3. research methodology and design 3.1...
TRANSCRIPT
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3. RESEARCH METHODOLOGY AND DESIGN
3.1 OPERATIONAL DEFINITIONS
Training: Training refers to induction of knowledge, skills and change facilitation of
employees in order to enable them to perform better
E-Learning: E-learning is that mode or method of learning which will lead to efficient
delivery of knowledge and skills
Learning: Learning is the acquisition of knowledge, skills and change in mindsets
due to investment of time for its acquisition.
Competency: Addition of tacit and explicit knowledge leading to higher land of
profiling (SA).
Competency Development: Transfer of skills and knowledge leadership to
acquisition of competency for job performance
General Competency (GC): This refers to the competency of employees who are
working in BPOs. The G.C is meant to understand relationships with the peer group
and bosses.
Learning Time: That duration of time/time frame required for delivery of course(s).
Learning Culture: Refers to work culture of a BPO where learning is a domain of
work force.
Individual Psychographics: Refers to the values, attitudes and behavior of people
working in a BPO.
3600 e-learning: This refers to personal orientation, knowledge acquisition and skill
sets addressed as a part of e-learning.
E-learning Style: Means and methods of delivery with appropriate institution of
leadership.
E-learning Platform: That portal which has access to web pages, discussion boards,
bulletin boards and electronic support system.
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E-learning Technology: That state of technology used for e-learning for addition of
knowledge and self evaluation after induction of knowledge.
E-learning Content Engagement: That set of materials which are either interactive
/non interactive or both leading to delivery of required content.
E-learning Content Object: Refers to focused material of knowledge and testable
units.
Job Knowledge and Skills: Those Conceptual and analytical skills built through e-
learning materials.
Building e-learning Course: Developing of e-learning materials for identifying of e-
learning needs.
E-learning Content: That set of contents developed to induce individual users on
organizational goals or objectives.
E-learning Management System: That system for testing content assessment and
tracking of the development of the target group.
E-learning Usage: e-learning used for various functional activities in an organization
Team Psychographics: Aggregate values, behavior and competencies acquired
through e-learning.
Individual Performance: Performance measured in terms of adhering to time
precision and schedule.
Team Performance: That set which performs, focusing on standards, goals and
objectives set forth by the organization.
Performance Assessment Duration: That time frame where in, an assessment is
alone on change in performance at periodic intervals.
Performance Assessment: Appraisal of performance with focus on quality of work,
client, application process compliance, team orientation, and skills acquisition of
employee.
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Performance: The overall performance of entire organization experienced through
training informatics.
HR Activity: Activities relating to job profiling, job performance and job
enhancement.
Employee Development: Improvement of an employee due to induction of e-
learning courses leading to higher levels of performance.
Learning: Employee centric learning by appropriate delivery and course contents.
Learning Contents: Need based in-depth induction of content leading to learning for
improvement in job performance.
Key Business Drivers: Those forces and factors leading to improvement in the
performance of employees and hence business.
Knowledge: That quality of tacit and explicit knowledge transferred to the target
group (employee).
Learning and Development Activity: That learning leading to a high value turnout.
.Learner Convenience: That space created by the organization for self-directed
study and learning.
Stage of Implementation: That stage of implementation of courses for effective
delivery.
Learning need Identification: That process which leads to identification of learning
needs in the organization.
3.2 SCOPE OF THE RESEARCH
The BPO industry is growing at more than 35%. There is more demand for job
opportunities in this sector. Fresh talent from across the cities is being tapped by the
top ITES companies for different entry level jobs. In turn, this creating an employment
opportunity for many young aspirants and move the economic cycle forward. Some
factors that have contributed for the growth are the productivity, labor quality, service
quality etc. It has been realized that 70% of Indian BPOs is supposedly matured with
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customer interaction, support process, voice based process, finance and accounting,
HR, and other knowledge services market.1
The Indian BPO industry has set an aspiration target of touching $50 billion in
revenue by 2012. The sector is expected to experience an addition of 2 million
people in the same period. Despite skill shortages, the sector have grown to this
extent.2If skill shortages can be addressed appropriately lot of benefits can be
realized. Some of them are as follows:
• The psychological perspective, channelization of knowledge and route it in
appropriate direction.
• In the case of organizational perspective, creation of master database and
distributing and making it a practice for the entire community.
• From the angle of business, knowledge creation and utilization in a cost
effective manner.
• From technological angle, capturing, sharing of knowledge, by all means and
methods (audio, video) and making it flow in a systematic manner.
• From the individual perspective, enhancement of Knowledge, Skills and
abilities (competency) to make them talented.
• From the group/team perspective, performance improvement an added value
by contribution.
• Accomplishment of learning tasks and support working conditions.
One of the biggest problems in BPO is attrition and retention; fails to utilize and tap
the capabilities of the youth with negative characteristics of BPO jobs. (Some
negative characteristics are monotonous nature of jobs, lack of motivation, poor
mentoring, power and politics, low career growth, irregular working hours and
achievement not recognized.)
The scope of the study is to develop a model of e-learning and suggest some
remedial measures to improve conditions concerning selected jobs in the BPO
sector. The theme of the research is - Competency based e-learning: an analytical study of select corporate enterprises in Bangalore.
The scope of the research is restricted only to entry level executives in BPO sector
and limited to certain industries in Bangalore.
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3.3 RESEARCH FOCUS
• Organizations contribution towards employee development and performance
excellence.
• Organizations commitment towards learning environment
• Competency based learning environment
• Training through electronic mode
• Understanding commitment of HR
• Understanding training methods
• Understanding about the Learning department activities
3.4 PROPOSED RESEARCH MODEL
Fig: 3.4.1.1.Proposed Research Model (source: author)
This model is integrated comprehensive model for the achievement of business
results.
