Yom Postgraduate College

THE IMPACT OF TRAINING AND DEVELOPMENT ON

EMPLOYEES PERFORMANCE
( IN THE CASE OF BAHIR DAR UNIVERSITY)

A Proposal Submitted to the Department of MBA in Partial

Fulfillment of the Requirements for the Degree of Master
of Business Administration

By- Endalk Sintie

Advisor- Koyachew Enkuahone(PhD)

Mar, 2023
Bahir Dar,
Ethiopia
 TABLE OF CONTENT
Content page
CHAPTER ONE: INTRODUCTION ............................................................................................ 1
1.1Back ground of the study ........................................................................................ ..................1
1.2 Statement of the problem ...................................................................................................... ...3
1.3 Objective of the study ............................................................................................ ..................5
1.4 Scope of the study .................................................................................................. .................6
1.5 Significance of the study ...................................................................................................... ....6
1.6 Organizational of the study .......................................................................................................7
CHAPTER TWO: REVIEW OF RELATED LITRATURE ..................................................... ....8
2.1 Introduction............................................................................................................................ ...8
2.2 Definitions of Training and Development ..... ............................................................... .........8
2.3 Types and Techniques of Tanning and development ....................................................... .......9
2.4 Importance of Training and Development.................................................................................9
2.5 The Training Process...............................................................................................................11
2.6 Theories on Training and Development in the workplace ......................................................12
2.6.1 Social learning theory .............................................................................................12
2.6.2 Reinforcement theory .............................................................................................12
2.6.3 The resource- based view .........................................................................................13
2.6.4 Competence-based education ...................................................................................13
2.7 The relation ship between training and employees performance ..........................................15
2.8 The relationship between training and organizational productive ....................................... 16
2.9 Factors affecting employee performance .......................................................................... .....17
2.10 Indicators of effectiveness for a training program ................................................................17
2.11 Training –performance assessment models ..........................................................................18
2.12 Empirical studies related to the study ...................................................................................20
CHAPTER THREE: METHODOLOGY OF THE STUDY .................................................... ...22
3.1 Research Design ................................................................................................................ ....22
3.2 Population and Sampling.................................................................................................... ....22
3.3 Source of Data .........................................................................................................................23
3.4 Instruments of Data Collection................................................................................................23
3.5 Pilot Test .................................................................................................................................24
3.6 Analysis Procedures ................................................................................................................25

CHAPTER ONE
INTRODUCTION

1.1 Back ground of the study

Today, more than ever, maintaining highly trained, qualified, skilled, and well developed
workforce has become an indispensable imperative for any organization in any corner of the
world to withstand the competition and rivalry resulted from the contemporary impacts of
globalization.

Many empirical evidences also complement this notion. The beginning of 21st century has
seen a dramatic surge among the businesses to attract and retain talent. This is much due to
globalization, technology exploitation (Allen, 2010) and above all increased competition
(Qayyum, Sharif, Ahmad, Khan, & Rehman, 2012; Kumpikaite & Sakalas, 2011).
Employees need to be provided with a continuous learning atmosphere to keep themselves on
track with the organizational mission & vision. In view of Spender (2001, as cited in Taylor
& Ray, n.d.) employees must gain varied skills and broad knowledge in terms of various
personal as well as professional attributes.

In this regard, even though higher learning institutions themselves are also being highly
confronted with a world of rapidly shifting economic, political, and national security realities
and challenges, much higher responsibility is expected from them as compared to other
businesses or organizations. Unlike other businesses, the implications of training and
development in general, and of staff in particular, are twofold in higher learning institutions;
as they are the powerhouses of the global society. This is because the quality of the product
in other businesses and organizations is mainly dependent on the quality of manpower that
higher learning institutions are supplying.

In other words, the training and development level, quality, and hence the performance level
of the workforce in higher learning institutions implicates not only the quality of their own
produces (trained manpower, technology…), but also of the quality in other sectors. This new
reality is much more than just a phenomenon; rather, it embodies a wholly new way of
thinking and working. In the 21st century, higher education is explicitly, and fundamentally,
a global enterprise (American Council on Education 2011). To respond to these changes, it is
essential that our institutions of higher education graduate globally competent students, that
is, students possessing a combination of critical thinking skills, technical expertise, and
global awareness allowing them “not only to contribute to knowledge, but also to
comprehend, analyze, and evaluate its meaning in the context of an increasingly globalized
world.

Thus, as improved capabilities, knowledge and skills of the talented workforce proved to be a
major source of competitive advantage in a global market (McKinsey, 2006), higher learning
institutions most importantly need to have well trained and competitive workforce. However:
“Remember, training is not what is ultimately important… performance is.” Marc Rosenberg.
It is performance that is the ultimate goal of any business’s efforts that leads towards the
achievement of market leadership and capturing of unbeatable talent. These two are crucial
for the organizations and are part of the organizational strategic mission (Mwita, 2000, as
cited in Abbas & Yaqoob, 2009).

In line with this Bahir Dar University (BDU), the target institution of this study has recently
been engaged in a highly ambitious expansion and reform efforts to realign its system and
contribute more directly to the nation’s transformation agendas. Currently, the University
owns 65 undergraduate degree and 81 postgraduate programs. In addition, Extension,
Distance and Summer Degree Programs are offered by most of the schools, faculties and the
college. Recently the university has launched two PhD programs. (New Strategic plan of
BDU, P 10).
Concerning its manpower, like any other educational institutions the organizational structure
of BDU comprises of two wings: the academic and administrative. Currently, the university
has a total of 5435 employees working in both wings.

