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AN INVESTGATION ON THE BENEFIT OF EMPLOYEES TRAINING AND DEVELOPMENT: A CASE OF TANESCO
AN INVESTGATION ON THE BENEFIT OF EMPLOYEES
TRAINING AND DEVELOPMENT:
A CASE OF TANESCO
AN INVESTGATION ON THE BENEFIT OF EMPLOYEES
TRAINING AND DEVELOPMENT:
A CASE OF TANESCO
By
Sophia Tungaraza
Dissertation submitted in fulfillment of the requirements for award of theDegree Master of Public Administration (MPA) of Mzumbe University
2014
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CERTIFICATION
The undersigned certifies that he has read and hereby recommends for acceptance by
Mzumbe University a dissertation entitled; AN INVESTGATION ON THE
BENEFIT OF EMPLOYEES TRAINING AND DEVELOPMENT: (A Case of
TANESCO) in partial fulfilment of the requirements for the Degree of Masters in
Public Administration of the Mzumbe University.
______________
Major Supervisor
_______________
Internal Examiner
Accepted for the Board of……………………
____________________________________________________________
DEAN/ DIRECTOR, FACULTY/DIRECTORATE/SCHOOL/BOARD
ii
DECLARATION
AND
COPYRIGHT
I, Sophia Tungaraza, declare that this dissertation is my own original work and that
it has not been presented and will not be presented to any other university for a
similar or any other degree award.
Signature ___________________________
Date________________________________
© 2014
This dissertation is a copyright material protected under the Berne Convention, the
Copyright and Neighbouring Rights Act 1999 and other international and national
enactments, in that behalf, on intellectual property. It may not be reproduced by any
means in full or in part, except for short extracts in fair dealings, for research or
private study, critical scholarly review or discourse with an acknowledgement,
without the written permission of Mzumbe University, on behalf of the author
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ACKNOWLEDGEMENT
First and foremost, I would like to thank almighty God for giving me health and
strength throughout my study period.
Many people have assisted me in different ways in the process of writing this
research work. I cannot mention all of you due to shortage of space however; a few
of you deserve a mention.
My sincere gratitude should go to my supervisor, Dr. Andrew Mushi, for his
academic support and patience especially during the final stressful weeks of the
finalization of my thesis. He spent so much of his precious hours to make sure that
this thesis passes the final mark. Thank you Dr. Mushi!
I am also thankful to all the people who agreed to be interviewed in order to meet
the objectives of my research work. Special gratitude goes to the training officers,
manager, principles, technicians, supervisors, artisans of “targeted group of artisans
training” –Masaki, all members of Tanesco Training School, Masaki and City centre
who made my fieldwork just a little easier. Their openness made this dissertation
possible and their hospitality will leave an everlasting impression.
Finally, I would like to convey my heartfelt acknowledgements and appreciations to
all my fellow staff of training department who, in one way or another, contributed in
form of time, efforts and emotional support. Words cannot express my gratitude.
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ABSTRACT
Staff training is an essential part of Human Resource Management (HRM).It is a
path for the management to know about their employees, a way to help employees to
make best use of their own abilities, and it is a method to assist employees to become
more professional at what they do. This study aimed at assessing the benefits of
workers training and development programmes in public sector using TANESCO as
a case study. Alongside it specific objectives which were to identify training and
development programmes performed in TANESCO; establish the benefits of training
programmes to both employer and employee; determine the challenges facing the
implementation of training and development in TANESCO and; suggest measures to
improve training and development programmes at TANESCO were also studied.
The intended research used mainly questionnaire and documentary reviews as the
major source of data collection. A study used a sample of 106 respondents that were
selected from TANESCO. The study has identified that staff training is an essential
management tool, it has many benefits, such as shortens the study time, increases
work effectiveness, helps employees and the company itself to compete in the fast
changing environment, reduces damages and wastage.
In the end the study revealed that there is a small weakness in terms of employee’s
perception on the needs and the benefits of the trainings. In order to solve this
problem the research recommended, among other things: Establish criteria or
guidelines to evaluate or assess training effectiveness; increase communication
between management and employees and provide education on the importance of
staff trainings.
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TABLE OF CONTENTSCERTIFICATION ......................................................................................................iDECLARATION........................................................................................................iiACKNOWLEDGE…………………………………………………………………iiiABSTRACT...............................................................................................................ivTABLE OF CONTENT ………………………………………………………......VLIST OF TABLE…………………………………………………………..……….viLIST OF FIGURES ................................................................................................viiiCHAPTER ONE ........................................................................................................1INTRODUCTION......................................................................................................11.0 Introduction .................................................................................................1
1.1 Background Information ............................................................................1
1.2 Statement of the Problem ...........................................................................6
1.3 Objectives of the Study ...............................................................................8
1.3.1 Main objective ............................................................................................................. ..8
1.3.2Specific Objectives ......................................................................................................... 8
1.4 Research Questions .....................................................................................8
1.5 Hypothesis ....................................................................................................8
1. 6 Significance Study .......................................................................................9
1.7 Scope of the study ........................................................................................9
1.8 Limitations of the study ..............................................................................9
CHAPTER TWO .....................................................................................................11LITERATUREREVIEW.........................................................................................112.0 Introduction........................................................................................................11
2.1 Definition of Key Terms............................................................................11
2.2 Theoretical Literature Review .................................................................16
Technical Training. ................................................................................................................17
Communications Training. ....................................................................................................17
2.3 Empirical Literature Review....................................................................29
2.4 Research Gap.............................................................................................30
2.5 Conceptual Framework ............................................................................31
CHAPTER THREE .................................................................................................32METHODOLOGY...................................................................................................323.0 Introduction........................................................................................................32
3.1 Area of the Study................................................................................................32
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3.1 Research Design .................................................................................................32
3.2 Target Population ..............................................................................................33
3.3 Sample Size and Sampling Technique.....................................................33
3.4 Data Collection Techniques ......................................................................35
3.5 Data analysis and Presentation ................................................................37
CHAPTER FOUR....................................................................................................38DATA PRESENTATION, ANALYSIS AND DISCUSSION...............................384.0 Introduction........................................................................................................38
4.1 Characteristics of the Respondents ..................................................................38
4.2 Training and development programmes performed in TANESCO..............43
4.3 Benefits of training programmes to employer and employee ........................49
4.4 Challenges facing the implementation of training and development in
TANESCO ................................................................................................................58
CHAPTER FIVE......................................................................................................61SUMMARY, CONCLUSION AND RECOMMENDATIONS............................615.1 Introduction ..............................................................................................61
5.2 Summary ....................................................................................................61
5.3 Conclusion..................................................................................................62
5.4 Recommendations .....................................................................................64
REFERENCE:..........................................................................................................66APPENDICES:.........................................................................................................69Interview Appendix 1...............................................................................................69
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List of Tables
Table 3.1: Respondents categorization ……………………………..……………....34
Table 4:1 Respondent’s Age ………………………………………………………..39
Table 4.2: Respondent age ………………………………………………………….40
Table 4.3: Respondents level of education ………………...……………………….41
Table 4.4: Respondent’s level of experience ………………………………...……..42
Table 4.5 Respondents working experience with the organization ……………...…43
Table 4.6 Respondent’s answer on frequency of training …………………………..45
Table 4.7: Respondent answer on the benefits of training ………………………….50
Table 4.8: Respondent answers on percentage success …………………………….51
Table 4.9: Respondents answers on the general effects of training ………………...52
Table 4.10: Respondents answers on the value of the training and development
programs …………………………………………………………………………..54
4.11: statements describing training and development programs at TANESCO
……….……………………………………………………………………………....55
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LIST OF FIGURES
Figure 2.1 Training cycle Model…………………………...........……………..28
Figure 2.2 Conceptual Framework………………………………..…………..31
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CHAPTER ONE
INTRODUCTION
1.0 Introduction
This chapter provides a general introduction of the study which includes the
background to the research problem, statement of the problem, objectives of the
study and research questions. Furthermore, the chapter presents the significance of
the study, theoretical framework, and limitations of the study.
1.1 Background Information
Manufacturing modernization means updating capabilities and changing the ways in
which companies organize, manage, produce, and hire, train, and retain their
personnel. Modernization is about converting from the mass production strategies
popularized in the 1920s to new strategies that are better suited to meeting the
demands of today’s marketplace (Jarboe and Yudken, 1997). Along with the changes
in manufacturing processes and priorities, there emerged a realization that the
necessary flexibility could be best achieved through skilled workers with knowledge
of the technical aspects of production, as well as the abilities to attain maximum
effectiveness within the organization where optimum performance is the major goal
(Huselid, 1994). Therefore, company’s strategic planning should include human
resources plan to ensure that human resource practices are aligned with the
company’s strategic goals (McCain and Pantazis, 1997). The process of impacting
workers with sufficient knowledge and skills required at performing a particular task
is usually commonly termed as Workers training and Development programmes
(Huselid, 1994; Jarboe and Yudken, 1997).
Training is one of the most significant processes in Human Resources Management
function in organizations. It has the potential of both developing and damaging the
capabilities of individual employees and the organization as well as in contributing
or destroying the vital process of organizational change. It has long been recognized
nationally and internationally that training and development are key elements in
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modernizing government through public sector reform and renewal initiatives
(OECD, 2005). In this ever changing and competitive era, some researchers consider
that organizations both private and public must consider and plan strategically to
have an edge over their competitors, and in order to do this, they need to have human
resources who are innovative, flexible to market demands and are knowledgeable
compared to other organizations and this cannot be satisfied unless they invest in
developing skills and competencies (Armstrong, 2001).
Training and development is essential to organizations which seek to gain a
competitive advantage through a highly skilled and flexible workforce, and are seen
as a major element to high productivity and quality performance. A skilled workforce
can increase productivity by producing a higher level of work with greater value
(Huselid, 1994). Buckley and Caple (1990) describe the role of the training and
development system as a change agent as twofold. One way is directly, by offering
training content that helps people manage innovation and change. The other is more
indirect: training can by managed in a way that affects culture (Natsios, 2005).
Training and development with a long-term perspective can “improve the
individual’s ability to identify, plan, implement, and/or monitor changes the
organization needs to make” (Cascio, 1994). According to Rothwell and Kazanas
(1994), training and development can also equip individuals with the knowledge,
skills, and attitudes they need to think strategically and implement long-term
organizational strategy. Another major benefit of effective training and development,
they argue that, it can provide the organization with a pool of talent for future
promotion within the organization. Generally, it can be argued that implementation
of training programmes can improve employee’s behaviour and enhance their
performance in different ways (Storey, 1995). Training not only enhances the
performance of the employees but also helps them to motivate and develop
undergoing relationship with the organization (Cascio, 1994). Literatures worldwide
suggest that, continuous development of human factor is crucial for yielding higher
level of performance in organizations (Natsios, 2005; Jacobson et.al, 2002).
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The Training History
The apprenticeship system emerged in ancient cultures to provide a structured
approach to the training of unskilled workers by master craftsmen. This system was
marked by three distinct stages: the unskilled novice, the journeyman or yeoman, and
finally, the master craftsman. Together, they formed an "organic" process whereby
the novice "grew" into a master craftsman over a period of years.
With the onset of the Industrial Age, the training of the unskilled underwent a
dramatic transformation in which vocational education and training emerged to
replace the traditional apprentice system. The division of labor in an industrial
factory resulted in specific job tasks that required equally specific training in a much
shorter time span. As training activities grew more methodical and focused, the first
recognizable modern training methods began to develop during the 19th and early
20th centuries: gaming simulations became an important tool in the Prussian military
during the early 1800s and psychodrama and role playing were developed by Dr. J.
L. Moreno of Vienna, Austria, in 1910.
The early 20th century witnessed the emergence of training and development as a
profession, resulting in the creation of training associations and societies, the advent
of the assembly line requiring greater specificity in training, and the dramatic
training requirements of the world wars. Important groups forming during this period
include the American Management Association in 1923 (which began as the National
Association of Corporation Schools in 1913), and the National Management
Association in 1956 (which began as the National Association of Foremen in 1925).