This model depicts to achieve business results. The two important factors are
Individual performance and Team performance. This Research has made an attempt
to examine the relationship between individual performance and team performance
and how it contributes to the overall organizational performance.
3.5 RESEARCH OBJECTIVES
The researcher was able to identify five major objectives and five sub objectives
which are listed below:
Competency based e‐learning
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• To identify and analyze the current e-learning practices scenario in BPO
sector.
• To examine the correlation between e-learning and performance.
• To analyze the current training and learning methods followed.
• To assess the potential of competency based e-learning for employee
development in ITES sector.
The sub objectives are as follows:
• To identify the correlation between competency and performance.
• To identify those personal and Group Characteristics which have
an influence on performance
• To assess whether any improvement in job knowledge influences the
overall performance
• To examine corporate e-learning technology’s influence on the e-learning
styles.
• To identify influence of e-learning delivery methods on individual
performance
The aforesaid objectives led to the formulation of following hypotheses:
• H1: There exists correlation between competency and performance. • H2: There is a significant influence of personal characteristics on
individual performance • H3: There is a significant influence of group characteristics on team
performance.
• H4: There is a significant influence of experience on improving job knowledge.
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• H5: There is a significant influence of e-learning delivery method on individual performance
• H6: There is a significant influence of e-learning technology and e-
learning styles. • H7: There is a significant influence of 360 degree e-learning on
competency. • H8: e-learning increases job knowledge leading to significant
improvement in overall performance.
3. 6 Study design and procedure
The central focus of the study will be on testing the competency based corporate e-
learning scenario is having a direct link to performance and impact on business
results. Hence, the major part of the study understands about personal
characteristics of employees, group characteristics of employees, psychology of
employees on e-learning, technology of e-learning, competency issues addressed by
e-learning courses and learning content management. This study will dilate on
current practices in vogue and address the problems relevant to these issues.
3.6.1Type of Research: This is an exploratory study. The purpose of this research is
to gain familiarity with a phenomenon or acquire new insight into it.
3.6.2 Data Collection-Instrument
The primary data are collected from the companies concerned as well as from their
employees by using questionnaire in a structured manner based on a set of
predetermined questions. The questionnaire used for data collection contained close-
ended questions to measure the various constructs depicted in the research model.
This enabled respondents to answer questions quickly and yet objectively. The
perception of the respondents were captured objectively using 5-point Likert scale
thus reducing the complexity involved in collecting subjective data. Various items
within the same construct group were randomized to prevent response bias.
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3.6.3 Method of Data Collection
A personal hand on delivery method has been used to administer the questionnaire.
This method of data collection is chosen because of the following benefits:
The researcher delivers to the potential respondents by self-administration.
The researcher can note the view points of the respondents chosen for study.
The researcher can identify other practical problems while doing the survey which
may be useful for research.
Moreover, for this research this is one of the best methods to collect data because it
has minimized bias in qualitative data.
3.6.4 Population of the study: The universe of the study is those companies which
have incorporated e-learning systems in the present context. The information
technology enabled services which are registered are incorporated in India form the
universe. There are about 2560 ITES companies.3
3.6.5. Sampling Frame: There are about 560 ITES companies in Karnataka (22% of
ITES are in Karnataka) that includes seven major sectors of ITES. The categories
include BPO, CAD/CAM/CAE, WEB DESIGNING AND WEB SERVICES, MEDICAL
TRANCRIPTION, DATA DIGITIZATION, E-COMMERCE AND GIS.4For this
particular research BPO is chosen as Bangalore hosts 49 companies which are
wings of global IT major players.
Sampling unit: Top 20 BPO companies based on revenue generated and number of
people employed.5
Stage 1: All the employees of ITES in the BPO sector in Bangalore were enlisted.
Only the first level employees who are into process handling were taken into account
for the purpose of survey.
Stage 2: A complete enumeration of learning team / heads/executives who are
responsible for process of ITES in the BPO companies was done.
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Stage 3: The human resources in charge for the process and the competency were
evaluated through the data collection instrument.
Calculation of sample size: Bangalore population has of 2.5 lakhs, BPO/call center
industry has about 28-38%: approximated value on 2, 50,0006 (First level
employees) assumed as N = 78750.
Sample space: First level employees/executives who are into process.
Precision 10% error
Finite population correction factor=N-1/n-i
Determination of sample size for finite population n= pq/бp2
P=q= ½
б= √pq/n
= ½ √1/n
б 2= 1/n * 1/n
б p= 0.10/3.09
б p= 0.03236
n= 0.25/.001047 = 238.777 n= 250 (for BPO employees stage 1)
Stage 2: Learning and Development n=30 (49 companies –sample from each
company)
Stage 3: HR department n=30 (49 companies –sample from each company)
3.6.6 Type of Sampling: Univariate Stratified Random sampling used for data
collection from BPO. This is the simplest form of sample; it gives a single variable or
unit of analysis. The smaller groups of strata, where in the sample has variety of
attributes. The pooled strata used to choose sample from which respondents are
picked at random.
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3.6.7. Statistical Tools of Analysis
Statistical tools used in primary data collection are descriptive statistics used to
understand the tendency and spread measures of the sample. The following
measures have been computed to assess the central tendency and spread of
observations. Mean and Standard Deviation have been computed to assess the
tendencies across statements and consequent spread of these tendencies.
This is essential to make an assessment of overall tendencies and spreads across
groups and overall size of the sample.
Pearson correlation coefficient: The relationship between two variables attributes
or a variable and an attribute have been assessed and tested for its significance as
much as 295 correlation coefficients have been computed and tested for significance.
The nature of the coefficients implies the relationship between two causal variables.