The existing and/or the foreseeable future performance level of the university, in all areas of
services it delivers is the manifestation of the interdependent efficiency, competence and
innovative skill levels of its overall manpower; not only of one of the wings. Hence, if the
aspired missions and visions of the university have to be met successfully, the various
components of human resource development measures and actions taken by the university
should generally be carefully designed and prioritized based on internal gap analysis; and
should be targeted on motivating, qualifying and hence mobilizing both wings’ staff,
maintaining a balanced pace in between, side-by-side, and inseparably towards the intended
outcome.

In specific terms, in dealing with such capacity building interventions like long-term
postgraduate training programs, similar due consideration have to be given proportionally to
both the academic and administrative wings without being biased to only one of them.

However, there are clearly perceivable gaps on various aspects of the human resource
development trend. As it is even mentioned in the university’s strategic plans drafted
consecutively (both first and second phases) have already identified turnover and less job
performances among its staff as the main manpower related traits that are presumed to have a
significant impact upon its anticipated visions unless resolved timely. In relative terms, there
is better performance indicators documented about the academic staff than the administrative
wing though this is general. For instance based on research and community service vice
president office directorate report the number of scientific publications by its academic staff
seem to have an increasing trend, i.e., ( 1950-1970=179, 1971-1990=286, 1991-2011=352,
2012-2014=232)

1.2. Statement of the problem

In today’s rapidly changing socio-economic environment, where the importance of
competencies and skills acquired and refined has been widely recognized (Gove, 2012). In
line with this, human resource planning has been viewed as the most powerful tool of any
organization’s success and the training and development of employees is regarded as one of
the most important functions of effective resources management (Nelson & Wei, 2012).

The focus of training and development function is on developing the most superior
workforce which helps the organization for successive growth. To this end, all employees in
an organization are needed to be valued and they should apply collective efforts in the labor
market every time. This can only be achieved through proper and systematic implementation
of employee training and development program.

In order to get the most out of the overall efforts of their human resource development in
general, and of their training and development programs in particular, organizations are
required to apply strategic approaches by deeply examining pertinent internal and external
factors, collecting relevant data, and designing a proper strategic plan. Especially in
undertaking effective and rewarding training and development programs, various authors in
the area argue that the respective institutions have to follow scientific approaches and
procedures. Training and development according to Noe, 2008 and Garner 2012, is cyclical
and has to follow the next procedures: need assessment and outcome identification, checking
out readiness of employees, planning out the training design with clear learning objectives,
offering the training by applying effective methods, making sure the transfer of the training
and development efforts by designing an evaluation plan, and monitoring and evaluating the
training and development program, (Noe, 2008 and Garner 2012).

In this regard, there are encouraging signs of developments in the target institution of the
study, BDU. Unlike the old times, the BDU has embarked on relatively better and in-depth
strategic planning efforts, especially in the last two five-year planning periods. However,
there is little or no empirical evidences and well-documented information as to how the
university is effective and efficient in achieving its various strategic issues targeted.

As a higher learning institution, the significance of employees’ training and development

scheme in the university, which is the main focus area of this study, is double because,
effective staff training and development and competent workforce in it implies effective and
productive workforce in the labor market. However, there is limited information in this
regard, and there exit various limitations superficially observed on the different aspects of the
training and development trends of the university based on the researcher’s informal
 observation as a staff of the university; though this has to be proved with empirical
evidences.

The current study is therefore believed to meet the following objectives.

3.3. Objectives of the Study

General Objective
The main objective of this study will be to evaluate the influences of Training and Development
scheme in BDU Employees’ performance.

Specific Objectives
The specific objectives of the study will be:

To explore the relationship between training (development) intervention schemes

in BDU and the subsequent on-job performance of the overall staff.
To check the influence of training and development intervention schemes in BDU
on the resultant on-job competency levels of its general staff.
To establish the significance level of the overall training and staff development
intervention schemes in BDU, on the resultant job related perspective exhibited
by the general staff.
To investigate factors affecting to secure well trained and developed (performing,
competent, and with-wider-on-job perspective) general staff in BDU.
In technical terms, the following hypotheses will be formulated to address the first three
objectives of the study:
Hypothesis 1:
HoP: The training and development interventions in BDU during the last five
years had no significant level impact on its staff performance

Hypothesis 2:
HoC : The training and development interventions in BDU during the last five
years had no significant level impact on its staff competence
Hypothesis 3:
 HoJP : : The training and development interventions in BDU during the last five
years had no significant level impact on its staff job related perspective

1.4. Scope of the Study

Although this study is believed to provide useful insights and directive roles for future
interventions by exploring the actual training practices targeted to enhance employee
performance in BDU, the results are not expected to be generalized and interpreted for other
similar higher education institution contexts and other sectors. This is because the study is to be
carried out only in a single institution, BDU; and due to the usual limitation of a survey research
in 2023. Therefore, the findings cannot be described as a reflection of the general state of affairs
across other sectors and higher educational institutions.

1.5. Significance of the Study

Effective performance management of professionals in academic institutions has multifaceted
significances. Similarly, this study, attempted to obtain information on the planning & conduct of
training, and feedback on the application of learning after the training so as to assess the value of
the training. Thus determines the institution’s success or failure in this this regard. Investigating
the different aspects of training, and its associated variables, such as performance, yields a great
deal of valuable information, on how performances of employees can be enhanced, within the
institution investigated. Hence, the findings of this study are believed to provide useful insights
and guidelines for enhancing the level of performance resulted from trainings in BDU.
Consequently, it could assist in development of innovative approaches to achieve both individual
and institutional goals. Besides, findings of the study would help to fill the gap in extant
literature and help researchers by providing initial information on the matter. Besides, a study of
this nature, Enables appraising the effectiveness of an investment, Provides data that can justify
expenditure on training , gives Feed back to the trainer and the learner, indicates to what extent
the learning objectives have been met, enables improvements to be made on the training
program, enables to check if further training needs are required

