Chapter - 4.

4.1 Research Methodology

4.1.1 Objectives:
In this Chapter following details are available:
i. Rationale of research methodology used for validation of data
colleted for the study.
ii. Sources for collection of data.
iii. Nature of data collected.
iv. Constraints encountered in collection of data.

4.1.2 Introduction
"Research is a scientific and systematic search for pertinent information
on a specific topic. This is an art of scientific investigation'". As per Clifford
and Woody, research comprises defining and redefining problems,
formulating hypothesis and suggesting solutions; collecting, organizing and
evaluating data; making deductions an d reaching conclusions; and at the end
carefiil testing the conclusions to determine whether they fit the formulating
hypothesis". Thus selection of vehicle to reach any destination is always
paramount. The speed, accuracy, control, efficacy, firmness and reliability are
few ingredients to number in exhibiting acceptable results. Similar is the case
in conducting any study, the methodology pursued in the endeavour is always
considered as the soul and the results may be the blood and the flesh.
Selection of methodology is of course only the tool in gathering the data and
not the end results, it is, however, imperative here to mention that if the tools
used or put into use were wrong/ incoiTect or irrelevant, unscientific, so shall

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be the end results, not to mention. Therefore, the tools and their selection play
equally important role for production of a usefully acceptable study. Analysis
of data, however, also has its role but selection of right tool has its own place,
which cannot be negated by any other argument. Wrong methodology may
end up in a confused set of results in spite of being putting in utmost efforts
on all other fronts.
4.1.3 Research Process
According to Ranjit Kumar, "...paradigms vary in their contents and
substance, their broad approach to inquiry remains the same ". Similar ideas
have also been expressed by Festinger and Katz in their book "Research
Methods in Behavioural Sciences" that "although the basic logic of the
scientific methodology is the same in all fields, its specific techniques and
approaches will vaiy depending upon the subject matter". Therefore the eight-
stage research process model structured by Ranjit Kumar will be very relevant
even in the current context, as placed below in the table.
Table-1.
SI Stage Step Action
1 One Formulating a research problem Deciding "What"
2 Conceptualizing a research design
3 Constructing an instrument for data Planning 'How'
Two collection
4 Selecfing a sample
5 Writing a research proposal
6 Collecting data
7 Three Processing data Actually doing.
8 Writing a research report.

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4.1.4 Research Techniques
Broadly speaking there are two main categories of research
methodologies -
1) Quantitative techniques directly and heavily related to the statistics and
sister mathematic tools for collection and analysis of data. There are
variety of methods in the statistics to analyze and put forth the results
so deciphered out of such research; and
2) Qualitative techniques those are more subjective and descriptive both in
data collection and analysis and explanation. These establish for
assessment of learning and teaching practices by using different
techniques to obtain the activity logs and evaluate them.
In the words of Ranjit Kumar, ""Quantitative and qualitative research
methodologies differ in the philosophy that undeipins their mode of
inquiry as well as to the extent in methods, models and procedures used.
Though the research process is broadly same in both, quantitative and
qualitative research is differentiated in terms of methods of data collection,
the procedure adopted for data processing and analysis and the style of
communication the findings." Contents of the following table will be able
to better explain the conceptual difference between both the techniques.
Difference between Quantitative and Qualitative Research^
Difference with Quantitative research Qualitative research
respect to
Underpinning Rationalism: "That human Empiricism: "The only
philosophy beings achieve knowledge knowledge that human
because of their capacity to beings acquire is from
reason". sensory experiences"

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Approach to Structured/ rigid/1 Unstructured/ flexible/
inquiry predetermined methodology. open methodology.
Main purpose of To quantify extent of To describe variation in a
investigation variation in a phenomenon, phenomenon, situation,
situation, issue etc. issue etc.
Measurement of Emphasize on some form of Emphasize on description
variables. either measurement or of variables.
classification of variables.
Sample size. Emphasis on greater sample Fewer cases.
size.
Focus of inquiry Narrows focus in terms of Covers multiple issues but
extent of inquiry but assembles required
assembles required information from fewer
information from a greater respondents.
number of respondents.
Dominant reason Reliability and objectivity Authenticity but does not
value. (value-free) claim to be value-free.
Dominant research Explain prevalence, Explores experiences,
topic incidence, extent, nature of meaning, perception and
issues, opinions and attitude; feeling.
discovers regularities and
formulates theories.
Analysis of data Subjects variables to Subjects responses
frequency distributions, narratives or observations
cross-tabulation or other data to identification of
statistical procedures. themes and describe these.

