Development oriented training climate in institutions of higher education.

Jain, Ravindra ; Chatterjee, Rajat ; Jain, Sheelam 等

The present study contributes to the extant literature in 'Development Oriented Training Climate' (DOTC). The model suggests that the seven dimensions, viz., effective information flow from institution to the trainees, effective performance evaluation of the trainees by the faculty, supportive & empathetic feedback to the trainees from the faculty, effective problem-solving communication from faculty to the trainees, openness in faculty-trainees communication, practice of developmental leadership style by the faculty, and supportive relationship and collaboration in learning among trainees contribute to create such a climate. The suggested model and the measure of DOTC provide a concrete foundation for future research studies in the area of training effectiveness across a variety of contexts.

Introduction

A favorable training climate in institutions not only shapes personality traits, positive attitudes and abilities related to creative intelligence of the trainees but also profoundly affects their behaviors. The following are the key characteristics of favorable institutional climates (Jain & Chatterjee, 2006):

* An open culture where effective communication in all directions is ensured.

* A live environment where open-ended activities are going-on with the active involvement of both trainees and faculty.

* An encouraging milieu in which creativity and innovativeness flourish.

* A positive atmosphere in which informal interaction, collaboration for mutual development and experimentation for learning is promoted.

* A learning climate in which opportunities for the students to have mutually satisfying interactions with the relevant experts and practicing professionals are available.

* A favorable setting where learning is reinforced by the system.

* Practice of active reception, supportive feedback and timely appreciation of favorable results.

Such a description of training climate may be labeled as 'Development Oriented Training Climate'. Jain & Chatterjee (2006) identified the seven dimensions that influence such a climate We propose here 'a Simple Framework of Development Oriented Training Climate in Academic Institutions' (fig. 1) to test and validate. We suggest that 'Development Oriented Training Climate in Academic Institutions' has positive impacts on the effectiveness of training and development. Axtell, Maitlis and Yearta (1997) observe that most of the earlier research studies on training effectiveness were limited to the study of trainee reactions and how much learning took place. Further, previous researchers (e.g., Baldwin & Ford, 1988; Clark, Dobbins & Ladd, 1993) have asserted that research on training effectiveness has been non-empirical. Only fewer studies have examined how the climate influences such training effectiveness and training transfer. Tracey, Tannenbaum and Kavanagh (1995) emphasized that despite the potential importance of the environment, little research has been conducted to empirically assess training-specific situational factors that either facilitate or impede the application of newly learned skills on the job. Furthermore, the lack of research on training effectiveness can be attributed to the difficulty in measurement (Kontoghiorghes, 2001).

[FIGURE 1 OMITTED]

Review of Literature

The main features of a positive climate may include adequate resources, cues that serve to remind trainees of what they have learned, opportunities to use skills, frequent feedback, and favorable consequences for using training content (Nguyen & Kim, 2013: 110). Tracey, Tannenbaum, and Kavanagh (1995) found that such a climate predicted the extent to which employees engaged in training behaviors. In the study of Colquitt, LePine and Noe (2000:682), supervisor support, peer support and positive climate were found moderately related to motivation to learn. A number of previous researchers (e.g., Seyler, Holton III, Bates, Burnett & Carvalho, 1998; Bates & Khasawneh, 2005; Colquitt, LePine & Noe, 2000; Cromwell & Kolb, 2004; Chiaburu & Marinova, 2005; Kirwan & Birchall, 2006) found peer support to be of crucial importance in facilitating the training transfer. Clark, Dobbins & Ladd (1993) indicated that supportive managers can emphasize the utility of training, thus impacting motivation of trainees. In the study of Kontoghiorghes (2001:248), supervisory support and encouragement for the application of new skills and knowledge; intrinsic rewards for applying newly learned skills and knowledge; a participative/ socio-technical organization that is characterized by a high degree of involvement; and a continuous learning environment that encourages frequent participation in multi-skill training and retraining programs were found to facilitate trainee learning and training transfer. Rouiller and Goldstein (1993) con firmed that trainees who learn more in training perform better on the job as well; however, the study also indicated that a positive organizational climate is at least as important in order for transfer of training to occur. Saks and Belcourt (2006) found evidence that the more upper management makes the effort to facilitate the transfer process, the more trainees will apply the newly learned KSAs.

The Study

The purpose of this article is to test and validate the proposed framework of Training Climate in Academic Institutions. For measuring the level of 'Development Oriented Training Climate in Academic Institutions' in terms of the seven dimensions, a Likert type scale was selected and later on adapted in consultation with a pool of experts. The Likert type scale so developed / adapted was administered to trainees (students) of higher education institutions followed by testing and validating such a measure by the way of reliability test, confirmatory factor analysis, and structure equation modeling.

