The focus of this study was to determine the impact of training and development on the employees’ performance and effectiveness at District Five Administration Office, Addis Ababa, Ethiopia. In this study we employed cross sectional institutional based quantitative research method. Data were collected using Likert’s scale tool from 100 employees after selecting participants using systematic random sampling technique. Ninety-four complete questionnaires with a response rate of 94% were considered during analysis. Training and development had positively correlated and claimed statistically significant relationship with employee performance and effectiveness. It is recommended that District Five Administration Office shall maintain providing employee training and development activities and ensure the participation of employees in planning, need or skill deficit identification and evaluation of training and development programs.
Human resources (Armstrong, 2009) have played a significant role in the economic development in most developed countries [
Training is imparting a specific skill to do a particular job while development deals with general enhancement and growth of individual skill and abilities through conscious and unconscious learning [
If employees are to experience flexibility and effectiveness on the job, they need to acquire and develop knowledge and skills, and if they are to believe that they are valued by the organization they work for, then they need to see visible signs of management’s commitment to their training and career needs [
It goes without saying therefore that the training and development of employees are an issue that has to be faced by every organization. However, the amount, quality and quantity of training carried out vary enormously from organization to organization. According to Cole (2002), factors influencing the quantity and quality of training and development activities include: the degree of change in the external environment, the degree of internal change, the availability of suitable skills within the existing work-force and the extent to which management see training as a motivating factor in work [
Many organizations meet their needs for training in an ad hoc and haphazard way. Training in these organizations is more or less unplanned and unsystematic. Other organizations however set about identifying their training needs, then design and implement training activities in a rational manner, and finally assess results of training [
It is worth noting that Ethiopia has a large numbers of not-for-profit organizations that are employing the significant number of human resources with diversified skills. Addis Ababa is the capital city of Ethiopia with an area of 530 square kilometer (km2) and a total population of more than 3 million. It has 10 sub-cities and 160 districts (Woredas). Currently, district is the smallest administrative structure mandated to serves large size and diversified sections of the population [
One major area of the Human Resource Management function of particular relevance to the effective use of human resources is training and development [
The general movement towards downsizing, flexible structures of organizations and the nature of management moving towards the devolution of power to the workforce give increasing emphasis to an environment of coaching and support [
For any organization to function effectively, it must have money, materials, supplies, equipment, ideas about the services or products to offer those who might use its outputs and finally people, which is the human resource, to run the organization. The effective management of people at work is Human Resource Management [
McDowall et al. (2010) argue that the recognition of the importance of training in recent years has been heavily influenced by the intensification of competition and the relative success of organizations where investment in employee development is considerably emphasized [
According Cole (2002), in his book Personnel and Human Resource Management, training is a learning activity directed towards the acquisition of specific knowledge and skills for the purpose of an occupation or task [
To develop the desired knowledge, skills and abilities of the employees, to perform well on the job, requires effective training programs that may also effect employee motivation and commitment [
According to Garavan (1997) and Berge et al. (2002) training is the planned and systematic modification of behavior through learning events, activities and programs which results in the participants achieving the levels of knowledge, skills, competencies and abilities to carry out their work effectively [
Most organizations have long recognized the importance of training to its development. As new technology progresses, making certain jobs and skills redundant, an increasing emphasis is being placed on the need for a skilled and highly trained workforce. Many of the jobs being replaced by machines have been of an unskilled and semi-skilled nature, and this emphasizes the need for higher education and skills for those wishing to gain employment in the future. According to Blain (2009) research shows that in Europe, 44% of employees receive job-related technical skills training and 33% receive information technology (IT) skills training. 18% of employees have undertaken sales related training in the past year, while 25% have undertaken personnel development skills training, 21% management skills training and 15% leadership skills development [
Tajfel (1972) introduced the idea of social identity to theorize how people conceptualize themselves in intergroup contexts, how a system of social categorizations “creates and defines an individual’s own place in society”. He defined social identity as “the individual’s knowledge that he belongs to certain social groups together with some emotional and value significance to him of this group membership [
The social identities in organizations serve as important drivers of performance. How people think as members of groups affects the outcomes of learning interventions. Therefore, social identity is a key input to or driver of learning and performance in organizations. Since, people do the work of organizations in group settings [
This study was intended to determine the impact of training and development on employee performance and effectiveness. The data were collected from employees such as technical officers, administrative, finance and other support staffs who tenured in District Five Administration Office, Bole sub-City of Addis Ababa City Government of Ethiopia. Hence, the following three hypotheses were put forth: H1 there was no difference on the mean score of employee performance by employee training and development status; H2 there was no difference on the mean score of organizational effectiveness by Employee performance and H3 there was no difference on the mean score on organizational effectiveness by employee training and development status.
