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EMPLOYEES MOTIVES TOWARDS PARTICIPATION IN THE
TRAINING PROGRAM: A CLUSTER ANALYSIS
Dr.D.S.Chaubey Professor & Dean, Uttaranchal University, Dehradun, email-chaubeyds@gmail.com, Mo- 9411712859 Sumati Kapoor Research Scholar Pacific University Udaipur Amrapali Negi, Assistant Professor Omkarananda Institute of Management and Technology Rishikesh Affiliated to UTU Dehradun Abstract Training has become an important route to prepare the employees for the future market. For a firm, training is not a goal in itself but is subject to the primary activity to prepare staff for production and services activities. The rapid change in the business environment has posed many challenges before employees. To meet the competition in the present market, there is great pressure of work under a very complex situation. It is a responsibility of the management to make necessary changes at the workplace as per the requirement of the job. At the same time it have become essential for the employees also to keep themselves upto date in order to remain competitive. However employees take up the training program with different motives. In a survey of 148 employees working in some service organisation, it was indicated that employees take up the training program of the company with the motives like Competency improvement motives, Career enhancement motives, Security motives, Knowledge and interpersonal skill motives, Transformational motives, Learning motives, Waste reduction motives, Organisational development motives, Promotional motives , Employability motives, and Pacing with technology motives. Further one way ANOVA revels no significant different exists in the different motives across the gender categories of respondents. Cluster analysis indicates that largest cluster of the employees have their first motive of training to enhance their competency, knowledge and interpersonal skill. Against this background, different aspects of training and employees motives of training have been discussed in this paper Key word: Training and Development, Employees Motives, Training Effectiveness, Organisational development, etc.
Introduction Opening of Indian economy and changing phase of market have placed before employees a number of opportunities to grab and number of challenges to meet. The rapid change in the business environment has posed many challenges before employees. To meet the competition in the present market, there is great pressure of work under a very complex situation. It is a responsibility of the management to make necessary changes at the workplace as per the requirement of the job. At the same time it has become essential for the employees also to keep themselves upto date in order to remain competitive. To survive in the competition and to meet the requirements, the employee needs to go under continuous training to acquire different skill. On the other hand, the organizations face a lot of pressure in the competence for a talented work force, for constantly improving the production methods, entrants of advanced technology and for the employees who are inclined to achieve work life balance. Employees Motivation is a theoretical build used to explain behaviour. It represents the reasons for people's actions, desires, and needs. Motivation can also be defined as one's direction to behavior or what causes a person to want to repeat a behavior and vice versa. A motive is what prompts the person to act in a certain way or at least develop an inclination for specific behavior. For example, when someone work in the organisation to satisfy his emotional as well as transactional need. Motivation shows the connection between what we do and why we do it. According to Maher and Meyer, "Motivation is a word that is part of the popular culture as few other psychological concepts like motives. Fulfilling of socio psychological and economic need of employees is frequently the motive for seeking out job and working in the organisation.. The focus of Human Resource Development is on developing the most superior workforce which helps the organization for successive growth. All employees are needed to be valued and they should apply collective efforts in the labour market every time. This can only be achieved through proper and systematic implementation of employee training and development programs. Employees are always regarded with development in career- enhancing skills which leads to employee motivation and retention. Training is a learning experience which has a capacity to make positive changes and reach up to the desired objectives of the organization. It improves the ability of the employee to perform the job efficiently and with excellence. Training and development programs are the basic structural and functional foundations for the development of the employees. These foundations are