At the same time, Henry Ford (1863-1947) introduced the assembly line at his
Highland Park, Michigan, plant. Because the assembly line created an even greater
division of labor, along with an unprecedented need for precision and teamwork, job
tasks and assignments required more highly specific and focused training than ever
before.
The enormous production needs of the World War I and II created a heavy influx of
new workers with little or no industrial education or skills to the workplace, thereby
necessitating massive training efforts that were at once fast and effective. In
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particular, the heavy demand for shipping construction during World War I resulted
in a tenfold increase in workers trained on-site by instructors who were supervisors
using a simple four-step method: show, tell, do, check. During World War II, large
numbers of trained industrial workers left their jobs to enter the armed forces,
severely limiting the organizational support normally provided by coworkers in
training their replacements. Heavy demands were placed on foremen and
supervisors, and the training within industry (TWI) service was formed to train
supervisors as instructors. Job instruction training (JIT) was employed to train
defense-plant supervisors in instructing new employees in necessary job skills as
quickly as possible. Other programs included job relations training (JRT), job
methods training (JMT), and job safety training (JST). During this time, the
American Society for Training and Development (ASTD) was formed.
By the end of World War II most companies and organizations realized the
importance of training and development as a fundamental organizational tool.
Training programs that originally were developed in response to national crises had
become established corporate activities with long-term strategies working toward
improving employee performance. In the mid1950s gaming simulations gained
popularity. Trainers began giving serious consideration to the efficacy of their
training programs, and interest in the evaluation of training programs grew. The
1960s witnessed an explosion of training methods as the number of corporations
using assessment centers increased from one to 100 by the end of the decade.
Government programs to train young men for industrial jobs, such as the Job
Development Program 1965 and the Job Corps, were initiated to improve the
conditions of the economically disadvantaged. New methods included training
laboratories, sensitivity training, programmed instruction, performance appraisal and
evaluation, needs assessments, management training, and organizational
development.
By the 1970s a new sense of professionalism emerged in the training community.
Training programs grew dramatically, and the ASTD produced the Professional
Development Manual for Trainers. Government programs were aimed increasingly
5
at minorities as a group and required corporations to increase their efforts to recruit
minorities. With the rise of organizational development, the focus of training shifted
away from the individual and toward the organization as a whole. Technological
advances in training programs included the use of videotapes, satellites, and
computers.
The 1980s and early 1990s saw important social, economic, and political changes
that have had a profound effect on the way corporations do business, resulting in an
ever increasing need for effective training. In a time of economic constraints coupled
with increasing international competition, training and development programs
needed to respond more quickly and effectively to technological change. Increasing
governmental regulations also require a greater breadth of training programs to
reflect the greater diversity of employees.
Furthermore, computers became an integral part of business and industry in the
1980s and 1990s, making knowledge of computer use essential for many workers. As
a consequence, companies launched computer training and development programs to
ensure that their employees possessed the needed computer skills. In addition,
companies used computers as a training method known as computer-based training,
relying on specially designed computer programs to impart knowledge and skills
needed for a host of tasks.
In modern public organizations, it is all about competence in people, and especially
the employees‟ qualities. The level of service quality depends on the qualities of
employees. The qualities are about knowledge, skills and thoughts which lead to an
organizations survival and development. A new generation of well-trained public
administrators and workers, will allow for the development of management
competencies, values and ethics, which are required to successfully carry out public
service reform and renewal initiatives (Rosenbaum, 2006). Job performance itself is
a function of four variables: ability, understanding of the task, environment, and
motivation (Mitchell, 1982). Accordingly, in order to perform well employees need
to have the knowledge and tools that are required for the job as well as the will to do
what is asked from them.
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Therefore, staff training is essential in many ways as; it increases productivity while
employees are armed with professional knowledge, experienced skills and valid
thoughts; staff training also motivates and inspires workers by providing employees
with all needed information in work as well as help them to recognize how important
their jobs are. (Yafang Wang, 2008.). With the development of the technologies,
infrastructures and the whole technical environment, employees are requested to be
more skilled and qualified, even if you are a good employee today, you could be out
of the line some other day if you do not keep studying. Also, public organizations
need organized and well trained staffs if they want to be competitive among others,
especially in this growing world of privatization (Yafang Wang, 2008; Turner et al,
1997)
Baldwin and Johnson (1995) state that an organization conducts training for three
purposes which are to carry the company’s strategy, bring innovation and
advancement in technology. Training and development are generally done to
improve the quality of the product and for the provision of quality services.
Currently, organizations are focusing increasing attention and resources to enhancing
the functioning of all of their processes, practices, and systems, including their
training and development system. They are seeking ways to ensure that training and
development funds are well spent, that training and development activities are
furthering the organization’s goals by making all employees more productive, and
that training is “an investment in tomorrow” (Fricker, 1994).
Many organizations in developing countries, do invest precious resources on training
and development but without examining how training interventions could effectively
contribute in the achievement of organizational objectives, which eventually lead to
wasting of resources (Raj, 2005).
1.2 Statement of the Problem
Training of employees at all levels within an organisation is a vital component in
maintaining the competitiveness in an international arena (Maund, 2001). Training as
argued by Barker leads to change in social skills and improves the goals of the
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organisation by improving relationships between people so that there is less
misunderstanding and fruitless fighting and better communication, trust and respect
for others, pro action and initiation, awareness of self and others feelings, sense of
self confidence and self-responsibility and reduces self-defeating behaviours (Barker,
1980). Performance after training should be reliable, faster, less stressful resistant to
decline, few accidents, less sensitive to heavy workload and fatigue, working
environment being favourable (Baldwin and Johnson, 1995).
Over the last two decades, public management has undergone substantial changes in
both developed and developing countries. Public sector reforms have focused on the
efficiency of governments seeking to transform traditional bureaucratic systems of
public administration through training and developing their workers (McNamara,
2010). Workers training and development is vital to the capacity building of
developing nations, and the development of an effective public service (Somerville,
2007). It is said that training in public service had been used as a means of rewarding
and sanctioning some civil servants ((Maund, 2001). The importance of training has
grown in last few years because of rapid growth in the management practices, and
increasing demands of the employee’s job. Thus training is the best solution to
improve employee’s understanding and let them know how to use the specific skills
(Baldwin and Johnson, 1995).
TANESCO as a public organization has also been performing and conducting
different training and development programmes to its employees. However, despite
the existence of these programmes no study has been conducted to assess the benefits
that are generated by these programmes to the company. It is from this lack of
research that this researcher is attempting a systematic study in assessing the benefits
that are generated by these training and development programmes by taking
TANESCO as a case study.
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1.3 Objectives of the Study
1.3.1 Main objective
The main objective of this study was to assess the benefits of workers training
and development programs in public sector using TANESCO as a case study.
1.3.2 Specific Objectives
The study was guided by the following specific objectives:
I. To identify training and development programmes performed in
TANESCO,
II. To establish the benefits of training programmes to both employer and
employee,
III. To determine the challenges facing the implementation of training and
development in TANESCO, and
IV. To suggest measures to improve training and development
programmes at TANESCO.
1.4 Research Questions
1. What are the training and development programmes conducted in
TANESCO?
2. What are the benefits of training and development programmes to
both employee and employer?
3. What are the challenges hindering effective implementation of these
training and development programmes at TANESCO?
4. What are the measures that will be taken to improve these training and
development programmes at TANESCO?
1.5 Hypothesis
Hypothesis testing begins with an assumption, called hypothesis that we
make about a population parameter. Then we collect sample data, produce
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sample statistics, and use this information to decide how likely it is that our
hypothesized population parameter is correct. In this study the following
hypotheses were developed
H1: There is a positive and a significant relationship between workers
training and development programs in public sector and the overall
organization performance
H2: There is no positive and a significant relationship between workers
training and development programs in public sector and the overall
organization performance
1. 6 Significance Study
Generally, the significance of any research study is either acquisition of knowledge
or problem solving. The envisaged results of this study shall, among other things:-
a) Add the body of knowledge to the existing scarce empirical literature on
employee’s training and development in public sectors;
b) Provide basic information to the policy makers on having a common policy,
to be followed by public organization in training and developing employees;
c) Pose a challenge for the public institutions to improve their training and
development programmes; and
d) Act as a corner stone for improving the training and development
programmes offered by the public organizations in Tanzania.
1.7 Scope of the study
This study was confined in assessing the benefits of workers training and
development programmes in public sector. The study involves analysing the
perception and benefits of training and development programmes in public sector. In
doing so, the study utilized TANESCO in Dar es Salaam region as a case study.
1.8 Limitations of the study
This study had the following limitations: The first being the main focus is set on the
training and development system within one large government organization, the
10
Tanzania Electric Supply Company (TANESCO). Thus, any conclusions drawn from
the study do not generalize beyond the organization. However, the conclusions may
extend to government agencies or large nongovernmental organizations that share a
similar organization, hierarchy, and culture. Second, the employee survey data was
used as the basis for evaluating employees’ perceptions about the training and
development system. The third limitation was that, since the research topic touches
personal interests of different employees in their areas of specialisation there is a
possibility that some of the interviewees gave biased answers or hid the truth. it is
anticipated that some respondents might give biased answers or hide the truth, as the
topic problem touch personal interest and people’s area of specialization. However,
the possibility of such biasness was minimized by emphasizing on honesty and
assuring respondents that the research is solely for academic purposes, and all
answers will be confidential.
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CHAPTER TWO
LITERATUREREVIEW
2.0 Introduction
This chapter explains the rationale of the problem studied as well as previous
research related to the topic and how the findings relate to the problem at hand. The
review concentrates mainly on the theoretical orientation of the study and related
literature in line with the objectives of the study.
2.1 Definition of Key Terms
a) Training and Staff training
Training is essential for efficient and effective performance by staff. Staff
training is the process of developing the skills, awareness or expertise of
staff, and this is important for both professional and non-professional
employees. Training may consist of induction into a system or routine, the
organization of new skills or attitudes, the development of existing skills in
order to elevate efficiency, job satisfaction levels, commitment,
interchangeability, co-operation, and to facilitate promotion. It is important,
therefore, that training be prepared carefully, in response to staff and
organizational needs, and that its effectiveness be monitored (Prytherch,
2000)
Training and development refers to the practice of providing training,
workshops, coaching, mentoring, or other learning opportunities to
employees to inspire, challenge, and motivate them to perform the functions
of their position to the best of their ability and within standards set by local,
state, Tribal, Federal and licensing organization guidelines. Training and
development activities provide all involved system of care parties with the
tools they need to develop professionally, increase their knowledge,
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effectively work with families, and build their capacity to perform the tasks
associated with their positions within the system of care.
Since a system of care operates within an existing human service agency, it
is expected that most human resource issues, such as hiring, benefits, staff
recognition, and performance appraisal issues, would be handled within the
agency’s human resources department. It would be important to make sure
that system of care principles are infused into the day to day practices of
human resources personnel. It is worth noting that many systems of care have
developed recognition and award programs for individuals who have
exceeded expectations in their system of care efforts.
b) Staff development
Staff development involves all activities, actions, processes, policies,
programmes and procedures employed to facilitate and support staff so that
their performance and potential may be enhanced and that they may serve
their own and their institution’s needs” (Webb 1996). Staff development is an
ongoing process that, by means of a systematic approach, serves to orient,
train, and develop, each member of the library staff to work together and to
serve their customers with the skills necessary to the delivery of a quality
service.
c) On the job training
One of the most common and least expensive methods of training and
development is on-the-job training (OJT).On-the-job training imparts the
knowledge to perform the specific job effectively; teaches skills which
translate knowledge into action, and provides the ability and the confidence
needed to get the job done. OJT refers to the process of learning skills while
working where workers—especially new workers—obtain the knowledge and
13
skills they need to complete their tasks through a systematic training
program. In other words, showing new staff what their job actually entails.
On-the-job training is important to new staff members, and also to existing
staff members when, for instance, new systems are introduced. Training
should be comprehensive and commensurate with the position’s job
description and objectives (Noon, 1992).
Research indicates that employees acquire approximately 80 percent of their
work-related knowledge and skills on the job, making consideration and
implementation of successful OJT programs indispensable for employers.