The natures of causal variables have been assessed.
Factor analysis: Those sets of variables and attributes leading to factors based on
factor loadings /Eigen values have been assessed. The implication of the data
reducing using varimax method has been analyzed.
Cluster analysis: Those sets of factors defining the smooth relationship have been
assessed in order to understand which cluster is better.
ANOVA: It is a test procedure for testing simultaneous hypotheses of no difference
between means.
One way ANOVA with fixed effects model has been used.
Multiples Regression Analysis: The relationship between performance and several
other variables have been precisely assessed.
The estimates of standard errors have been used for testing the influence of each
variable on performance.
Reliability test: The most popular reliability measure Cronbagh’s Alpha have been
computed for all the statements put together finally administered. The test of
reliability has been successfully conducted on the instruments developed for the
study.
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KMO: Kaiser-Meyer-Olkin measure of sampling adequacy test was done for
measuring the homogeneity among the variables.
3.7 CRAFTING THE SHAPE OF FINAL INSTRUMENT WITH FORMAL PROCEDURES Details of pilot study
In the initial phase, the BPO employee’s data collection instrument has 202
statements. There were around 41 employees BPO employees (first level- proves
executives) who responded to the statements. From which 30 respondents who
belonged to the same group, all of them were post graduates (mostly MBA) who
were handling backend support for retail process were the respondents. This process
is called non-voice process. They all belonged to TCS Company. The 11 executives
were from 24/7 customer care handling voice process. Most of them were graduates.
The data was fed to SPSS (statistical package for social sciences
3.7.1 Demographics
Company and process Position
011
30
005101520253035
TCS 24/7Voice
0 11
30
005
101520253035
Process Executive
Customer service
executiveVoice
Graph:3.7.1. 1 Company and Process (Pilot study) Graph: 3.7.1.2 Position (Pilot study)
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3.7.2The Reliability Details of Pilot Study
To assess reliability, the Cronbagh’s Alpha score for each statement was examined.
The alpha score was greater than 0.7 in all and hence, they were reckoned as
reliable. Example statements are presented.
Table 3.7.1.1 Reliability Details of Pilot Study
The reliability of the edited statements are examined by collecting data as a part of
pilot study, collected from 41 respondents who were working in BPO’s in Bangalore
city. The mean, variance, correlation and Cronbagh’s alpha were computed. The
mean values were between 179 and 180 and the variance is between 165 and 175,
given the variables of high variability Cronbagh’s alpha has a minimum of 0.7 and
Mean Variance Correlation
Alpha
St59.I am very comfortable with virtual learning environment 179.17 175.10 -0.26 0.85 St105.I strongly feel that relevance of learning to work or future work is important key factor for e-learning. 179.83 172.50 -0.13 0.85 St50.I prefer games and videos mode of learning. 179.76 172.14 -0.12 0.85 St52.I am comfortable with digital learning 179.73 174.10 -0.26 0.85 St49.I prefer presentation method of learning. 179.34 173.08 -0.20 0.85 St56.I understand knowledge orientation is the best personal characteristics for e-learning 179.68 173.47 -0.25 0.85 St83.I strongly feel that characteristics of oneself is most important personal characteristic that influence corporate learning. 179.49 173.01 -0.23 0.84 St11.My organization creates e-learning content for individual users 179.63 172.89 -0.22 0.84 St93.I strongly feel that orientation+ knowledge skill set application (360 degree) is addressed through e-learning. 179.68 168.07 0.03 0.84 St100.I strongly feel support for learner is the key factor for e-learning. 179.29 169.96 -0.03 0.84 St60.I get into authored web pages for corporate e-learning for specific learning purpose. 179.22 169.73 -0.02 0.84 St103.I strongly feel that content clarity and depth is important factor for e-learning. 179.29 171.51 -0.15 0.84 St19.My organization has e-learning program with self- evaluating system 179.20 165.31 0.14 0.84
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maximum of 0.85. This is a clear indication of high reliability levels. This statement
developed as a part of instrument development. The correlation values give a mixed
trend across statements both positive and negative. This is a clear reflection of
respondents feel to the statement stimuli. These statement which had a correlation
around “zero” are not significant statistically were edited to meet the requirements of
the study.
3.7.3 Details of Factor analysis for Pilot Study
Graph: 3.7.3.1 Factor Analysis for the Pilot Test
Eigen value
learning content type 8.01
learning style 4.37
learning time orientation 2.91
electronic educational
tools 2.36
e-learning platforms 1.37
Table: 3.7.3.2 Eigen values for the Pilot Study
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Consolidation Factor Analysis Report
Factor # Factor Name Eigen Values
Total Variance Explained (79%)
Fact 1 learning content type 8.01 24%
Fact 2 learning style 4.37 21%
Fact 3
learning time
orientation 2.91 14%
Fact 4
electronic
educational tools 2.36 12%
Fact 5 e-learning platforms 1.37 8%
KMO Test >.5
Communalities All the variables >.5
Table: 3.7.3.3 Consolidated Pilot Factor Analysis Report
The factor analysis was conducted to arrive at dimensions of learning under a e-
learning environment. The statements developed for the pilot study were used for
data collection. The data from 41 respondents across statements revealed that there
are five factors explaining about 79% of the total variation. The five significant factor
dimensions for e- learning are learning content type, learning style, learning time
orientation, electronic education tools and e-learning platforms in that sequential
order. The Eigen values for learning time are 8.01 followed by learning style at 4.37.
The learning time orientation acquired as Eigan value of 2.91 followed by 2.36 and
1.37 for electronic educational tools of e- learning platforms respectively. The factor
one learning content type contributes to highest level of variation which is 24% along
with the learning content time, learning style accounts for 21% of the total variation
for learning style.
