BINDURA UNIVERSITY OF SCIENCE UNIVERSITYFACULTY OF COMMERCE

DEPARTMENT OF INTELLIGENCE AND SECURITY STUDIESA DISSERTATION PREPARED AND SUBMITTED IN PARTIAL FULLFILMENT OF THE REQUIREMENTS OF THE BACHELOR OFCOMMERCE (HONS) DEGREE IN FINANCIAL INTELLIGENCE.FORPANASHE KUVENGUWAB1128715AN EVALUATION OF ON-THE-JOB TRAINIING ON ORGANISATIONALPERFORMANCE.CASE OF KOTWA HOSPITAL.APPROVAL FORM

The undersigned certify that they have supervised the student KUVENGUWA PANASHE dissertation entitled An evaluation of on-the-job training on organisational performance. A case study of Kotwa District Hospital from 2013 to 2014, submitted in partial fulfilment of the requirements of the Bachelor of Commerce (Honours) Degree in Financial Intelligence at Bindura University of Science Education.

Signature of student....................................... Date .........../......../................ Signature of supervisor...................................... Date .........../........./................ Signature of chairman....................................... Date ........../........./.................

RELEASE FORMNAME OF STUDENT: PANASHE KUVENGUWADISSERTATION TITLE: An evaluation of on-the-job training on organisational performance. A case of Kotwa Hospital from 2013 to

2014.

DEGREE TITLE: Bachelor of Commerce (Honours) degree in Financial

Intelligence.

YEAR THIS DEGREE GRANTED: 2015.Permission is here by granted to the Bindura University of Science Education Library to produce single copies if this Dissertation and lend or sell such copies for private, scholarly or scientific purpose only the author reserves other publication rights and neither the dissertation nor extensive extracts from it may be printed or otherwise reproduced without the authors written permission.

SIGNED:.............................................................................PERMANENT ADDRESS House Number 1459

Glen Norah A Harare.

DEDICATIONDedicated to my family, relatives and loving friends.For the LORD gives wisdom: out of his mouth cometh knowledge and

understanding

Proverbs 2:6ABSTRACTThe study sought to analyse the evaluation of on the job training on organisational performance, a case of Kotwa Hospital. The purpose of this research was to find the best suitable ways of improving organisational performance through on-the-job training. The main objectives of the study were to: define what is on the job training and its significance in improving Kotwa Hospital success, to identify the factors that may be used to increase on-the-job training at Kotwa Hospital, to identify the steps of carrying out on the job training program, to identify the different types of on the job training process and to evaluate the effectiveness of on the job training at Kotwa Hospital. This research is important to the staff of Kotwa Hospital in educating them about the major recommendations from the results of this study on how to improve organisational performance through training. The literature reviewed the theoretical and empirical techniques of on the job training in health sectors. A case study approach was used in this research. Information was obtained from Kotwa district hospital staff using interviews and questionnaires. A sample of seventy respondents were chosen, thirty of them being from non medical staff, twenty of them being from management staff and another thirty from the clerical staff, these seventy respondents were the ones who answer the questionnaires. Another sample of nine respondents were also chosen for interviews, three respondents were chosen from each and every department of clerical staff, medical staff and non medical staff. Data was presented and analysed using bar graphs, tables and pie charts. The study found out that on the job training is of great importance to organisational performance of Kotwa Hospital. The research also concluded that Kotwa district hospital was implementing effective on the job training program. Major recommendations were that the hospital should strictly adhere to on the job program as way to improve its organisational performance, also Kotwa district hospital in the near future must implement some on the job training techniques like coaching, mentoring and job rotation in order to improve its organisational performance .

ACKNOWLEDGEMENTSI owe huge academic debt to many people for their kind and gracious assistance in my research. Firstly my heartfelt gratefulness goes to the management and accounting staff of Kotwa District Hospital especially Mr Felix Ngwarati, Mr Katsande, Mr Levy Mukowachimana for the support they gave me for this project to be a success. Thank you for sharing your vision with me and may the dear Lord bless you. Special thanks goes to the staff of Bindura University , in particular , the Intelligence and security staff department for the information they imparted on me during the first two years of my studies.

I would also like to extend my cordial gratitude to my friends Milton Muchenje, and Tinashe Siyawadya for their social , financial and spiritual support during my pre-occupation with my research work.

Finally I would also like to express my gratitude to my family and relatives, my parents Mr E Kuvenguwa and Mrs C kuvenguwa, my younger brothers Munashe, Simbarashe and Kudakwashe for their financial and moral support they gave me , without them this project wouldnt have been a success.

To the Almighty, GodThank you.

Table of ContentsAPPROVAL FORM .............................................................................................. ii RELEASE FORM......................................................................................................... iii DEDICATION .............................................................................................................. iv Abstract .......................................................................................................................... v ACKNOWLEDGEMENTS .......................................................................................... vi List of Tables ................................................................................................................ xi List of figures .............................................................................................................. xii List of Appendices ..................................................................................................... xiii CHAPTER 1 .................................................................................................................. 1

INTRODUCTION ......................................................................................................... 1

1.0 introduction .......................................................................................................... 1

1.1 Background to the study ...................................................................................... 1

1.2 Statement of the problem ....................................................................................... 3

1.3 Objectives of the study........................................................................................... 4

1.4 Research questions ................................................................................................. 4

1.5 Importance of the study ......................................................................................... 5

1.5.1 To Bindura University ........................................................................................ 5

1.5.2 To the student...................................................................................................... 5

1.5.3 To patients........................................................................................................... 6

1.6 Assumptions of the study ....................................................................................... 6

1.7 Delimitations of the study ...................................................................................... 6

1.8 Limitations of the study ......................................................................................... 7

1.9 Definition of terms ................................................................................................. 7

1.10 Chapter Summary ................................................................................................ 7

CHAPTER TWO ........................................................................................................... 8

LITERATURE REVIEW .............................................................................................. 8

2.0 Introduction ............................................................................................................ 8

2.1 THEORATICAL LITERATURE .......................................................................... 8

2.1.1 On the Job training defined ................................................................................. 8

2.1.2 The P.R.O.P.E.R way to do on the job training .................................................. 9

2.1.3 Importances of on the job training .................................................................. 10

2.1.4 Organisational Performance.............................................................................. 10

2.2 TYPES OF ON THE JOB TRAINING ............................................................... 11

2.2.1 Structured on the job training .......................................................................... 11

2.2.2 Unstructured on the job training ....................................................................... 12

2.3 STEPS IN DEVELOPING ON THE JOB TRAINING PROGRAM .................. 12

2.3.1 Stage 1.Job tasks Analysis ................................................................................ 13

2.3.2 Stage 2. Cognitive perspective .......................................................................... 13

2.3.3 Stage 3.The role of the trainer........................................................................... 14

2.3.4 Stage 4. Evaluation ........................................................................................... 14

2.4 TECHNIQUES THAT ARE USED IN ON THE JOB TRAINING ................... 14

2.4.1 Job Rotation ...................................................................................................... 15

2.4.2 Coaching ........................................................................................................... 15

2.4.3 Monitoring ........................................................................................................ 16

2.4.4 Understudy ........................................................................................................ 16

2.4.5 Job Instruction................................................................................................... 17

2.4.6 Delegation ......................................................................................................... 17