While OJT dates back to ancient apprenticeship programs, much 20th-century
OJT remained unmodified and unstructured until the 1980s and 1990s.
The structured forms of OJT that emerged promised to remedy problems
associated with unstructured OJT by relying on a planned process designed
and proven to impart the necessary skills by the end of the OJT period.
Nevertheless, like unstructured OJT, structured OJT involves having an
experienced employee train a new employee at the work site and having the
new employee receive feedback, advice, and suggestions from coworkers and
trainers. Structured OJT generally assumes that new employees lack certain
skills and the goal of the OJT program is to instill these skills. Therefore,
employers design the training programs so that new employees do not
initially perform these new tasks in order to learn. Instead, they gain
knowledge and experience that will facilitate the performance of these tasks
at the appropriate time and gradually work toward performing these tasks.
Moreover, trainers assist and intervene at structured intervals, rather than
intervening at random points in the training program as can occur with
unstructured OJT.
Implementing a structured OJT program involves five basic steps: (1)
analyzing the tasks and skills to be learned; (2) selecting, training, and
supervising trainers; (3) preparing training materials; (4) conducting an OJT
14
program; and (5) evaluating the program and making any necessary
improvements or modifications.
d) Policies
A policy is a type of plan that serves as a guide to thinking, discretionary
action and decision making for managers, supervisors, and staff personnel.
Policies provide common premises for action. Policies also help ensure
coordination before action or decision making and provide some assurance
that recurring problems and issues will be handled with some measure of
consistency throughout the organization (Tracey, 2004).
e) Training Transfer
The terms “transfer of training”, “transfer of learning”, “training transfer”,
“learning transfer” and “transfer” are perceived as interchangeable terms in
the Human Resource Development (HRD) field. Transfer was originally
defined as the extent to which learning of a response on one task or situation
influences the response in another task or situation.
Previous research on transfer emphasizes the fact that it is multi-faceted. A
common thread of the research depicts transfer as comprising a three-step
process: learning or mastering the knowledge and skills gained during a
training program, using the new knowledge and skills on the job, and
maintaining the change behavior over time. However, argued that transfer
would occur as long as the aims, methods, and approaches used for the
learning task were similar to the transfer task.
f) The Training Needs Concept
It is agreed by a number of authors that a training need occurs when there is
an existing or anticipated shortfall or problem in performance where training
is considered the most appropriate and effective remedy (Kempton 1995),
15
(Cole 1993), (Marthur 1983). Also, it has been held that identifying needs
properly is an important part of the training cycle. If the analysis at this stage
is wrong then later training activity will also be focused on a wrong need.
This could result in wastage of funds and demotivation of staff and it can also
set up negative attitudes towards future training (Malcolm and Tricia 1977).
1) Identification of training needs
According to Boydell (1983) and Kempton (1995), training needs
(TNs) can be identified at three levels; organizational level,
occupational level and individual level.
2) Training needs at organizational level
Training needs at organizational level focus at identifying where
within the organization training is needed. Training needed is
identifiable at this level through the performance appraisal system.
This provides the key channel for feeding back organizational needs
as perceived by individuals. It is the general weakness which is
highlighted where training is most needed in the organizations.
Information from both levels needs to be processed by HR
professionals in order to plan the overall needs of the organization.
3) Training needs Occupational level
Training needs at occupational level for the organization attempts to
identify the content of training, that is, what an employee must do to
perform competently a given task or job. It is concerned with raising
the performance in specific occupations it is about establishing
standards of performance that is, the knowledge, skills and attitudes
an employee in a specific occupation must acquire so as to perform to
the set standard. Job analysis can be used to determine the knowledge
and skills required in specific jobs and information can be
supplemented by analyzing the results obtained from the assessment
of individuals.
16
4) Training needs Training needs
Training needs Training needs begins with a profile of the individual
and a job description, which provides a list of skills and knowledge
required to match the two (Kempton 1995). This is intended to
discover the deficiencies in particular skills, knowledge and attitudes
on the part of the individual (Boydell 1983). Needs at the individual
level can also be identified by looking at critical incidents for
example, over the previous six months that were particularly
challenging or stressful, a manager may identify TNs of his/ her
subordinates. This can be matched through appraisal interviews.
2.2 Theoretical Literature Review
2.2.1 Understanding training and forms of training
Training of employees at all levels within an organization is a vital component in
maintaining the competitiveness in an international arena (Maund, 2001).In reference
to the training of teachers this is important in respect to competition among the
organization reflected through the performance of the organization. Success of the
organization depends upon how effectively the organizations have developed their
skills and knowledge and the efficacy of how both can be synergized within the
organization. It is said that training in public service had been used as a means of
rewarding and sanctioning some civil servants.
A report to Ministry of Public service by Crown Agents (1998) on Human Resource
training in public service, noted that it is not uncommon for civil servant to be given
a chance to go for training as a reward for being loyal to their superiors especially if
training involves going abroad or has financial benefit to the trainee. Such training
may be irrelevant to the officer and or organization. In some instances, other officers
perceived as uncooperative by their superiors are forced to go for training as a
punishment in order to keep them off. Relevance and impact of such forced training
cannot be of much help to the organization as it does not often resolve conflicts at
workplace but tends to aggravate them.
17
Companies can apply these different methods of training and development to any
number of subjects to ensure the skills needed for various positions are instilled.
Companies gear training and development programs towards both specific and
general skills, including technical training, sales training, clerical training, computer
training, communications training, organizational development, career development,
supervisory development, and management development. The goal of these programs
is for trainees to acquire new knowledge or skills in fields such as sales or computers
or to enhance their knowledge and skills in these areas.
Technical Training.
Technical training seeks to impart technical knowledge and skills using common
training methods for instruction of technical concepts, factual information, and
procedures, as well as technical processes and principles. Likewise, sales training
concentrates on the education and training of individuals to communicate with
customers in a persuasive manner and inculcate other skills useful for sales positions.
Communications Training.
Communications training concentrates on the improvement of interpersonal
communication skills, including writing, oral presentation, listening, and reading. In
order to be successful, any form of communications training should be focused on
the basic improvement of skills and not just on stylistic considerations. Furthermore,
the training should serve to build on present skills rather than rebuilding from the
ground up. Communications training can be taught separately or can be effectively
integrated into other types of training, since it is fundamentally related to others
disciplines
2.2.2 Staff training and development
Landy (1985) defined job training as “a set of planned activities on the part of an
organization to increase the job knowledge and skills or to modify the attitudes and
social behaviour of its members in ways consistent with the goals of the organization
and the requirements of the job”. Training is the process that provides employees
with the knowledge and the skills required to operate within the systems and
18
standards set by management.” (Somerville 2007). Training (education) of
employees can be defined as an effort to improve employee’s performance on their
work place or some related work place. It indicates changes in the specific
knowledge, abilities, skills, attitudes or behaviours. It indicates changes in the
specific knowledge, abilities, skills, attitudes or behaviours. Efficient training has to
be balanced with identified need, to be well planned and to provide learning curve
application. Based on place of training carrying out, it can be: on the job; on site, but
not on the job training; and off the job training. Training is often mixed with a terms
of “employee development”, that is related to creating environment where employees
are encouraged for self-improvement. Basically, employee training and development
are an integral part of human resource management practice.
Staff Training in International HRM (IHRM) is through various methods, attending
courses and lectures in different schools or training centres, by using materials like
readings, recordings, movies etc. to assist trainings. Practical information should be
provided during the training, role play, simulations, and meetings with foreign
employees will help the trainees to understand better (Decenzo and Robbins 2007).
Staff training enhances the capabilities of employees and strengthens their
competitive advantage. Effective training will improve the personal characters and
professional abilities. Not only employees, management and organization would
benefit from staff training, customers will benefit as well, because of the received
quality products and services that can be offered by a trained worker (Sommerville
2007). The following are the two biggest factors that contribute to the increased need
to training and development in organisations:
1. Change: The word change encapsulates almost everything. It is one of the
biggest factors that contribute to the need of training and development. There
is in fact a direct relationship between the two. Change leads to the need for
training and development and training and development leads to individual
and organisational change, and the cycle goes on and on. More specifically it
is the technology that is driving the need; changing the way how businesses
function, compete and deliver.
19
2. Development: It is again one the strong reasons for training and development
becoming all the more important. Money is not the sole motivator at work
and this is especially very true for the 21st century. People who work with
organisations seek more than just employment out of their work; they look at
holistic development of self. Spirituality and self awareness for example are
gaining momentum world over. People seek happiness at jobs which may not
be possible unless an individual is aware of the self. At ford, for example, an
individual can enroll himself / herself in a course on ‘self awareness’, which
apparently seems inconsequential to ones performance at work but
contributes to the spiritual well being of an individual which is all the more
important.
Several advantages have been pointed out, as they can be generated from training
employees/Workers. These advantages are as follows;
a) Increases job satisfaction and recognition
During the training, employees will be introduced what is the work is
about, how to do, what kind of role does the job play in the whole
sector or organization, it helps them to understand their work better
and also love what they do by understanding the work.
b) Encourages self-development and self-confidence
After systemized training, employees will understand what important
role their jobs play, and with the information, knowledge and
experiences obtained during the training, they will be more confident
with their work, so that better services will be provided.
c) Allows the employee to become productive more quickly
By training, employees get familiar with their work tasks, advanced
knowledge and techniques which improve their capabilities, increases
productivity.
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d) Aids in evaluating employee performance
People who are responsible for training will find out those employees
during training, who are quick learners, who have better knowledge
and skills, so that different methods of training can be chosen,
therefore, better results will be acquired.
e) Helps identify employees for promotions or transfers
During the training, employees‟ abilities and personalities will be
easily identified by experienced trainers, or some employees are more
suitable for other positions with the organization or institution can be
identified and hence the organization can adjust and make best use of
that employees’ knowledge and abilities.
f) Reduces accidents and safety violations
Without organized training and guidance, especially employees who
work with dangerous facilities, accidents are easily occurred, training
can help organizations to prevent accidents.
g) Reduces wastage and costly employee turnover
Wastage and damages in different departments are commonly found
out in organization operations, with the help of staff training;
unnecessary wastage and damages can be avoided. Regular trainings
can decrease work pressures and employee turnover, as a result, less
labour cost will be spent and better service can be achieved
(Somerville 2007).
Basically, the purpose of training is mainly to improve knowledge and
skills, and to change attitudes or behaviour. It is one of the most
important potential motivators which can lead to many possible
benefits for both individuals and the organization. According to
Adams (2002), training makes employees feel that they are part of the
organization’s family. Training creates the sense of belonging in all
employees. It creates the professional development and enhances the
21
employee’s skills. It also makes knowledgeable workforce with fewer
mistakes. McNamara (2010), added that training increasing job
satisfaction and employee morality, enhancing the employee
motivation, improving the efficiencies in processes and financial gain,
raising the ability to obtain new technologies, developing the
innovation in strategies and products and reducing employee turnover
are other important benefits of training.
2.2.3 Indicator of good training and development program
a) Commitment of top management to training
The commitment of top management to the training and development
system is critical to its success (Brinkerhoff and Gill, 1994).
Organizations whose top management view training as a strategic
advantage, as a way to meet organizational goals, express their
commitment in a number of ways: by making their commitment
public; by making sure that executives take an active part in the
delivery of training and in the planning of training objectives; and by
maintaining a financial commitment to training (Fricker, 1994)
b) Involvement of training managers in organizational planning and goal
setting.
Out the four major interrelated tasks of training managers, two
involve formulating training goals that are linked to organizational
needs and planning training strategies that achieve those goals. In
order to perform these tasks, the training manager has to be involved
in planning and determining organizational goals.
c) Ensuring that what is learned in training is transferred to the job.
In effective training and development systems, techniques are in place
to ensure that the knowledge, skills, and attitudes that are learned in
training are transferred to the job. Some examples of ways to ensure
22
that employees use new skills they learn in training are the following:
trainees and their managers are held accountable for making sure
skills learned in training are used on the job, management is
integrated into training planning and delivery, and training is
integrated with other human resource elements, such as the
performance appraisal process
d) Involvement of multiple constituencies and use of various methods in
assessing training needs
A thorough needs assessment is critical in the development of content
that meets organizational needs and furthers organizational goals
(Human Technology, 1993). Such a comprehensive needs assessment
includes organizational analysis; task, knowledge, skills, and attitudes
analysis; and individual analysis (Goldstein and Gilliam, 1994).