The learning time orientation explains 14% of the total variation. The educational tool
under e-learning which is defined as electronic educational tools is able to explain
12% of total variation. Most importantly the platform for e-learning accounts to 8% of
total variation. This report is a clear demonstration of validity of the instrument. This
is further testified by the values of KMO test and the connectivity at value greater
than 0.5.
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3.7.4 Multiple Regression Analysis for Various Constructs
Attribute Beta t-value Sig value
Knowledge 0.29 7.72 0
360 Degree Learning 0.14 3.56 0
Individual
Psychographics 0.49 8.19 0
Team Psychographics 0.03 0.9 0.37
Learning style 1.02 26.15 0
Constant 9.63 0
Table: 3.7.3.4 Estimates of Pilot Standard Errors Beta Value
Multiple regression analysis was carried and the significance of attributes under
various constructs and intention is to examine the power of predictability of the
model, which are indicated by values of correlation coefficient adjusted R2 and
standard error of estimate. The attributes examined the results for the pilot study
suggested a very high and significant correlation between attributes at 0.73; the
adjusted R 2 value is 0.53. This means 53% of the total variations are by the attributes
identified as a part of multiple regression models.
The multiple regression models is being a function of learning acquired 360 degree
e-learning individual psychographics of the respondent, Team psychographics of the
respondent, the learning and the learning style. This function has a common base of
learning environment for respondents. The beta values for attributes such as
knowledge, 360 degree e- learning, individual psychographics, Team psychographics
and learning style are statistically significant at 0% level of significance with the
exception of team psychographics where in the alpha value is at 0.37. This means e-
Model Statistics : R : 0.73 R Square : 0.54 Adjusted R Square : 0.53 Std. Error of the Estimate: 0.63
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learning more individualistic in its acquisition rather than learning in a group. Team
orientation may facilitate learning but not statistically significant for the pilot study.
The calculated values amply demonstrate the quality of data that the researcher is
likely to acquire in the final study.
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3.7.5. Test of Correlation for 11 Constructs
CONSTRUCT Performance Overall
Individual Performance
PERT/Team Performance
N 41.00 41.00 41.00 General Competency(GC) Pearson Correlation 0.30 0.03 0.35 Sig. (2-tailed) 0.06 0.85 0.03 N 41.00 41.00 41.00 360Degree Learning(DL) Pearson Correlation 0.11 0.36 0.01 Sig. (2-tailed) 0.50 0.02 0.93 N 41.00 41.00 41.00 Skill(SK) Pearson Correlation 0.41 0.40 0.35 Sig. (2-tailed) 0.01 0.01 0.02 N 41.00 41.00 41.00 Learning(LG) Pearson Correlation 0.04 0.18 0.06 Sig. (2-tailed) 0.79 0.25 0.71 N 41.00 41.00 41.00 Learning Assessments(LGA) Pearson Correlation 0.13 0.09 0.17 Sig. (2-tailed) 0.41 0.58 0.28 N 41.00 41.00 41.00 Knowledge(KNO) Pearson Correlation 0.29 0.39 0.25 Sig. (2-tailed) 0.07 0.01 0.12 N 41.00 41.00 41.00 Learning Delivery(LGD) Pearson Correlation 0.35 0.08 0.42 Sig. (2-tailed) 0.03 0.61 0.01 N 41.00 41.00 41.00 Learning Style(LGS) Pearson Correlation 0.12 0.07 0.13 Sig. (2-tailed) 0.44 0.65 0.41 N 41.00 41.00 41.00 Team Psychographics Pearson Correlation 0.30 0.17 0.32 Sig. (2-tailed) 0.06 0.28 0.04 N 41.00 41.00 41.00 Individual Psychographics(PSYI) Pearson Correlation 0.62 0.21 0.68 Sig. (2-tailed) 0.00 0.20 0.00 N 41.00 41.00 41.00 Abilities(ABL) Pearson Correlation 0.71 0.32 0.74 Sig. (2-tailed) 0.00 0.04 0.00
Mean Variance Std. Deviation N of Items
35.15 11.278 3.358 41
Table: 3.7.5.1 Test of Correlation for the Pilot Study
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As many as 11 constructs were identified and the data collected for pilot study were
analyzed from the levels of correlation and their significance. Each constructs was
correlated with mean performance, individual performance and team performance.
The 11 constructs subjected to correlation tests are GC, 360 degree e-learning, skill,
learning by assessments, knowledge, learning delivery, learning style, team
psychographics, individual psychographics and abilities. The correlation varies
across the three other variables, overall performance, individual performance and
team performance. One striking feature of contract is significant correlation between
contracts and overall performance, with the exception of 360 degree e-learning. The
correlation between the constructs and individual performance is consistently not
significant statistically. The correlation between the constructs and team performance
in general is significant with the exception of 360 degree learning.
ANOVA
Sum of Squares df
Mean Square F Sig.
Regression 148.81 5 29.76 76.05 0
Residual 128.36 328 0.39
Total 277.18 333
Predictors: (Constant), Learning style, Knowledge, 360
Degree Learning, Team Psychographics, Individual
Psychographics
Dependent Variable: Performance Overall
Table: 3.7.5.2 ANOVA for the Pilot Study
The analysis of variance conducted for multiple regression models indicates that
overall performance is a function of learning style, knowledge, 360 degree e-learning,
Team psychographics and individual psychographics. The computed f value of
statics is 76.05 which is statistically significant at 0%. This suggests that regression
model with the above predicted variables is appropriate and that has strong statistical
relationship established between predictor variable and the dependant variable.
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Coefficients
Unstandardized
Coefficients
Standardized
Coefficients
B Std. Error Beta t Sig.