Job mastery skills are those that are necessary to successfully perform one's job. Professional development skills are the skills and knowledge that go beyond the scope of the employee's job description, although they may indirectly improve job performance. To Banjoko (1996), training is an organized procedure by which people learn knowledge and or skills for a definite purpose. That is it is a process for equipping the employees particularly the non-managerial employees with specific skills. Training in view of Decenzo and Robbins (1996) is a learning experience in that it seeks a relatively permanent change in an individual that will improve the ability to perform on the job. Decenzo and Robbins typically say training can involve the changing of skills, knowledge, attitudes, or behaviour. To them, it may mean changing what employees know, how they work, their attitudes toward their work, or their interaction with their coworkers or supervisor. Decenzo and Robbins see training as more present-day oriented, its focus is on individuals’ current jobs, enhancing those specific skills and abilities to immediately perform their jobs. To Dessler et al (1999), training is the process of teaching employees the knowledge or skills they need to better perform their current jobs. That is training aims to help employees meet the goals of the company as well as their own goals. To Nankervis, et al (1999), training is “any procedure initiated by an organization to foster learning among organizational members”. Dessler (2000), indicates that training refers to the methods used to give new or present employees the skill they need to perform their jobs. Motivating employees begins with recognizing that to do their best work, people must be in an environment that meets their basic emotional drives to acquire, bond, comprehend, and defend. Mathis and Jackson (2000), see training as “a process whereby people acquire capabilities to aid in the achievement of organizational goals”. Since career development is an ongoing, dynamic process, employees may need encouragement and support in reviewing and re-assessing their goals and activities. You are in a key position to provide valuable feedback and learning activities or resources. Formal training and classes away from the job are effective in providing new information, but adult learners also need to practice new skills In view of Stone (2002), training “typically emphasizes immediate improvement in job performance via the procurement of specific skills”.
Finally, the sociology and economics of science literatures have long featured the importance of individual-level motives such as intellectual challenge, curiosity and peer recognition in affecting the advance of science (Dasgupta & David, 1994; Merton, 1973; Stephan, 1996; Stephan & Levin, 1992; Zuckerman, 1988). 1 Although these literatures suggest an important role of individual-level motives and incentives, there is a dearth of large sample empirical research on the importance of individual motives and incentives—especially those which are no pecuniary—for industrial innovation. In many industrialised countries the apprenticeship system is an important route to prepare young people for the labour market. The key feature of the apprenticeship system is that an apprentice learns a trade while working in a firm. For a firm training is not a goal in itself but is subject to the primary activity of the firm namely the production of goods or services. Therefore, the training needs of the apprentice may conflict with the production interest of the training firm. If the main reason for a firm to employ apprentices is their contribution to the production process (production motive), the firm may be more interested in their direct productivity than in their training. The training interest of the apprentice will then conflict with the production interest of the firm. Indeed, many economists have expressed the fear that firms only employ apprentices to substitute them for unskilled or skilled labour. Employees Education and competence are important determinants for work ability. As continuous change has become a main characteristic of working life, their relevance is steadily increasing. In this connection, lifelong learning motives of the employees plays a important role. Education and training are now perceived as the basis for continuous, i.e. lifelong, learning, which is aimed at promoting individual motivation and ability to extend and update knowledge, skills and competences continuously throughout life (Dehmel, 2005) Tailoring the learning approaches to the needs and preferences of the individual (ageing) worker is crucial. in this context. Ropes and Ypsilanti in their research findings suggest that learning styles and preferences differ between generations. Tailored approaches can increase individuals’ motivation and the outcomes of the learning activity and thus stimulate further participation in learning. Bohlinger and van Loo, 2010 suggests that Job-related and work- integrated forms of learning are considered to be powerful for ageing people, as they are closely linked to professional practice and refer to previous professional and learning experience (Bohlinger and van Loo, 2010).
Objectives of study It is fairly apparent from the viewpointsof researcher mentioned above that employees in any organisation take training with different motives. The knowledge of employee’s motives will help the management to make the training more effective. With this into mind, present research work has been taken up with the following objectives.
- To know the employees motives towards undertaking training programme imparted by the organisation.
