Women Training

7/27/2019 Women Training

http://slidepdf.com/reader/full/women-training 1/19

23The Effectiveness of Women Entrepreneurship Training Program: A Case Study

The Effectiveness of Women

Entrepreneurship Training Program:

A Case Study

© 2008 The Icfai University Press. All Rights Reserved.

P Nagesh* and M S Narasimha Murthy**

* Assistant Professor, Center for Management Studies, Sri Jayachamarajendra College of Engineering,

Mysore – 570 006, India. E-mail: [email protected]

* * Professor, Department of Management Studies, GSS Institute of Engineering and Technology for Women,

Mysore – 570 016, India. E-mail: [email protected]

Introduction

The entrepreneurial training programs will help to reduce unemployment and create more

job opportunities in the society. The entrepreneurial training is not a universal remedy to

solve the problems of unemployment but it helps especially the rural and youth in the

society to earn on their own and thus improves their economic conditions. The assessment

of the value of training is a vital activity of post-training phase which forms the training

evaluation. This indicates the real effectiveness of the training programs and helps to

validate the results with the pre-established objectives and goal attainment. The key

This paper analyzes the effectiveness of women entrepreneurship training

and education program and helps to understand the need for entrepreneurship

training. It also helps to identify the strengths and weaknesses of such training

programs. The comparison of the pre-established goals and the actual

attainment helps to identify the improvements needed in training programs.

The results of the study indicate that the state and central government

training centers and nodal centers, which impart training to the entrepreneurs,

are successful in meeting the requirements of only two-thirds of the

respondents. The remaining one-third of the respondents felt that there was

no effective delivery of contents in the training programs and the same needs

to be improved. The study identifies the areas of improvement as practical

exposure to the contemporary business, meeting the successful and

unsuccessful entrepreneurs to understand the causes of success and failuresin business. The study concludes that in addition to skill development, the

entrepreneurship and management development institutes should necessarily

initiate steps to motivate women entrepreneurs and to provide them with

practical management inputs.



The Icfai University Journal of Entrepreneurship Development, Vol. V, No. 3, 200824

parameters to assess the quality and effectiveness of the training program are (1) positive

feelings towards the training program (reaction); (2) increase in knowledge (learning);(3) application of knowledge (job behavior); and (4) improved business results (Alan, 1998).

The purpose of evaluating the outcomes of the initial or pilot training programs provided

to the participants of the Community Entrepreneurs Program (CME) is very important to

know whether such programs achieve the desired goals or not. Further, it also helps to

understand the strengths and weaknesses of such programs and also identify the

improvement needed areas of training.

Entrepreneur

An entrepreneur is a person who has possession over a new enterprise or venture and

assumes full accountability for the inherent risks and the outcome. The term is a loanword

from French and was first defined by the Irish economist Richard Cantillon. A female

entrepreneur is sometimes known as an entrepreneuse. Entrepreneur is often synonymous

with founder. Most commonly, the term entrepreneur applies to someone who creates value

by offering a product or service. Entrepreneurs often have strong beliefs about a market

opportunity and organize their resources effectively to accomplish an outcome that changes

the existing interactions.

Usually, entrepreneurs are ready to assume the risks involved in undertaking a business

venture, however, the results of this study indicate that successful entrepreneurs are actually

risk averse. They are successful because their passion for an outcome leads them to organize

the available resources in innovative and more productive ways. In doing so, they are said

to efficiently and effectively use the factors of production. These factors are the various

input resources such as manpower, natural resources, capital, machines, intelligence,knowledge, information, technology, and creativity. Entrepreneurs, who can efficiently

manage these factors in pursuit of a real opportunity to add value in the long-run, can

expand their businesses and become successful.

Women Entrepreneur

Globalization and liberalization of markets encouraged women to come forward to

become entrepreneurs and start new industries. Cultural mixes, challenges women face in

their lives, have changed throughout the world. In this regard both state and central

governments have taken more initiatives in developing women entrepreneurs in India.

However, the need for more women entrepreneurs has to be studied separately for two

main reasons. The first reason is that women’s entrepreneurship is an important untappedsource of economic growth. The second reason is that the women entrepreneurs create new

jobs for themselves and others. They can provide different solutions to management,

organization, and business problems.1 Empirical studies show that women contribute

significantly to the running of family businesses mostly in the form of unpaid effort and

skills (India Together News, 2008).

