Final_ 2 Draft Thesis

8/11/2019 Final_ 2 Draft Thesis

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ADDIS ABABA UNIVESITY

SCHOOL OF GRADUATE STUDIES

COLLEGE OF EDUCATION AND BEHAVIOURAL STUDIES

EDUCATIONAL PLANNING AND MANAGEMENT

DEPARTMENT

THE PRACTICES AND PROBLEMS OF HUMAN RESOURCE

TRAINING AND DEVELOPMENT SCHEME IN SELAM

CHILDREN`S VILLAGE AT ADDIS ABABA

BY

YEMATAW KIBRET


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THE PRACTICES AND PROBLEMS OF HUMAN RESOURCE TRAINING

AND DEVELOPMENT SCHEME IN SELAM CHILDREN`S VILLAGE AT

ADDIS ABABA

A THESIS SUBMITTED TO THE DEPARTMENT OF EDUCATIONAL

PLANNING AND MANAGEMENT IN PARTIAL FULFIMENT OF THE

REQUIREMENT FOR MASTER OF ARTS IN EDUCATIONAL

LEADERSHIP AND MANAGEMENT

BY

YEMATAW KIBRET


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THE PRACTICES AND PROBLEMS OF HUMAN RESOURCE TRAINING AND

DEVELOPMENT SCHEME IN SELAM CHILDREN`S VILLAGE AT ADDIS ABABA

BY

YEMATAW KIBRET

APPROVED BY BOARD OF EXAMINERS:

Hussien Kedir (PhD) __________________ _____________

Chairperson, Department of Signature Date

Graduate Committee

Alemayehu Debebe (Ato) ___________________ _____________

Advisor Signature Date

Dame Abera (PhD) ___________________ ________________

External examiner Signature Date

Zenebe Baraki (PhD) ___________________ ______________Internal examiner Signature Date


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ACKNOWLEDGEMENTS

My special thanks is extended to Ato Alemayehu Debebe, my thesis advisor, for his invaluable

comments and unreserved intellectual and moral assistance.

My sincere and heartfelt gratitude goes to my lovely family, especially to my wife W/ro

Etsebeles Assefa who took the lions share of responsibility in caring for our children, other

familial and social matters. I am also very appreciative of my children Minase Yemataw and

Bereket Yemataw for their patience throughout the course of my study. I extend my thanks to my

friends and management and employees of Selam Children`s Village at Addis Ababa who had a

part in one way or another in the study.

Lastly, my heartfelt appreciation goes to Ato Teshager Zelelew who was with me throughout my

courses and helped me in editing and computer layout of this thesis.


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TABLE OF CONTENTS

Page

ACKNOWLEDGEMENTS ......................................................................................................................... 1

TABLE OF CONTENTS ............................................................................................................................. 2

ACRONYMS ............................................................................................................................................... 5

ABSTRACT ................................................................................................................................................. 6

CHAPTER ONE: INTRODUCTION .......................................................................................................... 7

1.1. Background of the Study ................................................................................................................... 7

1.2. Statement of the Problem .................................................................................................................. 9

1.3. Objectives of the Study ................................................................................................................... 11

1.4. Significance of the Study ................................................................................................................. 11

1.5. Delimitation of the study ................................................................................................................. 12

1.6. Operational Definition of Terms ..................................................................................................... 12

1.7. Organization of the .......................................................................................................................... 13

CHAPTER TWO: REVIEW OF RELATED LITERATURE ................................................................... 14

2.1. Concept of Training and Development ........................................................................................... 14

2.1.1 Nature of Training and Development ........................................................................................ 14

2.1.2 Definitions of Training and Development ................................................................................. 15

2.1.3. Human Resource Training and Development Policy ............................................................... 16

2.2. Systematic Approaches to Training and Development ................................................................... 17

2.2.1. Training and Development Needs Analysis ............................................................................. 17

2.2.2. Establishing Training and Development Objectives ................................................................ 19

2.2.3. Training and Development design ............................................................................................ 20

2.2.4. Training and Development Delivery ........................................................................................ 21

2.2.5. Training and Development Evaluation ..................................................................................... 24

2.3. Benefits of Training and Development ........................................................................................... 26

2.4. Factors Affecting Training and Development ................................................................................. 27

2.5. Human Resource Training and Development in Selam Children`s Village .................................... 27

2.5.1. Historical Background of Selam Children`s Village ............................................................... 27

2.5.2. Organizational Structure of Selam Children`s Village (SCV).................................................. 28

CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY................................................... 30


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3.1 Research Design ............................................................................................................................... 30

3.2 Sources of Data and Collection Methods ......................................................................................... 30

3.3 Sampling Technique ......................................................................................................................... 30

3.4 Instruments of Data Collection ......................................................................................................... 31

3.5. Procedure of Data Collection .......................................................................................................... 31

3.6. Data Analysis ................................................................................................................................... 32

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION........................ 33

4.1 Characteristics of the Respondents ................................................................................................... 34

4.2 Data Presentation and Analysis ........................................................................................................ 35

4.2.1 Human Resource Training and Development Policy ................................................................ 35

4.2.2 Training and Development Needs Assessment ......................................................................... 36

4.2.3 Human Resource Training and Development Objectives.......................................................... 38

4.2.4 HR Training and Development Methods ................................................................................... 39

4.2.5 HR Training and Development Evaluations .............................................................................. 40

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS................................ 42

5.1 Summary........................................................................................................................................... 42

5.2 Conclusions ...................................................................................................................................... 43

5.3. Recommendations ........................................................................................................................... 44

REFERENCES ........................................................................................................................................... 45

APPENDICES ............................................................................................................................................ 49

A. Questionnaires ....................................................................................................................................... 50

B. Interview questions ................................................................................................................................ 55

C. Organizational Structure of SCV ........................................................................................................... 56

D. Populations and Respondents ............................................................................................................... 57


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ACRONYMS

CYC ----------- Children, Youth and Community

DGM ---------- Deputy General Manager

ET -------------- Education and Training

HRTD --------- Human Resource Training and Development

HR ------------- Human Resource

HRM ---------- Human Resource Management

HRD ------------Human Resource Development

IGA -------------Income Generating Activities

IS ----------------Institutional Support

MIS ---------------Management Information SystemKSA ----------- Knowledge, Skill and Ability

OJT ----------- On-The-Job Training

SCV ----------- Selam Children`s Village

SHRM -------- Strategic Human Resource Management

SMART------- Specific, Measurable, Achievable, Relevant and time bound

TD ------------ Training and Development

TNA-----------Training Need Analysis


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ABSTRACT

This study was conducted with the objective of assessing the practices and problems of Human

Resource Training and Development scheme in Selam Children`s Village at Addis Ababa. The

study adopted the survey research method. The quantitative technique involved a questionnaire

survey on first line managers and other non manager employees; while the qualitative technique

involved an interview with middle and top level managers. The sampling technique employed to

collect primary information was purposive sampling technique. Accordingly, a total of 193 top

level managers, middle level managers, first line managers and employees were taken using

availability sampling technique as an actual source of information. The data gathered were

analyzed using descriptive survey. Instruments were pilot tested to make essential corrections

and maintain their validity and reliability. After improving questionnaire on the basis of the

feedback from the pilot test, it was administered to the respondents with the necessary

explanations how to complete it. Finally the responses obtained through the questionnaires were

coded, tabulated and analyzed. The findings of the study revealed that Selam Children`s Village

has no well defined and written training and development policy, and the training given to

employees is not based on training need analysis. Objectives and criteria are not set for

providing Human Resource Training and Development. Although there are practices of using

both on-the-job and 0ff-the-job training methods, the dominant method is on-the-job. Scientific

training and development evaluation methods are not practiced yet. These implies that trainingand development policy is not practiced in Selam Children`s Village, the main reasons of not

having training and development policy are; lack of relevant expertise, lack of guidelines, lack of

concern with regards to its importance and lack of commitment of the top management.Training

need analysis stage is the building block of a training programme and it is a tool used to identify

the gap between the actual performance and the desired performance. On the contrary the

findings of the study showed that Selam Children`s Village does not provide training and

development based on need analysis. Training and development is given without objectives and

criteria set before hand. By implication, trainees and trainers do not have objectives. Both on-

the-job and off-the-job training method need to be practiced equally based on training and

development need analysis.