The Sample &Data Collection

The study was carried out with a sample survey of five hundred and ninety one students belonging to eighty eight selected institutions. Eighty eight selected institutions included nine university teaching departments, four government colleges, forty private colleges and thirty five private sector training institutes of higher education in Madhya Pradesh (India). Five hundred ninety one students included in the survey consisted of one hundred and three from university teaching departments, twenty three from govt, colleges, two hundred fifty two from private sector colleges and two hundred thirteen from other private sector training institutions. Two hundred thirty nine, one hundred thirty nine and two hundred thirteen students included in the survey were pursuing post-graduate programs; degree level programs; and short term / long term training programs respectively. Three hundred sixty seven male students and two hundred twenty four female students have participated in the survey.

A five point Likert type scale consisting of sixty statements was administered to collect the relevant data (Appendix 1). Some items of such a scale were adapted from 'organizational climate questionnaire' developed by Chattopadhyay (1981).

Dimensions of Development Oriented Training Climate

Effective Information Flow from Institution to the Trainees: The information trainees (students) need from the institution where they are studying are: (i) Information pertaining to rules/ regulations of course work, assignments, project work internal assessment and examinations, (ii) Information regarding facilities available with the institute and rules to avail them; (iii) Code of discipline; (iv) Faculty's expertise; (v) Systems and practices regarding training and final placement/campus recruitment etc., (vi) Communication in advance pertaining to academic calendar, course schedules, internal assessment schedules, semester exams schedules, project work schedules and schedules of other academic / extra-curricular events; (vii) Communication regarding academic events in other similar institutions of the relevant geographic region; (viii) Communication on results of their tests, exams etc. and feedback on their assignments etc.; (ix) Efforts being made by the institute regarding the students placement and results of the same; (x) Placement status of the trainees (students) of the previous batches; (xi) Efforts put up and decisions taken up by the institute on the problems of the trainees (students); (xii) Career opportunities available for the students. Authenticity, adequacy, clarity, and timeliness of downward flow of such information are usually called for.

Performance Evaluation of Trainees: Trainees/students expect transparency in their performance evaluation and grant of recognition/benefits by the faculty/institute. Further, they expect that their performance should be evaluated on the basis of merit and while evaluating the performance and granting of any recognition/benefit, faculty members and the institute's administration should be unbiased and equitable in their approach.

Supportive/ Empathetic Feedback: Faculty members are expected to enable the trainees/students to maintain interest in their studies as well as to perform at increasing pace on their studies and assessment. Faculty, therefore, should listen to their trainees/students, empathize with their changing expectations and demonstrate their supportive attitude while giving them feedback on the efforts put up by them in connection with their studies, assignments, project works and examinations. The faculty's feedback should be given to the right trainee (student), at the right time, to the right degree, with the developmental intentions and the positive attitude and in the right way. Feedback should help the learners in knowing the causes of their success or failure. The faculty's feedback should aim at informing, influencing, caring, reforming and developing; and not conflicting, deforming, punishing, de-motivating and unnecessarily impressing upon.

Problem-Solving Communication: Effectiveness of such communications is influenced by receptivity, empathy, trust in openness, faith in the students capabilities, developmental and facilitating attitude, supportive listening, sharpness of diagnostic skills, sensitivity and responsiveness, fluency and flexibility etc. of the faculty members; and based on all these their timely and effective conversation and counseling to the trainees.

Faculty--Trainees Communication: Openness is there where people feel free to express ideas, opinions and feelings to each other irrespective of their level, designation etc; where no barriers to such expressions exist; where people are encouraged to express their views; and where people's views are taken seriously. Open communication provides an opportunity for trainees (students) to evaluate their own talents; to explore their potential afresh; and to evolve suitable career plans based on their real talent and potential.

Developmental Leadership Style: In this type of leadership style, faculty members have confidence in their trainees (students); help them to set broad goals for their developments; allow them to study on their own; encourage them to collaborate with fellow trainees for their learning; provide specific counseling /coaching to them only when needed; and inspire them to take initiatives and evolve suitable strategies of their development not only for the immediate future but also for the long term career plans. Under the influence of such a leadership style, capable and self motivated trainees (students) feel confident about their studies; feel free to work both independently and interdependently with their faculty and fellow colleagues; and develop their competencies well and in-time.

Supportive Relationship and Collaboration: Trainees/students learn not only from the faculty but also from one another. This requires cordial, trusting and helping relationship among the trainees; as well as open and complimentary communication in their groups/sub-groups. Having genuine concern for one another helps such supportive relationship and communication. Faculty members are expected to encourage such human processes.

Training Climate Measures

In order to test the reliability of the scale / sub-scales (Appendix 1) administered for the purpose of the study, reliability coefficient i.e. Cronbach Cronbach Alpha (a) scores for various sub-scales indicate the reliability of the measures (except of the one i.e., EPE sub-scale) used for the study.

