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
i

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
ii

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.
iii

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 of
Statistics. 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.








iv

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.











v

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












vi

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 and
finally 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 has
improved 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.

vii


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
viii

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 ...................................................................................................... 37
3.0 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
ix

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 .............................................................................................................. 53
5.1. 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



x

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












xi

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






1

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.
1.1 Profile 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 of knowledge,
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.
2

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 increase
as 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
3

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 Presidents 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 employees benefits by acquiring new knowledge and
skills that allows them to perform their jobs better. Research shows that training has
4

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 employee
performance 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?
5

iii. What are the effects of trained NBS staff on NBS performance?
iv. What is the relationship between employees performance and NBS
performance?
1.6 Significance 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
6

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.




7

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.
8

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 definitions
suggests 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
9

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 since
they 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.


10

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 in
the 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;
11

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.

12

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.
13

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.

14

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
15

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 working
must 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.
16

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
17

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.

18


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. This
means that you cant just 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 training
that 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.

19

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 the
organizations 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 relies
on 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.
20

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
commitments
and 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.
21

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.

22


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 the whole 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
emotional connections between their employees and the Vision of the organization.

23

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


24

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.
25

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 subject
matter, 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
26

b) Learners evaluation
This is done by learners to evaluate a number of issues arise during training and the
training itself. In this stage, learners evaluation 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 the
amount 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.
27

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 training objectives 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.

28

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 motivated with 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 are committed to 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.

29

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 cooperation among 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 independence is 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
30

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.
31


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 cooperativeness results 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 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 moderated
by highly trained workforce.
Quantity of output; this is another measure of organization performance which is also
depending 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. Vice
versa 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.

32

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 moderated
by 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
33

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.
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.


34

After an employee has received training in both or any of those angels his performance
changes due to the fact that at this point an employee holds the know-how which is
needed for task completion
Training influences performance of employees by giving them skills and knowledge
needed to perform duty and hence rise his commitment to his job, cooperation with
other employees, independence of working environment and application of new ways of
completing his tasks.
Employees performance mediates as the intermediate variable between employees
training and organization performance. Employees performance which is measured by
his commitment, cooperation, independence and application of skills from training helps
the organization to fulfill its duties with less time, producing qualitative and quantitative
goods, and satisfy its customers.
Generally it can be argued that training at any angle relevant to the needs of an
organization and employees in completing their assigned tasks, help the performance of
employees by making them committed to their work, cooperative with their fellow
employees, and independence which in return this employees performance affects
organization performance in production of qualitative and quantitative goods, timeless
of production while leaving organizations customers satisfied. Consider the model
below

35

Figure 2.1 Conceptual Mode











Source: Developed by Researcher, 2013.
Employees training; 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
Employees performance Employee performance includes activities to ensure that
goals are consistently being met in an effective and efficient manner. Employee
performance can focus on performance of the organization, a department, processes to
build a product or service, employees, etc.

Employees performance
Commitment
Co-operation
Independence
Skills through training
Employees training
Culture
Operation
Relations
Engagement
Organizational performance
Quality of output
Quantity of output
Employee retention
Timeless of output
Employees morale
Customers satisfaction
Q1
Q3
Q2
36

Organizational performance Organizational Performance has been defined as the
ability of an organization to fulfill its mission through sound management, strong
governance and a persistent rededication to achieving results. Effective nonprofits are
mission-driven, adaptable, customer-focused, entrepreneurial, outcomes oriented and
sustainable.
(Book: Human Resource Management by Bibhuti Bhusan Mahapatro, Chapter 10,page
No. 272 to 279.)
2.4.1 Research Gap
The essence of this research is derived from undetermined impact of training to
employees and organization performance in various sectors in Tanzania specifically in
Public sector. Most employees as seen in several studies above, takes training on
different courses which are said to be vital in their tasks performances and
organizational performances at large. Also this studys gap emanated from inadequate
literature especially in the field of employees training in their relation to organizational
performance in Tanzania public sectors. Therefore, this study intended to fill the
existing gaps as indicated above.







