BY SUSAN MWANGI

THE INFLUENCE OF TRAINING AND DEVELOPMENT ON EMPLOYEE

PERFORMANCE: A CASE OF SOMALIA NON-GOVERNMENTAL

ORGANIZATION CONSORTIUM IN NAIROBI

BY

SUSAN MWANGI

UNITED STATES INTERNATIONAL UNIVERSITY -AFRICA

SPRING 2017

THE INFLUENCE OF TRAINING AND DEVELOPMENT ON EMPLOYEE

PERFORMANCE: A CASE OF SOMALIA NON-GOVERNMENTAL

ORGANIZATION CONSORTIUM IN NAIROBI

BY SUSAN MWANGI

A Research Project Report Submitted to Chandaria School of Business in Partial

Fulfilment of the Requirement for the Degree of Master of Organizational

Development (MOD)

UNITED STATES INTERNATIONAL UNIVERSITY -AFRICA

SPRING 2017

ii

STUDENT DECLARATION

I the undersigned declare that this research project is my original work and has not

been presented to any other institution of higher learning for academic credit other

than United States International University -Africa

………………………………. …………………………………

Susan W. Mwangi (648286) Date

This research project has been presented for examination with my approval as the

appointed supervisor

………………………………. …………………………………

Dr. James Karimi, PhD Date

Signed ……………………………. …………………………………

Dean, Chandaria School of Business Date

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COPY RIGHT

This project is protected by copyright

© Susan Mwangi, 2017

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ABSTRACT

The purpose of this study was to determine the influence of training and development

on employee performance. This study was guided by the following research questions:

What is the influence of training and development on employee performance? What is

the influence of employee perception on training and development programs in INGOs?

What is the influence of training evaluations and employee performance in INGOs?

This study adopted a descriptive survey research design. The population of the study

was 67 INGOs working in Somalia but located in Nairobi. The study is a census,

therefore all the 67 INGOs were sampled for the study. The study adopted a stratified

sampling technique to respondents based on different job ranks. Primary data was

collected using a structured questionnaire. Data was analyzed for descriptive statistics

using frequencies and percentages, and inferential statistics using correlation and

regression analysis. The Statistical Package for Social Sciences (SPSS) version 21 was

used to do the analysis.

The first research question on influence of training and development revealed the

existence of a statistically significant relationship between training and development

and employee performance. All areas examined under training and development

including coaching and mentoring, job rotation and transfers, job orientation, and role

playing were all significant

The second research question on influence of employee perception on training and

development programs revealed the existence of statistically significant relationship

between employee perceptions and employee performance.

Finally, the last research question on the influence of training evaluations and employee

on employee performance revealed the existence of statistically significant relationship

between training evaluation and employee performance.

The study concludes that all components of training and development including

coaching and mentoring, job rotations and transfers, conference training, and

professional courses significantly influenced employee performance. This study also

concludes that all components employee perceptions including perception on

promotions, perceptions on work responsibility, skills and knowledge, were statistically

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significant. Finally, this study concludes that all components of training evaluations

including competency evaluation, evaluation of training model, and skills and

knowledge evaluation were all statistically significant to enhancing employee

performance.

On training and development, the study recommends that management at Somalia

INGOs consortium should enhance coaching and mentoring programs as a way of

enhancing employee performance. On employee perceptions, the study recommends

that management should enhance job rotations and transfer programs within the

organization as a way of motivating employees to learn new skills in challenging roles

that not only enhance performance, but employee growth in their careers. Finally, on

training evaluation, this srudy recommends that management at Somalia consortium

should adopt competency based evaluation model to help organizations within the

consortium evaluate both employee performance, behavioral traits and characteristics

that enhance performance.

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ACKNOWLEDGEMENT

I would like to acknowledge Dr. James Karimi for ideal guidance and support

throughout this project. Thank you.

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DEDICATION

I would like to dedicate this project to my family and friends for their relentless

support and encouragement. Thank you.

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TABLE OF CONTENTS

STUDENT DECLARATION .................................................................................. ii

COPY RIGHT ......................................................................................................... iii

ABSTRACT ............................................................................................................. iv

ACKNOWLEDGEMENT ...................................................................................... vi

DEDICATION........................................................................................................ vii

TABLE OF CONTENTS ..................................................................................... viii

LIST OF TABLES ................................................................................................... x

LIST OF FIGURES ............................................................................................... xii

CHAPTER ONE ...................................................................................................... 1

1.0 INTRODUCTION ......................................................................................... 1

1.1 Background of the Study ................................................................................. 1

1.2 Statement of the Problem ................................................................................ 5

1.3 Purpose of the Study ....................................................................................... 6

1.4 Research Questions ......................................................................................... 6

1.5 Significance of the Study ................................................................................ 7

1.6 Scope of the Study........................................................................................... 8

1.7 Definition of Terms ......................................................................................... 8

1.8 Chapter Summary ............................................................................................ 9

CHAPTER TWO ................................................................................................... 10

2.0 LITERATURE REVIEW ........................................................................... 10

2.1 Introduction ................................................................................................... 10

2.2 Training and Development Influence on Employee Performance ................ 10

2.3 Employee’s Perceptions on Training and Development Programs ............... 13

2.4 Training Evaluations Influence on Employee Performance ......................... 17

2.5 Chapter Summary .......................................................................................... 21

CHAPTER THREE ............................................................................................... 22

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3.0 RESEARCH METHODOLOGY .............................................................. 22

3.1 Introduction ................................................................................................... 22

3.2 Research Design ............................................................................................ 22

3.3 Population and Sampling Design .................................................................. 22

3.4 Data Collection Method ................................................................................ 24

3.5 Research Procedures ..................................................................................... 25

3.6 Data Analysis Methods ................................................................................. 25

3.7 Chapter Summary .......................................................................................... 25

CHAPTER FOUR .................................................................................................. 26

4.0 RESULTS AND FINDINGS ...................................................................... 26

4.1 Introduction ................................................................................................... 26

4.2 Demographic Data......................................................................................... 26

4.3 Training and Development Influence on Employees Performance .............. 30

4.4 Employee’s Perception on Training Programs.............................................. 35

4.5 Training Evaluation Influence on Employee Performance ........................... 40

4.6 Correlation Analysis ...................................................................................... 45

4.7 Regression Analysis ...................................................................................... 46

4.8 Chapter Summary .......................................................................................... 48

CHAPTER FIVE ................................................................................................... 49

5.0 DISCUSSION, CONCLUSIONS, AND RECOMMENDATIONS ........ 49

5.1 Introduction ................................................................................................... 49

5.2 Summary ....................................................................................................... 49

5.3 Discussions .................................................................................................... 50

5.5 Recommendations ......................................................................................... 55

REFERENCES ....................................................................................................... 58

APPENDICES ........................................................................................................ 64

x

LIST OF TABLES

Table 4.1: Reliability Analysis .................................................................................... 26

Table 4.2: Availability of Training and Development Programs ................................ 30

Table 4.3: Job Rotation and Transfer Programs .......................................................... 31

Table 4.4: Job Rotation and Employee Performance ................................................... 31

Table 4.5: Coaching and Mentoring Programs ............................................................ 32

Table 4.6: Coaching and Mentoring and Employee Performance ............................... 32

Table 4.7: Employee Orientation Programs ................................................................. 33

Table 4.8: Employee Orientation and Performance ..................................................... 33

Table 4.9: Conference Training Programs ................................................................... 34

Table 4.10: Role Playing and Performance ................................................................. 34

Table 4.11: Professional Training and Employee Performance .................................. 35

Table 4.12: Training Programs and Employee Recognition ........................................ 35

Table 4.13: Employee Recognition and Employee Performance ................................ 36

Table 4.14: Training Programs and Employee Responsibility at Work ...................... 36

Table 4.15: Employee Responsibility and Performance .............................................. 37

Table 4.16: Training Programs and Employee Promotion .......................................... 37

Table 4.17: Promotion and Employee Performance .................................................... 38

Table 4.18: Impact of Training Programs on Skills and Knowledge Development .... 38

Table 4.19: Enhanced Skills and Employee Performance ........................................... 39

Table 4.20: Training Programs and Employees’ Status at Work................................. 39

Table 4.21: Enhanced Employees’ Status and Performance ....................................... 39

Table 4.22: Availability of Training and Evaluation Programs ................................... 40

Table 4.23: Perception on Training Evaluation Programs ........................................... 41

Table 4.24: Training Evaluation and employee Learning ........................................... 41

Table 4.25: Importance of Enhanced Skills on Employee Performance ..................... 42

Table 4. 26: Training Evaluation and Employee Motivation ...................................... 42

Table 4.27: Training Evaluation and Employee Motivation ....................................... 43

Table 4.28: Training Evaluation and Employee Creativity ......................................... 43

Table 4.29: Employee Creativity and Performance ..................................................... 44

Table 4.30: Training Evaluation and Employee Competence ..................................... 44

Table 4.31: Employee Competence and Performance ................................................. 45

Table 4.32: Correlation Analysis ................................................................................. 46

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Table 4.33: Regression Model Summary..................................................................... 47

Table 4.34: ANOVA .................................................................................................... 47

Table 4.35: Regression Coefficients ............................................................................ 48

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LIST OF FIGURES

Figure 4.1: Respondents Gender .................................................................................. 27

Figure 4.2: Respondents Age ....................................................................................... 27

Figure 4.3: Respondents Work Department................................................................. 28

Figure 4.4: Respondents Work Rank ........................................................................... 28

Figure 4.5: Respondents Level of Education ............................................................... 29

Figure 4.6: Number of Years at the Organization ........................................................ 29

1

CHAPTER ONE

1.0 INTRODUCTION

1.1 Background of the Study

Training and development plays an important role in the achievement of any

organizations’ goals since it increases both effectiveness and efficiency not only for

the organization but for the employees too. Similarly, it plays a critical process of

improving the performance of employees in the organization. Employees are a major

asset of any organization and their role cannot be underestimated (Armstrong, 2001).

Non-governmental Organizations (NGOs) are defined as not-for profit organizations

or non-state actors by World Bank (2005). They are legally constituted,

professionalized, with a presence in public life through expressing the values and

interests of their members. NGOs provide services to beneficiaries who are not

members of the organization. Their focus is in areas of socio-economic development,

human rights, welfare, advocacy, and emergency relief (World Bank, 2005).

International Non-Governmental Organizations (INGOs) according to the NGO’s Act

(2012) are NGOs with the original incorporation in one or more countries other than

Kenya but operates in Kenya under a certificate of registration.

The terms training and development according to Cardy (2010) are not synonymous.

Training normally focuses on providing specific skills and correcting deficiency in the

performance of employees. On the other hand, development refers to the effort of

providing employees with the organizations’ needed future abilities. Training and

development results to increased profitability, improves knowledge and skills of the

job at all levels of the organization. Similarly, it improves the employees’ morale as

well as helps them to identify with the organizational goals (Katcher & Snyder, 2003).

Training and development benefits the employees since it helps them make better

decisions as well as problem solving skills, it encourages self-confidence and self-

development. Similarly, it helps employees’ in handling stress, tension, frustration and

conflict thereby improving job satisfaction, recognition as well as increasing

interaction skills (Katcher and Snyder, 2003).

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Globally, Evans, Pucik and Barsouux (2002) argue that organizations are facing

increased competition as a result of influence of globalization as well as changes in

the technology, political as well as environments. These influences prompt

organizations to embrace training their employees so as to prepare them in adjusting

with these scenarios, thus enhancing their performance. Internationally, most

developed countries have recognized the importance of training and development.

With the new technology progression making certain jobs and skills redundant, there

is an increased emphasis for the need of skilled and highly trained employees (Blain,

2009). In almost all developed countries, the jobs that have been replaced by machines

are those that have been of an unskilled and semi-skilled nature. Therefore, this

emphasized the need for acquisition of higher education and skills for anyone who

would wish to gain employment in the future.