Confirmatory Factor Analysis (CFA)

CFA was exercised for determining the construct validity of the above mentioned scales (Table 2). The acceptable standards for various values for statistical significance of a good model fit are given as: (i) Chi-square/df (cmin/df) < 3 good; < 5 sometimes permissible, p value for the model >.05; (ii) CFI > .95 great; > .90 traditional; > .80 sometimes permissible; (iii) GFI >.95; (iv) AGFI > .80; (v) NFI > .90; and (vi) RMR < .10. The values of the training climate model for all the constructs were by and large found to match such acceptable standards. It may be concluded that the construct of the various measures adopted for the purpose of the study could be validated well.

Structural Equation Modeling (SEM)

Fit indices and other relevant details of the SEM are given in Table 3. The standardized regression weights for the relationships are given in Table 4. The regression values given on the arrows in fig. 2 reveal the significant positive relationships between the key variables (the seven dimensions of training climate) given in the proposed framework. It may be inferred that the proposed model could be found fit and validated.

[FIGURE 2 OMITTED]

Conclusion

Training climate is one of the key factors that influence the training effectiveness. Accordingly, we have developed a conceptual framework of training climate which suggests that seven factors contribute in creating development oriented training climate (DOTC). We have also developed a Likert type scale to measure DOTC. Confirmatory factor analysis and Cronbatch's Alpha ([alpha]) scores indicate towards the construct validity and reliability of the measure respectively; and SEM (Structure Equation Modeling) indices confirm the validity of the model. Now, the researchers having interest in taking up research project concerning training effectiveness may readily use the model and measurement presented in this article in their research. We hope that this research endeavor will certainly promote more meaningful empirical research in the area of effectiveness of training. Training professionals may also find this article useful in order to evolve better design of the training programs to be organized by them in future.

References

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Chiaburu, Dan S. & Marinova, Sophia V. (2005), "What Predicts Skill Transfer? An Exploratory Study of Goal Orientation, Training Self-efficacy and Organizational Supports", International Journal of Training & Development, 9(2): 110-23.

Clark, C. S., Dobbins, G. H. & Ladd, R. T. (1993), "Exploratory Field Study of Training Motivation, Influence of Involvement, Credibility, and Transfer Climate", Group & Organization Management, 18: 292-307.

Colquitt, J. A., LePine J. A. & Noe, R. A. (2000), "Toward an Integrative Theory of Training Motivation: A Meta-analytic Path Analysis of 20 Years of Research", Journal of Applied Psychology, 85: 678-707.

Cromwell. Susan E. & Kolb, Judith A. (2004), "An Examination of Work-environment Support Factors Affecting Transfer of Supervisory Skills Training to the Workplace", Human Resource Development Quarterly, 15(4): 449-71.

James L.R. Mnkaik S.A. & Bret J.M. (1982) Causal Analysis Assumptions, Models and Data, Beverely hills, Sage Pulleatious.

Jain, Ravindra & Chatterjee, Rajat (2006), "Institutional Climate Audit from Communication Perspective with Reference to the Select IT Institutions: An Empirical Study", Vision - the Journal of Business Perspective, 10(2): 29-40.

James L.R. Mulaik S A. & Brel J.M (1982) Causal Analysis Assumption Models and data, Beverly Hills, Sage Publications.

Kirwan, Cyril & Birchall, David (2006), "Transfer of Learning from Management Development Programs: Testing the Holton Model", International Journal of Training & Development, 10 (4): 252-68.

Kontoghiorghes, Constantine (2001). "Factors Affecting Training Effectiveness in the Context of the Introduction of New Technology--a US Case Study", International Journal of Training and Development, 5 (4): 248-60.

Nguyen, Khai T. & Kim, Kyungmoon (2013), "The Impact of Situational Factors on Pre-Training Motivation", Journal of Leadership, Accountability and Ethics, 10(1): 10920.

Rouiller, J. Z. & Goldstein, I. L. (1993), "The Relationship between Organizational Transfer Climate and Positive Transfer of Training", Human Resources Development Quarterly, 4: 377-90.

Saks. Alan M. & Belcourt, Monica (2006), "An Investigation of Training Activities and Transfer of Training in Organizations", Human Resource Management, 45(4): 62948.

Seyler, Dian L., Holton III, Elwood F., Bates, Reid A., Burnett, Michael F. & Carvalho Manuel A. (1998). "Factors Affecting Motivation to Transfer Training", International Journal of Training & Development, 2(1): 2-16.

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Ravindra Jain is Professor in Business Management, Vikram University, Ujjain 456010 E-mail jainravmdrak@rediffmail.com. Rajat Chatterjee is a Kolkata based Management Consultant E-mail: rajatchatterjee@gmail.eom.Sheelam Jain is Associate Professor and Career Mentor, Mahakal Group of Institutes. Ujjain E-mail: sheelam@rediflmail.com.

