seem to
be more concerned with business results from T&D. It may also be argued that the
greater importance attached to business results brings about a growing involvement
of employees and managers as opposed to HRD practitioners and it is the greater
movement in this direction in Britain compared with India that accounts for most if
not all of the differences in the results of the two surveys.

Reid A. Bates (2001) in the study entitled ‘Public sector training participation: an
empirical investigation’ have pointed out for testing a mediated model of employee
participation in training activities in a public sector highway department. Results of
the study showed there is a significant proportion of the variance in an objective
measure of training attended, a self-report measure of training attended and

25
intentions to participate in future training. The findings suggest that previous
transfer success and motivation play, a significant role in intentions to participate in
training.

Vesa Suutari and David Burch (2001) have conducted a study ‘The role of on-site
training and support in expatriation: existing and necessary host-company
practices’ and have observed that due to the globalization of business, international
assignments are becoming more typical career steps in managerial career than
before. On the other hand, expatriation has been found to include several problems
including high costs, adjustment challenges, inefficiency, and premature returns.
As an outcome, the need for adequate preparation and training of expatriates has
been stressed. Here the focus has been on pre-departure issues while on-site
support and training provided by host units has clearly been covered less. In then-
study the kind of on-site support and training the host units provide to expatriates
and the kind of support the expatriates see as necessary has been analyzed. In
order to understand the situation expatriates are facing when arriving at their host
units, their adjustment difficulties and pre-departure training are also covered. The
results indicated that training and support provided by host units is a more
common form of expatriate training than pre-departure training.

Nicholas Clarke (2001) has studied ‘The Impact'of In-service Training within Social
Services’ to observe that in-service training within social service agencies is
recognized as a key means through which staff are provided with the necessary
knowledge and skills to improve overall agency performance and achieve the
objectives of social policy. As a result, an analysis of these studies revealed that
although training may have an impact on trainees in terms of satisfaction or
knowledge gain, results regarding impact on behavior are far more inconclusive. In
addition, it is not at all certain that such training will necessarily result in changes in
performance back in the workplace.

A. Ruona Wendy, Michael Leimbach, F. Holton III and Reid Bates Elwood (2002)
in their study ‘The relationship between learner utility reactions and predicted
learning transfer among trainees’ observed that although learner reaction measures
are increasingly shown to be insufficient indicators of training effectiveness and

26
 impact, they are still highly over-used in practice and explored the relationship
between learner utility reactions, and predictors of learning transfer as
operationalised in the Learning Transfer System Inventory. A limited correlation
between participant reaction measures and predictors of learning transfer has been
found.
i

Lloyd (2002) in his study ‘Training and development deficiencies in high skill
sectors’ observed that policy debates across advanced industrial economies are
stressing the centrality of skills and training to compete in the new ‘knowledge!
economy’ and concluded that in various industries, training and development
practices are examined in relation to the requirements of the business and individual
employees.

W. David Rees and Christine Porter (2002) in their study ‘The use of case studies in
management training and development’ drew on their considerable experience in
writing and using case studies to explain the potential benefits of using the case
study method in management teaching. They elaborated on the potential benefits of
using the case study method but also the ways in which the method can be misused.
They also explain how case studies can be used effectively in developing
management skills and deal with the topics of writing case studies, their use in
assessment and cross-cultural issues in using case studies.

Thomas Acton and Willie Golden (2003) in their study ‘Training the knowledge
worker: a descriptive study of training practices in Irish software companies ’ have
pointed out that well-engineered training initiatives lead to increased organizational
strength, job-related employee competencies, and job satisfaction.

In the study ‘The politics of training needs analysis’, Nicholas Clarke (2003) has
observed that training needs analysis (TNA) refers to organizations’ data collection
activities that underpin decision making, particularly in relation to whether training,
can improve performance, who should receive training and training content. He
suggested that organizational politics as a result of self-interest, conflict and power
relations influenced the validity of the data provided by managers and subordinates
during a training need analysis.

27
 Ranjit Bose (2004) has conducted an empirical study titled ‘E-govemment:
infrastructure and technologies for education and training’ to point out that national
governments around the world have started committing substantial resources to
creating the environment and infrastructure for doing business electronically with
their citizens, businesses, and other government entities. However, to stay in tune
with this internet economy, the skills and knowledge of their citizens and employees
need to be continually updated and refreshed. E-leaming provides the vehicle for
this continuous education and training. The purpose of this research is to identity the
infrastructure and e-leaming technologies that are currently available for creating a
comprehensive online education and training environment that supports
development of government workforce.

Steven H. Appelbaum and Brenda M. Fewster (2004) had undertaken a study titled
‘Safety and customer service: contemporary practices in diversity, organizational
development and training and development in the global civil aviation industry’ to
find that' the commercial aviation industry is an extremely competitive, safety
sensitive high technology service industry. Socio-technical systems, employees and
customers must be the arenas of an organization’s core competencies. The
implications are vast and pervasive affecting no less than the organization’s
structure, strategy, culture and numerous operational activities. The study concluded
that Human resource management (HRM) expertise is required now, more than ever,
to spearhead internal marketing strategies in order to gain employee commitment in
order to foster excellence in safety and customer service.

Jie Shen (2005) in the work ‘International training and management development:
theory and reality’ has pointed out the theoretical perspectives of international
training and development and examined how theoretical frameworks have been
implemented by practitioners and concluded that a considerable gap exists between
academic theories and multinational enterprises (MNEs) practices.