In Europe for example, Sabir et al. (2014) assessed the effect of training and

development on the productivity of employees in an Electricity Supply Company. The

results of their research were that there is a positive result from training and

development and the productivity of employees. A research by Blain (2009) in Europe

revealed that 44% of employees had received job-related technical skills training; 33%

had received Information Technology (IT) skills training; 18% sales related training;

25% personnel development skills training; 21% management skills training; whereas

15% leadership skills development (Blain, 2009)

Similarly, a study by Naveed et al. (2014) at Peshawar city, Pakistan on the effects of

employees training on performance showed a positive relationship. Their study was

focused in a Government sector which was suffering a terrible downfall. Their study

showed that the administration in its effort to increase the productivity and efficiency

of its employees were left with only one option; adopting training and development

programs. These studies showed that there exists a strong link of training on the

employees’ performance which then leads to increment in the level of individual and

organizational proficiency. Rapid change in technology of an organization influence

the employees in recognizing the needs of the enhancement of employee attainments,

abilities and uninterrupted investments in training (Sultana et al., 2012).

In Africa, which constitutes developing countries, the formal education system in place

does not adequately teach the specific jobs skills for a given position in a given

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organization (Armstrong, 2009). Similarly, most African countries, few employees

have the requisite skills, knowledge, abilities and competencies that are needed so as

one can work effectively. It is for this reason that many employees require extensive

training so as they acquire the necessary requisites that would make substantive

contribution to the growth of the organization (Armstrong, 2009). This showed that

training and development of employees are a major issue faced by every organization.

However, Cole (2002) identified that the amount, quality and quantity of the training

offered vary immensely from one organization to another. He found out that factors

that influenced the quantity and quality of training and development activities ranged

from the degree of change in the external environment, degree of internal change, the

availability of suitable skills within the workforce to the extent to which the

management see training as a motivating factor in work (Cole, 2002).

In Uganda, for example, the management of human resources according to Kamoche

(2002), is rather challenging because most organizations find it difficult finding the

desired human resources. This is as a result of problems such as political instability,

corruption, bureaucracy, poor infrastructure, low levels of education and purchasing

power as well as famine and diseases which have prevailed in the African business

context (Kamoche, 2002). In Ethiopia, a report by Addis Ababa City Government

(2013) cites that Ethiopia has a large number of not-for-profit organizations which

have employed significant number of human resources with diversified skills. These

organizations however meet their needs for training in a haphazard manner. In these

organizations, training is more or less unplanned as well as unsystematic (Garavan,

1997). However, other organizations set about identifying the needs of training, design

and implement activities in a rational manner and then finally assess training results

(Beardwell & Holden, 1993)

Kenya at independence underwent serious calamities including floods and famine

(Sessional Paper No. 1, 2006). It is for this reason that it became an international centre

of focus as well as an entry point for a majority of foreign relief agencies and local

voluntary organizations. During the late 1970’s, both foreign and national NGO’s had

raised to about 120. There has been a substantial increase in the number of

organizations registered under NGOs Coordination Act of 1990in the last decade.

Significant growth in the sector was recorded between the year 2001 and 2007, with a

4

growing rate of 400 organizations per year. By 2009, there were a total of 6075

organizations developed. Based on these statistics, Chalhoub (2009) noted that NGOs

were under pressure in trying to become accountable against corporate performance

criteria. He recommended measures that should involve the volume of NGO’s

operations, its capacity to attract funds, the quality of its employees and their ability

to execute projects as well as an organization’s administrative structure and

management models (Chalhoub, 2009).

Every organization’s main objective is the improvement in its performance but this

cannot be achieved without the efficient performance of the employees. Every

organization has an established set of objectives to achieve through the utilization of

various resources like manpower, machines, materials and money. All these resources

are important but manpower (employee) is the most important one out of them all.

Therefore, employee performance directly influences organizational performance.

Employee performance thus refers to the accomplishment or working effectively

against set organizations’ objectives (Richard et al. 2009).

For organizations to endure and for the success of their firm, they have to practise an

insistent training and development (Pearce & Robinson, 2005). This is because;

service delivery is improved through well trained employees since they have the right

skills. Like any other organization, International Non- Governmental Organizations

(INGOs) have a directive, and a vision of their future expectations. For this reason,

INGOs have a duty of frequently examine how and where they best fit as well as what

adjustments they need to do to achieve their objectives and to continue being

significant especially with the high rising uncertainties, rapid and dynamic changes in

the economic, technological, social and political environments, (Gateere, 2009).

Therefore, training and development is paramount in promoting employee

performance.

In INGOS, the human resources management department is responsible for training

and development. According to Houger (2006), in any organization, human resources

act as its intellectual property and the employees are a good source of attainment of

the firms’ competitive advantage. Therefore, training and development becomes the

only way to build the competencies of employees so as develop organizational

intellectual property. It is therefore mandatory for organizations to assist their

5

employees in increasing their commitment as well as helping them to obtain the skills

needed from the firm. This means that there is need to optimize employees’

contribution to the aims and goals of an organization so as to sustain effective

performance (Houger, 2006).

Researchers have examined the impact of training and development on employee

performance over the years, generating various views and theories (Chacha, 2013).

From these researchers, it is evident that there cannot be a single standard measure of

employee performance because what comprises performance differs among different

sectors. The impact of training and development on employees’ performance cannot

be ignored more so in this time when INGOs are facing challenges of survival globally

(Ahmed, 2015). Therefore, this study aims at assessing the impact of the training and

development offered in INGOs on the performance of the employees, looking at how

these impacts of training can be enhanced so as to improve employee performance,

which is crucial to sustain continued existence of INGOs in Kenya working in

Somalia.

1.2 Statement of the Problem

Globalization, technology dynamics, political and economic environments are making

organizations to face increased competition, therefore prompting organizations to

embrace employee training so as to prepare them for these dynamics, thus enhancing

their performance, (Evans, Pucik & Barsoux, 2002). It is the responsibility of every

organization to boost the employee job performance and without doubt training and

development is one of the most important steps towards the achievement of employee

performance. As is clear that employees are a vital resource, as a means of sustaining

effective performance of employees, it is important to optimize their contributions to

the aims and goals of the organization. According to Chege (1999), the position of

International NGOs has reallocated from minor role on welfare of the poor to the major

players on development in the world. Presently, many INGOs find themselves unable

to deliver on their mandates as per the agreed contracts with their donors due to

diminishing funding from donor agencies/International Cooperation (Chege, 1999)

Despite the known importance of employee training and development, in INGO this

is practiced to a small extent due to their background and their flexible manner of

6

operation (Owino, 2006). A higher percentage of employers responsible for training

are the Human Resources Managers. The employees do not serve for long periods

since employment is contract based, making training difficult due to the short-term

projects. Regardless of these challenges, international NGOs should design their

human resource management in ways that training and development is effective so as

to make the organization achieve their goals and objectives.

Therefore, this study aimed at identifying whether the training offered was effective

in influencing employee performance in INGOs. Similarly, while as much is known

on training and development in the developed world, according to Nassazi, (2013)

studies associated with training in less-developed countries is rarely found. Studies

existing in this relation are a survey of training and development practices applied by

INGOs in Nairobi (Owino, 2006) but not on the influence of training and development

on employee performance in INGOs. Therefore, this study aimed at filling in this gap

in literature in INGOs in Nairobi, Kenya, focusing on the trainings offered to

employees in INGOs and its influence on their performance in these organizations.

1.3 Purpose of the Study

The purpose of this study was to establish the influence of training and development

on employee performance in International Non-Governmental Organizations that are

based in Nairobi, but working in Somalia

1.4 Research Questions

This study is guided by the following research questions:

1.4.1 What is the influence of training and development on employee performance?

1.4.2 What is the influence of employee perception on training and development

programs in INGOs?

1.4.3 What is the influence of training evaluations and employee performance in

INGOs?

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1.5 Significance of the Study

This study provided insights on the influence of training and development on

employee performance in INGOs. Basically, organizations usually embarked on

improving employee performance through promoting their morale; motivation and

satisfaction while in the real sense the major issue lied in training and development.

Therefore, this study became necessary because organizations, INGOs not spared were

determined to achieve competitive edge but it is a fact this could only be achieved

through training and development by increasing employees’ competencies, capacities

and skills.

1.5.1 Significance to Policy Makers

The study results would help the INGOs management sector to identify the influence

of training and development on employees’ performance hence able to determine how

training and development could be improved. Similarly, the findings of this study

would help policy makers to focus on performance of employees and service delivery.

This would facilitate in the formulation for the enhancement of suitable training and

development in INGOS. Policy makers in INGOs would also benefit from this study

as they would be able to formulate, develop and implement effective and efficient

training and development practices for their employees.

1.5.2 Significance to Researchers and Academicians

Similarly, researchers and academicians interested in studies related to INGOs would

be able to use this study as a source of reference in the formation of their future

research topics. They would easily identify the training and development practices

offered in INGOs and how it impacted on the employee performance.

1.5.3 Significance to Donors

The study would underline the training requirements of employee working for INGOs

thus the donors would be able to identify their needs and for the purpose of improving

on service delivery and effective management of funding they would work on creating

provisions under the budgets within partnership agreements.

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1.6 Scope of the Study

This study was limited the influence of training and development on employee

performance. The study variables were training and development, employee

perception, and training evaluations influence on employee performance. The study

took place at the took place at the Somalia non-governmental organization consortium

in Nairobi. This study was conducted in the month of November 2016.

1.7 Definition of Terms

1.7.1 Training

Training is defined as a planned systematic activity which results in skill and knowledge

enhancement essential for an employee to perform their duties (Gordon, 1992)

1.7.2 Development

It involved training activities aimed at bringing an organization up to another threshold

of performance, aimed at performing some job or a new role in the future (McNamara,

2008).

1.7.3 Training and Development

Referred to organizational activity aimed at improving employee skills levels to

enhance their efficiency and effectiveness. It is also known as learning and

development (Sims, 1990)

1.7.4 Employee Performance

Used as one that involved the achievement of specific set tasks measured against

identified goals. It is manifested in improvement in production and highly motivated

workers (Herbert, John & Lee, 2000).

1.7.5 International Non-Governmental Organizations

This study used the NGO Act (1990) definition of international INGO’s as those

NGO’s who have their headquarters outside Kenya in developed countries and who

have registered as International with the NGO Coordination Board in Kenya and

characterized by high level of resources (World Bank, 2005).

9

1.8 Chapter Summary

This chapter has presented the background of the study on the training and development

and employee performance. The problem of the study and purpose of the study have

also been presented. The chapter has also presented research questions, significance of

the study to various stakeholders and also definition of terms used in this study.

Literature review is presented in chapter 2; research methodology in chapter 3; results

and findings in chapter 4, while discussion, conclusions and recommendations are

presented in chapter 5.

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CHAPTER TWO

2.0 LITERATURE REVIEW

2.1 Introduction

This chapter presented a review of the literature on the topic of the impact of training

on employee performance, a case study of training and development programs in

INGO working in Somalia. The chapter was structured on the basis of the research

questions. The first section reviews literature on training and development programs

offered to impact on employee performance and further literature reviews on

subsequent questions.

2.2 Training and Development Influence on Employee Performance

This session looked at literature related to the various training programs offered in

organizations and how they impacted on employee performance. As Weil and Woodall

(2005) assert, organizations use training and development as a way of closing the gap

between the current organizations’ performance to the expected future performance.

They further argued that there exists a significant relationship between training and

development, and employee performance. Training programs are meant to either

improve performance of the present job of the individual, train new skills for either

new job or new position in the future or the general growth for both the employee and

organization (Bunch, 2007). Therefore, they do so through identifying of the needs for

training and development, selecting methods and programmes needed for these needs,

planning how to implement and finally evaluating the outcome results (McCourt &

Eldridge, 2003).

