Role of Training and Development Practic

Int. J. Learning and Change, Vol. 10, No.
2, 2018 131
Role of training and development practices

in implementing change
Shweta Maheshwari*
SS&C GlobeOp,
GlobeOp Financial Services (India) Private Limited,
Building 5 & 6 Mindspace – Airoli,
Navi Mumbai, 400 708, Mumbai, India
Email: shwetamh@ssinc.com
*Corresponding author
Veena Vohra
NMIMS University,
Human Resources & Behavioural Sciences,
V.L. Mehta Road, Vile Parle (W),
Mumbai, 400 056. Maharashtra, India
Email: Veena.Vohra@nmims.edu
Abstract: Implementing change effectively is critically significant given

the changing organisational environment and high failure rate of change
implementation. Training and development practices enable employee skill
development facilitating effective change implementation. However, there is
lack of studies describing role played by these practices in implementing
change. The purpose of this study is to explore the role of training and
development practices in implementing change thereby identifying factors that
make these practices effective. Given the contextual nature of these practices,
it is deemed essential to undertake study embedded in the context of large
scale/transformational change. Multiple case study design is adopted to
compare and contrast these practices across different organisational context.
Findings suggested relationships and patterns leading to emergence of seven
propositions, four themes and ten categories that describe the role of training
and development practices in implementing change; explained under four
themes; purpose, design, process and effectiveness.
Keywords: training and development; organisational change; change

implementation; manufacturing sector.
Reference to this paper should be made as follows: Maheshwari, S. and

Vohra, V. (2018) ‘Role of training and development practices in implementing
change’, Int. J. Learning and Change, Vol. 10, No. 2, pp.131–162.
Biographical notes: Shweta Maheshwari is an Associate Director at SS&C

Globeop. She has completed her Post graduation in Management with a
specialisation in human resources and has completed her Doctoral dissertation
in the area of organisational change implementation. She has research interests
in the areas of change management, performance management, learning and
development and strategic human resources. Her research work is published in
leading national and international journals.
Copyright © 2018 Inderscience Enterprises Ltd.

132 S. Maheshwari and V. Vohra
Veena Vohra is an Associate Dean and Professor – Human Resources and

Behavioural Sciences at the School of Business Management, NMIMS
University. She is an MBA with specialisation in Human Resources and has
completed her Doctoral dissertation in the area of Leadership, Emotional
Intelligence and Appreciative Inquiry. She has research interests in the areas of
change management, trends in human resource management, leadership,
emotional intelligence and qualitative research paradigm. She has published a
number of research papers in national and international journals.
1 Introduction
Accelerated changes are putting pressure on organisations to respond (Accenture, 2016;

PWC, 2016) by continuously redesigning their strategy, structure, process and
people aspects. Thus, organisations are tasked to implement change (Perkins and
Arvinen-Muondo, 2013). Implementing change is defined as the process of designing
strategy and implementing action during organisational change involving modification
throughout the implementation process as per the needs of important stakeholders
(Berman, 1980; Timmerman, 2003).
In the recent years, organisations in developing countries have grown at an increasing
rate with expansion, international reach and provided strong competition changing the
global business environment with added advantage of low-cost resources and access to
new customers (Chrabieh and Antarv, 2017). These markets are also experiencing
multitude changes due to political and economic factors (Gupta and Wang, 2013).
Reflecting on these economies which are undergoing transition provides an opportunity
to establish the theory that explains dynamic events in organisations (Chiaburu, 2006).
Therefore studying the organisational change in the context of emerging market may
provide useful insights.
Extant literature in organisational change has a well acknowledged important role of
training and development practices during organisational change implementation
(Rosenstiel and Koch, 2001; Kissack and Callahan, 2010; Conceicao and Altman, 2011).
The primary success factor of any change effort is the skill base of employees and right
number and type of training to take the organisation ahead while the lack of proper
training leads to unsuccessful implementation (Attaran, 2000). Arthur et al. (2003)
suggest that training and development strategy in terms of purpose and design are
important aspects of the role of training and development practices in implementing
change.
Despite the prevalence of literature on training and development during change
implementation in contemporary organisations, findings are more diverse and less
integrated. Prior literature highlights the need for more studies to understand context,
process and breadth of training and development practices implemented during change
(Kissack and Callahan, 2010). Reed and Vakola (2006) state that more research is needed
to understand training and development process during transformational change
especially the kind of efforts required to manage turbulence that characterises emerging
market scenarios. These researchers also suggest more research into specific events,
methods and approaches used while implementing training and development practices
during the change.
Role of training and development practices 133
Scholars have called for more research in the area of change related training and
development practices especially in the area of organisational learning during change
(Prince and Beaver, 2001; Lines, 2005). Some researchers have also suggested
conducting studies addressing what should be the strategy of training and development
initiatives, why they succeeded, how should they be designed (Jones, 2009) for effective
change implementation. Thus, prior research indicates a need to do more research into
change related training and development practices.
In order to address gap highlighted in above researches, the larger question of the
study was ‘What is the role of training and development practices in implementing
change? Research questions which this study attempted to address were; what kind of
training and development practices are adopted while implementing change, how are
these practices designed and implemented and how can training and development
practices be made effective while implementing change?
Further, scholars have called for organisational change related studies embedded in
the context of implementing change in an integrated manner linking strategy, content,
process and impact (Poon and Rowley, 2010; Song et al., 2009; Pettigrew et al., 2001).
Organisations in eastern countries have experienced continuous change post liberalisation
(Tushman et al., 1997; Fradette and Michaud, 1998). In addition, the eastern context has
undergone a multitude of atypical organisational changes such as new technology,
competitiveness, new products and services (Forbes, 2016; Deloitte, 2016; PWC, 2016;
Towers Watson, 2016). Within the eastern context, studies in manufacturing sector
are rare. As this sector is also undergoing major changes due to economic, social,
political and financial changes, it is imperative to conduct more number of studies
in this sector (Netscribes, 2012; Indian Pump Industry, 2014; Chemical Engineering
World, 2015).
Therefore, this study focuses on exploring role training and development practices in
the manufacturing sector during change implementation in an eastern context which is
likely to provide useful insights to the academicians and practitioners.
Findings of this study extend understanding of the role of training and development
practices, how they are designed and implemented in the context of organisational change
and related factors which result in the effectiveness of these practices thereby adding to
the extant literature towards an understanding of organisational change. The results of
this study have the potential to be applicable to broad range of organisations as well as a
variety of practitioners such as CEO, promoters, senior leaders, human resources and
organisation development professionals, change agents and mid-level managers involved
in change implementation exercise. It is expected that results of the study will be
particularly helpful to the professionals in the manufacturing sector especially as more
organisations in this sector are implementing different types of changes such as strategy,
structure, technology, products and people related changes. Necessary knowledge about
the effectiveness of these practices will help senior leaders build more acceptability of
change amongst employees.
2 Literature review
The prior literature explains various dimensions of training and development