2.5 EVALUATING THE TRAINING PROGRAM.................................................. 17

2.5.1 Criterion 1. Reactions ....................................................................................... 18

2.5.2 Criterion 2. Learning......................................................................................... 18

2.5.3 Criterion 3.Behaviour........................................................................................ 19

2.5.4 Criterion 4 Results, Or Return on investment................................................... 19

2.6. EMPIRICAL LITERATURE ............................................................................. 20

2.6.1 The relationship between on the job training and performance ........................ 20

2.6.2 On the job training of Para-professionals and professionals in an outpatient guidance clinic ........................................................................................................ 21

2.6.3 Strategic Training and Developments ............................................................... 21

2.6.4 Training need in employees and its implementation ........................................ 22

2.6.5 Training and development impact on organisational performance................... 23

2.6.6 Influence of training on employee performance ............................................... 23

2.6.7 Hospital management training and professional development ......................... 24

2.6.8 Impact of training on earnings ............................................................................ 24

2.7 Summary .............................................................................................................. 25

CHAPTER THREE ................................................................................................... 26

RESEARCH METHODOLOGY................................................................................. 26

3.0 Introduction .......................................................................................................... 26

3.1 Research design and justification......................................................................... 26

3.2. Subjects .............................................................................................................. 27

3.2.1 Target population .............................................................................................. 27

3.2.2. Sampling techniques and sampling procedures ............................................... 27

3.3 Research Instruments ........................................................................................... 29

3.3.1 The Questionnaire ............................................................................................. 29

3.3.2 Interviews .......................................................................................................... 30

3.3.3 Validity and reliability of data instruments ...................................................... 31

3.4. Data collection procedures .................................................................................. 32

3.5 Data presentation and Analysis procedures ......................................................... 32

3.6 Ethical considerations .......................................................................................... 33

3.7 Chapter Summary ................................................................................................ 33

CHAPTER FOUR........................................................................................................ 34

DATA PRESENTATION, ANALYSIS AND DISCUSSIONS ................................ 34

4.0 Introduction .......................................................................................................... 34

4.1 Response analysis ................................................................................................ 34

4.2 Profile of responses .............................................................................................. 35

4.3 Level of education of respondents ....................................................................... 36

4.4 Availability of on the job training........................................................................ 37

4.5 Effectiveness of on the job training ..................................................................... 38

4.6 Availability of a training policy at Kotwa Hospital ............................................. 39

4.7 Adherence of on-the-job training program .......................................................... 39

4.8 Factors considered in on-the-job training program .............................................. 42

4.9 Effects of poor on the job training process .......................................................... 42

4.10 Factors influencing on the job training process ................................................. 42

4.11. Strategies put in place to manage on the job training process .......................... 44

4.12 Future plans to improve on the job training process .......................................... 44

4.13 Findings from interviews ................................................................................... 45

4.14 Chapter summary ............................................................................................... 46

CHAPTER FIVE ......................................................................................................... 47

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS................................ 47

5.0 Introduction .......................................................................................................... 47

5.1 Summary of findings............................................................................................ 47

5.2 Conclusions .......................................................................................................... 48

5.3 Recommendations ................................................................................................ 48

REFERENCES ............................................................................................................ 51

LIST OF TABLESTable 3.1 Sample size for questionnaires..................................................................... 28

Table 3.2 Sample size for interviews ........................................................................... 28

Table 4.1Response rate from questionnaires ............................................................... 34

Table 4.2 Response rate from interviews ..................................................................... 35

Table 4.3 Factors considered in on the job training ..................................................... 41

LISTS OF FIGURESFig 4.1: Category of respondents ................................................................................. 36

Fig 4.2: Level of education of respondents .................................................................. 36

Fig 4.3: Availability of on the job training .................................................................. 37

Fig 4.4 Effectiveness of on the job training ................................................................. 38

Fig 4.5: Availability of training policy at Kotwa Hospital .......................................... 39

Fig 4.6: Adherence of on the job training policy ......................................................... 40

Fig 4.7: Factors influencing on the job training........................................................... 43

LISTS OF APPENDICES.Appendix A: Request to conduct a research ................................................................ 54

Appendix B: Questionnaire cover letter....................................................................... 55

Appendix C: Research questionnaire to Kotwa District Hospital employees ............. 56

Appendix D: Interview guide for Kotwa District Hospital Employees ....................... 60

CHAPTER 1.INTRODUCTION.1.0. Introduction.Training is a necessary process for achieving business objectives and it is also an essential tool of improving organisational performance. Training separates the gap between the organisations current capability and that needed to deliver the business results. Most organisations are targeted, monitored , prioritised , planned and managed to ensure the best possible return on the human investment. Training is no difference; in most organisations the amount spent on training is of great importance to organisational performance.

The role of on the job training is critical for reinforcement of an organisational performance both in the private and public sector of the economy. Training in hospitals has got an impact on the way things are run on the institution and on service delivery. The paper will evaluate the effectiveness of on the job training on organisational performance. It will cover the research period of June 2013 to August

2014. In this chapter, the researcher outlines the background to the study, the statement of the problem, objectives of the study research questions, importances of the study, assumptions of the study, delimitations of the study, limitations of the study and the chapter summary.

1.1. Background to the study.From time immemorial, on-the-job training was being done in companies and organisations both private and public. Throughout the centuries societies have

changed and the complexities of operations have also become changed into a more complex nature. The types of duties to be performed, the skills needed to perform the tasks, and the equipment used to perform the duties and tasks have also changed. In a bid to manage all these dramatic changes in the complexity of operations on-the-job training was evolved.

When humans created artefacts, the need for teaching others how to use those artefacts became necessary. Teaching others to use a tool to perform a task was one of the first goals of on-the-job training. "As man invented tools, weapons, clothing, shelter, and language, the need for training became an essential ingredient in the march of civilization" (Steinmetz, 1976,). As the artefacts became more complex, different ways of training were developed to be more effective and efficient. Instructional practices were developed that served the needs of the time, evolving into accepted instructional paradigms, (Brethower and Smalley, 1992). These different practices were developed at different times and some of them changed through the years, but all of them are used today depending on the training need and situation.

On-the-job training, sometimes called direct instruction or sit by me in England and the Wales, is the earliest kind of training, (King, 1994). In the past years the kind of work that people did was mainly unskilled or semiskilled work not requiring specialised knowledge. On the job training was used in antiquity because it did not require being able to read or write. Even after writing systems were developed, most peasants and craftsman could not read and write. Therefore a type of training where one person teaches another how to do the tasks was necessary. This type of training was code named on the job training.

On-the-job training is still used today , in fact it is probably the most popular method of training because at its minimal level requires only a person who knows how to do the task, the trainee and the tools to perform the task.

Although apprenticeships had begun much earlier according to (Steinmetz (1976), rules for governing apprenticeships were included in the Code of Hammurabi in 2100

B. C, they became more widespread during the middle Ages. As tools became more complex, and the required knowledge and skills to use them became more specialized, parents or town people could no longer teach their children everything. Some children were then apprenticed to craftsmen who had the specialized skills and tools for a

particular trade. In exchange for work, the craftsman would teach the child the craft at which he was an expert. "Apprentices usually lived with the master and received practically no pay, except maintenance and training" (Steinmetz, 1976,).