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CHAPTER ONE: INTRODUCTION

1.1. Background of the Study

Human Resource Management, according to Mondy (2010), is the utilization of people toachieve the pre-set organizational goals/objectives. As some authors agree human resource

management (RHM) comprises of five functions, these are: Staffing, Human Resource Training

and Development, Compensation, Safety & Health, and Employee & Labour Relations (Mathis

& Jackson, 2011; Mondy, 2010). From these major functions of Human Resource Management,

Training and Development is the main focus of this research paper. Human Resource Training

and Development is very crucial to keep employees up to date. Skills and knowledge can easily

be obsolete in the same way as machines and technology. In order not to be obsolete, training

and retraining are some measures to update the skills and knowledge of employees in these days

of fast-changing technology (Murthy, 2003). Murthy (2003) discussed further the importance of

training that periodic retraining will enable employees to update the skills and knowledge

necessary to do their jobs more effectively and efficiently. Therefore, skills and knowledge need

to be up to date and revised from time to time. This is not only to benefit employees but also to

the survival and development of the organization.

The main intention of training is to increase the expertise of trainees in a particular area

(Desimone, Werner, & Harris. (2002). Training is the act of increasing the knowledge and skills

of an employee for doing a particular job (Banti, Messele & Yirgalem, 2006). Nowadays

learning organizations are spending a good amount of money on training and development.

Employers have recognized that training and development is not just a cost, it is rather an

investment in human capital of the organization that benefits the entire organization (Mathis &

Jackson, 2000). As it is described by Murthy (2003), investment in human resource training and

development means that the management cares for the well-being of employees.

Training provides employees with specific, identifiable knowledge and skills for use on their

present jobs (Mathis & Jackson, 2000). According to them, training has two features, the first

training provides specific knowledge and skills that are used for current (present) jobs and the

second training is not future oriented but it is for immediate use. Decenzo and Robbins (2010)

describe the importance of training as: Every organization needs well-adjusted, trained, and

experienced people to perform its activities. Mathis & Jackson describe training, as jobs in


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today`s dynamics organizations have become more complex, the importance of employee`s

education has increased. To have well-adjusted, trained and experienced employee training and

development, for organizations, is not optional rather it is mandatory. This is because

organizations can`t survive without skilled, knowledgeable and motivated employees (Mathis &

Jackson, 2000).

Training and development: it is important to differentiate between employees training and

development, which are similar in learning methods, but different in time frame (Decenzo &

Robbins, 2010). Development is part of training programme which is less skill-oriented but

stresses on knowledge about business environment, management principles and techniques,

human relations, and the like which is useful for better management of a company (Worku,

2009). Moreover, development is concerned with giving individuals the necessary knowledge,

skills and experience to enable employees to undertake greater and more demanding roles and

responsibilities. Developmental activities have a longer-term focus on preparing for future work

responsibilities, while also increasing the capacities of employees to perform their current jobs

(Desimone, Werner & Harris, 2002). From this statement, it is possible to conclude that although

the focus of development is enabling individuals for future demands, it plays a great role in

improving the current job that the jobholders are doing. As it is described by Banti, Messret and

Yirgalem (2006) Development is the systematic process of education, training, and growing by

which aperson learns and applies information, knowledge, skills, attitudes and perceptions.

On the other hand, Training is a systematic process of changing the behaviour, knowledge and

motivation of present employees to improve the match between employee characteristics and

employment requirements. As it is described by Buckley and Caple (cited in Andinet, 2008),

training is a planned and systematic effort to modify or develop knowledge, skills and attitude

through learning experience to achieve performance in an activity or ranges of activities.

Therefore, training is not only acquiring knowledge, skills and attitude but also it motivates

employees. Training typically involves providing employees the knowledge and skills needed todo a particular task or job (Desimone, Werner & Harris, 2002). And therefore, training is skills

oriented that can be used in the present jobs.

When we talk about training and development, it is worth mentioning about education and

learning too. Education is concerned with imparting theoretical concepts and developing a sense

of reasoning and adjustment. It is learning general knowledge of a particular subject (Worku;


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2009). Andinet (2008) describes education as a process and a series of activities which aim

at enabling an individual to assimilate and develop knowledge, skills, values, and understanding

that are not simply related to a narrow field of activity but allow a broad range of problems to be

defined, analyzed and solved. Education is not for immediate use and for specific present and

future job; it is rather imparting overall understanding.

Garavan (cited in Wilson 2004) investigated the nature of training, education, and development

and came to a conclusion that they all are involved learning. Therefore, Wilson concluded that

it is logical to suggest that all the four (i.e. education, training, development and learning) are

seen as complementary components of the same process, i.e. the enhancement of human

potential or talent. Human resource development programs ofan organization should respond

to job changes and integrate the long term plans and strategies of the organization in order to

ensure the efficient and effective use of resources i.e. the people.

Organizations are recognizing that success and training are not independent, but they are closely

lw3inked (Truelove, 2000). Good training is not a mere option for organization, but it is a means

of survival.

Learning is defined by Hrtel, Fujimoto, Strybosch and Fitzpatrick (2007) as a lifelong

change in attitudes, behaviours and cognition as a result of one`s interaction with the surrounding

environment. Learning is an ongoing development and continuously adding to employees skills

and knowledge to meet the challenges that the organization could be faced both from internal

and external environment (Mello, 2011). The main purpose of employee training and

development is to maximize learning of new skills, knowledge, attitudes and behaviours to come

up with the demands of a dynamic environment (Hrtel el at., 2007).

1.2. Statement of the Problem

Organizations can benefit from training and development when they create more flexible and

adaptable employees who can assume varied responsibilities and have a more general

understanding of what the organization does (Mello, 2011). Employee training enhances an

organizations performance by changing the knowledge, skills, behaviours and attitude.

As it is discussed in the background of the study, there is always a need for training and

development to achieve the goals of the organization. The goals/objectives of firms can be

accomplished only through the people who are working in it. Human resources are the means


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and ends for organizational goals` accomplishment. To these ends, training and development is

the main tool to mobilize the workforce towards the accomplishment of organizational

objectives. But in most organizations training and development do not get due attention. Had it

gotten due attention, training and development would have decreased employees turnover,

absenteeism, scraps, supervisions, customers complaints; and could flourish employees`

motivation, heighten morale, increased productivity, increased organizational stability (Mathis &

Jackson, 2000; Melaku,2000).