The study was a survey type in the form of cross sectional study in which data were collected once across a population through random sampling technique.
All employees of District Five Administration Office which comprise technical officers, administrative staffs, secretaries, archives, accountants, logistics staffs and office assistants were targets of the study.
The sample size was 100, which was allocated to each profession and specialties using probability proportional to size. Sampling procedure: District Five Administration Office was selected with purposive sampling method. Study participants were selected using simple random sampling techniques after employing the payroll as sampling frame, with sampling interval (k) of 2.
Comprehensive research instruments were developed and pre-test was arranged in similar setup at District Four Administration Office of Bole Sub City. Amendments of the tool were made before the real data collection started.
A questionnaire was administered to the various groups of employees of the organizations. A total of 100 questionnaires were administered in the form of one to one interviewer by trained data collector.
In order to ensure completeness and logical consistency of responses, data editing was carried out each day by the researcher. Identified mistakes and data gaps were rectified as soon as possible. Once editing was done with, the data were analyzed using quantitative techniques. The analysis was done using Statistical Package for Social Sciences (SPSS IBM Version 20) [
The tool was piloted using 20 (10 males and 10 females) employee of District Four Administration Office. The responses of respondents were scored and the reliability of the tool was determined using Cronbach’s Alpha. According to the alpha value more than 0.6, shows that the scale can be considered reliable [
Ethical clearance was obtained from Foundation for Academic Excellence Ministry (FAEM) and International Institute of Church Management (IICM) Institutional Review Board (IRB) and research ethics committee. Per- mission was granted by District Five Administration office. The full informed consent of participants was taken.
Development: refers to the capacity and capability building on an employee, and thus as of whole organization, to meet the standard performance level [
A total 100 employees were invited to be the part of this study but 94 completed questionnaires were included in the analysis with a response rate of 94.0%.
S/N | Category | Component | Frequency | Percentage | |
---|---|---|---|---|---|
1 | Gender | Male | 49 | 52.1 | |
Female | 45 | 17.9 | |||
Total | 94 | 100.0 | |||
2 | Age in years | 18 - 29 | 58 | 61.7 | |
30 - 39 | 22 | 23.4 | |||
40 - 49 | 10 | 10.6 | |||
50+ | 4 | 4.3 | |||
Total | 94 | 100.0 | |||
NB: mean ± (SD) = 30.3 ± (7.9) years, median = 27.5 years, range (56 − 18) = 38 years | |||||
3 | Mariatal status | Single | 55 | 58.5 | |
Married | 32 | 34.0 | |||
Divorced | 4 | 4.3 | |||
Widowed | 3 | 3.2 | |||
Total | 94 | 100.0 | |||
4 | Educational achievements | Primary education | 3 | 3.2 | |
Secondary education | 5 | 5.3 | |||
Certificate | 3 | 3.2 | |||
Diploma | 33 | 35.1 | |||
Bachelor’s degree | 48 | 51.1 | |||
Master’s degree | 2 | 2.1 | |||
Total | 94 | 100.0 | |||
5 | Years of work experience | 1 - 3 | 40 | 42.6 | |
4 - 6 | 23 | 24.5 | |||
7+ | 31 | 33.0 | |||
Total | 94 | 100.0 | |||
Mean ± (SD) = 6.5 ± (7.1) years, median = 4 years, range (36 − 1) = 35 years | |||||
6 | Monthly income in ET Birr¥ | <1373 | 24 | 25.5 | |
1373 -1719 | 30 | 31.9 | |||
1720 - 2249 | 27 | 28.7 | |||
2250+ | 13 | 13.8 | |||
Total | 94 | 100.0 | |||
Mean ± (SD) = 1885 ± (790.9) ET Birr, median = 1719 ET birr, range (5375 − 895) = 4850 ET Birr | |||||
NB: ¥1 USD equivalent to 20 ET birr.