Appendix IFive Point Likert Type Scale for Assessing Training Climate
in Academic Institutions **

Item Code    I. No.   Item

V 1: Effective Information Flow from Institution to the Trainee (EIF)

(EIF 1)      a10      To what extent do you receive correct
                      information about your assignments /projects /
                      tests /examinations? Not at all   To a very
                      little extent   To some extent   To a
                      considerable extent   To a very great extent.

(EIF 2)      a17      How adequate is the amount of information you
                      get about what is going on in other similar
                      institutions? Very inadequate Inadequate
                      Neither inadequate nor adequate adequate
                      Very adequate

(EIF 3)      a23      To what extent is the information, passed from
                      one person to another in this institution,
                      distorted or deliberately made inaccurate? Not
                      at all To a very little extent To some
                      extent To a considerable extent To a very
                      great extent

(EIF 4)      a22      How often do you have advance information of any
                      changes that are planned? Always Usually
                      Sometimes   Rarely   Never

(EIF 5)      a60      How often are personal hostilities of students
                      resolved as quickly as possible?   Always
                      Usually   Sometimes   Rarely   Never

V 2: Effective Performance Evaluation of the Trainees by the Faculty
(EPE)

(EPE 1)      a5       * How often do you feel that the students'
                      career is harmed in the department /institute?
                      Always   Usually   Sometimes   Rarely   Never

(EPE 2)      a6       "Serious anomaly does not exist in the way marks
                      /recognition /other benefits are awarded here".
                      To what extent do you agree with this statement?
                      Strongly agree   Disagree   Neither agree nor
                      disagree   Agree   Strongly agree

(EPE3)       a18      How often are the important assignments /marks /
                      recognition /rewards given strictly on the basis
                      of merit and valid reasons?   Always   Usually
                      Sometimes   Rarely   Never

V 3: Supportive & Empathetic Feedback to the Trainees from the Faculty
(S&EFFF)

(S&EFFF 1)   a24      If someone of your colleagues does his studies /
                      assignments /project work, in a more improved
                      way than it is usually done, does he get proper
                      recognition for it?   Always   Usually
                      Sometimes   Rarely   Never

(S&EFFF 2)   a39      "This institution facilitates the self-
                      improvement of its students". Do you agree with
                      this statement?   Strongly agree   Disagree
                      Neither agree nor disagree   Agree   Strongly
                      agree

(S&EFFF 3)   a50      How frequently does it happen here that, when
                      any student makes a mistake his /her teacher (s)
                      treat it with understanding and helps him /her
                      to learn from such mistakes rather than
                      discouraging him /her?   No, it is not   Yes, in
                      some   Yes, in many   Yes, in most of the   Yes,
                      in all thein any case cases cases cases cases

(S&EFFF 4)   a51      Is it true that when a student does good work,
                      the concerned teacher(s) takes special care to
                      appreciate it?   Always true   Usually true
                      Sometimes true   Rarely true   Never true

V 4: Effective Problem-solving-communication from Faculty to the
Trainees (EPSC)

(EPSC 1)     a12      "There is a general feeling here that grievances
                      of the students are handled properly". To what
                      extent do you agree with this statement?
                      Strongly agree   Disagree   Neither agree nor
                      disagree   Agree   Strongly agree

(EPSC 2)     a15      "The general feeling here is that students do
                      not get fair hearing from their faculty". How
                      much do you agree with this statement?
                      Strongly agree   Disagree   Neither agree nor
                      disagree   Agree   Strongly agree

(EPSC 3)     a21      * To what extent are the faculty members and the
                      Director /Flead /CEO aware of the problems of
                      students?   Not at all   To a very little extent
                      To some extent   To a considerable extent   To a
                      very great extent

(EPSC 4)     a31      How often do you think professional jealousies
                      obstruct the performance of students in their
                      studies /assignments /lab work /project work /
                      examinations, in this institution?   Always
                      Usually   Sometimes   Rarely   Never

(EPSC 5)     a48      To what extent does the faculty make efforts to
                      identify and develop the potential of the
                      students?   Not at all   To a very little extent
                      To some extent   To a considerable extent   To
                      a very great extent

(EPSC 6)     a57      Is it true that this department /institute
                      ensures students' welfare to such an extent that
                      the students can save a lot of their mental
                      energy for work purpose?   Not true at all.
                      True, to a very little extent.   True, to some
                      extent.   True, to considerable extent.   True,
                      to great ext.