Training and development skills used by organizations on their employees are broadly

two different methods, namely: the on-the-job training, usually given to employees

while conducting their regular work at the same working place. The second is off-the-

job training, which involves taking the employees away from their usual work

environments, which means all concentration is left out to the training (Nassazi, 2013).

The choice of the method of training embraced of a particular organization depends

on one; the organization’s goals, strategies and resources available, two; the needs

identified at the time and finally; on the target group to be trained. Below are the

11

various training and development programs offered to influence employee’s

performance:

2.2.1 Job Rotation and Transfers

According to McCourt and Eldridge (2003), job rotation and transfers is a way of

developing employees’ skills within an organization. Basically, it involves moving of

employees from an official responsibility to another for instance taking a higher rank

position within the organization, or moving from one branch of the organization to

another. Similarly, transfers could involve the movement of employees from one

Country to another. The benefits of rotations and transfers are to help employees in

acquiring knowledge of the variety of operations within the organization as well as the

differences existing in different countries where the organization operates. Knowledge

acquired by those selected employees for this method is beneficial to both the

employee and organization since it may increase the competitive advantage of the

organization (McCourt and Eldridge, 2003).

2.2.2 Coaching and/or Mentoring

This is the process that involves the more experienced employees within an

organization to coach the less experienced employees. This is basically through

coaching as well as mentoring (McCourt and Eldridge 2003). Mentoring offers a wide

range of advantages for the development of the responsibility and relationship

building, as argued by Torrington et al., (2005). Basically, this practice is often applied

to the newly recruits in the organization, so that they are attached to a mentor who can

either be their immediate manager or another senior manager.

In INGOs, this can disadvantage the older employees since they are usually excluded

from the training and development method since it is mainly emphasized for the newly

employed persons within the organization. Therefore, looking for the training

programs in INGOS, this study provides insight on whether these type of training

program either impact positively or negatively on employees’ performance.

12

2.2.3 Orientation

This is the process of familiarizing and training new employees on the new job within

an organization. It is during this time that they are exposed to different undertakings

for instance the nature of their new work, how to take on their identified tasks and

responsibilities as well as what is generally expected of the employees by the

organization (Torrington, Hall & Taylor, 2005). Similarly, through orientation, the

new employees are given a general overview of the working environment of the

organization, for example working systems, technology and office layout. Moreover,

they are briefed about the existing organizational culture, health and safety issues,

working conditions, processes and procedures.

2.2.4 Conferences

This is training and development program that involves presentations by more than

one person to a wide audience. Use of conferences in training and development is cost

effective since a group of employees are trained on a particular topic in large audiences

all at the same time. However, this method is disadvantageous in that it is not easy to

ensure that all the employees/trainees understand the topic addressed as a whole

(Torrington, Hall & Taylor, 2005). Also, not all employees follow at the same pace

during the sessions. Similarly, focus may go to particular employees who may seem

to understand faster than the others, thus primarily under training other trainees.

2.2.5 Role Playing

This is a training and development technique that attempts to capture and bring forth

situations of decision making to the employees being trained. It allows employees to

act out work circumstances. It involves for example the presentation of problems and

solutions in an organization for discussion. Trainees are provided with some

information related to the description of the roles, concerns, objectives,

responsibilities, emotions, and many more (McCourt and Eldridge 2003). Following

is provision of a general description of the situation and the problem they face. The

trainees are there after required to act out their roles. This method is more effective

when carried out under stress-free or alternatively minimal-stress environments so as

to facilitate easier learning. It is a very effective training method for a wide range of

13

employees for example those in sales or customer service area, management and

support employees.

2.2.6 Formal Training Courses and Development Programs

Course and programmes usually, are a set of defined and known programmes with the

contents, durations and all the details of the training are made clear to both the

organization and employees to be trained. Formal training and programmes can be

planned earlier and also plan for their evaluation. These training courses and

programmes can be undertaken while the employees are completely off work for a

given period of time or while present at work undertaking it on a part-time basis

(McCourt & Eldridge 2003). Off the job programmes are believed to be more effective

since the employees will be out of work place making them fully concentrate on the

training. Depending on what the knowledge is needed and the structure and policies of

the organization, the trainers can come from within the corporation or outside the

organization.

In any organization, training needs should be determined first, (Grobler, Warnich,

Carrel, Elbert & Hatfield). A basic communication-linking process between the

management and employees is required. Training should be organized in a way that it

addresses the needs of employee performance as well as it is in accordance with the

employees’ job description. Both the employer and the employee should team up to

know what the employees do not know.

2.3 Employee’s Perceptions on Training and Development Programs

Employees who recognize the importance of training tend to be more committed and

more willing to participate in the activities of the organization’s training programs

(Ahmad& Bakar, 2003). In a study by Barrett and O’Connell (2001), they realized that

employees’ training gives the impression of care and importance of the employees,

thus making them loyal to the organization. Similarly, it gives the employees the

perception that values are adhered and thus they will be less interested in quitting.

Garrow (2004) points out that existing research shows that training and development

programs is a sign by employees that their organization wishes to enter into social

exchange with them. This in the end creates a strong psychological bond between the

employees and employers. Mehedi (2013) eearlier research shows that perceptions of

14

training are related to participation in training. That indicates training is available and

the organization supports training. It helps in career advancement within the

organization.

A similar study in China by Newman, Thanacoody and Hui (2011) also proved that

effective and continuous employee commitment is highly correlated to the perceived

availability of training. Their study showed that training can be used as a tool for

enhancing commitment which in the end reduces employee turnover. Similarly,

Eisenberger (2002) observed that some research findings show a correlation between

perceived supervisor support for training and training effectiveness. The findings were

that, Perceived supervisor support leads towards perceived organisational support and

this relationship will be influenced by the status of supervisor in the organisation. They

also suggest that supervisor support eventually contributes to employee retention.

In USA, a research conducted by Jawahar and Hemmasi, (2006) showed that it was

expected that perceived organisational support for women's advancement would be

negatively related to employee turnover intentions. They related these findings to that

if this support could be offered through training, then job satisfaction would be an

obvious result. In relation to another study by Bartlett (2001) which examined the

relationship between employee attitudes and commitment found out a stronger positive

correlation between perceived supervisor support for training and organisational

commitment. For individuals, potential short-term benefits of successful training and

development activities include being able to perform current tasks well, acquiring new

knowledge and skills to use on the job immediately, increasing motivation and

stimulation, commanding a higher salary, and enjoying other incentives such as greater

promotion opportunities (Buckley and Caple, 1990; Sibthorpe, 1994; Cascio,1994).

Training programs helps employees to prepare for job. However, the success of

training programs depends on the perception of the employee. If an employee finds

the training program enables them to perform their task effectively then they will try

to get maximum knowledge from that program. Whatever knowledge and skills they

acquire; they will try to use it in their job. Therefore, these will help the employee in

getting promotions and other short term benefits

An examination was done on the perceptions of senior staff employees in a Qatari

petrochemical industry by Al-Emadi and Marquardt (2007) on the perceived benefits

15

of the training they offered and its impact on organizational commitment. Their study

showed a positive relationship between the two proxies. The functions of training, as

observed by Oguntimehin (2005) are increased productivity, improved quality of

work; improved skills, knowledge, understanding and attitude; enhanced use of tools

and machinery, reduced waste, accidents, turnover, lateness, absenteeism and other

overhead costs, eliminated obsolescence in skills, technologies, methods, products and

capital management. A truly effective employee development program should

embrace learning, career planning, goal setting and evaluation (Petrecca, 2000). These

areas benefit both the employees use it and the organizations that provide them.

Based on the ideas of these various researched, it was worth noting that there were no

studies in INGOs. Similarly, there were no reports from employees on what they

perceive about the training they are offered with in organizations. Therefore, this study

aimed at filling this gap in research since it cannot be summarized from other studies

from other organizations.

2.3.1 Level of Skills Development

Educational attainment and experience have been the common proxies for evaluating

employee’s performance as well as evaluation strategies for training. However, from

their study, they found out that these two proxies (educational attainment and

experience) only measure formal skills but do not reflect innate differences in ability

and informal skills for example communication skills and job accuracy. Similarly, they

found out that productivity of each employee depends on the skills of other employees

in the organization. Similarly, new skills in an organization makes firms competitive

as well as be able to retain employees.

2.3.2 Increased Employee Motivation

With training and education, it increases the skills of employees as well as their

motivation towards efficiency and effectiveness in the day to day carrying their

operations (Mutsotso, 2010). Employee management on issues concerning

performance can yield to highly complex and emotion-filled decisions. Employee

motivation is an essential factor that by high chance makes the employees to remain

focused on the organization’s objectives and goals. This includes work-based and

external training. This is because, training involves allowing people to perform their

16

work to the very best of their ability, through meeting and perhaps exceeding the

standards and targets (Grobler et al., 2006).

Employees who are involved in training by their organizations are more involved to

the tasks they are assigned, as Becker et al (2011) puts it. Those employees that are

very committed to their job assignments make it an essential part of their live. Better

performance creates a feeling of satisfaction in the employee, which in the end the

nature of job results to self-esteem (Bright, 2008). Moreover, training makes the

trained employees to be involved in innovative tasks, thus become highly motivated.

Similarly, they feel highly involved in their jobs (Chevalier, 2007).

2.3.3 Enhanced Employee’s Creativity

Training through the acquisition of knowledge and skills enhances creativity in

employees. In addition, individuals with a learning orientation seek challenges that

provide them with learning opportunities. Employers after training their employees

evaluate their performance through assessing their level of creativity, as seen in the

study by Gong (2009). In their study, they noted that mangers played a great role in

building their employees creativity, through creating conditions for the learning

orientation to take hold and bring forth creativity. Creativity is paramount since it helps

develop opportunities for learning of new skills thus increasing employee’s

performance.

2.3.4 Changes in Employee Competences

According to Wright and Geroy (2001), organizations can enhance employee

performance through effective training programs. Changes in employee competences,

particularly is negative, does not improve employees’ performance if skills necessary

for performance are being sipped away. Knowledge and skills are extremely important

for both organizational and employee performances. Training enhances employees’

competencies and thus, enables them to implement work related efficiencies into their

daily work functions. Issues such as employees’ absenteeism, complaints of

dissatisfaction at work, and employee turnover are significantly reduced with targeted

training (Okanya, 2008).

17

Even with a known positive correlation between effective training program and

employee productivity, Swart et al (2005) confirm that so as to make it possible, the

managers have the responsibility of identifying the factors that hinder effective

training programs so that they can take necessary measures to neutralize their effects

on employee performance. Ahmad and Bakar (2003) in addition assert that high level

of employee commitment is achieved through training achieving learning outcome as

well as improves the performance, both of the individual as well at the firms’ level.

2.4 Training Evaluations Influence on Employee Performance

Training evaluation is the process of determining the effectiveness of a training

program that has been or is being implemented by an organization (Galindo-Ruenda,

2005). Investments in training evaluations increase the chance that employees will be

trained on right content and competencies. As much as these investments provide

direct benefits to employees, little direct wider returns are evidenced. A study

conducted by Boyatzis (2011) in the US revealed the existence of a positive

relationship between training evaluation and employee performance. He argued that

evaluation helps trainers and organizations to review components of training and

development that are not working and adjust them accordingly for maximum output.