Information comes from a variety of sources, including internal
sources such as top managers, direct supervisors, employees, position
descriptions; and external sources such as other similar organizations
and legislative and economic policies (Human Technology, 1993;
Olian et.al.,; Dalziel, 1994).
e) Inclusion of activities that sustain training and development as crucial
to the organization.
Brinkerhoff and Gill (1994) contend that a training and development
system cannot be successful in meeting the needs of employees and
the organization without mechanisms to collect data and feedback on
the system and continuously improve it. They argue that, “continuous
improvement of training requires continuous measurement of all
aspects of the process of helping employees learn and change”
Although there is a strong belief that training is related to
organizational-level outcomes (Kozlowski et al. 2000), the theoretical
rationale and empirical evidence for this relationship has seldom been
the focus of training research. As noted by Kozlowski et al. (2000),
23
most models of training end with transfer of individual-level
knowledge in the training context and there is little development or
research on how individual-level training outputs result in
organization-level outcomes. For this study, the model that can be
used to understand importance of training and development of
organization is Human Resources Based view and the Training cycle
model by Stredwick in 2002.
2.2.4 Measurement of Training Effectiveness
Only provision of training may not address the issue, but systematic
management of training is also required to ensure effectiveness of the
capacity development interventions for achieving the desired developmental
goals. Therefore, need for more effective training practices increases. Need
for accountability of education and training programmes in both public and
private sectors has increased since early 1970s (Auchey, 2000, p. 166).
Several authors have studied the training and development practices. Some
authors like Abdalla and Homoud (1995) used stage-wise approach for
studying the training and development practices. Abdalla and Homoud (1995)
conducted a survey of management training and development practices in the
State of Kuwait. The questionnaire consisted of four main parts covering
training needs assessment, programmes and participant selection, programme
evaluation and future trends.
Second stream of studies have devised and used issue-wise approach of
studying training and development practices. For example, Mead, Tobin and
Couturiaux (1996) used a framework consisting of five components: 1)
introduction; 2) staff development; 3) training process; 4) measurement; and
planning and requirements. Another study conducted on this pattern is that
carried out by Tregaskis and Dany (1996, p. 26). They used a framework
consisting of following six broad areas: 1) organizational commitment to
24
training (finance and days training per occupational group per year); 2)
training programmes conducted; 3) methods adopted for training needs
evaluation;4) methods used to evaluate the effectiveness of training; 5) career
development systems (formal career plans or annual career development
interviews) and 6) integration of training with HR system (workforce
planning, training new employees).
In a study on evaluation of training, Kunder (1998, pp. 2-4) identified six
indicators of ineffective training and development systems: 1) lack of top
management support for the training and development system; 2) no clear
link between training and organizational goals or plans; 3) inadequate, or
incorrect accounting of the costs of training; 4) limited or inadequate training
needs assessment; 5) lack of support for applying new skills and knowledge
on the job; and lack of meaningful evaluation of training. One of the basic
limitations of these studies is that it is hard to use their frameworks as
diagnostic tools for measuring effectiveness training effectiveness.
2.2.5 The Role of Staff Development and Training
Training can be seen as formal, often short-term initiatives, where the
organisation attempts to increase an individual’s skills and knowledge in
order for them to perform a particular set of tasks with increased ability.
According to my view, there is a tendency amongst some staff to see training
as something that operates outside of normal work activities. This perception
is reinforced by the belief that training involves going on courses and the idea
that it is a day off (or days off) from work, a close relative of annual leave or
time off for “good behaviour”. It is also reinforced by the idea that training
only happens after staff have been doing a job for some time.
Clearly some of these perceptions about training are accurate. It does, in part,
involve going on courses and taking time off from work; it could involve staff
who has been with an organisation for some time; it can centre on themes that
25
are not directly related to work activities and it can involve the need for a
separate budget. Without a focus for these activities, or without some stated
objective that training seeks to achieve, training will continue to be perceived
as an option that staff, managers and organisations can take or leave.
One possible way of providing a focus for training is to see it in terms of
problem solving, for example, solving the problem of providing an efficient
and effective service. On the one hand the TANESCO staff have the need for
efficient and effective service, and on the other hand, new staff who are at the
start of their employment may know nothing of the service. Unisa Library
also have existing staff who may require new skills if the service should
change and adapt to technology. The gap between these two factors
represents the problem for which training and development can provide the
solution.
A systematic approach to training and development plays a central role in
developing staff who provide a service. Thus, it is essential to plan. Perhaps
the overriding weakness in staff development programmes is a lack of clear
objectives, for example, how will attendance at a particular workshop, or
enrolment in a particular course, help the librarian or help the library?. One
might argue that knowledge for the sake of knowledge is sufficient
justification for the Library and the librarian’s investment in a training
programme. But factors such as accountability, relevance and fit with both
individual and organisational goals cannot be ignored.
A clearly identified focus for training and development enables a simple and
concise set of objectives to be formulated. These should encompass all the
needs of a training and development programme and be clearly achievable
and easily monitored. Noon (1992: 67) for example, came up with the
following objectives:
26
1) To provide staff at all levels with skills and competencies to
contribute to an effective library and information service
2) To identify and develop new skills and competencies
3) To provide staff with the opportunity for personal and professional
development for the benefit of themselves and the service
4) To monitor the training and development programme to ensure that it
meets the needs of the service and its staff
The primary objective of a staff development programme is to facilitate
change by challenging the staff and contributing to a continuous learning
process. To achieve the above-mentioned objectives there are some basic
components of the staff development programme plan that must be in place.
A well thought out staff development programme is essential for every
academic library. The programme will be driven by a number of
considerations such as staff orientation or induction, on the job training, job
skills and personal development, information technology and annual training
and development review.
2.2.6 Theoretical models
Human Resources Based view model
According to Human Resources Based view model, human resources are
being considered as a significant factor of competitive advantage for the
organization. This means that, for effective performance of an organization
human resources must be well trained and motivated also. In simple term, this
theory holds that
“The organization possesses capabilities and skills in the form of its
individual employees that are superior to those of its competitors, which in
27
turn being the factor accountable for its advantageous positioning in the
market .(Ramon et al. 2000)”.
In this context, it places emphasis on the value of training. It considers it
fundamental since it strengthens the development of the organization’s
human resources into a “valuable and unique resource that can neither be
copied nor substituted (Ramon et al. 2000)”.
Within the HRBV framework, the organization is seen as a nexus of
resources and capabilities that are not freely bought and sold in the market
(Lado and Wilson 1994). In this sense, capabilities refer to a firm’s capacity
to deploy resources, usually in combination, applying complex organizational
processes to affect a desired end. They are information-based, tangible or
intangible processes that are firm specific and are developed over time
through complex interactions among the firm’s resources (De Saa-Perez et al.
2002). Thus, these firm-specific resources and collective/team capabilities
yield economic benefits that cannot be perfectly duplicated by their
competitors. The HRBV was instrumental in finding out whether training
enhanced staff career prospects in the organization and also their potential for
joining other organizations.
Training cycle model by Stredwick
This model is essential in understanding the need to perform training and also
to design effective trainings. The training cycle is circular; it begins with the
needs assessment. A need of training always results from the difference
between an ideal expect for employees‟ performances and the actual
performances. Trainings can also be provided for new employees to help
them get familiar with the work environment and tasks etc. HR department
should consider the related aspects for example job analysis, performance
objectives.
28
The second step in the training cycle is the planning of the training. Planning
is separated into specifying training objectives, designing training program,
selecting training methods. Training goals, training method, duration,
program structure, location and selection of trainee’s etc. practical problems
are to be answered in the planning stage. After successfully planning the
training, then the training program should be effectively carried out following
the plan. The trainer should be well prepared and skilful, and the trainees
should be actively participating in the training.
Evaluation of the training is an unavoidable stage in the training process, to
get the feedback helps adjusting and organizing future trainings. Plans for
future training can be done in this stage. Evaluation is the ending stage of a
training cycle but at the same time it is the basis for the new training cycle.
(Woods 2006).basically, training cycle model can be presented
diagrammatically as shown below.
Figure: Training cycle model (source: Adapted from Stredwick, 2002)
29
2.3 Empirical Literature Review
A study conducted in Scotland, UK, on 150 organizations to investigate the
main issues of the current Human Resource performance, revealed that 89%
of the organizations surveyed ranked employee training and development as
the most important in the performance management (Soltan, et al., 2004). The
study suggest that, the HR personnel widely regarded the process of the
performance appraisal as one of the main instruments for identifying training
and development needs at the individual level.
A study conducted by Fey et al., (2000), on the effect of training and
development on the employee performance, suggested that, there is a strong
positive relationship between both management development and employee
training and development program, and organization performance in Russian
team - based subsidiaries of Western corporations. This implies that, both
management and employee development were significantly related with firm
performance. He further suggests that, a focus on employee development,
including employments security, is likely to be shared by employees in terms
of high level of organizational commitment. Investments in employee
training and development may also be important for Western firms striving to
achieve a competitive advantage through high quality products and services,
features that were not paid much attention to during earlier planned economy.
In Tanzania, a study was conducted by Sharma and Upneja (2005) to
investigate the factors influencing financial performance in the small hotels at
Arusha. The findings of this study suggested that inadequate employee
training and development programs was among the factors responsible for
low profitability in the hotels thus providing evidence to HR professionals on
the importance of this component in the business sector.
Another study was done by Hassan, 2011 which was titled the Impacts of
Training and Development on the Performance of Administrative Staff in the
Public Sector Organizations: The case of the Second Vice President’s Office
– Zanzibar. The main objective of this study was to find out the Impacts of
30
Training and Development on the Performance of Administrative Staff in the
Public Sector Organizations: The case of the Second Vice President’s Office
– Zanzibar. In the end this study concluded that Training and development
program is continuous practice in the 2nd VPO and the staffs was able to learn
and update their knowledge and skills every year. However, the program is
not planned and not systematic and is not coordinated in one unit. Also it
does not follow appropriate training and development process.
2.4 Research Gap
Basically, going through the literature reviews, the research conducted on
training and development in public sector are very much concerned with
training and development in private sector. Very few researches have taken
emphasis on public sector, also those study conducted in public sector didn’t
specifically focus on the benefits that can be generated through these training
and development program in public sector. Similar studies have been
performed but they have been outside the country and majority of them being
in Europe and America which somehow their practice of employee training
and development is a bit advanced compared to that of Africa.
It is from this lack of literature which specifically focus on training and
development that drove this research to attempt a systematic study on the
benefits that can be generated through training and development of
employees in the public sector.
31
2.5 Conceptual Framework
Benefits
Figure 2.1: Conceptual framework (Source: Literature review)
The above conceptual framework is explained as follows:
Fund Availability, Well arranged Management, Support, Attainable Budget and
Training Development lead to effective Training and Development. On the Other
hand Workers have impact and contribution on the Effective Training and
Development when they are willing to participate, learn and avoiding Back orders
Leads to roductive Employee, Job satisfaction and recognition, reduction of
accidents and safety violation, reduction of costly employee turnover and highly
qualified staff.
Effective Training andDevelopment
Willingness to participate
Ability to learn
Avoiding back orders
Productive employee
Job satisfaction and recognition
Reduce accident and safetyviolation
Reduce costly employeeturnover
Highly qualified staffs
Fund availability
Well-arranged Management
Support
Attainable budget
Training and Development plan
Workers
Factors for success
32
CHAPTER THREE
METHODOLOGY
3.0 Introduction
Research methodology, is a way to systematically solve the research problem
(Kothari, 2004). This chapter presents the methods and techniques used in collecting
and analysing the data for this study. It is also in this section that the study area,
study population, sampling design and sample population of the study have been
described. The research used both qualitative and quantitative methods for better and
reliable results. Qualitative method was applied where views and explanations were
demanded such as interviews while quantitative method was applied in data
quantification and presentation.
