effects of training on employees and organization performance

5/21/2018 EFFECTS OF TRAINING ON EMPLOYEES AND ORGANIZATION PERFORMANCE

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ASSESSMENT OF THE EFFECTS OF TRAINING ON EMPLOYEES AND

ORGANIZATIONS PERFORMANCE

A CASE OF NATIONAL BUREAU OF STATISTICS

By

Tonny R. Mafole,

A research Report submitted to the School of Public Administration and

Management (SOPAM) for partial fulfillment of the requirements for the Bachelor

of Art in Human Resource Management (BHRM) of Mzumbe University.

2014


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CERTIFICATION

We the undersigned, certify that we have read and hereby recommend for acceptance by

the Mzumbe University, a research report entitled Assessment of The effects of

training on employees and organizations performance a case of national bureau of

statistics in partial fulfillment of the requirements for the Bachelor of Art in Human

Resource Management (BHRM) of Mzumbe University.

Signature

_______________________

Major Supervisor

Signature

_____________________

Internal Examiner

Accepted by the Board of School of Public Administration and Management

______________________________________________

DEAN, SCHOOL OF PUBLIC ADMINISTRATION AND MANAGEMENT


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DECLARATION AND COPYRIGHT

I Tonny R. Mafole, hereby declare that this report is my own work and reflect my own

effort. To the best of my knowledge it contain no material previously submitted for a

degree or diploma in any other University or higher learning institution except where

due acknowledgement has been made in the text. Therefore no copy or part of this

report shall be reproduced without my prior written permission or Mzumbe University

on my behalf.

Signature

Full Name ..

Mafole, T

This Research is Copyright material protected under the Berne Convention, the

Copyright Act 1999 and other International and National Enactments, in that behalf, on

Intellectual Property. It may not be reproduced by any means, in full or part, except for

shorts extracts in fair dealing, for research or private study, critical scholarly review or

discourse with an acknowledgement, without written permission of the Deputy Vice-

Chancellor-Academic, on behalf of both the Author and Mzumbe University.


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ACKNOWLEDGEMENT

Foremost, I am grateful to God for seeing me through my years of University education.

I dedicate this work to God Almighty. He has been the wind beneath my wings. His

Grace and Mercy has brought me thus far and I am grateful.

My deepest appreciation and thanks go to my supervisor, Mr. Faty for his guidance and

constructive criticisms that helped me stay focused from the beginning of this work to

the end.

I am highly indebted to Mrs. Mariam Kitembe of Tanzania - National Bureau ofStatistics. For her unwavering support and also for her material and financial support

throughout my education and research work. Thank you for believing in me.

I also want to thank the Management and staff of Tanzania - National Bureau of

Statistics for their help and contribution towards the success of this project.

Finally, I am grateful to my entire classmate at Mzumbe University BHRM class of

2011-14 for their support and friendliness which made me who I am today.


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DEDICATION

Firstly, I want to dedicate this research work to Almighty God for without him I could

not be where I am. I dedicate also to my parents Mrs Mariam Kitembe & Mrs Emma

Kitembe who tirelessly encouraged me to study hard and learn much through practice

that until this moment I am applying as my driving force and has contributed much to

my performance. Moreover, I dedicate this work to my young sister Dinna Rhodes, as

well my closest friends and my supportive system Lutengano Reuben, Agness Mattaka,

Zulfa Mwafte, Anneth Sangawe, Mkwaya Mahozi, and Flora Urio and to all people for

their moral and material support that helped me in accomplishing this work.

Furthermore, I dedicate it to my Supervisor Mr. Fatty who taught me to be objective,

considerate, and demanding on my research work.


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LIST OF ABBREVIATION

HRM Human Resource Management

BHRM Bachelor of Human Resource Management

NBS National Bureau of Statistics

DV Dependent Variable

MV Independent Variable

RBV Resource Based View

EASTC East Africa Statistical Training Centre

CBE College of Business Education

T&D Training and Development

SPSS Statistical Package for Social Science


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ABSRACT

The quality of Human Resource is an asset to any organization and as a result Training

has become an issue that has to be faced by every organization. The amount, and quality

of training carried out varies enormously from organization to organization due to

factors such as the degree of external change, for instance, new markets or new

processes, the adaptability of existing workforce and importantly the extent to which the

organization supports the idea of internal career development. Most organizations meet

their needs for training in an ad hoc and haphazard way whiles others set about

identifying their training needs, then design training activities in a rational manner andfinally assess the results of training.

This study, therefore, sought to determine the effects of Training on employees and

organization performance on Public sector organizations using Tanzania National

Bureau of Statistics (NBS) as a case study. The research was intended to determine the

effects of training on employees and organization with emphasis on the lower, middle

level staff and the administrators of NBS, who were randomly selected. The study

assessed the training and development process of NBS and whether training hasimproved employee performance.

A questionnaire was designed using structured questions to collect primary data from

employees of NBS. Secondary data as written documents and reports were consulted.

The results indicated that NBSs employees are well informed about training

programmes in the organization. Most of the employees are of the view that training and

development are effective tools for both personal and organizational success. The

findings revealed that training practices, methods and activities at NBS are in line with

the best practices regarding the forms and kinds of training provided to employees. It is

recommended among other things, that Orientation training should be given a special

importance as many employees at NBS had negative reaction toward it.


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TABLE OF CONTENTS

CERTIFICATION ............................................................................................................. i

DECLARATION AND COPYRIGHT .............................................................................. i

ACKNOWLEDGEMENT ............................................................................................... iii

DEDICATION ................................................................................................................. iv

LIST OF ABBREVIATION ............................................................................................. v

ABSRACT ....................................................................................................................... vi

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

LIST OF FIGURES ......................................................................................................... xi

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

1.0 Introduction ................................................................................................................. 1

1.1 Profile of NBS ............................................................................................................ 1

1.2 Background of the Problem ........................................................................................ 1

1.3 Statement of the Problem ............................................................................................ 3

1.4. Objectives of the Study .............................................................................................. 4

1.4.1. Main Objective ........................................................................................................ 4

1.4.2. Specific Objectives ................................................................................................. 4

1.5. Research Questions .................................................................................................... 4

1.6 Significance of the Study. ........................................................................................... 5

1.7 Limitation of the Study ............................................................................................... 5

1.8 Delimitation of the Study ............................................................................................ 6

CHAPTER TWO ............................................................................................................ 7

LITERATURE REVIEW .............................................................................................. 7

2.0 Introduction ................................................................................................................. 7

2.1. Theoretical Literature Review ................................................................................... 7

2.1.1 Concepts and Definitions ......................................................................................... 8

2.1.2 The concept of Employees Training ........................................................................ 8


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2.1.3 Approaches to training ............................................................................................. 9

2.1.4 Benefits of Training ............................................................................................... 10

2.1.5 Principals of Training ............................................................................................ 12