Employees were asked to provide their opinion on selected thematic area using a tool developed based on ordinal Likert scale with the least 1 and the highest 5 score [
Ser No. | Question | Excellent | Very good | Good | Fair | Poor | Weighted | |
---|---|---|---|---|---|---|---|---|
Fre (%) | Fre (%) | Fre (%) | Fre (%) | Fre (%) | Mean | SD | ||
1 | Need identified | 1 (1.2) | 16 (19.0) | 18 (21.4) | 36 (42.9) | 13 (15.5) | 2.48 | 1.01 |
2 | Knew objective | 8 (9.5) | 8 (9.5) | 15 (17.9) | 21 (25.4) | 32 (38.1) | 2.90 | 1.05 |
3 | Applicable on job | 4 (4.8) | 25 (29.8) | 20 (23.8) | 29 (34.5) | 6 (7.1) | 2.27 | 1.32 |
4 | Design to improve skill | 15 (17.9) | 27 (32.1) | 19 (22.6) | 19 (22.6) | 4 (4.8) | 3.35 | 1.15 |
5 | Improved quality | 4 (4.8) | 21 (25.0) | 16 (19.0) | 28 (33.3) | 15 (17.9) | 2.65 | 1.17 |
6 | Reduce accident | 6 (7.1) | 6 (7.1) | 17 (20.2) | 24 (28.6) | 31 (36.9) | 2.44 | 1.19 |
7 | Use new tools/machines | 5 (6.2) | 12 (114.3) | 20 (23.8) | 25 (29.8) | 22 (26.2) | 2.19 | 1.21 |
8 | Improved motivation | 4 (4.8) | 13 (15.5) | 16 (19.0) | 40 (47.6) | 11 (13.4) | 2.28 | 1.05 |
9 | Job satisfaction | 2 (2.4) | 6 (7.1) | 25 (29.8) | 24 (28.6) | 27 (32.1) | 2.19 | 1.04 |
10 | Increased production | 6 (7.1) | 17 (20.2) | 18 (21.4) | 24 (28.6) | 19 (22.6) | 2.60 | 1.24 |
11 | Reduced waste | 6 (7.1) | 23 (27.4) | 16 (19.0) | 25 (29.8) | 14 (16.7) | 2.78 | 1.22 |
12 | Added new capabilities | 4 (4.8) | 17 (20.2) | 22 (26.2) | 27 (32.1) | 14 (16.7) | 2.64 | 1.12 |
designed to improve the skill of employee (3.35). The second five items were about employee performance. The training improved quality of work (2.65), it reduces accidents (2.44), the training enables staff to use new tools and machines (2.19), and the training improves motivation (2.28) and improves job satisfaction (2.19). The third group was about employee effectiveness. The training increased products or services (2.60); it reduced wastes (2.78) and adds new capabilities or skills (2.64).