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Communication of Organization more analytical Organizing more
findings. in nature, drawing inferences descriptive and narrative
and conclusions and testing in nature.
magnitude and strength of
relationship.

4.1.5 Rationale
Though there is a broadly accepted view that which research techniques
to put into practice and where as briefly described above, yet there is hardly
any research study where both the techniques are not used together. Now, for
example, qualitative research methodology has been used in the current study,
which is considered the most appropriate particularly to the studies related to
education and training. It will be abnormally obnoxious to term that the
present study can be substantiated without use of quantitative techniques in
practice. Data collected in the descriptive form has been converted in or
assigned with certain mathematical values to justify that the results are
measurable, testable and tangible. A unique model/ questionnaire has been
designed which is specifically suitable to the areas of the typically current
study. Again the model so designed has been validated against various odds at
the hypothesis stage by applying to the most commonly used model in the
fields of training and education.
Most research in the humanities revolve around 4-Ps -
•^ People,
^ Problems,
•^ Programs and
V Phenomenon.
In the current case study also, this aspect has been carefully considered.

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4.1.6 Cause-and-Effect Model
Very famously known model is also called as Fishbone or Ishikawa
(developed by Kaoru Ishikawa of Japan) has been used to validate the
hypotheses of the study and then further structured by using Likert's scale for
measurement of training effectiveness in the RTC Pune. A new model, which
will be uniquely applicable to DAD has also been developed and named as
OTIT Equilibrium Model, which has been discussed at chapter on
Hypothesis. This will be supported by a tree-tier questionnaire helping
collection and analysis/ interpretation of data useful for assessing the
effectiveness or otherwise of any training program.
Ishikawa or Fishbone Cause-and Effect Model is placed below. This
model was developed in 1960 in Japan and is widely accepted and used in the
qualitative research methodology studies world over.
Fishbone diagram along with four-stage hypothesis of the study has
been described in Chapter 2.1 above.
Methodology as I said earlier is the essence of the research. Two types
of data collection have been used to substantiate the results worked out at the
end of the research.
1. Primary Data: This type of data has been collected from the
various sources; compiled and results arrived at. The data has been
collected largely by administering certain structured questionnaires
(Open-ended as well as option/ value-based Questionnaire at Annexure
- n to the study) and personal interviews - different offices located in
the region of the department.
Of altogether 8 different organizations including RTC Pune were
approached for data collection and analysis, 7 responded (85%).

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In the department following entities were accessed;
• Training Managers in the Controllers Organisations in the region;
o Group Officers/ other Officers in the organization.
• Participants who had already undergone certain training and now
working on certain tasks.
• Participants undergoing training courses.
• Other employees of the organization as well, to seek their view points
on certain issues pertaining to training interventions.
2. Secondary Data: Regional Training Centre, Pune where the
research has taken place, has a set of form used for collecting
feedback - IRQs or commonly known as smile sheets, from the trainees
irrespective of the nature of course. Certain valuable information has
also been taken out of this source. And proper comparison could be
made. In addition Controller Organisations also maintain certain data
regarding training programmes, results, relevance, quality of the course
as a whole - design, conduct, quality of training material, quality of
faculty etc. which, too, has been obtained from them through the set of
questionnaire and personal liaison.
The other major source of secondary data - more of conceptual in
nature, has been used from the literature pursued, where variety of
sources used as:
1. Books.
2. Journals
3. Internet website facilities
4. Other authenticated publications.

