YOM POSTGRADUATE COLLEGE

MASTERS OF BUSINESS ADMINISTRATION (MBA)

The Effect of Training on Employees’ Performance: The Case Study on

Organizational Rehabilitate Development in Amhara (ORDA), Bahir Dar

A thesis Submitted to Yom Postgraduate College in Partial Fulfillment of the

Requirements for the Degree of Masters of Business Administration (MBA)

By- Endalk Sintie

Advisor- Koyachew Enkuahone(PhD)

Aug, 2023
Bahir Dar, Ethiopia

YOM POSTGRADUATE COLLEGE

 MASTERS OF BUSINESS ADMINISTRATION (MBA)

This is to certify that this thesis entitled “The Effect of Training on Employee
performance: The Case Study on Organizational Rehabilitate Development in
Amhara(ORDA), Bahir Dar “by Endalk Sintie is submitted in partial fulfillment of
the requirements of the master of business administration (MBA) degree.

Approved by board of examiners:

pg. ii
______________ _______________ _______________
External Examiner Signature Date
______________ _______________ _______________
Internal Examiner Signature Date
______________ _______________ _______________
Advisor Signature Date
______________ _______________ _______________
Chair Person Signature Date

pg. iii
DECLARATION

I the undersigned, declare that this thesis is my original work, prepared under the guidance of the
research advisor, Koyachew Enkuahone/PhD/. All sources of materials used for the thesis have
been duly acknowledged. I further confirm that the thesis has not been submitted either in part or
in full to any other higher learning institutions for the purpose of earning any degree.

Name: Endalk Sintie

Signature:_______________

Date of submission: _______________

This research project has been submitted for examination with my confirmation as a supervisor
to the candidate.

Advisor: Koyachew Enkuahone/PhD/

Signature _______________

Date _______________
 Acknowledgement
First of all, I would like to express my gratitude and appreciation to my advisor Koyachew
Enkuahone/PhD/ for his patience and continuous advice provided in making this study practical.

I would like to thank all employees of the Organizational Rehabilitate Development in Amhara
(ORDA), Bahir Dar and Human Resource Development Division who participated in the survey
for devoting their time in Responding to the questionnaires conducted in the study.

Moreover, I would like to thank my family for the support they have provided while conducting
the study. I also would like to express my indebtedness to all my colleagues for their continuous
encouragement and support when undertaking the study. Finally I would like to extend my
special thanks all friends for their uninterrupted advice, support and encouragement.

pg. I
 LIST OF FIGURES

Figure 1 conceptual frame work ----------------------------------------------------page22

pg. II
 LIST OF ACRONYMS

ANOVA Analysis Of Variance

HRD- Human Resource Development

HRM- Human Resource Management
KSAOs knowledge, Skills, Abilities, and Other Characteristics
ORDA- organizational rehabilitates development in Amhara
SPSS Statistical Package for Social Science
TNA Training Need Assessment
TVET: - Technical, Vocational, Educational Training

pg. III
Table content
Acknowledgement........................................................................................................................................I
LIST OF FIGURES.................................................................................................................................II
LIST OF ACRONYMS..........................................................................................................................III
LIST OF TABALES Page.......VI
ABSTRACT..........................................................................................................................................VII
CHAPTER ONE........................................................................................................................................1
INTRODUCTION.................................................................................................................................1
1.1. Background of the Study..................................................................................................................1
1.2 Statement of the problem.................................................................................................................3
1.3 Research Questions...........................................................................................................................3
1.4. Objective of the Study......................................................................................................................4
1.4.1 General objective........................................................................................................................4
1.4.2 Specific Objectives.....................................................................................................................4
1.5 Significance of the study....................................................................................................................4
1.6. Scope of the Study............................................................................................................................4
1.7 Limitation of the study.......................................................................................................................5
1.8. Organization of the study report......................................................................................................5
CHAPTER TWO.......................................................................................................................................6
REVIEW OF RELATED LITERATURE...........................................................................................6
2. Definition of Training and Development.............................................................................................6
2.1. Human Resource Development....................................................................................................6
2.2. Definition of Training...................................................................................................................7
2.3. Training Priorities.........................................................................................................................7
2.4. Benefits of Training......................................................................................................................8
2.4.1 Benefit to individual...................................................................................................................8
2.4.2 Benefit to the Organization.........................................................................................................8
2.5. Systems Approach to Training......................................................................................................9
2.6. The Objective of Training and Development practice................................................................19
2.7 Employee performance...............................................................................................................20
2.8 The relationship between training and employees performance...................................................20

pg. IV
 2.7 EMPIRICAL LITERATURE......................................................................................................21
2.8 Conceptual frame work................................................................................................................22
CHAPTER THREE.................................................................................................................................23
3 .1 RESEARCH METHODOLOGY............................................................................................23
3.2 Research Design..........................................................................................................................23
3.3 Population and Sampling techniques...........................................................................................23
3.4 Data Type and Sources................................................................................................................24
3.5 Data Collection Instruments and methods...................................................................................24
3.6 Methods of Data Analysis................................................................................................................24
3.6.1 Mean value by Likert scale method..........................................................................................24
3.6.2 Pearson Correlation coefficient.................................................................................................25
3.7. Validity............................................................................................................................................25
3.8. Ethical Considerations....................................................................................................................25
CHAPTER FOUR...................................................................................................................................26
4. DATA PRESNETATION, ANALYSIS AND INTERPRETAION..................................................26
4.1 Background of the Organization......................................................................................................26
4.2 Demographic characteristics of Respondents...................................................................................27
4.3 Reliability Test................................................................................................................................31
Cronbach‟s alpha coefficient.............................................................................................................31
4.4 Training practice..............................................................................................................................31
4.5 Employees’ Performance in ORDA.................................................................................................41
4.6 Training and Employee performance mean and Standard Deviations.............................................50
4.7 Correlation Analysis........................................................................................................................50
CHAPTER FIVE.....................................................................................................................................53
5. SUMMARY, CONCLUSION AND RECOMMENDATIONS........................................................53
5.1 Summary..........................................................................................................................................53
5.2 Conclusion.......................................................................................................................................54
5.3 Recommendation.............................................................................................................................55
References................................................................................................................................................57
Annex........................................................................................................................................................60

pg. V
LIST OF TABALES Page
Table 1 Gender of respondents......................................................................................................28

pg. VI
Table 2 Age of respondents...........................................................................................................28
Table 3 Marital status of respondent.............................................................................................28
Table 4 Education background of respondents..............................................................................29
Table 5 Work experience of respondents......................................................................................29
Table 6 status of respondents.........................................................................................................30
Table 7 undergo training of respondents.......................................................................................30
Table 8 Cronbach‟s alpha coefficient............................................................................................31
Table 9 My organization is good in provide training program such as seminar workshop etc
frequently?.....................................................................................................................................32
Table 10 Is the type of training you have taken applicable for the job after the training?............32
Table 11 Do you have known the objective of the training?.........................................................33
Table 12 Do you think that training goals and organization objectives are aligned fairly?..........33
Respondents opinion/position........................................................................................................33
Table 13 Does training improves your skills, knowledge, attitude change, new capability?........34
Table 14 Does the training increases your motivation to the job you do?....................................34
Table 15 I consider that duration of training is appropriate to keep me motivated for learning?. 35
Table 16 Do you think that training helped you to improve your job performance?....................35
Table 17 Do you consider that training is aligned to your real job?..............................................36
Table 18 Do you think clear directions were provided during training?.......................................37
Table 19 Training and Development at ORDA improved my performance?...............................37
Table 20 Are you satisfied with the overall aspect of the training programs in the organization?
.......................................................................................................................................................38
Table 21 Do you think the methods of training used by the organization were effective?...........38
Table 22 Trainings offered to me have given me the opportunity to identify any potential for
further development?.....................................................................................................................39
Table 23 Does the training program evaluated during or at the end of the program?...................40
Table 24 The trainer provided clear instructions for all activities?...............................................40
Table 25 The trainer made sure materials could be read easily from where I was sitting.............41
Table 26 In my opinion training helps me to increase productivity?............................................42
Table 27 Employees become more responsible after the training?...............................................42

pg. VII
Table 28 The training provided by my organization helped me to improve my job quantity &
quality?..........................................................................................................................................43
Table 29 Training contributed effectiveness and efficiency at ORDA?........................................43
Table 30 In my opinion training helped me to reduce frequency of supervision?........................44
Table 31 In my opinion training helps me to increase job satisfaction?.......................................45
Table 32 I am confident that the training brings strong team work and it helped me to increase
work efficiency?............................................................................................................................45
Table 33 The training you received has an effect on your job performance?...............................46
Table 34 I feel that training helped my organization to ensure its success with customer’s
satisfaction?...................................................................................................................................46
Table 35 I think that employees become more committed toward their jobs after getting on-the-
job training?...................................................................................................................................47
Table 36 In my opinion employees become more responsible after on-the-job training?............48
Table 37 Job satisfaction increased through the training?.............................................................48
Table 38 The training I received helped me to improve my performance and my motivation to
work...............................................................................................................................................49
Table 39 The content of delivery methods that my organization provides assist in achieving My
job performance objectives?..........................................................................................................49
Table 40 Descriptive statistics mean and standard deviations.......................................................50
Table 41 Correlation analysis of training and employee performance..........................................51

ABSTRACT
The success of any organization in this ever changing volatile world depends on the quality
and capability of its human recourses. Training helps a great deal in the acquisition of new
technical knowledge and updated skills in the different aspects of organization so as to provide

pg. VIII
quality service to the organization customers. The main objective of training is to improve the
performance of both individual and the organization. The purpose of this study was to
investigate the Effect of training on employee performance in Organizational Rehabilitate
Development in Amhara (ORDA), Bahir Dar. The study used both primary and secondary
sources of data. A quantitative research approach was used and Questionnaires was distributed
to 95 randomly selected employees a random sampling technique. The data was analyzed using
explanatory research method and data was analyzed using inferential statistics and Pearson
correlation. The Pearson correlation analysis result indicates all relationship between training
and employee performance were positively and significantly correlated shows they have medium
association. Based on the findings of the study, it is recommended that the ORDA has to keep
constant review of its training practices to identify its effectiveness on its employee’s
performance regularly.

Key words: training, performance

pg. IX
 CHAPTER ONE
INTRODUCTION
1.1. Background of the Study
Training is defined as the organized activity aimed at imparting information and/or instructions
to improve the recipient's performance or to help him or her attain a required level of knowledge
or skill (Rajeswari&Palanichamy2014). Training is the process of increasing the knowledge, and
skills for doing a particular job. It is an organized procedure by which people learn knowledge
and skill for a definite purpose. The purpose of training is basically to bridge the gap between job
requirements and present competence of an employee. Training is aimed at improving the
behavior and performance of a person and also it is a never ending or continuous process. The
success of any business depends on the quality of its human capital and, while it is recognized
that training plays an important Effect, there are still concerns as to which kinds of training and
skills acquisition bring economic success. More importantly such training has to be quantifiable.

