Analysis of the Effectiveness of a Corporate Leadership Training Programme- An Empirical Study

Dr. Vidhi Agrawal

1


The subject of accountability for any type of training programme always has been an issue in the corporate
environment. Executives require data that show there is an appropriate payback for their company whether
it may be emotional intelligence, perceived leadership behavior changes or improvement of the individuals
basic skills. Training in the past has always been a burden in the corporate world because of the expenses
and the imprecise payback associated with it. The purpose of this study was to understand whether there is
a perceived behavior change that takes place in an individual due to a corporate leadership training
program.

1. Introduction

The subject of accountability for any type of training has always been an issue in the corporate
environment. It shows there is an appreciable payback for their company whether it may be emotional
intelligence, perceived leadership behavior changes or improvement of the individual's basic skills.

Training in the past has always been a burden in the corporate world because of the expense and the
nebulous payback associated with it. Corporations know they need to train their people but do so
reluctantly because the cost of the training is directly associated with overhead and profit. There have been
numerous studies addressing the benefits of training, but corporations are still skeptical until positive data
is associated with the training.

Leaders play a key role by facilitating and fostering organizational learning in corporations. Organizations
that are dynamic and knowledge-based need strong leadership to effectively perform.

Various leadership programs focus on knowledge, behavior issues and integrity. According to Weber
(2001) there are two ways to assess and predict leadership performance. One thought deals with the
characteristics that a true leader should possess, such as personality, values and self-efficacy. Another
approach is to evaluate leaders according to how well the individual helped in the overall success of the
organization. According to Conger and Kanugo (1994) personality traits of a company's performance
depends on the personality of its leaders and their ability to ensure positive performance from their
employees through motivation.


Leadership Training

Leaders must view patterns as if they were on the balcony and not in the "field of action". Leaders have to
see a context of change or create one. They need to give employees a strong sense of the history of the
enterprise and about its past, as well as an idea of the market forces at work today, and the responsibility
people must take in shaping the future. Heifetz (1994) stresses that leaders must be able to identify
struggles over values and power, recognize patterns of work avoidance, and watch for the many other
functional and dysfunctional reactions to change.

Schoenfeld (1948) states that the problem traits of leadership is of great significance in our society today.
The current training programs designed to enhance leadership are all based on the assumption that the
personality factors of the individual can be molded to produce what we have conceived to be successful
leadership.

2. Purpose of Study

The purpose of the study is to fully understand the perceived behavior changes that take place due to a
specific leadership training class and their benefit to the various organizations such as engineering,

1
Assistant Professor (HR), Ajay kumar Garg Institute of Management, Ghaziabad.
operations, and finance. The evaluation of the development training that an individual receives and its
ability to measure the perceived behavior impact is a critical part of determining if the training itself is
worthwhile. Understanding the impacts of development training is crucial if a company is going to
successfully enhance their human capital investment and, in turn, manage a healthy business. The course
being evaluated is called Learning from Training (LFT).

3. Significance of the Study

The significance of this study is to understand and utilize the benefits that a company receives from their
training. Small and large companies invest a considerable amount of time and money toward training and
coaching their respective employees. When a company is asked to explain the value of their training, they
usually respond by saying that the training is value added and that it helps the company reach its goals and
objectives.

Corporations have a hard time quantifying the true return on investment of the training and how it really
affects the business's bottom line. Corporations realize that training is a major part of educating their
employees with the specific skills needed to enhance their business.

4. Research Design

The data was analyzed using descriptive statistics and evaluated according to the guidelines of validity and
reliability, and the results of the study were documented and a summary of the recommendations were
presented.
The purpose of this study was achieved by answering the following research questions:
1. What are the perceived effects from the LFT?
2. Did the training accomplish what the employee perceived as the stated goals for the class?
3. Were the employee's expectations of the training satisfied?
4. What real learning took place for the employee?
5. How is the employee going to use their new-found knowledge in the workplace?

5. Literature Review

Swanson and Torraco (1995) state that technical training can be traced back to the ancient Greeks' system
of apprenticeship. Technical training is the most common type of skill improvement instruction, designed
to increase the technological capabilities of workers (Sugar & Schwen, 1995). Brinkerhoff (1989) mentions
that there are multiple issues that influences what is needed for training. Multi-skilled work forces coupled
with the use of the latest technology helps businesses compete in the global market place.

Sykes (1962) mentions that complex organizations have certain aspects of operation that hinder the
effectiveness of leadership training. Leadership-training programs can take on many different forms, but
most of them have the need for some change of behavior from the participant. Leadership-training
programs are designed to bring a change in attitude, knowledge, skills, and overall performance of the
organization. The change is three-fold: improvement in the performance of the trainee in their present
position; preparation for the future requirements; and preparation for them to meet the requirements for a
promotion. According to Heifetz (1994) business schools and schools of management commonly define
leadership and its usefulness with respect to organizational effectiveness. Effectiveness means reaching
viable decisions that implement the goals of the organization.

6. Sample Size

A survey was taken from 50 managers (where n =50) from a corporate training class conducted by a
professional training institutions. A survey was designed to address specific questions pertaining to
perceived behavior change. The survey was distributed six months after the training took place.