Therefore, even if organizations are providing training and development (TD), it is not based on

training and development needs assessment. Before the TD is delivered, its` objectives and

criteria should be set. As it is discussed by Mathis and Jackson (2000) before training begins it is

best to consider how training is to be evaluated. Organizations do not practice evaluation

immediately after training and development. Thus, investing significant amount of money for

training and development as well as providing training and development do not guarantee for

organizational goals achievement and employees motivation. Training and development should

be provided based on systematic training and development processes. Having these empirical

problems the research attempts to address training and development problems. As far as

concerned the researchers knowledge, research studies exclusively on employee training and

development in the service giving organizations, like Selam Children`s Village are insufficient,

and in Ethiopia it is a less emphasized area of research.

To achieve the intended objective as well as the research problem stated above the study has

attempted to give responses to the following basic research questions.

1. Are there well defined human resource training and development policies in Selam

Children`s Village?

2. How is human resource training and development needs analyses conducted?

3. Are there objectives and criteria set for providing human resource training and

development in Selam Children`s Village?

4.

What are the common methods of human resource training and development being used

in Selam Children`s Village?

5. What are the mechanisms used to evaluate the human resource training and development

programmes in Selam Children`s Village?


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1.3. Objectives of the Study

GeneralObjective

The general objective of the study was to assess the problems and practices of human resource

training and development scheme of Selam Children`s Village (SCV).

Specific Objectives

The Specific objectives of the study are:

1. To evaluate the policies, and practices of human resource training and development in

Selam Children`s Village.

2. To examine whether training needs analysis was exercised or not to determine training

needs

3.

To identify the availability of well defined training and development objectives in Selam

Children`s Village.

4. To describe what kinds of training and development methods are in place in Selam

Children`s Village.

5. To identify mechanisms for human resource training and development evaluation.

1.4. Significance of the Study

The significance of the study in a service giving organization like Selam is timely, in order to goin line with rapidly changing technology (environment). Thus, the study focuses on the

assessment of practices and problems of human resource training and development in Selam

Children`s Village at Addis Ababa. The student researcher believes that this study is useful and it

will have the following contributions:

1. The study may help the researchers as a resource document and as a stepping- stone for

further study on the area.

2. The finding of the study will draw some conclusions and identify human resource

training and development practices and problems; thus, it may give valuable information

to human resource management practitioners to take remedial actions.

3. The finding of the study may initiate other researchers for in-depth study.


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1.5. Delimitation of the study

This paper focuses on the practices and problems of human resource training and development

scheme in Selam Children`s Village at Addis Ababa, and limited on this organization. Human

resource training and development involves range of learning strategies and techniques intended

to help individuals, groups and organizations to realize their full potentials in working towards

corporate goals. The learning strategies include management development, learning organization,

self development, and all learning that enables individual and organizational growth. The study,

therefore, does not cover all these strategies. Rather, it is limited only to human resource training

and development.

1.6. Operational Definition of Terms

Development: is learning for growth of the individual but not related to a specific present or

future job (Wilson, 2004).

Education: is developing the knowledge, skills, moral values and understanding required in

all aspects of life rather than a specific knowledge and skill relating to only a

limited field of activity (Wilson, 2004).

Human capital: is the total value of human resources to the organization. (Mathis &

Jackson, 2000)

Human resources: is the most valued assets of organization`s who individually and

collectively contribute to the achievement of organization`s objectives

(Armstrong, 2006).

Human Resource Management: is a strategic and coherent approach to the management of an

organizations most valued assets the people working there who individually

and collectively contribute to the achievement of its objectives (Armstrong,

2006).

Training: Systematic and organized process to impart identifiable knowledge, skills and abilities

to do their present task or job (Mathis & Jackson, 2000).


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1.7. Organization of thestudy

The study is organized into five chapters. The first chapter deals with the background of the

study, statement of the problem, significance, objective and delimitation of the study and

definitions of terms. The second chapter is about review of related literature. The third one

focuses on the research design and methodology, these are: the method employed, data sources,

sample size and sampling techniques, instrument and procedure for data collection, and data

analysis. The fourth chapter discusses presentation, analysis and interpretation of data. The last

chapter includes summary, conclusion and recommendations.


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CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1. Concept of Training and Development

In this part different literatures on human resource training and development are reviewed to give

background information about the study. Nature, definitions of training, development, and

HRTD policy are discussed in detail.

2.1.1 Nature of Training and Development

Training and development is one of the human resource management functions which is the

foundations of learning, and an integral part of the overall strategic human resource management

(SHRM) process (Hrtel, Fujimoto, Strybosch & Fitzpatrick, 2007). These authors describe that

training and development process plays a significant role in bridging the performance gap of the

organization`s employees. This means that training and development fills the gaps of knowledge,

skills, abilities and positive motivation.

In most cases Training is related to operational and/or technical employees whereas development

is for managers and professionals (Banti, Messeret & Yirgalem, 2006). Training is about

developing people as individuals and helping them to become more confident in their lives and

their jobs (Pont, 1996). As to Mondy (2010) training and development is the heart of a

continuous effort designed to improve employee competency and organizational performance.

Bringing about permanent change upon employees is the nature of training and development.

The change is permanent, it is not temporary. This change reveals in behavioral and attitudinal

changes. Human resource development encompasses activities and processes which are intended

to have impact on organizational and individual learning. Training and retraining are some

measures to update the skills and knowledge of employees in these days of fast-changing

technology (Murthy, 2003). Mello (2011) considered training and development as an ongoing

investment like: If organization considers its employees to be assets, training and development

represents an ongoing investment in these assets and one of the most significant investments an

organization can make.

Mello (2011) further elaborated the concepts of training and development as it is increasingly

becoming a main strategic issue for organizations for many reasons because; rapid changes in

technology continue to cause increasingly rates of skills and knowledge obsolescence. To be


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d. Departmental and career training: provides long term focus to enhance individual and

organizational capabilities for the future like Bonus practice, Executive development,

Organizational change, and Leadership.

Development refers to those learning opportunities designed to help employees grow (Worku:

2099). Development involves learning that goes beyond today`s job and has long-term focus

(Mondy; 2010). Development is not skill oriented that can be used for current jobholder; it is

rather used for future and higher position or responsibilities.

Worku (2009) brings a distinction between these two terms as: Training is offered to operatives

whereas developmental programmers are meant for employees in higher positions.

Development is dealing with providing employees the necessary knowledge, skills and

experience to enable them to demanding role and responsibilities. Development generally

focuses on future jobs in the organization; hence it is not for immediate use. It enables leaders to

being proactive than reactive. Development is broader in scope and focusing on individuals

gaining new capabilities useful for both present and future jobs (Mathis & Jackson; 2000).

Worku concludes that development is future oriented and can be used for demanding role and

responsibilities, whereas Mathis & Jackson pointed out that development is useful both for

present and future needs. HR development is the process of providing ongoing opportunities for

employees to improve their knowledge and skills (Webb & Norton, 2009).

2.1.3. Human Resource Training and Development Policy

Organizations need to have well defined and clearly stated human resource training and

development policy so that its training and development functions can be effective and efficient.

As Kenny and Reid stated cited in Bogale (2007) policy can be thought as an expression of

intention that gives general guidelines for conduct of affairs. Training and development policy

establishes broad framework for its training that expresses the training and intervention

priorities. According to Armstrong (2006) training and development policy could express the

organizations commitment to the continuous development of the skills and abilities of

employees in order to maximize their contribution and to give them the opportunity to enhance

their skills, realize their potential, advance their careers and increase their employability both

within and outside the organization. Training and development policy shows the organization`s

commitment and ensure continuous development of employees` skills and abilities.