1.6. Organization of the study

This research thesis will have five chapters. The details of each chapter are as follows: Chapter1-
focuses on the rationale for the study. It explains why there is a need for a study of this nature, its
context, the setting, its significance, and its scope. Chapter 2- presents reviewed relevant
literature pertaining to the study thus provides the theoretical background to the problem
identified in chapter 1. Chapter 3- describes and explains the research design employed during
the study. It outlines procedures of data collection, and introduces the analysis techniques.
Chapter 4- provides detailed presentation of results pertaining to the objectives set for the study
based on the overall relevant data gathered and subsequent analysis made on them. Chapter5-
summarizes the major findings, contributions, implications made from the study and its
limitations.
 CHAPTER TWO
REVIEW OF LITERATURE

2.1. Introduction

Today's changing business practices and broadened organizational scope strongly put stress on
the importance of training & development in transforming the human resource into human
capital (Gusdorf, 2009) for incorporating a culture of team work, innovation, and continuous
learning (Paton, Peters, & Quintas, 2005) at the work place. For training and development
interventions to have an organizational impact, knowledge and skills sets must be successfully
applied, or transferred, on the job. Hence, this study is targeted to assess the impact of training
and development schemes on employees’ performance in the target institution of the study, BDU

2.2. Definitions of Training and Development

Training & Development have been defined in several ways by different authors. They are often
considered as one and the same, however various authors underlined that they are different.
Training, according to Hamblin, A.C (1974) and Cole, G.A (2002) 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. The main purpose of training and
development is by improving the employee competencies so that organizations can maximize
efficiency and effectiveness of their human assets (Meyer, P.J. and Smith, A.C. (2000).
Armstrong (2009) clearly stated in his book that organizations could benefit from training and
development through winning the “heart and minds of” their employees to get them to identify
with the organization, to exert themselves more on its behalf and to remain with the organization.

Moreover, Cambell (1971) has given his views as training improves the skill level of technical
staff during a short period of time for a specific objective while development allows the
managers to learn and grow during a long term learning period having wide-ranging objective.

2.3 Types and Techniques of Training and development

According to Mehrdad,A (2009) and his associates, training techniques are classified into
behavioral or On-the-job (orientations, job instruction training, apprenticeships, internships and
assistantships, job rotation and coaching) and cognitive or Off-the-job (Lectures, computer-based
training, games and simulations etc.

Some of the types and methods of training suggested by Garry Dessler (2007) include:
1. on the job training: a person learns a job by actually doing it. 2.
Apprenticeship training: is a structured process by which people become
skilled workers through a combination of class room instruction and on the job
training 3. Informal learning: performing their jobs on a daily basis in
collaboration with their colleges, 4. Job instruction training (JIT): the logical
sequence of steps in the jobs is taught step by step 5. Lectures: through class
room or on the spot lectures 6. Programmed learning: This is a step by step
self-learning method 7. Literacy training techniques: Diversity training
program 8. Audio visual based training: films, power point, video
conferencing, audio-tapes, and video- tapes are effectively and widely used. 9.
Simulated training: otherwise called vestibule training, where trainees learn
on the actual or simulated equipment which they use on the job, but are
actually trained off the job. 10. Computer based training: trainee uses
computer based / or DVD systems to interactively increase his or her
knowledge or skills. 11. Electronic performance supportive system (EPSS): sets
of computerized tools and displays that automate training, documentation and
phone support integrate this automation into applications and provide support
that is better, cheaper and more effective than traditional methods. 12.
Distance and Internet Based Training: include traditional paper and pencil
correspondence courses, as well as tele-training, video conferencing and
internet based classes.

2.4. Importance of Training and Development

Training and development have multifaceted advantages for both employees and the institution
they are working in as explained by many authors. According to some of these authors training
and/or development: Makes ways for employees to take an active part in the decision making
process (Vemic, 2007); Increases employees’ satisfaction towards their job, improves their work
efficiency, and gives return on investment (ROI) in terms of making the employees more
knowledgeable, skilled, and productive. It also makes them more loyal, committed, and
contributing to the organization. Brings improvement in human, theoretical, & managerial
competencies, enhanced skills, work efficiency, knowledge, mind-set & punctuality (including
be on time and less absenteeism), expertise in operating technology and handling machines with
reduced will betage, and also decreased level of skill obsolescence ( Graig (1976); Akintayo
(1996); Obisi (1996); Oribabor (2000); & Oguntimehin (2001)) as cited in Saleem et al., (2012)

The principal objective of training is to make sure the availability of a skilled and willing
workforce to the organization. In addition to that, there are four other objectives: Individual,
Organizational, Functional, and Social. (Pallavi P. (2013)

• Individual Objectives – These objectives are helpful to employees in achieving their

personal goals, which in turn, enhances the individual contribution to the organization.

• Organizational Objectives – Organizational objectives assists the organization with its

primary objective by bringing individual effectiveness.

• Functional Objectives – Functional objectives are maintaining the department’s

contribution at a level suitable to the organization’s needs.

• Social Objectives – Social objectives ensures that the organization is ethically and socially
responsible to the needs and challenges of the society.

In general, better performance of employees is significant as employee performance drives

performance of the organization. (Khan et al., (2011). Effective Human Resource (HR) practice
in an organization is vital in supporting the advancement of its workforce but training plays the
most vital role of all in developing an organization’s leveraging factor for progress i.e. its human
asset.
2.5. The training Process

Training is often considered as a continuous and cyclical process. Whatever the scheme may be
presented by various scholars and trainers the following steps are inevitable for any well
designed and precisely implemented Training and Development plan, (Noe, 2008 and Garner
2012).