(EPSC 7)     a59      "Immediately after joining the institution, the
                      intensity of initial experience built
                      cohesiveness amongst both students and faculty".
                      To what extent does it happen here?   Not at all
                      To a very little extent   To some extent   To a
                      considerable extent   To a very great extent

V 5: Openness in Faculty-Trainees Communication (OFTC)

(OFTC 1)     a9       Flow often are your ideas for change given a
                      good hearing?   Always   Usually   Sometimes
                      Rarely   Never

(OFTC 2)     a11      To what extent do you think that when decisions
                      are being taken about the assignments /projects
                      you are to do, you are asked for your ideas?
                      Always   Usually   Sometimes   Rarely   Never

(OFTC 3)     a14      Is the institution receptive to new ideas?
                      Always receptive   Usually receptive   Sometimes
                      receptive   Rarely receptive   Never receptive

(OFTC 4)     a25      Are discussions, at meetings, free and open?
                      No they are very Quite guarded   Slightly
                      defensive   Quite free and open   Very free and
                      open-guarded & defensive & defensive

(OFTC 5)     a26      "One cannot simply go ahead and do a thing here
                      unless one has discussed it with one's faculty /
                      head before". How often does it happen here?
                      It is always the   It is usually the   It is
                      sometimes the   It is rarely the   It is never
                      the case here case here case here case here case
                      here

(OFTC 6)     a28      How much do you think your institution /
                      faculty, has interest in the placement of the
                      students?   Not at all   To a very little extent
                      To some extent   To a considerable extent   To
                      a very great extent

(OFTC 7)     a29      In some places, any student can go to any
                      faculty (other than the concerned faculty) to
                      discuss any problem he /she faces. In your
                      opinion, how often does it happen here?   Always
                      Usually   Sometimes   Rarely   Never

(OFTC 8)     a33      * Are there things around your study environment
                      (people, policies and conditions) that
                      discourage you from working hard /working
                      smartly?   Strongly agree   Disagree   Neither
                      agree nor disagree   Agree   Strongly agree

(OFTC 9)     a34      * "Considering the time schedules and work load
                      here, the students seldom find time to share
                      their concerns with each other". How much do you
                      agree with this statement?   Strongly agree
                      Disagree   Neither agree nor disagree   Agree
                      Strongly agree

(OFTC 10)    a41      "The top management (Director /Head /CEO) of
                      this institution goes out of its way to make
                      sure that students enjoy their studies /
                      assignments /lab work /project work /
                      examinations". Do you agree with this statement?
                      Strongly agree   Disagree   Neither agree nor
                      disagree   Agree   Strongly agree

(OFTC 11)    a42      How often are suggestions solicited from the
                      students in this department /institute?   Always
                      Usually   Sometimes   Rarely   Never

(OFTC 12)    a54      When students are assigned some projects, how
                      often do they take it seriously and try to learn
                      from them?   Always   Usually   Sometimes
                      Rarely   Never

(OFTC 13)    a58      * "Grievances normally are not settled unless
                      they are taken up by the students like
                      Collectively". How often do you think it happens
                      here?   Always   Usually   Sometimes   Rarely
                      Never

(OFTC 14)    a61      Within a few weeks, how many newcomer students
                      can understand the institution's norms, rules
                      etc. comprehensively?   All of the students
                      Most of the   Students   Some of the students
                      A very few students   None

(OFTC 15)    a63      How much do you agree with the statement that
                      the faculty members have a leadership style that
                      inspires their students?   Strongly agree
                      Disagree   Neither agree nor disagree   Agree
                      Strongly agree

V 6: Practice of Developmental Leadership Style by the Faculty (PDLS)

(PDLS 1)     a35      How often do faculty members invite their
                      students for an informal discussion?   Always
                      Usually   Sometimes   Rarely   Never

(PDLS 2)     a40      How often does a student receive credit and
                      appreciation if he/she finds out a different way
                      of doing things which nobody has ever done
                      before?   Always   Usually   Sometimes   Rarely
                      Never

(PDLS 3)     a43      Do the rules /regulations /relevant practices in
                      this institution facilitate the competence
                      development' of the students?   Not at all   To
                      a very little extent   To some extent   To a
                      considerable extent   To a very great extent

(PDLS 4)     a46      Do you believe that students' behavior can be
                      influenced by the faculty in the right
                      direction?   Not at all   To a very little
                      extent   To some extent   To a considerable
                      extent   To a very great extent

(PDLS 5)     a47      How often are students, lacking competence in
                      doing their studies /assignments /lab work /
                      project work, helped to acquire competence
                      rather than being left unattended   Always
                      Usually   Sometimes   Rarely   Never

(PDLS 6)     a49      "Students are also having informal interaction
                      and do not hesitate to discuss personal /
                      impersonal problems with the faculty". How often
                      does it happen here?   Always   Usually
                      Sometimes   Rarely   Never

(PDLS 7)     a55      "Students are not afraid to express or discuss
                      their feelings with their faculty members". This
                      is with what extent to students?   All of the
                      students   Most of the   Students   Some of the
                      students   A very few students   None

(PDLS 8)     a62      Are a few days' well--planned orientation
                      sessions of sufficient duration organized for
                      newcomer students?   Always   Usually
                      Sometimes   Rarely   Never