2.1.6 Forms of Training .................................................................................................. 13

2.1.7 Methods of Training .............................................................................................. 14

2.1.8 Core Training ......................................................................................................... 16

2.1.9 Training evaluation ................................................................................................. 23

2.2 How and when the evaluation of Training Program should be done ........................... 23

2.2.1 Employees performance ........................................................................................... 27

2.2.2 Organizational performance .................................................................................. 27

2.3 Empirical Literature Review ..................................................................................... 28

2.3.1Training and Employees Performance................................................................... 28

2.3.2 Training and organizational performance .............................................................. 29

2.3.3Employee Performance & Organization Performance............................................ 30

2.4 Conceptual Framework and Research Gap ............................................................... 33

2.4.1 Research Gap ......................................................................................................... 36

CHAPTER THREE ...................................................................................................... 373.0 Research Methodology ............................................................................................. 37

3.1 Introduction ............................................................................................................... 37

3.2 Study Area ................................................................................................................ 37

3.3 Research Design ........................................................................................................ 37

3.4 Population ................................................................................................................. 38

3.5 Sample Size ............................................................................................................... 38

3.6 Sampling ................................................................................................................... 39

3.7. Data Collection Methods ......................................................................................... 39

3.8 Data Analysis ............................................................................................................ 40

CHAPTER FOUR ......................................................................................................... 42

4.1 Introduction ............................................................................................................... 42

4.2 Demographic Characteristics of Respondents .......................................................... 42


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4.2.1Gender and Age ...................................................................................................... 42

4.2.2 Level of Education ................................................................................................. 43

4.2.3 Years of Services in an Organization ..................................................................... 43

4.3 Perception of employees regarding training, frequency of training, and forms of

training they receive ........................................................................................................ 44

4.4 Forms of Employees Training................................................................................... 45

4.5 NBS employees training and their performance ....................................................... 47

4.5.1 Employees commitment after training.................................................................. 48

4.5.2 Employees cooperativeness after training.............................................................. 48

4.5.3 Employees chances to apply their methods of doing job ....................................... 49

4.5.4 Motivation through Training .................................................................................. 49

4.5.5 Improvement in task performance ......................................................................... 50

4.6 Customer satisfaction ................................................................................................ 50

4.7 Employees performance and NBS performance...................................................... 51

CHAPTER FIVE .......................................................................................................... 53

SUMMARY/CONCLUSION AND RECOMMENDATIONS ................................. 53

5.0. Introduction .............................................................................................................. 535.1. Summary .................................................................................................................. 53

5.2 Conclusion ................................................................................................................ 53

5.3 Recommendations ..................................................................................................... 56

5.3.1 Recommendations for Policy Makers .................................................................... 56

5.3.2 Recommendation for Management ........................................................................ 57

5.3.3 Recommendation for NBS employees. .................................................................. 57

REFFERENCES ........................................................................................................... 59

APPENDICES ............................................................................................................... 61


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LIST OF TABLES

Table: 3.1 Sampling ........................................................................................................ 39

Table: 4.1 Level of Education ......................................................................................... 43

Table: 4.2 Years of Work ................................................................................................ 43

Table: 4.3 Forms of Training attended by NBS employees ............................................ 46

Table: 4.4 Performance after training ............................................................................. 48

Table 4.5 Employees commitment to organizations mission and direction. ................ 48

Table 4.6 Employees cooperation after training............................................................ 49

Table 4.7 employees chances to apply their methods of work...................................... 49

Table 4.8 Motivation through Training........................................................................... 50

Table 4.9 Respondents opinion on the impacts of training on their performance......... 50


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LIST OF FIGURES

Figure 2.1 Conceptual Mode ........................................................................................... 35

Figure: 4.1 Gender and Age of respondents ................................................................... 42

Figure: 4.2 training awareness of staff ............................................................................ 44

Figure 4.3 percentage of trained and untrained staffs ..................................................... 45

Figure: 4.4Frequencies of Employees Training .............................................................. 46

Figure: 4.5 Employees Training and NBS performance ................................................. 52


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CHAPTER ONE

1.0 Introduction

This chapter represents the empirical background of National Bureau of Statistics (NBS)

background of the problem, statement of the problem, objective of the problem, research

questions, significance of the study, limitation of the study, delimitation of the study and

definitions.

1.1Profile of NBS

The National Bureau of Statistics is one of the Government Executive Agencies

established under the Executive Agencies Act No. 30, 1997 as amended by Act No 13

2009. It was established following the transformation of the former Central Bureau of

Statistics which was a department under the Planning Commission. This transformation

of NBS from a Ministerial Department to an Executive Agency aimed at enhancing

effectiveness and efficiency in the overall process of statistical production. The

transformation was later followed by the enactment of the Statistics Act No. 1 of 2002,

which repealed the Statistics Ordinance of 1961.

As a government executive agency, NBS provides efficient statistical services, giving

increased value for money for the benefit of the Government and the public in general.

It carries out its activities in a businesslike manner using financial management and

business-planning techniques.

1.2 Background of the Problem

By simple definition, Training can simply be explained as the acquisition ofknowledge,

skills,and competencies as a result of the teaching of vocational or practical skills and

knowledge that relate to specific useful competencies. The genesis of Training is rooted

far back since the dark ages and became much pronounced at the years of first and

Second World War up to date.
http://en.wikipedia.org/wiki/Knowledgehttp://en.wikipedia.org/wiki/Skillhttp://en.wikipedia.org/wiki/Skillhttp://en.wikipedia.org/wiki/Knowledge


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During and after World War II, in-service training by employers became a common

practice. The rapid changeover in industry from peace to war led to training schemes for

semiskilled workers, for workers transferred to new jobs, and for women newly brought

into industry. Thereafter, the rapid contemporary advance of technological change made

training a necessity in almost all walks of life as a way to ensure that a certain task is

carried out accordingly.

At the operating level in industry and in public utilities, new techniques, new methods,

new tools, new synthetics, new sources of power, and increased uses of automation have

brought extensive changes in the past decades, and the rate of change tends to increaseas time goes on. Comparable changes are taking place in the office with the extended

use of computers and data processors, which provide for effectiveness and efficiency of

employees and all individuals within the organization.

In todays dynamic environment the stipulate for professional and highly skillful

workforce are necessary for every organization to perform well in this environment. The

employees need to be trained and the development of an employee to be highly skilled is

essential. This is confirmed by Armstrong (1991) that, training increases the level of

individual and organizational competence. It helps to reconcile the gap between what

should happen and what is happening between the desired targets of standard and

actually level or work performance.

