See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/290601386

Employees' training and development in IT sector: An essential instrument for

effectiveness of organisational productivity

Article · July 2012

CITATION READS

1 3,157

2 authors, including:

N Akbar Jan
The ICFAI University, Hyderabad
18 PUBLICATIONS   40 CITATIONS   

SEE PROFILE

Some of the authors of this publication are also working on these related projects:

E-Learning View project

All content following this page was uploaded by N Akbar Jan on 04 February 2018.

The user has requested enhancement of the downloaded file.

European Journal of Scientific Research
ISSN 1450-216X Vol.81 No.3 (2012), pp.397-407
© EuroJournals Publishing, Inc. 2012
http://www.europeanjournalofscientificresearch.com

Employees’ Training and Development in IT Sector:

An Essential Instrument for Effectiveness of
Organisational Productivity

N. Akbar Jan
Research Scholar, Anna University of Technology, Coimbatore-47
Tamil Nadu. India, Asst. Professor/ Department of Management Studies
Vel Tech Dr.RR & Dr.SR Technical University
E-mail: akbarjan75@yahoo.co.in
Tel: +91- 09841282771 / +91 -087544 16291

C. Muthuvelayutham
Research Supervisor, Associate Professor in DODE
Anna University Technology of Coimbatore
Coimbatore-47, Tamil Nadu, India
E-mail: drmuthu2009@gmail.com or drmuthuvelayutham@gmail.com
Tel: +91 – 09894458498

Abstract

An efficient and effective training is necessary for improving productivity of an

organization. It has further become necessary in view of advancement in modern world to
invest in training. Thus the role played by employee training and development can no
longer be over-emphasized. Employee training and development are based on the premise
that employee skills need to be improved for organizations to grow. Organizations which
are constantly creating new knowledge, extending it through the entire organization and
implementing it quickly inside the new technologies, develop good products and excellent
services. These activities determine the company as a learning organization with constant
innovation being its sole business. Training is a systematic development of knowledge,
skills and attitudes required by employees to perform adequately on a given task or job. It
is against the backdrop of the relative importance of employee training and development in
relation to effectiveness of organization productivity that this article emphasized. The aim
of this study is to examine the determinant factor of training programmes in IT sector. To
validate the research model, data was collected from 100 employees who are working in IT
companies in Chennai city. The research through Structural Equation Modeling (SEM)
using AMOS infers that the good training programmes will increase the productivity of the
organization.

Keywords: Human resource management, training and development, IT employees, SEM,

AMOS.
Employees’ Training and Development in IT Sector: an Essential Instrument for
Effectiveness of Organisational Productivity 398

1. Introduction
The current economic environment poses increased challenges for business and industry to be
competitive both nationally and internationally which in turn requires these organizations to perform
better in terms of productivity, quality, time and service. Forward looking organizations in such a
climate are taking steps to undergo massive cultural change so as to bring about changes in their
performance. In this context it would be meaningful to identify and delineate the critical factors in the
organizational environment that have a positive impact on the performance of an enterprise.
Some of the government organizations are getting privatized for factors such as increased
international competition, low profit, financial crisis, etc. Many of the IT companies are also getting
privatized. Hence, the time calls for utilizing the present Human Resource effectively and efficiently.
The best way to make use of the potential capabilities of the employees is through training which
improves the existing knowledge and skills and this enhanced capability improves the competency.
Training is a set of activities designed to increase an individual’s skills, knowledge and
experience. It brings attitudinal change among the employees. It is expected to increase employees’
effectiveness and satisfaction. The success of any training programme largely depends upon the people
who are identified for training. Training Needs are felt by the managers when they discover / perceive
gaps between standard performance and actual performance of the employees. Organizations are well
aware of the fact that competitive advantage can be achieved only with quality people full of skills and
competencies. Training Need Analysis is partly concerned with defining the gap between what is
happening and what should happen. The training need identification of any organization must contain
three types of analysis, viz. corporate, group and individual. The training needs are identified by
measuring the gap in the present level of the competencies that should be bridged through effective
training.
The aim of this study is to examine the determinant factors of impact of training programmes in
IT companies as perceived by the employees in Chennai city. A research model was hypothesized by
establishing a causal link between the impact of training programmes and their level of job satisfaction.