(Constant) 4.48 0.46 9.63 0
Knowledge 0.45 0.06 0.29 7.72 0
360 Degree Learning 0.17 0.05 0.14 3.56 0
Individual Psychographics 0.72 0.09 0.49 8.19 0
Team Psychographics 0.04 0.05 0.03 0.9 0.37
Learning style 1.25 0.05 1.02 26.15 0
Dependent Variable: Performance Overall
Table: 3.7.5.3 Coefficients for the Pilot Study
The coefficient of the pilot study suggests that the standardized coefficient for
predictor variables is statistically significant with the exception of Team
psychographics.
3.6.6. Cluster Analysis for Pilot Study
Table 1 - Initial Cluster Centers
Cluster Attribute 1 2 3
Learning content
type 4.71 4.14 3.86
Learning style 4.71 2.57 2.29
Learning time
orientation 4.67 3.67 3.33
Electronic
educational tools 4.5 4 4
E-learning
platforms' 2.67 4.33 3.33
360 Degree
Learning 4 5 2
Table: 3.7.6.1 Initial Clusters for Pilot Study
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Table 2 - Final Cluster Centers
Cluster
Attribute 1 2 3
Learning content type 3.63 4.09 3.45
Learning style 4.39 3.2 3.32
Learning time orientation 4.6 3.93 3.25
Electronic educational tools 4.25 4.2 3.76
E-learning platforms 3.38 4.07 3.18
360 Degree Learning 3.89 4.8 2.99
Table: 3.7.6.2 Final Cluster Centers for Pilot Study
Table – 3 ANOVA Cluster Error Attributes Mean Square df Mean Square df F Sig.
Learning content type 0.819 2 0.321 38 2.554 0.091
Learning style 5.886 2 0.23 38 25.61 0 Learning time orientation 8.165 2 0.132 38 62.069 0
Electronic educational tools
1.163 2 0.164 38 7.091 0.002
E-learning platforms' 1.562 2 0.215 38 7.266 0.002
360 Degree Learning 7.996 2 0.309 38 25.903 0
Table: 3.7.6.3 Cluster ANOVA Analysis
Table 4 - Cluster Formation 1 2 3 Attributes
N=16 Mean N=5 Mean N=20 Mean360 Degree Learning 3.89 4.8 2.99
Learning content type 3.63 4.09 3.45
Learning style 4.39 3.2 3.32 Learning time orientation 4.6 3.93 3.25
Electronic educational tools 4.25 4.2 3.76
E-learning platforms'
39%
3.38
12%
4.07
49%
3.18
Table: 3.7.6.4 Cluster formation for Pilot Study
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The cluster analysis indicated in table 1 and 2 suggest the experience of 3 clusters.
The final cluster has these constructs: learning content type, learning style, learning
through orientation, electronic educational tools, learning platforms and 360 degree
e-learning. The more effective cluster elements are learning style, learning time
orientation and electronic educational tools without losing sight of learning content
type. This is further testified by cluster analysis. The statistics for all the five attributes
suggest statistical significance with a thrust on learning time orientation. The analysis
further suggests that 360 degree e-learning is equally critical for enhancing the job
value for the learner. This is further corroborated by significance of the learning style.
The table 4 suggests that cluster three and cluster one is homogeneous. The
preference is to cluster 3 (Which explains 49% of total variation) followed by cluster 1
(39% of total variation).
3.7.7 Summary of post analysis
structured path Hypo Co-eff Sig5% Result
competency to performance H1 0.37 0 Accepted
Individual characteristics to performance H2 0.13 0.02 Accepted
Team characteristics to performance H3 0.18 0 Accepted
e-Learning skill building to performance H4 0.23 0 Accepted
e-Learning styles to performance H6 0.47 0 Accepted
Table: 3.7.7.1 Post Analysis of Pilot Study
Since the results were positive towards the focal point of the research, the research
continued in the same angle.
The table gives the post analysis of the pilot study. The post analysis directs the
reasons that only the above 4 attributes are to be considered for the final study out of
six theories floated. The pilot study suggested 5 hypotheses. The final study is based
on the results of the pilot study. Further the instrument been appropriately modified
and refined to make the study robust. This is to enable remember conduct the study
with all the right commands.
3.7.8 Stage 2: Learning and development Department executives
Nine executives from various Learning and development department were given
questionnaires.
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Learning pathways
Graph: 3.7.8.1 Learning and Development Department Executives
Course Construction
11% 11%
67%56%
11%
11% 33%
33%
11%
67%
33%
56%33%
67%
0%
20%
40%
60%
80%
100%
Statement 1 Statement 2 Statement 3 Statement 4 Statement 5Strongly Agree Agree Neutral Disagree Strongly Disagree
Graph: 3.7.8.2 Course Construction (Pilot Study)
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Aggregated Results of Learning Department.
4.363.44 3.58 3.63 3.91 4.04
0.001.002.003.004.005.00
Graph: 3.7.8.3 Aggregated results of Learning and Development (Pilot Study)
3.7.9 Stage 3: HR department
Seven executives responded the questionnaire.
Aggregated Results of Human Resource
Graph: 3.7.9.1 Aggregated Results of HR (Pilot Study)
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Aggregated Results of Human Resource
2.904.08 4.21 4.33
3.68
0.001.002.003.004.005.00
Learning Content
Assessment
Performance Performance Assessment
Learning Skills
Graph: 3.7.9.2 Aggregated Results of HR (Pilot Study)
The pilot study was conducted on nine and seven executives in Land D and HR. The
results generally indicate higher levels perception by Land D and HR. the Land D
departments appear to have poor level of perceptional view of the learning content
assessment.