3.1 Area of the Study
Study area is the place/places where the study was carried out (Kothari, 2004). For
the case of this study, the study area was TANESCO training centre, in Kinondoni
district. The main reason for the choice of Kinondoni district is due to the fact that
TANESCO training centre is located within the district.
3.1 Research Design
A research design is the arrangement of conditions for collection and analysis of data
in a manner that aims to combine relevance to the research purpose with economy in
procedure. Generally the aim of research design is to help a researcher control the
process of data collection and data interpretation (Kothari, 2004).
This study adopted a case study approach. A case study research design can be
explained as an intensive description and analysis of a single case, individual or
group (Kothari, 2004). Case study research design has several advantages over other
research designs, these advantages include good: source of ideas about behavior;
opportunity for innovation; method to study rare phenomena; method to challenge
33
theoretical assumptions; and lastly, good alternative or complements to the group
focus of psychology.
3.2 Target Population
Population refers to people that the researcher had in mind from which the researcher
can obtain information. Keya et al., (1989) describes population as consisting of
individual or things or element that fit a certain specification. In this study, the
population included all workers of TANESCO. The active population of TANESCO
is comprised of 250 respondents from three categories which include (Manager,
technical department and non-technical department). However, for this case the study
focused on Administrative staffs, Supervisors and Technicians.
3.3 Sample Size and Sampling Technique
3.3.1 Sample and sample size
Sample is a small group of subjects drawn from the population in which researcher is
interested in gaining information and drawing conclusions about the universe
(Kothari, 2004). Sample size is the part of the population selected to represent the
whole population, it enables the researcher to achieve objectives with reduced
resources.
A sample for this study was 106 respondents. Sekaran, (2003) advises that too large a
sample size could become a problem and recommended sample sizes between 30 and
300. Similarly, Enon, (2002) recommends that a minimum number of samples for
research should be 30. Below is the description of the sample size for this study.
34
Table 3.1 Sample Size
Factors Number
Administrative staffs 25
Supervisors 25
Technicians 56
Total 106
Source: field Data 2014
3.3.2 Sampling technique
This involves the techniques to which the sample was drawn from the population.
The study used both probability and non-probability sampling because the focus is
on in-depth information and not making inferences. The researcher used purposive
and simple random sampling techniques to have respondents for the study.
3.3.2.1 Purposive sampling
According to Kamuzora and Adam (2008), purposive sampling is sometimes known
as judgmental sampling. The researcher chooses only elements which he/she believes
will be able to deliver the required data. Purposive sampling starts with a purpose in
mind and the sample is thus selected to include people of interest and exclude those
who do not suit the purpose. This is a technique where the researcher uses his/her
own judgment about the respondent to be chosen of the study.
Purposive sampling technique was used in areas where the researcher wants to
collect particular information from particular group. In this case 25 Administrative
staffs and 25 Supervisors were consulted. The researcher used this group of
respondents because the information intended to be collected was that related with
training arrangement, organization and weaknesses in TANESCO.
3.3.2.1 Simple Random Sampling
This type of sampling is also known as chance sampling or probability
sampling where each and every item in the population has an equal chance of
inclusion in the sample and each one of the possible samples, in case of finite
35
universe, has the same probability of being selected (Kothari, 2008). This
sampling method was used to select 56 technicians , 25 administrative staff
and 25 supervisors who are related or have concerns to the research topic.
3.4 Data Collection Techniques
Data collection involves all processes that deal with acquiring data from the
targeted population. The data collection methods that were be used included
observations, interview and documentary review. These methods were used
complementarily depending on the issue at hand. Interview schedules and
number of interviews conducted varied depending on the category of
respondents and the type of information needed.
The study utilized both primary and secondary data. Krishna Swami (2000)
argues that data are facts, figures and other relevant materials, past and
present serving as base for study and analysis. The primary data are those
which are collected afresh and for the first time, and thus happen to be
original in character. The secondary data, on the other hand, are those which
have already been collected by someone else and which have already been
passed through the statistical process (Kothari, 2004). Primary data was
collected by the researcher from respondent though questionnaires and
interviews while on the other hand, secondary data was obtained through
reviewing various documents.
3.4.1 Interviews
Interview as a research tool is advantageous because it is highly flexible tool,
allows a more permissive atmosphere than the case when using other
techniques of investigation (Young, 2001). Also, through interviews the
questions not readily grasped by interviewees can be rephrased, or repeated
with proper emphasis and explanations when necessary. Also the interviewer
has a greater opportunity to appraise the accuracy and validity of replies as
contradictory statements can be followed up and possible reasons for
contradictions can be learned. In order to become well versed with the
36
context of the study, both closed and open ended questions were asked to
respondents. Closed ended questions are meant to guide the researcher keep
track of the main issues to be investigated. While open ended questions aim
at having a wider understanding of respondents’ feelings, views, beliefs,
perceptions, attitude and knowledge. Face to face interviews were conducted
to supervisors, administrative staffs and Technicians. The reasons for
choosing interviews were to provide additional information.
3.4.2 Questionnaires
The respondents were given a chance to fill in the questionnaire forms which
were and later on collected by the researcher. The questionnaire format was
semi structured, the reason being as proposed by Kothari (2004), to allow
easy adaptation to the situation and alteration whenever necessary. The
questionnaire was distributed to individuals in the sample population so as to
give their views and opinion regarding the benefits of trainings in their
organizations.
The Questionnaires were used specifically to collect information from
TANESCO workers particularly technicians staff in order to get a wide range
of knowledge on opinions and views concerning training and work behaviour.
In the other case, questionnaires are good in providing information which
respondents might have feared to provide during interviews.
3.4.3 Documentary Review
In this method, existing documents like journals, books, performance
appraisals, training reports, training forms, and study leave forms were
scrutinized to collect the required data on types of training, training policy,
effect of training on workers’ performance and work behaviour in general.
Important information related to the study was jotted down and compiled
accordingly, so as to easy the work during data analysis.
37
3.5 Data analysis and Presentation
Data analysis is critical examination of the assembled or grouped data for
studying the characteristics of the object under study and determining the
patterns of relationship among variables relating to it. Data analysis was
performed with the purpose of summarizing the collected data and organizing
it in such a way that the answers reflected the research questions and
objectives (Krishna Swami, 2000). Raw data collected in this study was
edited to make sure they contain no errors. This was effected through
checking the content for completeness as well as internal consistence of the
responses as how Kumar (1996) argues, editing is important because it
involves scrutinizing the completed research instruments to identify and
minimize as far as possible errors, incompleteness and gaps in the
information obtained from the respondents.
All quantitative data were analysed by using Statistical Package for Social
Studies (SPSS) programme. This was done by coding all the responses in
order to produce simple frequencies and percentages. Qualitative data were
analysed by using categorical indexing approach (Mason, 2003). Categorical
indexing is based on the idea that the researcher applies a uniform set of
indexing categories systematically and consistently to their data. These
categories could take the form of subheadings expressing relevant points in
the data while at the same time giving a descriptive account and analytical
sense to the data. The study adopted this approach because it enabled the
researcher to get a systematic overview of the data and thus have a clear idea
of the coverage and scope. Moreover, this approach made possible to locate
issues and themes in a manner that was easily visible and accessible (Mason,
2003). All the raw data from the interview transcripts were sorted and
organized. The data was then subjected to content analysis whereby the
content were analysed according to the themes developed on the basis of the
study.
38
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
4.0 Introduction
This chapter presents the analysis, interpretation and discussion of the results of the
empirical study and literature reviews obtained with the respect to study problems
and study objectives in general. It starts by giving out the demographic
characteristics of respondent involved in the research, followed by presenting the
data that were collected from the respondents for various questions. In conclusion,
the chapter presents the challenges facing training and development programmes
conducted by TANESCO.
4.1 Characteristics of the Respondents
The characteristics of respondents are discussed below so as to give a general picture
of those who were involved in the research.
4.1.1 Gender
One of the sample characteristics obtained from the field was the gender of the
respondent. Among the on-going struggles in the world is gender equality and equity.
TANESCO is not exceptional in ensuring gender equity and equality in almost all
professions. In all categories of the respondents, majority of the respondents were
men. Out of 106 respondents questioned, 59 (55.7%) were male while the remaining
47 (44.3%) were female. This shows the percentage of female employed in the
institution is small compared to their male counterparts. Table 4.1 below represents
this data.
39
Table 4:1 Respondent’s Age
Gender Number Percentage (%)
Male 59 55.7
Female 47 44.3
Total 106 106
(Field data, 2014)
One aspect to note is that, the above sex distribution of the respondents does not
necessarily mean that males were more cooperative than female since the pattern of
the distribution was not recorded. In addition, there was no observable difference in
terms of answers from the respondents of the two genders. Apart from that, the gap
between male and female employees in the organisation is large and alerts the
responsible person to work hard in reducing it by promoting female employees to
take posts in the organization, though not by favouritism that jeopardizes
professionalism. Although this scenario does not have direct implication with the
study objectives, it was just inquired to see the adherence to gender balance as how
different human organization champions to ensure gender balance in each and every
aspect.
4.1.2 Age
In terms of age, the minimum age category ranged from 18-25 whereby the
maximum category was from 45 and above. Age composition of the respondent
entails the well-being and succession of responsibilities in the organization. Each
organization, as assumed to be concerns, need to have good combination of power of
varying ages. In this, out of all respondents interviewed 11 (10.4%) respondents
were between 18-25 years; 22 (20.8%) of the respondents were in between 26-35; 40
(37.8%) were in between 36-45, while the remaining 33 (31%) of the respondents
had 45+ as their age. Below is the data as represented in Table 4.2.
40
Table 4.2: Respondent age
Category Number Percentage
18-25 years 11 10.4%
26-35 years 22 20.8%
36-45 40 37.8%
45+ 33 31%
Total 106 106
Source: Field Data (2014)
This data shows that large percentage of the respondents age falls in the 26 to 45+
category, this can be explained due to number of years that a normal person spends
in the education system. Also, this gave the researcher an idea that the responses are
mostly from professionals who have been in the field for long time hence provide
information which is essential and important. In terms of answers, there was no
observable difference between the answers of the members of different age category.
All respondents were equipped with sufficient knowledge to enable them to
participate in this research.
4.1.3 Education level of the respondents
Also during data collection process, the researcher was interested to find out the level
of education of the people that were going to participate in data collection process.
Education level of the respondents was diagnosed to bring to light the adequacy of
education to these people involved in the research.
Out of the entire respondents interviewed the results show that 6 (5.5%) had primary
school education; 9 (8.5%) had secondary education; 16 (15.1%) had Diploma level;
21 (19.8%) were educated with Advanced Diploma, while 38 (25.8%) were having
Bachelors’ Degree as their highest level of education attained. Furthermore, 11
(10.4%) respondents had Masters’ Degree; 3 (2.8%) had PhD; and the remaining 2
(1.9%) choose other as their level of education. Below is the table depicting level of
education of all respondents that were involved during the process of data collection.
41
Table 4.3: Respondents level of education
Category Number Age
Primary School 6 5.7
Secondary school 9 8.5
Diploma 16 15.1
Advanced Diploma 21 19.8
Bachelor Degree 38 35.8
Master’s Degree 11 10.4
PhD 3 2.8
Others 2 1.9
Total 106 106
Source: Field Data, 2014
Generally, the respondents that were interviewed had different levels of education
from Primary education to PhD level with the majority having Bachelors’ Degree
followed by advanced diploma.