2. Statement of the Problem

The human resource system should gain the capability to assess and evaluate various aspects of the
entire training process starting from need identification to transfer of learning (Lynton & Pareek,
1990). Training is an integral part of Human Resource Development and is crucial for the effective
functioning of any organization. Organizations would appreciate the value of adequate, consistent and
long term investments in such functions. They would face challenges due to technical and economic
changes and hence, they need to prepare themselves to adapt to these changes. For this they require up
gradation of skills and knowledge and change in the attitude and perception of their employees. The
employees concentrate more on the job related activity and mostly avoid the act of establishing or
maintaining human relations with peers, sub-ordinates and supervisors. This kind of attitude prevents
them from sharing their wisdom with others. Consequently they behave differently. Hence, it is very
much essential to inculcate the value of team spirit and team building among the employees to achieve
the goals of any organization. For this purpose, the employees need to understand the organization so
as to enhance their competency level through various types of training modules.

3. Review of Literature
Marget and Lohman (2001) found plan training on-the-job programs have historically used deductive
training strategies as a means to deliver the training content. However, the changing nature of work in
today’s organizations demands that employees be more effective problem solvers and independent
learners than ever before. Therefore, alternative training strategies, such as an inductive approach, must
be considered to respond to these changing job demands. Although inductive training strategies hold
399 N. Akbar Jan and C. Muthuvelayutham

much promise for developing higher level cognitive skills, they are not without their limitations. This
study compares deductive and inductive training strategies and presents factors to consider when
selecting a strategy for planned on-the-job training. Bhattaacharyya (2002) says that training serves the
following important purposes for an organization: 1) to increase the performance level of an employee
and to develop him/her in such a manner that he/she can rise to the position of higher responsibility, 2)
to constantly develop manpower to meet the current as well as future needs of the organization, 3) to
ensure effective utilization of human resource, 4) to integrate individual goals with the organization
goals by creating a climate so that an individual employed can best achieve his goals by achieving the
goals of the organization, 5) to be more specific, this is the stage of identifying employees within the
organization. Goldstein and Ford (2002) show that individual characteristics (including trainability-that
is ability to learn the content of the training-personality, age and attitudes) influence motivation,
learning, transfer of training back to the job, and job performance features of the work environment
and climate, opportunity to perform trained tasks, manager support, organizational justice and
individual versus team context) also affect it stage of the training process. This illustrates that
characteristics of the individual, as well as the work environment, are critical factors before training.
Hakan Regner (2002) explains that on-the-job training has a large positive effect on wages for
employees in Sweden, and employees in jobs that require long on-the-job training earn significantly
more than workers in jobs with short training requirements. The effects of training are large for the
recently hired and low for the senior employees. There are significant wage effects of general and
specific on-the-job training, and the effect is significantly larger for general training. Separate estimates
for the public and private sectors show significant effects of specific training only for public-sector
employees and large effects of general training for private-sector employees. The results suggest that
the distinction between general and specific training matters, that firms are willing to pay for general
training and that there is heterogeneity in the returns from these forms of training. Pattanayak (2002)
said that discussed training effectiveness is to impart new entrants the basic knowledge and skill they
need for an intelligent performance of defined tasks: to assist employees to function more effectively in
their present positions by exposing them to latest concepts, information, techniques and developing the
skills they will need in their future roles, to broaden the minds of managers by providing them with
opportunities for an interchange of experiences within and outside with a view to correct the narrow
outlook that may arise from over specialization. Asha (2007) in her article “Psychological Dimension
of Training and Development” pinpoints that planning and designing a training module along the lines
of content, theme and psychological aspects make a training program more enjoyable, learnable and
capable of providing long term benefits. Training and development has various connotations to
different people in different work situations. For instance, to a trainer, the final objective of a training
program would be to deliver an idea and reach out to the participants. But for a trainee, it would be to
learn an idea, enhance his knowledge, and then he must try to acquire new skills. But organizations
would require employees to assimilate learned skills in the present job and to make better end-
products. From the psychological perspective, training skills (learning) are much required and through
that each trainee acquires a value addition which must be imbibed in order to enhance employee
performance.
Mukherjee (2007) in his article on “Training and Development in Human Resource-outlook for
the future” reveals that the role of training and development in human resources gains prime
importance from the time of conception of any organization; there is need for training and development
of manpower. With more and more outsourcing of jobs, the role of training and development has
become absolute with the tremendous growth in technology. It is time that organizations planned a
more dynamic system of training and development by equipping employees to deal with change and
transform accordingly. Pilati et al. (2008) concluded that research in training, development and
education (TD&E) in organizations has produced important results in the last two decades. Evaluation
of TD&E has been a special focus of this research, which has resulted in the production of relevant
predictive models. The present study has the aim of testing a model for effectiveness of training on
work, with the trainee's motivation and satisfaction with training as the antecedent variables and the
Employees’ Training and Development in IT Sector: an Essential Instrument for
Effectiveness of Organisational Productivity 400