According to Draganidis and Mentzas (2009) argue that the importance of training

evaluations is to ensure training programs are in line with that job competences. In

organizations, performance evaluation is not only seen as what organizations ought to

do to enhance performance, but also what employees’ need to do to enhance their

performance. To this end, Iranzo (2008) notes that most organizations do not conduct

effective training evaluations because they do not know in the first place, what they

are supposed to be measuring. Determining what needs to be measured in advance, for

instance performance objectives, or employee goals, competencies requires, and skills

needed is one of the main objectives of establishing the effectiveness of a training

program (Edgar & Lockwood, 2011)

2.4.1 Training Competency Evaluation

Training competency evaluation is defined as the process of examining a set of

competencies that are supposed to be accomplished through a training program

(Hameed, 2011). Competencies are work traits that an employee possesses that enable

18

the employee to accomplish their work functions. (Edgar & Lockwood, 2011).

Equally, Galindo (2005) posits that in evaluating training competencies, performance

is not looked on from objective perspective, but also from competencies that are

demonstrated to carry out such work. This means that training must have the capability

to enhance employees’ ability to carry out their work. In cases where evaluation

reveals that competencies within the training program are not effective, then the entire

program would be considered defective (Okanya, 2008). Kamotho (2012) contends

that competencies are behaviors that encompass the skills and knowledge attributes

required to successfully perform a given function. Some organizations use knowledge

and skills, habits, social roles and even self-image as necessary requirements for

competency based performance. Therefore, when such organizations develop an

evaluation framework, they are basically looking for these traits.

However, several authors caution against using competency evaluation models for

measuring or appraising certain areas of performance and providing developmental

feedback based on these assessments (Lucia & Lepsinger, 2009; Meyer & Semark,

2013). To this end, Elkin (2009) contends that despite efforts by organizations to assess

competencies associated with employee personal characteristics, motivation and traits,

such competencies cannot be directly measured using behavioral terms. Thus, they

argue that assessment of such employee competencies are not objective but rather based

on faultly intepretable assumptions about the behaviors observed. Therefore,to

effectively measure and quantify employees competencies, or training evaluation,

measurements that meet professional standards are needed.

According to Meyrowitz et al., (2012) the role of human resource management within

an organization is to ensure that has the right set of competencies to compete effectively

in the market place. One of the ways to do this is through direct recruitment, and the

other way is through organizing effective competency enhancement trainings for

current employees. In order for an organizations HR department to do this, there is need

for the organization to design and implement a competency based training approach as

a way of enhancing performance (Meyer & Semark, 2013). Evaluation of competency

based approach ensures that the organization is spending money of trainings that are

valuable, and beneficial to the organization in the long run.

19

According to Ozcelik and Ferman (2010) training evaluation helps organizations design

effective training and development programs that are effective for the current and future

workforce. This equally goes towards enhancing mechanisms within trainings that

enhances employee retention and commitment to the organization (Kamotho, 2012).

As noted earlier by Meyrowitz et al., (2012), competency based model are used to

measure effectiveness of trainings particularly the content of the training. Thus, an

organization can use the content of a competency based model to determine whether

employee competencies being measured are relevant, significant, and addressing

organizational need for performance. Equally, Elkin (2009) argues that employees can

use information contained within competency model to determine the kind and type or

training they need to manage their career path. Competency based model evaluation

can also be used by employees to examine new opportunities while determining or

considering the utilization of their current transferable competencies. Similarly, human

resource managers can utilize the competency based model to evaluate and re-evaluate

competencies of employees as a way of determining and structuring future trainings

(Mutsotso, 2010).

According to Muli, Muathe and Muchiri (2014), training evaluation is viewed as the

outcome that indicates and reflects organizational efficiencies of inefficiencies through

either objective of subjective measures. For an organization to effectively assess how

effective an employee had been in the past and how the employee is able to perform in

the future, then job specific evaluation are required. Athey and Orth (2009) posits that

training evaluations are just like performance appraisals, however, in performance

appraisals, one is examining employee’s performance over a given period, while in

training evaluation, one is examining effectiveness of a training program over a given

period of time.

2.4.3 Skills and Knowledge Evaluation

Skills and knowledge evaluation are important in determining the impact of a training

and development program. According to O’Neil and Hewitt (2012), knowledge and

skills competencies tend to be visible as surface characteristics, whereas self-concept,

traits and other motive competencies are hidden central to the personality of the

employee. As such, Ennis (2008) argues that surface knowledge and skills are easy to

develop and evaluate in a training, and also provide most cost effective way to secure

20

employees capabilities. To this end, it can be argued that skills and knowledge

evaluation provide management both with the skills and competencies necessary for

performance. This is equally so for enhancing corrective actions before, during, or after

a training (Mutsotso, 2012).

According to Spencer and Spencer (2009), whenever a training evaluation opportunity

is not taken advantage of, both the employee and the organization suffers since training

skills efficiencies are not captured. Evaluation opportunities therefore provide an

organization with the chance to monitor, and model desired outcomes out of a training

and employees through leadership and other transferable competencies (Ennis, 2008).

Therefore, failure to institute training evaluations is failure to enhance organizations’

training objectives. However, Hyland (1993) and Youn (2006) had cautioned that

organizations should not over-rely on competency-based education training since this

kind of evaluation and training only trains employees to be competent in given skills

and not experts. This means that if the main aim of an organization was to develop

experts in a given field, then training and evaluations based on competency model

might not be beneficial. An organization might need to have employees acquire

additional professional training or development through other mechanism. In skills and

knowledge training evaluation, it is important that training must result in improved

employee performance. Failure to accomplish this objective would mean that the

training was not effective (O’Neil & Hewitt, 2012).

Performance evaluations should therefore be designed and developed in a manner that

incorporates direct observation of skills in an actual work setting as the primary was of

assessing employees competency as a result of training received. To this, Mutsotso

(2010) notes that some of the ways in which organizations can implement evaluations

include conducting job analysis, and weighted scores. This enables an organization to

document over time what the organization thinks is essential to accomplish its

performance goals. Meyer and Semark (2013) content that an organization should have

careful considerations on what employees need to learn, and how they will apply the

resultant learnt skills on the job. A well designed skills and knowledge evaluation will

ensure an organization has a competent workforce, which is well worth the effort

(O’Neil & Hewitt, 2012).

21

2.5 Chapter Summary

This chapter contained the review of related literature on training and development

and its impact on employee performance which were organized in thematic areas

guided by the objectives of the study that included: Which training and development

programs were offered to impact on employee performance, what were the employee

perceptions of the training and development programs offered and what training

evaluations were used to measure employee performance in INGOs

22

CHAPTER THREE

3.0 RESEARCH METHODOLOGY

3.1 Introduction

Research methodology outlined in this study focuses on research design adopted for

the study, population and sampling design, the data collection methods, research

procedures and finally data analysis methods that have been adopted to analyse the

study primary data.

3.2 Research Design

This study adopted a descriptive survey research design. This design utilizes both

qualitative and quantitative methods of research, while at the same time, allowing the

researcher to collect data without influencing or interfering with the study subject

(Saunders et al., 2009). Data was collected among INGOs employees on training and

development programs offered. Data was based on employee performance as the

dependent variable. The reason for using the mixed research method in this study was

supported by the views of Kothari (2010) and Creswell (2003) that a mixed research

strengthens the claims of the findings. Similarly, using both the qualitative and

quantitative methods for analysis, in line with Creswell (2003), provides a basis for

interpretation and discussion of findings.

3.3 Population and Sampling Design

3.3.1 Population

Saunders et al. (2003) explains that population means the totality of that is of interest

to the researcher whereas target population refers to the group of objects/people from

which the sample should be taken.

The population of this study is composed of 67 Somalia Consortium INGOs in

Nairobi. Since it is not feasible to collect data for the entire population of the INGOs

in Nairobi, Kenya, a sample, which is a representative of the population, was drawn

from the employees of INGOs in Nairobi, working in Somalia and registered in the

Somalia NGO Consortium.

23

3.3.2 Sampling Design

According to Kothari (2008) sampling design is the process of selecting units; people,

organizations, from a population of interest so that by studying the sample we may

fairly generalize our results back to the population from which they were chosen.

Sampling design is a working plan or structure, which specifies the population frame,

sample size and sample selection and how the sample size is estimated (Neuman, 2006).

3.3.2.1 Sampling Frame

Mugenda and Mugenda (2003), defines a sample frame as an objective list of the

population from which the researcher can make his or her selection. A sample frame

must thus contain an up-to-date list of all those that comprise the target population.

Saunders, Lewis and Thornhill (2007) observed that a sampling frame should be a

complete and correct list of population members only. The Somalia NGO Consortium

is a membership organization of national and international NGOs that work together

for an enabling environment for the efficient and effective delivery of humanitarian

and development assistance for all Somali people. The sample frame was obtained

from Somalia NGO consortium offices in Nairobi

3.3.2.2 Sampling Technique

Sampling technique is the procedure a researcher uses to gather people, places or things

to study. In particular, to this case it refers to the procedure the researcher uses to

select the final sample to study. A sample is part of the target (or accessible) population

that has been procedurally selected to represent it and whose properties are studied to

gain information about the whole (Neuman, 2006). The study was a census since entire

population was sampled for the study. A census is attractive for small populations of

not more 200 (Mugenda, 2008). A census eliminates sampling error and provides data

on all the individuals in the population (Kothari, 2008).

3.3.2.3 Sample Size

Mugenda and Mugenda (2003) defines a sample size as unit representation of a

population, from which a research conducts a study. This study was a census, therefore

24

all the 67 INGOs were be sampled for the study. The sample size distribution table is

indicated in table 3.1

Table 3.1: Sample Size Distribution Table

Category Population Sample Size Percentage

Somalia NGO-Consortium 67 67 100%

Total 67 67 100%

3.4 Data Collection Method

This study relied only of primary data. This data was collected using structured

questionnaires. The questionnaires were suitable for this study since they allowed

quantifiable information about what the study sought to elicit. The tool was also

preferred in this study for their capacity to tackle a large number of respondents as

well as it being able to gather information that was direct and factual in nature (Oanda,

2002). According to Mugenda and Mugenda (2003), questionnaires are relatively

cheaper to use and the respondents are not influenced by the interviewer.

Questionnaires were distributed to staff in their respective offices. The questionnaires

contained questions to identify the training and development programs offered to

influence on employee performance in INGOs and questions to examine the training

and development evaluations used to measure employee performance in INGOs.

Krippendorff (2004) describes a documentary review as a way of collecting secondary

data through reviewing documents related to a study, either electronic or text. In this

study, the documents constituted potential sources of both qualitative and quantitative

data. The study reviewed INGOs training policies, training plans, training

records/reports as well as training guidelines which helped in giving information on

training and development proms in these organizations. Yin (2003) shows that one of

the advantages of using this tool is that it helps save a lot of time that would have been

spent in the field study. Similarly, documents are rich in information which helps

validate or contradict information from other sources.

25

3.5 Research Procedures

The research tool was piloted to ensure validity and reliability. Ten questionnaires were

handed out to operations managers not taking part in the actual study. The pilot revealed

that some questions were not structured well, so, this questions were revised. A

Cronbach Alpha was also used check for the tool reliability. After the pilot, the

questionnaires were distributed using the drop and pick approach where respondents

were given 2 hours before the questionnaires were picked back. All questionnaires were

checked for completeness to ensure there was no missing data. Questionnaires with

missing information were returned to the respondents to have them provide the missing

information. Physically handing out and collecting the questionnaires ensured a high

response rate.

3.6 Data Analysis Methods

In this study, analysis involved both qualitative and quantitative methods. Quantitative

data on the training and development programs as well as training evaluation methods

used to measure employees’ performance from questionnaires were coded and analysed

using Statistical Package for Social Sciences (SPSS) software. The study tool tested to

determine its reliability using a Cronbach Alpha. The study had an Alpha value above

0.8. According to Mugenda and Mugenda (2003) a study is reliable if it has an Alpha

value above 0.7. Descriptive data was reported using frequencies, and percentages,

while inferential statistics were reported using Pearson’s correlations, and regression

analysis. Data is presented using tables and figures.