4.1.4 Experience of the respondents
a) Previous experience of the workers
Under normal conditions it is believed that, as one practices something for a long
period of time, he/she gets more efficient and learns more. Hence, from this research
the researcher was interested to see the number of years that the respondents have
worked in their areas of specialization. In this the results were as follows:-
Majority of them have work experience of 2-5 years, which accounted for 63
(59.4%) followed by those with 0-2 years which were 30 (28.3%), then those with 5-
42
10 years with 8 (7.5%) respondents and lastly those with 10+ years which accounted
for 5 (4.7%) respondents. This data is presented in Table 4.4 as follows:
Table 4.4: Respondent’s level of experience
Category Number Percentage
2-5 years 63 59.4%)
0-2 years 30 28.3%
5-10 years 8 7.5%
10+ 5 4.7%
TOTAL 106 106
Source: Field Data, 2014
Basically this data shows that, majority of the respondents provided information out
of knowledge of the benefit of training, and in this, the researcher confirms that
information provided in this study can be useful, the reason being the information is
generated from people with experience in their respective field.
b) Respondents working experience with the organization
After establishing the general working experience of the workers the researcher was
interested in establishing the working experience of workers within the study
organization. Working experience is thought to add value to professionalism and
workers competence. Under normal conditions it is believed that, as one practices
something for a long period of time, they become more efficient. Given the fact that
the government and its institution provides one year probation period for new hires,
majority of the respondents were already confirmed to their position thus they are
deemed fit to command their tasks. Basically, with large percentage working in the
area for more than a year, data generated from them is essentially informative; firstly
43
due to the experience they have as they had served for the offices for a number of
years.
In this, the results was as follows, out of 106 respondents that were questioned, 11
(10.4%) selected 1-3; 9 (8.5%) selected 4-6; 12 (11.3%) selected 7-9; 16 (15.1%)
selected 13-15; 9 (8.5%) selected 16-19; and the remaining 25 (23.6%) selected 20
years and above as their number of years with TANESCO.
Table 4.5 Respondents working experience with the organization
Category Number Percentage
1-3 11 10.4
4-6 9 8.5
7-9 12 11.3
10-12 16 15.1
13-15 24 22.6
16-19 9 8.5
20 + 25` 23.6
TOTAL 106 106
Source: Field Data, 2014
4.2 Training and development programmes performed in TANESCO
Staff training and development programme is an essential management tool as it has
many benefits, such as shortens the study time, increases work effectiveness, helps
employees and the institution itself to compete in the fast changing environment,
reduces damages and wastage. Staff training and development can also be used as a
way of motivating employees, upgrading their skills, expanding their knowledge, and
preparing employees for self-development. During data collection process, the
researcher was interested to establish the general outlook of the training and
development programmes at TANESCO. In order to come up with answers for this
44
section, the researcher had several questions which were designed specifically to
provide this understanding. The results of these questions are as follows:-
4.2.1 Training and development programmes in TANESCO
To start with this, the researcher provided the respondents with an open question
which wanted them to explain what they understand by training and development
and training attendance. All the respondents seemed to understand what training and
development is, and most of them went further in giving out examples of training and
development of programmes that were conducted in their organization for the past
few days or months. Such mentioned programmes included those aimed at improving
workers performance and those aimed at improving their knowledge and work
responsibility.
4.2.2 Frequency of training
The researcher was interested in establishing the frequency of trainings that were
conducted in the organization. Frequency of training in this study was taken to mean
the number of days, or months that the organization takes in order to organize the
training. The reason for this was to establish if the employees receive enough
training so as to impart them with variety of knowledge that will help them in
performing their duties. Also the researcher was interested to see if employees do
attend these trainings. In addition to that,, there was another question which aimed at
establishing the number of trainings that employees did attend. This was very
essential in providing comparative analysis between the number of training
conducted and the employee’s attendance to these trainings.
The researcher asked the respondents “How often is training held in the
organization?” providing several options for the respondents to choose from as
answers. To start with this, the researcher started by asking the respondents “How
45
often is training held in the organization?”, and in order to answers this, the
respondents had several options which they were supposed to choose from in order to
answer this question. Such answers were: Just once in the beginning when work
started; Once a year; Twice a year; Once a month; Daily basis; and Other.
Out of the total respondents questioned 34 (32.1%) choose daily basis, 32 (30.2%)
choose once a year, followed by 20 (18.9%) who choose twice a year. The remaining
11(10.4%) and 9 (8.5%) choose once a month others respectively. The results are
summarized in Table 4.6 below.
Table 4.6 Respondent’s answer on frequency of training
Category Number Percentage
Once a year 32 30.2
Twice a year 20 18.9
Once a month 11 10.4
Daily basis 34 32.1
Other 9 8.5
TOTAL 106 106
Source: Field Data, 2014
Basically, the general data indicates that trainings were conducted at different
periods in the organization. The respondents did choose different times because of
the difference in their working departments. The researcher noted that, each
department do organize their trainings in different periods of time, hence once asked
to choose on the frequency of the training in the organization, the selection was
different depending on the department from which the respondents came from.
Responding to an interview question concerning the frequency of trainings
conducted in the organization this is what one respondent had to say:
46
“In reality, the organization is trying very hard to
improve the performance of their workers through
trainings, although the trainings are not frequently
conducted but whenever there is an introduction of new
machine or equipment the organization usually conduct
trainings so as to improve the general understanding of
the staff”.
This simply indicates that, respondents receive trainings frequently. In order to
further cement on the issue the researcher had to review the TANESCO training year
plan to see indication of any trainings indicated to be conducted for the year 2013-
2014.
4.2.3 Preferred training mode
After establishing the general knowledge of the frequency of training, the researcher
was interested to see if the respondents do enjoy the training mode that is used by the
organization to deliver training to its employees. The respondents had several options
to choose from in order to identify the training mode they prefer. The options
included; Direct classroom training, on the job training (Learning from doing),
Correspondence Training (Self learning), Computer based training, Online training,
and Onsite training squads.
Majority of the respondents (73.4%) choose onsite training squad as it gives them
better understanding of the practice of the intended trainings, and 26.6% said on class
training. The general observation was that, those who selected online and computer
based trained where mainly people from administration department, but technicians
were under the impression that in class training does not give them actual
understanding of the knowledge that they are obtaining. This was also confirmed by
the nature of the training conducted by TANESCO, where majority of the trainings
47
were onsite training were workers get to see the application of the knowledge that is
imparted to them.
4.2.4 Facts about training
In trying to find out facts about training the respondents were asked four different
questions. These included if the trainings are mandatory or not, whether employees
need to apply for the trainings or not, who were the trainers and where the trainings
are held. The point behind these questions was to establish the organization’s attitude
towards trainings.
On the question concerning if the trainings were mandatory or not the majority of the
respondents confirmed that the trainings were compulsory to the employees of the
organization. However, the main reason behind this question was to establish if the
training and development programmes conducted in the organization were of
mandatory or optional attendance and if they are mandatory do employees feel the
need to attend or they attend once the training are compulsory. It was established
that, the employees are required to attend trainings that are organized by the
institution, which is a sign that trainings are highly valued by the organization so as
to promote their performance in their jobs.
However, on the issue of internal trainings the researcher noted that employees do
not need to apply instead arrangements are made to make sure that such trainings do
not affect other functions within the organization. Applications are for those who
need to go for out of job trainings which involve their absence in the job. Hence,
information to the management is needed so as to cover the vacant post.
On the question whether the trainers are hired from the organization or are sourced
from other agencies most of the respondents 63% confirmed that trainers are from
within the organization. However, in the case of professional training the trainers are
outsourced. The researcher was interested in finding out who were the responsible
48
people in training issues. In terms of trainers the questions aimed to look for persons
who are responsible for the trainings held in TANESCO, either by trainers hired
from the organization, or teachers and other professionals sourced from outside the
company. The aim was to continue evaluating management value on the trainings
and development programmes. Also in this large percent of the respondents 63%
confirmed that the training programs was in most cases by trainers inside the
organization, but in terms of professional trainings, the organization usually
employee trainers from outside organization.
The researcher also asked the respondents to provide their general description or
understandings of the trainers. In this several answers were given:
“The trainer was well prepared”
“The trainer was very helpful”
“I was very satisfied with the support offered to me by my trainer”
“The Trainer was easy enough to be understood”
“The Trainer kept on motivating the learners”
“The trainer encouraged asking of questions”
“He was capable enough to articulate”
“The trainer was a good facilitator during training session”
“He inquired about learner’s interest regarding training style before
delivering”
Looking at the statements and/or the answers given by the respondents the nature of
the trainers used by the organization are good. One of the head of the department
also had a general comment to provide on the quality of the trainers. He argued that:
“Our main focus is to make sure our workers receive
quality trainings on the intended programme. One of
the way we use to make sure that is possible is the use
of high-quality and skillful trainers, who will help in
49
easing the general process of knowledge
dissemination to our employees”
4.3 Benefits of training programmes to employer and employee
Staff development is essentially concerned with realising the potential of each staff
member to be effective, successful, and creative as well as to take bold initiatives in
their work to the benefit of their clients, colleagues, institution and their own career
development (Partington and Stainton 2003). Benefit is explained as an advantage or
something that has a good effect or promotes well-being. Training and development
is essential to organizations which seek to gain a competitive advantage through a
highly skilled and flexible workforce, and are seen as a major element to high
productivity and quality performance (Sutton, 2007). In the case of this study, benefit
will be treated as the achievement of the intended aspects of the training and
development programmes.
Examples from successful organizations demonstrate that they have gone a long way
to design effective human resource training system. It includes effective manpower
general training and specific training. Designing of realistic performance plans and
development oriented performance appraisal, effective learning system providing
ample learning opportunities with the help of training, performance guidance, and
other mechanisms ultimately leads to organizational performance. It also consists of
mechanisms to inculcate sense of pride in work.
In this case the researcher was interested in establishing how employees think on the
benefits that are generated from these training and development programmes. To
establish the importance of training and development programme, the researcher had
several items that were to be formulated so as to establish the general benefits that
can be generated through these training and development programmes in TANESCO.
50
Among the questions asked to the respondents included “Does the training and
development improve the performance of the staff?” The researcher was interested in
finding out how the respondents value the conducted training and development
programme. Three options were provided as an answer to this question which
included Yes, No and I don’t know. The results were as follows:
Out of 106 interviewed respondents, 69 (65.1%) agreed that training and
development programmes improve staff performance, 22 (20.8%) respondents
answered No and the remaining 15 (14.1%) choose I don’t know as their answer. The
data is presented in Table 4.7.
Table 4.7: Does the training and development improve the performance of the staff?”
Category Number Percentage (%)
Yes 69 65.1
No 22 20.8
I don’t know 15 14.1
Total 106 106
Source: Field Data, 2014
Although a large percentage of the respondents did agree that the trainings and
development programmes that are conducted by TANESCO are beneficial, it is also
important to note that, nearly 40% of the respondents selected No and I don’t know
as their answers. This means that despite large percentage agreeing on the
importance of trainings, there is a portion of respondents that seemed not to
understand the benefits of the trainings conducted. The reason for the respondents
not seeing the benefits among others include, failure to practice their knowledge,
short time of trainings, limited number of trainings and lack of clear objectives for
the intended trainings. According to the respondents, if these aspects are improved,
the trainings conducted by the organization will have a new meaning which can also
be beneficial to a large number of trainees compared to how the trainings are
benefiting now. To support this, one of the respondents argued that:
51
“We know that trainings and development
programs are essential to the workers. This is due
to the various improvement that one can have once
receives such kind of trainings in terms of job
performance”
Yet the other respondent who disagreed on the importance of trainings conducted by
the organization had this to say:
“The trainings are important, the problem is
lack of training need assessment and the nature
of the trainings themselves which doesn’t in
some case address the need of both the
organization and the employees receives such
trainings”
Concerning the success rate of the conducted training and development programmes
at TANESCO the researcher provided 10%, 40%, 60%, 80%, and 106% as the rating
scales. The respondents were requested to rate the programmes according to the
provided scale and the results are as presented in Table 4.8.
Table 4.8: Respondent answers on percentage success
Category Number Percentage
10% 3 2.8
40% 6 5.7
60% 22 20.8
80% 31 29.2
106% 44 41.5
Total 106 106
Source: Field Data, 2014
52
The majority 97 (91.5%) of the respondents choose above 60% to 106% success rate
and only 9 (8.5%) of the respondent choose below 40% of the success rate of the of
training and development programmes conducted by the organization. Generally, the
researcher can conclude that majority of the respondents agree that the training and
development programmes conducted by the organization have succeeded in
delivering their intended objectives. This is evidenced by the high number of the
respondents that did agree on this aspect through selecting high percentage of the
success rate by the organization.