“Training has the distinct Effect in the achievement of an organizational goal by incorporating
the interests of organization and the workforce (Raja, Furqan& Muhammad 2011). Now-a-days
training is the most important factor in the business world because training increases the
efficiency and the effectiveness of both employees and the organization. The employee
performance depends on various factors. But the most important factor of employee performance
is training. Training is important to enhance the capabilities of employees. The employees who
have more on the job experience have better performance because there is an increase in both the
Skills &competencies because of more on the job experience (Raja, Furqan&Muhammad 2011).
Employee performance also depends on many factors like job satisfaction, knowledge and
management but there is relationship between training and performance (Amisano, 2010). This
shows that employee performance is important for the performance of the organization and
training and development is beneficial for the employee to improve its performance.

pg. 1
The main idea of human resource management is to analyze and improve the capable modest
returns in this era of the globalization. One major area of the Human Resource Management is
training. Training is a very important part of the human resource development activity of human
resource management practice. Few people these days would argue against the importance of
training as a major influence on the success of an organization. In order to sustain economic
growth and effective performance, it is important to optimize the contribution of employees to
the aims and goals of the organizations (Sultana, et al., 2012). Current literatures show that
training assist furthermost establishment. Therefore, employees are able to study various work
ideas which restore their abilities, increase their work assertiveness and increase efficiency.
Employees to carry out their works effectively and efficiently must have the skills, knowledge,
values, attitudes and ability to understand their organization‘s culture. In order organizations to
achieve their goals and objectives training is the best way to increase the knowledge and skill of
employee, which type of training bring economic success and work in the era of competition.
Training should help individual performance effect completely on organizational efficiency in
the short term and long term obligation. Likewise, in the workplace training is very important,
without it, employees don't have a firm grip on their tasks or duties. Employee training refers to
programs that offer workers with information, new skills, or specialized development
opportunities (Elnaga & Imran, 2013).
Thus the purpose of this study is to show the Effect of training on the employee performance.
The Effect of human resource department is to improve the organization’s effectiveness by
providing employees with knowledge, skills and attitudes that would improve their current or
future job performance. Organizations help their people learn new skills so as to be able to
perform well. It has been confirmed that organizations with more progressive people - oriented
policies have excelled, leaving the competition behind. This is mainly because when
organizations invest in people, in their training, what they get in return is higher skill and greater
competence that improves morale and productivity. As people’s growth is linked with the
organizations growth in view of long- term profitability, organizations need to invest in their
people. Some researchers argue that training contributes significantly to the performance of an
organization, implying an affirmative link sandwiched between human resource systems and
organizational performance (Osman et al, 2011). On the other hand, there are others whom are
not certain that training is important.

pg. 2
1.2 Statement of the problem.
In today changing global context, both individual and collective skills are the most important
assets for organizations and determine their productivity competitiveness and ability to adapt and
to be proactive when faced with an uncertain environment. Thus training is a key strategy for
generating skills in people, since it enables them to both learn and unlearn skills in other words
to acquire new skills and change inappropriate skills (Pineda, 2010).
Knowledge and skills needed by an organization can be provided to learners through training
(Fitzgerald, 1992) because not all employees would come to the job with complete knowledge
and experience necessary for performing assigned tasks. Therefore, most organizations consider
the development of human resources as important investment effort towards the development of
the performance of the organization. Human resource department has a Effect to improve the
organization’s effectiveness by providing employees with knowledge, skills and attitudes that
would improve their current or future job performance (Goldstein & Ford, 2002).The main
method suggested for human resource development is the provision of training.

The study, therefore, focused on how providing training for employees of the Organizational
Rehabilitate Development in Amhara (ORDA) would improve their performance for the
provision of timely, efficient, effective and quality of works.

1.3 Research Questions

 How is training evaluated in ORDA?

 What is the nature of training practice used in ORDA?

 What is the relationship between training practice and employee performance ORDA?

pg. 3
1.4. Objective of the Study
1.4.1 General objective
The general objective is to find out the interface between training and employee performance in
The Case Study on Organizational Rehabilitate Development in Amhara (ORDA) in Bahir Dar. .

1.4.2 Specific Objectives

The specific objective of the study would be;

 To assess training evaluated in ORDA.

 To assess the nature of training practice used in ORDA.

 To find out if there is a relationship between training practice and employee performance
in ORDA.

1.5 Significance of the study

Training is a key strategy for human resource development and in achieving organizational
mission, vision and objectives (Pineda, 2010). The significance of this study would to assess the
human resources training and development practices and effects on the ORDA and provides also
following significances. It provide possible suggestion to remove the weaknesses of the training
and development department of the ORDA and it would help the ORDA to improve the way it
conducts the training and development activities. In turn, the staff management may use the
findings of this study to know the Effect of the trainings on its employee’s performance, and to
determine the areas where improvements through training can be done. In addition to this, it
would give the researcher the opportunity to gain deep knowledge in the area and it may be used
as a ground for further study.

1.6. Scope of the Study

The study is limited to employees of the ORDA, particularly the Bahir Dar office by
emphasizing on the effect of training on employees performance. The employees of the
organization were given the questionnaires to complete.

pg. 4
1.7 Limitation of the study
In this research there was the following challenges, shortage of reference materials, time
constraints, and challenges of covid-19, broken internet connection for national issues, this
problem had been a negative impact on the quality of the study.

1.8. Organization of the study report

The thesis is divided into five chapters in order to provide clarity and coherence on the
discussion of the effect of training on employees ‘performance particularly on sales persons and
their immediate supervisors. The first part of the study is discussing about the background,
problem statement, research questions and objectives, significance of the study,
delimitations/scope of the study and organization of the paper.

The second chapter discusses the relevance of the study in the existing literature. It provides
studies on training and employees performance. After the presentation of the existing related
literature, the study provided a synthesis of the whole chapter in relation to the study.

The third part of the study discusses the methods and procedures used in the study. The chapter
comprises of the presentation of the utilized techniques for data collection and research
methodology. Similarly, it also contains a discussion on the used techniques in data analysis as
well as the tools used to acquire the said data.

The fourth chapter discusses the results of the study. Data presentation is statistically treated in
order to uncover the relationship of the variable involved in the study. With the said data, the
chapter addressed the statement of the problem noted in the first chapter.

The last chapter comprises of three sections: the summary, the conclusions of the study, and the
recommendations. With these three portions, the chapter is being able to address the problem
stated in the initial chapters of the study.

pg. 5
 CHAPTER TWO
REVIEW OF RELATED LITERATURE
2. Definition of Training and Development
2.1. Human Resource Development
Development is the growth or realization of person ability through conscious or unconscious
learning. Development usually include elements of planed study and experience and are
frequently supported by coaching and counseling facility .this definition was subsequently
broadened from person ability to individual or group thus reflects the growing concept of
organization learning (Kushion, 2000). Development is a long term educational process of
improving the overall personality of employees. It is career oriented .The purpose of
development it is to have a long term development of personal by providing
philosophical ,conceptual and theoretical knowledge .both training and development programs
are necessary for any organization (Abrham ,2012) By Kumar and Ghosh (2003) Development
occurs when a gain in experience is effectively combined with conceptual understanding that can
illuminate it, giving increased confidence both to act and perceive how such action relates to
context .it can be seen from the definition that development indicates movement to an improved
situation that for the individual means advancing towards the physical and mental potential we
all possess. In many respects development indicates growth and movement by the learner rather
than learning itself. Human resource development is a title which represents the latest
evolutionary stage in the long tradition of training, education and developing people for the
purpose of contributing towards the achievement of individual organization and societal
objective (Sharma, 2005). in other term human resource development is the study and practice of
increasing the learning capacity of individual ,groups collective and organization through the
development and application of learning based intervention for the purpose of optimizing human
and organizational growth and effectiveness (Chalofsky,1992).

In the present environment ,sources of competitive advantage are quickly overcome competitors
and thus the only the only source of competitive advantage is ability of the organization to learn
more quickly than others .this learning does not occur in abstract from within the organization
but in minds of individual and groups .building on this understanding of the value residing with

pg. 6
employees has been recognition that unlike capital asset which can be used up and also
depreciate over time ,the value of individual can actually increase . For the reason and from a
strategic perspective there is increased emphasis on the investment in human asset through
training and development (Chalofsky, 1992).

2.2. Definition of Training

Training is defined by different scholars. Even though it is define and express in different ways,
the central idea is likely to be perfectly similar. Among the various writers, Fisher et al (1999)
explained the essence of training in terms of its purposes that it intends to achieve. Accordingly,
training is given for many reasons: to orient new hires to the organization or teach them how to
perform in their initial assignment, to improve the current performance of employees who may
not be working as effectively as desired, or to prepare employees for future promotions or for
upcoming changes in design, processes, or technology in their present jobs. Training is service
function, which provides management with professional support in meeting the organization’s
objectives. Training is an act of imparting or improving or updating the knowledge and skill of
an employee (whether existing or new) for performing a particular job in an effective manner .in
other words, training is a process of helping employees to acquire more knowledge of the job
and to learn or sharpen the needed skill, attitudes and values associated with efficient
performance of their job (Abraham, 2012).
Training is a learning experience in that it seeks a relatively permanent change in an individual
that would improve the ability to perform on the job. Its focus is on individual’s current jobs,
enhancing those specific skills and abilities to immediately perform their job. Employee
development on the other hand, generally focuses on future job in the organization (Decenzo&
Robbins, 1999). Though training and development have different definition, it is difficult to
distinguish one from the other and there are no scholarly research papers that signify the
differences of training and development (Mathis and Jackson, 200).

2.3. Training Priorities

As indicate in the definitions of training, training is directed towards improving the performance
of an organization by changing its employees‟ behavior and increasing their knowledge and
skills. According to Bernard (2010) training is not a random activity. It usually starts through

pg. 7
training need analysis. Training need analysis serves to set training objectives and priorities these
needs as per their urgency for the efficient and effective performance of the organization. Since
training incurs cost to the organization and resources are relatively scare, training should be
prioritizing as there are multiple training needs in an organization. Accordingly, training needs
are ranked in importance on the basis of organizational objectives. The training most needed to
improve the health of the organization is done first in order to produce visible results more
quickly (Mathis and Jackson, 2000).

2.4. Benefits of Training

As according in MC Kenna and Beech (2008) training is a vehicle human resource development.
In essence, it is concerned with improving the skills of employees and enhancing their capacity
to cope up with the ever changing demands of the work situation. Benefits of training can be
traced as those that accrue to individuals and those that accumulate to the organization.

2.4.1 Benefit to individual

As to the benefits of individual, individuals feel that they are competent at their job and training
helps to give them greater personal satisfaction from being able to exercise new skills,
techniques and procedures. Besides, it improves their capacity to solve problems, to cope up with
change in the work place, to use new technology and to handle on-the- job training. In addition,
material benefits could follow through improved performances (Mejia et al., 2010).
2.4.2 Benefit to the Organization
When an organization allows to employees to attend a training program for an employee’s
development, it gives them a sense of value. It is not only makes them feel important but they
understand that the organization care about their performance and the capabilities. Moreover,
employees feel valued as an employee and inspire that their organization is would to invest
money into their capabilities so that they can use their knowledge to help both their personal
growth and the organization. Training today also plays a key Effect in the performance
management process. This is the integrated process employers use to make sure employees are
working toward organizational goals. It means taking an integrated, goals oriented approach to
assigning training, assessing and rewarding employees‟ performance (Dessler, 2009).

pg. 8
2.5. Systems Approach to Training
From the broadest perspective, the goal of training is to contribute to the organizations over all
goals. Training programs should be developed with this in mind. Managers should keep a close
eye on the organizational goals and strategies and orient training accordingly. Unfortunately,
many organizations never make the connection between their strategic objectives and their
programs are often misdirected, poorly designed, inadequately evaluated and these problems
directly affect organizational performance. The success of training can be gauged by the amount
of learning that occurs and is transferred to the job. Too often, unplanned, uncoordinated, and
haphazard training efforts significantly reduce the learning that could have occurred. Without a
well-designed, systematic approach to training, what is learned may not be what is best for the
organization? Accordingly, there are four major relevant phases in a training process, as cited in
(Bohlander, et al., 2001,& Mathis and Jackson, 2000).
i) The assessment phase: Training need analysis identifies the specific job performance skills
needed, assesses the prospective trainees‟ skills and knowledge.
ii) Training design phase: it is designing of the type of learning environment necessary to
enhance learning and develops specific, measurable knowledge and performance objectives
based on identified deficiencies.
iii) Implementation phase: This step is the actual training phase, which delivering the training to
the targeted employee group based on the training need analysis.
Iv). Evaluation phase this step helps to assess the training program’s success or failure.