in the context of organisational change. Extensive training enables employees to get
clarity on how to achieve organisational goals, clarifies expectations from employees
(Montes et al., 2003), help employees overcome knowledge assimilation barriers

leading to increased employee commitment during change programs (Robey et al., 2002;
Shum et al., 2008). Gil et al. (2015) have also emphasised the importance of training
practices during change implementation. Thus, management and alignment of employee
skills through training and development is an essential element of organisational
change (Daly et al., 2003; Hatch and Dyer, 2004). This forms the basis for the researcher
to explore the role of training and development practices in implementing change.
In this study, training and development practices are defined as a planned effort
by an organisation to facilitate employees learning of job-related competencies,
formal education, job experiences, relationships and assessment of abilities in order
to build employee capabilities to perform better in current and future job (Noe, 2012).
Noe (2012) defines training and development strategy as actions related to learning
that an organisation needs to achieve its business strategy (change strategy). This
provides a roadmap for training and development initiatives to be undertaken. Prior
research gives good insights on what ‘should training’ do during organisational change.
In other words, what should be the objective or purpose of training during change
has been widely discussed in the literature (Forss et al., 1994; Schein, 1999; Busk Kofoed
et al., 2002). Successful change implementation involves not only training and
developing employees to use tools and processes, but also the establishment of a learning
environment conducive to future continuous learning (Lise et al., 2002). This involves
learning from the past experiences, taking corrective actions and sharing knowledge on a
continuous basis as well as to continuously adapt to the changing business scenario
(Snyder and Cummings, 1998). This aspect of developing the ability to reflect back on
experiences for effective learning during organisational change has been widely
emphasised in the literature (Reed and Vakola, 2006). Thus training and development
process in terms of need identification, interventions undertaken, methods, resources and
sequence are important aspects of role of training and development practices. Training
and development process is defined as the process of putting a decision or plan (strategy)
into effect; execution. (Boydell and Leary, 1996; Reid and Barrington, 1999; Lise et al.,
2002; Conceicao and Altman, 2011).
Evaluating the effectiveness of training and development practices has been
highlighted in the literature. Training and development effectiveness is defined as
evaluating effect of training and development practices in implementing change
(Kirkpatrick, 1975). Most popular method of evaluating training and development
practices is the one suggested by Kirkpatrick way back in 1975. He suggested
that training and development practices can be evaluated by measuring four levels
i.e., feedback, learning, behaviour and result. Within the context of implementing
change in this study, training and development effectiveness is defined as
evaluating effect of training and development practices during a change as shown in
Figure 1.
Thus, prior studies in the area of training and development practices in the context of
organisational change suggest that role of training and development practices can be
described in three areas; strategy, process and effectiveness which have been explored in
this study as per the conceptual model.
Figure 1 Concept map – training and development practice (see online version for colours)
3 Methodology
Exploratory and interpretive case study approach was used in this study as understanding
context and exploring strategy, process and effectiveness of training and development
practices during change implementation can be answered by using case study approach.
The study is embedded in the context of manufacturing sector as there are studies on
organisational change implementation in sectors such as IT (Conceicao and Altman,
2011; Jones, 2009), healthcare (Reed and Vakola, 2006; insurance (Jacobs, 2002),
banking (Anjani, 2013) however, studies in implementing change in manufacturing sector
are limited (Al-Karaghouli and Ghoneim, 2014).
Moreover, the manufacturing sector has experienced a multitude of atypical
organisational changes with the advent of liberalisation (new technology,
competitiveness, new products and services). A quick scan of organisational changes,
during the last decade, in manufacturing sector points to three principal trends:
• organisations are modernising, adopting new technology and growing their footprints
abroad
• MNCs are looking for partners (manufacturing base) and new markets acquiring
Indian companies
• MSMEs are consolidating, increasing productivity for sustainability.
In this study, purposive sampling was used. The sample was determined by the purpose
of the research, and what was credible (Patton, 2002). Selection of site was done keeping
the context in mind. Snowball technique was used to identify information rich
participants.
Three organisations in manufacturing sector were chosen for the study on the basis
that organisation should have undergone a planned, emergent organisational change
initiated by organisational leaders, change should have been recently implemented
(at least between the time period of 2005–2015) and the case selected should provide
access to the researcher to conduct in-depth interviews across all levels of employees and
management, to observe and examine the site as well as necessary documentation.
Our study draws on a series of in depth interviews and focuses group discussion
conducted with 90 key informants from three organisations in the manufacturing sector as
responses of the members of the organisation provided a better understanding of how
organisational changes were experienced and perceived by change participants (Geels
and Kemp, 2007) as shown in Table 1.
Table 1 Details of number of interviewees at each level in each case and number of
participants in focus group discussion
Case Senior leaders Mid level and junior level Workers