The Tanzanian Government has developed policies to ensure the efficiency of training

and development in Tanzania, the major policies of human resource training and

development include the Education and training policy (1995). It is a framework for

guiding formal, informal and higher education and training as well as promoting science

and technology in the country for equitable and sustainable development. It is

administered by the Ministry of Education and Vocational Training. Another policy is

the Management and employment policy in the public service (1998). It is a framework

which provides guidelines for the vision, objectives, ethics and management in the


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public service with a view of improving the service delivery through result oriented

performance which is administered by the Civil Service Department. Furthermore, the

National Employment Policy (2000). Which provides the framework for guiding long-

term employment and human resource deployment activities with a view to attaining

full gender balanced sustainable production leading to poverty eradication. This policy

is administered by the Ministry of Labor.

In the public service management at the Presiden ts office sets a perfect example of the

imbalance between training and actual work. The issue of Public Sector Reform has

proved that training programmes were weak and attempts to reform the public sector

were not effective. Due to the weaknesses of the training programmes, the government

decided to establish the leadership management and staff development component. The

component has been established for the purpose of improving the training programmes

through yearly developed action plans. To improve the process, Human resource tools

like the Capacity Enhancement Initiations were established. The initiation served several

purposes such as creating the capacity to accept change and to manage and implement

change after the programme is completed. The initiation focused on making sure the

employees reduce resistance to change and adopt new skills and knowledge.

The most important reason for investing in training is that it does results in performance

improvement. A trained employee Do more works, make fewer errors, requires less

supervision, have higher morale and lower rate of attrition.

1.3 Statement of the Problem

There is a need in every organization to enhance the job performance of the employees.The implementation of training is one of the major steps that most companies need to

enhance employee performance. With organization having better trained and developed

employees organizations are able to avoid wasteful spending and acquire improved

performance (Rao, 2010).Trained employeesbenefits by acquiring new knowledge and

skills that allows them to perform their jobs better. Research shows that training has


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positive effects on employees job behavior and job performance (Saks, 2000). In

addition to that employee also develops greater confidence and self-efficiency in their

ability to perform their job feels belonging and seek out opportunity to fully exploit their

new skills and abilities.

According to Quartey (2012),employee training is widely considered as the source of

gaining competitive advantage and advance employees performance, which in turn,

affects the overall performance of an organization. However, the effects of training on

employees performance in Tanzania Public sectors remain largely undetermined. It is

the intention of this study therefore, to determine the effects of training on employeeperformance as well as on organizational performance using National Bureau of

Statistics (NBS) as a case study.

1.4. Objectives of the Study

1.4.1. Main Objective

The main objective of this study is to determine the effects of training on employees and

organizational performance.

1.4.2. Specific Objectives

i. To determine the perception of employees in terms of the training awareness,

frequency of training, and forms of training they receive

ii. To examine the effects of NBS employees training on their performance

iii. To examine the effects of employees training on NBS performance

iv. To determine the relationship between employees performance and NBS

performance.

1.5. Research Questions

i. What is the perception of employees in terms of the training awareness,

frequency of training, and forms of training they receive?

ii. What are the effects of NBS employees training on their performance?


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iii. What are the effects of trained NBS staff on NBS performance?

iv. What is the relationship between employees performance and NBS

performance?

1.6Significance of the Study.

The study intends to assess the effects of training in employees and organization

performance in most of Tanzania organization. The study is expected to be of value to a

number of people as follows.

i. It will help the management and decision makers of an organization to

appreciate the implication of identified benefit of training to the workers.

ii. It will help Researchers to identify areas for the further research.

iii. It will be used as an additional reference to researchers on benefits of training.

iv. Helps the employees and their manager to know the bases for improving training

and development which will increase workers performance.

v. Most specifically the study will enable the researchers to fulfill the requirement

for the degree of Public Administration in Human Resource Management of

Mzumbe University.

1.7 Limitation of the Study

Financial Constraints;

The amount provided by the sponsor for research purpose was so limited such that it

was hard for the researcher to conduct the study. The amount provided for conducting

research was not fixed as the economy of the family (as my sponsor) fluctuates at any

time and hence pause threat to the continuation of the study.

Time Factor:

For the complex topic like this one and the nature of offices which this research was

done, the period of five months sounds not to be reasonable for a researcher to work

under optimum pressure. Some workers openly declared that they were very busy with


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official duties, attending meeting and seminars, so the researcher faced some difficulties

to meet them as planned and this amounted to questioner filling delay and so to the

whole process of data collection.

1.8 Delimitation of the Study

Researcher consulted some other sources of fund to ensure sufficient flow of fund for

his research. To deal with shortage of time the researcher asked for some extra time

from the employees so that they may fill his questionnaires timely and provide him with

the required information.


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CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

The purpose of this chapter is to review different issues and theories, problems that

other researchers have done on the constraint factors to the effectiveness of human

resource training and development. This chapter intends to add knowledge and to

familiarize the researcher with any relevant information about problem being studied.

2.1. Theoretical Literature Review

Several theories provide theoretical basis for understanding the impact of employee

training on their performance and organization. These theories (for example, resource-

based view, transaction costs, institutional theory etc.) explain the reasons behind, and

the benefits of training employees in organizations. Specifically, this study is

theoretically underpinned by the resource based view. Resource-Based View (RBV) of

the firm as a theoretical basis was propounded by Penrose (1959) and developed into a

more robust theory by Barney (1991).The basic assumption of this theory is that,

organizations can gain competitive advantage by concentrating on their internal

resources (abilities, skills, knowledge, capabilities, competencies etc.). While

transaction cost theory argues from the cost side, RBV emphasizes dynamic value and

capabilities. The RBV suggests that firms should develop and maintain those resources

that are core to the firm (Barney, 2001).

Besides, HRM activities, the human resources themselves constitute huge resources that

can be fully developed in order to create the needed value and capabilities for achieving

organizational performance. Barney (2001) argues that organizations must obtain

sustained competitive advantage by implementing strategies that exploit their internal

strengths, through responding to environmental opportunities, while neutralizing

external threats and avoiding internal weaknesses. Similarly, it is strategically poor for

organizations not to develop their human resources as a way of exploiting their internal

strengths; the HR.


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The dynamic capabilities view is useful in making the resource-based view operational

in any industry by identifying specific organizational processes that build valuable

resources. However, training is that organizational process that helps builds capabilities

for organizations; therefore, building HR value and capabilities appear to be the suitable

rationale behind employee training and organizational performance analysis.

2.1.1 Concepts and Definitions

2.1.2 The concept of Employees Training

The term employee training is often used in different ways. Each of the definitionssuggests the types of training an organization might organize. First, training refers to

giving new or current employees the skills they need to perform their jobs (Dessler,

2006). It therefore involves showing employees what they have to do and how they have

to do it. Second, it can also refer to the planned attempts by an organization to facilitate

employee learning of job-related knowledge, skills and behaviors (Dennis and Griffin,

2005). Third, employee training can mean any effort initiated by an organization to

foster learning among its members (Snell and Bohlander, 2007). Fourth, Armstrong

(2009) suggests 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. Armstrong (1996) expressing his

understanding of training emphasizes that training should be organized within an

organization by appreciating learning theories and approaches if the training is to impact

performance. Fifth, training can refer to the act of increasing the knowledge and skills of

employees whiles doing the job (Rao, 2010). Actually, training involves teaching and

learning of specific job-related skills and behaviors.