3.7 Chapter Summary

This chapter has presented the research methodology adopted for the study. Descriptive

survey research design has been presented first followed by the population and

sampling design. The study has a population of 67 Somalia consortium INGOs

operating from Nairobi. The study was a census; therefore, all the 67 INGOs were

sampled. Data collection was conducted using structured questionnaire, and analysed

descriptive statistics (frequencies and percentages) and inferential statistics

(correlation, regression, and ANOVA). The next chapter presents result and findings.

26

CHAPTER FOUR

4.0 RESULTS AND FINDINGS

4.1 Introduction

The study results and findings are presented in this chapter. The findings on the effect

of training and development on employee performance is presented first. This is

followed by the findings on effect of employees’ perception performance, and finally

the influence of training evaluations on employee performance. This study had a

response rate of 64%; out of 67 questionnaires given out, 42 were received back. This

is in line with Saunders et al., (2009) who argued that a study that yields a response rate

above 60% is adequate representation of the population. A reliability analysis was also

conducted using a Cronbach Alpha. The study had an Alpha value of (0.844) for

employee performance, (0.826) for training and development, (0.920) for employee

perception, and (0.914) for training and development as indicated in Table 4.1. For a

study to be considered valid and reliable, it has to have a Cronbach Alpha value of 0.7

Table 4.1: Reliability Analysis

Variables Items Alpha Value

Employee Performance 6 0.844

Training and development 10 0.826

Employees Perception 10 0.920

Training and Development 10 0.914

4.2 Demographic Data

The demographic data examined for this study include respondent’s age, gender, level

of education, work department and number of years of work at their organization.

4.2.1 Gender of the Respondents

The study findings show that (56%) of respondents were male, while (44%) were

female as illustrated in Figure 4.1. This means that Somali NGO consortium has more

male employees than female employees.

27

Figure 4.1: Respondents Gender

4.2.2 Respondents Age

The findings of the study show that (37%) of respondents were aged between 26-35

years; another (37%) were aged between 36-45 years; (10%) were aged between 46-55

years; (9%) were aged between 18-25 years; while the remaining (7%) were aged

between 56-59 years as highlighted in Figure 4.2.

Figure 4.2: Respondents Age

56%

44% Male

Female

0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

18-25Years

26-35Years

36-45Years

46-55Years

56-59Years

9%

37% 37%

10%7%

28

4.2.3 Work Department

This study also sought to determine respondents work department. The findings show

that majority (51%) of respondents worked in administration department, while (49%)

worked in the programs department as illustrated in Figure 4.3.

Figure 4.3: Respondents Work Department

4.2.4 Respondents Work Rank

When respondents were asked to indicate their work rank, (44%) were program

officers, (37%) were middle level managers, while the remaining (19%) were top level

managers as indicated in Figure 4.4

Figure 4.4: Respondents Work Rank

51%49%Administration

Programs

19%

37%

44%Top Mnagement

Middle Management

Program Officer

29

4.2.5 Level of Education

On the question on the level of respondents’ education, majority (84%) indicated that

they have a university degree, while (16%) indicated that they had a college level

education as illustrated in Figure 4.5

Figure 4.5: Respondents Level of Education

4.2.6 Number of Years at the Organization

Respondents were asked to indicate the number of years they had spent at their

organization; (46%) indicated 1-5 years, (28%) indicated more than 10 years, (14%)

indicated 6-10 years, (12%) indicated less than one year as illustrated in Figure 4.6.

Figure 4.6: Number of Years at the Organization

84%

16%

University

College

12.0

46.0

14.0

28.0

0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 45.0 50.0

LESS THAN 1 YEAR

1-5 YEARS

6-10 YEARS

MORE THAN 10 YEARS

30

4.3 Training and Development Influence on Employees Performance

This study sought to determine the influence of training and development on employee

development. The findings are presented in the following sections.

4.3.1 Availability of Training and Development Programs

Respondents were asked to indicate whether their organization had training and

development programs. Majority of respondents (67%) strongly agreed, (26%) agreed,

while (7%) remained neutral on whether their organization had training and

development programs as illustrated in Table 4.2. Availability of training and

development programs is therefore important in enhancing employee performance in

organizations. There is need therefore, to ensure that trainings and development

programs are available within organizations as a way of enhancing performance.

Table 4.2: Availability of Training and Development Programs

Scale Frequency Percent

Neutral 3 7

Agree 11 26

Strongly Agree 29 67

Total 43 100.0

4.3.2 Job Rotation and Transfer Programs

Respondents of the study were asked to indicate whether their organization had job

rotation and transfer programs. Majority (51%) of respondents strongly agreed that their

organization had job and transfer programs, (33%) agreed, (9%) remained neutral,

while (7%) disagreed as indicated in Table 4.3. Since majority of respondents believed

that Somalia consortium had job rotation and transfer means that the consortium takes

seriously the issue of employee performance through training and development,

particularly conducting job rotation and transfers.

31

Table 4.3: Job Rotation and Transfer Programs


Disagree 3 7

Neutral 4 9

Agree 14 33


Total 43 100.0

4.3.3 Job Rotation and Employee Performance

When respondents were asked whether job rotation had enhanced employee

performance, majority of respondents (86%) strongly agreed this to be the case in their

organizations, while (14%) agreed as illustrated in Table 4.4. This shows that job

rotation does impact employee performance. As such, investing in job rotation is a sure

way in which managers can ensure that employees have sufficient engagement that

yields more performance.

Table 4.4: Job Rotation and Employee Performance


Agree 6 14.0

Strongly Agree 37 86.0

Total 43 100.0

4.3.4 Coaching and Mentoring Programs

Respondents were asked to indicate whether their organizations had coaching and

mentoring programs. Majority (70%) of respondents strongly agreed that their

organization had coaching and mentoring programs, (21%) agreed, while (9%)

remained neutral as indicated in Table 4.5. This finding confirms that Somalia

consortium takes seriously the issue of coaching and mentoring program in their

training and development program.

32

Table 4.5: Coaching and Mentoring Programs


Neutral 4 9

Agree 9 21


Total 43 100.0

4.3.5 Coaching and Mentoring and Employee Performance

On the question on whether coaching and mentoring had enhanced employee

performance, majority (51%) of respondents strongly agreed that coaching and

mentoring programs had enhanced employee performance, (32%) agreed, (12%)

disagreed, while (5%) remained neutral as indicated in Table 4.6. Majority of

respondents have indicated that coaching and mentoring greatly influences employee

job performance. Therefore, Somalia consortium should continue to invest in coaching

and mentoring of employees by senior staff as a way of maintaining performance.

Table 4.6: Coaching and Mentoring and Employee Performance


Disagree 5 12

Neutral 2 5

Agree 14 32


Total 43 100.0

4.3.6 Employee Orientation Programs

Respondents of the study were asked to indicate whether their organization had

employee orientation programs. Majority (65%) strongly agreed that their organization

had employee orientation programs, (25%) agreed, (5%) disagreed, while the remaining

(5%) remained neutral as illustrated in Table 4.7. The study has demonstrated that the

International NGOs have orientation programs which are designed to allow employees

to fit within teams and understand the organisation culture.

33

Table 4.7: Employee Orientation Programs


Disagree 2 5

Neutral 2 5

Agree 11 25


Total 43 100.0

4.3.7 Employee Orientation and Performance

On the question on whether employee orientation programs had enhanced employee

performance. Majority (63%) strongly agreed, (23%) agreed, while (14%) disagreed

that employee orientation had enhanced performance as illustrated in Table 4.8. The

finding on this study has also revealed that when an organization does proper employee

orientation, employee performance is enhanced.

Table 4.8: Employee Orientation and Performance


Disagree 6 14

Agree 10 23


Total 43 100

4.3.8 Conference Training Programs

On the question on whether respondents’ organizations utilized conference training

programs, majority (61%) strongly agreed, (30%) agreed, while (9%) remained neutral

as indicated in Table 4.9 This study has shown that Conference Training Programs are

availed to the employees which provides regular and adequate information that allows

the employee to continuously increase their performance.

34

Table 4.9: Conference Training Programs


Neutral 4 9

Agree 13 30


Total 43 100.0

4.3.9 Role Playing and Performance

Respondents were asked to indicate whether role playing had enhanced employee

performance in their organizations, (51%) strongly agreed, (28%) agreed, while (9%)

remained neutral as indicated in Table 4.10. This study has also shown that majority

of respondents believed that role playing in an organization contributes significantly to

employee performance. Therefore, Somalia consortium should continue to enhance role

playing between senior employees and junior employees in taking on other work

responsibilities.

Table 4.10: Role Playing and Performance


Disagree 4 9

Neutral 5 12

Agree 12 28


Total 43 100.0

4.3.10 Professional Training and Employee Performance

Respondents of the study were asked to indicate whether professional training in their

organization had enhanced employee performance; (44%) of respondents strongly

agreed, (42%) agreed, (9%) disagreed, while (5%) remained neutral as indicated in

Table 4.11. This finding has also demonstrated that professional training is essential

for improving employee performance, and therefore should be enhanced at Somalia

consortium.

35

Table 4.11: Professional Training and Employee Performance


Disagree 4 9

Neutral 2 5

Agree 18 42


Total 43 100.0

4.4 Employee’s Perception on Training Programs

This study sought to determine the influence of employees’ perception on training

programs. The findings are presented in the following sections:

4.4.1 Training Programs and Employee Recognition

When respondents of the study were asked whether their organization training program

had enhanced employees’ recognition at work among managers and other colleagues.

Majority (58%) strongly agreed, (33%) agreed, while (9%) remained neutral as

illustrated in Table 4.12. This finding shows that training programs enhance employees’

knowledge and skills which enhances their work, and in the process, enhances their

recognition.

Table 4.12: Training Programs and Employee Recognition


Neutral 4 9

Agree 14 33


Total 43 100.0

4.4.2 Employee Recognition and Employee Performance

Respondents of the study were asked to indicate whether employee recognition at their

organization had enhanced employee performance. Majority of respondents, (67%)

strongly agree, while (33%) agreed as illustrated in Table 4.13. This therefore shows

that employee recognition is paramount to the International non-governmental

organizations operating in Somalia and this is what yields employee performance.

36

Meaning that if the employees are not recognised the performance will dwindle there

by the organization will not be able to achieve its objectives.

Table 4.13: Employee Recognition and Employee Performance


Agree 14 33


Total 43 100.0

4.4.3 Training Programs and Employees Responsibility at Work

When respondents were asked whether their organization training programs were

perceived to enhance employees’ responsibility at work, majority (56%) strongly

agreed, (35%) agreed, while (9%) disagreed as indicated in Table 4.14. This indicates

that the trainings they received have a direct impact on their performance, which means

that training programs are important in enhancing employee responsibility at work,

which eventually leads to enhanced performance.

Table 4.14: Training Programs and Employee Responsibility at Work


Disagree 4 9

Agree 15 35


Total 43 100.0

4.4.4 Employee Responsibility and Performance

Respondents were asked to indicate whether enhanced employee responsibility

enhanced employees’ performance; majority (65%) strongly agreed, (28%) agreed,

while (7%) disagreed as indicated in Table 4.15. This finding shows that when

employees are given adequate responsibilities their performance is enhanced.

Therefore, Somalia consortium should invest in developing proper job descriptions that

have adequate responsibilities for all employees as a way of ensuring employee

performance is enhanced.

37

Table 4.15: Employee Responsibility and Performance


Disagree 3 7

Agree 12 28


Total 43 100.0

4.4.5 Training Programs and Employee Promotion

On the issue on whether training programs had enhanced employees’ promotion at

work, majority (70%) strongly agreed that training programs had enhance opportunities

for employees’ promotion at work, (21%) agreed, while (9%) remained neutral as

indicated in Table 4.16. According to this finding, training programs significantly

influence employee promotion. When an employee is trained, they are in a position to

take on further responsibilities, and in essence, enhance the probability that these

employees will be promoted at work.