Case 1 7 6 18 (FGD)
Case 2 8 14 15 (FGD)
Case 3 6 4 12 (interview with each)
4 Data analysis
Data analysis was conducted using the qualitative style of interpretation in order to derive
a synthesis of meaning from primary and secondary sources (Miles and Huberman,
1994). As suggested by Creswell (1998) and Stake (1995), we analysed the data by
building case study, case analysis and case model for each of the organisation, we then
synthesised and compared the interview transcripts, archival data and field notes as is
done in a typical inductive multi case research (Denzin and Lincoln, 2005; Miles and
Huberman, 1994) as described in Figure 2.
Within case analysis was conducted which involved assigning codes to the summary
sheet of each interviewee. At this level, we used descriptive codes which simply
described the data. These descriptive codes were then collapsed to build final codes as
‘increase productivity, survival, growth, improve business results’. At the second level,
inferential and explanatory codes were used to illustrate an emergent pattern. Codes were
generated and collapsed into relevant themes and categories using pattern coding.
Decision rules were established while sorting, chunking and reducing the data to ensure
consistency. Following this process against each question researcher ‘Analysis Grid’ was
built (Refer Annexure 1).
While collapsing the data into categories, each category and its interpretation were
discussed with an independent researcher. In this way inter rater reliability was
established. Inter rater reliability is a process of duplicating research efforts in various
conditions by another researcher with diverse personalities and background, checking
similarities and differences in interpretations (Krippendorff, 2011). Any differences were
discussed till agreement before finalising the codes. Coding protocol was shared with the
other independent researcher. Similarities and differences were discussed and revisions
were made to bring clarity on what each code signified.
This was followed by cross case analysis which involved conducting a thematic
analysis across the three cases (Creswell, 1998; Yin, 2003). Data obtained from within
case analysis of the three cases were compared and contrasted on the basis of codes,
categories and themes that emerged during within case analysis of each case. Cross case
analysis involved the integration of data by expanding, collapsing, merging and creating
categories that best represent initial interpretations of meaning by comparing and
contrasting codes and themes generated through within case analysis (Miles and
Huberman, 1994). The emergent themes from all cases suggested categories that formed
broader concepts for consideration and were the beginning of synthesis (Miles and
Huberman, 1994). It seemed appropriate to retain themes that cut across cases, rather than
standalone themes. A ‘final analysis grid’ was created containing all the themes in the
form of columns and codes of each case were represented in the form of rows. The data
for each theme from each case was filled in using specific decision rules. The final
categories representing themes emerging from the data were then used to initiate a search
for patterns and connections (Miles and Huberman, 1994). This resulted in a final
analysis grid (Refer Annexure 2).
Figure 2 Data analysis map – role of training and development in implementing change
Later, we used replication logic to see whether the rest of the cases confirmed or refuted
the emerging findings (Eisenhardt, 1989; Yin, 2003). We looked into extant literature to
generate insights (Eisenhardt, 1989), comparing similar constructs (Miles and Huberman,
1994). The iterative process between data analysis, extant literature, and findings
generated a number of propositions that explain the role of training and development
practices during change implementation.
5 Discussion of findings
Data analysis through within case and cross case analysis led to the emergence of codes
and categories that described the role of training and development practices in
implementing change. Relationships and patterns between these categories led to an
understanding of context and emergence of four major themes; ‘purpose’, ‘design’,
‘process’ and ‘effectiveness’. The themes and their associated categories are described
next.
5.1 Context
Context describes the organisation studied and the environment within which
organisational change was implemented. Participants were asked to respond to ‘Why was
the change needed’. While responding, participants described the organisational details
and reason for the change.
Findings indicated that context in each case was extremely important to design and
implement change related training and development practices. Understanding the context
in which organisation and its employees operate is crucial for effective change
implementation. Several studies in the area of organisational change emphasise context
where meaning constructed by organisational members provides useful insights (Maitlis,
2005).
The nature, type, duration and period of changes experienced by these organisations
differed and provided an opportunity to contrast change implementation practices as a
part of an analysis. Two categories; ‘internal forces of change’ and ‘external forces of
change’ were found in each case under the theme ‘context’, which have has been
described in detail in Table 2.
Table 2 Contextual details of cases studied
Organisation Nature and type change Duration Time period

Case 1, Indore, India Large scale, transformational change 2005–2011 6 years
through single vehicle of technology
(MOST) implementation
Case 2, Baroda, India Large scale, transformational change 2014–2016 2 years
involving acquisition done by FE
Case 3, Indore, India Change involving survival and 2011–2014 3 years
professionalisation owing to increased
competition after liberalisation
Type of change
The type of change experienced by the three organisations studied was different. While
Case 1 had initiated a technological change through the use of MOST technology, Case 2
was acquired by a United States Multinational Company (US MNC) thereby initiating a
strategic change. Contrary to these two cases, change in Case 3 was to build more
professionalism in the organisation and in way of working or mindset change.
Driving forces of change
The driving forces in Case 1 were enhancing productivity, bringing modernisation and
accessing new technology (MOST). With the change in the leadership team, Case 1
focused on a single goal of building new technology to enhance productivity (through
MOST implementation). In Case 2, the trigger or driving force of change was to bring
financial stability, growth and economies of scale within the organisation. Thus Case 2
was scouting for a suitable global partner and tied hands with a US MNC through a
merger. Change in Case 3 was driven by a need to bring efficiency and growth, face
competition and build professionalism. Thus forces of change in the three cases varied
and were specific to the context as shown in Table 3.
Table 3 Driving forces of change in the three organisations
Case 1 Case 2 Case 3