Sixth, Cole (2002) defines training as a learning activity directed towards the acquisition

of specific knowledge and skills for the purpose of an occupation or task. Therefore,

training is a planned and systematic modification of behaviors through learning events,

activities and programmes which results in the participants achieving the levels of


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knowledge, skills, competencies and abilities to carry out their work effectively. This

means for any organization, training must be tailored towards enhancing performance

and productivity.

2.1.3 Approaches to training

There are many approaches to training. However, out of many approaches only some of

them are going to be discussed in this research. The first one is known as the Welfare

approach and the second is Systematic Approach.

a)

The welfare Approach;

With this approach, development of each individual is considered to be the main

concern in itself, regardless of the requirement of the organization (Snell and

Bohlander, 2007 this approach is philanthropic in perspective, viewing training

simply as a means of enhancing the development of mankind, the only purpose

of life. This approach is mostly used in large organization and public

organizations since they are able to accommodate the expenses of additional

knowledge and skills to its employees.

Welfare approach does not put in consideration the skills gape within the

organization; it practically base on what individual personnel is interested to.

This is to say that the training beyond the level of skills and knowledge required

for effective performance is acceptable.

The main advantage of adopting this approach is that it makes an employer the

employer of choice during recruitment since many applicants will apply sincethey are aware that their career will be developed. And the disadvantage of this

approach is that it is mostly fits the developed organizations and public

organization.


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b) The systematic Training Approach

Differently from the welfare approach, systematic approach restricts the training

needs to cover only the shortfall in skills, knowledge, aptitude and technique

required for effective performance of the job. The training at this approach is

limited to the skills and knowledge required for effective job performance. That

is to say that training beyond the required level of skills and knowledge is

unacceptable.

This approach is mostly used by private sectors and small organizations which

are profit oriented. This is due to un-denied fact that those organization are not inthe position of spending capital in funding program which does not immediate

positive impact on the organization development.

Talking of advantage and disadvantage of this approach is that the approach is

economical in nature. It bounds investment of its resource to what the

organization lack and what an individual personnel lack at his/her own interests.

Talking of disadvantage is that, this approach does not make an employer the

employer of choice since individual are driven by their personal needs (egoism)

2.1.4 Benefits of Training

The purpose of training is mainly to improve knowledge and skills, and to change

attitudes or behavior. It is one of the most important potential motivators which can lead

to many possible benefits for both individuals and the organization. Changing

technology requires that employees possess the knowledge, skills and abilities needed to

cope with new processes and production techniques.

According to Cole (2002) training can achieve:

1 High morale - employees who receive training have increased confidence and

motivation in performing their assigned task since there is no fear of unknown;


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2 Lower cost of production - training eliminates risks because trained personnel are

able to make better and economic use of material and equipment thereby reducing

and avoiding waste;

3 Lower turnover - training brings a sense of security at the workplace which

reduces labor turnover and absenteeism is avoided;

4 Change management- training helps to manage change by increasing the

understanding and involvement of employees in the change process and also

provides the skills and abilities needed to adjust to new situations;

5 Provide recognition, enhanced responsibility and the possibility of increased pay

and promotion;

6 Give a feeling of personal satisfaction and achievement, and broaden

opportunities for career progression; and

7 Help to improve the availability and quality of staff.

Derrick et al (2000:55) looked at the training environment and the structure of

organizations, and emphasized on the effects of internal political and cultural factors on

training and development.

Sherman et al (1996:16) argues that many new employees can be equipped with most of

the knowledge, skills and attitudes needed to start work, but others may require

extensive training to ensure their effective contribution to the organization. A majority

however, will require some type of training at one time or another to maintain an

effective level of job performance.

According to Krietner (1995:8) in his book The Good Managers Guide, no matter how

carefully job applicants are screened, typically a gap remains between what the

employee does know and what they should know. An organization which desires to gain

the competitive edge in its respective industry, needs among other things, extensive and

effective training of its human resources.


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Training is therefore is a key element for improved organizational performance; it

increases the level of individual and organizational competences. It helps to reconcile

the gap between what should happen and what is happening - between desired targets or

standards and actual levels of work performance. Although many employers continue to

have reservations about the cost and extent of tangible business returns from training,

the development of skills has been identified as a key factor in sharpening

competitiveness. Casio (1989:256) puts it this way The economic and technological

trends, the pace of innovation, change and development are growing faster year-by-year

and as a result, provide clear signals that training is so relevant that both organizations

and individual stakeholders must give a serious attention to.

2.1.5 Principals of Training

Since the object of training is to assist a learner acquire the behavior necessary for

effective work performance, it is essential that a clear grasp of the ways in which

learning theories are applied when designing training programs are laid bare. According

to Bryan Leslie (1990:19), there are four main requirements for learning to take place.

The first is;

Motivation. The old saying that a horse can be led to the river but cannot be made to

drink cannot be over emphasized as it contains an important lesson for the trainer.

People learn if they accept the need for training and commit to it. If their motivation is

weak, for instance if they doubt their ability to learn, no matter how well their training is

designed and implemented, its effectiveness will be limited.

Edwin Flippo (1976: 65), also came out with the fact that the more highly motivated the

trainee, the more quickly and thoroughly a new skill or knowledge is learned. This

means training must be related to something which the trainee desires. This could be

money, job promotion, recognition and so on.

The second requirement is cue. Through training the learner recognizes relevant cues

and associates them with desired responses. The third one is response.


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Training should be immediately followed with positive reinforcement to enable the

learner feel the response. The reinforcement should be positive, timely and consistent.

(Bryan Leslie 1990).

Finally, feedback - the information the learner receives indicating the quality of his

response is the feedback. It should be made available as quickly as possible to ensure

possible effective learning.

Even though these learning principles are good, they fail to talk about practice where the

learner actively participates in using the skills and knowledge acquired. Furthermore, it

also fails to mention that the level of aptitude and intelligence of individuals are

different and that could affect the methods of training.

2.1.6 Forms of Training

There are various types of training that an organization may adopt depending on the

main objectives of training and these are outlined below;

i) Refresher Training

Here the employees are made to attend refresher courses at specific training

institutions such as East African Statistical Training Centre, (EASTC)

College of Business Education, (CBE)and the like, sponsored by the

employer. This exposes the employee to modern trends in his field of

business. That is, it involves updating skills to meet the job requirement of

employees.

ii) Orientation Training

This is mainly concerned with acquainting new employees with the

organization. This training is aimed at getting all new entrants familiarize

with the organizations goals, structure, culture, work standard and other

conditions of employment.