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4.1,7 Constraints:
Two sets of questionnaire had been prepared 1) structured open-ended; and 2)
option-based closed-ended. In certain cases, the organizations unmindfully
provided contradictory data that could not be relied upon and therefore, not
used. Data has not be collected from all the participants (100%) undergone
training programs at RTC, Pune,

References

1. DR. C R Kothari (1990) Research Methodology: Methods and Techniques. New

Delhi: Wishwa Parkashan.
2. Ranjit Kumar (2005). Research Methodology: A Step-by-Step Guide For Beginners.
North America: Sage Publication Inc.
3. Ranjit Kumar, ibid.
4. Ranjit Kumar, ibid.

Other References

I.Bill Taylor, Gautam Sinha, Taposh Ghoshal (2006). Research Methodology: A guide
for Researchers in Management and Social Sciences. New Delhi: Prencie-Hall of
India Pvt. Ltd.
2. Sinha Suresh C, and Dhiman, Anil K (2002) Research Methodology. New Delhi: Ess
Ess.
3.Other Internet material and references.

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4.2 Limitations of Study

4.2.1 Objectives.
In this Chapter following details are available:
i. Limitations of the current study;
ii. Reasons for restricted exploring and collection of data for
analysis.
iii. Training courses selected for detailed analysis of the present
study.
iv. Reasons for not selecting certain courses and certain offices/
areas under the jurisdiction of study.

4.2.2 Introduction.
We have reached very crucial juncture in the process of analysis/
evaluation of the current study. As we are aware, despite being very explicitly
mentioning about the study, the entire gamut of training interventions taking
place in the specified region cannot be undertaken. Every possible effort
however, has been made not to spare or ignore any important and valuable
inputs in this direction. In fact there is also a matter of great relief that all the
individuals or the organizations that were considered relevant in the region for
the sake of requisite data for analysis of the study very positively responded
and provided the valuable inputs. As assured in the proposal or outline at the
time of application for admission in the study, every office/ individual in the
region has been approached who could have been useful from the study point
of view. For that matter even extra efforts have also been made to help
substantiate the results of study.

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4.2.3 Model Limitations
As described in the earlier part of the study (model development and
hypothesis stage) the OTIT Equilibrium model is not a general model for
measurement of training effectiveness in any scenario or organization. Every
organization has its own way for going about on certain issues. For instance,
in certain organizations, the training interventions starts from the very first
stage and go through its various phases and end up by its handling by the
same agency or at least there is one single monitoring department or agency
who keeps watching and making assessment at every stage. On the contrary,
there are also organizations where only one or the couple of stages are
initiated and monitored and for rest of the stages the matter is handed over to
another agency or a couple. In the later case, ensuring the effectiveness of
particular training program becomes little cumbersome unless feedback from
all the agencies is not clubbed and evaluated/ analysed together.
In present case, RTC Pune is involved only to impart training - design
and conduct of training. Stages before and after the design and conduct are
very crucial and important, therefore, a model has been designed where
proper feedback system has been suggested to take and consider the feedback
from all the agencies involved in the process and finally evaluate. Use of
model will also help determining agency-wise deficiency if happened during
the entire process of training efforts. This is utmost important to ensure the
overall training effectiveness of the training courses conducted and organized
at RTC Pune.
But the present model may not be applicable in a situation, which is not
akin to the Defence Accounts Department. May be most of the Govt.
organizations - both Central and State, follow the same pattern of training
interventions, yet this model may not give the same results/ outcome as every