type of training as a moderator variable. Data collection with 600 participants in a Brazilian bank was
conducted with measurement scales before training, at its end and three months later. The data were
analyzed through structural equation modeling. The results indicate that the motivation of the trainee
and satisfaction with the training are predictors of its effectiveness on work and that the type of
training affects this predictive relationship. The key feature of the type of training was the cognitive
complexity of expected competencies. P.S.Velmurugan et al. (2009) find that training is the periscope
to see the future. It is intended to identify the future of the organization. Development creates
generalists and helps people to think strategically, even when their present jobs do not call for such
thinking. It pushes and stretches people beyond their present function. Hence this study attempts to
study the effectiveness of training and development program taking the Chennai, Petroleum
Corporation Limited, Chennai, as sample. The perceptions of the employees’ performance before the
training program and after the training program were measured. Apart from it, whether the company
was really interested in providing training program to the employees and whether they equip the
trainers with the latest technologies were also measured. The results depicted that due importance was
given to training and also the employees said that the trainers were well equipped. The majority of the
employees suggested that the training program had helped them to do the job better. Thus it was
concluded that the program increased the level of satisfaction of the employees in discharging their
duties, even though a small section of the employees differed with the majority. By and large, it had
been effective in developing the human resources in the Chennai Petroleum Corporation Limited
(CPCL), Chennai.

4. Research Design
The study is descriptive in nature. It attempts to describe the attitudes of the employees to the training
programs and its impact on their job. The Simple Random Sampling was used to select the employees
from three technical departments for the study. The sample size of the study was 100 IT employees
employed in different IT companied in Chennai.

5. Framework of the Questionnaire

The questionnaire consists of 18 constructs, which are based on the previous research studies. The
following table presents the eighteen constructs used in the study.

No. Statement
X1 Training given to me helps to do my job effectively.
X2 Actual training given and the real working conditions are entirely different.
X3 Training given increases my confidence and helps me to face stress in the working condition.
X4 I am satisfied with the present methods of training.
X5 Training helps me to maintain good relationship with my colleagues and subordinates.
X6 I am satisfied with the quality of training that I receive for my current position in the company.
X7 Training is one of the effective means to achieve the objective of the organization.
X8 Training normalizes the rate of transfer and turnover.
X9 Bottlenecks and deadlines can be met through training.
X10 Do you think that a good training program changes your attitude and does something good to your career?
X11 Timing of training session is convenient.
X12 I am attending the training programme regularly.
X13 Is there any feedback system in connection with the training programmes?
X14 Interaction of trainer with trainees is good.
X15 Do you think it is essential for your nature of job?
X16 Is the infrastructure for the training programme adequate?
X17 Training gives me clear idea about the job.
X18 Do you feel the methods of training given are correct and yield results?
401 N. Akbar Jan and C. Muthuvelayutham