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iii) Career or Development Training

This type of training aims at preparing employees for the future. This enables

employees to take up higher responsibilities.

iv) Job Training

This involves teaching the employee now to perform the job for which he or

she was hired or employed for. This is to help employees to acquire the

necessary skills and experience for specific jobs.

2.1.7 Methods of Training

The selection of method for training need to be based on identified training needs,

training objectives, an understanding on the part of the trainees, the resources available

and an awareness of learning principles. This is confirmed by DeCauza et al (1996:70)

who further explained that the most popular training and development method used by

organizations can be classified as either on-the-job or off-the-job. According to

DeCauza et al, there are a variety of training approaches that managers can use and

these include:

i. On-the-job Training

This is the most widely used training method, as in comparison, on-the-job method of

training is simple and less costly to operate. Observing this method critically, the

training places the employee in actual work situations and makes them appear to be

immediately productive. This method believed to create a close collaboration between

trainer and learner. There are three common methods that are used in on-the-job training

and these are; learning by doing, mentoring, and shadowing and job rotation.

a) Learning by doing: this is a very popular method of teaching new skills and

methods to employees. Here the new employee observes a senior

experienced worker and learns what to do. This method is companied by its

advantages and disadvantages. The advantage here is that this method is tried


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and tested and fit the requirements of the organization. And the

disadvantages are that the senior worker is not usually trained in the skills

and methods of training therefore it can be a process that may be time

consuming as a new comer struggles to cope with the senior workers

explanations. Far more successful is to use a senior or experienced worker

who has been trained in instruction or training method and whose teaching

skills are coordinated with a developed program linked to off-the-job

courses.

b) Mentoring: this is another version of the system whereby a senior or

experienced employee takes charge of the training and development of a new

employee. This suggests a much closer association than master/apprentice

and elements of a father/son relationship can exist whereby the mentor acts

as an advisor and protector to the trainee.

c) Shadowing: this usually aims to give trainee managers a feel for the

organization by giving them the experience of working in different

departments. Trainees must be encouraged to feel it is not time wasting and

people in the various departments in which they are temporarily workingmust feel a commitment and involvement in the training if it is to work.

Unfortunately, trainees are not usually welcomed and are seen by supervisors

and workers in the department as obstacles to the daily routines. If well-

structured and planned with the cooperation of all departmental supervisors,

this method can be a worthwhile learning experience.

d) Job rotation:is another version of training that became popular in the 1970s

to help relieve boredom and thereby raise the productivity of shop floor

workers. It is a management technique used to rotate incumbents from job to

job or from department to department or from one plant to another in

different geographical areas. The rotation is done on co-ordinate basis with a

view to exposing the executives and trainees to new challenges and

problems.


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e) It is also aimed at giving executives broad outlook and diversified skills.

If appropriately implemented this can be an excellent learning experience for workers

and suitably fits with Human Resource Management concepts of team-work and

empowerment whereby people are encouraged to greater responsibility for their work

and that of the team. On the negative side, there have been criticisms that not enough

structured training is given to enable workers to do these jobs well. However, the

researcher believes that on-the-job method of training has a setback. A critical review of

the method reveals that, although employees learn doing the job, their productivity tends

to be low because they do not have the skills and knowledge.

ii. Off the job training

This is any form of training which takes place away from the immediate workplace. Off-

the-job training includes more general skills and knowledge useful for work, as well as

job-specific training. Training may be provided by specialist trainers working for

National Grid or by an outside company hired to help with training. Off-the-job training

is particularly effective for non-technical skills, as employees can use these across

different areas of the company.

2.1.8 Core Training

This is the idea developed by Gary Lear, President and the Chief Executive Officer

(CEO) of Resource Development System LLC in their copyrighted journal of the year

2000 named Trainings Role in Achieving High Performance: A new strategy for

training and development in organization. In this journal they discussed and came out

with the conclusion that organizations are limited with only four major programs in

training that will impact the performance of employees and keeps the organization far

away from loss. These programs are;

a) Culture

This provides a foundation of understanding on the purpose, values, and Goals

of an organization, in essence How we do things around here, along with how


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an employees job matters and makes a difference.

Countless research studies revealed the importance of organizational culture for

high levels of performance. One of the key issues is how well each employee

fits with that culture, and how well they are connected emotionally with the

organization and its Purpose, Values and Goals. This individual fit is crucial for

creating employee engagement. Of course, recruitment and selection will have

a major impact on insuring this cultural fit, but it doesnt stop there. A

comprehensive on-boarding process is critical to insure the alignment of the

employee with the culture, as well as for keeping the employee engaged.

b) Operations:

Provide the skills needed to do the job, along with the skills needed to

continuously improve the processes and systems in the organization that

employees are involved with on a day-to-day basis they do their job.

Part of orientating a new employee into the organization is to insure that they

know what their job roles, responsibilities and results are, and how to technically

do their job since many jobs require employees to use complex tools, machinery,

computers, or other items that require specialized training.

Most organizations also spend time providing training on safety procedures.

Yet, according to the Inscape research of training topics (2009), many employees,

including managers, still feel that they could use more training in the technical

areas of their jobs.

The best organizations dont leave this training to chance. They have carefully

identified all of the skills and processes required of a job, and insure that their

employees fully understand where in the process they are located, what they need

to do to do their job well, what latitude they have in making decisions about their

jobs, and the results that is expected of them. This clarity allows the employee to

make good decisions and to insure quality or high levels of service when taking

care of their customers.


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Insuring the training of employees on their technical skills doesnt always have to

occur in the classroom. Using an on-the-job training approach is a good way

to deliver a lot of technical skills to employees. The best human resource

departments will insure that there is a well laid out plan for the delivery of these

skills, as well as insuring that the right training and job aids are available for those

who are providing the training.

Another set of skills that should be addressed are those needed to optimize

processes. Training in areas such as Total Quality Management, Six Sigma, Lean

Manufacturing, or other statistical process control approaches is necessary for the

organization to innovate and improve and maintain its competitiveness in the

marketplace. It also allows employees to take more control of their jobs and

make better decisions because they now have the information and tools to make

those decisions.

Keep in mind that operational skills will have to continually be updated as jobs

continually change as technology and customers needs continually change. Thismeans that you cantjust provide operational skills training to new employees or

when an employee changes positions. It means that Human Resources department

must be involved in the organizational change process so that

it can discover the new skills that will be needed, and design and develop the

training approaches to insure the acquisition of those skills by all employees,

including managers.

The training conducted in this area is some of the most important trainingthat an organization can provide. After all, this is where most of the work gets

done. The better job that the T&D department does in formalizing this training,

the better the employee will perform, and the better the organization will perform.


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c) Relationships

This is the training that provides the interpersonal skills needed for all staff to

manage, work in teams, and to sell to and service customers.