37

CHAPTER THREE
3.0 Research Methodology
3.1 Introduction
Research methodology refers to a systematic way applied to solve the research problem.
It describes the research design, research approach, study area, target population, the
sample, sampling procedures, data collection methods and analysis techniques. Research
methodology describes procedures employed to achieve desired research objectives.
3.2 Study Area
The research was conducted in National Bureau of Statistics (NBS). This is an agency
established from the former Central Bureau of Statistics to produce quality official
statistics and services that meet needs of national and international stakeholders for
evidence-based planning and decision making. Although NBS has offices in all regions
in Tanzania mainland but the study was carried out at NBS head office at Dar es
Salaam. The researcher chose to conduct his research at the head quarter since it is
where all NBS plans are conducted. In order to examine training in all title categories
the study covered all staff designations at NBS.
3.3 Research Design
Research design refers to the framework or plan for a study that guides the collection
and analysis of data (Kothari, 2006). Research design would be of three natures
depending with type of research and its scope. For instance scientific research that
needing data analysis by use of laboratory are convenient for experimental research
design. On the other hand, social science researches are convenient in using exploratory
case study or survey research design depending with the scope of the study. Given larger
scope of this study, a case study research design was employed.

38

3.4 Population
Population refers to an aggregate of people, things or elements the researcher has in
mind from which one can obtain information and draw conclusion (Kothari, 1993).
Population is a group of individual who have characteristic in common that are of
interest to the researcher. According to NBS records, about 80 percent of the total staffs
have been trained in different fields of study. The number of staff was 131, distributed
as follows: 5 directors, 12 managers, 17 principle staffs, 30 senior staffs, 48 0fficers and
19 others. Where for the purpose of this research, others includes office attendants, and
officers assistants.
3.5 Sample Size
Sample size is a representative unit of an intended population. Armstrong (2004) define
sample as a small proportional of a population selected for observation and analysis.
The sample size obtained is based on the total number of NBS staffs. The sample size
was calculated by using a formula of proportion sampling from Cochran (1977) where
total number of population of the study and proportion of trained employees was
considered. According to the record of NBS employees training, it shows that a
proportion of 80 percent of employees have been trained in the different fields (NBS
training report 2012/13). In proportion sampling formula, a simple random sampling is
assumed and p (proportion) is taken as normally distributed. Therefore, a sample size of
86 respondents selected from different designations according to probability proportion
to size.
The formula for sample size takes the form:-

= where

P = Proportion of trained staff
q = (1-p) = Proportion of untrained staff
d = desired level of precision
n = Sample size
39

N= Total number of staff
According to NBS information, about 80 percent of staffs have been trained in different
forms of training.
Therefore p= 0.8, q= 0.2, = 0.05, d= 0.05, N = 132

= 246 and n = 86
3.6 Sampling
NBS staffs was divided into six designation categories namely Directors, Managers,
Principal Officers, Senior Officers, Officers and Other staffs. A stratified sampling with
proportional allocation method was used to draw a sample from different categories.
The number of staff to be included in the study in each category was allocated using
probability proportion to the number of staff in each category. Selected staffs as well as
distribution of staffs are shown in table 3.1
Table: 3.1 Sampling
S/No Designation Number of Staffs Selected staffs
Directors 5 3
Managers 12 8
Principle staffs 17 11
Senior 30 20
Officer 48 32
Others 19 12
Total 131 86
3.7. Data Collection Methods
The study used both primary and secondary data sources. As per Kothari (2004) primary
data are those which are collected afresh and for the first time, and thus happen to be
original in character while secondary data on the other hand, are those which have
already been collected by someone else and which have already been passed through the
statistical process. In this study the researcher used both primary and secondary
methods for data collection. In collecting primary data the researcher used
questionnaires.
40

A questionnaire is a research instrument consisting of a series of questions and other
prompts for the purpose of gathering information from respondents. In the study on
hand, structured questionnaires were administered to ensure that respondents received
the same questions in the same sequence. The information collected using questionnaire
included age, sex, education level and designation of respondents. Other information
were Training, self-evaluation of staff and organization performance after training,
frequency of forms of training attended by most of staffs and staff opinions on course
contents.
This method was used by researcher due to a number of reasons including the fact that,
being anonymous and completed in privacy, increases the chances of people answering
questions honestly because they are not intimidated by the presence of a researcher.
Another reason is that literatures suggest that, to gather data about knowledge,
beliefs, attitudes, and behaviours, Questionnaires are helpful in gathering information
that is unique to individuals, such as attitudes or knowledge.
Also in this study, a wide range of secondary data sources in the form of documentary
material were extensively consulted. These included survey reports, books, journals and
other unclassified literature from NBS.
3.8 Data Analysis
LeCompte and Schensul (1999) defined analysis as the process a researcher uses to
reduce data to a story and its interpretation. Data analysis is the process of reducing
large amount of collected data to make sense of them. Patton (1987) indicates that three
things occurs during analysis: data are organised, data are reduced through
summarization and categorization, and patterns and themes in the data are identified and
linked. By the words of Giles, (1974.)The term analysis refers to the computation of
certain measures along with searching for patterns of relationship that exist among data-
groups.
41