6. Structured Equation Modeling (SEM) Using Partial Least Square (PLS) Path
Modeling
SEM is most appropriate for this study due to the interdependent nature of the research variables. The
SEM was chosen to test the structural model for several reasons. The present research models comprise
many paths. Unlike regression that examines only a single relationship at a time, SEM provides
estimation for a series of separate regression equations simultaneously. SEM is particularly useful
when dependent variables become independent variables in subsequent dependent relationships (Hair
et al., 2006). SEM technique is superior as it allows for the specification and testing of complex path
models and is considered more rigorous and flexible than the comparable technique (Kelloway, 1998).
SEM is a statistical technique for testing and estimating causal relations using a combination of
statistical data and qualitative causal assumptions. SEM allows both confirmatory and exploratory
modeling, meaning they are suited to theory testing and development. Confirmatory modeling usually
starts out with a hypothesis represented in a causal model. The concepts used in the model are
operationalized to allow testing of the relationships between the concepts in the model. The causal
assumptions embedded in the model often have falsifiable implications that are tested against the data.
SEM allows the simultaneous examination of the effects of the antecedents as opposed to ordinary
regression analysis.
SEM with latent variables has become a quasi standard in investigating complex causal
relationships in many social sciences disciplines. Recently, Partial Least Squares (PLS) path modeling
has encountered increasing popularity as an easy, yet powerful, estimation technique for structural
equation models. A key advantage of the PLS method is its relatively unrestricted applications
especially in SEM situations where it is difficult or impossible to meet the hard assumptions of more
traditional multivariate statistics. PLS path modeling can straightforwardly incorporate both reflective
(effect) and formative (cause) measurements models of latent variables. In essence, PLS path modeling
is a robust SEM technique, which is a flexible and powerful means to predict and assess relationship
between latent variables in impact of training programmes in IT sector.
SEM is applied to evaluate the strength of the hypothesized relationships among the constructs
in the theoretical model developed by this study. SEM is a family of statistical technique that
incorporates and integrates factor analysis and path analysis. It is utilized to model multivariate casual
relationships and test multivariate hypotheses. In recent years, the application of SEM is becoming
increasingly prevalent in the field of research.
Hypotheses was formulated and represented in a causal model. The concept used in the model
is then operationalized to allow testing of the relationships between the concepts in the model. The
model is tested against the obtained measurement data to determine how well the model fits the data.
Model creation is discussed in detail below.

7. Theoretical Framework and Hypothesis Development

When understanding the phenomenon of impact of training programmes, it is helpful to have a
framework within which to work and from which testable hypotheses are drawn. A theoretical
framework in this research enables predictions, to make the outcome of training programmes from the
IT employee perspective. It enables to evaluate observed business behavior and therefore provides
better explanation for the successful implementation of training programmes and its consequences.

Theoretical Framework
To understand better the impact of training programmes of IT sector in Chennai, a framework is
established which describes the causal relationship between the factors for impact of the eighteen
selected variables. The rationale underlying this research framework is straightforward. A higher level
of training programmes will lead to high level of productivity of the company.
Employees’ Training and Development in IT Sector: an Essential Instrument for
Effectiveness of Organisational Productivity 402

By considering the impact of each facilitating factors, the framework in figure 1 depicts the
proposed relationships between the constructs as discussed from the review of literature. The numbers
next to each arrow corresponds to the eighteen hypotheses developed in this article. Figure 1 shows the
impact of training programmes in select IT companies.