The researcher was also interested with the effect that the training and development
activities had on the employees in general. To establish this, the researcher posed a
closed ended question to the respondents which asked: What effect did these
activities or programmes have on your present job performance? The options
provided by the researcher for this question included: greatly improved performance;
improved performance; had little effect on performance; had no effect on
performance.
Responding to this question 44 (47%) of the respondents selected greatly improved
performance; 33 (35%) selected improved performance; 16 (16.2%) selected had
little effect on performance; and the remaining 13 (13.8%) selected No effect as their
answer. Below is the response data as represented in Table 4.9
Table 4.9: Respondents answers on the general effects of training
Category Number Percentage
Greatly Improved performance 44 47
Improved performance 33 35
Had little effect on performance 16 16.2
No effect 13 13.8
TOTAL 106 106
Source: Field Data, 2014
53
Generally large a percentage of the respondents did agree that the training and
development programmes at TANESCO has improved their performance, but still
there remains a group of respondents which saw a little or no effect with these
programmes. This can be interpreted as some of the members were not happy with
either the nature or the general format of the trainings, which made them become
unsatisfied with the trainings offered.
The researcher provided the respondents with several statements which were
specifically designed to establish the general value of training and development
programmes conducted at TANESCO. In order to establish how employees value
the training and development programmes, it is very essential to establish how these
employees perceive the benefits or the intangible advantages that can be generated
through the attendance of such trainings.
In this section, the respondents had several options on which they were supposed to
choose from, the statements were offering a five scale measurement of agree,
strongly agree, disagree, strongly disagree and neutral, and the respondents were
supposed to choose one option from each statement. The results were as indicated in
Table 4.10:
54
Table 4.10: Respondents answers on the value of the training and development
programmes
Statement Agree Strongly
agree
Neutral Disagree Strongly
disagree
Motivates employees
and helps them
perform better51(48.1%) 40(37.7%) 3(2.8 %) 4(3.8 %) 8(7.5 %)
Encourages self-
development and self-
confidence33(31.1%) 8(7.5%) 22(20.8%) 32(30.2%) 11(10.4%)
Management team can
evaluate employees
performance32(30.2%) 34(32.1%) 9(8.5 %) 21(19.8%) 10(9.4%)
Sustains a positive
attitude towards
customer service
41(38.7%) 26(24.5%) 11(10.4%) 16(15.1%)12(11.3)
Improves
communication
between management
and employees
35(33%) 45(42.5%) 6(5.7 %) 14(13.2%) 6(5.7 %)
Reduces accidents and
safety violations 51(48.1%) 40(37.7%) 7(6.6%) 5(4.7 %) 3(2.8 %)
Helps organizational
development 51(48.1%) 34(32.1%) 2(1.8%) 11(10.4%) 8(7.5%)
Introducing new
technologies in time 38(35.8%) 27(25.5%) 1(0.9%) 22(20.8%) 18(16.9)
Not important 4(3.8 %) 5(4.7%) 7(6.6%) 36(33.9%) 54(50.9)
Average 37(35.2) 28(27.1) 7(7.1%) 17(16.9) 14(13.%)
Source: Field Data, 2014
55
On average 37 (35.2%) of the respondents agreed followed by 28 (27.1%) who
strongly agreed ;; 17 (16.9%) disagreed and the remaining 14 (13.6) strongly agreed
while 7 (7.1%) were neutral.
The respondents were given statements and in each of the statement, they were
supposed to choose a statement that is applicable on the benefits that they have
received from training and development programmes at TANESCO. Below is
Table4.11 depicting percentage of the respondents that selected the corresponding
statement
4.11: statements describing training and development programs at TANESCO
Statement Number Percentage(%)
Increased motivation and creative positive attitude 34 32.1
Increase of awareness in practical works 88 83
Improve interpersonal relationship 50 47.2
Able to interact with people of the same level 55 51.9
Training has helped in improving the quality of my life 41 38.7
Increase in theoretical knowledge 106 94.3
Better sense of personal fulfillment and growth 26 24.5
Able to make use of the promotion opportunities 96 90.6
Got a chance to be away from the regular job46 43.4
Source: Field Data, 2014
The results simply show that a large number of the respondents were aware of the
need and the importance of the trainings that are conducted by the institution. This is
evidenced by the high scores that were made by the respondents on the benefits that
can be generated from existing training and development programmes. However, the
researcher noted that in some arenas, a few respondents gave an indication that there
are weaknesses, as some of them selected those options which were meant to show
dissatisfaction with trainings, e.g. 43.4% of the respondents selected they go to these
56
programmes so as to get away from their regular job. A key aspect such as training
and development programmes improving respondents lives have also received small
number of supporters 38.7%, which can be interpreted to mean some of the
respondents have not seen the indirect relationship between the training and
development programmes and their general working environments, which in one area
can be seen as the respondents want to see the organization improve their general
practice of the trainings so that once they are conducted they directly affect the
respondents’ working life either by improving their performance through refined
techniques, or introductions of work simplifying gadgets.
Generally respondents shows the benefit of training and development as follows
1. Increased efficiency of employees: An effective training programme can
make the employees of the company work in an effective manner. With training
people gain confidence and this confidence is seen in the output and results.
2. Reduced supervision: An employee needs to be supervised when he works.
When the employee has got sufficient training the amount of supervision required is
less as mistakes are less. This reduces the workload of the supervisor.
3. Less amount of wastage: The amount of wastage by an employee is reduced
a lot due to training and therefore if we take an account of the amount of wastage we
find that the company has saved a lot of money.
4. Reduced turnover: Proper training improves chances of obtaining promotions
and employees are happy because they have better opportunities Due to this their
chances of leaving their current job reduce greatly thereby reducing labour turnover
in the company.
5. Helps new employees in the organization: Training always benefits
employees whether old or new. In case of new employees, training helps them a
lot. This is because new employees may not be aware of the functioning of the
57
organization and training helps them to gain knowledge and insight into the working
of the company.
6. Better labour –management relations: Labour – management relations are
very essential for any organization. When companies introduce training programmes
and prepare employees for future jobs and promotions they send out a message to
the unions that they are interested in employee welfare. Due to this the unions also
adopt a positive attitude and labour- management relations improve.
ADVANTAGES TO THE EMPLOYEE:
1. Self-confidence: Training leads to increase in employee self-confidence. The
person is able to adjust to his work environment and doesn’t feel humiliated in front
of his seniors. This confidence leads to chances of better efforts in the future from
the employees.
2. Increased motivation levels: Training brings positive attitude among
employees and increases the motivation levels of the employees in the organization,
thereby improving the results of the organization.
3. High rewards: An effective training programme helps an employee to take the
benefit of the rewards systems and incentives available in the company . Thus the
employee is able to get these rewards, which in turn increases his motivation levels.
4. Group efforts: An effective training programme not only teaches an
employee how to do his work but also trains him to work as a part of the group.
Thus training programmes improve group efforts
5. Promotion: Effective training programmes increase performance and increase
the chances of obtaining promotions. Many employees even opt for certain
programmes so that they can help the employee to improve his chances of
promotions and obtaining higher positions in the organization.
58
4.4 Challenges facing the implementation of training and development in
TANESCO
In general, the researcher managed to establish various aspects concerning the needs
and benefits that can be generated out of training and development programmes that
are conducted by the institution. Furthermore, the researcher established the
challenges that are facing training and development programmes in TANESCO. The
following are the challenges that were mentioned by majority of the respondents.
Failure to conduct Evaluation of training
Training and development evaluation is defined as the main method used to
assess whether training is accomplishing desired effects of sufficient value
(Goldstein, 1993). The evaluation of staff development activity is important
to assess the effectiveness of staff development undertaken for the individual,
the team and the organization as a whole and to inform future planning. Saur
(1996:224) observed that “without evaluation staff development run the risk
of being ad hoc, lacking direction and activity in isolation without having any
relevance to either the recipient or the organization”.
There is a lack of good communication between management and
employees,
It was noted that there is lack of clear communication between the
management and employees, which in turn affect the movement of
information or complains from management to employees. For instance when
employees have complaints about trainings prolonged trainings which
consume a lot of time, and yet the management is not aware of such
complaint no improvement can take place concerning the trainings unless
there is a proper communication channel between the two. So lack of
communication affects the movement of complaints from employees to the
management in order to improve the trainings.
59
No clear link between training and organizational goals or plans
Another major challenge with organizational training and development
systems is the lack of connection between training and the organization’s
goals and mission.
In many organizations, training is viewed as a nice to have reward for well-
behaved employees; or conversely, as a punishment for bad behaviour.
Instead of being seen as a key ingredient in the organization’s ability to
achieve its goals, the training function is often relegated to a narrowly defined
support role (Patton, 2008).
Limited or inadequate training needs assessment. Most organizations
determine training and development needs reactively rather than proactively,
usually around perceived immediate job-based deficiencies or short-term
predicted knowledge and skill needs. Often the measure of training success is
the number of enrollees in courses, not whether or how well training meets
the needs of the organization, the employee, or the customer (Brinkerhoff,
1997). This is also the case in TANESCO, where despite of the management
asking the respondents on the nature of the trainings they want or require,
they conduct the trainings they see sufficient to employees.
This in turn leads to high evasion rate of the employees or poor concentration
due to receiving trainings that do not seem fit for their needs and
requirements as workers of such organization.
Failure to communicate the importance of trainings to employees
This is also another challenge facing training and development programmes
at TANESCO, where despite of their continuous existence, the management
has failed to communicate the values to the employees, meaning that the
management keep on bringing the programmes but employees are developing
new method of evading the trainings, this shows that the trainees have not
realized the importance of the trainings conducted either due to improper
60
arrangements of these trainings or through lack of programmes that capture
the needs of the trainees.
61
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
This final chapter contains recommendations of the successful training programmes
as they may apply to TANESCO. This chapter also summarizes the purpose of the
research. The conclusions review the various techniques of development and
training. Finally the chapter concludes with suggested recommendations for future
research.
5.2 Summary
This study aimed at assessing the benefits of workers training and development
programmes in public sector using TANESCO as a case study. Alongside the main
objective were the three specific objectives which were to: identify training and
development programmes performed in TANESCO; to establish the benefits of
training programmes to both employer and employee; determine the challenges
facing the implementation of training and development in TANESCO and; suggest
measures to improve training and development programmes at TANESCO. To fulfil
these objectives the study was guided by several research questions. These questions
included; what are the training and development programmes conducted in
TANESCO?; what are the benefits of training and development programmes to both
employee and employer?; What are the challenge hindering effective implementation
of these training and development programmes at TANESCO?, and What are the
measures that will be taken to improve these training and development programmes
at TANESCO?.
The researcher used questionnaires and documentary reviews as the major source of
data collection.
62
A total of 106 respondents were interviewed. The study used simple random,
stratified and purposive techniques. Data collected were analysed using SPSS and
MS Window tools (MS Excel).
5.3 Conclusion
This study has identified that Staff training is an essential management tool, it has
many benefits, such as shortens the study time, increases work effectiveness, helps
employees and the company itself to compete in the fast changing environment,
reduces damages and wastage. Staff training is a way of motivating employees,
upgrading their skills, expanding their knowledge, preparing employees for self-
development.
Basically, from the data recovered during data collection, majority of the respondents
did agree on the importance of training. However, the outcomes of training are not as
expected; because some of the respondents who are employees of TANESCO are not
aware of the importance of training and what they will benefit from staff training and
development programmes at the organization. To them the trainings are regarded as
normal courses to participate and there is no special knowledge is to be expected
from them upon finalisation of the training.
In terms of values of training and development programmes in this study, value
refers to employees’ perceptions of how valuable training and development activities
are to them and their success in job performance. Respondents’ perceptions of the
value of training and development, as measured in this study are centred around
whether they thought time spent in training and development activities was well
spent and worth the money and time invested by the organization in them, and
whether learning was practical for use on the job and valuable for reward and
promotion. Respondent’s perceptions of training and development activities were not
exceedingly. The average for all employee groups’ perceptions of the value of
training and development was varying between “neither agree nor disagree” and
63
“somewhat agree” on the five-point Likert scale. Analysis of the data revealed that
perceptions of the value of training and development varied among the employee
groups in the research, this means that the executives were the highest, followed by
managers, supervisors, administrative and technical staffs.