2.5.1 Assessment Phase

The assessment phase is composed of why and how training need is determined the importance
of assessing training needs at organization, task and individual levels. Determining Training
Needs or Training needs analysis has a pivotal Effect in identifying the required skill or perform
specific tasks by analyzing the actual and the required performance. Many authors have given
their explanation about the importance of training need assessment (TNA). Anderson (2000) is
point that the needs assessment is the starting point in the training process. It is the phase in
which an organization’s needs are identified, forming the foundation of an effective training
effort. Performance analysis is instrumental in assessing the current employees‟ training needs
(Dessler, 2009). He define performance analysis as: “A process of verifying that there is a

pg. 9
performance deficiency and determining if the employer should correct such deficiency through
training or some other means (like transferring the employee).” Hence, training need assessment
is a means to identify a gap between “what is” and “what ought to be”. In doing so, it is used to
provide information for decision making on whether the gaps could be addresses through
training or not. The assessment is part of a planning process focusing on identifying and solving
performance problems. These performance problems may be related to knowledge, skills and
attitudes. To make certain that training is timely and focused on priority issues, managers should
approach needs assessment systematically by utilizing the three different types of analysis, i.e.
organizational level, tasks level and individual level (Bohlander, et al., 2001 & Mathis and
Jackson, 200,).
i. Organizational Analysis
Bohlander et al., (2001,) & Anderson (2000) describe organizational level analysis as an
examination of the environmental constraints, strategies/goals, organizational climate and
resources of the organization to determine where training emphasis should be placed.
At an organizational level, training need analysis tries to answer the question of where the
training emphasis should be made of the organizational goals, personnel inventories, and
performance data. The review of short and long term goals of the organization and any trends
that may affect these goals is done to channel the training towards specific issues of importance
to the firm (Bernardin, 2010). More specifically, training needs analysis helps an organization to
focus the training direction towards knowledge and skills that has a big impact on its short and
long term objectives. Important source for organizational analysis comes from various
operational measures of organizational performance. On a continuing basis, detailed analysis of
human resource data can show training weaknesses. Departments or areas with high turnover,
high absenteeism, low performance, or other deficiencies can be pinpointed (Mathis and Jackson,
2000). This implies that, as a starting point, training need analysis should focus on areas where
there are deficiencies I performance and on departments where employee morale and motivation
are lower.
ii. Task Analysis
The second way to diagnose training need is through analyses of the tasks performed in the
organization. To do these analyses, the duties and responsibilities of the job, together with the
knowledge, skills and abilities needed to perform them are the focus areas of training need

pg. 10
assessment at the task level (Fisher et al, 1999). It is imperative that the possible sources of
information to conduct training need analysis at task level are job description procedure manuals,
and equipment instruction manuals. Anderson (2000) describe task analysis as a systematic
collection of data about a specific job or group of job to determine what an employee should be
taught to achieve optimal performance. Results of a task analysis typically include the
appropriate standards of performance, how tasks should be performed to meet these standards,
and the knowledge, skills, abilities, and other characteristics (KSAOs) the employees need to
possess in order to meet the standards.
iii. Person Analysis
Person analysis involves determining which employee require training and, equally important
which don not (Bohlander, 2001). In this regard, person analysis is important for several reasons.
Thorough analysis helps organizations to avoid the mistake of sending all employees in to
training when some do not need it. Training need analysis at the individual level identifies gaps
between person’s current capabilities and those identified as necessary or desirable for his job
position.
2.5.2 Training design phase
According to (Bohlander, 2001) once the training needs have been determined, the next step is to
design the type of learning environment necessary to enhance learning. The success of training
programs depends on more than the organization’s ability to identify training needs. Success
hinges on taking the information gained from needs analysis and utilizing it to design first rate
training programs. He identified four related issues that training design should focus:
i. Instructional objectives
ii. Trainee readiness and motivation
iii. Principles of learning
iv. Characteristics of instructors

i Instructional objective
After the training need assessment phase the next step is to translate the needs identified at
organizational, task and individual level in to measurable objectives that can guide the training
effort (Fisher et al, 1999). On the basis of the information obtained from organizational, task and
person analysis, managers can formally state the desired outcomes of training through written

pg. 11
instructional objectives. Generally, instructional objectives describe the skills or knowledge to be
acquired and/or the attitudes to be changed (Bohlander, 2001). According to Mathis and Jackson
(2000) all of the gathered data is used to compile a gap analysis, which identifies the distance
between where an organization is with its employees capabilities and where it needs to be.
Training objective and priorities are used to close the gap. Training objectives describe the
performance level trainees should exhibit. Once, training need analysis helps to identify the
required performance level and the actual performance of employees in an organization, training
objectives would be established to close the gap between the actual and the required
performance. Therefore, it is difficult to set training objectives before conducting training need
analysis and the training objective is varied from organization to organization and among
departments within an organization and from time to time, (Mejia, et al., 2010). As stated by
Anderson (2000, p.168) useful training objectives have the following qualities:
Performance- an objective always says what a learner is expected to be able to do and/or
produces to be considered competent: the objective sometimes describes the product or result of
the doing.
Conditions- an objective describes the important conditions (if any) under which the
performance to occur.
Criteria- whenever possible, an objective identifies the criteria of acceptable performance by
describing how well the learner must perform in order to be considered acceptable. The criteria’s
are used in evaluating the training objective in the final phase of the system approaches to
training. Whenever possible, objectives should be state in behavioral; terms and the criteria for
judging the training’s effectiveness should flow directly from the behavioral objective. More
specifically, the criteria to measure the objective of the training require what an employee would
know, do not to do after training, as indicated by Mejia, et al. (2010).
ii. Trainee Readiness and Motivation
According to Bolander (2001) two pre-conditions for learning affect the success of those who are
to receive training: Readiness and Motivation. Trainees‟ readiness refers to both maturity and
experience factors in the trainee’s background. Prospective trines should be screened to
determine that they have the background knowledge and the skills necessary to absorb what
would be presented to them. The other pre-condition for learning is trainee motivation.
Individuals who are conscientious, goal oriented, self-disciplined and persevering are more likely

pg. 12
to perceive a link between effort they put in to training and higher performance on the job.
Learners must be ready and open to learn. It is appropriate to select learners if there is a self-
concept and confidence in them that they are effective learners. It is expected from the learner
side to take the initiative and exercise independence in learning. Acceptance of responsibility in
learning, extreme interest towards learning and capability of demonstrating creativity, possessing
a future orientation and able to use basic study and problems solving are the main criteria in
selecting the appropriate learners so that they integrate with the other inputs and enhance the
training programs (Rothwell and Kazanas, 1998).
iii. Principle of learning
Learning is the goal of training. Learning occurs only when information is received understood,
internalized, and the learner makes an effort to use the information (Mathis and Jackson, 2000).
Training has to build a bridge between employees and the organization. One important step in
this transition is giving full consideration to the psychological principles of learning that is the
characteristics of training programs that help employees grasp new material. Make sense of it in
their own lives and transfer it back to the job. Because the success or failure of a training
program is frequently related to certain principles of learning, as well as employees should
understand that different training methods or techniques vary in the extent to which they utilize
these principles (Bohlander, 2001). He also identified eight learning principles. These are: Goals
setting- the value of goal setting for focusing and motivating behavior extends in to training.
When trainers take the time to explain the goals and objectives to trains or when trainees are
encouraged to set goals on their own-the level of interest, understanding and effort directed
towards training is likely to increase. Meaningfulness of presentation- one principle of learning is
that materials to be learned should be presented as meaningful a manner as possible. Modeling-
just as “example” increase the meaningfulness of factual material or new knowledge in a training
environment, modeling increases the salience of behavioral training.
Individual differences- people learn at different rates and in different ways. To the extent
possible training programs should try to account for an, accommodate these individual
differences in order to facilitate each person’s style and rate of learning.
Active practice- Those things we do daily become a part of our repertoire of skills. Trainees
should be given frequent opportunity to practice their job tasks in the way that they would
ultimately be expected to perform them.

pg. 13
Whole vs. part learning- most jobs and tasks can be broken down in two parts that lend
themselves to further analysis. Determining the most effective manner for completing each part
then provides a basis for giving specific instruction.
Massed vs. distributed learning- another factor that determines the effectiveness of training is
the amount of time devoted to practice in one session. Feedback and reinforcement- as an
employee’s training process, feedback serves two related purposes: knowledge and motivation.
The information aspect of feedback help individuals focus in on what they are doing right and
what they are doing wrong. In this way feedback serves a shaping Effect in helping individual
approach the objectives of training. In addition to its informational aspect, feedback also serves
an important motivational Effect.
iv. Characteristics of Instructors
The success of any training efforts would depend in large part on the teaching skills and personal
characteristics of those responsible for conducting the training (Bohlander, 2001). As cited in
http://www.Unodc.Org/pdf a trainer should have the following qualities:
Empathy: this is the ability to put one self in another. It is the faculty for recognizing the fears
and uncertainties in the minds of trainees when learning additional techniques or skills. Empathy
enables a trainer to point out personal difficulties encountered by him/her in similar learning
situations, so as to put the learners at ease.
Honest: is the encourage to recognize personal strengths and weaknesses and to be frank about
these aspects to the personnel being trained, for their own benefits.
Patience: is shown in compliment slow progress and refrain from the anger when mistakes are
made. It includes the techniques of repeating instructions, breaking down tasks in to small units
and allowing time for learners to try out.
Pace: is closely integrated with empathy and patience. This is an external speed governor, which
acts more to slow done than to speed up. It is far better to more slowly and attains complete
mastery, than to push for rapid and sloppy completion.

Democracy: refers to the kind of atmosphere created when learning takes place. The trainer
should be supportive and non- threatening in presentation. The tone of voice and facial

pg. 14
expression should lead the learners to feel comfortable in raising questions, offering suggestions,
reinterpreting instructions and generally to feel relaxed while they learn.

2.5.3 Implementation phase

Successful implementation of training program depends on selecting the right programs for the
right people under the right conditions. According to Schuler (1998) such crucial aspects of
training as who would participate in the training, who provides the training and the content of the
training should be clearly indicated and indentified in order to achieve the training objectives.
The answer to the question “who shall participate?” depends in part on the results of the person’s
need analysis. It also depends on how many employees are to be trained simultaneously.
Training can be provided by the supervisor, a lead worker, an internal or external subject matter
expert and the employee. However, selection of the trainers depends on where the program is
held and what skill is to be taught. An important element at this phase of the training process is
the selection of an appropriate method of training. A careful choice in location of training
programs can enhance their success. Such decisions are constrained by the type of learning that
is to occur (basic, technical, interpersonal or conceptual as well as by cost and time
considerations. There are different types of training methods.

i. On-the-Job Training (OJT)

Under these methods, the principle of learning by doing is adopted and the employees are trained
on–the-job, at their workplace and under same working condition under which they would be
required to work in the normal course (Abraham, 2012). According to Bohlander et al., (2001)
although it is used by all types of organizations, on the job training is often the most poorly
implemented method. Three common drawbacks include
1) The lack of well-structured training environment
2) Poor training skills of managers.
3) The absence of well-defined job performance criteria.
Very often on-the- job training is associated with the development of new employees, it can also
be used to update or broaden the skills of existing employees when new procedures or work
methods are introduced (Bernardin, 2010) if an organization wants to benefit from on-the-job
training, it must be planned and executed; otherwise, it would not bring the desired result in

pg. 15
improving the performance of an individual in particular and the organization in general. There
are at least four identifiable OJT techniques, including jobs instruction training (JIT) job rotation,
coaching and mentoring and apprenticeship (Anderson, 2000).

A. Job instruction training

JIT is a sequence of instructional procedures used by trainer to train employees while they work
in their assigned job (Anderson, 2000). The content of a JIT program can be distinguished by its
simplicity. According to (Schuler, 1998) the disadvantages of on-the-job training can be
minimized by making the training program as systematic and complete as possible. JIT
represents such a technique.