Figure 1: Training Cycle

Source: Noe, 2008; Garner 2012.

Similarly, according to Goldstein, I (2002), the training process has three stages as depicted on
the following model.
 Table 1: Stages in training

Source: Adapted from Goldstein, I. (2002). Model of the training process.

2.6. Theories on Training and Development in the workplace

The quest for theory and tools that could reliably predict effectiveness in the workplace began
(McClelland, 1973). Various theories propounded to explain the relevance of training needs in
any establishment of organization.

2.6.1. Social learning theory

Based on this theory, employees acquire new skills and knowledge by observing other members
of staff whom they have confidence in and as well believe to be credible and more
knowledgeable (Kraiger, K, and Ford, JK; Baldwin and Ford J.K, 2006). The theory posited
that training and learning is influenced by person’s self-efficacy and his ability to successfully
learn new skills which can be influenced by encouragement, oral persuasion, logical
confirmation, observation of others (Leonard.D and Sensiper,S)

2.6.2. Reinforcement theory

Reinforcement theory advocates that training is a strategic tool to make job interesting to the
workers and as the avenue for the employees to improve themselves for optimal performance
which can culminating to promoting employees for outstanding performance, innovation,
creativity as a result of training attended (Blanchard, P, Nick and Tracker, James 2006).

2.6.3. The resource-based view (RBV)

The resource-based view (RBV) of the firm advocated that an organization can gain competitive
advantage by attracting and retaining competent human resources and as well identify relevant
training for them that will keep improving their capacity for optimal performance. By
implications, the effectiveness of training and learning depends on the pattern of the job related
knowledge, skills, capability, competencies and behavior that are important for greater
performance which invariably be capable of influencing organizational success (Blanchard, P,
Nick and Tracker, James 2006).

2.6.4 Competence-based Education (CBE): Theoretical Framework

of the Study
The word competency comes from a Latin word meaning “suitable” (Bueno & Tubbs, 2004).
CBE began in the early 1960’s as a base for adult education, or competency-based adult
education (Hauf, 1980).
As a response to under-developed professional competence exhibited in the workplaces of
various sectors, policymakers and higher education reform advocates have become increasingly
interested in competency- based education (CBE) that focuses on specific skills and abilities that
employers might be looking for and emphasizes the specification of the behaviors or
competencies that can be promoted, altered, or acquired by the learner (Burns, 1972).

CBE is an institutional process that moves education from focusing on what academics believe
graduates need to know (teacher-focused) to what students need to know and be able to do in
varying and complex situations (student and/or workplace focused) , Council on Education for
Public Health (2006: 1)

In 1982 it will be Boyatzis who first drew together comprehensive data that had been collected in
the USA using the McBer & Company ‘Job Competence Assessment’ method. Since then,
competency has become a significant factor in HR development practices (Simpson, 2002).
According to Boyatzis (1982) a job competency represents ability. An individual’s set of
competencies reflect their capability or what they can do. A job competency may be a motive,
trait, skill, aspect of one’s self-image or social role, or a body of knowledge that an individual
uses, and the existence and possession of these characteristics may or may not be known to the
individual. The following figure summarizes how individuals’ competency is related to other
variables in the work place.

Figure 2: Model of Effective Job Performance

Source: Boyatzis (1982:13)

Similarly, as cited in Vathanophas et al, (2007:49):

Spencer and Spencer (1993) viewed competency as “an underlying
characteristic of an individual that is causally related to criterion-referenced
effective and/or superior performance in a job or situation” (p. 9). They
identified five types of competency characteristics consisting of motives, traits,
self-concept, knowledge and skills. First, motives are the things that an
individual consistently thinks about or wants that stimulate action. Motives drive,
direct and select behavior toward certain actions or goals and away from others.
Second, traits are physical characteristics and consistent responses to situations
or information. Third, self-concept is an individual’s attitudes, values or self-
image. Fourth, knowledge is the information that an individual has in specific
content areas. Finally, skill is the ability to perform a certain physical or mental
task. Knowledge and skill competencies tend to be visible and relatively surface
 characteristics, whereas self-concept, traits and motive competencies are more
hidden, deeper and central to personality. Surface knowledge and skill
competencies are relatively easy to develop and training is the most cost-
effective way to secure those employee abilities (Spencer & Spencer, 1993). The
following figure summarizes their views pictorially.

Figure 3: The Iceberg Model and Central and Surface

Competencies

Source: Spencer and Spencer (1993:11)

From the researcher’s point of view, unlike the other theories mentioned above, the CBE is
believed to be comprehensive in terms of its scope, its power to relate training, competence, and
environmental factors to both individual and organizational performance. Thus, CBE is adopted
to be the theoretical framework of this study. Based on the theories mentioned above and others,
various authors tried to show relationships among the different interacting variables, and
intervening factors in the work place as follows.

2.7. The relationship between Training and employees performance

A major problem of training programs in some organizations is the transfer of employee learning
to back to the work place or the situation, Moorhead & Griffin (1998). It has been asserted by
managements from casual observation that, very often when an employee learns a new skill or
manager learns a new technique from training, they upon returning to the normal work situation
find it more comfortable or convenient to go back to the old ways of doing things; thus making
nonsense of the time, effort and money that has been spent on the training program.

In the view of Cascio (1992), training and training transfer is the extent to which knowledge,
skills and abilities and other characteristics learned during training could be applied on the job.
Training results thus could come in three fold:
1. Enhance job performance – Positive
2. Hamper job performance – Negative and
3. Has no effect – Neutral

It is important to note here that, training that result in negative or neutral transfer is cost to the
organization. This cost come to the organization in two ways; i. e. cost of training the employee
and cost of hampered performance. Thus, organizations are required to assess the impact of their
training and development attempts on their both employees and organizational performance; and
accordingly take corrective measures.