The study also found out that, in the organization, there is a lack of good
communication between management and employees, for instance when employees
have complaints about prolonged trainings consuming a lot of time, the management
is usually not aware. In this case no changes are done or expected to be done until
proper communication is sort between the two groups. Hence, this has been noted as
a weakness on the side of the management for not being able to create a proper
communication channel which brings about failure of the management in taking
effective action to improve the trainings conducted in the institution.
For the aspect of effectiveness of the Training and Development Programmes, in this
study it was dealt with issues of what is commonly known as transfer of training: the
degree to which what is learned in training and development activities is transferred
to improve job performance. Indicators of effectiveness included formal mechanisms
for building transfer into the job, such as employee accountability for using new
knowledge and skills on the job and for providing feedback of training’s
effectiveness and worth. In this almost 80% saw the training and development
programmes to be effective, which now leaves a room for the remaining 20% to be
trained in order to realize the values of the training programmes in the organization.
Apart from that, it was realized that, about one thirds of the employees felt they did
not get self-development and build self-confidence after the training, which did not
match the purpose of the trainings. Due to this, large percentages of the respondents
are left stranded without proper course of action, which is seen as a just wasting time
of some of the trainees.
Lastly, majority of the respondents did argue that, in order to make training and
development programmes at TANESCO successful, the following must be taken into
account:
64
a) Determine what training is relevant to the employees’ job
b) Determine what training will improve performance
c) Determine if training will make a difference
d) Differentiate training needs from organization problem
e) Improve job performance with organizational goal
5.4 Recommendations
In summary, this paper used the results of the study to formulate recommendations
for developing a comprehensive plan (model) for the creation of effective employee
training and development within TANESCO. Such recommendations include:
Establish criteria or guidelines to evaluate or assess training effectiveness
Clear training policy is needed. It is suggested that there should be a guide to
the assessment of training effectiveness. The guide should offer useful
evaluation criteria which cover the needs, objectives, achievements and
constraints affecting training.
Increase the communication between management and employees
It is very important to receive feedback from employees in order to know
what they like and what can be improved in the trainings to get better
outcomes. Furthermore, trainers can observe while conducting trainings,
some employees would not express themselves even though they do not feel
satisfied with the trainings. Moreover, employees from human resource
department could attend the trainings themselves to find the problems and
how does it feel when they are trainees. To understand each other better will
bring better results for the trainings.
Provision of education on the importance of trainings
Guide employees to realize that improving themselves is the main aim of
training. The main purpose of staff training in the case of a hotel is to
65
improve employees’ qualities in order to provide better customer service, but
employees did not consider self-development as the most important reason
for trainings, therefore, they should be led to the right direction, which is to
improve themselves and customer service but not for competition or
promotion etc. but for other reasons.
66
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69
APPENDICES:
Interview Appendix 1
1. What can you say about training and development programs in TANESCO?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
2. What do you think is the role of training and development programs in
worker’s performance?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
3. What do you think is the relationship between workers’ training and
development programs and organization performance?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
4. What comment do you have on people conducting workers’ training and
development programs in your organization?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
70
5. If asked to rate the performance of training and development programs at
your organization, what will you say?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
6. By focusing on your organization, what do you think are the advantages of
workers’ training and development programs?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
7. Briefly, what can you say about the provision and selection of training and
development program at TANESCO?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
8. What do you think are the challenges facing workers’ training and
development programs in TANESCO?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
71
9. If asked to provide measures to curb the challenges facing workers’ training
and development programs at TANESCO, what will you suggest?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
10. What general comment can you give the researcher on workers’ training and
development programs in TANESCO?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
72
Questionnaire Appendix 2
1. Gender:
a) Male
b) Female (…….)
2. Age:
a) 18-25
b) 26-35
c) 36-45
d) >45 (…….)
3. Highest level of education attained
a) Primary school
b) Secondary school
c) Diploma
d) Advanced Diploma
e) Bachelor Degree
f) Master Degree
g) PhD
h) Other (Please specify)…………………………………………..
4. Previous working experience:
a) 0-2 year
b) 2-5 years
c) 5-10 years (…….)
d) >10 years
73
5. Total years of Experience with this Organization (Please Tick your
Experience Group
(1). 1-3
(2). 4-6
(3). 7-9
(4).10-12
(5).13-15
(6)16-19
(7)20 or
(8) Above
6. What do you understand about training and development program in
TANESCO?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
7. Provide your general understanding on the attendance of training and
development programs by TANESCO?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
8. If yes, how many times have you attended training?
a) Once
b) Twice (…….)
c) Several times
d) Never
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9. Please Rank the reasons for conducting Training and Development Programs
in your organization
a) To develop skills in latest versions of tools or techniques
b) To enhance performance of the professionals
c) To promote the participant into a higher grade
d) To reduce cost of operations
e) Other reasons (please specify)
…………………………………………………………………….
10. What do you think are the advantages of training and development programs
in an organization?
a) …………………………………………………………………..
b) …………………………………………………………………..
c) …………………………………………………………………..
d) …………………………………………………………………..
e) …………………………………………………………………..
11. Tick on the appropriate statement that fit to describe the nature of training
and development programs in your organization (you can pick more than one
a) I have access to relevant training programs and skill development
activities
b) The training and development offered by my organization is relevant for
my daily work.
c) The training and development offered by my organization is aligned with
expectations and my personal development needs related to work.
d) My employer organizes continuous follow-up, feedback-sessions,
knowledge sharing activities after the training.
e) The learning style of the learners is considered for training
75
12. How are the trainee selected for training?
a) Employee requests the course themselves (…..)
b) Demand of the organization (…..)
13. How was the first training you attended?
a) Important
b) Necessary
c) Just a routine
d) Not important
14. Please mention Top Five Areas/ Topics of Training Programs conducted/ you
have attended in the organization during last financial year (2013-2014)
a) …………………………………………………………………
b) …………………………………………………………………
c) …………………………………………………………………
d) …………………………………………………………………
15. How often is training held in the organization?
a) Just once in the beginning when work started
b) Once a year
c) Twice a year
d) Once a month
e) Daily basis
f) Other, _____________
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16. Who held the trainings (Can be multiple choices)?
a) Trainers
b) Lecturer hired from outside
c) Manager
d) Supervisor
e) Trainers and supervisor
f) Other, ______________
17. What comment can you provide on the qualities of trainers?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
18. How are your training and development needs identified?
a) Discussion by appointment
b) During performance appraisal
c) Staff review and development meeting
d) I identify my own training and development needs
19. When do you think training is needed most?
a) At the time of initial appointment
b) A few months after the initial orientation training
c) Once in two years
d) When new products and services are launched
e) When new jobs and responsibilities are entrusted
f) At the time of promotion
77
20. What would your preferred method of receiving information on the Staff
Training and Development programs?
a) Brochure
b) web site
c) email
d) department
e) supervisor
f) colleagues
21. Does the training and development improve the performance of the staff?
a) Ye
b) /No
22. If yes to (16 above) how?
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
23. What is your say on staff complaints about training and development
programs in the organization?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
24. How far was the objective of the trainings achieved?
a) 10%
b) 40%
c) 60%
78
d) 80%
e) 106%
25. What can you comment on the selection of workers to the training and
development programs in your organization?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
26. Tick appropriate answer depending on how are your think on training and
development in TANESCO (Can be multiple choices)
a) Your component’s top managers see training and development
(Training and Development) as an important way of helping the
component to achieve its mission
b) Component managers strongly support the development of new skills
and knowledge among all levels of employees
c) Even during budget cuts, your component’s top manager’s do all they
can to preserve Training and Development opportunities for their
employees.
d) Following hiring or selection for a new position, there is a
requirement to take Training and Development targeted to the new job
e) Your component’s top managers are closely involved in determining
the direction and goals for the component’s Training and
Development activities.
79
f) The component provides a program of Training and Development
activities that meets the needs of employees
27. In what ways have you benefited from the training? [l- to most important and
9 to least]
a) Increased motivation and creative positive attitude
b) Increase of awareness in practical works
c) Improve interpersonal relationship
d) Was Able to interact with people of the same level
e) Training has helped in improving the quality of my life
f) Increase in theoretical knowledge
g) Better sense of personal fulfillment and growth
h) Able to make use of the promotion Opportunities
i) Got a chance to be away from the regular job
28. Why are trainings important in your field?
a) Motivates employees and helps them perform better
b) Encourages self-development and self-confidence
c) Management team can evaluate employees‟ performance
d) Sustains a positive attitude towards customer service
e) Improves communication between management and employees
f) Reduces accidents and safety violations
g) Helps organizational development
h) Introducing new technologies in time
i) Not important
29. What effect did these activities or programs have on your present job
performance?
a) greatly improved performance
b) improved performance
c) had little effect on performance
80
d) had no effect on performance
30. What can you comment on workers attitude on training and development
projects in your organization?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
31. What do you think are the effects of training and development programs in an
organization’s performance?
a) …………………………………………………………………………….
b) …………………………………………………………………………….
c) …………………………………………………………………………….
d) ……………………………………………………………………………..
e) …………………………………………………………………………….
32. In your own word, what do you think is the appropriate time for evaluating
the effectiveness of a training program?
a) During the training itself
b) After a few weeks
c) immediately after the completion of training
d) After a few months
e) After employees have reached their work place
33. How do you respond to the effect of the following post training activities
towards increasing training effectiveness?
a) Proper placement after training is essential for the effective use of
the new learning
b) Evaluation and feedback regarding performance after training is
important
81
c) Supportive organizational culture is essential to make use of the
training
d) Sufficient opportunities should be available to use the new learning
e) The immediate supervisor has got a very important role in training
follow-up
34. What do you thing are the challenges facing the effective deployment of
training programs?
a) ……………………………………………………….
b) ……………………………………………………….
c) ……………………………………………………….
d) ………………………………………………………..
e) ………………………………………………………..
35. If you were asked to change some aspects of training and development in
your organization, what aspects will u like to change?
a) ……………………………………………………………………………
b) ……………………………………………………………………………
c) ……………………………………………………………………………
d) ……………………………………………………………………………
e) ……………………………………………………………………………
36. If you were asked to suggest measures to improve the training what will u
recommend?
a) ……………………………………………………………………
b) …………………………………………………………………….
c) ……………………………………………………………………
d) ……………………………………………………………………
e) ……………………………………………………………………
82
37. What do you think are the importance of conducting Pre-training tests to
measure the effectiveness of training programs?
a) ……………………………………………………………………
b) ……………………………………………………………………
c) ……………………………………………………………………
d) ……………………………………………………………………
e) …………………………………………………………………....
38. Post-training tests are conducted to measure the effectiveness of training
programs 1.
a) Yes 2.
b) No
c) I don’t know
39. The preferred training mode for me is
a) Direct classroom training
b) On the job training (Learning from doing)
c) Correspondence Training (Self learning)
d) Computer based training
e) Online training
f) Onsite training squads
40. When you think about training in your organization what is the most
dissatisfying aspect
a) inability to use the new knowledge
b) 'I'he new learning is not retained and retrained
c) Feels that the training is inadequate to meet the future challenges
d) The new behavior is not rewarded but discouraged
83
41. The following aspects are favorable for an effective training
a) Adequate importance is given in the organization for training
b) Management commitment on training and sufficient allocation of
resources
c) Effective training needs identification and tailored training programs
d) Developing of individualize career growth plans
e) Presence of' suitable trainers
f) Infective use of suitable training methods
g) Building proper expectations about training - clarity on objectives of
training
h) providing opportunity for the employees to choose training
42. In order to make the training and development effective at TANESCO, what
measures do you suggest to improve the situation?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
43. How do you respond to the effect of the following post training activities
towards increasing training effectiveness?
a) Proper placement after training is essential for the effective use of the
new learning
b) Evaluation and feedback regarding performance after training is
important
c) Supportive organizational culture is essential to make use of the training
d) Sufficient opportunities should be available to use the new leaning
e) The immediate supervisor has got a very important role in training
follow-up
84
44. What overall comment can you provide on training and development projects
in your organization?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
45. Do you have any other general comments you wish to give to the researcher?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