Technological change Strategic change Mindset change
Internal change External change Internal change
Organic Inorganic Organic
Large scale enterprise Small medium enterprise (SME) Micro managed enterprise
Internally managed Through consultant Through consultant
1050 employees 107 employees 73 employees
Case 1
Internal factors for change
In Case 1, senior leaders acknowledged that the organisation needed to change in order to
grow. All senior leaders mentioned that productivity needed to be increased to face
increased competition and improve business results. Similarly mid and junior level
employees shared that productivity was low. Some of them also mentioned that
enhancing productivity was essential for growth. Workers in three focus groups that
included six workers in each group were also asked the same question. Almost all of
them spoke about growth while describing the change. These responses led to the
emergence of two codes, ‘Low productivity’ and ‘Growth’.
External factors for change
Senior leaders shared that there was acute competition; plant needed to improve and
change was needed for survival. Mid level managers also shared that there was huge
competition in the market. Some of the mid level managers also mentioned that
enhancing productivity was essential for survival. Though senior leaders stressed more on
low productivity, workers stressed more on growth.
One of the senior leader while responding to ‘why was the change needed’ said,
“People were hardly utilised, business was not profitable…, there were too
many people, reduced productivity, higher cost, low profitability…, I had to
grow the business. We needed to become competitive. We needed to increase
productivity.”
Another leader said, “The plant was running with high foundry rejection,
low productivity…, low profitability in manufacturing,…, productivity
enhancement was the major organisational agenda for survival and growth.”
Similarly, mid and junior level employees expressed, “Workers had a lot of
free…, productivity was low. We needed to change to improve the condition of
the plant.”
Another employee said, “I firmly believed that enhancing productivity was
essential to survive and grow…“
Workers also expressed similar opinions as one of them said, “If the plant
grows, we will grow with the plant. Growth was good for our plant”. Another
said, “Our supervisors told us that we had to grow and become better.
Therefore some changes will be required.”
All the participants more or less corroborated to ‘low productivity, ‘survival’, ‘growth
and ‘competition’ as a reason for the change and therefore these reasons emerged as
codes. Survival referred to ensuring that the organisation continued its existence and was
able to sustain itself. These codes conveyed why change was needed as understood and
described by the participants.
The codes ‘organisational details’, ‘low productivity’ and ‘growth’ were internal
factors for change. Therefore these codes were grouped together to form a category;
‘Internal factors for change’. Codes; ‘Survival’ and ‘Competition’ referred to the external
factors of change and were therefore grouped together to form a category; ‘External
factors for change’. It was found that while describing the reason for change participants
also reflected on the plant, business environment, operations, issues faced and future
outlook. All this described the context of the case which explained ‘context’.
Case 2
The second case was located at Baroda. It was established in 1987 to manufacture
submersible pumps. It was acquired by a US MNC in 2014. It had a total strength of 107
employees. The company underwent a large scale transformational change due to the
merger.
Over and above this, the company was facing stiff competition from bigger
competitors. Thus there was a need for bringing economies of scale, financial stability,
improve operations and efficiency for growth and scaling up for growth. The company,
therefore, started scouting for a suitable partner and consented for the merger.
Internal factors for change
Responses from senior leaders stressed more on faster growth, financial stability,
improving operational efficiency and profitability as reasons for the change. Mid and
junior level employees stressed more on growth and financial stability. All the
participants more or less corroborated to faster growth, financial stability, improving
operational efficiency and profitability as a reason for the change. This led to the
emergence of five codes; ‘organisational details’, ‘faster growth’, ‘financial stability,
‘improving operational efficiency’ and ‘profitability’ that conveyed why the change was
needed which was the reason for the change as understood and described by the
participants. As these codes represented internal factors for change, they were grouped
together to form a category; ‘Internal factors for change’.
External factors for change
Responses from senior leaders, mid and junior level employees also suggested that for
Case 2 change was needed to build wider product range and ensure sustainability. For the
acquiring company change was needed to build a presence in India. Therefore both
organisations consented for the merger. This led to the emergence of three codes; ‘wider
product range’, ‘acquisition’ and ‘sustainability’. As these codes represented external
factors for change, they were grouped together to form a category; ‘External factors for
change’.
One of the senior leaders said, “We needed to grow and build multinational
culture after the recent acquisition. We needed to transition from a family
owned business to global company…making the company more profitable and
efficient…After the acquisition we became a multinational company and
needed to have a multinational culture…“
Another senior leader expressed, “We had a very good image on product
quality… however we had financial crunches because of which it was unable to
grow. We also needed to expand our product range. I joined 2 to 3 month
before the acquisition was announced and was hired to improve operations,
efficiency, profitability and sustainability.”
Some of the mid and junior level employees said, “Change was needed as there
was no second generation… we needed financial resources for sustainability…
we also had to improve our profitability.” Another employee expressed,
“Acquisition was needed as we were facing tough competition and not able to
grow… The new company was financially well and had a good range of
products.”
Case 3
The third case was into manufacturing of metal sections. It operated as a family run
enterprise based out of Dewas, Indore. It manufactured cold roll formed section. It had
employee strength of 52, out of which 25 were workers. The company underwent a
planned, radical change involving survival and professionalisation owing to increased
competition after liberalisation.
The senior leaders said, “We were running our business based on a close
relationship with our clients and employees. With increased competition, we
needed to bring more professionalism… to increase efficiency we needed to
focus more on efficient systems rather than effective relations.”
Another said, “Our competitors had gone much ahead of us. They provided a
lot more professional service with exact knowledge of the status of their
products…In our kind of family run business which did not have many systems
to track products, sometimes it became difficult to give a clear picture to our
clients…there was an acute need to improve efficiency and become more
professional.”
Mid and junior employees shared, “Our company was facing tough
competition. If we had to survive we had to become more professional.”
Another employee shared, “Change was needed to face competition. We
needed to provide better services.”
Yet, another employee shared, “Earlier we were able to manage profitability.
With more competition sales and revenues started suffering as there were fewer
customers. We needed to be closer to the customers and provide them better
services.”
Almost all the participants more or less corroborated to efficiency, professionalism,
survival and competition as the reason for the change. These responses led to the
emergence of five codes, ‘organisational details’, efficiency’, ‘professionalism’,
‘survival’ and ‘competition’. The codes, ‘organisational details’, ‘efficiency’ and
‘professionalism’ were internal factors for change. Therefore, these codes were grouped
together to form a category; ‘internal factors for change’. The codes; ‘survival’ and
‘competition’ were external factors of change. Therefore these two codes were grouped
together to form a category, ‘external factors for change’. All this described the context
of the case.
As specified in extant literature on organisational change (Greenwood and Hinings,
1996; Orlikowski, 1996; Van de Ven et al., 1995; Armenakis and Bedeian, 1999; Devos
et al., 2007), findings suggested that context in each case was extremely important to
design and implement training and development practices in implementing change. This
study confirms to these researchers who emphasise the importance of context in
implementing change.
5.2 Training and development practices