1 Second Conference of Ministers Responsible for Small and Medium-Sized Enterprises (SME’s) Promoting

Entrepreneurship and Innovation in a Global Economy: Towards a More Responsible and Inclusive

Globalization, Istanbul, June 3-5, 2004, Turkey.




Today business is built around human capital, and women are one of the valuable

factors in the task of setting industries. The 21st

century has become a knowledgeablesociety and women are taking part virtually in every field including Information

Technology (IT), biotechnology, tourism, banking, manufacturing, and service sectors.

It is realized that there is an increased need of economic independence for women.

Their participation in remunerative work in the formal and non-formal labor markets has

increased significantly in the past decade. Women’s income is becoming very necessary

to households of all types in the wake of globalization and changing economic

scenario. Many of the enterprises run by the women are able to create a successful

business out of something as mundane as cooking. Despite being untrained, they were

able to make their businesses a success because of their discipline and commitment

(India Together News, 2008).

Entrepreneurship Education and TrainingEntrepreneurship education provides the potential entrepreneurs with the knowledge, skills

and motivation to encourage entrepreneurial success in a variety of settings. While the

entrepreneurship education is distinctive for its focus on realization of opportunity, whereas

the management education is focused on the best way to operate the existing hierarchies.

Both the approaches share an interest in achieving ‘profit’ in some form. Opportunities can

be realized in several ways. The most popular one is through opening a new organization

through the starting of a new business. Another approach is to promote innovation or

introduce new products or services or markets in the existing firms. This approach is called

corporate entrepreneurship. Promoting a healthier entrepreneurial education, training, and

environment is important as it help aiding individuals, in that the local community,

encouragement and support to individual efforts, thus increasing their chances for success(Economic Times, 2001). The content of training, analysis of potential entrepreneurs, and

the expertise of trainers play an important role in the success of entrepreneurship training.

High quality training interventions are earmarked by reduced failure rates and increased

profits (Bernard, 1990). A recent approach involves creating charitable organizations which

are designed to be self-supporting in addition to doing their good works. This is usually

called social entrepreneurship. The major benefit of entrepreneurship education is that it

decreases the chances of failure by stressing a consistent and proven set of practices.

The principal objective of the entrepreneur development program is to train the

entrepreneurs to make them capable of developing and managing the new technology-based

ventures (Ladzani and van Vuuren, 2002).

Today, entrepreneurship education gained its own importance as people realized that

it is one of the key tools which reduces the unemployment and provides the knowledge

to face the challenging environment in the contemporary business. States can effectively

utilize these entrepreneurial training programs to reduce chronic unemployment and at

the same time create more jobs (Victor, 1988). Now, the state and central governments

have established various training centers and nodal centers which impart entrepreneur

education to the people at all the taluks, towns, district headquarters, and city levels.

The needs of women entrepreneurs are given preference through various government and

bank schemes.




Review of Literature

Here, the study discusses some of the significant contributions of various authors. Studies

on microenterprise strategies (Clark et al., 1999) indicate that women, in general, feel that

self-employment is a better option than traditional employment due to various reasons.

Some of the important reasons are: women entrepreneurs get the training and technical

assistance facilities through various government agencies which help them increase their

incomes through self-employment. These self-employment avenues also help them attain a

better standard of living and provide greater personal flexibility to accommodate family

needs. In a country like Ukraine, 75% of the women entrepreneurs pursued the higher and

technical education (Gray, 1992).

Tara (2001) has examined the issues in institutionalizing microfinance in India.

The study period was from 1995 to 2001. The study emphasizes the evaluation of the relevance

of ‘microfinance perspective’ to poverty improvement. The findings of the study suggest that

entrepreneurship is a reasonably a good solution to help low-income women, including those

who are transitioning off welfare, to become more economically self-sufficient.

Manimegalai (2000) has analyzed the performance of Self-Help Group (SHG) after

describing the objective, composition and functions of a SHGs. The author found that the

SHG women are widely engaged in retail marketing of agricultural and rural products both

at village and urban centers.

Parthasarathy and Kalyani (1995) studied the economic impact of women’s thrift and

credit society. This study was focused on access to credit, cost of credit, savings, production

and quality of life. The studies indicated the performance and the approaches of credit

programmers in India.