- To prepare the cluster of the employees on the various motives of undertaking training assignment Assumption of Hypothesis It was hypothesis that mean of various motives of training undertaken by the employees does not differs significantly across their gender category of respondents. Methodology The research methodology is the important element of every research. Present study is descriptive in nature. A structure questionnaire was designed covering employees different motivation of training in to consideration and was piloted on 200 employees working in different service organisation at Dehradun. Total 162 response were received thus response rate was 81 %. after editing 148 response was found fit and taken for the study. Data were feeded into SPSS softwere and reliability test was carried out and found to be .9 24 indicating that response were reliable enough to go for further statistical analysis. To analyze the strength of association among variables the Kaiser-Mayer-Olkin (KMO) measure of sampling adequacy was applied. The KMO measure of sampling adequacy was computed to determine the suitability of using factor analysis it certifies whether data are suitable to perform factor analysis. The value of KMO varies from 0 to 1 and high values (close to 1.0) generally indicate that a factor analysis may be satisfactory with the data. KMO sampling adequacy should be greater than 0.5 for satisfactory analysis or testing. The value of KMO found to be . 763 indicates that data is fit for factor analysis. Table 1 indicates the demographic characteristics of the respondents Table 1: Characteristics of Respondents
Categories Count Percentage Age up to 25 years 26 - 35 years 36 - 45 Years 46 to 55 Years 55 Years and above
Gender Male Female
Marital Status Married Unmarried
Family Size Upto 2Members 3 - 4 member 5 - 6 Members
Education Level Matric and Below Intermediate Graduation Post Graduation
Income Level UptoRs 20,000 pm From Rs20,000-30000 per annum Rs30000-50,000 Per MOnth Rs50000 - 75000PM 52 36 48 12
Professional Experience Less than 1 year 1 to 5 years 5 to10 years 43 67 38
Demographic analysis includes the sets of methods that allow us to measure the dimensions and dynamics of populations. The demographic profile of the respondents presented in the above table 1 indicates that sample is the composition of middle aged respondents as majority of them (more three fourth respondents are in the age group of 25- 4 5 years. Majority of them are male and falls in the married category. Majority of the respondents in the sample indicated that they earn upto 30000PM It is seen in the above table the sample is the combination of high educated people as majority of them are having PG degree to their credit. The table also depicts the sampele is the combination of experience person as majority of them indicated that they were having experience from 1-5 year or 5-10 years.
Factor Analysis
makes my work place much safer , Because of training I can now identify the training need of others, Training activities of the organization make me reduce the wastage and minimize the cost My motive of undertaking training program is to improve myself and develop my subordinates, My motive of undergoing training program to enhance my ability to facilitate organization change, I have taken training program with the motive of getting promotion, I have taken training program to enhance my relevancy in the organization, I think training can enhance my overall employability, I must undergo training to become a good human being , Training helps me to adapt to the rapid changing technologies., on a scale of 1 to 5 in order of their preference. The exploratory factor analysis was used in order to identify the various motivational factors of training. Principal Component analysis was employed for extracting factors and orthogonal rotation with Varimax was applied. As latent root criterion was used for extraction of factors, only the factors having latent roots or Eigen values greater than one were considered significant; all other factors with latent roots less than one were considered insignificant and disregarded. The extracted factors along with their Eigen values are shown in table 2. The factors have been given appropriate names on the basis of variables represented in each case. The names of the factors, the statements, the labels and factor loading have been summarized in Tables 2. There are eleven factors each having Eigen value exceeding one for motivational factors. Eigen values for four factors are 11.85, 1 4.404, 2.839, 2.67, 1.868, 1.739, 1.504, 1.324, 1.249, 1.231, and 1.028 respectively. The index for the present solution accounts for 75.491% of the total variations for the motivational factors. It is a pretty good extraction because we are able to economise on the number of choice factors (from 42 to 11 underlying factors), we lost 24.51 % of information content for choice of variables. The percentages of variance explained by factors one to 11 are 28.217%, 10.485, 6.759%, 6.357%, 4.448%, 4.14%, and 3.581% 3.152%, 2.973%, 2.932% and 2.448% respectively. Large communalities indicate that a large number of variance has been accounted for by the factor solutions. Varimax rotated factor analysis results for motivational factors are shown in table 5which indicates that after 3 factors are extracted and retained the communality is ..816, for variable1, .826 for variable 2, 0. 850 for variable 3 and so on. It means that approximately 81.6 % of the variance of variable1 is being captured by extracted factors together. The proportion of the variance in any one of the original variable which is being captured by the extracted factors is known as communality (Nargundkar, 2002).