Data analysis led to the emergence of twenty-one codes and ten categories that described
the role of training and development practices in implementing change. Relationships and
patterns between these categories led to the emergence of four major themes. The themes
and their associated categories are presented in Table 4.
Table 4 Resulting themes and categories – training and development practices

in implementing change
Theme Categories
Purpose Skill building
Building positive mindset
Design Aligned to objectives of change implementation leverage leaders support
Process Active role of leaders identifying influencers learning on the job positive
environment
Effectiveness Purpose achieved
New norms and behaviours established
5.2.1 Purpose
The first theme relates to the purpose of training and development practices. Each
organisation had a unique purpose closely interlinked to the context and purpose of
change.
In all the three cases, one of the main purposes of training and development practices
was skill building amongst employees. Employee skills were developed through
technical, product and process training (MOST process and technical training in Case 1,
ERP training in Case 2, products training in Case 2).
For example, in K1 one of the senior leaders said, “We hired the best external
trainer with expertise in MOST implementation. The idea was to provide
employees with technical and process related skills necessary to implement
MOST. We also took a lot of efforts to change employee attitude…to create
more openness and positivity in their mind.”
Another employee said, “The idea of training was to build skills. These skills
also needed to change employee mindset so that they were more receptive
towards change. Therefore, workers were sent to an offsite for positive training
to change their attitude… we also conducted several small training sessions
communicating benefits of MOST implementation.”
Similarly, some of the responses shared by employees in Case 2 were, “There
was a need to build skills. We were given all sort of training…we were
engaged in team building workshop which was very useful. We were also sent
for programs such as tackling problems which were beneficial for all.
Marketing Head said, “The idea was to build skills at all levels. For us team
building, vision workshop was organised. Similarly, for mid and junior level
employees, some more relevant technical and behavioural training programs
were organised.”
This led to the emergence of three codes, ‘Technical training’, ‘Product
training’ and ‘Process training’. These codes were grouped together to form a
category, ‘Skill building’.
The study also revealed that during change implementation, attitude training to
‘build positive mindset’ towards change is an important purpose. Several
behavioural programs were conducted to build positive mindset.
One of the employees shared, “We were provided training on MOST…attitude
training was also given to us which taught us how to be positive. We were also
trained on benefits of MOST”.
Another senior leader shared, “Our employees were sent to off-site to learn
about positive attitude…learn about positive attitude through games which was
very useful.”
A senior leader in Case 2 shared, “We ourselves gave a lot of training on
positive living to our teams.” A mid level employee said, “We were sent for an
off-site to develop a positive attitude. Series of programs on a positive way of
living life did help open our mind.”
One of the workers in Case 2 said, “…These training programs helped us know
about the acquisition, positive reasons and training helped us think positively.
All of us learned many life lessons through multiple training programs on
positive living.”
This led to the emergence of two codes, ‘Attitude training’ and ‘behaviour training’.
These codes were grouped together to form a category, ‘building positive mindset’.
Literature also highlights the importance of paying attention towards employee
attitude towards the change (Dervitsiotis, 1998; Eby et al., 2000; Greiner, 1992;
Goldstein, 1988; Osterman, 2000). The study showed that purpose of ‘skill building’ has
a high likelihood of building effective training and development design and training and
development practices to ‘build positive mindset’ amongst employees facilitate
Thus two categories; ‘Skill building’ and ‘Building positive mindset’ described
the purpose of implementing training and development practices. Further analysis
showed the relationship among these two categories (skill building, building positive
mindset) which led to an identification of the theme ‘purpose’ and propositions described
below.
a Training and development practices where the purpose is skill building facilitates
building effective design.
b Training and development practices where the purpose is building positive mindset
facilitate effective change implementation.
5.2.2 Design
The second theme relates to the design of training and development practices. While
studying training and development design, the researcher found that design was driven by
the purpose.
In all the three cases, design of training and development practices included leaders as
trainers which facilitated change implementation. This was mainly because leaders had
the technical expertise to conduct functional training. This is widely acknowledged in the
extant literature which emphasises the role of leaders in supporting training and
development initiatives while implementing change (Jones, 2009; Conceicao and Altman,
2011).
The study showed that training and development design was aligned to change goal,
vision and mission (training on MOST implementation in Case 1, vision workshop to
focus on 300 crores in Case 2). In Case 3, lack of design led to ad hoc training and work.
Several training and development programs were implemented in Case 1 and 2 to align
employees towards change. This led to the emergence of code, ‘Workshop and programs
to align to change goals’.
Training and development practices were also designed based on needs identified
during discussions with senior leaders. The study also showed that building conducive
environment to learn before initiating training is important to ensure trainees are
motivated and willing to learn. Several sessions on positive thinking were conducted to
build positive mindset among employees. Similar views have been shared in the past
highlighting importance of creating learning environment (Snyder and Cummings, 1998;
Lise et al., 2002). These insights led to the emergence of code, ‘Training based on needs
identified’.
Thus, these responses led to the emergence of two codes, ‘Workshop and programs to
align to change goals’ and ‘Training based on needs identified’. As both these actions
were initiated to align employees towards change, these codes were grouped together to
form a category, ‘Aligned to objectives of change implementation’.
The study found that training and development practices where leaders are trainers
and influencers to motivate employees to undergo training are useful training and
development design elements while implementing change. Thus findings led to the
emergence of two codes, ‘Leader as trainer’ and ‘Leader as influencer’. As both these
actions showed that leaders provided active support during implementation, these codes
were grouped together to form a category, ‘Leverage leaders support’.
One of the managers in Case 1 shared “Training was given to make us
understand the MOST process…, we asked supervisors to first learn and then
train their workers.”
In Case 2, one of the senior leaders shared, “As the purpose was to build skills
towards the larger purpose of achieving 300 crores, the design included
aligning all employees towards this vision.
Therefore, vision workshop was organised…“ Most of the senior leaders shared
that there were no pre planned programs decided during change implementation
rather they focused more on need based training programs.
One of the senior leaders in Case 3 shared, “We did not strategise or design any
specific training plan…Most of the training was provided by the consultant,
these were need based programs.
Another senior leader shared, “Consultant took many sessions for us. He shared
his experience and provided more of need based trainings.”
Thus, analysis led to the emergence of two categories; ‘Aligned to objectives of change
implementation’ and ‘Leverage leaders support’. As both these categories were related to
design of training and development practices, it led to the identification of the theme
‘design’ and propositions described below. Extant literature highly emphasises the role of
leaders in supporting training and development initiatives while implementing change
(Jones, 2009; Conceicao and Altman, 2011).
c Training and development practices where design is aligned to objectives of change
implementation facilitate building an effective process
d Training and development practices where design leverages leaders support to
facilitate effective change implementation.
5.2.3 Process
The third theme relates to the ‘process’ of training and development practices.
Each organisation followed a unique process yet there were inter linkages in their
approach towards implementing change. It was found that in all the three cases
there was no structured way of conducting training need identification while
implementing change. The focus was more on need based training and need
analysis was seen more as an evolving process rather than predefined. Within the context
of organisational change, some researchers suggest that training need analysis is an
important process and should be integrated with other processes while implementing
change. Reed and Vakola (2006) however others state it is still a very challenging and
complex process (Holton and Baldwin, 2000). Focus on need based training and
development practices facilitate implementing change.
Further analysis led to the emergence of eight codes and four categories
that described training and development practices in implementing change presented in
Table 5.
Table 5 Summary of resultant codes and categories under the theme ‘Process’
Category Code
1 Active role of leaders 1 Leader as trainer
2 Leaders support
2 Identifying influencers 3 Positive people first
4 Careful participant selection
3 Learning on the job 5 Learning by doing
6 Direct work application
4 Positive environment 7 Attitude training
8 Rewards
Active role of leaders