Perhaps the biggest differentiator between mediocre organizations and the

best organizations is in how they deal with their people, both employees and

customers. The best really do place their employees and customers at the

center of everything they do. People are what every organization is really about.

People create products or services that are then delivered to other people. Even if

those products or services are technically bought by another organization, it

really is the people inside that organization that will make the decision on

purchasing and using those products or services.

So the kind of relationships that people have with each other is the key to driving

success in any organization. A positive relationship between employees helps

employees work better together to accomplish their tasks. A positive relationship

between employees and managers helps to keep employees focused on the

Purpose, Values, and Goals of the organization in order to meet theorganizations customers needs. And a positive relationship between

employees and customers will provide the customer with the emotional

connection to want to respond positively to the organization, whether it is for

profit, non-profit, or a governmental agency.

In order to build these positive relationships the best organizations build a

foundation of Trust with both their employees and their customers. Building

Trust is a key factor in driving high-levels of performance. Trust Building relieson some specific behaviors, and the key to those specific behaviors is good

communication skills. The better we can communicate with our employees,

co-workers, and customers, the better results that we will get in the end. So

communication skills will be high on the priority list for a Training & Development

focus.


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The Four Behaviors that Build Trust According to Gary Lear, 2000

1.Straightforwardness - expectations are clear, disagreements are

discussed and resolved, individual performance is discussed and agreed upon,

and credit is given

Where credit is due.

Directness - We are clear about what we mean

Honesty - We are always truthful and honest

2.Openness - employees exchange information, discuss feelings and opinions

and do not keep secrets

Responsiveness - We are open to feedback and new ideas

Disclosure - We share our own ideas and opinions

3.Acceptance - employees are respected for their contribution, differences are

valued and leadership is shared

Receptiveness - We value the individual differences in others

Respect - We value the abilities and contributions of others

4.Reliability - employees can count on each other for support, keep their

commitmentsand strive for excellence in what they do

Keeps Commitments - We do what we say

Seeks Excellence - We do our best in everything we do

As we saw above, interpersonal skills training provide some of the greatest value for the

T&D investment. Yet, as we also saw, most employees feel that they still have not

mastered these skills. Many organizations spend a lot of time on team building, sales, and

customer service training, yet these programs are not getting the kind of results that simple

interpersonal skills training provides. The reason, of course, is that most of these training

Programs are focused on the steps to get to the sale or to placate the customer, rather than

on the need to build a relationship founded on trust with the customer.


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Instead of dealing with the day to day issues on the team that are destroying trust, we

send teams out to play on ropes courses in an artificial setting that doesnt translate

well back to the work environment.

The key to providing good interpersonal skills is to find a good, simple, easy to use, yet

powerful model of interpersonal behavior. The model should be robust enough that it can

help to build teams, help managers to engage employees, and help employees to engage

customers. The model should focus on explaining behaviors and needs of others while at

the same time not placing value on one type of person over another. And it should allow

people to better understand their own strengths, as well as the strengths of their coworkers.

Again, the model should be powerful and flexible, but it should also be simple enough that

members at all levels of the organization can use it to create better relationships

with

others. Try to avoid using a lot of competing models; two competing models is one too

many. Stick to one primary model and allow it to permeate throughout the entire

organization. Allow and encourage the model to end up becoming integrated into the

language of the organizations culture. All other models should support your primary

model.

Keep in mind that the focus of your training programs should be on building relationships

through building trust. While you might create different forms of the training for sales

staff, customer service reps, teams, or managers, the ultimate goal is the same for everyone.

Everyone should be learning how to build better relationships based on the situation and

their position. It just cant get much simpler than that.

d)

Engagement

Provide the skills management needs in order to allow employees to take ownership

of their jobs and to emotionally connect them to their jobs and the Vision of the

organization.


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The term engagement has been used, and perhaps overused, to mean a variety of things.

It has also been confused with terms such as motivation, satisfaction, and a variety of

others that dont quite encompass thewhole of what engagement is. As was shared in

Leadership Lessons from the Medicine Wheel, satisfaction tells us about what happened

in the past, where engagement will tell us about the future. An engaged employee will go

out of their way to take care of a customer and do their best to insure that the customer has

a great experience. An engaged customer will most likely return for more products or

services. In both instances we will probably retain both the engaged employee and the

engaged customer. And the research is clear - engaged employees lead to engaged

customers.

Employee Engagement Defined

The positive emotional connection that an employee has to the organization

and its Vision (Aligned Purpose, Values, and Goals) that drives positive

behaviors by the employee, which results in the success of the organization.

Customer Engagement Defined

The positive emotional connection that a customer has to the organization

and its products or services that drives positive behaviors by the customer,

which results in the success of the organization

As shared earlier, employee engagement is a huge driver of organizational success. In

order to get employees engaged, five of the Seven Elements of High Performance must

be in place. The organization and its management must put an emphasis on putting People

at the Center. There must be a culture that mandates the building of Trust and Personal

Responsibility. There must be a compelling Vision of an aligned Purpose, Values and

Goals, and these must be well communicated with all employees. And there must be

managers who are placing an emphasis in their Leadership role by creating

emotionalconnections between their employees and the Vision of the organization.


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This last element is the key to the success of the organization, and is part of the focus of the

final CORE Training component. Leadership is vital to every organization. But unlike a lot

of approaches that try to differentiate between management and leadership, our research

reveals that leadership is something that every manager must do in order to

increase employee engagement and drive organizational performance. In other words,

it is one of the many roles that managers have, but perhaps it is their most important role,

and all other roles are subordinate to it and should support it. This is an entirely

different focus than what most management and training programs have.

2.1.9 Training evaluation

It is important to determine whether training worth the value of money and time embodied

on it. This is due to the open fact that training is expensive in money and time consuming.

As per Edmunds (1987), evaluation can simply means making judgment about the nature,

effectiveness, quality and value of the program. During this judgment some of questions

that can be asked include; has the sequence of courses achieved their objectives, financial,

educational and economic?

2.2 How and when the evaluation of Training Program should be done

To help determine the effectiveness of training the evaluation phase must address the worth

of training program. Goldstein,(1993). He further describes four choices of evaluating

training program as follows;

a)

Training validity this evaluate whether trainee learn during training

b) Transfer validity: evaluate whether what has been learned in training translates to

enhanced performance in the organization.

c)

Intra-organizational Validity: whether the performance of new group of trainees in

the organization has developed the training program is consistent with the

performance of the same group in the organization


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According to War et al (1970) all stages in training cycle should be evaluated as they are

carried out since training evaluation is continuous process and not merely as a post training

activity. In this respect, Warr developed the training evaluation framework which focuses

on four aspects of training program which have to be evaluated during evaluation. Warrs

training evaluation framework covers the following angels; context, input, reaction and

outcome.