B. Job rotation
Job rotation is a technique under which trainees are periodical rotated on different but related
assignment. Job rotation can be in non-supervisory work situation, managerial training passion;
middle level passion .job rotation enables the employee to get experience of different job in
organization (Abrham, 2012)

C. Coaching and mentoring

The other forms of on the job training, coaching and mentoring, also involve one-on-one
instruction. Coaching typically occurs between an employee and that person’s supervision and
focuses on examining employee performance and taking actions to maintain effective
performance and correct performance problems (Anderson, 2000). The effectiveness of
supervisory assistance depends in part on whether the supervisor creates a climate where mutual
confidence can flourish, provides opportunities of growth, and effectively delegate tasks
(Schuler, 1998).
In mentoring a senior manager is paired with a more junior employee for the purpose of giving
support, helping the employee learn the ropes, and preparing the employee for increasing
responsibility (Anderson, 2000).

D. Apprenticeship Training

pg. 16
It is process by which people skilled workers usually through a combination of formal learning
and long term on the training (Dessler, 2009). Apprenticeship training is used most often to train
people for jobs in skilled crafts such as carpentry, pluming, typesetting and welding. It can be
said that apprenticeship can be considered as on-the-job training because it involves a substantial
amount of on-the-job training even though it does consist of some off-the-job training
Bernardion, 2010). According to Bohlander (2001), Apprenticeship training is a system of
training in which a worker entering the skilled trades is given through instruction, and
experience, both on and off the job, in the practical and theoretical aspects of the work.

ii. Off –the –job training

When the consequence of error is high, it is usually more appropriate to conduct training off- the
job. Off-the –job training is also appropriate when complex skills need to be mastered or when
the focus is on specific interpersonal skills. For example, it is difficult to build a cohesive work
team when members of management are constantly interrupted by telephone calls and
subordinate inquires. However, the cost of off-the-job training is high. There also is a concern
over transfer of knowledge to the work place (Schuler, 1998). Some of the off-the – jobs training
methods are:
A. Formal courses
According to Schuler, (1998) the formal courses of training and development can be
accomplished either by one self- using programmed instruction, computer-assisted instruction,
reading, and correspondence courses-or with teachers, as in formal class room courses and
lectures. Lecturing has several advantages. It is a quick and simple way to present knowledge to
large groups of trainees (Dessler and Varkkey, 2009).
B. Conference
Under this technique of training employee of same organization come together to discuss various
aspects of a particular subject Participants exchange their ideas and experience to arrive at better
methods of dealing with the given problem. the participants come to teach each other and to
learn together .this technique is ideally suited for analyzing problem and issue examining them
from different viewpoints .participants often develop an analytical frame of mind and question
attitude .the chairman is a key figure in the conference .he/she is responsible for summing up and
controlling the proceeding (Abraham, 2012).

pg. 17
2.5.4 Evaluation Phase
The evaluation phase is the last phase in the system approaches.
Training like any other \HRM functions, should be evaluated to determine its effectiveness. A
variety of methods are available to assess the extent to which training programs involve learning,
affect behavior on the job, and impact the bottom line performance of an organization.
Unfortunately few organizations adequately evaluate their training programs (Pinenda, 2010 and
Bohlander, 2001). Training represents an expensive investment that organizations make in their
human resources and therefore, it is important for organizations to evaluate the effectiveness of
their training effort. According to Benardin (2010) training evaluation involves the collection of
information on whether trainees were satisfied with the program, learned the material, and were
able to apply the skills back on the job. In general, evaluation is the final phase in the training
cycle and it is the determination of the extent to which the training activities have met their
goals. As indicated in Schuler and Jackson (1996), Bohlander, (2001), Anderson, (2000) and
Dessler (2009), any evaluation of training should include at least four components:
i. Reaction to training
One of the simplest and most common approaches to training evaluation is assessing
participant’s reaction. Happy trainees would be more likely to want to focus on training principle
and to utilize the information on the job. Evaluation of trainees‟ reactions to the program would
answer the following specific questions related to trainees. Did the trainees like the program,?
Was the instruction clear and helpful? Do the trainees believe that they learned the material? Did
they think it worthwhile?
ii. Learning
Beyond what participants think about the training, it might be a good idea to see whether or not
they actually learned anything. Testing knowledge and skills before beginning a training
program gives a base line standard on trainees that can be measured again after training to
determine improvements. However, in addition to testing trainees before and after training,
parallel standards can be measured for individuals in a control group to compare with those in
training and not some other factor. In testing the trainees to determine whether they learned the
principles, skills, and facts they were supposed to learn; the following questions would be asked.
Did the trainees actually acquire the knowledge and skill that were taught? Can they talk about
things they could not talk about before?

pg. 18
iii. Behavior or performance change
Evaluating training at the behavioral level measures the effect of training on job performance
through interview of trainees and their co-workers and observations of job performance (Mathis
and Jackson, 200).
2.6. The Objective of Training and Development practice
Weather and Davis (1996) stated that the objective training and Development practice must be
specific .measurable and time targeted. The main objective of staff training and development are
to improve the qualities of the trainee, formulation of the objectives for different needs and ways
of achieving it. The training objective is very important because it determines the design and
content of training program .contents of training remain the same no matter the type of training
involved .it is to increase personal efficacy .Professional growth smooth and more effective
organizational operations. (Olaniyan and Lucas, 2008) an objective is specific outcome that
training or the development objective practice is set for trainee should be able to exhibit after
training and in additional four objective individual, organizational functional and socials stated
by (Pallavi, 2013) and further additional objective of training and development practices follows
his stated as:
 To bring about change in attitudes of the workers towards of fellows workers,
supervisors and the organization.
 To improve the overall performance of the organization.
 To make employees handle materials, machines and equipment efficiently and thus to
check wastage of time and resource.
 To impart the basic knowledge and skill in the new entrants that they need for an
intelligent performance of definite job.
 To prepare the employees for higher level of task
 To build up second line of competent officer and prepare them to occupy more
reasonable position.
 To ensure smooth and efficient working of department .to ensure economic output of
required quality (Pallavi,2013)

pg. 19
2.7 Employee performance
Performance can be separates to organizational performance and employees‟ performance.
Employees‟ performance is known also as job performance. However: it seems that employees‟
performance is commonly objectively measured in organizations and it will appear that there are
few alternative options (Otley, 1999). Performance in organizations is reliant on the performance
of employees‟ and other sides such as the environment of the organization, The difference
between organizational and employees' performance is apparent, Therefore, organizations that
are doing well is one that is successfully attain objectives (Otley 1999)

2.8 The relationship between training and employees performance

Most of the previous studies provide the evidence that there is a strong positive relationship
between human resource management practices and organizational performance (Purcell et al.,
2000). According to Guest (1997) mentioned in his study that training and development
programs ,as one of the vital human resource management practice, positively affects the quality
of the workers knowledge, skills and capability and thus results in higher employee performance
on job. This relation ultimately contributes to supreme organizational performance. As depicted
by the work of Harrison (2000), learning through training influence the organizational
performance by greater employee performance, and is said to be a key factor in the achievement
of corporate goals. However, implementing training programs as a solution to covering
performance issues such as filling the gap between the standard and the actual performance is an
effective way of improving employee performance (Swart et al., 2005). According to Swart et
al., (2005), bridging the performance gap refers to implementing a relevant training intervention
for the sake of developing particular skills and abilities of the workers and enhancing employee
performance. He further elaborate the concept by stating that training facilitate organization to
recognize that its workers are not performing well and a thus their knowledge, skills and attitudes
needs to be molded according to the firm needs. There might be various reasons for poor
performance of the employees such as workers may not feel motivated anymore to use their
competencies, or may be not confident enough on their capabilities, or they may be facing work-
life conflict. All the above aspects must be considered by the firm while selecting most
appropriate training intervention that helps organization to solve all problems and enhance
employee motivational level to participate and meet firm expectations by showing desired
performance. As mentioned by Swart et al.(2005) this employee superior performance occur only

pg. 20
because of good quality training program that leads to employee motivation and their needs
fulfillment.

2.7 EMPIRICAL LITERATURE

Empirical finding are one of the important components of the literature review in the research
study .This type of literature contribute a lot to the effectives of the investigation under study by
revealing the gap what the researcher wants to find out and how the researcher under take the
study which helps the researcher by providing insight about what and how assume the
investigation he/she stand for. In general organization should manage their work force
effectively and efficiently and they should give greater attention for training and learning of
employees to meet goal of the organization and to achieve the best result which are directly
related to the investigation. The objective of this study was to investigate the actual training
practice and its effect in improving the performance of employee by collecting data through
interview and questionnaire augmented by different literature found in organization .The
researcher key finding indicated that employees training positively and significantly correlated
and influence employees work effectiveness ,efficiency and comment collectively employee
performance .These results are also supported by Hwang (2003) .Hwang suggests that it is top
who view future to build competencies must develop ways to develop employees and further
discuss his strategies to training increasing competencies and original member can develop the
required know how and expertise .Likewise Khan et al(2011)conducted a research study on
similar issue impact of training and development on organization performance .The back bone of
this study is data comprised of comprehensive literature review results show the training and
development on the job training, training design and development style have significant effect of
organization performance and all these have positively affect the organizational performance i.e.
is increases the overall organizational performance.

pg. 21
2.8 Conceptual frame work
After reviewing the literature it was found that there is a relationship between training and
employee performance. Hence, training can be used as a tool to improve employee’s
performance through improvement of technical skill, functional skill motivation and loyalty. The
review of the literature leads the researcher to construct conceptual frame work that illustrates
the relationship between training and employee performance, in the presence of intervening
variables.

Technical skill

Job knowledge

Function skill
Training Interpersonal
Employee
performance
Communication

Other

Motivation

Loyalty

Figure 1 conceptual frame work Source: review of literature

pg. 22
 .

CHAPTER THREE
3 .1 RESEARCH METHODOLOGY

This chapter would basically describe how the study is carried, the data collection methods use,
its analysis and presentation. It is a very important chapter as it provides reasons to why
particular method of research, sampling, data collection and data analysis is chosen; it would also
give the design of the study, population and its area of which the research is based. In short this
chapter is concerned with research designs, which would be the master plan of specifying
methods and procedures for collecting and analyzing collected data.

3.2 Research Design

There are several research designs in use based on the nature and type of the research being
done. In this study, Descriptive design with qualitative and quantitative approach was used in
order to ascertain and be able to describe the characteristics of variables of interest in situation.
Descriptive approach has the advantage in explaining, describing in details and it is best in
analyzing the problems. This method is found to be very essential for this study because it helps
to clarify points that are discussed. In addition the study is also said to be co relational in design
because there is intent to establish the relationship between dependent and independent variable
of the study. Co relational research aims to ascertain if there is a significant association between
two variables (Reid, 1987).

pg. 23
3.3 Population and Sampling techniques
The sources of population current management and non-management staff member of ORDA
would take by the researcher as of sample in the study in Bahir Dar. Random sampling technique
used in order to select samples from the existing management and non-management employees
of the ORDA found in Bahir Dar town were selected as sample population. In Bahir Dar ORDA
has 111 employees as of July 2022. from this total employees of the branches sample size 95
management and non-management employees would be selected by using random sampling
technique; .The overall sample taken is 85.58% of the total population.

3.4 Data Type and Sources

Both secondary and primary data would collect from different sources. The secondary data is
collect from selected organization, annual reports of the organization, plans and policy
documents of the organization. The primary sources of this study would employees of the ORDA
under the Bahir Dar. The primary information intended to be collected from women employees
of the selected sector are their marital status, age, education level, the reason of participating in
training, degree of satisfaction of employees on the training provided to her/him, constrains face
while he/she works in the organization, and so on.

3.5 Data Collection Instruments and methods

The main emphasis of this study would examine the effect of staff training and development
systems on employee’s performance of ORDA. Hence, the study’s unit of analysis is employees
of the ORDA under Bahir Dar. Therefore, the data essential for this research is gathering mainly
from employees and managers of branch through questionnaire..
3.6 Methods of Data Analysis
The data were analyzed both quantitatively and qualitatively. The analysis of the data was based
on the responses collected through questionnaires. The data collected through closed ended
questions was tallied, tabulated and filled in to SPSS version 22 and interpretation was made
with help of percentage, mean, standard deviation, correlation .Because, the percentage was used
to analyze the background information of the respondent, whereas, the mean and standard

pg. 24
deviation are derived from the data as it was serve as the basis for interpretation of the data as
well as to summarize the data in simple and understandable way (Aron et al., 2008).