In this research we want to estimate the effect of training and development on employee’s performance and Organizational effectiveness. Pearson correlation was computed to check whether training and development have any ecological relationship with performance and effectiveness. As depicted in the (
Since this research was designed to investigate any possible causal relationship among training and development with employee performance and effectiveness, we employed linear regression analysis. As presented below (
The general objective of this research was to assess the impact of training and development on employee’s performance and effectiveness for the case of District Five Administration Office, Bole sub-City, Addis Ababa, Ethiopia. The majority of the respondents 84 (89.3%) were attended trainings in the last three years. Almost every employee had opportunity to attend up to 8 trainings each year. The finding is in line with the recommendations of Jehanzeb and Beshir (2013), the role of an organization’s manager should include providing others the vision and ability to perform for the successful achievement of their goal [
The finding of this research confirms that the training and development activities in which employees had participated brings new potentials of employees in performing task and resulted in employee effectiveness. The finding was in line with the principles of Cole (2002) suggestion on purpose of facilitating training as it was to create a learning media directed towards the acquisition of specific knowledge and skills for the purpose of an occupation or task [
Regarding training need assessment or identification of skill deficits were found as rarely performed activity. This could be due to that most of the civil service reform activities are derived from high level decision. On top of this based on the finding of this research the culture of training evaluation seams very low. Ongalo and Tari (2015) Confer in Kenya electricity generating and distribution firms lacked clear policies governing training and development, which had a negative effect on organizational performance [
Braga (1995) affirms that training delivery style is a very important part of training and development. In this study we found 59.0% of respondents cited demonstration or onsite coaching the most frequent method of training facilitation techniques. This find was in line with Braga found most of the research participants reported they were attended on job (demonstration) training, which help to transform it into practice [
The main variables training and development (independent variable) computed with employee performance
Score | Mean score (SD) | Correlation coefficient (r) | P-value | R2 | |
---|---|---|---|---|---|
Training and development | 11.01 | 3.28 | 1.00 | ||
Employee performance | 11.98 | 4.34 | 0.36 | 0.001 | 0.13 |
Organization effectiveness | 8.03 | 3.03 | 0.50 | 0.001 | 0.25 |
All bold values are significant at P < 0.05 in the column marked P value.
Dimension of organizational effectiveness score | Unadjusted | Adjusted | P-value | ||
---|---|---|---|---|---|
β | 95% CI | β | 95% CI | ||
Training and development | 0.46 | 0.28, 0.63 | 0.25 | 0.11, 0.39 | 0.001 |
Employee performance | 0.49 | 0.39, 0.60 | 0.42 | 0.32, 0.53 | 0.001 |
Constant | 0.07 | −1.60 ,1.76 | 0.920 |
NB: Positive value of β indicates increase in mean effectiveness score per unit increase in training and development or employee performance score. All bold values are significant at P < 0.05 in the column marked P-values.
and employee effectiveness (dependent variable) positively correlated and the relationship was found statistically significant. The correlation coefficient was stronger for employee effectiveness (r = 0.50, P < 0.000) with employee training and development. In similar ways the correlation coefficient between employee performance and training and development was moderate (r = 0.36, P < 0.001).
The linear regression result showed that an adjusted β value of 0.25 and 0.42 for training and development and employee effectiveness. The result shows that a change of one standard deviation in predictor variable i.e. training and development will have a change in 0.25 times standard deviation for the dependent variable i.e. employee effectiveness. In a similar fashion a one standard deviation increase in employee performance will have resulted in a change of 0.42 times standard deviations in employee effectiveness. Hence, training and development have a positive correlation with employee performance and employee effectiveness. And this relationship is statistically significant at P < 0.05. This result was in line with a study conducted in Pakistan revealed that on job training was very effective and it saves time and cost [
The main finding of this research shows that training and development have a positive correlation on the outputs of employee’s performance and effectiveness. This relationship was tested for causality using linear regression statistical model and found out employee effectiveness has a direct cause and effect relationship with employee performance, and training and development. Ni and Wang (2015) confer organization should have concern about the potential development and self-realization of the employees [
The sample size of 100 was small for such kind of study intended but time and financial resource constraints makes it imperative to restrict the sample to that size.
Form this study the following points have been drawn:
Ø In the last three years District Five Administration Office had been highly involved in providing training and staff development activities. This high level performance was reported by the majority of the respondents as they were involved in training and development interventions.