2.8. The relationship between training and organizational

productivity
Employee development is the major factor in the creation of employee human capital, which
determines the long-term productivity of an employee’s behavior (Nel et al., 2004). While
training is concerned with the employee’s current job, development prepares the employee for
future job requirements. Effective development program allow management to maintain a
workforce that can adequately replace employees who may leave the company or who are moved
to other areas. It also allows for employees to cope with newly developed technology, and
ensures that adequate human resources are available for expansion into new areas.

Nel et al. (2004) outlines the following effects of training and development on organizational
productivity: increased success of quality projects; reduction of project failures and defects;
reduction of staff turnover; minimal supervision needs; the ability to progress; greater
capabilities to carry out more projects; changes in employee behavior
2.9. Factors affecting employee performance
According to Anderson (2003), the following are the factors affecting employee performance to
increase productivity: Experience- hiring employees who do not have the proper background
for the job is one of the things that start a performance downward spiral. Company training
should be used to enhance the employee's background. If an employee has undergone extensive
training but is still experiencing performance issues, then the problem could be that the employee
does not possess the necessary experience to do the job. Work–home balance-as much as an
employer may not want to be affected by the personal life of his employees, personal problems
can sometimes affect employee performance. Managers need to be sensitive to employees’
personal problems, and be prepared to discuss the issues with employees when necessary. If an
employee requires time off to deal with a personal problem, then granting that time off will help
to show all employees that the company values them. Manager Interaction- if an employee does
not get feedback from his/her manager, then he/she has no idea how to rate his/her performance.
Managers should be trained to give positive and negative employee feedback.

In negative situations, the manager should work with the employee to create a program that will
help address the performance shortcomings. It is easier for employees to improve their
performance when they know what they are doing right and what they are doing wrong. Setting
goals -to help employees improve their performance, employers need to set goals that employees
are required to achieve. Performing to the minimum standards means the employee is doing his
job, and that can help an employee understand what is expected of him at a minimum. It would
also be helpful to create incentives that will give employees motivation to go beyond the set
goals (Anderson, 2003).

2.10. Indicators of Effectiveness for a Training Program

For training to be truly successful, trainees must be able to use their new skills and knowledge
and apply them when they return to their jobs. Only when the trainees have been able to apply
the new skills and knowledge that they have acquired during training, has the transfer of
knowledge really been achieved.

Hung (2010) has proposed four categories of factors that can describe the effectiveness of a
Training & Development program being implemented. These categories are: Behavioral
changes, Improvements in knowledge, skills and attributes, Substantial and measureable
outcomes, & Reaction of the trainees (employees) in terms of perceived training benefits and
improved performance. On the other hand, Noe (2008) presented some conditions that need to be
fulfilled for making a T & D program efficient and beneficially effective. These are: employees
who get training must be provided with sufficient chances to put the learned things into work and
then get review response (feedback) on that; complete, relevant, and interesting training material
should be delivered while keeping in view the outcomes expected from the training program; the
basic requirements must also be met to ensure the smooth completion of training event and then
getting transfer of learned skills; observation and practice based learning opportunities must be
given to the individuals attending the training session.

Thus, follow- up on trainees once they return to work is essential to make sure the trainee can
apply the training in a suitable environment, to reinforce the learning process, to determine what
aspects of the training will be not well absorbed, to clarify confusion and misunderstandings, and
to reinforce the application of new skills and knowledge.

2.11 Training - Performance Assessment Models

Various models developed by several researchers have been applied in different contexts of
organizations to investigate the implications of training and competence on both individual and
institutional performance. Depending on the context the choice and adoption among these
models different between organizations. Some of these commonly used models include:

Kirkpatrick Model:

This very popular model focuses on measuring four kinds of outcomes or it can be said that
outcomes in four levels that should result from a highly effective training program (Kirkpatrick
(1977). divided the evaluation model into four parts: reaction; learning; behavior and results.
Reaction would evaluate how participants feel about the program they attended. The learning
would evaluate the extent to which the trainees learned the information and skills, the behavior
would evaluate the extent to which their job behavior had changed as a result of attending the
training. The results would evaluate the extent to which the results have been affected by the
training program. The main strength of the Kirkpatrick evaluation approach is the focus on
behavioral outcomes of the learners
CIPP Evaluation model:

CIPP model of program evaluation is developed by Daniel L. Stufflebeam (1983). It refers to the
four phases of evaluation: context evaluation, input evaluation, process evaluation and product
evaluation. It is based upon the view that the most important purpose of evaluation is to improve
the functioning of a program.

CIRO approach:
In 1970, the CIRO model for the evaluation of managerial training will be proposed (Warr, Bird
& Rackson, 1970). This model will be based on the evaluation of four aspects of training:
context, input, reaction and outcomes.

Phillip’s Evaluation approach:

In the past decade, training professionals have been challenged to provide evidence of how
training financially contributes to business. Phillips (1996) suggested adding another level to
Kirk – Patrick’s four level evaluation approach to calculate the return on investment (ROI)
generated by training.

Kaufman’s Five Level Evaluation Model extends the scope of training impact
evaluation beyond the organization. It includes how training benefits the society and the
surrounding environment in the organization.