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Armstrong (cited in Bogale, 2007) states that training and development policy is expression of

the training philosophy of the organization. The policy provides guidelines on the amount of

training to be given, scope and aims of training schemes. Policy statement tells what the

organization is ready to do in terms of developing and upgrading employees (Bogale, 2007). As

it is discussed by authors mentioned all training development policy governs the priorities, the

standards, and the scope of training in the organization. Be it implicit or explicit organization

need to have training and development policy.

Every organization has policies with regard to training and development function: not all,

however, have got these in a written form (Truelove, 2000). Truelove further discusses on the

uses of training and development as follows: (1) enable organizations to define their objectives

and the commitment for training and development; (2) provide operational guidelines for

management; (3) provide information for all employees; (4) enhance public relation of the

organization; (5) indicate the organization approach for training function; (6) helps organizations

to communicate their intention regarding employees` career development; (7) give better

prospects for employees.

Organization that claimed to be committed to the concept of training and development should be

confident enough to publish their policies for all employees to read (Truelove, 2000).

2.2. Systematic Approaches to Training and Development

Mathis and Jackson (2010) describe the systematic approaches to training and development has

the following processes and these processes are discussed here under in details:

1. Training and Development Needs Analysis,

2. Establishing Training and Development Objectives,

3. Training and Development Design,

4. Training and Development Delivery and

5. Training and Development Evaluation

2.2.1. Training and Development Needs Analysis

The first step in training assessment is analysis of what kind of training is needed. Training

Needs Assessment is the process of gathering data to determine the right training needs of

employees to be provided. Training needs assessment stage is the building block of a training


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programme (Eshetu, 2004). Training interventions have the potential to contribute to improving

the effectiveness of employees performance and thereby help the organization meet its business

objectives.

Training is just one possible aspect and should be selected only when it is most appropriate

(Truelove, 2000). Training need analysis (TNA) is a tool used to identify the gap between the

actual performance and the desired performance in the organization (Hrtel et al., 2007).

Truelove further described analysis of organizational training needs as it is a process of taking

an overview of the performance of the organization. Its purpose is to identify where training can

make major contribution to improve organizational performance. According to Truelove,

analysis organizational training needs requires the collection of information from across the

organization about current performance problems and future needs and plans.

Training need analysis can be identified by different methods such as direct observation,

interview, information searches, focus groups and inventory methods (Hrtel et al., 2007).

Training and development needs assessment is analyzing what type of training is needed (Mathis

& Jackson, 2008; Mondy, 2010). Mathis and Jackson identify training needs by considering three

sources: these sources are organization-wide sources, task/job analyses sources and individual

employee sources.

Organizational Analysis:

Training and development needs can be diagnosed by analyzing organizational out comes and

looking at future needs (Mathis & Jackson, 2008; Mondy, 2010). Mondy further discusses this

as an overall organizational perspective, the firms strategic mission, goals and corporate

plans are studied along with the results of strategic human resource planning. Organizations

with high turnover, high absenteeism, low performance, or other deficiencies can be pinpointed

(Mathis & Jackson). Training should not take place for its own sake. It must be geared to the

objectives of the particular organization. At organization level, the training is considered within

the context of the organization`s culture, politics, structure, and strategy (Mello, 2011). Mello

further describes organizational level of needs analysis by trying to answer the following

questions: How does the training relate to organizational objectives? How does the training

impact day-to-day workplace dynamics? What are the costs and expected benefits of the

training?


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Job/Task Analysis:

This is the second way of doing training and development needs analysis that can be identified

with comparing knowledge, skills and ability (KSA) of employees. The current job specifications

and job descriptions can be sources of analysis (Mathis & Jackson, 2008; Mondy 2010).

According to Mello (2011) task level analysis can be explained by asking the following

questions: What responsibilities are assigned to the job? What skills or knowledge are needed for

successful performance? Should the learning setting be the actual job setting? What are the

implications of mistakes? How can the job provide the employees with direct feedback? How

similar to or different from the training needs of other jobs are the needs of this job?

Individual/person Analysis:

The third and the final level of needs analysis is individual/person analysis. Training need

analyses eventually have to be dealt with at an individual level (Truelove, 2000). The useful

questions to be asked here, as it is described by Mondy (2010) are: - Who needs to be trained?

What kinds of KSA, do employees need?

Performance appraisals and interviews or surveys of supervisors and job incumbents are helpful

at this level. The most common approach for making this individual analysis is to use

performance appraisal data (Mathis & Jackson, 2008). Analysis of training needs from person`s

point of view, focusing on how the individuals perform their job; it measures the individual`s

present performance with relation to the desired performance (Hrtel et al, 2007). As to Hrtel et

al the source of data for person`s level of needs analysis includes: critical incidents, job diaries,

direct observations and attitude surveys. The individual level of assessment recognized people to

be trained. Mello (2011) considered some points to elaborate individual/person needs analysis as

follows: What knowledge, skills, and abilities do trainees already have? What are the trainees

learning styles? What special needs do the trainees have?

2.2.2. Establishing Training and Development Objectives

After training needs have been assessed, objectives for the training activities must be developed.

The main objective of training is to ensure that all employees have and maintain the requisite

expertise and competences to perform in their roles at work (Boxall, Purcell & Wright, 2009)

.Mello (2011) described further as: these objectives should follow directly from the assessed


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needs and be described in specific, observable and measurable terms. Since training can have a

wide range of results and expectations, it has to have observable and measurable learning

objectives (Hrtel et al., 2007). Tangible, specifiable, clear, measurable and timely training

objectives are important so that trainees, trainers, managers and customers` expectations can be

met; otherwise learning cannot be successfully planned or evaluated. Training and development

objectives and priorities can be established by a gap analysis; Mathis and Jackson (2008)

describe what a gap analysis means: it is the distance between where an organization is with its

employee capabilities and where it needs to be. So training and development`s successes can be

measured in terms of the objectives set.

Training and development objectives consist of three elements: these are, as described by Mager

(cited in Hrtel et al., 2007), a performance; a condition; and a standard. Hrtel et al discuss

these elements of training objectives as performance uses measurable and observable action

words which are not open to interpretation. These action words are add, calculate, collect,

identify, illustrate, etc,. However; trainers should not use interpretative words like know,

understand, believe and grasp the significance. Conditions must be stated under which the

performance is to take place that can be specified to occur within a certain environmental

conditions. A standard specifies some expected criteria, like quality, quantity or timeline, of

performance. The same authors sum up these elements as a complete learning objective might

read: at the end of a training session, a trainee will be able to type 200 words (performance) in a

quiet learning environment (condition) without any error (standard). Mathis and Jackson (2000)

describe four dimensions by which objectives of training can be set: Quantity of work resulting

from training, Quality of work after training, Timeliness of work after training and Cost saving

as a result of training.

2.2.3. Training and Development design

Whether jobs are specific or broader in nature training must be designed to address the asserted

specific needs. Different approaches are possible because learning is a complex psychological

process. Mathis and Jackson (2008) describe the following three (3) primary considerations

when designing training:

- Determining learner readiness refers to: Ability to learn, Motivation to learn, and Self-

efficacy


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- Understanding different learning styles refers to: Adult learning, Behaviour modeling,

Reinforcement and immediate confirmation

- Designing for transfer

2.2.4. Training and Development Delivery

Once training has been designed then the actual delivery of training can begin and a numbers of

approaches and methods can be used to deliver it. Whatever the approach used, a variety of

considerations must be balanced when selecting training delivery methods. The common

methods which are considered by different authors are on-the- job training and off-the-job

training. These methods are described as follows:

On-the-job training:

On-the-job training is learning by actually doing a job (Dessler, 2010). It places the employees in

actual work situations and makes them appear to be immediately productive. Mathis and Jackson

(2000) discussed on-the-job training (OJT) as a type of training which is common to every

organization whether it is planned or not people learn from their job experience, especially if

these experience change over time. OJT should be planned and the trainer must have know-how

of teaching. Trainer need to know psychology of the learners. Mathis and Jackson state three

types of training objectives, these are:

Knowledge: impart cognitive information and details to trainees.