Thus, In the process of analysis, relationships or differences supporting or conflicting
with original or new hypotheses should be subjected to statistical tests of significance to
determine with what validity data can be said to indicate any conclusions.
In this study data analysis was done by using two methods; through cross tabulation and
by using SPSS. The data obtained from the study was coded and entered into computer
software the Statistical Package for Social Science (SPSS) for analysis. Only
frequencies and percentages were computed for quantitative analysis. Tables, graphs
and/or charts were used to present data collected or that needed frequency or magnitude
explanation.
Tables from SPSS were used in cross tabulation to establish the relationship between
respondents reactions towards variables which constitutes organization performance
after employees training. For the purpose of this research, cross
tabulation (or crosstabs for short). Cross tabulation is a statistical process that
summarizes categorical data to create a contingency table. They are heavily used in
survey research, business intelligence, engineering and scientific research. They provide
a basic picture of the interrelation between two variables and can help find interactions
between them.




42

CHAPTER FOUR
4.1 Introduction
This chapter presents data analysis and discussions of the findings from the study. It
comprises the outcome of the questionnaire administered to NBS staffs at Dar es
Salaam.
4.2 Demographic Characteristics of Respondents
Demographic Characteristics of respondents encompass the gender and age of
respondents experience while dealing with training issues as well as level of education
for respondents.
4.2.1Gender and Age
Sixty two percent of the respondents were males while females comprised of 38 percent.
According to Tanzania Public service Standing order and other labor laws in Tanzania,
government workers are allowed to work up to sixty years so respondents were divided
in four groups of ten people. The study observes that most of respondents were at the
age group of 31-40 years where 51 percent were males and 42 percent were females.
Female staff are likely to be lower in all age groups except age group 41-50 where
females were 24 percent and males were 17 percent as reflected in figure 4.1 Therefore,
more respondents in this study were males.
Figure: 4.1 Gender and Age of respondents


43

4.2.2 Level of Education
Education level is one of determinants in assessing training issues in an organization.
Table 4.1 demonstrates that the study had more than 50 percent well educated
respondents where information reliability was guaranteed. However, significance of this
data to the study based on the fact that qualitative data obtained through opinions from
respondents would to a greater extent be reliable due to critical and logical thinking of
respondents pertained to their level of education. Fifty three percent have degree level
of education, 29 percent masters, 12 percent diploma and 6 percent other levels which
include primary education, secondary and certificate level.
Table: 4.1 Level of Education
Level of Education Respondents Percentage
Masters 25 29
Degree 46 53
Diploma 10 12
Others 5 6
Total 86 100
4.2.3 Years of Services in an Organization
The study also sought to find out the years of service that the respondents have rendered
to the organization. This was done so as enable the researcher to put their responses into
proper perspectives as the matter of fact that a staff who has been working for an
organization for a long period of time appears to judge the activities and organizational
actions basing on a lot of considerations due to his/her experience compared to short
term worked staff. Table: 4.2 represent the categories of years of service as indicated by
respondents.
Table: 4.2 Years of Work
Years of work No. of Respondents Percent
1-10 57 66
11-20 6 7
21-30 12 14
31-40 11 13
Total 86 100
44


4.3 Perception of employees regarding training, frequency of training, and forms of
training they receive
The essence of measuring frequency of training, perception and forms of training was to
link the frequency of training and how can it reasonably affect the performance of
employees and the organization at large.
The result shows that all staff are aware of training and out of them 93 percent has
received different forms of training since they joined an organization. 7 percent of all
staffs declared that they have never received any form of training since they joined
NBS. By having that big percentage of staffs with training awareness in an organization,
this proves that staffs are able to take advantage of training opportunities to develop
their skills, knowledge and aptitude. The above findings on employees perception of
training programme is consistent with the findings of Roca and Gagne (2008); Dysvik
and Kuvaas (2008); and Benson et al. (2004) who found that high levels of perceived
training opportunities contribute to enhanced and increased work performance and
positive organizational citizenship behaviors at the workplace.
Figure: 4.2 training awareness of staff

0
20
40
60
80
100
120
Trainining awareness Trained Staffs Untrained Staffs
45

Figure 4.3 show that 93% of staffs at NBS attended different forms of training since
they joined the organization, 7% have never attended any form of training orientation
training inclusively. This show that at NBS there are some training courses which are
important but employees are not given the chances to attend. But yet large number of
employees attended different forms of course which they presumably to be one of their
motivation in completing their assigned tasks.
Figure 4.3 percentage of trained and untrained staffs