It wasn't until the Industrial Revolution that training changed much from on-the-job and apprenticeships. In the 1800s factory schools were created, in which workers were trained in classrooms within the factory walls. In 1872 Hoe and Company, a manufacturer of printing presses in New York City "had such a volume of business that it was necessary to establish a factory school to train machinists. The old-style apprentice system was inadequate" (Steinmetz, 1976). Classrooms by that time had become the customary places of education, and were simply recreated in the factories, with the classroom subjects being how to do the tasks required in the factory.

On the job training is of paramount importance to any hospital or any other organisation, being of paramount importance to any provincial hospital, district hospital , clinic or a village health institution , Kotwa district hospital is of no exception. In fact here and there its practiced.

Kotwa District hospital operates just like any other government hospital. Just like any other organisation, from time immemorial it has been practising on the job training , for example ,Student Environmental Technicians (EHTs), student nurses were and are still being deployed at the hospital whilst they are still at college, they will be working with the assistance of a mentor, who will be guiding them in performing their duties. This research seeks to investigate whether on the job training has any effect on the success of Kotwa District hospital.

1.2. Statement of the problem.Being a rural hospital, Kotwa hospital has been spared by problems being faced by other district hospitals countrywide. It is facing training problems due to its location in the remote areas, coupled by lack and shortage of resources and manpower. Most training needs have been hampered by the unfavourable economic and political

conditions, which will then have an impact on the way Kotwa hospital staff perform their tasks and duties.

Amid all these problems being faced by Kotwa hospital, it is the purpose of this research to evaluate whether on the job training is being practiced at Kotwa hospital to increase its organisational performance. This research is an evaluation on the effectiveness of on the job training on organisational performance, at Kotwa District Hospital.

1.3. Objectives of the study.The main objectives of the study are:

1. To define what is on the job training and its significance in improving Kotwa

District Hospital success.

2. To identify the factors that may be used to increase on the job training at Kotwa

District Hospital.

3. To identify the steps of carrying out on the job training program

4. To identify the different types of on the job training process.

5. To evaluate the effectiveness of on the job training at Kotwa District Hospital.

1.4. Research questions.In order to achieve the above problems, the study ought to answer the following questions.

1. What is on the job training and its importance in the performance and success of

Kotwa District hospital?

2. How on the job training can be used by Kotwa District hospital to improve its quality of services to the public.

3. What are the major steps of carrying out on the job training program?

4. What are the different types of on the job training program

5. What critical success factors need to be taken at Kotwa Hospital before on the job training is carried out?

6. 1.5. Importance of the study.The study is of paramount importance to Kotwa district hospital and other hospitals. The study will enable Kotwa District Hospital to alter and adopt more efficient and effective on the job training processes , which will improve its success as an organisation.

Theoretically the study will add value to the understanding and the usefulness of on the job training on organisational performance at Kotwa District hospital. The study will seek to offer a foundation for further research by other students pursuing similar research.

1.5.1. To Bindura University.This is a partial fulfilment of the requirements of the Bachelor of commerce (honours) Degree in Financial Intelligence. In that regard the university will have a chance to assess the researchers ability to comprehend and implement the principles taught during the period of the programme. The research is also aimed at demonstrating that Bindura University of Science Education is a vibrant centre for education, capable of producing destined academics that are innovative , analytical and can diagnose problems giving noble solutions to the problems.

1.5.2. To the student.The student will benefit from the in depth insight gained during the research concerning the problem under study. It equips the researcher with the practical appreciation of the principles of on the job training within an organisation.

1.5.3. To patients.Patients can expect to benefit from better health services, since Kotwa District Hospital will be better oriented towards the satisfaction of their needs. Good organisational performance will also mean a good service delivery to the patience, hence the patience will benefit positively from good service delivery.

1.6. Assumptions of the study.The study made the following assumptions.

1All respondents to the study will participate in good faith and will be honest in their responses and their views would represent the entire population to enable inferences to be made.

2There are no laws or regulations specific to the Public Health Sector that will affect the ability of the researcher to collect data from Kotwa District Hospital.

3Information collected was regarded as accurate, complete, relevant as well as reliable.

4The respondents had an understanding regarding the subject of on the job training and they were willing to give unbiased information and statistics.

1.7. Delimitations of the study.The study is about the effectiveness of on the job training on the performance and success of Kotwa hospital not any other organisation or any other district hospital and that the study will be for academic purposes and any recommendations made should not be practically adopted without a professional insight. The study covers the period August 2013 to July 2014.

1.8. Limitations of the study.Due to high level of confidentiality in organizations nowadays, not all sources relevant to this research were accessed. However the researcher had to patiently consult top managers like accountants and accounting assistants until all the information were disclosed.

Some respondents were not able to respond freely due to work commitments; therefore the researcher had to keep constant contact with respondents as to remind them about appointments and the questionnaires.

Secondary data was subject to some form of bias thus the researcher sought more reliance on primary data.

There was limited availability of resources such as computers and internet access.

It was difficult in setting appointments with interviews.

1.9. Definition of terms. On the job training. A method by which employees are given hands-on experience with instructions from their supervisor or other trainer. (S. Snell and G. Bohlander,

2007).

E.H.T. Environmental Health Technician.

M.O.H.C.W. Ministry of Health and Child Welfare.

Job. A group of related activities and duties. (S. Snell and G. Bohlander, 2007).

1.10. Chapter Summary.The chapter introduced the concept of on the job training to the reader outlining the necessary details that are required to bring the research problem into a plan view. The next chapter will focus on the literature related to on the job training on organisational performance.

CHAPTER IILITERATURE REVIEW.2.0. IntroductionThis chapter sought to review the existing literature on the evaluation of on the job training on organisational performance. The main thrust of this chapter is to review the findings that were made by other researchers , and in the process bringing to light what on the job training actually is, with the main aim of bringing the research gap .The chapter will start by defining what on the job training is then it will go on to discuss theoretical and empirical literature which is related to the study.

2.1. THEORATICAL LITERATURE.2.1.1. On the job training defined.According to the Human Resource Management Glossary Index, On the job training(OJT) is the teaching of skills, knowledge and competencies that are needed to perform a specific job within the workplace and work environment. On the job training uses the regular or existing tools of the workplace , documents , machinery, equipment, skills and knowledge that are necessary for an employee to effectively perform his or her job.

The Human Resource Management Index, also aided that on the job training occurs within the normal working environment , it may occur as the employee performs

his or her actual work, or it may occur elsewhere within the workplace using some locally available training rooms , training workstations or training equipment.

While , the main goal of on the job training is to teach the basic working place skills, on the job training also instils aspects of the working place culture and performance expectations in the new trainee. On the job training is also an approach that is used by organisations to provide new on boarding information.

According to the Human Resource Management Index, On the job training is normally the most effective approach to training employees.

2.1.2. The P.R.O.P.E.R way to do on-the-job training.Snell and Bohlander, (2007) postulated that there are six ways to do the on-the-job training, which are represented by the acronym P.R.O.P.E.R. These steps are explained below:

Preparing. Deciding what employees need to be taught .Identifying the best sequence or steps .Have materials, resources and equipment ready.

Reassuring. Putting each employee at ease .Learning about his or her prior experience , and adjusting accordingly .Trying to get the employee interested ,

relaxed and motivated to learn.

Orientation .Showing the employee the correct way of doing the job. Explaining why it is done that way. Discussing how it relates to other jobs .Letting he or she

asks lots of questions.

Performing. When employees are ready , let them try the job themselves

.Giving them an opportunity to practice the job and guiding them through rough spots. Providing help and assistance at first, then less as they continue.