Skills: develop behaviour changes in how jobs and various tasks requirements are

performed.

Attitude: create interest in and awareness of the importance of training

To achieve these objectives different methods are employed among which the most familiar

OJTs are Job Rotation, Job Instruction, Special Assignment, Coaching and Understudy.

Job rotation: job rotation is generally expected to be learnt more by observing and

doing than by receiving instruction. It involves a series of assignments to different

positions or depths for specified period of time. It is used for the first-level management

training (Desimone, Werner & Harris, 2002). Job rotation could be expensive in the

short run, but it is an investment of a long-term in employees that can provide

significant benefits to an organization. Job rotation entails the benefit of minimizing the


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chance that specialized knowledge will be vested in only one individual in the

organization which can cause disruptions when such employee resign, retires, or

otherwise leaves the organization (Mello, 2011). Job rotation is the practice of moving

employees and managers to various positions to enhance organizational effectiveness

and employee development (Webb & Norton, 2009).

Job instruction training: It is a special and guided form of on the job training. As per

Mathis and Jackson (2006) many jobs consists of a logical sequence of steps and are

best taught steps-by-step. This steps-by-step process is known as job instruction

training. This method of training lists all necessary step in the job and its proper

sequences. In short, in JIT method trainer explains to the trainee the way how to do the

job.

Coaching: in coaching the trainee is being controlled by supervisor who works as a

coach in training the trainee. This is a method by which direct personal instruction and

guidance as well as critical evaluation is implemented by boss (Melaku, 2000). It

occurs typically between an employee (trainee) and that person`s supervisor and

focuses on examining employee performance and taking actions to maintain effective

performance and correct performance problems (Desimone, Werner & Harris, 2002).

Understudy: Under this method of training, employee works as an assistant/deputy to

manager or supervisor. Finally the employee can assume full responsibilities and of the

job. Here the trainee learns by experience and observation (Melaku, 2000).

Disadvantages of On-The-Job Training:

There are a number of disadvantages to on-the-job type of training because of the

following reasons: Trainer may not be experienced enough to train, they may not haveenough time to do the training, the training may not be systematically organized, in

most cases OJT is given by internal trainers and supervisors and therefore they may not

have the desired expertise to do the training, as trainees get to work on actual

machines, the regular work could be disrupted there may be a potential damage of too


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expensive equipments & materials during providing OJT and work environment may be

a full of distractions that may interrupt training.

Off-the-Job Training:

Beside on-the-job training methods, there are many off-the-job training techniques to push the

frontier knowledge, skills and attitudes of employees. Off-the-job training is an effective training

system supplement of on-the-job training with various forms. As it is discussed by Anthony,

Kacmer, and Perrewe (2010) This method requires trainees to devote their entire time away from

their working stations. The training programme could be in the organization or outside the

organization (Mathis & Jackson, 2008). These can be course work at local colleges or other

training establishments like that of the Ethiopian Management Institute which have been

specially equipped and staffed with variety of programmes and specific schedules. There are

different types of off-the job training programmes. The most common ones are discussed briefly

as follow.

Lecture: In a lecture a trainer presents material to a group of trainees; it is a unidirectional flow

from trainer to trainees that ignores the difference in the trainees` experience, interests, expertise,

and personalities (Pyne, 2009). Dessler (2011) describes lecture as although being boring, it is a

quick and simple way to present knowledge to the large group of trainees.

Case study: It is a technique of studying a written document from which analyst wants to

describe an actual situation. This method helps to increase reasoning power of trainees (Melaku;

2000). Case study facilitates simulating discussions among participants, and it is an excellent

opportunity for individuals to defend their analytical and judgment abilities. It appears to be an

ideal method to promote decision-making abilities (Worku, 2009).

Role Play: This is a type of off-the-job training that allows trainees to practice interpersonal and

communication skills by applying the skills in lifelike situations (Pyne, 2009). The essence ofrole playing is to create a realistic situation (Worku, 2009). Worku further discusses that in role

playing trainees assumed the parts of specific personalities in the situation. Role play helps to

promote interpersonal relations and attitude change.


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Vestibule: System of training and development that takes place away from the normal working

area on equipment that is exactly similar to equipment actually used on the job (Mondy; 2010).

In vestibule training an attempt is made to duplicate the actual equipments, materials and

conditions found in real work place (Nair, Banerjee & Agarwal 2005). Nair et al. express their

idea further as vestibule training suitable for a large number of employees` training demand at

the same time for the same work.

Simulation: Training and development system comprised of devices or programmes that

replicate actual jobs demands (Mondy, 2010). It is a type of off-the-job training that reveals real

working situations. A driver`s education use driving simulator that replicates a car`s dashboard,

gas, and brake pedals; simulator brings realism to training situations (Pyne, 2009). Virtual reality

is a type of simulated learning that puts the trainee in an artificial three-dimensional environment

that simulates events and situations that might be experienced on the job (Dessler; 2010)

Disadvantages of Off-the-Job Training:

As it is explained by Desimone, Werner and Harris (2002), the following are the disadvantages

of off-the-job training:

- Increase costs ( such as travel and the rental or purchase and maintenance of rooms and

equipment)

-Dissimilarities to the job setting;

- Making transfer of training more difficult

2.2.5. Training and Development Evaluation

After delivery or implementation of training, it needs to be evaluated and feedback should be

collected (Mello, 2011). Mathis and Jackson (2000) present evaluation as: the evaluation phase is

crucial; it focuses on measuring how well the training is accomplished, what its originators

expected. Evaluation of training and development process focuses on the assessments necessaryto judge the extent to which the stated goals for the programme are being met (Webb & Norton;

2009). It is used to determine the success of the training programme itself (Hrtel, Fujimoto,

Strybosch & Fitzpatrick, 2007). It is best considered how training is evaluated before it begins

(Mathis & Jackson, 2000). It compares the post-training result to the pre-training objectives of


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managers, trainers, and trainees. Training is both time consuming and costly and therefore it

should be evaluated (Mondy, 2010)

Worku (2009) highlighted the evaluation programme as it is the last stage in training and

development processes. The main objective of evaluating the training programme is to determine

if the organization has accomplished a specific training objective that is correcting performance

efficiency.

Mathis and Jackson (2000) and Mondy (2010) clarified training evaluation as follows: most

valid training programme evaluation efforts to evaluate at least four levels, these levels form

hierarchy that means the lower levels are prerequisites for higher levels. These are: reactions,

learning, behaviour and results (Mello, 2011). Anthony (2010) identified these various forms of

evaluation that should be performed for each, and the results taken from all four levels provide a

clear picture of the effectiveness of the training programme. Boxall, Purcell and Wright (2007)

discussed the four levels of evaluation. Training can be evaluated at four levels. Reaction-level

evaluation provides information on what participants thought of a training programme and is of

limited value. Learning-level evaluation is concerned with the effectiveness of the acquisition of

knowledge, skills, and attitudes through training. Behavioral-level evaluation is concerned with

how well skills or behaviors have been transferred to the job, according to participants, superiors,

and subordinates. Results-level evaluation, measuring the impact of training on the

organizations return on investment, cost savings, quality changes, and improvements in work

output, is the most valuable but most challenging due to difficulties in attributing performance

improvements to training interventions.