Dadhichi (2001) has conducted a research on the evaluation of the performance of SHG

entrepreneurs, who were sponsored by Oriental Bank Group Project (OBGP). The study

concluded that women who had taken subsidiary occupations improved their incomes,

which resulted in their economic and social empowerment. Repayment pattern of the people

is high because of the positive incentive for higher loans repayment.

The review of literature reveals that until now the studies have concentrated on issues

such as women and problems of gender discrimination, empowerment of women, women

education, employment, family living, women and development and analyzed the two roles

of women in production and reproduction. However, the assessment of the value of training

need and the requirements of women entrepreneurs have to be studied in detail to find outthe strengths and weaknesses of the present entrepreneurship education and training. This

study is expected to identify the weak areas and enhance the effectiveness of the training

in meeting its goals.

The Goals of Women Entrepreneurship Education and Training

The goals of the women entrepreneurship education and training are:

• Empower women through entrepreneurship to enable them achieve economic

self-sufficiency;




• To help women gain strong business and life management skills that will enable

them to become leaders in their work and personal lives, and become strong rolemodels;

• To spur the growth of locally controlled businesses and create new jobs within

neighborhoods;

• To provide business experience;

• To promote entrepreneurship by emphasizing the importance of small business as

the creator of jobs, leading to prosperity;

• To enable potential entrepreneurs to emerge by assisting them in evaluating their

entrepreneurial potential;

• To encourage business start-ups by offering a comprehensive entrepreneurshiptraining program;

• To develop new markets and help mobilize the capital resources needed; and

• To introduce new technologies, industries and products and to create new

employment opportunities.

Contents of the Women Entrepreneurial Training

• Focus skill areas of the women entrepreneurial training:

– Need for achievement

– Ability to inspire

– Entrepreneurial motivation

– Obstacles or blocks

– Reactions to success or failure

– Creativity

– Innovation

– Ability to take risks

– Ability to identify opportunities

– Ability to have a vision for growth

– Interpret successful entrepreneurial ventures; and

– Role models

• Business Skills

– Business plans

– Management/leadership skills

– Financial skills




– Marketing skills

– Operational skills

– Human Resources skills; and

– Opportunity identification.

• Services Skills covers the following contents:

– Aftercare services

– Tendering procedures; and

– Negotiation skills.

Objectives of the StudyThe objectives of the present study are to:

• Evaluate the need and importance of training for women entrepreneurs;

• Identify the areas that need improvement in the training of women entrepreneurs;

• Suggest improvements in conducting the training programs based on feedback and

evaluation; and

• Know whether the transfer of training content is positive, negative and zero transfer

(zero transfer is one in which no effects occur). 2

Methodology

The methodology involves:

• Data collection

• Sample size determination

• Sample framework

• Data classification, tabulation and statistical analysis

• Interpretation

• Results and Conclusion; and

• Suggestions

Data Collection

The primary data is collected from the fieldwork. A structured questionnaire was used as an

instrument to collect the data. The data thus collected is classified based on homogeneous

factors and tabulated it for statistical analysis.

2 Workshop, “Regional Collaboration for Entrepreneurship Development in MENA Countries Shaping the

Future Through Innovation and Entrepreneurship”, held on October 21-24, 2007 in Bahrain, Inna Gagauz,

TBI “Kharkiv Technologies”, Ukraine.




Sample Size and Selection

The samples were selected by giving due weightage to the beneficiaries of the variousentrepreneurship and management development institutes such as Rudset Institute, Myrada

Institute, Mysore District Industrial Center, NGO’s, Sthree Deepa Sangha, Mysore. It was

decided to consider at least 20% of the recently trained out entrepreneurs from the

above-mentioned institutes for the purpose of evaluate the effectiveness of the training

programs.

Statistically, it is desired to have the standard error not more than 10% and 90% of

confidence level is considered to determine the sample size. The sample size for the survey

is determined by:

N = Z 2 [π (1–π )] / E 2

where,

N = Sample size to be determined

π = The proportion of sample considered

Z = The confidence coefficient (1.64 for 90% confidence level)

Accordingly,

N = Z 2 [π (1–π )] / E 2

= (1.64)2 [0.2 x 0.8] / [0.1] 2

= 43 Respondents

However, to make the computations easy the sample size is increased to 50.

Sample Framework

A sample consisting of 50 women entrepreneurs engaged in different types of self-employment

activities across Mysore city was selected on a random sample basis. The sample was

selected with the help of various entrepreneurship and management development institutes.