Evaluate. Checking of the employees performance , and question them on how, why, when ,and where they should do something . Correction of errors and repeating instructions.

Reinforce and Review. Providing praise and encouragement, and giving feedback about how the employee is doing .Continuing the conversation and expressing

confidence in his or her job.

2.1.3. Importances of on-the-job trainingBecker (1997) proposed that on the job training is an important example of an investment in human capital. Becker also added that like any other investment in human investment, there are initial costs and these costs include the time devoted by the worker and his or her co-workers to learning skills that increase productivity plus the cost of any equipment and material required to teach these skills.

Rowley (1995) aided that the goal of on the job training is to equip the workforce with the skills, knowledge , understanding and the motivation to meet the demands of an industrial and global economy and is important for the maintenance of human resource base of the organisation and must be viewed as an integral part of organisational strategy, rather than an ad-hoc operational issue. Rowley further argued that on the job training is critical for human resource development and organisational performance.

Jain (1999) described formal educational training as mainly theoretical , obtained by academic diplomas and degrees, where individuals proved their ability academically but not practically .He added that informal on the job training is practical and prepares an individual to use acquired knowledge efficiently and confidentially and described on the job training as giving employees normal working situations as designed to change the skills , knowledge and attitudes that has been directly related to the performance demands of the risks.

2.1.4. Organisational Performance.The performance of the organisation refers to those attitudes that have been assessed or measured as to their contribution to organisational goals (Cook and Hunsaker,

2001).

2.2. TYPES OF ON THE JOB TRAINING PROGRAM.Hamilton and Hamilton (1997) argued that there are two basic categories of on the job training, unstructured on the job training and structured on the job training. According to experts unstructured on the job training, is a more recent application of on the job training. This idea was also supported by Jacobs, Jones and Neil (1992) who proposed that there are two types of on the job training which are structured and unstructured on the job training.

Jacobs et al (1992) found that structured on the job training is more superior to unstructured on the job training in measures of error rates and productivity.

2.2.1. Structured on the job training.According to Jacobs et al (1992) structured on the job training is when an experienced company employee who has expertise as a trainer and in the task to be learned trains an individual. Training takes place at the work setting or in a setting which very closely resembles the actual work setting. They also postulated that structured on the job training has got the following characteristics:

a structural plan , that includes sequenced modules , measurable trainingobjectives and specific on the job activities that ties to class instruction;

trained trainers that are trained in both the content and instructional methods;

it must be customised to the company , using the companys products, tools ,

machines and procedures;

it must be derived on the site , such as done on the workplace using the same tools the trainee normally uses;

It is valid, with reliable skills certification, with objective and frequent measurement of skills attainment.

Lawson ,(1997) also aided that structured on the job training is a planned and organised , one-on-one programme that is designed to provide the employee with the knowledge and skills required to perform tasks entailed in the employees job. Structured on the job training according to Barron,(1997) provides the delivery of training in an organised sequential manner, with an eye toward becoming as efficient as possible and to achieve new higher levels of efficiency in production.

2.2.2. Unstructured on the job training.According to Jacobs et al (1992) a company employee whose experience as a trainer is likely to be limited and whose task expertise may be questionable trains the trainee. Training may take place in a setting that loosely resembles actual situations the trainee faces during normal work hours or may take place away from the trainees normal work environment.

This form of unstructured on the job training is an approach in which the learners are thrown into the work, and the training is based on daily work events rather than the leaner/worker needs(Rothwell,1997). According to Levine (1997), it is called unstructured on the job training because it occurs haphazardly, the employee- trainer (expert) teaches the tasks as he or she remembers them. Because of time or other pressures, important steps may not be forgotten or simply skipped .As an unstructured system no criteria are established for the quality of training nor are records of the training maintained.

2.3. STEPS IN DEVELOPING ON THE JOB TRAINING PROGRAM.According to Pully, (2004) on the job training is developed into four distinct stages. The first stage is the identification and creation of a detailed breakdown of skills requirements for specific position and this is called job tasks analysis, the second stage is the cognitive perspective of adult learning, whilst the third stage is the role of the trainer in on the job training process, whist the final stage the evaluation of on the job training process and outcomes. These four steps are described in detail below.

2.3.1 Stage 1.Job tasks Analysis.Developing a job tasks analysis requires four steps: job process, job description, recognised skills and effective curriculum (Mager and Beach, 1967). The first step is to determine if the current process steps are the most efficient and if they can achieve the desired results that meet the state of the art for manufacturing in safety, quality and productivity .Once this has been achieved the next step is to write a job description.

The job description process involves three functions which are writing a general description of the task performed , identifying the systematic job tasks and listing the detail steps for each job task,(Mager and Beach, 1967).The job description lists a general account of the persons activity , the frequencies of motion and repletion , it describes the environment of the workstation and a description of the level of skills required to perform the task. One the job description is written , the job can be divided into tasks that identify the contents of the job description.

2.3.2. Stage 2.Cognitive perspective.The cognitive perspective of the adult learner is the second stage for developing on the job training process. Akdere and Conceicao,(2006) described cognitive perspective as of the focus of the adult leaner on perception , insight and meaning that it portrayed the concept that the adult learner on perception , insight and meaning and it

portrayed the concept that the adult learner is not a passive system with stimuli being delivered and an expected response leaves. They concluded that the thinking have interpreted sensations and have given meaning to the events that affect their consciousness and the locus of the control is the individual and not the environment.

2.3.3. Stage 3.The role of the trainer.Management has the responsibility to provide resources for training under the on the job training system and the role of the trainer becomes paramount in helping to expand the seeded skills that the new employee will develop. Martyn and Webster

,(2005) concluded that , that the trainers must encourage the on the job training employee to take responsibility for the developing competencies needed for the new job , express an effort to learn the skills and demonstrate competency , They also added that the trainer and the employee have to conduct a self assessment through a gap analysis , to determine deficiencies in the required criteria for the task assignment and the current knowledge base of the employee.

2.3.4. Stage 4.Evaluation.Effective training is emphasised as a means to transform the employee under training into an effective learner. Akdere and Conceicao, (2006) described the fast changing business environment as an environment where the individual learner and the trainer must be strategically linked with the technological changes and innovations of the organisation and effective trainers have to react and make changes relevant to the individual needs while synthesising individual efforts to meet common objectives.

2.4. TECHNIQUES THAT ARE USED IN ON THE JOB TRAINING.There are various techniques that are used in on the job training programme, in this study only six techniques are going to be discussed. These techniques are: job

rotation, coaching, monitoring, understudy, job instruction and delegation. All these techniques are going to be analysed below.

2.4.1. Job Rotation.Armstrong, (1999) stated that job rotation is a method whereby trainees receive diversified training and experience under close supervision. It is used to develop generalists who should have wide experience of the enterprise to enable them to make high level decisions latter in their wide carrier and by rotating through various jobs.

In job rotation trainees are therefore moved into new jobs for short periods , they need to be briefed of what is expected of them and their progress must be carefully checked. This technique also enables trainees to acquire specific practical experience they need quickly, instead of having to wait for opportunities to occur over a period through transfers and promotions.

2.4.2. Coaching.According to Gerber et al (1994) said coaching is also called counselling and it entails the instruction of the subordinate by his superior to prepare his present position for advancement and it is a continuous process of learning based on the face relationship between superior and subordinate.