4.4 Forms of Employees Training.
Respondents were also asked to mention forms of training they have attended and
frequency of training in an organization. NBS has a mandate of collecting official
statistics and most of the surveys are conducted by NBS staffs. Trainings of staffs who
will supervise implementation of survey are usually conducted in order to have a quality
data. The majority of staffs are likely to attend job training (59 percent) and career
development training (57 percent) this finding proves that performance of employees at
NBS is the outcome of training which they receives. Other forms of training as shown in
table: 4.3 also contribute to the performance of NBS employees.
46

Table: 4.3 Forms of Training attended by NBS employees

This finding is consistent with the training forms identified by Irene (2009) who
indicated that, there is the need for organizations to provide career-oriented and job-
oriented training programmes for employees, as these forms of training build employees
competencies and eventually increase their performance.
In terms of frequency of training 59 percent of respondents declared that employees are
attending the training frequently as shown in figure: 4.3This means that employees are
able to take advantage of available training chances to develop themselves and their
organization too.
Figure: 4.4 Frequencies of Employees Training

0
10
20
30
40
50
60
70
Not frequent Less Frequent Frequent More frequent Most frequent
Forms of training Percent
Refresher training 39.5
Orientation Training 29
Career development training 57
Job Orientation training 59.3
47

4.5 NBS employees training and their performance
Productivity relates to output per unit of input, for instance, output per labor hour. It is
measured in terms of effectiveness and efficiency of an effort. The sources of
productivity gains include (Schiller, 2002): Higher skills which is an increase in labor
skills, more capital which is an increase in the ratio of capital to labor and Technological
advancement which is the development and use of better capital equipment.
It is difficult to isolate the various variables that contribute to productivity and measure
their true effect and contribution to productivity. The focus of this study however, is the
aspect of productivity which relates to employee training and development and the
impact of such higher skills on the performance and productivity of the individual
employees. This focus is founded on the basis that employees will not perform well at
work no matter how hard they try and regardless of how much they want to until they
know what they are supposed to do and how they are supposed to do it. Zaccarelli,
(1988).
Thus, it is the knowledge and skills acquired for the job that makes employees effective
and efficient. Training is the means by which such skills, knowledge and attitudes are
impacted to employees to enhance efficiency and effectiveness. In measuring the impact
of training and development on worker performance and productivity, respondents were
asked the key question What is your performance after being trained? hints and
alternative answers were provided for respondents to fill where responses were
summarized as follows:-
Table: 4.4 examine the performance of employees after be trained and majority agreed
that they are committed to mission and direction of their organization (45 percent agree
and 53.8 percent strongly agreed). They also cooperate well with their colleagues (51.3
percent agree and 42.5 percent strongly agree), they have given chance to try their own
method of doing their job, they also motivated to complete task assigned to them and
their performance has been improves (41.3 percent agree and 56.3 percent strongly
agree).
48

Table: 4.4 Performance after training
What is your Performance after be trained S D D N A S A
I am committed to the mission and direction of my
organization

0.0 1.3

0.0

45.0

53.8
I cooperate well with my colleagues
0.0

1.3

5.0

51.3

42.5
I am given the chance to try my own method of doing
the job 1.3 1.3 31.3 47.5 18.8
I am motivated to complete the task that is assigned to
me 0.0 0.0 6.3 52.5 41.3
By learning new skills through courses/training my task
performance improves 0.0 0.0 2.5 41.3 56.3

SD = Strongly Disagree D = Disagree A = Agree N = Neutral SA = Strongly Agree
4.5.1 Employees commitment after training
45% Agreed, 53.8% strongly greed while 0.0 Dis agreed. This affirm the assumption
that trained employees are committed to organization mission and direction hence it is
positive to say that training affects positively the performance of employees through
their commitment which is the direct outcome of training which they receives. See
table4.5.
Table 4.5 Employees commitment to organizations mission and direction.
What is your Performance after be trained SD D N A SA
I am committed to the mission and direction of my
organization

0.0
1.3
0.0

45.0

53.8
4.5.2 Employees cooperativeness after training
So as to confirm an assumption that trained employees cooperates together at their level
best to utilize their knowledge, the question was asked what is your performance after
be trained respondent were required to either Disagree, Strongly Disagree, Agree,
appear Neutral, Agree or Strongly Disagree that training made them cooperative with
their colleagues. 42.5% strongly Agreed, 51.3% Agreed, 5.0% were neutral, 1.3%
disagreed while 0.0% strongly disagreed. Refer table 4.6