The respondents are selected equally from both urban and rural parts of Mysore city in the

state of Karnataka. To get more homogeneous responses, respondents whose age is between

20 and 40 years are considered (Table 1).

Urban Part of the City 25 4 0 20 2 9

Rural Part of the City 2 5 4 0 2 0 2 6

Table 1: Demographic Characteristics of the Sample

Respondents Selection Area

Geographical Distribution

No. of

Respondents

Age Average Age of

the RespondentsMaximum Minimum

Scope of the Study

The scope of the study is restricted to Mysore city only (urban and rural parts of the city).

The respondents’ opinions are considered as honest and unbiased.




The Preliminary Study to Select the Parameters

The selection and training phases through which the women entrepreneurs were chosen for

the entrepreneurship training are noted before the selection of parameters for further study.

Selection of Parameters to the Survey and Further Study

• New job awareness

• Knowledge of marketing skills

• Development of entrepreneur skills

• Knowledge of microcredit awareness

• Development of managerial knowledge and skills

• Awareness of the new techniques in the contemporary business environment

• Encouragement and motivation to become entrepreneur

• Knowledge of development of product/services

• Knowledge of pricing the products/services

• Knowledge of decision making

• Ecological/environmental awareness; and

• Knowledge of new developments in the business

Data Analysis

Statistical Tool Used for the Data Analysis

In addition to tabulation and classification, the key statistical tool used for the data analysis

is the Kolmogorov-Smirnov D test (Beri, 2008; and Parasuraman et al., 2007).

Kolmogorov-Smirnov D Test

The Kolmogorov-Smirnov D test is a goodness-of-fit test which tests whether a given

distribution is not significantly different from one hypothesized (for example, on the basis

of the assumption of a normal distribution). It is a more powerful alternative to chi-square

goodness-of-fit tests. While the chi-square test of goodness-of-fit tests whether, in general,

the observed distribution is not significantly different from the hypothesized one, the

K-S test, tests whether this is so even for the most deviant values of the criterion variable.

Thus, it is a more stringent test.

The Kolmogorov-Smirnov D test involves the following steps:

• Observed numbers and also the proportions are tabulated;

• Tabulate the observed cumulative proportions;

• The null proportions specified;

• The null cumulative proportions are developed;

• The absolute difference observed and null cumulative proportions are computed;

• Largest absolute difference is called Kolmogorov-Smirnov D (K-S – critical value

(D)) is obtained;




• The critical value using the equation n / 36.1 is computed (where n being the

number of samples taken for test); and• The value of K-S – critical value (D) with the critical value is compared to ascertain

the significant differences.

Analysis of Study Parameters

An analysis of data presented in Table 2 reveals that there is a significant difference in rating

on training effectiveness related to ‘new job awareness’ among the respondents. It can be

observed that 66% of the respondents had positive transfer feelings about the training content

(new job awareness). While 18% of the respondents felt that there was no effective delivery of

training content, the remaining 16% of the respondents reported negative effectiveness.

Very Effective 2 1 0.42 0.42 0.2 0.2 0.22

Effective 1 2 0.24 0.66 0.2 0.4 0.26

Neither Effective

Nor Ineffective9 0.18 0.84 0.2 0.6 0.24

Ineffective 3 0.06 0.90 0.2 0.8 0.10

Very Ineffective 5 0.10 1.00 0.2 1.0 0

Total 50

Table 2: New Job Awareness

Observed

Numbers

Observed

Proportion

Observed

Cumulative

Proportion

Null

Proportion

Null

Cumulative

Proportion

Absolute

Difference

Observed

and Null

Rating

Note: K-S – Critical Value (D) = Largest Absolute Difference = 0.26; Critical Value = 0.19233.

An analysis of data presented in Table 3 reveals that there exists a significant difference

in rating on training effectiveness related to ‘knowledge about marketing skills’. It can also

Very Effective 1 9 0.38 0.38 0.2 0.2 0.18

Effective 1 4 0.28 0.66 0.2 0.4 0.26

Neither Effective

Nor Ineffective7 0.14 0.80 0.2 0.6 0.20

Ineffective 7 0.14 0.94 0.2 0.8 0.14


Total 50

Table 3: Knowledge About Marketing Skills

Observed

Numbers

Observed

Proportion

Observed

Cumulative

Proportion

Null

Proportion

Null

Cumulative

Proportion

Absolute

Difference

Observed

and Null

Rating

Note: K-S – Critical Value (D) = 0.26; Critical Value = 0.19233.




be observed that while 66% of the respondents had positive transfer feelings about the training

content (knowledge about marketing skills), 14% of the respondents felt that there was noeffective delivery of training content. The remaining 20% of the respondents reported negative

effectiveness.