Ø The most frequent methods of training facilitation were on job training (demonstration) and re-demonstra- tion by trainees. We can conclude that the method of training facilitation has a successful outcome which was observed in employee performance and organizational effectiveness.
Ø We can conclude that the result of the Pearson correlation and linear regression for the predictor variable training development activities against the critical variable employee performance and organizational effectiveness has a positive correlation coefficient (r > 0.36) with statistical significant P < 0.001.
Ø Finally, we can conclude that the result of this study reveals that the training and development activities of District Five Administration Office have a positive outputs and outcomes. However, it needs to improve the systematic identification of the training need and skill deficit of employees, monitor and evaluate with objective tools or criteria so as the program helps to maximize the impact of training and development activities in the administration office.
Based on the finding of the study the following suggestions are recommended:
Ø The employee training and development activity shall be based on a systematically identified knowledge and skill deficit so as it maximize the effort of the both the employee and organization.
Ø Ensuring adequate budget for training and development activities, utilizing the allocated resources in efficient manner shall be maintained for organizational success.
Ø Involving employees in training evaluation activities and taking inputs for future similar activities and document best practices to scale up in similar settings.
The impact of training on quality of services and client satisfaction shall be studied.
We thank all study participants for their participation in this study. We would take this opportunity to acknowledge District Five Administrative Office, Bole sub-City, Addis Ababa, Ethiopia for permission of the study.
Abeba MitikuAsfaw,Mesele DamteArgaw,LemessaBayissa, (2015) The Impact of Training and Development on Employee Performance and Effectiveness: A Case Study of District Five Administration Office, Bole Sub-City, Addis Ababa, Ethiopia. Journal of Human Resource and Sustainability Studies,03,188-202. doi: 10.4236/jhrss.2015.34025
Introduction: My name is Abeba Mitiku I am MBA student at FAEM and IICM. I am hereto collect data for the research work, and one to one interviewing with employees on the impact of training and development on their performance and their organization effectiveness and efficiency. You are selected to be one of the participants in the study. The study will be conducted through interview. Your name is not going to be required (registered) and the information you give us should be kept confidential and will be used only for study purpose. A code number will identify every participant and no names will be used. If a report of the result is published, only summarized information of the total group will appear. The interview is voluntary; you have the right to participate, or not to participate (refuse to do so) at any time during the interview. Your refusal will not have any effect on services and benefit that you receives from your organization. However, your participation is important to fulfill the study and in order to help design appropriate intervention to promote organizational effectiveness and efficiency through training and development.
A. Was the information/objective clear?
1. Yes………….. B. No…………..
B. Are you willing to participate in the study?
1. Yes………….. B. No………….. Thank you!!
If the study subject agrees to participate in the study, start the interview.
C. Interviewer signature certifying that the informed consent has been given verbally.
a. Name………….. Signature…………..
b. Code…………..
c. Date………….. Month………….. 2014
D. Result
A. Completed………….. B. Respondent not available………….. C. Refused…………..
D. Partially completed………….. E. Other (please specify)…………..
E. Checked by supervisor
Name………….. Signature………….. Date…………..
Part I. Interviewer administered questionnaire for employee.
1: Background information
Questionnaire on TrainingThe following questions describe the organizations effort to train its employees. Please put “X” in the space at the front of the questions under number you think express the position of the organization in relation to the training program?
Assume 1 = Never 2 = rarely 3 = sometime 4 = often 5 = always and put on the remark column “NA” if not applicable. “DN” for you do not know.
Questionnaire on Workers PerformanceThe following phrases evaluate the return of the training relative to its objective of training and impact on the organization. Please answer by putting “X” in the box you think represent the result of the training in front of each question.
Assume objective: 1 = Very low 2 = Low 3 = Moderate 4 = High 5 = Very High and put on the remark column “NA” if not applicable. “DN” if you do not know.
Thank you!