Table 4.16: Training Programs and Employee Promotion


Neutral 4 9

Agree 9 21


Total 43 100.0

4.4.6 Promotion and Employee Performance

When respondents were asked to indicate whether promotion at work had enhanced

employee performance, majority (53%) agreed that promotion of employees had

enhanced performance, while (47%) strongly agreed as indicated in Table 4.17.

Majority of these study respondents have indicated that promotion at work enhances

employee performance. This is due to the fact that as employees are honoured with

higher responsibilities, they feel obliged to perform at a level that matches their new

roles.

38

Table 4.17: Promotion and Employee Performance


Agree 23 53


Total 43 100.0

4.4.7 Impact of Training Programs on Skills and Knowledge Development

On the question on whether training programs were being perceived to enhanced

employees’ skills and knowledge, majority (58%) strongly agreed, (35%) agreed, while

(7%) remained neutral as illustrated in Table 4.18. This finding shows that training

programs do impact employees skills and knowledge development. Therefore, Somalia

consortium should ensure that these programs are in line with the skills and knowledge

that the organization requires for employees to be able to perform better at work.

Table 4.18: Impact of Training Programs on Skills and Knowledge Development


Neutral 3 7

Agree 15 35


Total 43 100.0

4.4.8 Enhanced Skills and Employee Performance

On the question on whether enhanced skills were perceived to enhance employees’

performance, majority (65%) strongly agreed that enhanced skills and knowledge

through training programed were perceived to have enhanced performance at their

organization, while (35%) also agreed as illustrated in Table 4.19. From these findings,

we can deduce that when employees’ skills are enhanced, the organization benefits from

enhanced employee performance.

39

Table 4.19: Enhanced Skills and Employee Performance


Agree 15 35


Total 43 100.0

4.4.9 Training Programs and Employees’ Status at Work

Respondents of the study were asked to show whether training and development

programs at their work were perceived to enhance employees’ status at work. Majority

(58%) strongly agreed, (25%) agreed, while (16%) disagreed as indicated in Table 4.20.

Based on these results, training programs enable employees to gain new status at work.

This might be very important since new status may come with new responsibilities and

motivation that enhances performance.

Table 4.20: Training Programs and Employees’ Status at Work


Disagree 7 16

Agree 11 25


Total 43 100.0

4.4.10 Enhanced Employees’ Status and Performance

When respondents were asked to indicate whether they held a perception that enhanced

employee status enhanced performance, majority (53%) agreed this to be the case,

(35%) strongly agreed, (7%), while (5%) remained neutral as indicated in Table 4.21.

This means that once employees have their work status enhanced, there is a high

probability that they work hard to enhance their performance, resulting not only in

individual employee performance, but entire organizations performance.

Table 4.21: Enhanced Employees’ Status and Performance


Disagree 3 7

Neutral 2 5

Agree 23 53


Total 43 100.0

40

4.5 Training Evaluation Influence on Employee Performance

This study sought to determine whether training evaluations had any influence on

employee performance. The findings are highlighted in the following sections.

4.5.1 Availability of Training Evaluation

Respondents of the study were asked to indicate whether their organization had a

training and evaluation programs. The findings show that majority (65%) strongly

agreed that their organization had training and evaluation programs, (26%) agreed,

while (9%) of respondents remained neutral as indicated in Table 4.22. According to

the findings, evaluations can only be done when there has been training. Therefore, to

be able to determine whether organizations training programmes are effective, the

organization has to conduct training based on different organizational needs.

Table 4.22: Availability of Training and Evaluation Programs


Neutral 4 9

Agree 11 26


Total 43 100.0

4.5.2 Perceptions on Training Evaluation Programs

When employees were asked to indicate whether they had positive perceptions on

training and evaluation programs. Majority of respondents (52%) strongly agreed that

that they had positive perception on training and evaluation program, (28%) agreed,

(12%) disagreed, while (9%) remained neutral as highlighted in table 4.23. This finding

reveals that employee perception on training evaluation determines the success of the

evaluation program. This means that Somalia consortium should develop evaluation

programs in a manner that will enhanced trust in the process by the employees.

41

Table 4.23: Perception on Training Evaluation Programs


Disagree 5 12

Neutral 4 9

Agree 12 28


Total 43 100.0

4.5.3 Training Evaluation and Employee Learning

When respondents were asked to indicate whether training and evaluation programs

had enhanced employee learning. The findings show that (47%) of respondents

indicated that training evaluation had enhanced employee learning, (28%) agreed,

(16%) disagreed, while (9%) remained neutral as indicated in Table 4.24. As evidenced

by this finding, training evaluation helps organizations to structure and improve

employee learning. Therefore, Somalia consortium should ensure that there are

adequate trainings and evaluations to enhance employee learning.

Table 4.24: Training Evaluation and Employee Learning


Disagree 7 16

Neutral 4 9

Agree 12 28


Total 43 100.0

4.5.4 Importance of Enhanced Skills on Employee Performance

Respondents of this study were asked to indicate whether enhanced skills were

important for employee performance. Majority of the findings show that (68%) of

respondents strongly agreed, (23%) agreed, while (9%) remained neutral as indicated

in Table 4.25. The findings show that majority of respondents were of the view that

enhanced skills highly influence employee performance. It is necessary that

mechanisms that enhance employee performance be well articulated and evaluated

within the Somalia Consortium

42

Table 4.25: Importance of Enhanced Skills on Employee Performance


Disagree 4 9

Agree 10 23


Total 43 100.0

4.5.5 Training Evaluation and Employee Motivation

When respondents of the study were asked to indicate whether training evaluation was

good for employee motivation, majority (58%) agreed that training evaluations were

good for employee evaluations, while (42%) agreed as indicated in Table 4.26. This

finding also indicates that training evaluation is essential towards employee motivation,

and therefore should be enhanced within the organization.

Table 4. 26: Training Evaluation and Employee Motivation


Disagree 4 9

Agree 15 35


Total 43 100.0

4.5.6 Training Evaluation and Employee Behavior Towards Performance

Respondents of the study were asked to indicate whether training and evaluation were

used to enhance employees’ behavior towards performance. The findings indicate that

majority (54%) of respondents strongly agreed, while (46%) agreed as illustrated in

Table 4.27. raining evaluation therefore, has a significant impact on employee

performance. As indicated by the findings of this study, majority of respondents have

indicated that training evaluation has influenced employee performance. Therefore,

mechanisms that enable the facilitation of employee performance should be enhanced.

43

Table 4.27: Training Evaluation and Employee Motivation


Agree 20 46


Total 43 100.0

4.5.7 Training and Evaluation and Employee Creativity

On the question on whether training evaluations enhanced employees’ creativity, (35%)

strongly agreed, (33%) agreed, (30%) remained neutral, while (2%) disagreed as

indicated in Table 4.28. The findings show that training evaluation does indeed

enhance employee creativity. Therefore, the organization should invest more resources

in ensuring that training programs and evaluation programs capture techniques and

mechanisms that can enhance employee creativity.

Table 4.28: Training Evaluation and Employee Creativity


Disagree 1 2

Neutral 13 30

Agree 14 33


Total 43 100.0

4.5.8 Employee Creativity and Performance

On the question on whether employee creativity enhanced performance, (47%) of

respondents agreed this to be the case, (32%) strongly agreed, (16%) disagreed, while

(5%) remained neutral as highlighted in Table 4.29. The findings have revealed that

employee creativity plays a key in enhancing employee performance, and therefore,

should be incorporated in organizations training and evaluation programs.

44

Table 4.29: Employee Creativity and Performance


Disagree 7 9

Neutral 2 5

Agee 20 47


Total 43 100.0

4.5.9 Training Evaluation and Employee Competence

When respondents were asked on whether training evaluation was good for employees’

competence, majority (65%) strongly agreed that training evaluation was important for

employees’ competence, while (35%) agreed as indicated in Table 4.30. The study

findings have also revealed that training evaluations does enhance employee

competence. This is largely because evaluations help organizations improve areas of

employee weaknesses, and in the process enhance their competence.

Table 4.30: Training Evaluation and Employee Competence


Agee 20 47


Total 43 100.0

4.5.10 Employee Competence and Performance

Respondents were asked to indicate whether employee competence enhanced

performance. The findings show that (49%) of respondents strongly agreed, (44%)

agreed, while (7%) remained neutral as illustrated in Table 4.31. As demonstrated by

these findings, employee competence does enhance employee performance. When

employees are adequately competent, they invest their competence in productive work

compared to those who do not have adequate competences.

45

Table 4.31: Employee Competence and Performance


Neutral 3 7

Agee 19 44


Total 43 100.0

4.6 Correlation Analysis

A correlation analysis was conducted to establish whether there existed any relationship

between training and development, employee perceptions, training evaluations and

employee performance. The findings show that the employee perception was leading

and had a positive and significant relationship with employee performance, with

Pearson correlation coefficient of (0.713); at p < 0.01; second was training and

development, with a positive and significant relationship and a Pearson correlation

coefficient of (0.668); at p < 0.01; and third was training evaluation which had a positive

and significant relationship with a Pearson correlation of

(0.629); at p < 0.01.

The other positive relationships tested included the independent variables against

themselves and as well the results showed that they were statistically significant with

positive Pearson correlations coefficients as shown. Training and development versus

employee perception, Pearson correlation coefficient of (0.653); at p < 0.01; followed

by employee perception versus training evaluation, with a Pearson correlation

coefficient of (0.641); at p < 0.01; and finally training development versus training

evaluation, with a Pearson correlation coefficient of (0.581); at p < 0.01. All the

relationships tested were positive and statistically significant as illustrated in Table

4.32.

This is a true reflection that the independent variables that were studied in the study had

a positive and significant influence on the employee performance in the International

non-governmental organizations operating in Somalia.

46

Table 4.32: Correlation Analysis

Variable 1 2 3 4

Employee

Performance

Pearson

Correlation 1

Sig. (2-tailed)

N 43

Training

Development

Pearson

Correlation .668** 1

Sig. (2-tailed) .000

N 43 43

Employees

Perception

Pearson

Correlation .713** .653** 1

Sig. (2-tailed) .000 .000

N 43 43 43

Training

Evaluation

Pearson

Correlation .629** .581** .641** 1

Sig. (2-tailed) .000 .000 .000

N 43 43 43 43

** Correlation is significant at 0.01 level (2-tailed)

4.7 Regression Analysis

Since all relationships exhibited were statistically significant relationships, a regression

analysis was conducted to determine the level of significance between the variables.

The findings in the regression summary model show an R square value of (0.708) which

means that about 70.8 % of variation explained employee performance and was

attributed to training and development, employee perceptions, and training evaluation

as indicated in Table 4.33. The other 29.2% of variation in employee performance is

attributed to other factors that were not considered in this study.

47

Table 4.33: Model Summary or (Goodness of fit)

Model R R Square Adjusted R

Square

Std. Error of

the Estimate

1 .854a .729 .708 .155

a. Predictors: (Constant), Training Evaluation, Training Develop, Employees

Perception

The analysis of variance (ANOVA) revealed a statistically significant relationship

F=34.942 at (3, 39) degrees of freedom the regression model was significant at precision

level of p < 0.000 as indicated in Table 4.34

Table 4.34: ANOVA

Model Sum of

Squares

df Mean Square F Sig.

1

Regression 2.509 3 .836 34.942 .000b

Residual .933 39 .024

Total 3.442 42

a. Dependent Variable: Employee Performance

b. Predictors: (Constant), Training Evaluation, Training Develop, Employees

Perception

The regression coefficient also revealed that all variables in this study were statistically

significant. When all variables were combined, training and development had a Beta

coefficient β (0.850); p < 0.000; employee perception had a Beta coefficient β (0.471);

p < 0.000; training evaluation has a Beta coefficient β (0.447); p < 0.000 as indicated

in Table 4.35.