Levels of Evaluation:

Kirkpatrick (cited in Mathis & Jackson, 2000) identified four levels at which training and

development can be evaluated. These levels are prerequisites one another. The levels of

evaluation are discussed as follows:

Reactions: The first level of evaluation is to know the reaction of the participants. The reaction

of training is all about what the trainees thought about the progeamme, the facilities, the training

involved and the content of the programme (Anthony, 2010). It is basically to understand the

reactions of the participants towards materials, instructors, facilities, pedagogy, content and

presentation (Pattayak, 2009).


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Learning: Learning levels a measure of how well have learned facts, ideas, concepts, theories,

and attitudes (Mathis & Jackson, 2000). Learning is to determine to what extent the trainees

mastered the techniques, skills, and processes that were taught in the training programme

(Anthony, 2010). Anthony further describes how learning can be administered to determine the

level of competence achieved by the trainees, such as performance tests and pencil-and paper

tests. It can be exercised through simulation and role playing. Whatever method is used, testing

has to be done immediately after the training programme is concluded.

Behaviour: Behaviour examines whether the participants exhibit changes in their jobs. Data to

evaluate the trainees` behaviour are usually collected from individuals, such as supervisors and

coworkers who are very close enough to the trainees (Anthony, 2010). Even if behaviour

changes are observed the management desires may not be obtained and behavior is more difficult

than reaction and learning (Mathis & Jackson, 2000). Pattayak (2009) goes on discussing the

behaviour as it can be determined based on before and after the comparison of the training

observation from the participants, supervisors, subordinates and peers.

Results: It is the last level of the evaluation. Result measures the effects of training on the

achievement of the organizational objectives. If the training is effective, the improvement of

productivity, turnover, absenteeism, attitudes, quality, time, sales, and costs are relatively

concrete (Mathis & Jackson, 2000). Evaluation at this level should relate directly to the goals of

the organization outlined during the initial assessment stages of the training programme; but if

the programme fail to meet the desired goals, adjustment need to be made (Anthony, 2010). This

level attempts to gauge the overall effectiveness of the training event by assessing the impact on

the wider organization. This is the ultimate measure of the success of the training intervention.

2.3. Benefits of Training and Development

Training and development is equally important to employers and employees. Mello (2011)

describes the benefits of training and development as it involves some kind of change for

employees; such as: Changes in how they do their jobs, how they relate to others, the conditions

under which they perform, or changes in their job responsibilities.

Organizations have no alternatives whether to train its human resources or not. As it is elaborated

by Melaku (2000) training and development has the following benefits and objectives: Increased


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productivity; heightened morale; reduced supervision; increased organization stability; decreased

employees turnover; decreased employees absenteeism; reduced accidents; decreased scraps and

heightened customer satisfaction.

2.4. Factors Affecting Training and Development

There are numerous factors that both impact and are impacted by Training and Development. As

it is describe by Mondy (2010), some of the factors which directly influence the delivery of

training and development are:

Top Management Support: For training and development programmes to be successful top

management support is required. Without it, training and development programme will not

succeed. The most effective way to achieve success for executive is to take an active part in the

provision of the needed resources.

Technological Advances: Change is occurring at an amazing speed; with knowledge doubling

every year perhaps no factors has influenced training development more than technology.

World complexity: The entire world provides opportunities and threats that must be confronted.

Organizations have to think of the entire workforce and how it will be staffed and trained in this

global environment (Mondy 2010).

Learning Style: Learners` programme is an area of learning only as far as they need to learn in

order to achieve their purposes. Research indicates that unless there is relevance, meaning, andemotion attached to the material taught, the learner will not learn.

Other human resource functions for instance, if recruitment and selection efforts attract only

marginally qualified workers, a firm will need extensive training and development programmes.

Organizations with competitive pay systems or progressive health and safety progammmes will

find it easier to attract workers who are capable of hitting the ground running, and to retain

employees who require less training (Mondy, 2010).

2.5. Human Resource Training and Development in Selam Children`s Village

2.5.1. Historical Background of Selam Children`s Village

Selam Children`s Village (SCV) is a faith based local non- governmental organization

established for child care, education and appropriate technology. These broad activities require

well skilled, experienced, knowledgeable and motivated employees. Therefore, the organization


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needs to provide systematic and up to date training and development to its employees. This in

turn assures quality services/products.

Selam Childrens Village (SCV) has designed a child care system in which orphaned and

abandoned children find home. SCV was established with 48 orphans in July 1986 by a lady

called W/ro Tsehay Rschli (a philanthropist) to support orphaned children who were affected by

the 1984 drought and famine that occurred in Ethiopia. Toward the end of 1986 nearly 70 boys

and girls were on the institutional care.

Selam Childrens Village is registered as Ethiopian Residents Charity (No. 1043) on 25

November 2009 to address the needs of vulnerable children (orphan boys and girls in

communities) and to promote their rights. Selam performs to satisfy the basic needs of the

children by promoting access to certain basic goods and services such as food, water, shelter,

sanitation, ensure the education, training, and overall well-being of the children of the village

and youth from the community equip children and young people with the necessary tools to

participate in the socio-economic development and become self-supporting independent and

responsible citizens.

Selam Children`s Village has the following programmes: Child care (in two Childrens Village).

Education (KG, Primary and Secondary Schools, Vocational Training), Appropriate Technology

(General Metal Fabrication and Assembly, Machining, Electricity, Automotive, Building Metal

Work, Woodwork, Agriculture, Health care, Construction & building, and Restaurant), Street

children training program, Assistance to needy and womens handicrafts.

There are national and international (Swiss and German) boards to overlook the overall work of

Selam. The main sources of fund of Selam Childrens Village are cash and kind donations and

sales. Cash and kind donations are both from foreign and local sources.

2.5.2. Organizational Structure of Selam Children`s Village (SCV)

As per the organizational structure of SCV, under the national Board of Directors, the Managing

director is responsible to coordinate all working units and develops the organizations short,

medium and long term strategic plans and follows up and monitors their proper and timely

implementation. The Managing director leads and directs four major divisions which are lead by

division directors; these are: Children, Youth, and Community Support Division; Education &

Training Division; Income Generating Activities Division; and Institutional Support Division.


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And four services namely, Internal Control and inspection, Quality Assurance, Partnership and

Communication, and Corporate Planning and Project Development (surprisingly these services

are vacant currently).

Selam has four major divisions that facilitate the organizations major programmes. The

divisions have departments under them. An outline of the management composition and structure

is given below:

Children, Youth and Community Support Division:

Children and Youth Department Manager: This manager is responsible for two village directors.

Village-1 and Village-2

Health and Community Support Service responsible for Clinic and Community Support.

Education and Training Division: under this division, two departments are functioning; namely:

Selam David Roeschli Technical and Vocational College and general education.

Under the general education, the following schools are functioning

Kindergartens number I and II

Primary schools number I

Primary school number II

High school

Income Generating Activities (IGA) Division consists of four departments under it, namely:

Industry Department; Agriculture Department; Engineering, design and Maintenance Deprtmentand Sales and marketing Service

Institutional Support division is responsible for HR and Administration Department, Finance and

accounting Department, Logistics and Procurement Department, IT service and Legal Service

Trainings and development in Selam Children`s Village is in its infancy. Although there was

training and development unit under the HR and administration department and a senior HR

officer was assigned, now the officer is no more there.