The researcher found that during times of change creating awareness amongst employees
about why training is being provided and how will it benefit them is essential. Leaders
and supervisors play an important role in creating awareness about the training program.
In Case 1 leaders involved employees through awareness workshops, encouraged them to
implement MOST and provided active support to resolve issues. In both Case 1 and 2
leaders themselves trained their teams.
This led to the emergence of two codes, ‘Leader as trainer’ and ‘Leaders support’. As
these responses showed that leader played an active role and were the main drivers of the
change, both these codes were grouped together to form a category, ‘Active role of
leaders’.
Reid and Barrington (1999) stated that training is an important facilitator of change
and when employees are involved in training they start thinking about new ways of
working which in turn impact their behaviour and makes them more receptive towards
change.
Identifying influencers
Positive people first
In Case 1, the first batch of training comprised all positive employees so that post training
they could talk about benefits of training to their peers. This was followed by creating a
batch of employees who were neutral about MOST implementation. Once these two
batches were trained there was a lot of pressure created on those who resisted training.
This strategic approach of taking positive people first created a critical mass of trained
employees leading to full conversion. This may be related to what Noe (1986) stated that
trainees’ attributes and attitudes may influence the effectiveness of training. This led to
the emergence of a code, ‘Positive people first’. Michelman (2007) suggests that during
change implementation identifying who has influencing power is essential. This is
because influential people typically have influenced their own area and other parts of the
organisation (Michelman, 2007) and therefore can influence employees to accept change.
Careful participant selection

Training participants were carefully selected. In Case 1 employees who had a positive
mindset were first put into a batch and sent for training as they were more likely to talk
about benefits and take training positively. In Case 2 also employees who were more
receptive to change were given important responsibilities during ERP training. This led to
the emergence of the code, ‘Careful participant selection’.
Study also highlighted that the codes, ‘Positive people first’ and ‘Careful selection of
participants’ resulted in identifying influencers. During change, leaders identified
positive people as influencers who can become change anchors from various work groups
such as mid and low level and motivate fellow employees to undergo training by
explaining their personal experience and positive outcomes post training facilitated
positive environment.
Reid and Barrington (1999) stated that training is an important facilitator of change
and when employees are involved in training they start thinking about new ways of
working which in turn impact their behaviour and makes them more receptive towards
change. Training and development practices utilising leaders support to involve
employees facilitate implementing change.
These participants became early adopters and influenced their peers to undergo
training by explaining the benefits. Similarly, in Case 2 promoters had identified
influencers who were given core responsibilities during training. Michelman (2007)
suggests that during change implementation identifying who has influencing power is
essential. This is because influential people typically have influenced their own area and
other parts of the organisation (Michelman, 2007) and therefore can influence employees
to accept change. Therefore the codes, ‘Careful selection of participants’ and Stratified
approach’ were grouped together to form a category, ‘Identifying influencers’
Learning on the job
Another finding in the context of change was that training which can be directly applied
to work and embedded in work leads to upgrading knowledge and skills, learning and
adoption. Participants see value in training if it can be applied to work, learn better by
doing. In Case 1, leaders created opportunities for employees to validate by themselves.
Employees not only learned but also built their own self-efficacy and trust in supervisors.
Some researchers have referred this as an opportunity of transfer of training to the
workplace (Holton and Baldwin, 2000). While the new norms and practices were set with
help of reinforces like structured meetings and reviews, the change and the new
capability of change embedded into the organisation. These responses led to the
emergence of two codes, ‘Learning by doing’ and ‘Direct work application’. As both
these codes showed that training was embedded in work where learning occurred on the
job, these codes were grouped together to form a category, ‘Learning on the job’.
Positive environment
Both Case 1 and 2 focused on continuous training on a positive attitude. Workers were
more open and receptive towards change after series of training and workshops, This, in
turn, created a positive environment for learning. Training and development practices to
build positive environment facilitated implementing change. This view is supported by
recent research findings which suggest that during change it is essential for leaders to
create an atmosphere of psychological safety to encourage employees to be involved