Table 2: Kaufman’s five-level Evaluation

Level Evaluation Area
1. a. Enabling Quality input availability like; human, financial and physical resources
1. b. Reaction Methods, means and process acceptability and efficiency
2. Acquisition Individual and small group mastery and competency
3. Application Individual and small group utilization within the organization
4. Organizational Output Payoff to the organization
5. Societal Outcomes Payoff to the society

Source: Adapted from Bhattacharyya, Dipak. Kumar. Human Resource Research Methods. Ganga. Saran & Grand
Sons. 2007. P – 266.
Competency Model: Model Adopted by the Study

Carretta (1992) suggests that the best way of matching people and jobs is through the use of
competency modeling. Competency models help organizations to take a more unified and
coordinated approach in designing improvements to HRM systems, including job redesign,
recruitment, organizational learning, career management, performance improvements and
compensation systems (United Nations Industrial Development Organization, 2002).

The critical incident Behavioral Event Interview (BEI) technique will be developed by David C.
McClelland, a professor of psychology at Harvard University, and colleagues at McBer &
Company (Spencer & Spencer, 1993). The BEI technique can be considered a content valid
assessment method of obtaining a sample of an individual actual behavior in a job; The BEI
provides a sample of an individual’s behavior that results in information about critical incidents
in the individual’s recent job activity. This allows for documentation of a pattern for
demonstrating specific competencies, Vathanophas et al, and (2007:56). Berger and Berger
(2004) show that the BEI technique provides a wealth of narrative data that can be used to
develop case studies and training exercises by showing what the best performers actually did in
the most critical situations they faced. The BEI consistently shows the highest reliability and
validity in predicting future employee performance.

As the theoretical frame work adopted by this study is CBE, apparently, this competence model
assessment tool would be appropriate for this study. Thus, the researcher has adapted the open-
ended assessment tool developed by David to make it mixed (both open and close-ended) and
more objective type that would be easier for analysis, by applying 1-5 likert scale.

2.12 Empirical Studies Related to the Study

Based on his empirical study carried out using BEI data in an agricultural institution in Taiwan,
on (Vathanophas et al, 2007:67) found out the following training needs demanded by the
respondents on which he recommended future training intervention that should be approached
by competence based curriculum: “Work/Budget Planning and Management”, “Monitoring and
Evaluating Systems”, “General Management”, “Professional Knowledge”, “Finance and
Accounting”, “Provision and Procurement”, “Concerned Laws or Regulations”, “IT Programs
and the Internet”, “Integrity”, “Good Governance”, “Public Sector Management in Current
Bureaucratic Reform”, “Change Management”, “Achievement Orientation Management”, “The
Effective Way to Manage Organizational Resources”, “Human Resource Management”, “Data
Analysis and Synthesis”, “English skills”, “Public Relations”, “Communication Skills”,
“Teamwork”, “Coordinating and Building Relationship”, “Meeting Arrangements”, “Self-
Control”, and “How to Create Vision and Work Improvement” and .

Figure 4: Conceptual Framework of the study

Note: contextual factors in this conceptual frame work context refer to variables determining employees’
performance other than training and development interventions

Source: Designed by the researcher

 CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY

3.1. Research Design

The main purpose of this study will assess the impact of the existing staff training/development
practice in BDU on its employee’s performance. To this end, the study will be employed a
descriptive survey design of both quantitative and qualitative nature. A descriptive study
analyzes a present condition in order to describe it completely. It answers the question “What
is?” Yount (2006). Quantitative research, according to Dornyei (2007: 19), “involves data
collection procedures that result primarily in numerical data which is then analyzed primarily by
statistical methods”. He also added: “it offers a structured and highly regulated way of achieving
a macro-perspective of the overarching trends in the world.

3.2. Population and sampling

Recently, the manpower of BDU, the target population of the study, is exhibiting a higher rate of
increase in terms of its number and diversity. Currently, the overall active number of staff in both
of wings: academic and administrative, without including the staff on study leave, expatriate
staff and contract employees have reached 5435 (Plan and Data Directorate Bulletin, BDU,
2021/2022).

Accordingly, a total of 373 sample participants, as calculated using the following –“Yemane”
sample size determination formula, will be targeted to be involved in the study.

Where:
n= sample size required
N=Number of people in the population
e=allowable error=0.05

3.3. Sources of Data

Both primary and secondary data will be used during the study. The primary sources of data will
be of two types: 1. the Information obtained from main respondents (employees in BDU)
involved in the study and, 2. Information obtained from key informants of the university who are
directly or indirectly involved in the staff development practice of the university.

Secondary data sources will be different types of documents related to the training aspect of the
university, reports, directives, guidelines, and other relevant documents developed by responsible
authorities of the university.

3.4. Instruments of Data Collection

Three types of data collection instruments will be applied for the study. The first instrument will
be a questionnaire (Annex-1) developed by the researcher himself by consulting similar studies
and relevant models. As can be referred from the attached questionnaire (Appendix 1) the
questionnaire has both open and closed-types of questions to address the issue both qualitatively
and quantitatively. Besides, the questionnaire employs 1-5 Likert rating scale to measure the
responses of the participants.

The second instrument will be unstructured interview that will be carried out with key informants
of the university to get relevant information and answers for key questions that could not be
addressed using the questionnaire.

Thirdly, a checklist will be applied to collect data from the documents to be examined and
analyzed.

3.5. Pilot Test

Piloting will be utilized for various purposes such as to try out research instruments such as
interview and questionnaire Burns( 1999), to assess the practicality of data collection procedures
(Bryman, 2001), to identify problems before doing the actual study (Mackey & Gass, 2005), and to
enhance validity and reliability of the research instruments (Cohen, Manion, & Morrison, 2000).
According to Dempsey (2003) pilot study is the process of conducting preliminary test of data
collection instruments in order to eliminate data collection problems that may led to low data
validity and reliability.

The standard Cronbach alpha coefficient is usually employed to determine the reliability of
questionnaire instruments using the following formula.