In this study, the analysis of the survey data was the quantitative part of the experiment. The design was a
post test survey to the participants to evaluate the perceived behavior change from the class. Participants
interviewed using a different set of more specific questions to better understand in more depth the
perceived behavior change due to the leadership training.

7. Summary of Survey Questions

1) As a result of completing this program, I have been able to take on new/expanded
responsibilities.
Table 4.1
0
10
20
30
40
30
60
70
80
90
100
noumber of 8esponses ercenL of 8esponses
noumber of 8esponses 2 12 20 10 6 30
ercenL of 8esponses 4 24 40 20 12 100
1-
SLrongly
ulsagree
2-
ulsagree
3- neLural 4- Agree
3-
SLrongly
Agree
1oLal


The graph above depicts the grouped data arithmetic mean pertaining to the responses for each of the five
Likert choices. The mean is then computed by dividing the total number of individual choices by the total
number of frequency responses.
Step 1; Sum of frequency =50.
Step 2: Sum of individual choices which equals the individual choice (1-5) times the frequency the
participants chose that choice, which equals 156 (2*1+12*2+20*3+10*4+6*5)
Step 3: Mean is then equal to the sum of individual choices (152) divided by sum of frequencies (50) which
equals 3.12

2) My financial acumen has improved due to my participation in LFT.

Table 4.2
0
10
20
30
40
30
60
70
80
90
100
noumber of 8esponses ercenL of 8esponses
noumber of 8esponses 3 10 17 13 3 30
ercenL of 8esponses 6 20 34 30 10 100
1-
SLrongly
ulsagree
2-
ulsagree
3- neLural 4- Agree
3-
SLrongly
Agree
1oLal




Total Choice = 5
Mean Average = 3.12
Percent = 62.4%

Total Choice = 5
Mean Average = 3.18
Percent = 63.6%

3) My leadership skills have increased as a result of this training.
Table 4.3
0
10
20
30
40
30
60
70
80
90
100
noumber of 8esponses ercenL of 8esponses
noumber of 8esponses 0 7 16 18 9 30
ercenL of 8esponses 0 14 32 36 18 100
1-
SLrongly
ulsagree
2-
ulsagree
3- neLural 4- Agree
3-
SLrongly
Agree
1oLal


4) I gained new leadership tools and methods which will be useful back on the job.
Table 4.4

















5) The learning objectives of this program accurately reflect what is needed on the
job.
Table 4.5














Total Choice = 5
Mean Average = 3.58
Percent = 71.6%

0
10
20
30
40
30
60
70
80
90
100
noumber of 8esponses ercenL of 8esponses
noumber of 8esponses 0 9 16 19 6 30
ercenL of 8esponses 0 18 32 38 12 100
1-
SLrongly
ulsagree
2-
ulsagree
3- neLural 4- Agree
3-
SLrongly
Agree
1oLal
Total Choice = 5
Mean Average = 3.44
Percent = 68.8%


0
10
20
30
40
30
60
70
80
90
100
noumber of 8esponses ercenL of 8esponses
noumber of 8esponses 1 3 13 17 14 30
ercenL of 8esponses 2 10 26 34 28 100
1-
SLrongly
ulsagree
2-
ulsagree
3- neLural 4- Agree
3-
SLrongly
Agree
1oLal
Total Choice = 5
Mean Average = 3.76
Percent = 75.2%

6) I plan to discuss knowledge and/or skills gained from the program with my manager.
Table 4.6


















7) I found the pre-work helpful in preparing me for this program.
Table 4.7

















8) I have had the opportunity to apply the information presented in this program to my job.
Table 4.8
















0
10
20
30
40
30
60
70
80
90
100
noumber of 8esponses ercenL of 8esponses
noumber of 8esponses 0 9 18 13 10 30
ercenL of 8esponses 0 18 36 26 20 100
1-
SLrongly
ulsagree
2-
ulsagree
3- neLural 4- Agree
3-
SLrongly
Agree
1oLal
Total Choice = 5
Mean Average = 3.48
Percent = 69.6%


0
10
20
30
40
30
60
70
80
90
100
noumber of 8esponses ercenL of 8esponses
noumber of 8esponses 1 9 22 11 7 30
ercenL of 8esponses 2 18 44 22 14 100
1-
SLrongly
ulsagree
2-
ulsagree
3- neLural 4- Agree
3-
SLrongly
Agree
1oLal
Total Choice = 5
Mean Average = 3.28
Percent = 65.6%


0
10
20
30
40
30
60
70
80
90
100
noumber of 8esponses ercenL of 8esponses
noumber of 8esponses 0 7 13 17 13 30
ercenL of 8esponses 0 14 26 34 26 100
1-
SLrongly
ulsagree
2-
ulsagree
3- neLural 4- Agree
3-
SLrongly
Agree
1oLal
Total Choice = 5
Mean Average = 3.72
Percent = 74.4%

9) My business acumen has improved due to my participation in LFT.
Table 4.9

















10) My relationships with my customers have improved as a result of this program.
Table 4.10

