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Ministry/ Department has its own typical functioning which may not cause to
provide the same results or necessitate certain minor alterations or changes in
the training model, even the set of questions in the questionnaire.
In the Chapter on "Background", basic functions - the role and
responsibilities of the department along with the current training
infrastructure available has been described. To again quickly review, the
Defence Accounts Department has three different types of training institutes.
Present work however, has been restricted only to the role of the Regional
Training Centre. Further, as there are five (5) Regional Training Centres in
the country and the role and basic functions of all these Centres are the same,
the research study has been conducted at the Regional Training Centre Pune.
The role, responsibility and functions of Training Division, New Delhi and
National Institute of Management and Accounts, Pune have not been
discussed in detail in the research work. Neither any data has been collected
to substantiate the research work from these training institutes nor their
dependent feeder Controllers' organisations have been consulted.
Since RTC Pune caters to the training requirements of all the offices of
Defence Accounts Department located in the States of Maharashtra, Gujrat
and part of Rajasthan, data from feeder Controllers' organizations in these
States has only been gathered and thus forms part of the study.
Regional Training Centre, Pune where largely the study has been
conducted; organizes and conducts over 100 courses in a financial year. Of
101 such courses during the year 2003-04, 67 were computer based and the
remaining 34 were general courses - pertaining to Administration &
Establishment, Departmental Audit & Accounts, and Management related
programmes etc. For this study, training courses organized and conducted
during the training calendar 2003-04 have only been considered for analysis,

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as the training year 2004-05 is yet to get over (at the time of data collection -
mid 2004-05). In fact at the time of conducting the study around 50% of the
courses in the current year had only been actually conducted, therefore, data
pertaining to previous training calendar was considered for analysis.
The research study has not included computer-based courses for its
critical examination as they were of very routine nature. Of the remaining 34
general courses (placed at Annexure to this chapter), actual study has been
conducted only on the selected courses. List of selected courses is as per table
below: Table-3.
SI D e s c r i p t i o n / Subject Participants' L e v e l Day Dates
(s)
1 Accounts Section Aud/SA/SOs(A)/AAOs 5 21.4.03-25.4.03
2 IFA System SA/SOs(A)/AAO/AOs/SAOs 5 21.7.03-25.7.03
3 Records Management RCs/ LDC/ Adrs./ Sr. Adrs. 2 18.8.03 to 19.8.03
4 Management Development Programme. SOs(A)/AAO/AOs/SAOs 5 6.10.03-10.10.03
5 Workshop on Contract Management SOs(A)/AAO/AOs/SAOs 2 22.12.03-23.12.03

Again, selection of the courses for research has been made in such a
manner that all the categories of employees e.g. Group - B, Group - C, and
Group - D, from different Controllers' organization are covered for study,
attending different types of courses in the Regional Training Centre, Pune.
There are even certain repeat courses in the list of general courses but no
repeat course has been considered for data analysis.
Though there are various aspects in the field of training but in the current
study, only soft skills areas have been selected. For example, to the larger
extent training courses related to knowledge and skills and to some extent
related to attitudes as well. Other factors, however, have not been explored
under the current study, as the expanse of the study would have increased.

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4.2.4 Reasons for selection of courses.
Further the selection of courses has been done keeping in view the level
of participation of the trainees. You would appreciate from the courses listed
in the Annexure that there is at certain time very large degree of
heterogeneity. Further the heterogeneity of participants is not restricted to
their level of functioning but also their age, education and experience.
Therefore, a conscious effort has been in selecting the courses where the
heterogeneity is vary large and also not very large on almost all fronts have
only been chosen for the study.
As it was not possible and feasible to gather the data for all the courses
conducted in the Regional Training Centre, Pune, selected ones only have
been analyzed. In fact there would not have been any purpose doing so as the
pattern of training intervention remains the same, which will be viewed
through the Findings and Analysis chapters. To summarize following are the
reasons:
a. All the courses cannot be selected for study.
b. Only the important ones have selected.
c. All stages have been covered for the selected courses from the OTIT
Equilibrium Model
d. Selected courses have been considered focus and functional areas

The courses listed in the Annexure - III of the study are the normal and
routinely pursued every year for imparting training to the employees in the
region. The selection of courses as described in earlier chapters is based on
the recommendations/ deliberations during Regional Advisory Committee
where Controllers from the region select and approve the nature of training
programs for the year.

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