3.6.1 Mean value by Likert scale method

The interpretations were made for all five point scale measurements based on the following mean
score results:
1. 1.00 – 1.49 = strongly disagree

2. 1.50 – 2.49 = Disagree

3. 2.50 – 3.49 = undecided

4. 3.50 – 4.49 = Agree

5. 4.50 – 5.00 = strongly agree

3.6.2 Pearson Correlation coefficient
It’s the test statistics that measures the statistical relationship or association between two
variables. It’s known as the best method of measuring the association between variables of
interest because it’s based on the method of covariance. It gives information about the magnitude
of the association, or correlation as well as the direction of the relationship. Thus, the present
researcher will use Pearson correlation coefficient to measure training and employee
performance in ORDA, Bahir Dar.

3.7. Validity
Validity is the extent to which the instrument (questioner) measures what it purports to measure.
The validity of a measure refers to the extent to which the research findings accurately represent
what the measuring instrument claims to measure. Validity, often called construct validity,
refers to the extent to which a measure adequately represents the underlying construct that it is
supposed to measure. For this research purpose validity test was checked regarding the
questioner content, criteria and construct test by piloting to make more accurate and meaningful
results.

pg. 25
3.8. Ethical Considerations
The goal of ethics in this research is to ensure that there is no one harmed or suffered adverse
consequence from the research activities. The research was undertaken to protect the rights of the
respondents by ensuring that none of the respondents was named during the research data
collection, respondents were selected to participate without compulsion, a respondent were
informed the reason and purpose of the research, informed consent was sought from the
managers of the sample organization before the commitment of this research initiatives. So that
the research would be undertaken in ethically acceptable manner that no one is going to be
affected as a result of participation in this research output.

CHAPTER FOUR
4. DATA PRESNETATION, ANALYSIS AND INTERPRETAION

This chapter focuses on the background of the organization, presentation; analysis and
interpretation of data collected from organization rehabilitate development in amhara (ORDA) in
Bahir Dar

4.1 Background of the Organization

The study would be conducted in ORDA Bahir Dar (organization rehabilitate development in
amhara) which is located in Amhara region Bahir Dar City.

ORDA is an Ethiopia operated, on government organization (non-profit) that focuses primary in

water development programs as key step in the strategy to end chronic poverty and food shortage
in amhara region of Ethiopia.

Major areas of Programs

 Environment and Forest Development

Program

pg. 26
  Agriculture and Disaster Risk Reduction
Program
 WASH and Irrigation Program
 Youth Enterprise Development Program
 Planning, Monitoring, Evaluation & Learning

Project Coordination Offices

 ORDA has about seven Zonal Coordination Offices and in 2018/2019, ORDA
implemented 32 development projects funded by 24 funding partners at grassroots or
district level I have selected Bahir Dar.

Organization overview
Vision:
Orda envision prosperous society in Amahara region of Ethiopia.

Mission:
Empowering poor communities and their organizations to achieve livelihoods and environmental
security in Amhara region
Organization goal
Contributing for the overall efforts of ensuring food, livelihoods and environmental security that
realize sustainable development and social transformation in amhara region of Ethiopia
Source organizational rehabilitate development in amhara website htpp/www.orda.com

pg. 27
4.2 Demographic characteristics of Respondents
The demographic information of the participant employees of ORDA Bahir Dar under the study
is presented for analysis .The analysis was to provide information related to age, gender, and
educational level, year of services and employment current position of the respondents.

Table 1 Gender of respondents

Valid Cumulative
Respondents Frequency Percent Percent Percent
Valid Female 16 16.8 16.8 16.8
Male 79 83.2 83.2 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

As shown in the above table 1, a total of 95 people responded to the questionnaire in the study
and 83.2% of the respondents to the study were male and 16.8% female.

Table 2 Age of respondents

Valid Cumulative
Respondents Frequency Percent Percent Percent
18-28years 19 20.0 20.0 20.0
29-39 years 43 45.3 45.3 65.3
Valid 40-49 years 23 24.2 24.2 89.5
50-59 years 10 10.5 10.5 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

As shown in the above table 2 the data obtained from the questionnaire, shown in Table 2,
reveals that 95 respondents between 18 to 28 years of age representing 20%. Between 29 -39 of
age representing 45.3% respectively. Between 40-49age representing 24.2%.between 50-59ofage
represent 10.5%.

Table 3 Marital status of respondent

pg. 28
 Respondents Frequency Percent Valid Percent Cumulative Percent
Single 24 25.3 25.3 25.3
Married 71 74.7 74.7 100.0
Valid Total 95 100.0 100.0

Source: Survey Questionnaire

As shown in the above table 3 the data obtained from the questionnaire presents the marital
status of the employees who participated in the questionnaire. The results revealed that
respondents which were married took the majority with representing 74.7%, were single
representing 25.3%.

Table 4 Education background of respondents

Respondents Frequency Percent Valid Percent Cumulative Percent

8th -12th 4 4.2 4.2 4.2
TVETE level 4 39 41.1 41.1 45.3
Valid BA DEGREE 22 23.2 23.2 68.4
MASTERS 7 7.4 7.4 75.8
certificate diploma 23 24.2 24.2 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

As shown in the above table 4 the data obtained from the questionnaire respondents from the
educational qualifications. Of the respondents from the employees, 41.1% had an education from
TVETE level 4, 24.2% had on education from the certificate diploma level, 23.2% had on
education from the degree level, 7.4% had on education from master’s level and 4.2% had
education from the post 8-12th level.

Table 5 Work experience of respondents

Respondents Frequency Percent Valid Percent Cumulative Percent

Below 2 years 5 5.3 5.3 5.3
2 to 5 years 33 34.7 34.7 40.0
6 to 10 years 24 25.3 25.3 65.3
Valid
11 to 15 years 19 20.0 20.0 85.3
More than 15 years 14 14.7 14.7 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

pg. 29
As shown in the above table 5 the data obtained from the questionnaire respondents from the
work experience, it is evident that over 5.3% of the respondents have worked for below 2 years,
34.7% of the sample have worked for 2 to 5 years, 25.3% have worked for 6 to 10years, 20.0%
have worked for 11 to 15 years and the remaining 14.7% have worked for more than 15 years.

Table 6 status of respondents

Respondents Frequency Percent Valid Percent Cumulative Percent

Department
3 3.2 3.2 3.2
Manager/Coordinator
Branch Manager 2 2.1 2.1 5.3
Officer 24 25.3 25.3 30.5
Valid
Deriver 3 3.2 3.2 33.7
computer writer/runner 12 12.6 12.6 46.3
facilitators 51 53.7 53.7 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

As shown in the above table 6 Respondents were asked to give their current position classification
in their organization. 3.2%, 2.1% and 25.3% was from department manager, branch manager and
officer each respectively. The remaining 3.2%, 12.6% and 53.7% was from deriver, computer
writer /runner and kebeli facilitators each respectively. This indicates high number of employees was
kebeli facilitators.
Table 7 undergo training of respondents

Valid
Respondents Frequency Percent Percent Cumulative Percent
Quarterly 12 12.6 12.6 12.6
Every Six Month 9 9.5 9.5 22.1
Once a year 20 21.1 21.1 43.2
Every two years 6 6.3 6.3 49.5
Valid Every month 15 15.8 15.8 65.3
Contingent/emergency 33 34.7 34.7 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

pg. 30
As shown in the above table 7 Respondents were asked to give their schedule of employee
training at ORDA as reported in the above table indicates that the majority of respondents
represented by 34.7% were selected Contingent/emergency training schedule. The other 21.1%of
the respondents were seen to participate in training once a year, 15.8 %( participated every
month, and 12.6% participated quarterly, 9.5% participated Every Six Month, 6.3% participated
every two years.
4.3 Reliability Test
Cronbach‟s alpha coefficient
A reliability analysis was conducted to each variable of the instrument. The reliability of the
measures was examined through the calculation of Cronbach‟s alpha coefficients. For scale
acceptability, Hair et al. (1998) suggested that Cronbach‟s alpha coefficient of construct is 0.6.
The instrument for this study contains 31 items that are in a Likert scale type.

Table 8 shows that instrument used in this study was reliable with Cronbach‟s alpha value of
first independent variable (Training practice) 0.747, and Cronbach‟s alpha value of Employee
performance (dependent variable) 0.807. The Cronbach‟s alpha values for all the variables
considered are greater than 0.6 and this indicates the items in each of the domains are well
understood by the respondents.

Table 8 Cronbach‟s alpha coefficient

scale Cronbach‟s alpha items N

Coefficients
Training practice 0.747 17 95

Employee performance 0.807 14 95

Source: Survey Questionnaire

4.4 Training practice
Table 9 My organization is good in provide training program such as seminar workshop
etc frequently?

Respondents Frequen Percen Valid Cumulative

opinion/position cy t Percent Percent X SD
Strong Dies-Agree 2 2.1 2.1 2.1 3.80 0.8068
Dies-Agree 4 4.2 4.2 6.3 9

pg. 31
 Neutral 18 18.9 18.9 25.3
Valid Agree 58 61.1 61.1 86.3
Strong Agree 13 13.7 13.7 100.0
Total 100.
95 100.0
0

Source: Survey Questionnaire

Table 9 reveals that, majority of respondents representing 61.1% agreed and 13.7% strongly
agreed on the goodness of the organization in the provision of training program such as seminar
and workshops frequently. However, 4.2% disagreed and 2.1% strongly disagreed. In addition
18.9% neutral Here, it can be said that the organization is excellent improvising different training
program such as seminar, workshops etc. (X=3.80, SD=0.80689).

Table 10 Is the type of training you have taken applicable for the job after the training?

Respondents Valid Cumulative

opinion/position Frequency Percent Percent Percent X SD
Dies-Agree 1 1.1 1.1 1.1
Neutral 13 13.7 13.7 14.7 4.042
0.6174
Valid Agree 62 65.3 65.3 80.0 1
Strong Agree 19 20.0 20.0 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

Table 10 Respondents were asked to indicate their level of agreement if the training offered was
applicable to their job or not. The majority, or 65.3% of the respondents agreed and 20.0 % of
them strongly agreed that training taken was applicable for their job, while 13.7% respondents
were neutral on the matter. The remaining 11%of the respondents disagreed respectively that
training taken was applicable for their job. These employees realized that they attended training
program that is not applicable for their job. (X=4.0421, SD=0.6174)

Table 11 Do you have known the objective of the training?

pg. 32
Respondents Valid Cumulative
opinion/position Frequency Percent Percent Percent X SD
Neutral 9 9.5 9.5 9.5

Agree 49 51.6 51.6 61.1 0.6336

Valid 4.2947
Strong Agree 37 38.9 38.9 100.0 9
Total 95 100.0 100.0

Source: Survey Questionnaire

Doctor
Table 11 show the Respondents were asked to give their opinion on whether or not they know
the objectives of the training program they attended. ‘Level of agreement regarding the
objectives of training they attended. Accordingly, 51.6% and 38.9% of the participants agreed
and strongly agreed that they knew the objectives of the training program they took, while 9.5%
of participants gave neutral responses.
In line with both 51.6 and 39.9% of participants who agreed and strongly agreed, the purpose of
training program was clearly defined. (X=4.2947, SD=0.63369)

Table 12 Do you think that training goals and organization objectives are aligned fairly?

Respondents
Cumulative
opinion/position
Frequency Percent Valid Percent Percent X SD
Disagree 2 2.1 2.1 2.1
Neutral 14 14.7 14.7 16.8
4.1368 0.73818
Valid Agree 48 50.5 50.5 67.4
Strong Agree 31 32.6 32.6 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

Table 12 show the Respondents were asked to training goals and organization bjectives.50.5% of
participants agreed and 32.6% strong agree that training goals and organization objectives. While
14.7% were neutral on the matter and 2.1% disagree that training actually improves their skills,
knowledge, attitude change and new capability (X=4.1368, SD=0.73818)

pg. 33
Table 13 Does training improves your skills, knowledge, attitude change, new capability?