1. Context evaluation.

This is the process of deciding whether a particular problem in an organization has a

training solution and if so, specifying training objectives. In ordinary language this simply

implies the assessment of training needs as the basis for decision. In this stage of

identifying training needs, a method that will help one in deciding whether the training

should be the solution to the performance problem and nothing else would be an

Investment appraisal here the optimum cost of training is examined and the return on

investment in training is examined compared with that from other forms of investment.

The benefits and cost involved in training would firstly be considered on their own merits

and then comparison with alternative opportunities open to the company. At this stage the

answer will prevail whether or not the investment is worth compared to other forms of

investment in the organization. This would be the basis for decision. However, Investment

appraisal is essential for a company which anticipate spending large sum of money on

training

2. Input evaluation

Input method takes place when the trainer review the available resource to accommodate

training and decides how the best he can use it to achieve the required objectives.

Instruments used in evaluating inputs are the cost effectiveness measurement and the

budgeting measurement.

The cost effectiveness compares in cost terms, the various training methods by which

specific objectives could be achieved. For example, a recently appointed supervisor may

require training in work study technique.


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This training could be met by attachments to the companys own work study department or

by attending a full time or part time course. Before implementing any of the alternatives

the resource human, financial, technological and time that is available to meet the

objectives also must be evaluated. Likewise, external factors such as public policy should

be locked into as they might have an impact on the proposed training. The various costs

that would be incurred in this possible course of action can be assessed to find out which of

the three provides the best value for money. That is the cost effectiveness.

The budget instrument is restricted to recording and controlling costs and is not, as such

concerned with the success of the training the both instruments here raise the question of

efficiency and effectiveness. Efficiency deals with the least cost possible whereas

effectiveness suggests whether the planned input will produce the proposed qualitative

output. Again the problem with this method requires a more sophisticated financial and

cost information system.

3. Process evaluation.

At this level both trainer and trainees react to training from opinions and attitude about

their trainer, the method of presentation, the relevance, usefulness and interest of subjectmatter, their own involvement and enjoyment.

Reaction evaluation can be done by both trainers and trainees as follows;

a) Trainer self-evaluation; this is the process of determine how effective you areas a

trainer. You need to do your own evaluation but critical from observers can be

helpful. Goad (1982) admits that it is usually difficulty for people to critique

themselves, but one way to obtain the maximum information is to do your

evaluation shortly after each session has ended and again shortly after the entire

course has ended. In this way trainer can clearly remember what he did and say the

reaction of learners and any problem that might have occurred. Trainer self-

evaluation checklist containing a number of information including the

appropriateness of materials, mode of presentations, facilities used and other post

courses issues like whether or not the objectives were reached


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b) Learners evaluation

This is done by learners to evaluate a number of issues arise during training and the

training itself. In this stage, learnersevaluation forms are used to gather learners

opinions on the usefulness of the materials for learners jobs , understanding of

learning objectives and how effective was time allocation. The information on the

form can be analyzed and the result can be used for deciding on what to do next for

such training programmes in the future.

4. Outcome evaluation.

This measures the extent to which objectives have been achieved. The feasibility of

evaluating the extent to which a programme is meeting its declared objectives depends

very much on the nature of those objectives and the clarity with which they are spelt out.

For example the decrease in errors after training on the relevant programme it is reasonable

to assume that the programme is successful. There are three levels of outcome approach

which can be identified as follows;

a) Immediate outcomes which are changes in trainees skills and knowledge measured

by appropriate tests at the end of his training and before he starts using his newly

acquired expertise. As a matter of fact, a trainer trying to obtain information on theamount of learning that trainees acquired during the training programme,

irrespective of whether they go on to apply the learning on the job. Most test fall

within one of three major categories;

i) Achievement test test that measures the degree of mastery of a

specific content. Test developed in conjunction with Training

programmes would fall into this category.

ii) Aptitude test test that supposed to indicate something about the

individuals potential, while achievement test reflects his actual

accomplishments.

iii) General intelligence test if specific tests seek to measure a

persons potential in rather narrowly defined areas (i.e. one or a few

traits) intelligence test try to measure in broadest way possible.


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Intelligence can be (1) as a sort of general aptitude that governs

performance on all kinds of intellectual tasks and (2) as a composite

of the various specific aptitudes or dimensions of intellectual

ability. The former is known as the g factor theory; the most

current version of the latter, as the structure of intellect Model.

b) Ultimate/ long term outcomes of training are those which cause changes in the

functioning of the firm, such as increased productivity at departmental or

organizational level. One of the instruments used can be the Cost Benefit Level of

Measurement. This can be defined as relating trainingobjectives to departmental

or company objectives and translating them into money terms. Attempts are made

to identify the contribution that training makes to a companys operations by

measuring all costs and benefits which can be attributed to a particular training

investment.

2.2.1 Employees performance

Can be explained as the job related activities expected of a worker and how well those

activities were executed. Many business personnel directors assess the employee

performance of each staff member on an annual or quarterly basis in order to help them

identify suggested areas for improvement. In other words we can explain employees

performance as everything about the performance of employee in a firm, company or

organization. It involves all aspects which directly or indirectly affect and relate to work

of employee.

2.2.2 Organizational performance

The term performance has been defined in various ways. Performance refers to those

behaviors that have been evaluated or measured as to their contribution to organizational

goals (Cook and Hunsaker, 2001). Behavior modification which according to Armstrong

(2011) must be the outcome of training programme contribute to organizational

performance.


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In the same light, Gareth (2003) defines organizational performance as a measure of

how efficiently and effectively managers use resources to satisfy customers and achieve

organizational goals. To buttress, Jones et al. (2003) also suggests that these two

overriding issues of efficiency and effectiveness are employed in the measurement of

performance in every organization, where efficiency measures how well resources are

used to achieve goals, while effectiveness connote the measure of the appropriateness of

the goals that managers have selected for the organization to pursue, and of the degree

to which the organization achieve these goals.

2.3 Empirical Literature Review

2.3.1Training and Employees Performance

According to Brum (2007) training is probably the hardiest strategy to improve

employees determination towards the organization performance Khanfar (2011) views

substantiates Brums (2007) claim regarding employee performance that is provided by

training. Akhtar et al. (2011) discovered that training has an optimistic association

between motivations along with job engagement involving personnel doing work in

organizations. Muzaffar et al (2012) indicates that, to increase the employees

performance, it is crucial to inspire the employees by means of satisfying the space in

between skills necessary and the owned or operated by means of staff through delivering

applicable training.

It is clear that trained employees are motivatedwith their job since the gap between

his/her possessed know-how and the required knowledge is filled. Employee is

becoming able to do his work efficiently and effectively.

Also through training employees arecommittedto their duties and responsibilities since

they know what need to be done and how should it be done. Committed employees

contribute added value to the organization because they are more determined, give pro-

active support, produce more and pay attention to quality.


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Furthermore, they do not report sick so often and are less likely to leave the

organization. Employees without commitment can work against the organization and

hinder its success.