Hypotheses Development
The following hypotheses are framed with the available literature:

H1 : Impact of training programme is positively associated with the statement ‘Training given to me
helps to do my job effectively (X1).’
H2 : Impact of training programme is positively associated the statement ‘Training gives with real
working conditions’.
H3 : Impact of training programme is positively associated the statement ‘Training given increases my
confidence and helps me to face stress in the working condition’.
H4 : Impact of training programme is positively associated the statement ‘I am satisfied with the present
methods of training’.
H5 : Impact of training programme is positively associated the statement ‘Training helps me to
maintain good relationship with my colleagues and subordinates’.
H6 : Impact of training programme is positively associated the statement ‘I am satisfied with the quality
of training that I receive for my current position in the company’.
H7 : Impact of training programme is positively associated the statement ‘Training is one of the
effective means to achieve the objective of the organization’.
H8 : Impact of training programme is positively associated the statement ‘Training normalizes the rate
of transfer and turnover’.
H9 : Impact of training programme is positively associated the statement ‘Bottlenecks and deadlines
can be met through training’.
H10 : Impact of training programme is positively associated the statement ‘Do you think that a good
training program changes your attitude and does something good to your career?’.

H11 : Impact of training programme is positively associated the statement ‘Timing of training
session is convenient’.
H12 : Impact of training programme is positively associated the statement ‘I am attending the
training programme regularly’.
H13 : Impact of training programme is positively associated the statement ‘Is there any feed back
system in connection with the training programmes?’.
H14 : Impact of training programme is positively associated the statement ‘Interaction of trainer
with trainees is good’.
H15 : Impact of training programme is positively associated the statement ‘Do you think it is
essential for your nature of job?’.
H16 : Impact of training programme is positively associated the statement ‘Is the infrastructure for
the training programme adequate?’.
H17 : Impact of training programme is positively associated the statement ‘Training gives me clear
idea about the job’.
H18 : Impact of training programme is positively associated the statement ‘Do you feel the
methods of training given are correct and yield results?’.
403 N. Akbar Jan and C. Muthuvelayutham
Figure 1 : Impact of Training Programme – Hypotheses Model

8. Results
This section presents the result of SEM using PLS. PLS analyses simultaneously a measurement model
describing the relationships between a research construct and the indicators used to measure the
construct (ie., factor loadings) and a structural model depicting the relationships between research
constructs (ie., path coefficients). PLS examines the significance of the relationships between research
constructs and the predictive power of the dependent variable; thus it is better suited for explaining
complex relationships and building theories. Item reliability was examined by means of factor loadings
of the items of the constructs (eighteen selected statements).

9. Path Modeling
The hypotheses were tested using PLS a SEM technique. SEM enabled researcher to answer a set of
interrelated research questions in a single, systematic and comprehensive analysis by modeling the
relationship between multiple and dependent constructs simultaneously. SEM assessed the structural
model, the assumed causation among a set of dependent and independent constructs and evaluated the
measurement model loading of observed items (measurements) on their expected latent (constructs).
The result was hence a more rigorous analyses of the proposed research model and Gefen et. al (2000)
viewed it as a better methodological assessment tool. Hence this study used AMOS 18.0 software to
perform the analysis.

10. Model Validation

The conceptual model in figure 1, was estimated using PLS latent path model developed by Wold
(1982) and as implemented by Lohmoller (1989). Model estimation was carried out with the selected
eighteen variables. Bootstrapping was done with all the 100 cases. The model was estimated at 5
Employees’ Training and Development in IT Sector: an Essential Instrument for
Effectiveness of Organisational Productivity 404

percent level of significance. Hence, T values greater than 1.96 indicate significant relationship
between the variables.
Figure 2 illustrates the resulting structural model portraying the impact of the selected eighteen
variables on training programmes. The following table brings out the results of bootstrapping.