Data in Table 4 suggests that there exists significant difference in the rating on training

effectiveness related to ‘development of entrepreneurial skills’. Further, it can be observed that

64% of the respondents had positive transfer feelings about the training content (development

of entrepreneurship skills). While 22% of the respondents felt that there was no effectiveness

in transfer of the content, the remaining 14% of the respondents reported negative effectiveness.

It is evident from the results reported in Table 5 that there is a significant difference in

the rating about the opinion related to ‘knowledge of microcredit awareness’ among the

respondents. It can also be observed that 64% of the respondents had positive transfer

Very Effective 2 4 0.48 0.48 0.2 0.2 0.28

Effective 8 0.16 0.64 0.2 0.4 0.24

Neither Effective

Nor Ineffective1 1 0.22 0.86 0.2 0.6 0.26

Ineffective 2 0.04 0.90 0.2 0.8 0.10


Total 50

Table 4: Development of Entrepreneurship Skills

Observed

Numbers

Observed

Proportion

Observed

Cumulative

Proportion

Null

Proportion

Null

Cumulative

Proportion

AbsoluteDifference

Observed

and Null

Rating


Very Effective 2 8 0.56 0.56 0.2 0.2 0.36

Effective 4 0.08 0.64 0.2 0.4 0.24

Neither Effective

Nor Ineffective7 0.14 0.78 0.2 0.6 0.18

Ineffective 7 0.14 0.92 0.2 0.8 0.12


Total 50

Table 5: Knowledge of Microcredit Awareness

Observed

Numbers

Observed

Proportion

Observed

Cumulative

Proportion

Null

Proportion

Null

Cumulative

Proportion

Absolute

Difference

Observed

and Null

Rating





feelings about the training content (knowledge of microcredit awareness), while 14% of the

respondents felt no effectiveness in transfer of the content. The remaining 22% of therespondents reported negative effectiveness.

Results reported in Table 6 suggest that there is no significant difference in the rating

about the opinion related to ‘development of business knowledge and managerial skills’

among the respondents. It can also be observed that while 60% of the respondents had

positive transfer feelings about the training content (development of business knowledge and

managerial skills), 22% of the respondents felt that there was no effective delivery of content.

The remaining 18% of the respondents reported negative effectiveness.

From the results reported in Table 7 it can be concluded that there is a significant

difference in the rating about the opinion related to ‘awareness about new techniques in the

contemporary business environment’ among the respondents. It can also be observed that 68%

Very Effective 22 0.44 0.44 0.2 0.2 0.24

Effective 8 0.16 0.60 0.2 0.4 0.20

Neither Effective

Nor Ineffective11 0.22 0.82 0.2 0.6 0.22

Ineffective 4 0.08 0.90 0.2 0.8 0.10


Total 50

Table 6: Development of Business Knowledge and Managerial Skills

Observed

Numbers

Observed

Proportion

Observed

Cumulative

Proportion

Null

Proportion

Null

Cumulative

Proportion

AbsoluteDifference

Observed

and Null

Rating


Very Effective 2 6 0.52 0.52 0.2 0.2 0.32

Effective 8 0.16 0.68 0.2 0.4 0.28

Neither Effective

Nor Ineffective6 0.12 0.80 0.2 0.6 0.20

Ineffective 8 0.16 0.96 0.2 0.8 0.16


Total 50

Table 7: Awareness about New Techniques in the Contemporary Business Environment

Observed

Numbers

Observed

Proportion

Observed

Cumulative

Proportion

Null

Proportion

Null

Cumulative

Proportion

Absolute

Difference

Observed

and Null

Rating





of the respondents had positive transfer feelings about the training content (awareness about

new techniques in the contemporary business environment), while 12% of the respondents feltthat there was no effectiveness in transfer of the content. The remaining 20% of the respondents

reported negative effectiveness.

From Table 8 it can be inferred that there is no significant difference in the rating about

the opinion related to ‘encouragement and motivation to become entrepreneur’ among the

respondents. It can also be noted that 68% of the respondents had positive transfer feelings

about the training content (encouragement and motivation to become entrepreneur),

while 12% of the respondents felt that there was no effectiveness in transfer of the content.