(Kavanagh and Ashkanasy, 2006). This led to the emergence of code, ‘Attitude training’.
Study also showed that reinforcing mechanisms post training such as rewards help
reinforce right behaviours. In Case 1 employees were rewarded and recognised post
MOST training and implementation. Similarly, employees who were trained and
implemented ERP in Case 2 were given cash incentives. This created a positive
environment. These insights led to the emergence of a code, ‘Rewards’.
The study showed that attitude training and rewards led to building a positive
environment. Therefore, the codes, ‘Attitude training’ and ‘Rewards’ were grouped
together for a category, ‘Positive environment’.
The study highlighted that ongoing formal and informal feedback during change post
training is essential. In Case 2 leaders conducted a vision workshop. After a couple of
months, an external agency was involved to understand the pulse of employees. Even
though participants gave very good feedback about vision workshop and said they
learned yet, one of the survey findings was employees did not feel connected to the
vision. Hence another training program was organised to revisit the vision. This is similar
to what researchers Zuber-Skerritt and Louw (2014) found in their study, they stated that
taking feedback on training initiatives provides an opportunity to take corrective action
immediately.
At the same time, lack of clarity amongst leaders, low involvement of leaders in the
process, fragmented approach to training, festered frustration and fear resulting in
confusion and decline (In Case 3 employees were not involved much). Adhocism in
design, letting parallel systems to work resulted in the lack of training and lack of
congruence in the process. (In Case 3 after ERP was implemented old system was also
active which created confusion) This left no room for reinforcement.
Thus findings led to the emergence of four categories (leaders as driver, identifying
influencers, embed in work and positive environment). The relationship among these four
categories led to the identification of the theme ‘process’ and propositions described
below.
In all the three organisations training was given in classroom, discussions, talks,
presentation, video, case study, demonstration, on the job and off site training were
combined together to facilitate learning. Remote learning was not used as employees
were uneducated and low skilled. In all the three organisations diverse training methods
were used to drive change purpose. Some researchers have emphasised that during
organisational change implementation process there is a need of using different training
methods, tools and techniques according to the situation to increase effectiveness. Thus,
training and development practices utilising diverse training methods facilitate
e Training and development process which involves identifying influencers, learning
on the job and creating positive environment facilitate effective change
implementation
f Training and development process where leaders play an active role facilitate
effective change implementation
5.2.4 Training and development effectiveness

The fourth theme relates to ‘effectiveness’ of training and development practices. In
order to evaluate the effectiveness of training and development practices, the outcome of
various actions and initiatives was explored. The researcher was more interested in
knowing how interviewees evaluate effectiveness.
The study indicated that training and development practices ‘built skills’ and ‘positive
mindset’. Thus training and development practices helped employees get aligned to
change. This facilitated change implementation by achieving the purpose. Thus it led to
the emergence of two codes, ‘Aligned to change’ and ‘Build skill’. This is similar
to findings by Smith et al. (2004) who suggested that aligning training to business
objectives is critical.
The relationship between these codes suggested that aligning to change and building
skill facilitated change implementation and helped achieve the purpose of change. The
study also found that if the purpose is not clear, ad hoc training programs are conducted
and employees are not involved, it resulted in confusion and erosion of skills (In Case 3
employees felt they lacked skills and needed more training). Therefore, these two codes
were grouped together to form a category, ‘Purpose achieved’.
The study also suggested that once the purpose is achieved, it facilitates building
structured processes and better measurements which increased skills and employee’s self-
confidence which in turn leads to increased belief fuelling trust on leaders thereby
facilitating implementing change. This is similar to findings of the meta analysis study
conducted by Arthur et al. (2003) which suggested that effectiveness of training is linked
to training methods, skills trained and process used.
In Case 1, the training helped in MOST implementation which built better process
and measurements. Similarly, in Case 2 training on ERP implementation led to more
structured work which became the new norm. This led to the emergence of two codes,
‘Structured processes’ and ‘Better measurements’. The relationship between these two
codes suggested that it led to establishing new norms and practices. Therefore these codes
were grouped together to form a category, ‘New norms and practices established’.
Employees quoted that various workshops and training programs built knowledge,
skills, brought in transparency, openness and acceptability amongst employees. Many
researchers have claimed that continuous evaluation of training in terms of progress and
working to assess effectiveness is important during organisational change (Kissack and
Callahan, 2010). Torres and Preskill (2001) further state that evaluation of training is an
important organisational learning approach to organisational change. However, the
researcher did not come across any study describing how training and development
practices were evaluated in terms of effectiveness.
Thus analysis led to creation of two categories; ‘Purpose achieved’ and ‘New norms
and practices established’. The relationship among these categories led to the
identification of the theme ‘effectiveness’ and propositions described below.
g Effective training and development practices lead to building new norms and
behaviour.
Building the model

Thus four themes and ten categories described the role of training and development
practices in implementing change. It also led to the emergence of seven propositions.
Table 6 provides a summary of the themes, categories and propositions identified in the
study. Seven propositions and the interrelationship between them led to the emergence of
a model as depicted in Figure 3. The relationship between the themes, purpose, design,
process and effectiveness has been presented in the model. As an example, proposition a,
‘Training and development practices where the purpose is skill building facilitates
building effective design’ suggested a relationship between the purpose and design. This
was represented in the following manner as shown in Figure 3.
Figure 3 Representation of propositions
Table 6 Summary of themes, categories and propositions
Theme Categories Propositions

Purpose Skill building a Training and development practices where
purpose is skill building facilitates building
effective design
Building positive mindset b Training and development practices where
purpose is building positive mindset facilitate
Design Aligned to objectives of c Training and development practices where
change implementation design is aligned to objectives of change
implementation facilitate building effective
process
Leverage leaders support d Training and development practices where
design leverages leaders support to facilitate
Process Active role of leaders e Training and development process which
Identifying influencers involve identifying influencers, learning on the
job and creating positive environment facilitate
Learning on job f Training and development process where
Positive environment leaders play an active role facilitate effective
change implementation
Effectiveness Purpose achieved g Effective training and development practices
lead to building new norms and behaviour
New norms and
behaviours established
The set of points and arrows represent the relationship between categories found in the
study. The model highlights the role of training and development practices in
implementing change represented by four themes, ‘purpose’, ‘design’, ‘process’ and
‘effectiveness’ as shown in Figure 4.
Limitations of model
Though the model is based on evidence gathered through interview and focus groups, yet
there are limitations. The first limitation is that the findings of the study and related
interpretations are based on analysis of three cases studied. This relates to causal
interpretation based on a small number of units (Ragin, 1999). The researcher used
multiple case study design to reduce this limitation covering cases which varied as per
nature of change, type and duration. The second limitation is that of generalisability as
the study focuses only on the manufacturing sector. The model needs to be tested with
empirical studies for the purpose of replication in other sectors.
Figure 4 Role of training and development practices in implementing change
6 Conclusion
Managing and implementing change successfully has received increased attention