Paths Estimate Mean S.E. ‘t’ Value Result

x1  Impact of_Training Programmes 1.148 0.895 0.133 6.712 H1 Accepted
x2  Impact of_Training Programmes 1.564 0.871 0.136 6.413 H2 Accepted
x3  Impact of_Training Programmes 1.8 0.604 0.103 5.842 H3 Accepted
x4  Impact of_Training Programmes 1.316 0.845 0.128 6.582 H4 Accepted
x5  Impact of_Training Programmes 1.155 0.922 0.137 6.716 H5 Accepted
x6  Impact of_Training Programmes 1.932 0.768 0.129 5.954 H6 Accepted
x7  Impact of_Training Programmes 1.071 1.091 0.16 6.803 H7 Accepted
x8  Impact of_Training Programmes 1.609 0.564 0.094 6.015 H8 Accepted
x9  Impact of_Training Programmes 1.606 0.965 0.15 6.443 H9 Accepted
x10  Impact of_Training Programmes 1.612 0.976 0.151 6.445 H10 Accepted
x11  Impact of_Training Programmes 0.304 2.518 0.358 7.028 H11 Accepted
x12  Impact of_Training Programmes -0.291 1.939 0.276 -7.03 H12 Rejected
x13  Impact of_Training Programmes 0.727 1.093 0.158 6.929 H13 Accepted
x14  Impact of_Training Programmes 0.452 1.267 0.181 7.00 H14 Accepted
x15  Impact of_Training Programmes -0.947 0.999 0.146 -6.84 H15 Rejected
x16  Impact of_Training Programmes 0.417 0.592 0.085 6.971 H16 Accepted
x17  Impact of_Training Programmes -0.451 1.895 0.27 -7.01 H17 Rejected
x18  Impact of_Training Programmes 1.000 1.108 0.162 6.836 H18 Accepted

Figure 2: Structural Model – Results of Hypotheses of selected eighteen factors on Impact of training
programmes

 T value for the path statement ‘Training given to me helps to do my job effectively’ was 6.712
which implied positive impact and it is significant and thereby proving the hypothesis the
impact of training programmes is positively related with the statement ‘Training given to me
405 N. Akbar Jan and C. Muthuvelayutham

helps to do my job effectively’. Hence, the IT company employees are need effective training
which helps to increase the productivity.
 The second statement ‘Training gives with real working conditions’ has the T value ‘6.413’
which implied positive impact and it is significant and thereby proving the hypothesis (H2)
Impact of training programme is positively associated the statement ‘Training gives with real
working conditions’. Hence the training with real working conditions successfully produces
productivity.
 T value for the path statement ‘Training given increases my confidence and helps me to face
stress in the working condition’ was 5.842 which implied positive impact and it is significant
and thereby accepting the hypothesis (H3). Hence the better training gives increase the
employees’ confidence level and help them to manage stress in their working condition.
 T value for the path statement ‘I am satisfied with the present methods of training’ was 6.582
which implied positive impact and it is significant and thereby accepting the hypothesis (H4).
Hence the satisfied training produces productivity in a good manner.
 T value for the path statement ‘Training helps me to maintain good relationship with my
colleagues and subordinates’ was 6.716 which implied positive impact and it is significant and
thereby accepting the hypothesis (H5). Hence the training supports to maintain good
relationship with their colleagues and subordinates which helps to increase productivity.
 T value for the path statement ‘I am satisfied with the quality of training that I receive for my
current position in the company’ was 5.954 which implied positive impact and it is significant
and thereby accepting the hypothesis (H6). Hence the training helps to promote their job
position.
 T value for the path statement ‘Training is one of the effective means to achieve the objective
of the organization’ was 6.803 which implied positive impact and it is significant and thereby
accepting the hypothesis (H7). Hence the training gives high impact to achieve the objective of
the organization.
 T value for the path statement ‘Training normalizes the rate of transfer and turnover’ was 6.015
which implied positive impact and it is significant and thereby accepting the hypothesis (H8).
Hence the good training procedures normalize the turnover.
 T value for the path statement ‘Bottlenecks and deadlines can be met through training’ was
6.443 which implied positive impact and it is significant and thereby accepting the hypothesis
(H9). Hence the effective training helps to manage bottlenecks and deadlines of their projects.
 T value for the path statement ‘Do you think that a good training program changes your attitude
and does something good to your career?’ was 6.445 which implied positive impact and it is
significant and thereby accepting the hypothesis (H10). Hence the good training squeeze out
their attitude and career.
 T value for the path statement ‘Timing of training session is convenient’ was 7.028 which
implied positive impact and it is significant and thereby accepting the hypothesis (H11). Hence
the training session is very convenient for improving their career.
 T value for the path statement ‘I am attending the training programme regularly’ was -7.032
which implied negative impact and it is significant and thereby rejected the hypothesis (H12).
Hence the employees are attending the training programmes regularly.
 T value for the path statement ‘Is there any feedback system in connection with the training
programmes?’ was 6.929 which implied positive impact and it is significant and thereby
accepting the hypothesis (H13). Hence the employees opined that the feedback system of the
training programmes helps to fine tune the training programs and productivity of the
organization.
 T value for the path statement ‘Interaction of trainer with trainees is good’ was 7.001 which
implied positive impact and it is significant and thereby accepting the hypothesis (H14). Hence
Employees’ Training and Development in IT Sector: an Essential Instrument for
Effectiveness of Organisational Productivity 406