Respondents Valid Cumulative

opinion/position Frequency Percent Percent Percent X SD
Strong Disagree 4 4.2 4.2 4.2
Disagree 4 4.2 4.2 8.4
Valid Neutral 0.669
10 10.5 10.5 18.9 4.3053
61
Agree 40 42.1 42.1 61.1
Strong Agree 37 38.9 38.9 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

Table 13 show the Respondents were asked to express their level of agreement on whether
training improved their skills, knowledge, attitudes and new capability.42.1% of participants
agreed and 38.9% strong agree that training improves their skills, knowledge, attitude change
and new capability; while 10.5% were neutral on the matter and 4.2% disagree, 4.2% strong dies
agree that training actually improves their skills, knowledge, attitude change and new capability
(X=4.3053, SD=0.66961)

Table 14 Does the training increases your motivation to the job you do?

Respondents Valid Cumulative

opinion/position Frequency Percent Percent Percent X SD
Dies-Agree 1 1.1 1.1 1.1

Neutral 12 12.6 12.6 13.7 0.6787

Valid 4.1684
Agree 52 54.7 54.7 68.4 4
Strong Agree 30 31.6 31.6 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

Table 14 show Respondents were asked to express their level of agreement on whether training
increases their motivation or not. As can be observed in the total of 54.7% of participants agreed
that training motivates employees to do their jobs; while 12.6% were neutral and 1.1 disagreed.
(X=4.1684, SD=0.67874)

pg. 34
Table 15 I consider that duration of training is appropriate to keep me motivated for
learning?

Respondents Cumulative
opinion/position Frequency Percent Valid Percent Percent X SD
Strong Dies-Agree 2 2.1 2.1 2.1
Dies-Agree 5 5.3 5.3 7.4
0.841
Neutral 15 15.8 15.8 23.2 3.8421 93
Valid
Agree 57 60.0 60.0 83.2
Strong Agree 16 16.8 16.8 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

Table 15 show Respondents When employees asked the organization is best in providing training
programs that motivates employee for better productivity on gaps identified, 2.1% of
respondents’ answer they strong disagree for the learning motivation. Whereas 5.3% of them
disagree with this thought while 15.8% with the thought and answered as neutral. Thus only
60.0% agree with the thought responding agree. Above half of the selected respondent strongly
disagree and disagree with the training delivered is motivating them on their usual work.
(X=3.84, SD=0.84)

Table 16 Do you think that training helped you to improve your job
performance?

Respondents
opinion/position Cumulative
Frequency Percent Valid Percent Percent X SD
Strong Dies-Agree 4 4.2 4.2 4.2
Dies-Agree 3 3.2 3.2 7.4
Valid Neutral 8 8.4 8.4 15.8 4.0842 0.97482
Agree 46 48.4 48.4 64.2
Strong Agree 34 35.8 35.8 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

pg. 35
Table 16 show the above illustrates the results about whether training helped respondents to
improve their job performance or not. In analyzing the responses obtained from the respondents,
the findings showed that 48.4% of the respondents agreed and 35.8% strongly agreed that
training helped them to improve their job performance, while 8.4% had neutral response, thus
indicating that they were not sure about training contribution to their job improvement. On the
other hand, 3.2% of participants disagreed and 4.2% of them were strongly disagreed that
training they attend improves their job performance. (X=4.08, SD=0.97)

Table 17 Do you consider that training is aligned to your real job?

Respondents Cumulative
opinion/position Frequency Percent Valid Percent Percent X SD
Strong Disagree 3 3.2 3.2 3.2
Disagree 1 1.1 1.1 4.2
Valid Neutral 9 9.5 9.5 13.7 4.1895 0.89079
Agree 44 46.3 46.3 60.0
Strong Agree 38 40.0 40.0 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

Table 17 show the Respondents were asked to give their opinion whether training provided was
aligned to their real job or not to know the right training is provided to the right person. shows
analysis on training alignment with employees‘ real job at ORDA.
According to the table above, the result obtained indicates that the majority or 46.3% of the
respondents agreed and 40% of them strongly agreed that training was aligned to their real job,
while 9.5% had neutral to the question. 1.1% and 3.2% of the respondents disagreed and strongly
disagreed that training was aligned to their real job respectively. (X=4.18, SD=0.890)

Table 18 Do you think clear directions were provided during training?

Respondents Cumulative
opinion/position Frequency Percent Valid Percent Percent X SD
Strong Disagree 3 3.2 3.2 3.2 4.0737 0.970
2
Disagree 5 5.3 5.3 8.4

pg. 36
 Neutral 8 8.4 8.4 16.8
Valid Agree 45 47.4 47.4 64.2
Strong Agree 34 35.8 35.8 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

Table 18 show the Respondents were asked to give their opinion Do you think clear directions
were provided during training or not. Shows analysis on Do you think clear directions were
provided during training at ORDA.
According to the table above, the result obtained indicates that the majority or 47.4.% of the
respondents agreed and 35.8% of them strongly agreed clear directions were provided during
training, while 8.4% had neutral to the question. 5.3% and 3.2% of the respondents disagreed and
strongly disagreed that clear directions were provided during training. (X=4.07, SD=0.97)

Table 19 Training and Development at ORDA improved my performance?

Respondents Cumulative
opinion/position Frequency Percent Valid Percent Percent X SD
Strong Disagree 3 3.2 3.2 3.2
Disagree 3 3.2 3.2 6.3
0.8832
Valid Neutral 6 6.3 6.3 12.6 4.0842
1
Agree 54 56.8 56.8 69.5
Strong Agree 29 30.5 30.5 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

Table 19 show the above illustrates the results about whether training helped respondents to
Training and Development at ORDA improved performance of the employees or not. In
analyzing the responses obtained from the respondents, the findings showed that 56.8% of the
respondents agreed and 30.5% strongly agreed that Training and Development at ORDA
improved performance of the employees, while 6.3% had neutral response, thus indicating that
they were not sure about Training and Development improved performance of the employees.

pg. 37
On the other hand, 3.2% of participants disagreed and 3.2% of them were strongly disagreed.

(X=4.08, SD=0.88)

Table 20 Are you satisfied with the overall aspect of the training programs in the
organization?

Respondents Valid Cumulative

opinion/position Frequency Percent Percent Percent X SD
Strong Disagree 4 4.2 4.2 4.2
Disagree 9 9.5 9.5 13.7
1.01999
Neutral 10 10.5 10.5 24.2 3.7895 6
Valid
Agree 52 54.7 54.7 78.9
Strong Agree 20 21.1 21.1 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

Table 20 show the literature tells us that job satisfaction can come from feeling comfortable
within the organization, job proficiency and even from the knowledge that employees can work
hard and get promoted. Trained employees become more confident and motivated and lead to
more satisfied employees who perform at exceptional level. Accordingly, the respondents were
asked to express their level of agreement if they were satisfied with the overall training programs
in ORDA or not. 54.7% and 21.1% of the respondents agreed and strongly agreed that they are
satisfied with the overall aspects of training programs in their Organization, while 10.5% were
neutral to the question. The remaining 9.5% and 4.2 %of the respondents disagreed and strongly
disagreed that they are satisfied with the overall aspects of training programs in that
organization. (X=3.78, SD=1.01)

Table 21 Do you think the methods of training used by the organization were effective?

Respondents Cumulative
opinion/position Frequency Percent Valid Percent Percent X SD
Valid Strong Disagree 4 4.2 4.2 4.2 3.694 1.011
Disagree 10 10.5 10.5 14.7 7 36

pg. 38
 Neutral 13 13.7 13.7 28.4
Agree 52 54.7 54.7 83.2
Strong Agree 16 16.8 16.8 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

Table 21 above shows participants’ response on the effectiveness of methods of training used by
the ORDA.54.7% and 16.8% of the respondents agreed and strongly agreed that training
methods employed were effective enough, while 13.7% of respondents were neutral on the
matter. On the other hand, 10.5% and 4.2% of the respondents disagreed and strongly disagreed
on the effectiveness of training methods used by the organization. The finding shows more than
54.7% of the respondents agreed that the methods of training used by the organization are
effective. The selection of training methods has to be considered many factors such as based
identified training needs, training objectives, understanding the interests of the trainees, the
resources available and an awareness of the learning principles. (X=3.69, SD=1.01)
Table 22 Trainings offered to me have given me the opportunity to identify any potential
for further development?

Respondents Cumulative
opinion/position Frequency Percent Valid Percent Percent X SD
Strong Disagree 2 2.1 2.1 2.1
Disagree 9 9.5 9.5 11.6
0.9673
Neutral 15 15.8 15.8 27.4 3.8211 3
Valid Agree 47 49.5 49.5 76.8
Strong Agree 22 23.2 23.2 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

Table 22 show the Respondents were asked to give their opinion Trainings offered give
opportunity identify any potential for further development or not. Shows analysis on Trainings
offered give opportunity identify any potential for further development at ORDA.
According to the table above, the result obtained indicates that the majority or 49.5% of the
respondents agreed and 23.2% of them strongly agreed, while 15.8% had neutral to the question.

pg. 39
9.5% and 2.1% of the respondents disagreed and strongly disagreed that Trainings offered give
opportunity identify any potential for further development at ORDA. (X=3.82, SD=0.96)

Table 23 Does the training program evaluated during or at the end of the program?

Respondents Valid Cumulative

opinion/position Frequency Percent Percent Percent X SD
Strong Disagree 3 3.2 3.2 3.2

Disagree 13 13.7 13.7 16.8

16 16.8 16.8 33.7 3.6632 1.04790
Valid Neutral
Agree 44 46.3 46.3 80.0
Strong Agree 19 20.0 20.0 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

Table 23 show the respondents of the study were asked to express their level of agreement on
training programs evaluation related issues Reports respondents ‘level, of agreement regarding
training programs evaluation during or at the end of the program. 46.3%and 20.0%respondents
agreed and strongly agreed that training programs was evaluated during or at the end of the
program, while 16.8%gave neutral opinion. The remaining 13.7 %( 13) and 3.2 %of the
respondents disagreed and strongly disagreed that training program was evaluated during or at
the end of the program. The later group‘s opinion indicated that the organization does not
conduct the training evaluation programs properly. (X=3.66, SD=1.04)
Table 24 The trainer provided clear instructions for all activities?

Respondents Cumulative
opinion/position Frequency Percent Valid Percent Percent X SD
Strong Disagree 3 3.2 3.2 3.2
Disagree 10 10.5 10.5 13.7
0.95
Neutral 16 16.8 16.8 30.5 3.6632
Valid 2
Agree 53 55.8 55.8 86.3
Strong Agree 13 13.7 13.7 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

pg. 40
Table 24 show the respondents of the study were asked the trainer deliver clear instruction for
the trainees during the training, 55.8% agree with the thought and get clear instruction of the
training. Whereas, 13.7% of the respondents strong agree with the question regarding the trainers
deliver clear instruction for all activities. The rest 16.8%, 10.5% and 3.2% of respondents’
response was neutral; dies agree and strongly disagree respectively. The large figure of
agreement shows that the trainers did not uses a clear instruction for all activities and method to
transfer the required knowledge and skills through training. (X=3.66, SD=0.95)
Table 25 The trainer made sure materials could be read easily from where I was sitting.

Respondents Cumulative
opinion/position Frequency Percent Valid Percent Percent X SD
Strong Disagree 2 2.1 2.1 2.1
Disagree 6 6.3 6.3 8.4
0.9562
Neutral 12 12.6 12.6 21.1 4.0211
Valid 7
Agree 43 45.3 45.3 66.3
Strong Agree 32 33.7 33.7 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

Table 25 show the respondents of the study were asked the training material pre delivery to read
ahead of time by trainees that is convenient and help to get the required knowledge and skill,
45.3% and 33.7% of the respondents agree and strong agree that the training materials were
distributed before the training session started and trainees get some highlight to attend and ask
questions participating actively. Moreover, of the respondents disagree with the materials
delivery by trainers to trainees. The rest 12.6% 6.3% and 2.1% of respondents’ response was
neutral and dies agree, strongly dies agree respectively. The large figure of agreement shows that
the organization does not use a suitable delivery method to transfer the required knowledge and
skills through training by distributing the training materials and following up(X=4.02, SD=0.95).