From the results reported in Table 9 it can be concluded that there is a significant

difference in the rating about the opinion related to ‘knowledge of pricing the products/services’

Very Effective 2 6 0.52 0.52 0.2 0.2 0.32

Effective 8 0.16 0.68 0.2 0.4 0.28

Neither Effective

Nor Ineffective6 0.12 0.80 0.2 0.6 0.20

Ineffective 8 0.16 0.96 0.2 0.8 0.16


Total 50

Table 8: Encouragement and Motivation to Become Entrepreneur

Observed

Numbers

Observed

Proportion

Observed

Cumulative

Proportion

Null

Proportion

Null

Cumulative

Proportion

Absolute

Difference

Observed

and Null

Rating

Note: K-S – Critical Value (D) = Largest Absolute Difference = 0.32, Critical Value = 0.19233.

Very Effective 1 1 0.22 0.22 0.2 0.2 0.02

Effective 2 0 0.40 0.62 0.2 0.4 0.22

Neither Effective

Nor Ineffective6 0.12 0.74 0.2 0.6 0.14

Ineffective 1 0 0.20 0.94 0.2 0.8 0.14


Total 50

Table 9: Knowledge of Pricing the Products/Services

Observed

Numbers

Observed

Proportion

Observed

Cumulative

Proportion

Null

Proportion

Null

Cumulative

Proportion

Absolute

Difference

Observed

and Null

Rating





among the respondents. It can also be observed that 62% of the respondents had positive

transfer feelings about the training content (knowledge of pricing the products/services),while 12% of the respondents felt that there was no effectiveness in transfer of the content.


Data presented in Table 10 indicates that there is a significant difference in the rating

about the opinion related to ‘knowledge of development of new products/services’ among the

respondents. Further, it can be observed that while 66% of the respondents had positive

transfer feelings about the training content (knowledge of development of new products/

services), 12% of the respondents felt that there was no effectiveness in transfer of the content.


Results reported in Table 11 helps us conclude that there is no significant difference in

the rating about the opinion related to ‘knowledge about decision making’ among the

Very Effective 1 8 0.36 0.36 0.2 0.2 0.16

Effective 1 5 0.30 0.66 0.2 0.4 0.26

Neither Effective

Nor Ineffective 6 0.12 0.78 0.2 0.6 0.18

Ineffective 9 0.18 0.96 0.2 0.8 0.16


Total 50

Table 10: Knowledge of Development of New Products/Services

Observed

Numbers

Observed

Proportion

Observed

Cumulative

Proportion

Null

Proportion

Null

Cumulative

Proportion

Absolute

Difference

Observed

and Null

Rating


Very Effective 2 4 0.48 0.48 0.2 0.2 0.28

Effective 1 5 0.30 0.78 0.2 0.4 0.38

Neither Effective

Nor Ineffective6 0.12 0.90 0.2 0.6 0.30

Ineffective 1 0.02 0.92 0.2 0.8 0.12


Total 50

Table 11: Knowledge About Decision Making

Observed

Numbers

Observed

Proportion

Observed

Cumulative

Proportion

Null

Proportion

Null

Cumulative

Proportion

Absolute

Difference

Observed

and Null

Rating

Note: K-S – Critical Value (D) = Largest Absolute Difference = 0; Critical Value = 0.19233.




respondents. It can also be observed that 78% of the respondents had positive transfer feelings

about the training content (knowledge of decision making), while 12% of the respondents feltthat there was no effectiveness in transfer of the content. The remaining 10% of the

respondents reported negative effectiveness.

Results reported in Table 12 suggest that there is a significant difference in the rating on

the opinion related to ‘ecological and environment awareness’ among the respondents.

While 54% of the respondents had positive transfer feelings about the training content

(ecological and environmental awareness), 20% of the respondents felt that there was no

effectiveness in transfer of the content. The remaining 26% of the respondents reported negative

effectiveness.