the employees opined that the interaction of trainer in the training programmes is good to
increase productivity of the organization.
 T value for the path statement ‘Do you think it is essential for your nature of job?’ was -6.84
which implied negative impact and it is significant and thereby accepting the hypothesis (H15).
Hence the employees accepted that the training programmes is necessary for their job.
 T value for the path statement ‘Is the infrastructure for the training programme adequate?’ was
6.971 which implied positive impact and it is significant and thereby accepting the hypothesis
(H16). Hence the employees opined that the training programmes which have adequate
infrastructure.
 T value for the path statement ‘Training gives me clear idea about the job’ was -7.01 which
implied negative impact and it is significant and thereby rejecting the hypothesis (H17). Hence
the employees opined that the training programmes supports to get clear idea about the job.
 T value for the path statement ‘Do you feel the methods of training given are correct and yield
results?’ was 6.836 which implied positive impact and it is significant and thereby accepting
the hypothesis (H18). Hence the employees opined that the method of training programmes is
very effective and increase the productivity of the organization.

11. Conclusion
This research study will add to the different dimension and diversity of the impact of training
programmes in terms of perspective, method, unit of analysis and data analysis. The research using
Partial Least Square method infers that the employees perception and the selected eighteen statements
are highly supported to increase the productivity of the organization. The research through Structural
Equation Modeling (SEM) using AMOS infers that the good training programmes will increase the
productivity of the organization.

12. Contribution to the Policymakers

This framework enables the policymakers associated with training to address the impact of training
programmes in IT sector. Policymakers of IT companies need to give greater attention to the
development of the information pertaining in the training programme, communication, and technology
and could utilize the result of this study as a standard for evaluating the training session.

13. Scope for Future Research

The study focused on the training programme which was impacted by the IT sector employees in
Chennai city. To verify the findings in this study, it would be appropriate to undertake another study
that will focus on the training programmes in Automobile industry in Chennai as well. The
questionnaire could be modified to focus on the employees rather than IT sector. The current study is a
comprehensive study. The eighteen variables taken in this study can be taken for an independent study
or a certain combination of variables can also be taken.