They also stated that coaching is a low cost means of improving a persons performance in the department where he works , solutions to problems can be found and subordinates can be given the opportunity to make suggestions to superiors regarding the work they do .I also enables a to set tasks and to check the standard of work being executed. It is however only effective if the subordinate understand the relevance and value of his work and if the coaching is carried out in a systematic and

powerful manner and also the relationship between the superior and subordinate must be based on mutual trust and confidence if the method is to succeed.

Kupur,(2004) stated that there are four coaching steps when helping an employee learn , master or improve upon a certain skill. These steps are:

The coach explains to the employee why a particular task is critical to the successof the employee, the department and the organisation.

The coach demonstrates for the employee exactly how to do the task .If the task is complex, the coach may work trough it several times.

The employee should practice each task several times so that he or she gradually gains more confidence and moves closer to mastering the skill the coach is

attempting to teach.

The coach should provide verbal feedback concerning the employees progress.

This step is critical for reinforcing desired behaviours and where appropriate, for helping the employee continue moving towards the desired behaviour and skill.

2.4.3. Monitoring.Gerber et al (1994) argued that mentoring is an ongoing relationship that is developed between a senior and a junior company employee. It provides guidance and clear understanding of how an organisation goes to achieve its vision and mission to junior employees They stated that the mentors help to solve the problems both trough training those skills and through modelling effective attitude and behaviours.

Mentoring takes place before, during or after a shift .It gives the trainee individual attention for immediate feedback and it also helps the trainee get information regarding the business culture and the organisational structure. This training can be interrupted if the mentor moves on and if a properly trained mentor is not chosen, and then the trainee can pick up bad habits.

2.4.4. Understudy.Robbins and DeCenzo (2004) stated than an understudy development method whereby potential managers are given the opportunity to relieve an experienced manager of his job and act as his substitute during the period. It was also stated that an understudy is a person who acts as his substitute during the period. It was also stated that an understudy is a person who act as an assistant to someone else and he works with the mentor on a daily basis to learn how the work is done.

2.4.5. Job Instruction.Job instruction is a structured approach to training , which requires trainees to proceed through a series of steps in sequential pattern. The technique uses behavioural strategy with a focus on skill development , but there are usually some factual and procedural knowledge objectives as well .This type of training is good for tasks-oriented duties such as operating equipment. According to (Blandchard and Thacker, 1999) the instructor or the supervisor prepares a breakdown on the, while watching an experienced worker from each step of the job.

2.4.6. Delegation.Cole, (2002) Stated that delegation is essentially a power sharing process in which a manager transfers part of his or her authority to another , more junior person and the person who is delegated work remains accountable for the outcome of the work. It was also stated that delegation empowers a subordinate to make decisions and can be a powerful k training tool when combined with the coaching process. Delegation according to Cole is good in the sense that it saves money , time, and help in building skills, motivation of people and reduce confusion and frustration .

2.5. EVALUATING THE TRAINING PROGRAM.For every training programme to be accepted into the organisation of being helpful or unhelpful, it has to be evaluated .Snell and Bohlander, (2007) stated that training like any other human resource management it should be evaluated to determine its effectiveness. They aided that there are a variety of methods that are available to assess the extent to which training programmes improve learning , affect behaviour on the job , and impact the bottom line performance of an organisation. They postulated that that the four basic criteria for evaluating training are :( 1) reactions, (2) learning, (3) behaviour, and (4) results. The combination of these criteria can give a total picture of the training program in order to help managers decide where problem areas lie , what to change about the program, and whether to continue with the program. These criterions are discussed below.

2.5.1. Criterion 1.Reactions.According to Snell and Bohlander (2007), one of the simplest and most common approaches to training evaluation is assessing participant reactions. Happy trainees will be more likely want to focus on training principles and to utilise the information on the job. Trainees can do more than telling their trainers whether they like a training program, though, they can give insight into the content and techniques they found most useful. They can critique the instructors or make suggestions about participant interactions, feedback. Potential questions might include the following:

What were your learning goals for this program? Did you achieve them?

Did you like this program?

Would you recommend it to others who have similar learning goals?

What suggestions do you have for improving the program?

Should the organisation continue to offer it?

2.5.2. Criterion 2. Learning.According to Snell and Bohlander, (2007) testing knowledge and skills before beginning a training program gives a baseline standard on trainees that can be measured after training to determine improvement .In addition to testing trainees before and after training , parallel standards can be measured for individuals in a control group to compare those in training to ensure that improvements are due to training not to some other factors, such as changes to job and compensation. They aided that the control group should be made up of employees who have not received the training but who match the trainees in such areas as experience , past training and job level.

2.5.3. Criterion 3. Behaviour.According to, Snell and Bohlander, (2007) much of what is learned in a training program never get back used on the job. They aided that in fact, on measures of employee reactions and learning, the program might score quite high. They added that for several reasons trainees may not demonstrate behavioural change back on the job.

2.5.4. Results, or Return on Investment (R.O.I.)Snell and Bohlander, (2007) stated that training managers are under pressure to show that their programmes produce bottom line results. Most organisations today measure their training in terms of Return on Investment(ROI), which is also referred as the utility the firm gets from its training dollars. They said that Human Resource managers are responsible for calculating and presenting these benefits to the companys top managers. These benefits can include higher revenues generated , increased productivity , improved quality , lower costs, more satisfied customers , higher job satisfaction and lower employee turnover.

According to Snell and Bohlander, (2007), the following are the types of questions the

H.R managers should try to answer as they calculate a training programme benefits:

How much did quality improve because of the training programme?

How much has it contributed to profits?

What reduction in turnover and wasted materials did the company get after training?

How much has productivity increased and by how much have costs been reduced? They aided that to answer these questions human resource managers use various types of data such as sales data, human resources and financial data, and employee-

survey and control-group data gathered from various sources within the

organisation.

2.6. EMPIRICAL LITERATURE.This part focuses on the past studies that are similar to the current study hence the researcher is going to relate these studies to the current study and to elaborate the differences of these studies to the current study. Conversely, dissatisfaction with the on the job training contributes to low employee job satisfaction.

2.6.1. The relationship between on the job training and job performance.Liu and Batt ,(2001) carried out a research between on the job training and job performance among 2803 telephone operators in a large unionised USA telecommunications company. The results of the research where gathered and analysed by the companys monitoring system and they revealed that the receipt of on the job training was associated with higher productivity over time, and the results also showed that workers with lower pre-training proficiency showed great improvements over time than those with higher pre-training proficiency.

The results of the research also showed that training provides an effective and efficient way to satisfy the demand for skill in organisations characterised by continuous change in technology and completion. The study also allows new employees to acquire firm-specific skills and knowledge that are very hard and difficult to obtain in the market while allowing incumbent employees to stay abreast of changes in technical systems and product offerings.

2.6.2. On the job training of Para-professionals and professionals in an outpatient child guidance clinic.The research was conducted by Durlak ,(1979) at an outpatient guidance clinic in which on the job training performance of semi-professionals and professional staff were compared in three respects; (1) ability to do intake interviewing, (2) maintaining case records, (3) collect outcome data for a therapy outcome study. The data that was collected through interviews and observations indicated that semi-professional workers performed well as professionals on each job activity and he suggested that those semi-professionals can adequately perform the various tasks assigned to them as they will be in a normal valuation which is designed to change the skills, knowledge and attitudes that r are closely related to the performance demands of the task.