4.5 Employees’ Performance in ORDA

Table 26 In my opinion training helps me to increase productivity?

pg. 41
Respondents Valid Cumu lative
opinion/position Frequency Percent Percent Percent X SD
Strong Disagree 3 3.2 3.2 3.2

Disagree 8 8.4 8.4 11.6

0.961
Neutral 2 2.1 2.1 13.7 3.9895 99
Valid
Agree 56 58.9 58.9 72.6
Strong Agree 26 27.4 27.4 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

Table 26 show the respondents of the study were asked that majority i.e. 58.9%and 27.4% of the
respondents agreed and strongly agreed that training helped them to increase their productivity,
while 2.1% were neutral on the matter. 8.4%and 3.2% of the respondents disagreed and strong
dies agree that training helped them to increase their productivity respectively.
Training has been an important variable in increasing organizational productivity. Many
researchers showed that training is a fundamental and effectual instrument in successful
accomplishment of the firm's goals and objectives, resulting in higher productivity. (X=3.98,
SD=0.96)

Table 27 Employees become more responsible after the training?

Respondents Valid Cumulative

opinion/position Frequency Percent Percent Percent X SD
Strong Disagree 1 1.1 1.1 1.1
Disagree 7 7.4 7.4 8.4 4.073 0.802
Valid Agree 63 66.3 66.3 74.7 7 15
Strong Agree 24 25.3 25.3 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

Table 27 show the respondents of the study were asked majority 66.3% of them replied as they the
respondents are agree with the forwarded question to get the employees responsibility after training
which directly implies performance at work. The other 25.3% of the respondent strong agree with the
same thought. Whereas 7.4% and 1.1% of the participants of the sample replied as dies agree and

pg. 42
strongly dies agree respectively to the employee responsibility after training to take part in any job.
(X=4.07, SD=0.80)
Table 28 The training provided by my organization helped me to improve my job quantity
& quality?

Respondents Valid Cumulative

opinion/position Frequency Percent Percent Percent X SD
Strong Disagree 3 3.2 3.2 3.2

Disagree 8 8.4 8.4 11.6

Neutral 10 10.5 10.5 22.1 3.8211 0.94508
Valid
Agree 56 58.9 58.9 81.1
Strong Agree 18 18.9 18.9 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

Table 28 show the respondents of the study were asked to give their opinion whether training
provided by their organization helped them to improve their job quantity & quality. Indicates that
58.9% and 18.9% of them agreed and strongly agreed that training provided by their organization
helped them to improve their job quantity & quality, while 10.5% had neutral opinion on the
matter, and the remaining 8.4% and 3.2% of the respondents disagreed and strong dies agree that
training helped them to increase their job quantity and quality respectively. (X=3.82, SD=0.94)

Table 29 Training contributed effectiveness and efficiency at ORDA?

Respondents Valid Cumulative

opinion/position Frequency Percent Percent Percent X SD
Valid Strong Disagree 4 4.2 4.2 4.2
Disagree 13 13.7 13.7 17.9
3.736 1.06
Neutral 6 6.3 6.3 24.2
8 40
Agree 53 55.8 55.8 80.0
Strong Agree 19 20.0 20.0 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

pg. 43
Table 29 show the respondents of the study were asked to give their, provide their opinion on the
contribution of training on effectiveness and efficiency of employees ‘performance at ORDA.
The results are summarized as shown in the 55.8% and 20.0%of the respondents agreed and
strongly agreed that training contributed to effectiveness and efficiency at ORDA., while 6.3%
were neutral and 13.7 % and 4.2% of them disagreed and strongly disagreed about training
contribution to their organization effectiveness and efficiency. (X=3.73, SD=1.06)

Table 30 In my opinion training helped me to reduce frequency of supervision?

Respondents Valid Cumulative

opinion/position Frequency Percent Percent Percent X SD
Strong Disagree 2 2.1 2.1 2.1

Disagree 11 11.6 11.6 13.7

Neutral 5 5.3 5.3 18.9 3.8526 0.94496
Valid
Agree 58 61.1 61.1 80.0
Strong Agree 19 20.0 20.0 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

Table 30 show the respondents of the study were asked to give their, provide their opinion on the
training reduce frequency of supervision or not. 61.1% and 20.0% of participants agreed and strong
agree that training reduce frequency of supervision, while 5.3% of participants were neutral on the
issue and 11.6% and 2.1% disagreed and strongly disagreed that training reduces frequency of
supervision. (X=3.85, SD=0.94).

Table 31 In my opinion training helps me to increase job satisfaction?

Respondents Cumulative
opinion/position Frequency Percent Valid Percent Percent X SD
Strong Disagree 3 3.2 3.2 3.2 3.9474 0.98249

Disagree 4 4.2 4.2 7.4

Neutral 18 18.9 18.9 26.3
Valid
Agree 40 42.1 42.1 68.4

pg. 44
 Strong Agree 30 31.6 31.6 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

Table 31 show the respondents of the study were asked to give their, provide their opinion on the
training increases employee‘s motivation or not. 42.1% and 31.6% of participants agreed and strong
agree that training increases employee‘s motivation , while 18.9% of participants were neutral on the
issue and 4.2% and 3.2% disagreed and strongly disagreed that training increases employee‘s
motivation. (X=3.94, SD=0.98)
Table 32 I am confident that the training brings strong team work and it helped me to
increase work efficiency?

Respondents Valid Cumulative

opinion/position Frequency Percent Percent Percent X SD
Disagree 8 8.4 8.4 8.4
Neutral 6 6.3 6.3 14.7 1.0144
3.9474
Agree 50 52.6 52.6 67.4 5
Valid
Strong Agree 31 32.6 32.6 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

Table 32 show the respondents of the study were asked to give their, provide their opinion on the
training contributed to build strong team work and work efficiency or not in the organization.
. 52.6% and 32.6% of participants agreed and strong agree that training contributed to build
strong team work and work efficiency at that organization.
, while 6.3% of participants were neutral on the issue 8.2% disagreed that training contributed to
build strong team work and work efficiency at that organization. (X=3.94, SD=1.01)

Table 33 The training you received has an effect on your job performance?

Respondents Valid Cumulative

opinion/position Frequency Percent Percent Percent X SD
Strong Disagree 2 2.1 2.1 2.1 4.1474 0.88688
Disagree 3 3.2 3.2 5.3

pg. 45
 Neutral 10 10.5 10.5 15.8
Valid Agree 44 46.3 46.3 62.1
Strong Agree 36 37.9 37.9 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

, while 10.5% of participants were neutral on the issue 3.2% disagreed, 2.1% strong dies agree
Table 33 show the respondents of the study were asked to give their, provide their opinion on the
training received has an effect on your job performance or not in the organization. 46.3% and
37.9% of participants agreed and strong agree that the training you received has an effect on
your job performance at that organization.
The training received has an effect on your job performance at that organization. (X=4.14,
SD=0.88).
Table 34 I feel that training helped my organization to ensure its success with customer’s
satisfaction?

Respondents Valid Cumulative

opinion/position Frequency Percent Percent Percent X SD
Strong Disagree 7 7.4 7.4 7.4

Disagree 9 9.5 9.5 16.8

1.2225
Neutral 8 8.4 8.4 25.3 3.8737 0
Valid
Agree 36 37.9 37.9 63.2
Strong Agree 35 36.8 36.8 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

Table 34 show the respondents of the study were asked to give their, provide their opinion on the
training helped organization to ensure its success with customers ‘satisfaction or not. The data
collected shows that 37.9% agree and 36.8% strong agree of the respondents believe that training
helped their organization to ensure its success with customers ‘satisfaction, while 8.4%of neutral
that training provided by the organization helped organization to ensure its success with
customers ‘satisfaction. However, 9.5% and 7.4% of them disagree and strongly disagree that

pg. 46
training helped organization to ensure its success with customers’ satisfaction. (X=3.87,
SD=1.22)

Table 35 I think that employees become more committed toward their jobs after getting on-
the-job training?

Respondents Valid Cumulative

opinion/position Frequency Percent Percent Percent X SD
Strong Disagree 2 2.1 2.1 2.1

Disagree 16 16.8 16.8 18.9 1.0449

Valid 3.8421
Agree 54 56.8 56.8 75.8 0
Strong Agree 23 24.2 24.2 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

Table 35 show the respondents of the study were asked to give their, provide their opinion on
their commitment or not.56.8 % and 24.2% of the respondents agreed and strongly agreed that
training enhanced their commitment towards their jobs after getting on-the-job training, the
remaining 16.8% and 2.1% of them disagreed and strongly disagreed that training enhanced their
commitment towards their jobs after getting on-the-job training. (X=3.84, SD=1.044)

Table 36 In my opinion employees become more responsible after on-the-job training?

Respondents Valid Cumulative

opinion/position Frequency Percent Percent Percent X SD
Strong Disagree 2 2.1 2.1 2.1

Disagree 7 7.4 7.4 9.5

0.9253
Neutral 14 14.7 14.7 24.2 3.8737 2
Valid
Agree 50 52.6 52.6 76.8
Strong Agree 22 23.2 23.2 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

pg. 47
Table 36 show the respondents of the study were asked to give their, provide their opinion on
they become more responsible after getting on-the-job training 52.6% and 23.2% of the respondents
agreed and strongly agreed that they become more responsible after getting on-the-job training, while
14.7% had neutral opinion and the remaining 7.4% of them disagreed and 2.1% strong dies agree that
they become more responsible after getting on-the-job training. (X=3.87, SD=0.92)

Table 37 Job satisfaction increased through the training?

Respondents Valid Cumulative

opinion/position Frequency Percent Percent Percent X SD
Valid Strong Disagree 3 3.2 3.2 3.2

Disagree 2 2.1 2.1 5.3

Neutral 26 27.4 27.4 32.6 3.7263 0.84352
Agree 51 53.7 53.7 86.3
Strong Agree 13 13.7 13.7 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

Table 37 show the respondents of the study were asked to give their, provide their opinion On
the other hand, 53.7 and 13.7% of the response for the sample shows they take agree and
strongly agree respectively. 27.4% neutral, 2.1% and 3.2%of them disagree and strongly disagree
with the thought. This implies that employees after they receive training and back to their regular
work, there have been no change of their job satisfaction. Which can indicate that only small
number of respondents disagree and strong disagree with the job satisfaction after training.
(X=3.72, SD=0.84).

Table 38 The training I received helped me to improve my performance and my motivation

to work.

Respondents Valid Cumulative

opinion/position Frequency Percent Percent Percent X SD
Strong Disagree 2 2.1 2.1 2.1 4.0632 0.90871

Disagree 3 3.2 3.2 5.3

pg. 48
Valid Neutral 15 15.8 15.8 21.1
Agree 42 44.2 44.2 65.3
Strong Agree 33 34.7 34.7 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

Table 38 show the respondents of the study were asked to give their, provide their opinion on
they the training received helped to improve performance and motivation to work. 44.2% and
34.7% of the respondents agreed and strongly agreed that they become more responsible The
training received helped to improve performance and motivation to work, while 15.8% had
neutral opinion and the remaining 3.2% of them disagreed and 2.1% strong dies agree. (X=4.06,
SD=0.90)

Table 39 The content of delivery methods that my organization provides assist in achieving
My job performance objectives?