48

Table 4.35: Regression Coefficients

Model Unstandardized

Coefficients

Standardized

Coefficients

t Sig.

B Std. Error Beta

1

(Constant) .663 .784 .8456 .403

Training Develop .854 .084 .850 10.172

10.1667 .000

Employees

Perception .248 .123 .471

3.389

2.0162 .000

Training Evaluation .262 .185 .447 1.4162

3.558 .000

a. Dependent Variable: Employee Performance

4.8 Chapter Summary

This chapter has presented the results and findings. The study revealed that the variables

studied had positive and significant relationships that existed between them. First was

employee performance and employee perception followed by employee development

and training and development, and training evaluation. The other positive relationships

included training and development and employee perception, employee perception and

training evaluation, and finally training development and training evaluation. The

regression results supported the correlation analysis as both indicated that there are

positive and significant relationships between the independent variables with the

dependent variable. The next chapter presents the summary, discussions, conclusion,

and recommendations.

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CHAPTER FIVE

5.0 DISCUSSION, CONCLUSIONS, AND RECOMMENDATIONS

5.1 Introduction

The study discussion, conclusions, and recommendations are presented in this chapter.

The summary of the entire study is presented first, followed by discussion on training

and development, employee perceptions, and training evaluation. Conclusion and

recommendations are presented in the same order.

5.2 Summary

The purpose of this study was to determine the influence of training and development

on employee performance. This study was guided by the following research questions:

What is the influence of training and development on employee performance? What is

the influence of employee perception on training and development programs in INGOs?

What is the influence of training evaluations and employee performance in INGOs?

This study adopted a descriptive survey research design. The population of the study

was 67 INGOs working in Somalia but located in Nairobi. The study is a census,

therefore all the 67 INGOs were sampled for the study. The study adopted a stratified

sampling technique to respondents based on different job ranks. Primary data was

collected using a structured questionnaire. Data was analyzed for descriptive statistics

using frequencies and percentages, and inferential statistics using correlation and

regression analysis. The Statistical Package for Social Sciences (SPSS) version 21 was

used to do the analysis.

The first research question on influence of training and development revealed the

existence of a statistically significant relationship between training and development

and employee performance. All areas examined under training and development

including coaching and mentoring, job rotation and transfers, job orientation, and role

playing were all significant

The second research question on influence of employee perception on training and

development programs revealed the existence of statistically significant relationship

between employee perceptions and employee performance.

50

Finally, the last research question on the influence of training evaluations and employee

on employee performance revealed the existence of statistically significant relationship

between training evaluation and employee performance.

5.3 Discussions

5.3.1 Training and Development Influence on Employee Performance

The first research question for this study was to determine whether training and

development influenced employee performance. The findings of this study revealed the

existence of a significant relationship between training development and employee

performance, r (0.713); p < 0.01. These findings are in line with the arguments placed

by Weil and Woodall (2005) who had noted the existence of a relationship between

training and development and employee performance. In their argument, they had noted

that organizations use training and development programs as a way of enhancing

employee performance gaps, therefore making training and development relevant.

Similarly, Bunch (2007) posited that training programs are meant to either improve

performance of employees’ present job functions, transfer new skills for a new job, or

position as a way of developing the employee for growth within the organization.

This study established that majority (86%) of respondents believed that job rotation

significantly enhanced employee’s job performance. This finding confirms McCourt

and Eldridge (2003) who argued that job rotation and transfers was a significant to

organizations in that it enhanced the development of employees’ skills within an

organization. Basically, this means that when an employee is moved from one

department to the next, the employee acquires all rounded skills that can enable the

employee function effectively in any position within the organization. One of the ways

in which organizations do this is by allowing an employee to move horizontally within

a band of specific responsibilities, or vertically taking on new higher level responsibility

as a way of developing new leadership skills, or enhancing new skills to function at a

higher level. Similarly, transfers could involve the movement of employees from one

Country to another. The benefits of rotations and transfers are to help employees in

acquiring knowledge of the variety of operations within the organization as well as the

differences existing in different countries where the organization operates. Knowledge

acquired by those selected employees for this method is beneficial to both the employee

51

and organization since it may increase the competitive advantage of the organization

(McCourt and Eldridge, 2003).

This study also found out that coaching and mentoring is an important component of

employee performance. Majority (83%) of the respondents for this study believed

coaching and mentoring enhanced employees’ performance. This finding was in line

with Torrington et al., (2005) who argued that mentoring offered a wide range of

advantages to employees including developing their capacity and capability to handle

their day to day work related functions. Similarly, Ahmed (2015) had argued that

coaching and mentoring provides employees with needed skills on a day to day

guidance through their supervisor or a highly skilled colleague in the organization. This

enables transfer of skills and knowledge making the mentee enhance their performance

in the long run. In INGOs, coaching and mentoring is used to cut costs associated with

formalized training that also need time to implement skills learned through the training

process. Coaching and mentoring exposes employees to different undertakings within

the organization and as such, they can take on higher responsibilities, saving the

organization costs associated with recruiting new staff to play the roles (Torrington et

al., 2005).

5.3.2 Employees Perception on Training and Development

This study found that there exists a strong positive relationship between employee

perceptions on training and development, and employee performance, r (0.668); p <

0.01. This finding is in line with a study that was conducted by Barret and O’Connell

(2001) that training programs give employees an impression of care and importance,

thus, making the employees feel loyal and committed to an organization. Loyal and

committed employees are essential not only for employee performance, but for the

performance of the organization as a whole. Garrow (2004) had also indicated that

there exists a significant relationship between employee perception and employee

performance. Equally, Newman, Thanacoody and Hui (2011) also proved that effective

and continuous employee performance highly correlated to the perceived availability

of training. Their study showed that training can be used as a tool for enhancing

commitment which in the end enhances employee performance. Similarly, Eisenberger

(2002) study had revealed that some research findings show a correlation between

perceived supervisor support for training and training effectiveness.

52

The study found that employees perceived training and development to enhance

recognition (67%), and enhance work responsibility (91%). These findings were in line

with a study by Al-Emadi and Marquardt (2007) who noted that employees perceived

benefits of the training, enhanced their commitment and eventual performance at work.

The functions of training, as observed by Oguntimehin (2005) was to increased

productivity, improved quality of work; and improved skills, knowledge, understanding

and attitude among employees which were perceived to enhance performance.

Therefore, employees tend to relate training and development to the desired effect of

the training, and as a result of the end goal placed on training, they align their work

objectives to achieve this performance goals. Equally, Petrecca (2000) argued that an

effective employee development program should embrace learning, career planning,

goal setting and evaluation, which is perceived to enhance employees work output, that

leads to recognition.

On the other hand, Iranzo (2008) had noted that recognition at work was not the end

goal of training and development programs, but rather, performance and work output

for employees. Further, they argue that training for educational purposes only measure

formal skills but do not reflect innate differences in ability and informal skills for

example communication skills and job accuracy that are essential for employee

performance. Similarly, they found out that productivity of each employee depends on

the skills of other employees in the organization, thus diminishing the place of

recognition.

This study found that (93%) of respondents believed that training and development

programs had a perceived value of enhancing promotion and work performance. Gong

(2009) had alluded to this in his study when he noted that training and development is

perceived to build employees creativity, through creating conditions for the learning

orientation to take hold and bring forth creativity. These organizations provide an

environment that stimulates and nourishes creative self-efficacy. They serve as creative

models, through instructing their employees on creativity-relevant skills as well as

provide hands-on opportunity to apply these skills. As such, creativity is paramount

since it helps employees develop opportunities for learning new skills thus increasing

employee’s performance. Wright and Geroy (2001) equally noted that the perception

on training and development programs is that they do not only improve the overall

performance of the employees to effectively perform the current jobs, but also to

53

enhance the knowledge, skills and attitudes of the employees necessary for the future

job, thus contributing to increased organizational performance.

5.3.3 Training Evaluation influence on Employee Performance.

The third research question of this study sought to determine whether training

evaluations had any significant influence on employee performance. These study

findings revealed the existence of a strong positive relationship between training

evaluation and employee performance, r (0.629); p < 0.01. This is in line with study by

Boyatzis (2011) in the US revealed the existence of a positive relationship between

training evaluation and employee performance. The argument was that evaluation helps

trainers and organizations to review components of training and development that are

not working and adjust them accordingly for maximum output. This was also in line

with Draganidis and Mentzas (2009) who posited that training evaluation is important

to organization performance in that it enables organizations to align performance

objectives with required job competencies. However, Iranzo (2008) had noted that in

as much as evaluations have a positive relationship with employee performance, most

organizations do not determine in advance what they need to measure in a training they

are offering, making it difficult to determine the effectiveness of the training, and

whether employee performance is enhanced.

The findings of this study revealed that majority (75%) of respondents believed that

training evaluation contributed to enhancing employee performance. Equally, (91%) of

respondents noted that evaluations enhance employees’ skills that need to be

emphasized in training programs, and thus, enhance resultant employee performance

from trainings. These findings are in line with Ozcelik and Ferman (2010) who argues

that training evaluation does helps organizations design effective training and

development programs that are effective for the current and future workforce. Further,

they noted that training evaluation is important to employee performance in that

evaluation findings go towards enhancing training goals and content, thus enhancing

desired training output. This argument was also placed by Meyrowitz et al., (2012)

who argued that competency based model are used to measure effectiveness of trainings

particularly the content of the training. Thus, an organization can use the content of a

competency based model to determine whether employee competencies being

measured are relevant, significant, and addressing organizational need for performance.

54

This means that training evaluations are important and inherent part of employee

performance that cannot be ignored by organizations.

The findings of this study revealed that (100%) of respondents were of the view that

training evaluation is used to check employees’ behavior which is not only essential

for training effectiveness, but also employee performance. Kamotho (2012) argued

that competencies are behaviors that encompass the skills and knowledge attributes

required to successfully perform a given function. Therefore, evaluation of training

means that an organization will undoubtedly evaluate employees’ behaviors, and how

they influence performance. Some organizations use knowledge and skills, habits,

social roles and even self-image as necessary requirements for competency based

performance. Therefore, when such organizations develop an evaluation framework,

they are basically looking for these traits. Similarly, Elkin (2009) contended that

despite efforts by organizations to assess competencies associated with employee

personal characteristics, motivation and traits, such competencies cannot be directly

measured using behavioral terms. Thus, they argue that assessment of such employee

competencies are not objective but rather based on faultly intepretable assumptions

about the behaviors observed. Therefore,to effectively measure and quantify

employees competencies, or training evaluation, measurements that meet professional

standards are needed.

5.4 Conclusions

5.4.1 Training and Development and Employee Performance

This study has established a statistically significant relationship between training and

development and employee performance. The study concludes that all components of

training and development including coaching and mentoring, job rotations and

transfers, conference training, and professional courses significantly influenced

employee performance. Training programs are essential in ensuring that employees are

adequately equiped to deal with their work responsibilities ands as such, imporve

employee performance. Job rotation and job transfers equally enhance employee

performance since they enable ebloyees to learn new ideas and ways of doing work

form their usual rotation.

55

5.4.2 Employee perceptions Influence on Training Programs

This study sought to determine whether employee perceptions have influence on

training programs. The study revealed relationship between employee perceptions and

employee performance. This study concludes that all components employee

perceptions including perception on promotions, perceptions on work responsibility,

skills and knowledge, were statistically significant. Employee perceptions does

influence employee performance in that positive perceptions on training programs

enhances the acceptability of the program, and by extension employee performance.

Thus, promotions also form positive and negative perceptions. When training programs

lead to employees’ new knowledge and skills, and results in promotions, then

employees have a positive perception of the training programs. However, if the

perception concerning promotion, and work responsibilities are negative, then the

training programs will become ineffective.