Where: ∝=reliability if > 0.886=reliable

n=number of questions in a questionnaire

vi=variability of each of the question score

Vtest= variability of each of overall question’s score on the entire test

Hence, as the main instrument of this study will be a questionnaire, its reliability had to be checked
prior to using it for the actual study. Accordingly, the first draft of the questionnaire will be
randomly administered to 35 (equivalent to 10% of the participants in the actual study) respondents.

3.6. Analysis procedures

The quantitative data that will be gathered using the questionnaire will be analyzed using SPSS
(version 26) statistical software. Thus, both descriptive (frequency, mean, standard deviation…)
and inferential (correlation, regression, independent sample tests…) statistical analyses will be
made on the collected data to see the interaction between the independent and dependent
variables of the study. The results will be also further be triangulated with the data collected
using the unstructured interview and document analysis data gathering tools employed.
Accordingly, the results and their interpretation are presented and reported verbally and using
tables and graphs in next chapter, and the conclusions and recommendations made on them is
presented on chapter 5.
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 Appendix
QUESTIONAIRE

Dear respondent, the researcher is a Master of Business Administration (MBA) student at Yom
Postgraduate College. This questionnaire seeks to collect data on the topic: the impact of training
and development on employees’ performance, in BDU. Your candid opinion on the subject
matter will be most welcome. Be assured of the confidentiality and anonymity for all the
response you will provide. I count on your cooperation. Thanks. Please tick the appropriate box
or write in the space provided.

A. Socio-demographic data
1. What is your gender? Male Female
2. Which group of the employees in the University do you belong to:
A. Academic Staff
B. Non-Academic
3. What is your Department?
_____________________________________________________
4. What is your educational background?

Academic Staff Non-Academic

Graduate Ass. Less than or equal to Grade 10

Assistant Lecturer Grade 11-12
Lectures Level 10+1 to 10+2
Assistant Prof. Diploma
Associate prof. First degree
Professor Second degree

5. What is your current Academic or Administrative position?

_______________________________________

6. How long have you been working in BDU?

Less than 3 years between 3 and 5 years more than 5 years

B. Data on the significance of Training on Personal performance

7. Have you ever received any form of training since joining BDU? Yes No

If yes, mention type of training / course attended

 Local in-house (on-job) External Training (off-job)

8. How did the training impact on your work performance in general?

a. Excellent b. Very good c. Good

d. Better than before training e. No change at all

9. Will be the training content relevant to achieving your personal needs, goals and self-
development?

a. Very relevant b. partly relevant

c. Not relevant d. cannot tell

10. Do you agree that the overall competence you have is sufficient for your workplace
performance on your current position?

Strongly disagree: Disagree: Not sure:

Agree: Strongly agree:

Would you please put a ( ) Mark on your training related performance

experiences during the last 5 (five) years
Disagree

Disagree
Strongly

Strongly
Not sure

S.
Code Performance indicators (variables)
Agree

Agree

N
 After the training(s), I got in the last five years, I better understand the
organizational formal structure: the chain of command, positional power,
(S.A.O.A.1) 11
rules, regulations of the university and standard operating procedures of
my specific job than before
The training(s) I got made me to Focus efforts on discovering and meeting
(M.S.1) 12
customer or client needs.
(S.I.1) 13 The training(s) I got made me to Keep commitments better
(M.S.3) 14 After the training I am Acting to makes things better for the customer
After the training the actions I have been taking to satisfy customers and
( M.S.4) 15 give them confidence in his/her intentions and those of the organization are
greater than before
After the training, I Kept to inform associates about relevant or useful
(M.C.3) 16
information, lets them know what is happening for benefit of work
Acts to support learning and development of subordinates, e.g. provides
(M.D.1) 17 training, gives task-oriented instructions, directions, coaching and
demonstrations, and provides supports to increase working effectiveness
( S.A.S.C.3 After the training, I can Respond constructively to problems even under
) 18
stress
(M.S.5) 19 Takes personal responsibility to meet customer needs and resolve problems
My performance of Seeking and scanning for work-related information has
(M.I.1) 20
been enhanced after the training.
Taking training let me Keep an organized workspace; maintains an orderly
(M.C.1) 21
workspace
Training status of employees is the main criteria in the University to
(M.D.3) 22
Allocate task responsibility in appropriate areas to appropriate individuals
My ability to Monitor/check quality and accuracy of work or information
(M.C.2) 23
has been enhanced due to the training I took
The training I got has had a great impact in Controlling my own feelings
S.A.S.C.2 24
and temper in all situations
The training(s) I got made me to Encourage others to work together as a
M.T.1 25
team
Trainings have had a significant impact in my workplace to promote team
(M.C.4) 26 morale and productivity: modelling desired behavior: demonstrating
personal commitment to the team
Training (s) in the university made you to take advantages of available
(M.A.3) 27
resources to complete work efficiently
Training (s) I got in the university enabled me to develop and use systems
(M.C.2)S 28
to increase order and ensure that procedures are followed
Continuous training in the university is bringing Continuous improvement
(M.A.1) 29
on working procedures to increase efficiency
My previous trainings enabled me to sets better work plans and take actions
(M.A.2) 30
to reach challenging goals for self or subordinates
The trainings I took in the last five years made me to demonstrate honesty
(S.I.2) 31
and transparency to a significant level.
As compared to before, my ability to find miscellaneous useful information
(M.I.2) 32 and potential opportunities that may be of future use have been enhanced
after the training(s) I got in the university
Gives negative and positive feedback in work performance and behavior for
(M.D.2) 33
improvement to subordinates
(M.S.2) 34 After the training I can Respond appropriately to customer inquiries,
 requests or complaints
(S.I.3) 35 The trainings I got made to Act in a consistent manner
Training (s) in the university enabled me to Behave and feel to myself as a
(S.I.4) 36
good government official
My acts to gain confidence and trust from superiors and colleagues has
(S.I.5) 37 shown significant improvement in the last five years because of the
trainings I have got.
My Understandings on underlying organizational issues or on-going
(S.I.O.A.2) 38 problems, opportunities and political forces affecting the university have
been significantly grown because of the trainings I got in the last five years
(S.A.S.C.1
) 39 Shows tolerance; remains calm and patient in stressful situations
My Acts to promote a teamwork climate have significantly been enhanced
(M.C.2) 40
due to the trainings I got in the university during the last five years

C. Data on the significance of Training on Organizational performance

41. Do you agree that training and development at BDU would contribute to achieving
effectiveness and efficiency of BDU goals?