The final results of these were analyzed, data was cleaned and final instruments
were drafted. 3.8 DETAILS OF FINAL INSTRUMENT USED FOR DATA COLLECTION
Stage 1: BPO (instrument attached in the annexure)
• 115 statements with 18 dimensions
• general competency, learning culture, individual psychographics, e-learning
style, e-learning platform,360 degree e-learning, e-learning style, e-learning
technology, E-learning delivery method, e-learning content engagement, e-
learning content object, job knowledge and skills, performance assessment,
e-learning content, e-learning time, Team psychographics.
Stage II – Learning/Training department (Instrument attached in the Annexure)
• 100 statements with 19 dimensions
• L & D activity, learning usage, learner convenience, competency, e-learning
content-learning platform-learning time limits , e-learning time frame, stage
of e-learning, stage of implementation, building e-learning course, e-
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learning management systems, individual psychographics, Team
psychographics, learning technology, learning need identification,
performance assessment, learning content engagement, learning content
object ,e-learning assessment, individual Performance and team
performance.
Stage III – HR department (Instrument Attached in the Annexure)
• 80 statements with 14 dimensions
• HR activity, performance assessment duration, Performance assessment,
performance, competency development, competency, employee
development, learning content, learning content assessment, team
psychographics, key business drivers, knowledge transfer assessment,
individual performance and team performance.
3.9 DETAILS OF DATA COLLECTED FROM BPO
The data collection for the final study were in three stages in first stage, top 20 BPOs
in terms of revenue and annual performance for the year 2009-2010 were selected.
In each of these BPO 30 questionnaires were administered by personally handing it
over to the selected employees. The employees were selected at random and the
data so collected were cleaned, edited, and selected depending upon the quality
responses. The responses were collected between January and December 2011.The
effective sample size turned out to be 252 which is quite adequate for the study.
The stage II of the study involved collection of data from the executives of Land D
department. The data were collected from two executives in each company on an
average.
The stage III on the study involved collection of data from the executives of HR
department. On an average two executives were selected from the listed top 20
BPO’s.
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Stage I: BPO EMPLOYEES
Distribution of Respondents Companywise-
2011 Reception distribution Received selected
1 Genpact India Pvt. Ltd. Yes 30 24 21
2 Tata Consultancy Services BPO Yes 30 23 18
3 WNS Global Services Ltd. Yes 30 22 17
4 Wipro BPO Yes 30 24 21
5 Aegis Ltd. Yes 30 18 17
6 First Source Solutions Ltd. Yes 30 26 21
7 Infosys BPO Yes 30 19 15
8 Aditya Birla Minacs Worldwide Ltd. Yes 30 23 19
9 HCL BPO Yes 30 24 21
10 EXL Service.com (I) Pvt. Ltd. No 30
11 HOV Services No 30
12 Hinduja Global Solutions Pvt. Ltd. No 30
13 3i Infotech Ltd. No 30
14 Intelenet Global Services Ltd. No 30
15 24/7 Customer Pvt. Ltd. Yes 30 8 7
16 Hewlett Packard Yes 30 9 6
17 HSBC Electronic Data Processing India Yes 30 16 13
18 JP Morgan Yes 30 23 18
19 Convergys Yes 30 22 17
20 Quadrangle Yes 30 23 21
total 304 252
Table: 3.9.1.1 Distribution of Respondents
The difference of 52 received responses (304-252) was omitted since some
statements were not appropriately marked.
STAGE: 2 40 SAMPLES WERE COLLECTED FROM BPO COMPANIES (Learning and Development Department) STAGE: 3 40 SAMPLES WERE COLLECTED FROM BPO COMPANIES (from HR Department)
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As there was a request by the HR and Land D executives, not to disclose the details
of the company, the researcher obliged them by maintaining confidentiality of the
details of data collected.
3.10 Reliability statistic for BPO stage I (0.961 for n=252): n=sample size
Dimension Statement Corrected Item-Total
Correlation 3. My Organization builds competency Mapping for various bands/designations.
.322
4. My organization has competency standards for various jobs.
.323
5. My Organization uses competency diagnosis for various jobs from time to time.
.434
6. My Organization identifies present competency through performance metrics.
.557
7. My organization identifies the competency gaps and addresses through learning exercises.
.522
General competency
8. My organization assesses competency levels of employees.
.486
12. My organization has custom made learning models for employees.
.472
13. My organization has individual learning plans for employees.
.456 Learning culture
14. My organization identifies the performance gaps. .589 17. My organization concentrates on attitudinal change of employees.
.293
18. My organization checks on action learning. .269 19. I strongly feel that desire is the best personal quality that influences e-learning.
.360
20. I strongly feel that dedication is the best personal quality that influences e-learning.
.340
21. I strongly feel that passion is the important personal quality that influences e-learning.
.300
22. I strongly feel self motivation is a important personal characteristic that influence e- learning.
.481
23. I strongly feel that current position is the important personal characteristics that influence e- learning.
.456
24. I strongly feel that positive attitude of up skilling is a personal quality that may influence e-learning.
.495
25. I strongly feel right perception towards self development is the personal quality that influences e-learning.
.548
Individual psychographics
26. I strongly feel to learn when my peer group is learning.
.527
360 learning 27. I strongly feel that orientation (45 degree) is addressed through e-learning.
.485
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28. I strongly feel that Orientation+ knowledge (90 degree) is addressed through e-learning.
.481
29. I strongly feel that orientation+knowledge+skill set (270degree) is addressed through e-learning.
.340
33. I prefer synchronous learning (real time, instructor-led online learning event).
.293
e-learning style 35. I prefer asynchronous (interaction between
instructors and learners occur intermittently) as a learning style.