in the recent times (Ashurst and Hodges, 2010; Beer and Nohria, 2000; Kotter, 1996).
Training and development practices play a vital role in implementing change successfully
(Beer et al., 1990; Robey et al., 2002; Montes et al., 2003; Shum et al., 2008).
In this study, it was found that role of training and development practices can be
described by strategy, design adopted, the process implemented and its effectiveness.
Typically it was observed that training and development practices were used for skill
building and building positive mindset. Training and development practices aligned to
objectives of change that leverage leaders support were found to facilitate the
effective design of training and development practices during the change. Various
kinds of training and development practices were implemented such as technical
training, product training, process training, behavioural and attitude training. It was
noteworthy that during change implementation behaviour attitude training (including
courses on yoga, meditation) were included as part of the design to create a
positive environment and mindset change. During the process of training and
development, a few factors such as ‘active role of leaders, identifying influencers,
learning on the job and positive environment’ were seen to facilitate effective change
implementation.
It was also found that training and development practices can be used effectively for
achieving the purpose of change (increasing productivity through skill building, building
efficiency through application of new technology such as MOST, ERP). Training and
development practices also helped in setting new norms and behaviours. Proper strategy
(clarity on purpose and devising appropriate design) and including facilitating elements
as described above in the process of training and development lead to effective change
implementation.
With the multiple case study analysis presented in this paper, we were able to present
seven propositions which describe a specific role of training and development practices
which can facilitate effective change implementation. The categories presented provide
useful insights on various kind of training and development practices adopted while
implementing change and how these practices are designed and implemented. It also
highlights factors related to training and development practices which resulted in
effective change implementation. These categories are particularly useful for practitioners
and senior leaders in the manufacturing sector where there are few studies conducted so
far in the context of organisational change. Since the sector is undergoing many changes,
this study can add value to the practitioners during change implementation. It also
addresses several calls by earlier researchers to conduct more practitioner based studies
embedded in the change context. This study also integrates organisational change
literature, strategy, process and effectiveness of training and development practices
within organisational change context. In conclusion, in a current complex business
environment that organisations operate in, such a study goes long way in helping
organisations respond to challenges faced during change implementation by effective use
of training and development practices.
7 Limitations
As this was case study methodology, it cannot be generalised in other organisations since
it is rooted in context. Another limitation is the time frame of change and its relation to
participant memory. Since the study sought to understand past events, recollection of past
change events by participants may not be completely accurate. In addition, some of the
participants and key stakeholders may not have been available for responding as they
may have left the organisation. This is counter balanced if we accept that the perception
of the participants is indicating participant reality and the meanings they construct.
Moreover, one can infer that what is recalled has left an imprint in the mind of
participants and is thereby significant data for interpretation. The third limitation is on
account of this study being an ex post factor study and not a longitudinal study. Prior
research has emphasised the importance of conducting organisational change
implementation studies over several years during change implementation to understand
finer nuances involved. However, this was not possible due to time and resource
constraints. The fourth limitation is related to demographics of the cases studied. The
study was conducted in a small town in the factory setting where education, skill, age is
likely to have influenced the way in which participant perceive change. Another
limitation is the propositions and model presented in this paper represents a static, cross-
sectional view that is in a way limited in capturing complete dynamics of change.
Studying change during a large-scale implementation is more apt by observing change at

various stages. Finally, the study was delimited to studying only training and
development practices in implementing change. Other practices such as leadership,
culture, technology which are said to facilitate change implementation have not been
studied.
8 Future research
This study explored the role of training and development practices in implementing
change in the manufacturing sector. Comparable studies in other organisations with
different setting and location such as public sector enterprises, non-profit organisations,
and academic institutions would provide a richer in understanding of the role of these
practices while implementing change and may provide intriguing results that could
further build theoretical and practical understanding of role of these practices during the
organisational change phenomenon. A similar study in other sectors, department and
different levels has the potential to generate interesting insights which may be similar or
different as compared to the sites covered in this study. A longitudinal study to explore
the role of training and development practices can add value by highlighting processes of
designing, implementing and effectiveness of these practices. Future studies can also look
at providing further empirical support for the proposed model. Practitioners in the
manufacturing sector can utilise these practices in implementing change as the sector is
undergoing a multitude of changes.
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Annexure
Annexure 1: Analysis grid of three cases studied, results of within case

analysis
Analysis grid: Case 1 – (Major technological change implementation exercise involving

modernisation through MOST implementation) (see online version for colours)
Analysis grid: Case 2 – (Case of strategic change through Merger and acquisition) (see online
version for colours)
Analysis grid: Case 3 – (Case of change implementation exercise to transition from a family owned
enterprise to a more professional organisation involving mindset change of employees) (see online
version for colours)
Annexure 2: Analysis grid of three cases studied, results of cross case

analysis
Analysis grid: cross case analysis – Training and development practices in implementing change
(see online version for colours)

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Int. J. Learning and Change, Vol. 10, No.

Role of training and development practices

Abstract: Implementing change effectively is critically significant given

Keywords: training and development; organisational change; change

Reference to this paper should be made as follows: Maheshwari, S. and

Biographical notes: Shweta Maheshwari is an Associate Director at SS&C

Copyright © 2018 Inderscience Enterprises Ltd.

Veena Vohra is an Associate Dean and Professor – Human Resources and

Accelerated changes are putting pressure on organisations to respond (Accenture, 2016;

The prior literature explains various dimensions of training and development

(Montes et al., 2003), help employees overcome knowledge assimilation barriers

Case Senior leaders Mid level and junior level Workers

Table 2 Contextual details of cases studied

Organisation Nature and type change Duration Time period

Table 3 Driving forces of change in the three organisations

Case 1 Case 2 Case 3

5.2 Training and development practices

Table 4 Resulting themes and categories – training and development practices

Active role of leaders

Careful participant selection

create an atmosphere of psychological safety to encourage employees to be involved

5.2.4 Training and development effectiveness

Building the model

Figure 3 Representation of propositions

Table 6 Summary of themes, categories and propositions

Theme Categories Propositions

Figure 4 Role of training and development practices in implementing change

Managing and implementing change successfully has received increased attention

Studying change during a large-scale implementation is more apt by observing change at

Goldstein, J. (1988) ‘A far-from equilibrium systems approach to resistance to change’,

Annexure 1: Analysis grid of three cases studied, results of within case

Analysis grid: Case 1 – (Major technological change implementation exercise involving

Annexure 2: Analysis grid of three cases studied, results of cross case

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