(PDLS 9)     a64      How often are students encouraged for having
                      training through their participation in seminars
                      /workshops, etc. outside their department /
                      institute?   Always   Usually   Sometimes
                      Rarely   Never

V 7: Supportive Relationship and Collaboration in Learning among
Trainees (SR&CL)

(SR&CL 1)    a1       To what extent do the seniors and the
                      knowledgeable colleagues take pains to help a
                      student who wants to learn?   Always   Usually
                      Sometimes   Rarely   Never

(SR&CL 2)    a13      To what extent do the students here encourage
                      one another in work?   Not at all   To a very
                      little extent   To some extent   To a
                      considerable extent   To a very great extent

(SR&CL 3)    a27      How often are the students in this organization
                      helpful to each other?   Always   Usually
                      Sometimes   Rarely   Never

(SR&CL 4)    a32      Do the students here work with a team spirit?
                      Team spirit does Team spirit exists   Team
                      spirit exist in   Team spirit exist   Team
                      spirit exist   Not exist at all in very few in
                      some in most in all

(SR&CL 5)    a36      How much influence do you think your colleagues
                      have in deciding what should be done in the
                      matter of your studies /assignments /lab work /
                      project work /examinations?   Very much   Much
                      Some very little   Not at all

(SR&CL 6)    a37      To what extent do you have confidence in your
                      colleagues you study with?   Not at all   To a
                      very little extent   To some extent   To a
                      considerable extent   To a very great extent

(SR&CL 7)    a44      The top management (Director /Head /CEO) is
                      willing to invest a consider able part of its
                      time and other resources to ensure the
                      development of the students". Do you agree with
                      this statement?   Strongly agree   Disagree
                      Neither agree nor disagree   Agree   Strongly
                      agree

V 8: Development Oriented Training Climate (DOTC)

(DOTC 1)     a2       How often are students encouraged to take
                      initiative and do things on their own without
                      having to wait for instructions from their
                      faculty.   A1ways   Usually   Sometimes
                      Rarely   Never

(DOTC 2)     a4       How often do the students here try to do things
                      better than they did last time?   Always
                      Usually   Sometimes   Rarely   Never

(DOTC 3)     a7       "Attempts to do things in better ways are
                      encouraged in this department /institute". How
                      often does it happen here?   Always   Usually
                      Sometimes   Rarely   Never

(DOTC 4)     a16      "Enough seminars /workshops etc. are organized
                      in the institution itself to facilitate
                      students' learning and development". How often
                      does this happen here?   Always   Usually
                      Sometimes   Rarely   Never

(DOTC 5)     a19      To what extent are there facilities and
                      opportunities for individual creative work in
                      this institution?   Not at all   To a very
                      little extent   To some extent   To a
                      considerable extent   To a very great extent

(DOTC 6)     a20      * In your observations, how often do the
                      students in this institution seem to be bored
                      with their studies?   On all occasion   On most
                      occasion   On some occasion   On a very few
                      occasion   Not at all

(DOTC 7)     a30      Do you agree that the capabilities of students
                      are fully utilized here?   Strongly agree
                      Disagree   Neither agree nor disagree   Agree
                      Strongly agree

(DOTC 8)     a38      How often do the students here trust one
                      another?   Always   Usually   Sometimes
                      Rarely   Never

(DOTC 9)     a52      "When 'behaviour feedback' is given to students,
                      they take it seriously and use it for their
                      development". How much do you agree with this
                      statement?   Strongly agree   Disagree   Neither
                      agree nor disagree   Agree   Strongly agree

(DOTC 10)    a53      Students in this institution take pains to find
                      their strengths and weaknesses from their
                      faculty". How true is it?   Not at all   True to
                      a very little   True to some   True to a
                      considerable   True to a very great

Notes: * These are negative statements, while preparing scoring key due
care has been taken in this Context.

** Some items in this scale were adapted from the scale developed by
Chattopadhyay, (1981).

Table 1 Results of Reliability Test of Various Scales

Scale Code    Scale                       No. of     Mean    Variance
                                           Score    Items       Value

EIF(Vl)       Effective Information           05    3.432       1.233
              Flow from Institution
              to the Trainees

EPE (V2)      Effective                       03    3.616       1.252
              Performance Evaluation
              of the Trainees
              by the Faculty

S&EFFF (V3)   Supportive &                    04    3.594       1.221
              Empathetic Feedback
              to the Trainees
              from the Faculty

EPSC (V4)     Effective Problem-              07    3.495       1.318
              solving Communication
              from Faculty to
              the Trainees

OFTC (V5)     Openness in Faculty-            15    3.130       1.688
              Trainees Communication

PDLS (V6)     Practice of Developmental        9    3.157       1.280
              Leadership Style
              by the Faculty

SR&CL (V7)    Supportive Relationship         07    3.465       1.262
              and Collaboration
              in Learning among
              Trainees

DOTC (V8)     Development Oriented            10    3.357       1.495
              Training Climate

Scale Code            Range of    Cronbach's
                  Item to Item     Alpha (a)
                   Correlation

EIF (V1)        0.067-0.208 **         0.575

EPE (V2)      0.088 *-0.168 **         0.281

S&EFFF (V3)   0.092 *-0.361 **         0.648

EPSC (V4)       0.029-0.345 **         0.592

OFTC (V5)       0.007-0.397 **         0.815

PDLS (V6)       0.077-0.456 **         0.722

SR&CL (V7)      0.081-0.469 **         0.732

DOTC (V8)       0.026-0.386 **         0.618

Note: ** Correlation is significant at the 0.01 level (2-tailed).
* Correlation is significant at the 0.05 level (2-tailed).