.299
38. My organization has developed authored web pages for specific learning purpose.
.312
39. My organization has intranet based portals with search for employee job support.
.375
40. My organization also uses discussion boards and bulletin boards for online learning.
.487 e-learning platform
41. My organization has electronic white boards/black boards for e-learning support.
.575
44. My organization uses on-line assessment for continuous professional education (CPE).
.515
45. My organization has a system of using mobile wireless, palm tops and voting system for e-learning.
.622 e-learning technology
46. My organization uses latest technology in electronic educational tools.
.597
47. I prefer learning tutorials software for e-learning. .333 49. I prefer game based mode of e-learning. .478 50. I prefer case method of e-learning. .521
e- learning delivery method
51. I prefer puzzles and quizzes mode of e-learning. .610 53. My organization has e-learning content items that have freedom of choice/ user control.
.323
54. My organization has e-learning content items that have time and points.
.307
56. My organization has e-learning content items that have humor, characters and voice.
.299 e-learning
content mgmt
57. My organization has e-learning content items that are easy for navigation.
.357
59. My organization has e-learning content items such as reusable curriculum.
.251
61. My organization has e-learning content items such as testable units.
.578
62. My organization has e-learning content items such as information objects.
.601 e-learning
content object
63. My organization has e-learning content items such as self contained reusable units of learning.
.312
64. I strongly feel that conceptual skills are best built through e-learning.
.305
65. I strongly feel that analytical skills are best built though e-learning.
.380
66. I strongly feel that problem solving skills best built through e-learning.
.349
67. I strongly feel that technical skills best built through e-learning.
.496
Job knowledge skill
68. I strongly feel that soft skills are best built through e-learning.
.515
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69. I strongly feel introductory knowledge can be best built through e-learning.
.265
70. I strongly feel advanced Knowledge on job process can be best built though e-learning.
.622
71. I strongly feel job process expertise can be built through e-learning method.
.596
72. My organization uses electronic performance management system (epms).
.489
74. My organization’s performance appraisal focuses on targets set.
.314
75. My organization’s performance appraisal focuses on targets achieved.
.505
76. My organization gives weight age to quality of work in performance assessment.
.554
77. My organization values client appreciation in appraisal.
.601
78. My organization values process improvement ideas in performance assessment.
.578
79. My organization values process compliance in performance assessment.
.556
80. My organization gives weight to team orientation in performance assessment.
.513
Performance assessment
81. My organization has integrated assessment system for e-learning courses.
.570
85. My organization has systematic linkage with business goals to match with competency based performance
.557
performance 86. My organization has linkage with business goals to competency based e-learning with performance
.618
90. My organization has different e-learning courses for different learners.
.383
91. I strongly feel interesting, engaging materials makes an important factor for e-learning.
.467
92. My organization practices regular up gradation of e-learning courses.
.536 e learning
content
93. My organization has a system of assessing learner performance.
.580
96. My organization wants employees to complete the e-learning course within two-three months.
.296
97. My organization wants employees to complete the e-learning course within three-four months.
.384 learning time
98. My organization wants employees to complete the e-learning course within five-six months.
.553
100.My team measures performance by team-self appraisal.
340
101. My team continuously shows improvement through its performance measurement.
.351
102. My team works on Individual competencies are on par with team competencies to reach the goal.
.404
103. My team uses e-learning and shared databases when there is a requirement to handle new projects.
.332
Team
psychographics
104. My team is perfectly structured and tasks are distributed based on competencies.
.426
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105. My team establishes performance targets that are achievable.
.452
108. My organization measures individual performance through adherence of schedule.
.460
109. My organization measures individual performance through multipoint feedback system.
.493 Individual performance
110. My organization addresses the performance gaps through competency based e-learning.
.605
111. My organization measures team performance through productivity.
.536
112. My organization measures team performance against establishes goals and standards.
.414
113. My organization assesses team capabilities through competency.
.437 Team
performance
114. My organization measures team performance through multipoint feedback system.
.342
Table: 3.10.1.1 Reliability Statistic For BPO stage I
The reliability statistics and the correlation of these statements across responses
were computed. The Cronbagh’s alpha turned out to be .96% for a sample of 252 in
first stage, .716 in stage II and III respectively. It must be mentioned that there is
moderate correlation level of correlation co- efficient in stage I, II, and III. On an
average for all dimensions in stage I correlation of statements appears to be on the
higher side that is at .45 as against an average correlation coefficient .3 in stage II
and .4in stage III.
The mean and variances for all the statements across all stages show significant
differences. Since the reliability of statements is more than .7 for all the statements
the data are validated for the study.
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3.11. Reliability statistic for Land D stage II
Reliability Statistics Cronbagh’s Alpha ‘n’ of Items
.716 40
Scale Mean if
Item Deleted
Scale Variance if Item Deleted
Corrected Item-Total Correlation
Cronbagh’s
Alpha if Item
Deleted
Q12. The e-learning courses are having guided tour to demo online sessions.
70.67 44.860 .278 .706
Q19. The e-learning courses are provided to build soft skills.
70.87 45.536 .169 .718
Q26. The employees prefer involving type of tutorials in e-learning course.
69.92 45.126 .211 .713
Q32. The e-learning courses are offline.
0.82 43.941 .288 .705
Q34. The learning department sets specific time frame to complete the e-learning courses.
70.59 44.933 .278 .706
Q43. The most valuable feature of e-LMS is Assessment & testing.
70.87 45.325 .203 .714
Q45. The most valuable feature of e- LMS is Learner centered.
70.69 44.850 .292 .705
Q46. The most valuable feature of e- LMS is Compliance tracking.
70.59 46.722 .178 .714
Q51. The positive attitude is another personal characteristic preferred to take the e-learning course.
70.49 44.941 .308 .704
Q56. The Land D scrutinizes Individual competencies are on par with team competencies to reach the goal.