Furthermore it is through training that an organization develops cooperationamong its

employees. Employees who received training on the interpersonal relationship, works

together at their level best to utilize their knowledge and skills in doing their jobs.

Working as a team with one objective, boosts the performance of employees and the

organization at large since the desired goal is known.

Work independenceis another goal of training that boosts employees performance. It

is true that training leaves employees with updated knowledge on how they can perform

their daily duties and reduce the degree of supervision and error. Also training proves to

be crucial to employees performance since it feeds employees with multiple ways to

perform their work and serve them from traditional method of working.

Employees performance is also an output of training which feeds the employees with

skills and knowledge required to perform a certain duty efficiently and effectively.

Skills are gained and help employees to perform much better than how they could

perform in absence of such skills. So it is of no doubt that training is purely responsible

for the performance of employee in any organization.

Farooq and Khan (2011) concluded that role of the valuable training is to improve the

quality of task process that brings improvement in the performance of employees.

2.3.2 Training and organizational performance

As per Bowra et al. (2011) has found successful organizations tend to be progressively

knowing that there are volume of factors which contribute to performance of

organization but human resource is definitely the most essential one. According to

Tharenou, Alan and Celia (2007) the goal of training is to enhance the organization

effectiveness. It also demands an influence on employees performance, as well as in


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relation to organizational performance which is mediated by means of employees

performance. Aguinis and Kraiger (2009) said that training improves the overall

organization profitability, effectiveness, productivity, and revenue and other outcomes

that are directly related to the training in improving the quality of services.

Thang and Drik (2008) argued that the success of organization is determined by human

resources, definitely not physical resources and is highly endorsed to increase the

organization investments in training in order to offer superior expertise, knowledge and

features pertaining to employees rather than their competitors relationship between

training and organization performance. ALDamoe et al. (2012) claimed that

organization performance is measured through financial and non-financial measures like

sale, profit, and market share and non-financial factors measures are efficiency, quality

of service, productivity of organization, satisfaction of employees and commitment

these factors can increase through training. Olaniyan and Lucas (2008) believe that

training enhances the employees capacity to contribute the optimal performance of the

organization. Therefore, this study intended to test that.

2.3.3Employee Performance & Organization Performance

Manu (2004) focuses on the importance of skillful workers that is very necessary for the

improvement of the organization. Batool and Bariha (2012) investigated that employees

develop their sense of self-confidence, dignity, self-worth as well as wellbeing when

they find themselves to be a valuable asset to the organizations. These factors provide

them with a sense of satisfaction based on their achieved company goals and continue to

encourage them to effort towards the enhancement of the organization to add value in its

performance.

According to Abbas and Sara (2009) state employees performance as fundamental

foundation associated with an organization that employees the knowledge intended for

better effectiveness that can be analyzed through the organization performance. Hameed

and Ahmed (2011) outlined employee as a key element of the organization.


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Therefore, employee efficiency and effectiveness simply link organizational

performance. Aswathappa (2008) indicates that performance is essentially what an

employee does or does not do. He adds that the performance common to most jobs

include the following elements; quality of output, quantity of output, timeliness of

output, and cooperativenessresults in organizational performance.

Quality of output; the quality of output produced by any firm or organization, much

depends on the performance of employees who grabs their ability to perform their duty

prom the relevant training provided to them. Atogiyire (1997) also explain that, the

quantity of business output may have been affected by employeesperformance which

is also an outcome of their possessed know-how. He suggests by saying that the nature

of the prevailing economic factors surrounding an organization may to a larger extent

affect the performance of that organization in terms of productivity, marketing,

profitability and innovation. But the threat of these economic factors can be moderated

by highly trained workforce.

Quantity of output; this is another measure of organization performance which is alsodepending on how best does the employees performs their duties with their available

knowledge. The specific amount of output produced by any firm or organization is the

outcome of employees performance. Therefore, employee efficiency and effectiveness

simply link organizational performance.

Timeless of output; In the organization which employees possess enough knowledge

and skills to perform their duty, effectiveness and efficiency is their best partner.

Employees who are well trained perform their duty with less time and efficiently. Viceversa is that, employees will take much of their time performing very small portion of

their work since they are not skilled enough to perform their duty. Therefore there is no

doubt that there is much contribution of employees performance to organization

performance.


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Attention to these extant literatures shows the numerous links between training

employees and organizational performance. According to the empirical findings from

the above literature, the following performance indicators (quality of products, customer

satisfaction, employee retention, employee morale, and the volume of production) were

used in this study as the performance indicators for the NBS.

Quality of products (organizational output) in organization which is performing well

there is production of qualitative output which fit both the time spent in its production

and the resource employed to produce such output.

Customers satisfaction. This is one of the most effective indicator that asses the

organization performance in term of quality and quantity of its output and how the

organization offers its service at large. A firm that produces a qualitative and

quantitative output tends to satisfy its customer while vice versa is dissatisfactory

service. The firm which does not satisfy it customer cannot be considered as one of the

firm that possesses a good performance. So customer satisfaction can be used as one of

the measurement for organization or firms performance.

Volume of output; the quality of output produced by any firm or organization, much

depends on the performance of employees who grabs their ability to perform their duty

prom the relevant training provided to them. Atogiyire (1997) also explain that, the

quantity of business output may have been affected by employees performance which

is also an outcome of their possessed know-how. He suggests by saying that the nature

of the prevailing economic factors surrounding an organization may to a larger extent

affect the performance of that organization in terms of productivity, marketing,

profitability and innovation. But the threat of these economic factors can be moderatedby highly trained workforce.

Employee retention; Employee retention is the ability of an organization to retain its

employees. Retention of employees within the organization plays a vital role in

increasing organizational productivity and enhances the cumulative performance of


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employees. Retained employees within the organization become highly involved in their

tasks and assignments and perform their job with high motivation by exerting all their

physical, emotional and cognitive energies. (Khan, 1992)

Employee Morale; employees morale is the positive fillings that an employee hold

towards his task/job. An employee feels comfortable in doing his job and invests all of

his concentration and ability. Training employees increase their morale since they know

what needs to be done and in what way he/she can complete his task easily.

2.4 Conceptual Framework and Research Gap

Employees in an organization receive training courses in different forms according to

the nature of the training, demand of the organization and budget of the training.

Basically training of employee falls under one of the elements of CORE of training.

That is, culture, operation, relation or engagement.

Culture; this provides a foundation of understanding on the purpose,

values, and Goals of an organization, in essence How we do things

around here, along with how an employees job matters and makes a

difference.

Operations: provide the skills needed to do the job, along with the

skills needed to continuously improve the processes and systems in the

organization that employees are involved with on a day-to-day basis they do

their job.

Relation:This is the training that provides the interpersonal skills needed

for all staff to manage, work in teams, and to sell to and service customers.

Eng

effects of training on employees and organization performance

Documents