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