Respondents Valid Cumulative

opinion/position Frequency Percent Percent Percent X SD
Strong Disagree 4 4.2 4.2 4.2
Disagree 12 12.6 12.6 16.8
1.1055
Neutral 18 18.9 18.9 35.8 3.6737
Valid 2
Agree 38 40.0 40.0 75.8
Strong Agree 23 24.2 24.2 100.0
Total 95 100.0 100.0

Source: Survey Questionnaire

Table 38 show the respondents of the study were asked to give their, provide their opinion on the
delivery methods organization provide assist in achieving job performance objectives. 40.0% and
24.2% of the respondents agreed and strongly agreed that they the delivery methods organization
provide assist in achieving job performance objectives while 18.9% had neutral opinion and the
remaining 12.6% of them disagreed and 4.2% strong dies agree that they the delivery methods
organization provide assist in achieving job performance objectives. (X=3.67, SD=1.10)

pg. 49
4.6 Training and Employee performance mean and Standard Deviations

Table 40 Descriptive statistics mean and standard deviations

scale mean Standard deviation Items N

Training 3.98 0.387 17 95

Employee performance 3.89 0.522 14 95

Source: Survey Questionnaire

Show Table 40 training practice (X=3.98, SD=0.387) and employee performance (X=3.89,
SD=0.522) this indicates more respondent are agree.
4.7 Correlation Analysis
Pearson Correlations are conceivably the most basic and most useful measure of association
between two or more variables (Marczyk, et.al, 2005). Pearson correlation analysis was used in
this paper to provide evidence of association between the two variables called training and
employees performances. Pearson correlation coefficients reveal magnitude and direction of
relationships either positive or negative and the intensity of the relationship. Another good
overview of the data is a correlation Matrix, which gives an overview of what variables tend to
go up and down together and in what direction. It’s a good first past at relationships in data
before delving into regression.

Correlation refers to synonym for association or the relationship between variables. Correlation
coefficient is a statistical measure of the degree to which change to the value of one variable
predict change to the value of another. Higher correlation value indicates stronger relationship
between both sets of data (Coetzee, 2003). In positively correlated variables, the value increases
or decreases in tandem.

Correlation coefficients are expressed as value between+1 and -1. A coefficient of +1 indicates a
perfect positive correlation. A coefficient of - 1 indicates a perfect negative correlation. In

pg. 50
negatively correlated variables, the value of one variable increases as the value of the other
decreases.

Table 41 Correlation analysis of training and employee performance

Employee
Scale Training performance
Training Pearson Correlation 1 .499**
Sig. (2-tailed) .000

Sum of Squares and 14.107 9.490

Cross-products

Covariance .150 .101

N 95 95
Employee Pearson Correlation .499** 1
performance Sig. (2-tailed) .000
Sum of Squares and
9.490 25.680
Cross-products
Covariance .101 .273
N 95 95
**. Correlation is significant at the 0.01 level (2-tailed).
Source: Survey Questionnaire

Accordingly, in this study correlation result is given on table 41 which shows the relationship
between the independent variable (training) and dependent variable (employee performance). To
interpret the result it is better to see (Franzblu, 1985) definition which has five classical rules as
shown below in interpreting the coefficient of correlation between two different variables.
 (r=0 to 0.20) indicates negligible or no correlation

 (r=0.2 to 0.40) indicates positive but low degree of correlation

 (r=0.4 to 0.60) indicates positive moderate degree of correlation

 (r=0.6 to 0.80) indicates positive and marked degree of correlation

 (r=0.8 to 1.00) indicates positive and high degree of correlation

pg. 51
Employee training was correlated with value of variable of employee performance with training
relationship was observed. The above table shows a correlation between the effect of employee
training and enhanced employee performance resulted positive moderate degree of correlation
with r = 0.499, p is significant at 0.01 levels.

CHAPTER FIVE

pg. 52
 5. SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter contains summary of major findings and makes conclusions that are drawn from the
findings of the study, which are presented, discussed and interpreted in chapter four. In addition,
the chapter includes the limitation of the study, the recommendations that are forwarded for the
identified effects of training on employees ‘performance and further study.

5.1 Summary
The general objective of this study was to examine the impact of Training on Employee
Performance in the case of ORDA. From the study the following particular finding were
observed:
 The sample group those who are holders of TVETE level 4, 41.1% and 24.2% had on
education from the certificate diploma level, 23.2% had on education from the degree
level 7.4% had on education from master’s level and 4.2% had education from the post 8-
12th level this implies that most of the respondents were TVETE level 4 holder and
young.
 This study was reliable with Cronbach‟s alpha value of first independent variable
(Training practice) 0.747, and with Cronbach‟s alpha value of Employee performance
(dependent variable) 0.807. The Cronbach‟s alpha values for all the variables considered
are greater than 0.6 and this indicates the items in each of the domains are well
understood by the respondents.

 Results from the research analysis indicate that there exists no significant performance
changes from employee but, there is positive and strong relationship between the
independent variables (training practice) and the dependent variable (employee
performance).

 From Pearson correlation analysis, the result shows training and employee performances
are highly associated with r= 0.499. As effective training delivered employee
performance also increase. The correlation rate of association is significantly indicating
moderate degree relation between the two variables training and employee performances.

pg. 53
5.2 Conclusion
This paper has discussed the impact of training on employee performance in the case of ORDA.
It assumes that training and employee performance have a significant relationship. Based on the
responses of the sample population as well as interpretations discussed above, the researcher
represents the following conclusions;

 The results indicated that there is a significant and positive relationship between training
and employee performance. Training plays a very important Effect in determining the
performance of an employee. Thus, there is a positive effect of training programs on
employee performance of the organization.

 The findings reported in this study suggested that training has an effect on employees
‘job performance. The finding result is broadly consistent with prior management
literature on training. In order to gain more specific knowledge of training from the
organization understudy, Different questions were distributed to respondents and
collected and examined. These questions are focusing on employees participation in
training, selection for training, methods of training facilitation, training needs
identification, training objectives, training goal alignment with organization objectives,
contributions of training to employees motivation, improvements of employees skills,
attitudes and knowledge, job quality and quantity, relevance of training to employees job,
training program evaluation and effects of training on employees job performance. These
questions have been of particular interest because they facilitate an understanding of the
training practices in the organization under study. The results from the questions on
employees participation in training and selection for training indicated that most of them
were provided with opportunities to train and on the joining the organization or under the
compulsory practice of the organization.
 The perception of the employees towards the post and pre training shows, even though
there is much training in ORDA, there has been gap in evaluation of training at every

pg. 54
 stage starting from the scratch. Regarding pre-training, in-training and post training
evaluation practice, there has not been good practice in the organization.

5.3 Recommendation
Based on the findings and conclusions, the following recommendations are outlined for
addressing Challenges identified as well as ways of improving training and development at
ORDA.
 ORDA should conduct need assessment before conducting any training in the future in
order to ensure an effective human resource development. Training needs should be
based on organization’s need, type of work to be done and skills necessary to complete
the work. Since once the needs of employees are not identified in a formal manner it
could be west of time and financial resources. So that, ORDA has to focus on proper need
assessment before conducting any training because the importance of needs assessment is
to diagnose the current problems and future challenges that should be met through
training.
 ORDA is not in a good status in conducting training evaluation before during and after
training is conducted. In connection with this, it has to focus on conducting a pre, during
and post training evaluation for defining the overall training objectives of the
organization. ORDA has to give due attention for evaluation of learning through
assessment and validation tools to provide the data for the evaluation. Assessment is the
measurement of the practical results of the training in the work environment; while
validation determines if the objectives of the training goal were met.
 Regarding to correlation between training processes namely (need assessment, training
objective, training methods, selection of trainees and trainers, implementation of training
program, evaluation and feedback and employee knowledge, skill and attitudes) and
employees knowledge, skills and attitudes and employees performance has a positive and
significant relationship in ORDA. Therefore, ORDA has to keep up those variables
relationship to the high level because without the existence of training process dimension
employee will not acquire new knowledge, skills and attitude in particular and personal
development in general.

pg. 55
  The current methods and criteria for selection of employees on training need review.
Training is an investment made on employees ‘skills, attitudes and knowledge for the
sake of job performance improvements. Training programs helps an organization to
accomplish its goals and objectives when it is provided to employees by identifying key
areas where it can make a real contribution to the organization success.

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Annex
Yom Postgraduate College

MASTERS OF BUSINESS ADMINISTRATION (MBA)

(Questionnaire)

Dear Respondent,
This letter is an introduction to the main reason as to why your participation in this
questionnaire is required.
This study is a research study on the thesis title the Effect of training on employees’
performance: The case of the Organizational Rehabilitate Development in Amhara (ORDA).
Partial fulfillment of the requirements for master of Business Administration (MBA ) from Yom
Postgraduate College.

pg. 59
This is purely for academic purpose and your response would be kept confidential and
anonymous. Your name is not going to be required (registered) and the information you give
should be kept confidential and would be used only for study purpose.
Thank you

Endalk Sintie

Instruction

I. Background Information: The following questions describe about respondents demographic

background. Please put (X) mark in the space provided in front of choices in relation to your
personal background.

1. Gender: A) Female B) Male

2. Age interval:

A) 18to 28 Years B) 29 to 39Years C) 40 to 49Years

D) 50 to 59 Years E) above 60 years

3. Marital status:

A) Single B) Married

C) Divorced D) Widowed E) Separated

4. Educational Background:

A) 8th to 12th B) TVET level 4 C) BA degree

pg. 60
 D) Masters E) PhD F) certificate diploma

5. Length of service in your current position:

A) Below 1years B) 2 to 5 years

C) 6 to 10years D) 11 to 15 years

E) More than 15 years

6. Please indicate your status within your organization:

A) Department Manager B) branch Manager

C) Officer D) deriver E) computer writer/runner

F) Facilitator

7. How often do you undergo training?

A) Quarterly B) Every six months

C) Once a year D) Every two years

E) Every month

Part – II: Questionnaire on Training

The following questions describe the organizations effort to train its employees. Please put ―X‖
in the space at the front of the questions under number you think express the position of the
organization in relation to the training program.

Assume 1= Strongly Disagree, 2 = Disagree 3 = neutral 4 = Agree, and 5 = Strongly Agree

NO
Questions
1 2 3 4 5

pg. 61
 1. My organization is good in provide training
program such as seminar workshop etc.
frequently

2. Is the type of training you have taken

applicable for the job after the training?

3. Do you have known the objective of the

training?

4. Do you think that training goals and

organization objectives are aligned fairly?

5. Does training improve your skills, knowledge,

attitude change, new capability?

6. Does the training increase your motivation to

the job you do?

7. I consider that duration of training is

appropriate to keep me motivated for learning

8. Do you think that training helped you to

improve your job performance?

9. Do you consider that training is aligned to

your real job?

10. Do you think clear directions were provided

during training?

11. Training and Development at ORDA

improved my performance

12. Are you satisfied with the overall aspect of the

training programs in the organization?

13. Do you think the methods of training used by

the organization were effective?

pg. 62
 14. Trainings offered to me have given me the
opportunity to identify any potential for
further development

15. Does the training program evaluated during

or at the end of the program?

16 The trainer provided clear instructions for all

activities

17 The trainer made sure materials could be read

easily from where I was sitting.

Part: ɪɪɪ Questionnaires on employee Performance

The following phrases evaluate the return of the training relative to its objective of training and
impact on the organization. Please answer by putting X in the box you think represent the result
of the training in front of each question.

Assume 1= Strongly Disagree, 2 = Disagree 3 = neutral 4 = Agree, and 5 = Strongly Agree

NO
Question 1 2 3 4 5

1. In my opinion training helps me to increase

productivity

2. Employees become more responsible after

the training

3. The training provided by my organization

helped me to improve my job quantity &
quality

pg. 63
 4. Training contributed effectiveness and
efficiency at ORDA

5. In my opinion training helped me to reduce

frequency of supervision

6. In my opinion training helps me to increase

job satisfaction

7. I am confident that the training brings

strong team work and it helped me to
increase work efficiency

8. The training you received has an effect on

your job performance

9. I feel that training helped my organization

to ensure its success with customers
satisfaction

10. I think that employees become more

committed toward their jobs after getting
on-the-job training

11. In my opinion employees become more

responsible after on-the-job training

12 Job satisfaction increased through the

training.

13 The training I received helped me to

improve my performance and my motivation
to work.

14 The content of delivery methods that my

organization provides assist in achieving
My job performance objectives.

pg. 64
 Thank you!!!!!!!!!

pg. 65