2.6.3. Strategic Training and DevelopmentsTichy.N; Fombrun.C.and Devanna.M, (1982) studied the three major prospective of the organizational performance and one of them was human resources management. The other two prospective were mission and strategy of the firm and the organizational structure which gave direction to the workers. Further the study concluded that development of the employees is positively related with the performance of the workers as well as organizations. Miles and Stone (1984) argued that the employees rarely participated in the proactive planning process in which they got training by focusing on the conceptualization and

designing which were formulated to increase their capabilities. This results leads towards formation of new business strategies.

Hussey.D.E (1985) also suggested that training of the organization should base on the strategy of the corporation. The empirical finding concluded that management training in UK is rarely relevant with the organization's objectives and the employee of the organization relates the training with their promotion or with individual skills. Collins et al. (2003) supported that the development in the employee's skills via training also reduced the employees turn over in the firm.

2.6.4. Training need in employees and its Implementation.Leicester (1988) identified three means for designing and aligning the strategy of training and development. The main focus of the study was on the line manager development. The three phases of training and development that was under study included the employee's performance appraisal, development of the workers and creation of balance between the tasks and training that is further creating a link between the training and its requirement. Barney (1991) also offered a theory of Resource based view in which the organization can achieve the competitive edge only on the base of its internal resources which included skills of the employees and knowledge. Barney (2001) also aided that he organization can maintain its performance by implementing the training at a strategic level, and if they failed to implement strategies their internal capabilities will be exploited. Dessler.G. (2006) also supported these assertions by defining as giving new and different skills to the employees for performing their jobs. Armstrong (2009) also suggested that" training can refer to the practice of equipping employees with skills, knowledge, and abilities, with the aim of building organizational capabilities and increasing increase organizational performance".

All these studies discussed above were different to the researchers study in the sense that they were just looking on training in general whilst the , researchers study was mainly based on the evaluation of on the job training on the success of

Kotwa district hospital, thus creating a research gap for the researcher to pursue his study.

2.6.5 Training and development Impact on organisational performance.Hassan Raza (2014) conducted a research on the impact of training and development on Organisational performance .His study was mainly based on the Oil and Gas sectors of Pakistan. His studys objective was to investigate the relationship between the training and development strategies and their impact on organisational performance. To quantify the relationship of the of the training and development on organisational performance, primary data was collected, data analysis was done on the employees of oil and gas sector of Pakistan. The results of the study showed that majority of the employees were satisfied with the strategic training and development of the firm, they also concluded that training and development are of great importance to organisational performance

Hassans study is different to the researchers study in the sense that the researchers study was carried out on a health institution(Kotwa District Hospital) , whilst Hassans study was directed to the Oil and Gas sectors of Pakistan thereby creating a research gap for the researcher.

2.6.6. Influence of training on employee performance.Good performance of employees actually means good organisational performance in general. Samuel Baker and Sheba B .Asiimwe (2014) conducted a research on the influence training on employee performance in regulatory organisations in Uganda. The main objective of their study was to examine the implications of training on employee performance in regulatory organisations of Uganda. The major findings of the study were that training methods were underrated and they need some great improvements , they also concluded that training needs analysis was lacking and

was a major problem causing a gap between the trainings in the company and individual needs conflict

Their research was different to the researchers study , in the sense that it was based on regulatory institutions, and it was based on the effect of training on employee performance whilst the researchers work is an evaluation of on the job training on the performance of a government district hospital( Kotwa Hospital.), hence creating a research gap for the researcher to pursue his study.

2.6.7 Hospital management training and professional development.Jane Shaw (1998) conducted a research on hospital management and professional development. The main aims of the research were to the persons concerned and in what context were the persons concerned, to identify the development need, identifying the best ways for a person to learn and finding the most appropriate form of hospital training.

Major findings of the research were that, there are many approaches to learning and training like information and technology, reflecting on experience which he termed the learning log/portfolio and how long the training period must be.

Janes research is of difference to the researchers study in the sense that it was sense that it only concentrated on hospital management as a whole and training and professional development , whilst the researchers work the researchers work is mainly centred on the effectiveness of on the job training on organisational performance, thus creating a research gap for the researcher to research on.

2.6.8 Impact of training on Earnings.In an research conducted by Zainab Javied and Asma Hyder, in Pakistan industries, the main aim of their research was to examine the role of training in determining wages. After completing their study they concluded that training is not of great significant in the determination of wages.

This study was different to the researchers study in the sense that this research study was mainly concentrated on Pakistan industries , but this research is concentrated on the effects of on the job training on organisational performance, hence creating a research gap for the researcher to research on.

2.7. Summary.This chapter elaborated the concept of on the job training, what it involves its benefits and challenges when implementing it as according to the wisdom of different authors. The next chapter will discuss and analyse the methods that were used during the gathering of the research data of the study.

CHAPTER 3RESEARCH METHODOLOGY.3.0. Introduction.The main focus of this is to highlight the research the research design and data collection methods used to collect data, sources of data and techniques employed to analyse the data providing justification for their use. Effort is made to clarify the validity and reliability of the instruments , techniques and procedures utilised , while also highlighting their relevance and applicability to the precise context of the research.

3.1. Research design and justification.Heppe et al (1991) defines a research as a plan or structure for an investigation for a lists of specifications and procedures for conducting a research to reduce error and also obtaining empirical evidence in isolated variables of interests.

The role of research design is emphasised by Oppenheim (1998), who illustrates that the design must aim at precision , logic tightness and efficient use of resources . A poorly designed survey will fail to provide accurate answers to the questions under investigation.

The study was carried out using the descriptive case study approach method in collecting data from the medical staff, non medical staff and clerical staff of Kotwa district hospital.

3.2. Subjects.These are the respondents who make up the whole population under study .The general population was made up of all the management staff ,non medical staff and clerical staff , of Kotwa District Hospital.

3.2.1. Target population.According to Best and Khan (1993), a population is any group of individuals that have one or more characteristic in common that is of interests to the researcher. It is not always possible in most research studies to investigate on every member of a given population because of time constraints , practicability and urgency. The study targeted the managerial staff, non medical and the clerical staff from Kotwa District Hospital.

The targeted population consisted of a total number of seventy nine (79) respondents, of which out of this 79 workers, 70 were chosen for interviews and nine were chosen for interviews.

3.2.2. Sampling techniques, sample size and sampling procedures.In this study the sample was confirmed to and collected from Kotwa District Hospital. The sample was a total representative of the whole population of Kotwa District Hospital, since inferences about the population where usually based on the data collected on the sample.

The sample size for both the interviews and questionnaires are illustrated on the table

3.1 and table 3.2 below.

Tables 3.1 Sample size for questionnaires.RespondentsSample size

Management staff20

Non medical staff30

Clerical Staff20

TOTAL70

Source: primary data.Table 3.2 Sample size for interviews.RespondentsSample size

Management staff3

Non medical staff3

Clerical Staff3

TOTAL9

Source: Primary dataThe justification for collecting the sample from Kotwa district was inspired by the fact that Kotwa District Hospital is just like any other health institution which offer some training to its workers , and also the fact that the hospital was close to the researcher during the period of the study.