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CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY

This chapter deals with the research design, sources of data, sampling technique, instruments

for data collection and data analysis method.

3.1 Research Design

The purpose of this study is to assess the practices and problems of human resource training

and development scheme at Selam Childrens Village. The descriptive survey design was

selected for this particular study as it was found to be an appropriate technique for

collecting vast information and opinions from quite a large number of respondents. As it is

discussed by Krishnaswami and Ranganatham (cited in Getachew 2010) the method was selected

because it produces reliable and validated data that represent and help the researcher to describe

the situations. Descriptive survey research method is concerned with specific predictions, with

narration of facts and characteristic concerning individuals, groups or situations which was in

line with the purpose of the study undertaken.

3.2 Sources of Data and Collection Methods

The major sources of data were general manager, deputy general managers, department

managers, service heads, first line managers and a portion of non-management employees who

are working in Selam Children`s Village, and served at least one year and above Sources of data

were primary and secondary sources depending on the way they are collected. The primary

source of data collection was questionnaires and interview. The researcher used questionnaire

and interview to get direct information about the subjects under study.

The researcher also used secondary sources as to have some background information about the

issues. Related documents were revised. Documents like magazines, books, journals, and research

papers, published and unpublished materials were examined.

3.3 Sampling Technique

The researcher used purposive sampling technique for this study because of the relevance to

the study. Currently there are 628 employees in the organization and 180 employees were

selected using purposive sampling technique to have adequate and valuable results. From the

sample, in which questionnaires were distributed, 97 and 43 were male and female


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respectively. Thirteen top and middle level managers for interview were selected through

available sampling technique; this is because they are a few in numbers.

3.4 Instruments of Data Collection

Primary data were used for this study. These data were gathered from the staff members in the

organization. In order to secure data for this study, two data collecting instruments were used.

These are: Questionnaire and Interview

Questionnaire:

The questionnaire was prepared by the researcher and was used as a major data collecting

instrument due to its convenience to collect adequate data from a large number of respondents.

There were 24 questionnaires, both open and close-ended. To make the data manageable closeended questionnaires were prepared to collect data from management and non-management

staffs.

All questionnaires were pilot tested on 10 purposively selected officials. These officials were

later excluded from the main sample. The main concern was to detect problems which may cause

confusion to the respondents, which is to identify ambiguous or biased items in the questionnaire

for collecting the required data. After two weeks the respondents returned the questionnaires and

depending on their response analysis has been made.

Interview:

Interview was prepared by the researcher for deriving data from managerial employees.

For this purpose 12questions were prepared. The prepared interview schedule was verified and

checked for its authenticity for the use. It was used to get supplementary data which would help

the researcher to have a more relevant data for the study. This would help the researcher to

counter check the information obtained by questionnaire.

3.5. Procedure of Data Collection

The data gathering instruments, which were based on the reviewed related literature and the

intended data to be collected, were dispatched to respondents. The questionnaires were pilot

tested to make essential corrections and maintain their validity and reliability. After improving

questionnaire on the basis of the feedback from the pilot test, it was administered to the


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respondents with the necessary explanations how to complete it. Finally the responses obtained

through the questionnaires and interviews were coded, tabulated and analyzed.

3.6. Data Analysis

The collected data through questionnaire and interview were analyzed and interpreted using both

quantitative and qualitative research techniques. To analyze quantitatively, the obtained data

were interpreted in terms of frequencies and percentage.

After the collection of data through questionnaire, the raw data were tabulated depending

on the kind of question to make it easily manageable and understandable. After it was tabulated,

the issues were analyzed and interpreted based on the kind of question by using frequency and

percentage. The data collected through questionnaire to identify the personal characteristics of

respondents, such as age, sex, educational level, and work experience were analyzed using

percentage. This method of analysis helped the researcher to easily identify the characteristics of

the respondents.

The data that were gathered through open- ended questionnaires and interview from top level and

middle level managers as well as from non-managerial employees were analyzed using

qualitative data analysis technique.


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CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND

INTERPRETATION

This chapter presents characteristics of the sample population and respondents, analysis and

interpretation of the data collected from the management and non-management employees.

Information gathered from secondary resource (Human Resource Documents) is indicated in the

appendix D.

One hundred eighty (180) questionnaires were distributed to the employees and one hundred

forty (78%) were collected back. Forty (22%) of them were not returned. As it is portrayed in

appendix D, thirteen managerial employees were interviewed with the objective of assessing the

practices and problems of HR training and development scheme in Selam Children`s Village.

Look at Appendix D for the table.


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4.1 Characteristics of the Respondents

Table 1 Respondents Background

No Respondents Categories Frequency Percent

1 Sex

Male 97 70.23

Female 43 29.77

Total 140 100

2 Age

Below 21 3 2.29

2130 43 32.82

3140 62 41.99

4150 20 14.29

51 -60 11 7.86

Above 6o 1 0.76

Total 140 100

3Educational Background

Certificate & below 11 7.86

College/TVET Diploma 65 46.43

B.A/ B.Sc 57 40.71

M.A/M.Sc 7 5

PhD 0 0

Total 140 100

4

Work experience Below 2 years 21 15

38 years 45 32.14

914 years 43 30.71

1520 years 21 15

21 & above 10 7.14

Total 140 100

Source: Own survey, 2013.

In table 1, 70.23% of the respondents were male and 29.77% o were female. The majority of the

respondents are diploma (46.43%) and B.A/B.Sc (40.71%) holders. Only 7.86% and 5% are

certificate & below, and MA/MSc holders respectively. There are no PhD holders at all among

the respondents. With regard to work experience, the largest groups of respondents (32.14%)

have a working experience of 3 to 8 years. The second portions (30.71%) of respondents have

served in SCV between 9 - 14 years. And the rest 15%, 15% and 7.14% have served in the

organization below 2 years, 1520 years and above 21 years respectively.


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4.2 Data Presentation and Analysis

Under this section the basic research questions has addressed in detail. These are questions: are

there well defined human resource training and development policies in SCV, How are HR

training and development needs analyses conducted? Are there objectives and criteria set for

providing HR training and development in SCV? What are the common methods of human

resource training and development being used in SCV? And what are the mechanisms used to

evaluate the human resource training and development programmes in SCV?

4.2.1 Human Resource Training and Development Policy

Table 2 Responses of employees on HR Training and Development policy

Source: Own survey, 2013.

In table 2, majority of the respondents (42.86%) claimed that there is no training and

development policy and 50 (35.71%) employees are not sure whether there is training and

development policy or not. Only 30(21.43%) employees have responded that there is trainingand development policy in Selam Children`s Village.

Most of the respondents agreed that the main reasons of not having training and development

policy are; lack of relevant expertise, lack of guidelines, lack of concern with regards to its

importance and lack of commitment of the top management. These are the reasons for not having

training and development policy in SCV.

NoQuestions Responses Frequency Percent

Availability of

clearly stated written training

and development policy?

Yes 30 21.43

1No 60 42.86

I have no idea 50 35.71

Total 140 100.00

Employees` Understanding on

training and DevelopmentPolicy

Excellent 3 2.14

Very good 12 8.57

Good 28 20.002

Average 33 23.57

Poor 64 45.72

Total 140 100.00


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The majority (45.72%) of the respondents have reported that their understanding of human

resource training and development (HRTD) is poor. The rest of the respondents rated their

understanding as average (23.57%), good (20.00%), very good (8.57%), and excellent (2.14).