49

Table 4.6 Employees cooperation after training
What is your Performance after be trained SD D N A SA
I cooperate well with my colleagues 0.0
1.3

5.0

51.3

42.5
4.5.3 Employees chances to apply their methods of doing job
For the purpose of measuring whether or not training affects employees performance,
respondents were required to show if they are given the chances to try their own
methods of doing job. Table 4.4.3 reveals that 18.8% strongly agreed, 47.7% agreed
31.1% reacted as neutral 1.3% strongly disagreed and disagreed respectively. This result
show that training is crucial tool to employees performance as well as organizational
performance
Table 4.7 employees chances to apply their methods of work
What is your Performance after be trained S D D N A S A
I am given the chance to try my own method of doing
the job
1.3 1.3 31.3 47.5 18.8
4.5.4 Motivation through Training
Training is a planned and systematic effort by which Managements of organizations aim
at altering behavior, and encouraging employees in a direction that will achieve
organizational goals. One of the key known benefits of training is the motivation it
provides those who receive it.
Indeed, according to Cole (2002), employees who receive training have increased
confidence and motivation. That is, training can achieve high morale for an
organization. Training is known to increase the availability and quality of staff. The
study therefore sought the opinion of the respondents whether they feel motivated to
complete their task after they have received training. Table 4.8 below illustrates the
responses

50

Table 4.8 Motivation through Training
What is your Performance after be trained S D D N A S A
I am motivated to complete the task that is assigned to
me
0.0 0.0 6.3 52.5 41.3
Table 4.8 shows that majority of respondents 52.5% and 41.3% agreed and strongly
agreed respectively that they are motivated by training in their task completion at NBS.
This is significant because motivation generally seeks to boost employees morale to
work hard and thus increase productivity. The relatively response was met by Laing,
(2009).
4.5.5 Improvement in task performance
So as to determine if and how training effects the performance of NBS employees,
employees at NBS were asked to give out their response on whether or not training
improved their task performance in an organization. Majority of respondents that is
56.3% strongly agreed that training affected their task performance, 41.3% agreed while
2.5% disagreed that there is no any link between their actual performance and training
which they are received. The responses are summarized on the table below:-
Table 4.9 Respondents opinion on the impacts of training on their performance.
What is your Performance after be trained S D D N A S A
By learning new skills through courses/training my task
performance improves
0.0 0.0 2.5 41.3 56.3
4.6 Customer satisfaction
As one of the determinant for organization performance, some secondary data was
consulted. Statistics User Satisfaction Survey 2011, was one of the secondary source of
data collected. In the above mentioned survey the findings shows that statistical users
are satisfied with data produced by NBS for an average of 71%. This satisfaction was on
the basis of data reliability, accuracy, accessibility and timeless of information.

51

According to this survey, for each of the 22 different types of statistics, five criteria of
quality were investigated during the survey. These criteria were accuracy, reliability,
timeliness, frequency of release and accessibility. It was found, for instance, that
national accounts statistics were good or very good in the following aspects of quality
by the following percentages of users: reliability (80 percent), accuracy (77 percent),
frequency of release (68 percent), accessibility (66 percent) and timeliness (65 percent).
Also for each criterion the average score was computed. These average scores were as
follows: accuracy (3.67), reliability (3.69), timeliness (3.48), frequency of release (3.44)
and accessibility (3.36).
In order to pool these scores into one score for quality a weighting scheme had to be
determined. This was done by asking each user in a group to rank the criteria by
importance from the most important to the least important. The most important criterion
was given 5 points, the second (4 point), the third (3 points), the fourth (2 points) and
the fifth ( 1 points). The total points assigned to each criterion were its weight in the
process of combining them into a single score. The following were the total points
assigned: accuracy (317), reliability (290), timeliness (260), frequency of release (220)
and accessibility (263). The weights when applied to the average scores above they give
a combined score of 3.55 which translates into 71 percent since 5 the maximum score is
equivalent to 100 percent. So according to the survey, the Customer Satisfaction Index
was 71 percent in 2011.
4.7 Employees performance and NBS performance
For the purpose of establishing the relationship between employees performance and
organization performance, the relationship was examined by using cross tabulation
between employees who declared that their task performance has been improved after
trained and those who agreed that after training the staff, the organization ensures
quality of data, employees retention is highly observed, job satisfaction is achieved by
employees, employees morale improves day by day and the agency ensures volume of
the data required.
52