Results presented in Table 13 suggest that there is no significant difference in the rating

on the opinion related to ‘knowledge about new developments in the business’ among the

Very Effective 2 2 0.44 0.44 0.2 0.2 0.24

Effective 5 0.10 0.54 0.2 0.4 0.14

Neither Effective

Nor Ineffective 1 0 0.20 0.74 0.2 0.6 0.14

Ineffective 1 0 0.20 0.94 0.2 0.8 0.14


Total 50

Table 12: Ecological and Environmental Awareness

Observed

Numbers

Observed

Proportion

Observed

Cumulative

Proportion

Null

Proportion

Null

Cumulative

Proportion

Absolute

Difference

Observed

and Null

Rating


Very Effective 1 0 0.20 0.20 0.2 0.2 0

Effective 2 2 0.44 0.64 0.2 0.4 0.24

Neither Effective

Nor Ineffective8 0.16 0.80 0.2 0.6 0.20

Ineffective 5 0.10 0.90 0.2 0.8 0.10


Total 50

Table 13: Knowledge About New Developments in the Business

Observed

Numbers

Observed

Proportion

Observed

Cumulative

Proportion

Null

Proportion

Null

Cumulative

Proportion

Absolute

Difference

Observed

and Null

Rating

Note: K-S – Critical Value (D) = Largest Absolute Difference = 0; Critical Value = 0.19233.




respondents. It can also be observed that 64% of the respondents had positive transfer feelings

about the training content (knowledge about new developments in the business), while 16%of the respondents felt that there was no effectiveness in transfer of the content. The remaining

20% of the respondents reported negative effectiveness.

The Comparative Ratings of All Parameters

Table 14 reports the comparative ratings of all the parameters.

Findings of the Study

• Women entrepreneurship training programs are effective in developing various

entrepreneur skills such as new job awareness, knowledge of marketing skills, and other

parameters reported in Table 14.

• With the help of Kolmogrov D test it can be concluded that there are significant

differences in the respondents’ ratings given on various parameters mentioned in Table 14.

• It is observed that about two-thirds of the respondents had positive transfer feelings

about the training content except in the case of ‘ecological and environmental

awareness’. The remaining one-third of the respondents felt less or no effectiveness in

transfer of the content during the training program.

• In the case of ‘ecological and environmental awareness’, 54% of the respondents had

the positive transfer feelings, while 20% of the respondents felt that there was no

Table 14: Comparative Ratings of All Parameters

Sl.Parameters Maximum Minimum Mean

Standard

No. Deviation

1. Creating the new job awareness 5 1 3.82 1.63475

2. Knowledge about marketing skills 5 1 3.78 1.61505

3. Development of entrepreneurship skills 5 1 3.88 1.66565

4. Knowledge of microcredit awareness 5 1 3.90 1.67631

5. Development of managerial knowledge

and skills5 1 3.68 1.56920

6. Awareness about new techniques in the

contemporary business environment5 1 3.96 1.70927

7. Encouragement and motivation to

become entrepreneur5 1 3.96 1.70927

8. Knowledge of pricing the products/

services5 1 3.52 1.50678

9. Knowledge of development of product/

services5 1 3.76 1.60549

10. Knowledge about decision making 5 1 4.08 1.77944

11. Ecological awareness 5 1 3.66 1.56064

12. Knowledge about new developments in

the business5 1 3.54 1.51380




effectiveness in transfer of the content. The remaining 26% of the respondents

expressed negative effectiveness. It suggests that the training programs shouldemphasize more on ecological awareness.

• As the opinion of the two-thirds of the respondents is positive about the training

content and the system, it can be stated that the training program is useful and can be

continued with required modifications.

• The personal discussions with the respondents indicated a few areas of improvement

such as practical exposure to the various enterprises to learn more about the

contemporary business in the field, meeting the successful entrepreneurs to know more

about the practical experiences and risks involved and also to meet the unsuccessful

entrepreneurs to understand the reasons and causes for their failure in the business.

• Respondents are very much satisfied about their learning on the knowledge of decisionmaking. They also felt that inputs and information available on ‘knowledge about

pricing the products/services’ are not adequate.

• There is a need to have a training content on the Quality Management Systems

Awareness in the training program which is highly essential to create the competitive

advantage in today’s business.

• The informal discussions with the respondents revealed that about 20% of them are not

motivated. Therefore, it is necessary to initiate steps to motivate them. The steps may

be in the form of individual care, additional training classes, general awareness, etc.

• Women are to be given special attention in terms of motivation, risk bearing and require

maximum encouragement to embark and gear-up the entrepreneurship in the society.

• A high-power and professionally involved committee must constantly review the

courses and the curriculum on the basis of evaluation studies and market

developments. In addition to skill development, these institutes should also provide

practical management inputs.