11) My discussion with my direct reports about their development has improved as a result of this
program.
Table 4.11
















0
10
20
30
40
30
60
70
80
90
100
noumber of 8esponses ercenL of 8esponses
noumber of 8esponses 1 10 16 14 9 30
ercenL of 8esponses 2 20 32 28 18 100
1-
SLrongly
ulsagree
2-
ulsagree
3- neLural 4- Agree
3-
SLrongly
Agree
1oLal
Total Choice = 5
Mean Average = 3.40
Percent = 68.0%


0
10
20
30
40
30
60
70
80
90
100
noumber of 8esponses ercenL of 8esponses
noumber of 8esponses 1 10 22 12 3 30
ercenL of 8esponses 2 20 44 24 10 100
1-
SLrongly
ulsagree
2-
ulsagree
3- neLural 4- Agree
3-
SLrongly
Agree
1oLal
Total Choice = 5
Mean Average = 3.20
Percent = 64.0%


0
10
20
30
40
30
60
70
80
90
100
noumber of 8esponses ercenL of 8esponses
noumber of 8esponses 0 6 10 26 8 30
ercenL of 8esponses 0 12 20 32 16 100
1-
SLrongly
ulsagree
2-
ulsagree
3- neLural 4- Agree
3-
SLrongly
Agree
1oLal
Total Choice = 5
Mean Average = 3.20
Percent = 64.0%

12) I have access to the necessary resources to apply the knowledge gained from the program to my
job.
Table 4.12



















OVERALL SCORE OF THE SURVEY QUESTIONS



The graph above depicts the overall mean score of all 12 survey questions which equates to the sum of the
individual means divided by 12 which equals 3.42. The percentile for mean choice 68.28 equates to the
sum of the percentiles divided by 12.

The purpose of this research was to assess the perceived behavior change due to attending a leadership
class namely LFT. The subject of accountability for any type of training has always been an issue in the
corporate environment. Executives require data that show there is an appreciable payback for their
company, whether it may be emotional intelligence, perceived leadership behavior changes or improvement
in the individual's basic skills. The purpose of this study was to understand whether there is a perceived
behavior change that takes place on an individual due to a corporate leadership training program. Traming
in the past has always been a burden in the corporate world because of the expense and the nebulous
payback associated with it.

0
10
20
30
40
30
60
70
80
90
100
noumber of 8esponses ercenL of 8esponses
noumber of 8esponses 1 3 17 22 7 30
ercenL of 8esponses 2 6 34 44 14 100
1-
SLrongly
ulsagree
2-
ulsagree
3- neLural 4- Agree
3-
SLrongly
Agree
1oLal
Total Choice = 5
Mean Average = 3.62
Percent = 72.4%

8. Implications

This study has important implications for trainers of various corporations or businesses which have courses
in professional development and want to better understand the impact of the training. The result from this
research has provided valuable insight into the perceived effectiveness of their leadership programs on
participants. This research implies that there is a strong positive relationship between corporate leadership
training programs and a positive perceived behavior change after the class.

Corporations are continually looking for better ways to improve their profitability and growth. Companies
realize that one sure way is have the best trained staff which are continually learning and expanding their
knowledge base. In order to have the best trained staff, companies must make the effort to invest in their
people and ensure the best available training is available for them to take advantage in their workplace.
Companies invest billions of dollars to enhance their training programs each year to train their people with
the hopes that the final result will be a more intelligent, aggressive and pen-minded staff to handle the
problems of the business.

9. Future Research Suggested by this Study

New studies can be conducted in the future to enhance this study by better understanding the actual
behavior change of an individual who went through the leadership training. This study would be considered
a longevity study due to the fact that it may take longer due to time needed to fully absorb the content of
the training, apply it to their existing and future work assignments and then be aware of the actual changes
that took place in their behavior due to the training.

Corporations understand the importance of training and the more accurately they can interpret the results,
the better they can tailor their specific programs to maximize Employee personal growth and in turn grow
the business. Many of the items contained on leadership questionnaires may describe commonly held
feelings of leaders and subordinates, but not necessarily describe the behavioral contingencies that control
desired performance outcomes. Utilize the lessons learned from this study to enhance/change existing
leadership program desired performance outcomes.

10. Limitations of the Study

One of the limitations of the study is that it only evaluates one specific management leadership course. The
study is limited to 50 individuals who took a leadership class in a corporate environment. A lot of the
guidelines and procedures for the course were already in place with little room to deviate. There are
leadership classes that are offered that have an open forum and let the participants have an opportunity to
openly express their ideas and thoughts with little constraints.


















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Conger, J., Kanungo, R. Charismatic leadership in organizations: Perceived behavioral attributes
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Heifetz R.A. (1994). Leadership easy answers. Cambridge, MA: Belknap Press
Schoenfeld, B. The psychological characteristics of leadership, Social Forces, Vol. 26, No.4.
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Sugar, W., & Schwen, T. (1995). The ASTD technical and skills training handbook. New York:
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Sykes, A.J... (1962). The effects of a supervisory training course in changing supervisor
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