Table 2 Rotated Component and Associated Variable Component Comm unality Competenc^ y motives Career enhanceme^ nt motives Security^ motives Knowledg e and interperson al skill motives Transform ational motivesLearning motives^ Waste reduction^ motivesOrganisati onal motives Promotion^ al motives Employabi lity motivesPacing with technology motives My Participation in training program is to enhance my competency. . . My self-confidence can be boosted by training. . . I think training can induce professionalism in me. .824. My participation in training program is to enhance my confidence & to boost my personality. . . Training can enhance my acceptance for new challenges. . . To me the training help to better equip myself to take lead. .626. I believe training can make me handling conflicting situations effectively. .610. Training program breaks the monotony of work and reenergizes me. .851. My Participation in training program produces improvements in the quality of the labour force, which in turn is one of the most important contributors to national economic growth. . . I have taken training program to fulfil my Future Development needs. .721. Training can enhance my problem solving ability. .689. Training programs make me emotionally intelligent. .650. Training can help me to have open mindset . . My motive of undertaking training program to improve my interpersonal skill. . . Training helps me generating new ideas. . . I take training program to improve my status in the organization. . . I thing with training I can reduce my investment in insurances. . . My motive to participate in training is to clearly understand the current problems and possible solutions. . .
I have taken training program to enhance my relevancy in the organization. .650. I think training can enhance my overall employability. .753. I must undergo training to become a good human being. .712. Training helps me to adapt to the rapid changing technologies. .767. Total 11. 1 4.404 2.839 2.67 1.868 1.739 1.504 1.324 1.249 1.231 1. % of Variance 28. 7
5 6.759 6.357 4.448 4.14 3.581 3.152 2.973 2.932 2. Cumulative % 28. 7
2
1
7
5
5
6
8
2
3
1 Extraction Method: Principal Component Analysis. Rotation Method: Varimax with Kaiser Normalization. a. Rotation converged in 14 iterations. Principal components & associated Variables indicates that there are eleven Motive for undertaking raining. The very first motive is the competency motives which account for 28.21% of variance. Second motives is the Career enhancement motives which account for 10.48% of variance. Third motive is the security motives that account 6.759% of variance. Fourth motives is the Knowledge and interpersonal skill motives and accounts for6.357 % of variance. Fifth motive is the transformational motives which account4.448%of total variance. Sixth motives is the Learning motives that account for 4.14% of total variance. Similarly Waste reduction motives account for 3.581 % , Organisational motives account for 3.152% , Promotional motives account for 2.973% Employability motives2.932% and Pacing with technology motives account for 2.448% of total variance. Table 3 One way ANOVA of All the Motives Across the Gender Category of Respondents Employees Motives DF F Sig. Competency motives Between1 within 146 total147^ .534. Career enhancement motives Between1 within 146 total .002. Security motives Between1 within 146 total147 (^) .169.
Knowledge and interpersonal skill motives Between1 within 146 total 2.960. Transformational motives Between1 within 146 total147 (^) 3.287. Learning motives Between1 within 146 total147 (^) .778. Waste reduction motives Between1 within 146 total147 (^) .010. Organisational motives Between1 within 146 total147^ 2.523. Promotional motives Between1 within 146 total147 (^) .252. Employability motives Between1 within 146 total147 (^) .273. Pacing with technology motives Between1 within 146 total .265. INFERENCE:- We see from the table that the calculated value of F of the employee different training like Employees Motives like Competency motives, Career enhancement motives, Security motives, Learning motives, Waste reduction motives, Promotional motives, Knowledge and interpersonal skill motives, Transformational motives, Organisational motives, Employability motives and Pacing with technology motives is smaller than the tabulated value of F i.e. 2.21 at (V1= 1 and V2 = 146) degree of freedom and 0.05 level of significance. therefore null hypothesis (H0) is accepted and it is concluded that mean of employees motives of training does not differs significantly across the gender category respondents.