70.51 46.993 .159 .715
Q64. The technology used in e-learning is e-board.
70.59 46.722 .112 .721
Q65. The technology used in e-learning is mobile.
70.54 45.045 .274 .707
Q66. The technology used in e-learning is wireless.
70.38 41.611 .527 .682
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Q75. The L and D clearly monitor individual performance to team performance for development of individuals as well as teams.
70.85 44.028 .385 .697
Q76. The L and D clearly identifies competency gaps also validates the effectiveness of learning.
70.38 43.085 .454 .691
Q81. The e-learning content items that have time and points.
70.54 44.571 .317 .703
Q85. The e-learning content items such as reusable curriculum.
70.44 45.937 .222 .711
Q86. The e-learning content items such as knowledge bits.
70.23 41.919 .446 .689
Q91. The L and D use smile sheets for e-learning assessment.
70.77 44.235 .301 .704
Q99. The L and D integrate team e-learning courses with work processes itself for performance assessment.
70.62 45.296 .243 .709
Table: 3.11.1.1 Reliability Statistic for Land D Stage II
3 .12 Reliability statistics for HR stage III
Reliability statistic
Cronbagh’s Alpha ‘n’ of Items
.716 40
statements Scale
Mean if Item
Deleted
Scale Variance if Item Deleted
Corrected Item-Total Correlation
Cronbagh’s Alpha if Item Delete
d Q1. The role of HR is to facilitate the growth of the employee within the purview of the organizational goals.
242.46 385.360 .350 .707
Q2. The HR Department has a policy of career management plan for employees.
243.05 378.418 .571 .701
Q4. The HR develops competency mapping for job/process requirements.
243.49 386.835 .276 .709
Q5. The HR develops Key Performance Indicators(KPI) that drills down to job wise.
243.31 378.745 .514 .702
Q7. The HR department does assessment of team heads.
243.49 384.888 .349 .707
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Q9. The HR department identifies the performance gaps from feedback forms.
243.44 381.147 .407 .705
Q18. The organization has a system of measuring the group/team results.
243.10 377.305 .458 .702
Q19. The HR department synchronizes individual results with team results.
243.38 381.453 .376 .705
Q25. The other parameter in appraisal is process improvement ideas.
243.46 387.202 .284 .709
Q26. The other parameter in appraisal is process compliance.
243.56 383.726 .335 .707
Q27. The other parameter in appraisal is team/group orientation.
243.44 380.779 .398 .705
Q28. The other parameter in appraisal is continual improvement orientation.
243.41 384.880 .314 .708
Q29. The other parameter in appraisal is learning ability.
243.49 376.677 .478 .701
Q30. The other parameter in appraisal is technical skills.
243.49 379.362 .413 .704
Q31. The other parameter in appraisal is communication skills.
243.67 377.018 .408 .703
Q32. The HR department communicates the outcome of the appraisal to the employee.
243.18 386.362 .398 .707
Q33. The HR department assesses the application of knowledge through performance appraisal.
243.82 382.256 .398 .705
Q34. The HR Department plans performance through information matrix for the entire organization.
243.62 385.611 .325 .708
Q36. The HR department evaluates the work performance by identifying gaps in objectives accomplished.
243.49 382.099 .414 .705
Q41. The HR department captures insights for ability assessments.
243.54 383.887 .374 .706
Q50. The HR department assesses the abilities of individuals by their understanding of process and working teams.
243.28 385.155 .307 .708
Q52. The HR department motivates the employees to take up the e-learning courses by giving extra compensation.
243.33 385.018 .302 .708
Q57. The HR department effectiveness of Learning/ training transfer subjects.
243.03 386.657 .291 .709
Q58. The HR department also assesses the methods used to transfer the competencies to employees.
243.62 385.085 .290 .708
Q63. The HR monitors the performance targets of the team.
242.59 387.880 .269 .710
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Q67. The HR takes responsibility of overall performance of employees.
243.95 387.313 .257 .710
Q73. The HR department evaluates individual performance through objective achievement.
243.15 385.081 .341 .707
Table: 3.12.1.1 Reliability Statistic for HR Stage III
Chapter summary This chapter has examined the methodology of research by approximately
enumerating operational definitions for the terms and phrases as required; the scope
of the research has been defined in terms of coverage for the study in BPO in
Bangalore city. The focus of research is on examining CBeL in an organizational
setting.
The Research model encompasses, data collected from individuals, the lead team
(L& D and HR) and performance of the organization. The study has set appropriate
objectives followed by sub-objectives and eight hypotheses have been floated. The
pilot supported six hypotheses, this however is only indicates and not the final
outcome.
The type of research is exploratory and the data were collected from well structured
independently administered to the representative target group. An adequate sample
size of 252 was realized by adopting Univariate Stratified Random Sampling method
by considering each BPO as a stratum. The data was subjected to correlation
analysis, factor analysis, cluster analysis, Anova and Multiple Regression analysis.
The reliability test and KMO test reflected the validity and quality of data. The pilot
study has revealed that the overall performance of the organizations the function of
knowledge, 360degree learning, individual psycho graphics and learning style. Five
factor dimensions such as learning content type, learning style, learning time,
electronic educational tools and e-learning platforms were identified which explained
79% of the total variations.
As many as 11 clusters were identified which led to discovery of three clusters,
based on attributes it is found that cluster three and cluster one together captured
85% of the variations. The study has been well set by the rigor followed in developing
the instrument by the pilot test result.
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The estimates of standard errors have been used for testing the inference of each
variable son performance of reliability test Cronbagh’s alpha has been computed for
all the statements being finally administered. The test of reliability has been
successfully conducted on the instrument developed for the study.
The next chapter deals with analysis of data collected for the study.