Majority of the staff (90.7%) agreed that performance of organization has been
improved and who also attended any of the forms of training agreed that their
performance has been improved after attending training. Among those who attended
training only 9.3% disagreed that their performance has been improved after attending
the training.
Figure: 4.5 Employees Training and NBS performance



9.3%
90.7%
Agreed that performance of Organisation has been
improved
Disagreed that their
performance has been
improved after attending
training
Agreed that their
performance has been
improved after attending
training
53

CHAPTER FIVE
SUMMARY/CONCLUSION AND RECOMMENDATIONS
5.0. Introduction
This chapter summarizes the research report findings as indicated and explained on
chapter four. It gives the summary of the whole study, conclusion and recommendations
on how training affects employees and organization performance specifically in Public
sectors.
5.1. Summary
The study topic was to determine the Effects of training on employees and organization
performance the study was conducted to cover the following objective:-
v. To determine the perception of employees in terms of the training awareness,
frequency of training, and forms of training they receive
vi. To examine the impact of NBS employees training on their performance
vii. To examine the impacts of employees training on NBS performance
viii. To determine the relationship between employees performance and NBS
performance.
5.2 Conclusion
The aim of this study has been to determine the impact of training on employee
performance in National Bureau of Statistics, Tanzania. The study revealed an
optimistic and significant relationship between employee training and organization
performance, employee training and employee performance, employee performance and
organization performance, employee performance mediate between employee training
and organization performance and so the relationship between MV (employee
performance) DV (organization performance) support the condition suggest by simply
Barron and Kenny (1986) the relationship between MV and DV must be significant.
54

The study shows there is mediating role associated with employee performance between
employee training and also organization performance.
The results are supporting to findings of Batool and Bariha (2012),Thang &Drik (2008),
Olaniyan & Lucas (2008), Tharenou, Joe, & Celia (2007), Bowra et al., (2011) that
training puts positive impact on organizational performance. The finding declare that
employee training is positively related to the employees overall performance that is
extending the views of Khanfar (2011), Farooq & Khan (2011), Rehman et al., (2011),
Batool and Bariha (2012), Kennedy, (2009) Employees performance and organization
performance positively correlated, consistent to the arguments reported by March et al.,
(1997), Hameed & Ahmed (2011), Abbas & Sara (2009), Khan & Ahmed 2011 that
there is positive relationship between employee performance and organizational
performance.
The analysis revealed that employee performance mediates between employee training
and organizational performance that is an imperative addition to the literature as studies
are scant in this regard. All the previous studies which were conducted on training
checked the direct relationship between employee training, employee performance, and
organization performance. This study fulfills the gap of employee training and its
relationship between organization performances with the mediating role of employee
performance. This is another study following Muhammad Hatif Khan (2013) which has
focused on the mediating role of employee performance on the relationship between
employees training and organization performance and concluded that employee
performance mediates between employee training and organization performance.
Training is a key element for improved performance; it can increase the level of
individual and organizational competency. 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. Training need is any shortfall in employee performance, or
potential performance which can be remedied by appropriate training.
55

There are many ways of overcoming deficiencies in human performance at work, and
training is one of them. Although the study looked into the role and impact of training
on employee performance in National Bureau of Statistics nevertheless it can also be
implemented in other sectors as well. Training enhances skills, competency, ability and
ultimately worker performance and productivity in organizations. It followed that
organizational success relied on the skills and abilities of their employees, and this
means that organizational success depends to an extent on considerable and continuous
investment in training. This would ensure an adequate supply of staff that is technically
and socially competent and capable of being developed into specialists for the relevant
departments or management positions. In the organizations there is a continual need for
the process of staff development, and training fulfils an important part of this process.
This study also revealed that most training in NBS is on job training and the overall
training frequency in NBS is frequent. Due to this fact employees agreed that they are
motivated with their task since they know what needs to be tone and how to get it done.
It is out of this fact that organization ensures quality and quantity of its overall output
since employee performance acts as the mediating factor towards organization
performance.
In other ways this study pointed out the negative reaction towards orientation training so
this finding would help the management to address this low level of perceived
orientation training opportunities for employees which may lead to high level of
organizational outcome in NBS future. This may also imply the government becomes so
concerned about training and developing statists practitioners regularly and sufficiently
due to their strategic national role toward political, socio-cultural, economic and
political developments. Arguably, this may mean the government increasing training
and development budgetary allocations for statisticians due to their immense
contributions to societal and national developments.