Strongly disagree: Disagree: Not sure:

Agree: Strongly agree:

42. Do you agree that there are no organizational issues that constrain training and development
at BDU?

Strongly disagree: Disagree: Not sure:

Agree: Strongly agree:

43. If there are organizational issues that constrain training and development at BDU, indicate by
ticking,

a. employees failure to understand the training needs of BDU

b. lack of top management support for the training and development
c. Inability to gain the understanding and acceptance of employees
d. failure to ensure adequate resources (finance, people and time) required to implement the
training
e. Others

44. What current training and development strategies have influenced the achievement of
BDU goals?

a. An attraction and selection strategy that delivers the right talent at the right time and
acts as a starting place for effective employee engagement,
b. A development strategy and system that grows the technical, core and leadership
competencies that accelerate BDU’s performance
c. An integrated performance and rewards strategy that engages and motivates
employees to deliver results and offers employees what they need to excel in their
work.
d. Other(s)______________________________________________________________
_____________________________________________________________________
___________________________________________________________________

45. Do you agree that training and development has traditionally been used to ensure that
the right person is in the right job at the right time?

Strongly Disagree Disagree Not sure

Agree strongly Agree
If you do not agree, what are the reasons for not using training and development strategy
to ensure that the right person is in the right job at the right time?
a. inefficient recruitment and selection techniques
b. No training and development centers
c. Absence of a strategic HR plan
Other(s)_________________________________________________________________
________________________________________________________________________
__________________________________________________________________

46. Write down if you have any relevant information you want to add concerning the target
areas of the study.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
 _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Thank you Very Much!

Appendix 2

Coding frame
Motives (M)

1. Service-Minded(S):My desire to help or serve others, to meet their needs has been
enhanced because of the training opportunity I got
 Focusing efforts on discovering and meeting customer or client needs. (M.S.1)
  Responds appropriately to customer inquiries, requests or complaints (M.S.2)
 Acts to makes things better for the customer (M.S.3)
 Takes actions to satisfy customers and give them confidence in his/her intentions
and those of the organization (M.S.4)
 Takes personal responsibility to meet customer needs and resolve problems
(M.S.5)

2. Concern for Order, Quality and Accuracy(C): An underlying drive to reduce

uncertainty in the surrounding environment.
 Keeps an organized workspace; maintains an orderly workspace (M.C.1)
 Monitors/checks quality and accuracy of work or information (M.C.2)
 Develops and uses systems to increase order and ensure that procedures are
followed(M.C.3
3. Team Leadership (T):
An intention to take a role as leader of a team or other group. A desire to lead others.
 Encourages others to work together as a team (M.T.1)
 Acts to promote a teamwork climate (M.T.2)
 Keeps associates informed about relevant or useful information, lets them know
what is happening for benefit of work (M.T.3)
 Promotes team morale and productivity: models desired behavior: demonstrates
personal commitment to the team (M.T.4)
4. Achievement Orientation (A): A concern for working well or for competing against a
standard set by management.
 Continuously improves working procedures to increase efficiency (M.A.1)
 Sets work plans and takes actions to reach challenging goals for self or
subordinates (M.A.2)
 Takes advantages of available resources to complete work efficiently (M.A.3)
1. Developing Others (D): Intent to teach or to foster the development of one or several
other people.
 Acts to support learning and development of subordinates, e.g. provides
training, gives task-oriented instructions, directions, coaching and
demonstrations, and provides supports to increase working effectiveness
(M.D.1)
 Gives negative and positive feedback in work performance and behavior for
improvement to subordinates (M.D.2)
 Allocates task responsibility in appropriate areas to appropriate individuals
(M.D.3)

2. Information Seeking (I): An underlying curiosity, a desire to know more about

things, people or issues. Makes an effort to get more information.
 Seeks and scans for work-related information (M.I.1)
 Finds miscellaneous useful information and potential opportunities that may be
of future use (M.I.2)
 Self-Concept & Integrity (S.I)
1. Integrity: A personal belief in righteousness.
 Keeps commitments (S.I.1)
 Demonstrates honesty and transparency (S.I.2)
 Acts in a consistent manner (S.I.3)
 Behaves oneself as a good government official (S.I.4)
 Acts to gain confidence and trust from superiors and colleagues (S.I.5)
Skills and Ability (S.A)
2. Organizational Awareness (O.A): An ability to understand the power relationships in
his or her own organization or in other organizations.
• Understands the organizational formal structure: the chain of command, positional
power, rules, regulations and standard operating procedure (S.A.O.A.1)
• Understands underlying organizational issues or on-going problems, opportunities
and political forces affecting the organization (S.I.O.A.2)
3. Self-Control (S.C): An ability to keep emotions under control and to restrain negative
actions when tempted, when faced with opposition or hostility from others, or when
working under conditions of stress.
 Shows tolerance; remains calm and patient in stressful situations (S.A.S.C.1)
 Controls own feelings and temper in all situations (S.A.S.C.2)
 Responds constructively to problems even under stress( S.A.S.C.3)