5.4.3 Training Evaluation Influence on Employee Performance

This study sought to determine whether training evaluations do influence employee

performance. The relationship between training evaluation and employee performance

were statistically significant. The study concludes that competency evaluation,

evaluation of training model, and skills and knowledge evaluation were all statistically

significant to enhancing employee performance. Thus, training evaluations model is

important in determining the extent to which a training evaluation will be effective.

Evaluation model determines the parameters that would be used in determining which

components of the training are effective and which components need to be reviewed.

Equally, skills and knowledge evaluation contribute to employee performance only to

the extent that the results will positively impact employee’s motivation to enhance their

performance.

5.5 Recommendations

5.5.1 Recommendations for Improvement

This section provides recommendations for improvement based on the findings of this

study

56

5.5.1.1 Training and Development Influence on Employee Performance

Since this study revealed the existence of significant relationship between training and

development and employee performance, the study recommends that management at

Somalia INGOs consortium should enhance coaching and mentoring programs as a way

of enhancing employee performance. Equally management should enhance job

rotations and transfer programs within the organization as a way of motivating

employees to learn new skills in challenging roles that not only enhance performance,

but employee growth in their careers. Finally, there is need for management to ensure

that employees who need professional training are are identified and scheduled for

training.

5.5.1.2 Employee’s Perception on Training Programs

This study established a significant relationship between employees’ perception on

training programs. Therefore, this study recommends that INGOs Somailia consortium

should invest in training and development programs as a way of enhancing employee

performance. When employees perceive that training is geared at enhancing their

promotion chances, they will commit to the organization, and enhace their out put level

as a way of showing their deidication to the organizatonion. Equally, management

should enhance employees work responsibilities after trainings since the syudt has

indicated that employees attach increased work responsibilities and decision making to

training programs.

5.5.1.3 Training Evaluation Influence on Employee Performance

This study also established the existence of a significant relationship between training

evaluations and employee performance. Therefore, the study recommends that

competency based evaluation model should be adopted since it helps organizations to

evaluate both employee performance and behavioral traits and characteristics that

enhance performance. This study also recommends that management should develop a

list of all required competencies within given job groups within their organizations, and

use these competencies to develop evaluation programs. Finally, in designing training

evaluation programs, management should not only focus on focus on skills and

knowledge training, but leadership, and also decision making training.

57

5.5.2 Recommendation for Future Research

This study focused on the influence of training and development on employee

performance. The study variables were limited to training and development, employee

perceptions, and training evaluation. These variables are not conclusive in themselves

to explain the influence of training and development on employee performance. Future

studies should focus on other factors not considered in this study like talent acquisition

and retention factors.

58

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64

APPENDICES

APPENDIX I: COVER LETTER

Ms. Susan Wambui Mwangi

United States International University (USIU)

P.O. BOX

NAIROBI

November 30, 2016

Dear Sir/Madam,

RE: A RESEARCH QUESTIONAIRE

I am a Student currently pursuing a Master of Science in Organization Development at

USIU. I am presently carrying out a research on the impact of training and development

on employee performance. I kindly request you to fill in the questionnaire of the

aforementioned topic under study. The information required is purely for academic

purposes and will be treated with complete confidentiality.

The results of the report will be used for academic purposes and will also add to the

existing body of findings meant to address employee performance. Your cooperation

during the exercise will be highly appreciated.

Thank you.

Yours faithfully,

Susan Mwangi

65

APPENDIX II: RESEARCH QUESTIONNAIRE

This is purely a research-based questionnaire administered by an external researcher

and provides unbiased opportunity for you to air your opinion on the training and

development systems in the organization. It is based on the issue of the impact of

training and development on employee performance. The analysis of resultant

responses shall enable researcher to come up with insightful factual findings for the

organizations and an opportunity for improvement. Your openness and honest feedback

is critical to the study success and shall be treated as strictly confidential and will be

reported in aggregate form. No organization member will have access to completed

questionnaire; data will be tabulated by researcher and only presented as statistical

summary for the entire group.

SECTION A: GENERAL INFORMATION

Kindly select appropriate response by checking (tick) in the box where applicable

1. What is your gender?

Female Male

2. What is your age?

18 – 25 26-35 36-45 46-55 56-59

3. Department

Administration Program

4. Rank:

Top Management

Middle Management

Officer

Support Staff

5. Educational background:

University Level

College Level

High School Level

66

6. How long have you worked for the organization?

Less than 1 year 6-10years

1-5years More than 10years

SECTION B: TRAINING AND DEVELOPMENT INFLUENCE ON

EMPLOYEE PERFORMANCE

The questions below are based on your knowledge of training and development in the INGO

sector. Select the option that most represents your opinion on each of the following

statements and in some cases please elaborate your responses. Kindly use the following

Likert scale to answer: 1. Strongly Disagree 2. Disagree, 3. Agree 4. Strongly Agree

Number Question 1 2 3 4

1. Your organization has training and development

programs

2. Your organization has job rotation and transfers programs

3. Job rotation and training has enhanced employee

performance

4. Your organization has coaching and mentoring programs

5. Coaching and Mentoring has enhanced employee

performance

6. Your organization has employee orientation programs

7. Employee orientation has enhanced employee

performance

8. Your organization uses conference training programs

9. Your organization uses role playing to enhance

performance

10. Your organization uses professional training to enhance

employee performance

SECTION C: EMPLOYEE PERCEPTIONS OF TRAINING AND

DEVELOPMENT PROGRAMS

Kindly use the following Likert scale to answer: 1. Strongly Disagree 2. Disagree, 3.

Agree 4. Strongly Agree

67


1. Training programs are perceived to enhance

employee recognition

2. Enhanced employee recognition is good for



employee’s responsibility at work

4. Enhanced employee responsibility is good for

performance


employee promotion

6. Promotion at work enhances employee performance


employee skills and knowledge

8. Enhanced skills and knowledge affects employees’

performance


employees’ status at work

10. Enhanced status motivates employees to perform

better

SECTION D: TRAINING EVALUATION INFLUENCE ON EMPLOYEE

PERFORMANCE



Number Question Strongly

agree

agree disagree Strongly

disagree

1. Training evaluation is done in your

organization

2. The reaction to Training evaluation by

employees is positive

3. Training evaluation is used to enhance

employees learning

4. Enhanced levels of skill are important

for employees’ performance

5. Employees’ training evaluation is

good for employee motivation

68

6. Training evaluation are used enhance

employees’ behavior towards

performance

7. Employee training evaluation is good

for employee creativity

8. Employee creativity enhances

performance

9. Employee training evaluation is good

for employee competence

10. Employee competence enhances


SECTION E: EMPLOYEE PERFORMANCE




1. Training programs have enhanced employee

performance in your organization

2. Increased employee perception towards training has

enhanced performance

3. Training on skills and knowledge has positively

influenced performance

4. Training programs have motivated employees

5. Evaluation of employees’ skills level after training has

enhanced performance

6. You would recommend training programs at your

organization as a way of enhancing employee

performance

69

A P P E N D I X V .

Somali NGO Consortium

1. Action Contre La Faim (ACF)

2. ActionAid International Somaliland (AAIS)

3. Adventist Development and Relief Agency Somalia (ADRA Somalia)

4. Africa Educational Trust (AET)

5. Agency for Technical Co-Operation and Development (ACTED)

6. Al-Khair Foundation (AKF)

7. American Refugee Committee (ARC)

8. Amnesty International (AI)

9. CESVI (Cesvi)

10. Chemonics International (CI)

11. ComitatoCollaborazioneMedica (CCM Italy)

12. Conflict Dynamics International (CDI)

13. CooperazioneInternazionale (COOPI)

14. Danish Refugee Council (DRC)

15. Deutsche GesellschaftfürInternationaleZusammen (GIZ)

16. Diakonia (DS)

17. European Committee for Training and Agriculture (CEFA)

18. Gargaar Relief and Development Organization (GREDO)

19. German Red Cross (GRC)

20. Handicap Initiative Support and Network (HISAN)

21. Handicap International (HI)

22. HORN OF AFRICA AID AND DEVELOPMENT ORGANIZATION (HADO)

23. International Aid Services (IAS)

24. International Committee for the Development of Peo (CISP)

25. International Medical Corps (IMC)

26. International Peacebuilding Alliance (Interpeace)

27. International Rescue Committee (IRC)

28. Internews Somalia (Internews)

29. Intersos Humanitarian Aid Organisation (INTERSOS)

30. Islamic Relief Worldwide (IRW)

31. Jubafoundation (JF)

32. Jubafoundation (JF)

33. KAALO Relief and Development (KRD)

34. Mercy USA for Aid and Development (Mercy-USA, MUSA)

35. Muslim Aid (MA)

36. Nomadi Assistance for Peace and Development (NAPAD)

37. Nordic International Support Foundation (NISFoundation)

38. Norwegian Lutheran Mission East Africa (NLM EA)

39. NORWEGIAN PEOPLES AID - HOA (NPA)

40. NORWEGIAN REFUGEE COUNCIL (NRC)

41. One Earth Future Foundation (OEF)

42. Oxfam GB (OXGB)

43. Oxfam GB (OXGB)

44. Oxfam Novib (ON)

45. Physicians Across Continents (PAC)

46. Polish Humanitarian Action (PAH)

47. Progressio

48. Relief International (RI)

http://somaliangoconsortium.org/membership/current-members/?id=395

http://www.africaeducationaltrust.org/

http://www.acted.org/

http://www.alkhair.org/

http://www.arcrelief.org/

http://www.amnesty.org/

http://www.cesvi.eu/

http://www.chemonics.com/

http://www.ccm-italia.org/

http://www.cdint.org/

http://www.coopi.org/en/

http://www.drc.dk/

http://https/www.giz.de/

http://www.diakonia.se/

http://www.cefaonlus.it/

http://www.gredosom.org/

http://www.drk.de/

http://www.hisan.org/

http://www.handicap-international.org.uk/

http://https/www.hado.org

http://www.ias-intl.org/

http://www.cisp-som.org/

http://www.internationalmedicalcorps.org/

http://www.interpeace.org/

http://www.rescue.org/

http://www.internews.org/

http://www.intersos.org/en/

http://www.islamic-relief.com/

http://www.jubafoundation.org/

http://www.jubafoundation.org/


http://www.mercyusa.org/

http://www.muslimaid.org/

http://www.napad.or.ke/

http://nis-foundation.org/


http://www.npaid.org/

http://www.nrc.no/

http://oneearthfuture.org/

http://www.oxfam.org.uk/

http://www.oxfam.org.uk/

http://www.oxfamnovib.nl/

http://pacglobal.org/?cat=9&lang=en

http://www.pah.org.pl/

http://www.progressio.org.uk/

http://www.ri.org/

70

49. Rift Valley Institute (RVI)

50. Rural Education and Agriculture Development Organi (READO)

51. Secours Islamique France (SIF)

52. SERAH TEST AGENCY (STA)

53. Solidarites international (SI)

54. Somali Journalists for Human Rights (SJHR)

55. Tearfund

56. TERRA NUOVA (TN)

57. TROPICAL HEALTH AND EDUCATION TRUST (THET)

58. Veterinaires Sans Frontieres Suisse (VSF-Suisse)

59. Wamo Relief and Rehabilitation Services (WRRS)

60. Save the children

61. World vision

62. Medicines San Frontiers

63. International Committee of Red Cross

64. Action Aid

65. Care international

66. Norwegian church aid

67. Intl Committee of the Red Cross and Red Crescent

1.

http://www.riftvalley.net/

http://www.readosom.org/

http://www.secours-islamique.org/

http://www.sahan.eu/

http://www.solidarites.org/defaulteng.htm

http://www.sojohur.org/

http://www.tearfund.org/

http://www.thet.org/

http://www.vsf-suisse.ch/

http://www.wamorelief.org/

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