56

The findings may point to the importance of training and development efforts as an
integral part of higher organizational performances. This may motivate training and
development opportunities in the agencies which are under ministry of finance and any
other agencies in general. Consequently, the findings from
This study might guide public sector HR practitioners in improving their training and
development efforts by permeating them more fully with theoretical knowledge and
empirical findings by focusing on the relationships between such training and
development investments and organizational outcomes.
5.3 Recommendations
It truly is realized that employees training programs have become necessary for the
improvement of particular employees skills, capabilities, understanding, career journey,
and efficiencies at the work. Training motivates the employee for the job. Trained
employees are more efficient and effective as compared to the untrained. In this regard
the conclusion of study initiates the researcher to give recommendation/suggestions for
policy makers, management and employees as well
5.3.1 Recommendations for Policy Makers
Training programs should be according to the international standard. Because the
employees can enhances their skills more efficiently according to the
international standard.
Training programs should be up-to-date with new process or technology and
methods because new studies and researches enhanced learning and teaching
methods.
In Tanzania mostly long term courses are preferred for employees development.
Only few courses are of short term consisted of one or two weeks even one
month courses. Short term courses are mostly periodic often after six month or
one year. These should be frequently held. So that any employee can take
according to his/her time availability.
57

Training programs should be beneficial in both aspects like performance
improvement and incentive and reward.
Training provide to the employee should result in a better understanding of the
performance objectives of employees. It should also clear them about their job
functions.
Training activities should be supported and durable.
5.3.2 Recommendation for Management
Orientation training should be given a special importance as many employees at
NBS had negative reaction toward it.
After training whether long term or short term employees should be given a
chance to apply their adopted new ways of working so that training could be
beneficial to an employees and organization at large.
To effectively implement the training results, it is necessary that performance
reward system should be designed to support the training efforts and recognized
when performance is improved as the result of training.
Those persons selected for delivering training should be well trained in this field,
and know how to meet with hope as well as necessities of the employees.
The actual staff needs to be encouraged to go on further training as a result of
any sort of training that is available from the interest of the staff along with the
organization which often he/she serves.
Training programs should be organized in a way that enhances their abilities that
are beneficial for institute.
5.3.3 Recommendation for NBS employees.
NBS employees should take advantage of any training opportunity which
emerge in their organization so as to enhance their capability and skills
NBS staff should know the importance of their competence in skills and
enhancement of knowledge along with motivation and active participation in
58

training programs would not only benefit their self, but also to their organization,
society and nation as whole.
They should also participate actively and enthusiastically in training activities to
strengthen their skills and knowledge



59

REFFERENCES
Abbas & Sara Effects of leadership development on employee performance in
Pakistan Pakistan Economic and Social Review Volume 47, No. 2 (Winter
2009).
ALDamoe, A. M. F., Yazam, M. Ahmed, B. K. 2012. The mediating effect of hrm
outcomes (employee retention) on the relationship between hrm practices
and organizational performance. International Journal of Human Resource
Studies, 2(1): 2162-3058
Armstrong (1991) a handbook of personnel Management Practice (4
th
ed) London
Kogan Pange
Armstrong, M. (1996), A Handbook on Personnel Management Practice, 5th ed.
London: Kogan Page
Armstrong (2009) A handbook of Performance Management. London Replika Press pvt
Ltd
Barney, J. B. (2001b). Is the resource-based view a useful perspective for strategic
management research? Yes. Academy of Management Review, 26, 1, 4156.
Barney, J. B. (1991). Firm resources and sustained competitive advantage. Journal of
Management, 17, 99120.
Brum, S. 2007. What Impact does Training have on Employee Commitment and
Employee Turnover? Schmidt Labor Research Center Seminar Research
Series., University of Rhode Island.
Bryan, Leslie A. (1990), An Ounce of Prevention for Workplace Accidents, Training
and Development Journal, NY: USA Vol. 44, No.7