A sample size of 79 was drawn from the managerial staff, non medical staff and the clerical staff. workers , since these where thought to be directly involved in the day to day running of the institution .These respondents were the ones chosen for interviews and questionnaires

Stratified sampling and random sampling where the main techniques used .The target population was grouped into three stratas namely the management staff, clerical staff and the non medical staff. The researcher selected the individuals to send questionnaires ,the non medical staff consisted of 30 employees, the management staff consisted of 20 employees whilst the clerical staff was represented by a total of

20 employees.

Random selection was used for the selection of respondents for interviews, a sample of nine respondents were selected randomly. Three respondents were selected from

each of the three departments: the management staff, the clerical staff and the non medical staff to make a sample size of nine respondents.

3.3. Research Instruments.These are the tools used for data collection. Cooper (1998), states that a research instrument is any relevant tool that is used in research to gather information. Appropriate tools are required if desired and valid feedback is to be derived which gives consistence and accurate information. There are two main research instruments namely questionnaires and personal interviews, which the researcher used to gather information.

3.3.1. The Questionnaire.According to Mellenberg (2008), a questionnaire is a research instrument consisting of series of questions and other prompts for the purpose of gathering information from respondents. A single set of questionnaires drafted by the researcher were administered to the sample elements in order to ascertain their understanding and applicability of training to the success and effectiveness of the operations of Kotwa District Hospital. The questions where structured in such a way that they contained both closed and open ended questions.

A total number of 70 questionnaires were distributed to the workers of Kotwa District hospital, of which this total of 70 was made of ,20 questionnaires that were sent to the management staff, 30 which were sent to the non medical staff and finally 20 which were sent to the clerical staff.

Advantages of questionnaires included the opportunity to analyse them in a more relaxed and convenient time. Given the type of respondents, this certainly proved appropriate because of the tight schedules that were on the workplace.

The questionnaires also enabled the participants to respond to the questions at their own pace, and also the respondents had time to think about the questions before responding to them. The questionnaires were very useful in the collection of factual and sensitive information because they wiped out the verbal communication barrier.

The use of questionnaires also helped the researcher to capture large volumes of data within a short period of time , also the costing of sending these questionnaires were low since the researcher was attached at the same hospital the research was carried and the questions were distributed to the workers and staff of Kotwa district Hospital

.

The questionnaires were also free from bias, which would have arisen in the use of interviews.

Problems of questionnaires were that they had low response rate which was greatly

attributed to the lack of personal bond between the researcher and the respondents

.The method of using questionnaires was not suitable when the researcher was absent from work as some of the respondents failed to interpret some of the questions correctly, hence the researcher did not have a full control over the information collected from the questionnaires.

For the questionnaires to be effective, the researcher had to make several reminders to the participants before the collection date of the questionnaires.

3.3.2. Interviews.In this study the interview schedule acted as a guide that helped the researcher in conducting the interviews with the staff at Kotwa District Hospital. The interviews schedule also utilised open-ended questions to probe for further responses given to close-ended questions.

These interviews were directed to nine employees of Kotwa Hospital staff, three of which were from management staff, three from non medical staff and other three from clerical staff.

Various advantages have been highlighted to strengthen and justify why the researcher have chosen the use of interview as an instrument in data collection.

The interviews helped to provide detailed information to the researcher about the problem of the evaluation of on the job trainings on the success of Kotwa District Hospital, which was under study.

The interviews helped to provide clarification on some issues, which could otherwise not be clearly addressed in the questionnaires.

With the use of the interviews it was easy to detect the emotions and feelings of the respondents , as he or she was able to explain himself or herself , the interviews also provided a platform for clarification.

The interviews also enabled further probing of quantitative responses , and also helped the researcher to took cognisance of the non verbal communication of the respondents through gestures and facial expressions.

However the major disadvantage of the interviews as a data collection method is the presence of the interviewers influence, which may affect the manner in which the questions are going to be answered.

3.3.3. Validity and reliability of data instruments.Miller (1997) defines validity as the extent to which data collection method accurately measure what they were intended to measure. Miller also defines reliability as the extent to which a questionnaire test observation or any measurement procedure produces the same results on repeated trials. This fact was also supported by, Snell and Bohlander (2007) who also defines reliability as the degree to which interviews, tests, and other selection procedures yield comparable data over time and alternative measures

In order to guarantee validity , the questionnaires were pre-tested , through this process , the researcher was able to identify further items of mutual concern to the research .

In order to guarantee validity , the researcher make sure that the researched results were directly related to the effectiveness of on the job training on the success of Kotwa district hospital , since the respondents were carefully selected from the workers of Kotwa district hospital.

3.4. Data collection procedures.The researcher first sought permission to carry out the research at Kotwa District Hospital , from the human resource office , then to the accounts department where the researcher was attached. The selected sample elements were approached physically by the researcher seeking their participation in the survey. Upon getting the express consent and approval to conduct the research, questionnaires were physically delivered to the respondents by the researcher. Some telephone reminders and personal visits were undertaken in order to improve the response rate.

The interviews were conducted a week after the completion of questionnaires were done, appointments were also made five days prior to the day of the intended interview, this was done to accommodate for cancellations and other unforeseeable eventualities and to instil confidence in the prospective interviewees .

3.5. Data presentation and Analysis procedures.Having obtained feedback from respondents , the data was organised and analysed using a combination of tables , graphs and pie charts to extract valuable information and results of the data. Quantitative data was collected and presented graphically in the form of graphs and pie charts.

The pie charts show a pictorial view of findings , whilst graphs rate the progressive relationship between the research elements under consideration , frequencies provide a numeric dimension to the results of the research. To simplify the data and calculation issues the data was rounded off to two decimals (2 d.p).

3.6 Ethical considerations.

The respondents were informed that they were free to participate and withdrew at any time from the study. The respondents were also assured of confidentiality by safeguarding of questionnaires and that their responses were not going to be published publicly. The names of the respondents were not written anywhere on the questionnaires and the information obtained was used for the research purposes only.

3.7. Chapter summary.This chapter provided a background on how the research was conducted. It focussed on the strategic frameworks for conducting the research from its preparatory stages up to its logical conclusions. It explained data collection procedures, strength and weaknesses of research instruments as practical approaches to data gathering. Lastly the chapter gave an explanation of the data analysis and presentation procedure.

In the next chapter the research focuses on presentation, analysis and interpretation of the data collected in the research.

CHAPTER IVDATA PRESENTATION, ANALYSIS AND DISCUSSIONS4.0. Introduction.This chapter focuses on research findings with intention of drawing conclusions on the effectiveness of on the job training on the success of Kotwa district hospital. This chapter will present and give analysis of the findings of the research obtained from the questionnaires and personal interviews. Microsoft Excel software package was used to analyse the quantitative data variables in the responses. The findings obtained will be linked to the research questions, objectives of this study and used to draw conclusion in the next chapter.

4.1. Response analysis.The researcher distributed a total of 70 questionnaires to the respondents .The

questionnaire distribution and response rates are shown in the table below.

Table 4.1 Response Rate from questionnaires.RespondentsSample sizeRespondentsPercentage (%)

Management staff201575

Non medical staff3030100

Clerical staff201890

TOTAL706390

Source: Primary DataFrom the table above it is shown that the response rate from the questionnaires was

90%, a total number of 70 questionnaires were sent and only 63 were received back.

Table 4.2. Response rate from interviews.RespondentsSample sizeRespondentsPercentage

Management staff33100

Non medical staff33100

Clerical staff33100

TOTAL99100

Source: Primary data.The table above shows the summary of the response rate of the interviews held, a total of nine interviews had been planned for all the staff of Kotwa District Hospital, three interviews were designated to the management staff, another three were designated to the non medical staff and another three interviews were designated to the clerical staff. All interviews were held, giving a 100% response rate.