Cluster Analysis
Cluster analysis is used to divide all the respondents into cluster (or groups) on the basis of their similar motives toward training strategies. It is used to set the observations into two or more mutually exclusive unknown groups based on some properties in common. In this study eleven clusters are made as eleven factors were identified in this study. Table 4 Final Cluster Centers Cluster 1 2 3 4 5 6 7 8 9 10 11 Competency motives 3.96 1.55 3.40 4.11 3.44 3.77 3.45 1.81 4.14 3.38 2.
11 respondents whose first motives is Organisational motives with mean 2.71 followed by Transformational motives 2.43 and Employability motives with mean of 2.43. third cluster is of 25 employees whose first motive Knowledge and interpersonal skill motives with mean 4.02 followed by Career enhancement motives(3.83) and Waste reduction motives(3.83) and so on. Fourth cluster is composed of responses of five respondents with the motives of Career enhancement motives (4.33) followed by Knowledge and interpersonal skill motives (4.25) and Competency motives(4.11).. Fifth cluster is composed of responses of 11 respondents and the most preferred factor in this cluster is Pacing with technology motives mean 3.82 followed by Organisational motives(3.73 )and Promotional motives (3.59) Sixth cluster is composed of responses of twenty eight respondents and the most preferred factor in this cluster is Competency motives with mean 3.77 followed by Promotional motives with mean 3.73 and Employability motives with mean 3.73. Seventh cluster is composed of responses of ten respondents and the most preferred factor in this cluster is Promotional motives with 4.54 followed by Career enhancement motives with mean 4. and Waste reduction motives with mean 4.31. Eight cluster is composed of responses of thirteen respondents and the most preferred factor in this cluster is Waste reduction motives with mean 3.4 followed by Knowledge and interpersonal skill motives 2.98 and Learning motives 2.78. and followed by role clarity and sense of security with mean 4.57, Wage and salary with mean 4.19 , and Organizational Policy with mean 4.10. Ninth cluster is composed of responses of sixteen respondents and the most preferred factor in this cluster is Waste reduction motives with mean 4.27 followed by Promotional motives (4.27) and Career enhancement motives with mean 4.25. Tenth cluster is composed of six respondents and the most preferred factor in this cluster is Promotional motives with mean 3.83 Knowledge and interpersonal skill motives with mean 3.64 and Career enhancement motives with mean 3.6. Eleventh cluster is composed of responses of fourteen respondents and the most preferred factor in this cluster is Promotional motives with mean 3.56 followed by Waste reduction motives with mean 3.54 and Employability motives with mean3.44. The cluster composed of maximum responses is fourth cluster in which the most preferred retention factor is flexible working. The cluster composed of second highest responses is fifth cluster in which the most preferred retention factor is organizations image. The cluster composed of third highest responses is eleventh cluster in which the most preferred retention factor is organization culture.
Conclusion
In any industrialised country the training has become important route to prepare young people for the future market. For a firm training is not a goal in itself but is subject to the primary activity of the firm to prepare staff for production and services activities. However employees take up the training program with different motives. The study reveals that employees take up the training program of the company with the following motives like Competency motives, Career enhancement motives, Security motives, Knowledge and interpersonal skill motives, Transformational motives, Learning motives, Waste reduction motives, Organisational development motives, Promotional motives , Employability motives, and Pacing with technology motives. Further one way ANOVA revels no significant different exists in the different motives across the gender categories of respondents. Cluster analysis indicates that largest cluster of the employees have their first motive of training to enhance their competency, knowledge and interpersonal skill. Hence it is suggested that management should design training programme as per the employee’s motives and expectation so as to make the programme more fruitful and productive.
References
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