Dirk D. Steiner, Gregory H. Dobbins and Wanda A. Trahan (2006) had undertaken
an empirical study titled ‘The trainer-trainee interaction: An attributional model of
training’ and observed that training research is often criticized for being theoretical.
Further, the research has typically ignored the role of the trainer. So they present that

28
 applies attribution theory to the training process with a focus on the attributions that
trainers make for trainee behavior and their implications for training effectiveness.
They indicated how characteristics of both trainers and trainees can influence the
attributional processes.

Keith Denton (2007) in his work ‘Corporate Intranets: How Can They Give a New
Meaning to Training and Development?’ has emphasised that intranet can be
something more than simply a way to share information ; rather it can be used to
help manage learning within an organisation and make it for easier to implement
training and development initiatives.

Hicks and Klimoski (1987) in their study ‘Entry into Training Program and its
Effect on Training Outcomes: A Field Experiment’ have reported that voluntary
participation in the training programme resulted in greater satisfaction, greater
commitment to the decision to be trained, and strong belief that training is useful and
appropriate as compared to those required to participate in training.

T.V Rao (1994) in his study on ‘HRD in the New Economic Environment’ has
observed that participants’ perceptions about training programme are very important
because they directly affect the acceptance and later implementation of the learning
from these programmes. And participants’ perception about training has a direct
impact on training outcome.

Ion Roffe (1999) made a study on ‘Innovation and Creativity in Organizations: A

review of the Implications for training and development’ to conclude that with the
training and development, one can stimulate creativity and innovation in
organizations.

S.N Biswas (1998) in his study ‘Factors Affecting Training Effort influence of
Involvement ,Credibility , Utility and Training Transfer Climate’ suggested that
credibility of the individual recommending the training is an important factor
associated with the perception of training programme.

Mary Rose Wentling and Nilda Palma-Rivas (1999) in their study ‘Components of
effective diversity training programmes’ have concluded that organisations have to

29
 consider training for diversity, both domestically and internationally, to a much
greater extent than ever before, because of demographic trends, the cost of not
having diversity trainings and the variety and complexity of intercultural contacts
throughout the world.

1.5: Objectives of the study

Review of literature as above indicates that no significant study has been made on
‘effectiveness of training in organization development’ in any large manufacturing
establishments like the Rourkela Steel Plant particularly in India. Keeping this in
view, the major objective set forth for the present study is to find out the nature and
extent to which training and organization development are interlinked. The specific
objectives are:

1. To make a comparative study of the training policy, programmes and

practices in Rourkela Steel Plant and other major competing Steel
manufacturing units in India such as the Tata Steel and JINDAL Steel
(hereafter called JINDAL).
2. To know the process of training need identification being followed in
Rourkela Steel Plant vis-a-vis other competing firms.
3. To empirically examine the interlink that exists between the training
imparted and the employees’ attitude towards training and the
organizational performance.
4. To study the interrelationship that exists between the training
programmes, the length of experience of the employees and their
category such as the executives and non executives.
5. To study the possible association that exists between training and
organization development.
6. To suggest appropriate measures for making training more effective for
organization development.

1.6: Scope of the study

The present study is designed to assess the organization development through

effectiveness of training of the employees of Rourkela Steel Plant, a constituent unit

30
 of the Steel Authority of India Limited (SAIL). The findings of the study may not
have universal applicability such as to other constituent units of SAIL or to other
steel manufacturing companies in the public or private sector because of the
diversity in their volume of operation, technological advantages, size and structure
of manpower and other macro or micro economic factors to their advantage or
disadvantage. The scope of the study being confined to steel manufacturing unit
only, its findings may not hold good to other manufacturing industries and/or service
industries in India and abroad.

1.7: Hypotheses

The following hypotheses have been formulated for the purpose of the study:

Hoi: Training programmes conducted for different categories of employees do not

differ significantly.
Ho2: Designing of training programme does not depend on experience of
the employees.
Ho3: The training programmes designed for ‘Executives’ and ‘Non
Executives’ do not vary significantly.
Ho 4: There is no significant difference in the emphasis put on the training
programmes of Human Resource Development Centre (HRDC) and Central
Power Training Institute (CPTI).
Ho 5: Training plans and training fulfillment have no significant difference
\

between.
Ho6: There is no correlation between the performance of RSP measured in terms
of profit and the training provided.
Ho 7: There is no interdepartmental variation in the attitude of employees towards
training programme.
Ho 8: There is no consistency in the training programmes provided over time.
Ho 9: There is no significant difference between training provided, employees’
attitudes towards training programmes, and organizational performance.

31
1.8: Limitations

The present study is primarily based on primary data collected through own
developed attitude scale administered on 200 respondent employees of Rourkela
Steel Plant (RSP). Non inclusion of all the employees of RSP or employees from
other constituent units of SAIL may be considered as the primary limitation of the
study. The inherent limitations of use of secondary data particularly the profits of
RSP over a period of 12 years in itself is another limitation of the study.

1.9: Chapterization

The present study has been divided into nine chapters. Chapter-1 deals with the
rationale of the study, review of literature, objectives, scope, hypotheses and
limitations of the study. Chapter-2 deals with the research methodology adopted for
the study. The specific points covered in this chapter are construction of attitude
scale and the tools and techniques used for data analysis. Chapter-3 highlights the
training policy being followed in RSP. Chapter-4 deals with process of identification
of training needs at RSP. Chapter-5 deals with the training programmes being
practiced in RSP. Chapter-6 highlights the effectiveness of training programmes
with its evaluation and measurement. Chapter-7 deals with organization
development. Chapter-8 deals with the analysjs of the statements and test of
hypotheses. Chapter-9 summarizes the major findings and provides direction for
future research.

32
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