• The course design should keep in mind the special needs of women, such as their

preference to work from their homes, which would enable them to also fulfill their

household responsibilities. This should not, however, result in restricting them to low

technology linked skills traditionally believed to be suitable for women. Several hi-tech

functions with extensive value addition and good profitability could also be undertaken

within homes and the courses should be imaginatively and innovatively designed; and

• Women’s development corporations are fully aware of the significant presence of

women in this area but have only a catalytic role in financing. They must necessarily

work through normal channels if they have to gain access to open-ended financing.

Conclusion

Women represent more than one-third of all people involved in entrepreneurial activity, and

are likely to play an even greater role when informal sectors are considered (Olsen Jr. James,

1998). Women are the natural networkers and relationship builders, forging powerful bonds




and nurturing relationships with clients and employees alike. They are also more inclined to

seek out mentors and develop supportive teams.3, 4 In business, this translates into establishingrapport with clients and providing great customer service. This perhaps is the reason

why many women tend to launch businesses that are client-based or service-oriented

(Bindu, 2005). The development of women’s entrepreneurship corresponds to a structural

economic change, where more economic actors can become job providers.5

The respondents in Mysore city felt that training is a vital and needed component to

become successful entrepreneurs. The study indicates that the state and central government

training centers and nodal centers which impart training to the entrepreneurs are successful

in catering to the needs of only two-thirds of the respondents; and the remaining one-third

of the respondents felt less or no effectiveness in transfer of the content during the training

program and felt the need for improvement.

Further, the study identifies the areas of improvements—practical exposure to the

contemporary business, meeting the successful and unsuccessful entrepreneurs to understand the

causes for the success and failures in the business. The study concludes that in addition to skill

development, governments and management development institutes should initiate steps to

motivate women entrepreneurs and provide them with practical management inputs.

References

1. Alan H Andreson (1998), “Successful Training Practice for Managers”, Becon Books,

Blackwell Publishing.

2. Beri G C (2008), Marketing Research, 3rd

Edition, Tata McGraw-Hills, New Delhi.

3. Bernard Garnier (1990), “Training Entrepreneurs Through Newspapers”, Journal of Small

Business Management , Vol. 28, No. 1.

4. Bindu Shridhar, “Women as Entrepreneurs”, The Hindu, December 14, 2005.

5. Clarke, Peggy and Kays Amy (1999), “Microenterprise and the Poor: Findings from the

Self-Employment Learning Project Five Year Survey of Microentrepreneurs”, The Aspen

Institute, Arlington.

6. Gray Dwaine (1992), “Entrepreneurship Training: An Alternative to Traditional Job

Training Programs”, Economic Development Review, Vol. 10, No. 1, p. 82.

7. Ladzani W M and van Vuuren J J (2002), “Entrepreneurship Training for Entering SMEsin South Africa”, Journal of Small Business Management , Vol. 40, No. 2, pp. 154-161.

8. Manimegalai (2000), “Quantitative Fuzzy Measures for Threshold Selection Source

Pattern Recognition Letters Archive”, Vol. 21, No. 1, pp. 1-7.

3 The Global Entrepreneurship Monitor (GEM) 2006 Report on Women Entrepreneurship.4 “Women Entrepreneurs: Leading the Charge”, Statistics Canada 2004 CIBC Small Business Outlook Poll,

CIBC World Markets.5 “Women Entrepreneurship: Exchanging Experiences Between Oecd and Transition Economy Countries”,

Dina Ionescu, LEED Programme OECD, Brijuni Conference October 1999.




Reference # 26J-2008-09-02-01

9. Mehrotra Anuj, “Under the Spotlight”, Economic Times, March 29, 2001.

10. Olsen Jr. James H (1998), “The Evaluation and Enhancement of Training”, International

Journal of Training and Development , Vol. 2, No. 1, p. 75.

11. Parasuraman, Dhruv Grewal and Krishnan R (2007), Marketing Research, Bizantra

Publications, New Delhi.

12. Tara (2001), “Institutionalising Microfinance in India: An Overview of Strategic Issues”,

Economic and Political Weekly, January 27.

13. “The Women Entrepreneurs”, India Together News, May 3, 2008.

14. Victor K Wan (1988), “Enterprise Workshop: An Entrepreneurship Training Programme

in Australia”, Journal of Small Business Management , Blackwell Publishing, p. 69.



Documents

Women Training