References
[1] P.Lynton, Rolf and Udai Pareek, “Training for development” 2d ed. (New Delhi: Kumarian
Press, 1990), pp.333p.
[2] Margaret C. Lohman, “Deductive and Inductive on-the-Job Training Strategies,” Advances in
Developing Human Resources, Vol. 3, No. 4, 435-441 (2001).
[3] Bhattaacharyya, “HRM”, (New Delhi: Excel Books, 2002):227-235 and 245-248.
 407 N. Akbar Jan and C. Muthuvelayutham

[4] Goldstein, I.L. and Ford, K.J. “Training in Organisations; Needs assessment, development and
evaluation” Belmont, CA: Wadsworth Thomson Learning (2002).
[5] Hakan Regner, “The effects of on-the-job training on wages in Sweden,” International Journal
of Manpower, Vol.23, Issue 4, (2002): 326-344.
[6] Pattanayak, Human Resource Management (Prentice Hall of India Private Limited, New Delhi:
2002), 156-157.
[7] Asha, “Psychological dimension of training and development,” HRM Review, Vol.VII, Issue 8,
(August 2007): 20-22.
[8] Mukherjee, “Training and Development in Human Resource – Outlook for the future,” HRM
Review, Vol.VII, Issue 8, (August 2007) :16-19.
[9] Pilati, Ronaldo and Borges-Andrade, Jairo Eduardo, “Affective Predictors of the Effectiveness
of Training Moderated by the Cognitive Complexity of Expected Competencies,” International
Journal of Training and Development, Vol. 12, Issue 4, (December 2008) : 226-237.
[10] P.S.Velmurugan, A. Senthamil Raja and P.Palanichamy , “Effectiveness of the Training and
Development Programme in improving the HRD: A CPCL Experience,” Journal of Advances
in Management, Vol.2, Issue 7, ( 2009):
[11] Abiodun, E.J.A. (1999) “Human Resources management, An overview”. Concept Publication,
Shomolu, Lagos. P. 110-121.
[12] Adeniyi, O.I. (1995) “Staff training and development” in Ejiogu, A; Achumba, I. Asika (eds).
Reading in Organizational Behaviour in Nigeria, Lagos. Maltho use Press Ltd, P. 159-167.
[13] Ajibade, E.S. (1993) “Staff development and in-service for teachers” in Ajibade (Ed) Emia
Nigerian Educational issues policies and practice in the eighties and Beyond. Publication, P.
147-157.
[14] Akinpelu, B. (1999), “Educational Technology and teaching – learning process in the 21st
century” in Adesomowo, P.O. (Ed), Basic of Education, Lagos Triumph Books publishers.
[15] Akintayo, M.O. (1996) “Upgrading the teachers status through in-services training by Distant
Learning System" (DLS) Unpublished. A public lecturer at the Second convocation ceremony
of NTI, NCE by DLS.
[16] Arikewuyo, M.O. (1999), Improving teachers’ productivity in Nigeria, in Adesemowo, P.O.
(Ed). Basic of Education, Lagos Triumph Books Publishers, P. 102 – 109.
[17] Chris Obisi (1996) “Personnel Management” Jackbod Enterprises. Ojokondo Layout Agbowo,
Ibadan.
[18] Daft, R. L. (1983) Organization Theory and Design, Minnesota, West Publishing Company.
[19] Encyclopaedia Britannica (1986) Mircopaedia (Ready reference and index) Vol.VII.
[20] Isyaku, I.A. (2000) Training and retraining of Teachers through Distance Education. Being a
paper presented at the National Workshop on Distance Education Held at Abuja Nigeria. 27-29.
[21] Kayode, Taiwo (2001) “ The Role of Training in charge Management” Journal of the Institute
of Personnel Management of Nigeria. Vol. 10, No 7 P. 24 – 31.
[22] Mondy, R.W. et al (1990), Management and Organization Behavior. Boston, Allyn and Bacon
Publishers.
[23] Oguntimehin, A. (2001) “Teacher Effectiveness: Some practical Strategies for Successful
implementation of Universal Basic Education in Nigeria” African Journal of Educational
Management Vol. 9, No 1 P. 151–161.
[24] Oribabor, P.E. (2000), “Human Resources Management, A Strategic Approval", Human
Resources Management 9 (4) 21–24.

View publication stats