Table 2 Confirmatory Factor Analysis: Construct Validity Test of
Various Scales (All the constructs are with initial model fit values)

Scale Code    Scale                           No. of        Range of
                                               Items        Standard
                                                            Loadings

EIF (V1)      Effective Information Flow          05   0.3126-0.4564
              from Institution to the
              Trainees

EPE (V2)      Effective Performance               03   0.2411-0.4603
              Evaluation of the Trainees
              by the Faculty

S&EFFF (V3)   Supportive & Empathetic             04   0.1763-0.5975
              Feedback to the Trainees from
              the Faculty

EPSC (V4)     Effective Problem-solving           07   0.1937-0.5813
              Communication from Faculty to
              the Trainees

OFTC (V5)     Openness in Faculty-Trainees        15   0.0053-0.6588
              Communication

PDLS (V6)     Practice of Developmental            9   0.2434-0.6684
              Leadership Style by the
              Faculty

SR&CL (V7)    Supportive Relationship and         07   0.3146-0.7077
              Collaboration in Learning
              among Trainees

DOTC (V8)     Development Oriented Training       10   0.1543-0.6038
              Climate

Scale Code          P   Goodness-of-fit Indices

                           CFI      GFI      NFI      RMR   CM1N/DF

EIF (V1)       0.0438   0.9409   0.9923      0.9   0.3745    2.2819

EPE (V2)           --       --       --       --       --        --

S&EFFF (V3)   0..8908      1.0   0.9998   0.9989   0.0621    0.1157

EPSC (V4)      0.0007   0.9296   0.9826   0.8936   0.4933     2.6411

OFTC (V5)       0.000   0.9364   0.9614   0.8778   0.3913    1.9307

PDLS (V6)      0.0056   0.9670   0.9818   0.9306   0.3410    1.8240

SR&CL (V7)      0.000   0.9558   0.9789   0.9375   0.4728    3.1915

DOTC (V8)       0.000   0.9074   0.9711   0.8581   0.5155    2.5366

Acronyms:CMIN/ DF: Relative chi-square. NCP: Non-Centrality Parameter.
RMR: Root Mean Square Residual.RMSEA: Root Mean Square Error of
Approximation. GFI: Goodness of Fit Index. AIC: Akike Information
Criterion.NFI: Normed Fit Index. PNFI: It is the result of applying
James, Mulaik & Brett (1982) parsimony adjustment to NFI.

Table 3 Results of Structural Equation
ModelingGoodness-of-fit Indices for
the Model

[chi square] (d.f.)    2506.8781
Degree of freedom           1154
P                           .000
CMIN/ DF                  2.1723
NCP                    1352.8781
RMR                       0.5999
RMSEA                     0.0446
CFI                       0.7871
NFI                       0.6693
GFI                      0.8332
Table 4 Model Summary (Regression Weights: Group No.1 Default Model)

Scales/Various         Dimensions   Estimate     S.E.     C.R.       P
Scale Items           of Training
                          Climate