60

Cochran, William G (1977), Sampling Techniques, Third Edition, John Wiley & Sons,
Inc. New York.
Cole, G. A. (2002), Personnel and Human Resource Management, 5th ed. Continuum
London: York Publishers
Decouza, David A. and Robbins, Stephen P. (1996) Human Resource Practice, 5th ed.
New York: John Wiley & Sons Inc.
Dysvik, A., & Kuvaas, B. (2008). The relationship between perceived training
opportunities, work motivation and employee outcomes. International
Journal of Training and Development, 12, 138-157
Krietner, S. (1995), The Good Managers Guide, 1st ed. London: Synene Publishers
Laing, I. F. 2009. The impact of training and development on work
performance and productivity in public sectors organizations: A case study
of Ghana ports and garbous authority. A thesis submitted to Institute of
Distance Learning, Kwame Nkrumah University of Science, and
Technology.
LeCompte, M.D & Schensul, J.J (1999). Analysing and interpreting ethnographic data.
Walnut Creek, CA: AltaMira Press
Pattom, M.Q (1987) How to use qualitative Methods in evaluation. London; Sage
Roca and Gagne (2008); Capturing autonomy, competence, and relatedness at work:
Construction and initial validation of the Work-related Basic
NeedSatisfaction scaleJournal of Occupational and Organizational
Psychology
Schiller, B.R (2002) Essentials of Economics, 4th ed. Boston: Mcgraw-Hill
Zaccarelli, H. E. (1997) Improving Employee Performance: Effective Training
Strategies and Techniques. London: Kogan Page 19
61

APPENDICES

APPENDIX 1

MZUMBE UNIVERSITY
I am Tonny R. Mafole, 3
rd
Year Student of Mzumbe University pursuing Bachelor of
Human resource management. I am doing my field attachment here at National Bureau
of Statistics at Human resources unit. I request your support in filling this questionnaire
which is a part of my training. The information will solely be used for academic purpose
and not otherwise, please I kindly request your cooperation.
Questionnaire on assessment of the Effect of training in employees and
Organization performance
Section I: Demographic Information
1. Please indicate your position at NBS ..
2. Sex
1. Male 2. Female

3. Age: ..

4. Education level of the respondent
1. Primary education 4. Diploma
2. Secondary Education 5. Degree
3. Certificate 6. Masters

5. How many years have you been working for NBS?


62

Section II: Training
6. Are you aware of employees training?
1. Yes 2. No

7. Have you ever been trained since you join NBS?
1. Yes 2. No
[IF No, GO TO QUESTION No. 10, 11 AND 12]

8. If YES, which form (Forms) of training that you have attended.
1. Refresher training 4. Job Orientation training
2. Orientation training
3. Career development training

9. What is your performance after being trained
SD D N A SA
9
A
I am committed to the mission and direction of my
organization

9
B
I cooperate well with my colleagues
9
C
I am motivated to complete the task that is assigned
to me

9
D
I am given the chance to try my own method of
doing the job.

9E By learning new skills through courses/training my
task performance improves

Strongly Disagree (SD), Disagree (D), Neutral (N), Agree (A), Strongly Agree (SA)


63

10. What is your opinion on NBS performance after staff being trained
Strongly Disagree (SD) , Disagree (D), Neutral (N), Agree (A), Strongly Agree (SA)

11. Please indicate which forms of training programs are attended by most of staff?
None Very
little
Little Much Very
much
11A Refresher training
11B Orientation training
11C Career-orientation training
11D Job-oriented training

12. Without considering forms of training ,Please indicate frequency of employees
training at NBS
1. Not frequent 4. More frequent
2. Less frequent 5. Most frequent
3. Frequent

SD D N A SA
10A The agency ensures quality of the data
produced.

10B Employees retention is highly observed.
10C Job satisfaction is achieved by employees.
10D Employees morale improves day-by-day.
10E The agency ensures volume of the data
required.

64

13. Based on your experience in training, What is your opinion on the following
course content that are offered in the forms of training i.e refresher, orientation,
career orientation and Job- oriented training:




None Very
little
Little Muc
h
Ver
y
muc
h
13
A
Culture (i.e. training on organizational
purpose, values and goals, in essence,
how we do things around here, along
with how an employees job matters and
makes a difference)

13
B
Operations (i.e. training on the skills
needed to do the job, along with the
skills needed to continuously improve
the process and systems in the
organization)

13
C
Relationships (i.e. training on
interpersonal skills needed for all staffs
to manage and work in teams)

13
D
Engagement (i.e. training on the skills
that allow employees to take ownership
of their jobs and emotionally connect
them to their jobs and the vision of the
organization)

65

Hints and some definitions
The following definitions and hints can be used as a pilot to a respondent in case there is
misunderstanding of a certain term so as to avoid misinterpretation which will lead to
the provision of false information.

For the purpose of filling this questionnaire the following terms shall prevail the
following meaning

Forms of training
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.

Refresher Training; Short-term course aimed at recall and reinforcement of
previously acquired knowledge and skills. Or Refresher Training is instruction that
serves to reacquaint one with material previously studied or to bring one's knowledge or
skills up to date.

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.

Career training; this type of training aims at preparing employees for the future. This
enables employees to take up higher responsibilities.
Thank you for your cooperation and time.