4.2 Profile of respondents.This part involves some general information pertaining to the respondents. It includes areas in which the respondents work, and their level of education. From the findings

18 respondents were from the management staff, another 18 respondents were from the clerical staff, and finally 27 respondents were from the non medical staff.

The below above shows that , the managerial and non medical staff do consist the least of the respondents, they have equal percentages of 28.57%. The chart also illustrates that the non-medical staff do consist of the greatest respondents of 42.86% of the total respondents

Figure 4.1. Categories of respondentsCategory of respondents42.86

28.57

28.57

key Managerial Staff Non-managerial staff

Clerical staffSource: Primary data.4.3 . Level of education of respondentsFigure 4.3 shows the

level of education of the respondents that

were employed atKotwa district hospital. The respondents were categorised and

grouped into foursections: Those whose highest level of education was A level, those up to Diploma

level, the under graduates, and those who have attained Masters degree as their

highest level of education.Fig 4.2 Level of education of respondents50

40

3020 31.75

100

47.62

4.76

15.87

Up to A' Level Diploma Level Undergraduate

Level

Masters degree

Source: Primary data.From the diagram above it can be seen that , most of the staff that responded tothe questionnaires at

Kotwa District Hospital have diplomas (47.62%), these werefollowed by those with up to A level as their highest level of education (31.75%), and followed by those who have masters degrees (15.87%), and lastly the

undergraduate staff were the one with the lowest population of (4.76%).4.4 Availability of on the job training department.This part involves the general information pertaining to the availability of an on the

job training at Kotwa District hospital.Fig 4.3 Availability of on the job training.Availabity of a training department42.86

key57.14

Yes

NoSource: Primary data.The diagram above illustrates that 40 respondents(63.50%) accepted that there is atraining department

at Kotwa District hospital, and 23 respondents(36.50%)rejected that there is a training department at Kotwa District hospital.

4.5 Effectiveness of on-the-job training processIn this part the researcher present the responses on the effectiveness of on the job training process as shown below.

Fig 4.4 Effectiveness of on the job training.Strongly disagree

4.76

Disagree

15.87

Agree

31.75

Strongly agree

47.62

0 10 20 30 40 50 60Source: Primary data.From the diagram above it can be seen that the greatest number or respondents(30) who constitutes 47.62% of the total respondents strongly agreed that on the job training plays an important role in the performance and success of Kotwa district hospital, this was followed by a total number of 20 respondents which constitutes (31.75%) of the total respondents agreed that on the job training play an important role on the performance of Kotwa district hospital, three respondents (4.76%) of the total respondents strongly disagree that on the job training plays an important role in the performance of Kotwa hospital, also another 10 respondents (15.87%) disagree that on the job training plays an important role on the success and survival of Kotwa hospital.

These results are similar to those that were obtained by Hassan Raza in 2014 when he conducted a research on the impact of training and development on organisational performance. Hazans results showed that the majority of the employees that were under study supported that training and development is of great importance to organisational performance.

4.6 Availability of a training policy at Kotwa Hospital.This section illustrates the responses of the respondents on the availability of a

training policy put in place at Kotwa district hospital.Fig.4.5 Availability of raining policy at Kotwa HospitalAvaibility of a training policy at Kotwa Hospital20.63

70.39

keyyes

no

Source: Primary dataFrom the pie chart above it can be shown that 50 respondents which constitutes(57.14%) of the total at Kotwa hospital, it

respondents agrees that there is a training policy put in place is also clearly shown that 13 respondents which constitute(

42,86%) disagrees that there is a training policy that is put in place at Kotwa hospital.

4.7 Adherence of on-the-job training program.This section illustrates the responses of the respondents on the availability of a

training program at Kotwa District hospital.The responses are illustrated on the diagram below.

Figure 4.6. Adherence of on-the-job training.706050403020 31.75

100

63.49

4.76

keyAdherence to on-the- job training.

Greater extend Average Lesser extendSource: Primary dataFrom the diagram above it is illustrated that 40 respondents

which constitutes63.49% of the total

respondents respondent that on average

Kotwa hospital isadhering to on the job training process, whilst 20 respondents which constitute

31.75% of the total respondents responded that to a greater extend Kotwa Hospital is adhering to on the job training process, whilst 3 respondent which are represented

by 4.76% of the total

respondents responded that to a lesser extend Kotwa hospitalis adhering to on the job training process.4.8 Factors considered in on-the-job training.The table below illustrates the results of the respondents , on the critical success factors that are considered by Kotwa District Hospital when carrying out on the job training.

Table 4.3 Factors considered in on the job trainingFactor considered when training.Percentage response.

Character of the trainee6.35

Capacity /ability11.11

Educational level7.94

Conditions/Terms3.17

Job Structure19.05

Purpose of the training14.29

Opportunity6.35

Type of work28.57

Chances available3.17

Source: Primary datafrom the table above only four people(6.35%) responded character is a critical success factor that is considered when carrying out on the job training program at Kotwa hospital, another seven people( 11.11%) voted in support of capacity/ability , another five people( 7.94%) voted in support for educational level as a critical success factor to be considered by Kotwa hospital when carrying out on the job training program, another two people (3.17%) responded that terms/conditions are considered when carrying out on the job training process, then twelve (19.05%) responded to job structure then another nine people (14.29%)responded to the purpose of the training as a critical success factor to on the job training. Another four people (6.35%) responded opportunities available at the workplace as a critical success factor for carrying out on the job training process.

Eighteen respondents (28.57%) voted for type of work as a critical success factor to on the job training process, meaning to say the greatest number of respondent voted for type of work as a critical success factor to on the job training programme. Three respondents (3.17%) responded in support of chances available as a critical success factor to on the job training program.

4.9 Effects of poor on-the-job training process.This section illustrates the results of the respondents concerning the effects of a poor on the job training process.

From the results it was observed that, the effects of poor on the job training are an increase in employee turnover , low standards or poor quality service delivery to the patients of Kotwa District Hospital, from the responses of the respondents it was also observed that poor patient satisfaction is another effect of poor on the job training.

These results in general terms mean that poor on the job training have tremendous bad effects, so this imply good on the job training will have some positive effects to organisational performance. Taking this scenario these results are similar to those of Liu and Batt(2001) who carried out a research on the relationship between on the job training ,the results found were that training provides an effective and efficient way to satisfy the demand for skill in organisations.

4.10 Factors influencing on-the-job training.This sector analyses the factors that influences on the job training, and the responses that were obtained from the questionnaires that were sent to the respondents.

Figure 4.7 Factors influencing on the job training.6050403020 47.62100

36.51

7.94 7.94

Economic factors political Poor business performamnce

Corporate governance issues

Source: Primary data.The results indicated that 47.62% of the respondents propounded that economic factors are influencing the implementation of on the job training at Kotwa hospital. This might be because of poor financial resources to finance the training process.

The results also denoted that 36.51% of the respondents believed that the on the job training program is affected by political factors. These politics may be within the organisation or in the locality at large. The hospital is located in a political unstable environment, so this fact might have a great influence in the implication of training programmes at the hospital. Politicians might want to see what might be taking place at the hospital, so this will have a negative impact on the way training programmes are carried out.

The results obtai