This means employees` knowledge about the training and development policy is poor. This can

be because either there is no policy or it is not communicated.

4.2.2 Training and Development Needs Assessment

Table 3 Existence of Training and development need analysis (TNA)

NoQuestions Responses Frequency Percent

Existence of Training and

development need

analysis

Yes 35 25.00

1

No 51 36.43


Total 140 100.00

Training and

Development need

analysis method

Organizational analysis 25 17.86

Task/Job analysis 40 28.57

2 Person/Individual

analysis 22 15.71

None 53 37.86

Total 140 100.00

The contents of Training

and Development

programme given to

employees so far

Highly relevant 25 17.86

Moderately relevant 28 20.00

Relevant 34 24.29

3

Less relevant 24 17.14

Not relevant 29 20.71

Total 140 100.00

Source: own survey 2013.

The highest percentage (38.57%) of participants responded that they are not sure whether

SCV is doing TNA or not. Fifty one (36.43%) of respondents have indicated that the

organization does not carry out TNA. And the remaining 35(25%) respondents have replied

that SCV conducts TNA.


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and development. Twenty four 24 (17.14%) respondents have replied that they have no idea

about performance appraisal whether it is used to select staffs for training and development or

not.

4.2.3 Human Resource Training and Development Objectives

The majority (48.57%) of the respondents have answered that there are no clear training and

development objectives. The rest 26.43% of the respondents have replied that they are not sure

whether there are objectives or not. But 25% of them have responded that there are training and

development objectives.

Table 5 Availability of clear Training and Development Objectives

No Questions Responses Frequency Percent

Does SCV formulate clear Training and

Development objectives?

Yes 35 25.00

No 68 48.57

1 I have no idea 37 26.43

Total 140 100.00

Does SCV have SMART Training and

development Objectives

Yes 10 28.57

2No 18 51.43


Total 35 100.00

Source: Own survey 2013.

As it is shown in table 5, the majority (51.57%) of the respondents have replied that training and

development objectives are not SMART, but 10 (28.57%) employees have replied that the

objectives are SMART. The remaining employees have responded that, they have no idea about

the objectives.


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4.2.4 HR Training and Development Methods

Table 6 Methods of Training and Development

N0 Questions Responses Frequency Percent

1

Which methods of training and

development do SCV practiced

more?

On-The-Job training 67 47.85

Off-The-Job training 27 19.29

Both training methods 32 22.86

None 14 10.00

Total 140 100.00

Which of the following on-the-jobtraining programme have practiced so

far?

Job instruction training 62 44.29

Job rotation 17 12.14

Special assignment 13 9.29

Coaching 12 8.57

2Understudy 11 7.86

All of the above 25 17.86

Total 140 100.00

Which of the following off-the-job

method of training programme have

you taken for?

Responses Frequency Percent

Lectures 42 30.00

Conferences 33 23.57

Case studies 14 10.00

3 Role play 14 10.00

Vestibule 12 8.57

Group works 25 17.86

Total 140 100.00

Source: Own survey 2013.

Table 6 indicated that majority (47.85%) of the respondents replied that SCV is using on-the-job

training method, 22.86% replied that both methods of training have been used, and 19.29% have

responded that SCV is used off-the-job training method. The remaining 10% answered that SCV

used other method of training.


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Table 6 depicts that the majority (44.29%) of the respondents have responded that job instruction

training is the dominant method of on-the-job training. The rest 12.14%, 9.29%, 8.57%, and

7.86% of employees have responded that job rotation, special assignment, coaching and

understudy respectively are used some or other. Only 25(17.86%) employees have replied that

all of the above methods are used.

In the above table 6, the majority (30%) has responded that lecture is the more used method of

off-the-job training. The rest 23.57%, 10%, 10%, 8.57% and 17.86% of the employees have

replied that conference, case study, role play, vestibule and group work are the commonly used

respectively.

4.2.5 HR Training and Development Evaluations

Table 7 (below) depicts that the majority (45.71%) of the participants have no idea about training

and development evaluation and 51 (36.43%) employees have reported that there is no HRTD

evaluation in SCV. Only 25(17.86%) employees have replied that there is evaluation.

As it is shown in table 7, 68% of the participants have replied that none of the evaluation criteria

has been used in Selam Children`s Village human resource training and development scheme.

Three (12%) employees have responded that all evaluation criteria are used. The rest 8%, 8%

and 4% have replied learning, behavior, and result respectively are used as criteria of evaluation

of training and development.


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Table 7 Evaluation of Training and Development

No Questions Responses Frequency Percent

1

Does SCV evaluate the

effectiveness of HR training and

development programmes?

Yes 25 17.86

No 51 36.43


Total 140 100

2

Which evaluation criteria are used

in evaluating the worth of a

specific programme?

Reaction 0 0.00

Learning 2 8.00

Behaviour 2 8.00

Result 1 4.00

All of the above 3 12.00

None of the above 17 68.00

Total 25 100.00

3Which of the following steps of

training and development

evaluations have SCV used?

Before training 6 4.29

After training 25 17.86

During training 41 29.29

None of the above 68 48.57

Total 140 100.00

Source:Own survey, 2013

As can be observed from Table 7, the majority (48.57%) of the respondents believed that none of

the steps of training and development evaluation have been practiced in SCV. The rest of the

steps of evaluation before training (4.29%), after training (17.86%) and (29.29%) during training

are used rarely as respondents concluded.


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CHAPTER FIVE: SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS

Based on the data presented and analyzed in chapter four of the study, the following summary,

conclusions and recommendations are drawn.

5.1 Summary

The purpose of the study was to analyze the practices and problems of human resource training

and development schemes at Selam Childrens Villageat Addis Ababa. To realize the following

basic research questions were formulated.

1. Are there well defined human resource training and development policies in SCV?

2. How are HR training and development needs analyses conducted?

3. Are there objectives and criteria set for providing HR training and development in SCV?

4. What are the common methods of human resource training and development being used in

SCV?

5. What are the mechanisms used to evaluate the human resource training and development

programmes in SCV?

For this purpose a descriptive survey method of data analysis was employed. Respondents were

selected using purposive sampling techniques and findings were analyzed using frequency count

and percentage. A total of 180 respondents have drawn from first line managers and other non

managerial employees. The data were collected by means of questionnaire, interview and

examination of available and relevant documents.

The data collected through questionnaire to answer these basic research questions were

analyzed and interpreted in frequencies and percentages. Accordingly based on the analyzed and

interpreted data, the following findings were obtained.

Results indicated that the existence of training and development policy at Selam Childrens

Village is under estimated. This is because most of the respondents (78.57%) agreed that the

main reasons of having training and development policy are; lack of relevant expertise, lack of

guidelines, lack of concern with regards to its importance and lack of commitment of the top

management.


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As far as the theory is concerned, the dominant framework for identifying organization's human

resource training and development needs has three categories, namely, organizational analysis,

task/Job analysis and person/individual analyses (Mathis & Jackson; 2000). Before carrying out

the actual training, training need analysis must be conducted. But training need analysis did not

conduct using methods need analyses.

Since training and development can have a wide range of results and expectations, it has to have

observable and measurable learning objectives. Training and development`s successes can be

measured in terms of the objectives and criteria set. Objectives of training and development

must be formulated well before the actual training and development launched. As it is claimed

by nearly half of the respondents; training and development were found out to be not specific,

measurable, achievable, relevant and time bound.

On- the- job training method is dominantly used. Whereas, in practice both on-the-job and off-

the-job training need to be used proportionally based on need analyses.

Practice of training and developmen

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