a60 (EIF 1)      <--      V1: EIF      1.000
a23 (E1F 2)      <--      V1: EIF      1.173     .195    6.023     ***
a22 (EIF 3)      <--      V1: EIF      1.025     .179    5.715     ***
a17 (EIF 4)      <--      V1: EIF       .634     .129    4.918     ***
a10 (EIF 5)      <--      V1: EIF      1.431     .226    6.344     ***
a18 (EPE 1)      <--      V2: EPE      1.000
a6 (EPE 2)       <--      V2: EPE       .487     .122    3.998     ***
a5 (EPE 3)       <--      V2: EPE       .958     .168    5.698     ***
a50 (S&EFFF 1)   <--   V3: S&EFFF       .940     .093   10.116     ***
a39 (S&EFFF 2)   <--   V3: S&EFFF      1.028     .091   11.351     ***
a24 (S&EFFF 3)   <--   V3: S&EFFF      1.000
a31 (S&EFFF 4)   <--           V3       .424     .078    5.463     ***
a12 (EPSC 1)     <--     V4: EPSC      1.000
a15 (EPSC 2)     <--     V4: EPSC       .699     .084    8.311     ***
a21 (EPSC 3)     <--     V4: EPSC      1.090     .098   11.176     ***
a31 (EPSC 4)     <--     V4: EPSC       .554     .088    6.285     ***
a48 (EPSC 5)     <--     V4: EPSC       .670     .082    8.154     ***
a57 (EPSC 6)     <--     V4: EPSC       .436     .095    4.599     ***
a59 (EPSC 7)     <--     V4: EPSC       .855     .090    9.544     ***
a9 (OFTC 1)      <--     V5: OFTC      1.000
a11 (OFTC 2)     <--     V5: OFTC       .855     .093    9.221     ***
a14 (OFTC 3)     <--     V5: OFTC      1.169     .103   11.302     ***
a25 (OFTC 4)     <--     V5: OFTC       .837     .094    8.935     ***
a26 (OFTC 5)     <--     V5: OFTC       .321     .068    4.738     ***
a28 (OFTC 6)     <--     V5: OFTC      1.123     .099   11.296     ***
a29 (OFTC 7)     <--     V5: OFTC       .761     .093    8.198     ***
a33 (OFTC 8)     <--     V5: OFTC       .944     .100    9.456     ***
a34 (OFTC 9)     <--     V5: OFTC       .016     .074     .211    .833
a41 (OFTC 10)    <--     V5: OFTC       .916     .086   10.615     ***
a42 (OFTC 11)    <--     V5: OFTC      1.195     .101   11.885     ***
a54 (OFTC 12)    <--     V5: OFTC       .329     .086    3.818     ***
a58 (OFTC 13)    <--     V5: OFTC       .806     .094    8.586     ***
a61 (OFTC 14)    <--     V5: OFTC       .836     .091    9.182     ***
a63 (OFTC 15)    <--     V5: OFTC       .922     .093    9.939     ***
a64 (PDLS 1)     <--     V6: PDLS      1.000
a62 (PDLS 2)     <--     V6: PDLS       .764     .099    7.706     ***
a55 (PDLS 3)     <--     V6: PDLS      1.214     .120   10.107     ***
a49 (PDLS 4)     <--     V6: PDLS       .642     .084    7.615     ***
a47 (PDLS 5)     <--     V6: PDLS      1.164     .118    9.844     ***
a46 (PDLS 6)     <--     V6: PDLS       .559     .089    6.258     ***
a43 (PDLS 7)     <--     V6: PDLS       .914     .109    8.390     ***
a40 (PDLS 8)     <--     V6: PDLS       .907     .104    8.692     ***
a35 (PDLS 9)     <--     V6: PDLS       .761     .087    8.740     ***
a44 (SR&CL 1)    <--    V7: SR&CL      1.000
a37 (SR&CL 2)    <--    V7: SR&CL      1.795     .259    6.932     ***
a36 (SR&CL 3)    <--    V7: SR&CL      1.685     .247    6.810     ***
a32 (SR&CL 4)    <--    V7: SR&CL      1.870     .259    7.234     ***
a27 (SR&CL 5)    <--    V7: SR&CL      2.300     .315    7.304     ***
a13 (SR&CL 6)    <--    V7: SR&CL      1.681     .239    7.028     ***
a1 (SR&CL 7)     <--    V7: SR&CL       .995     .177    5.626     ***
a2 (DOTC 1)      <--     V8: DOTC     1.0000
a4 (DOTC 2)      <--     V8: DOTC     1.3545    .5450   2.4852   .0129
a7 (DOTC 3)      <--     V8: DOTC     3.4780   1.1141   3.1218   .0018
a16 (DOTC 4)     <--     V8: DOTC     3.2072   1.0188   3.1478   .0016
a19 (DOTC 5)     <--     V8: DOTC     3.5216   1.1100   3.1726   .0015
a20 (DOTC 6)     <--     V8: DOTC     2.8258    .9193   3.0741   .0021
a30 (DOTC 7)     <--     V8: DOTC     3.8388   1.2103   3.1719   .0015
a38 (DOTC 8)     <--     V8: DOTC     3.6529   1.1581   3.1543   .0016
a52 (DOTC 9)     <--     V8: DOTC      .9129    .3987   2.2898   .0220
a53 (DOTC 10)    <--     V8: DOTC     1.6349    .6201   2.6365   .0084

Acronyms: EIF means Effective Information Flow from Institution to
the Trainees; EPE means Effective Performance Evaluation of the
Trainees by the Faculty; S&EFFF means Supportive & Empathetic
Feedback to the Trainees from the Faculty; EPSC means Effective
Problem-solving-communication from Faculty to the Trainees; OFTC
means Openness in Faculty-Trainees Communication; PDLS means Practice
of Developmental Leadership Style by the Faculty; SR&CL means
Supportive Relationship and Collaboration in Learning among Trainees;
DOTC means Development Oriented Training Climate.

** P<01, Hasa Significant effcet