MAKERERE

UNIVERSITY

SCHOOL OF STATISTICTS AND PLANNING

IMPACT OF TRAINING ON EMPLOYEE PERFORMANCE IN THE PUBLIC SECTOR: A STUDY OF MINISTRY OF WORKS AND TRANSPORT

By

JJINGO ISAAC Reg. No.: 10/U/12703/EVE Stud. No.: 210012848

Supervisor: Wilson Bahati

A RESEARCH DISSERTATION SUBMITTED TO SSP IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF DEGREE OF SCIENCE IN BUSINESS STATISTICS OF MAKERERE UNIVERSITY
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DECLARATION
I Jjingo Isaac, i hereby declare that this is my original work and has not been presented anywhere else, for the Qualification of a Bachelor Of Science in Business Statistics of Makerere University.

Signed:..............................................................................Date:....................................

APPROVAL
This is to certify that this research report has been submitted for examination with my approval as supervisor Supervisor :............................................................................ Date:....................................

Wilson Bahati

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DEDICATION
I dedicate this work to my mother Mrs. Kanonya Jane Tusubira for her love and encouragement.

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ACKNOWLEDGEMENT
Foremost, I am grateful to God for seeing me through my years of University studies. I dedicate this work to God Almighty. He has been the wind beneath my wings. His Grace and Mercy has brought me thus far and I am grateful. My deepest appreciation and thanks go to my supervisor, Mr. Wilson Bahati Kazi for his guidance and constructive criticisms that helped me stay focused from the beginning of this work to the end. My deepest appreciation and thanks also go to my Mother Mrs. Kanonya Jane Tusubira, Sectary PPO MoWT for her unwavering support, care and also for his material and financial support throughout my education and research work. Thank you for believing in me. I also want to thank the staff of the Department of Policy and Planning MoWT for their help and contribution towards the success of this project. Finally, I am grateful to all my Lecturers at School of Statistics and Planning Makerere University for their care and guidance through all the years have spent at the school. Thank you very much.

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TABLE OF CONTENTS
DECLARATION .............................................................................................................. i DEDICATION .................................................................................................................ii ACKNOWLEDGEMENT .............................................................................................. iv LIST OF FIGURES ..................................................................................................... viii LIST OF TABLES .......................................................................................................... ix LIST OF ACRONYMS ................................................................................................... x ABSTRACT.................................................................................................................... xi CHAPTER ONE: INTRODUCTION .......................................................................... 1 1.0 1.1 1.2 1.2.1 1.2.2 1.3 1.4 1.5 BACK GROUND TO THE STUDY .................................................................... 1 STATEMENT OF THE PROBLEM .................................................................... 2 OBJECTIVES OF THE STUDY .......................................................................... 4 General Objectives ............................................................................................. 4 Specific Objectives ............................................................................................ 4 HYPOTHESIS ....................................................................................................... 4 SIGNIFICANCE OF THE STUDY ...................................................................... 4 SCOPE OF THE STUDY ..................................................................................... 5

CHAPTER TWO: LITERATURE REVIEW ............................................................ 6 2.0 2.1 2.1.1 2.1.2 2.1.3 2.1.4 2.2 2.2.1 2.2.2 2.2.4 2.3 2.4 2.4.1 2.4.2 INTRODUCTION ................................................................................................. 6 DEFINITION OF KEY TERMS ........................................................................... 6 Training .............................................................................................................. 6 Human Resource Management .......................................................................... 7 Performance ....................................................................................................... 9 Job performance ................................................................................................. 9 METHODS OF TRAINING ............................................................................... 10 On the job training ........................................................................................... 10 Off the job training, .......................................................................................... 12 Understudy Training ........................................................................................ 12 BENEFITS OF TRAINING ................................................................................ 13 RELATIONSHIP BETWEEN THE DIFFERENT VARIABLES ..................... 14 Training and Performance ................................................................................ 14 Training and Salary of Employees ................................................................... 15
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2.4.3

Salary and Employee Performance .................................................................. 16

CHAPTER THREE: METHODOLOGY ................................................................. 17 3.0 3.1 3.2 3.3 3.4 3.5 3.5.1 3.5.2 3.6 INTRODUCTION ............................................................................................... 17 RESEARCH DESIGN ........................................................................................ 17 STUDY POPULATION...................................................................................... 17 SAMPLING TECHNIQUES AND PROCEDURE ............................................ 17 TYPE OF STUDY ............................................................................................... 19 TEST USED IN THE STUDY ............................................................................ 19 Correlation Analysis ........................................................................................ 19 Regression Analysis ......................................................................................... 20 CONCEPTUAL FRAMEWORK........................................................................ 20

The Variables ......................................................................................... 20

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS .......................... 23 4.0 4.1 4.1.1 4.1.2 4.2 4.2.1 DATA ANALYSIS ............................................................................................. 23 SAMPLE SIZE AND DATA COLLECTION .................................................... 23 Sex Distribution of Employees ........................................................................ 23 Time of service by Employees in the Ministry ................................................ 24 ANALYSIS, DISCUSSIONS AND FINDINGS ................................................ 24 Awareness of Existence of Training Policy at MoWT .................................... 24

4.2.3 Relationship between Time of service by employees in the Ministry and their commitment towards their jobs after getting on-the-job training.................................. 26 4.3 4.3.1 4.3.3 4.3.4 4.3.5 STUDY VARIABLES: HYPOTHESIS TESTING ............................................ 27 Objectives of Training ..................................................................................... 28 Hypothesis 1: Effect of Training on Employee Performance .......................... 30 Hypothesis 2: Effect of Training on Salary of Employees .............................. 31 Hypothesis 3: Effect of Salary on Employee Performance ............................. 32

CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION............................................................................................... 33 5.0 5.1 5.2 GENERAL SUMMARY ..................................................................................... 33 SUMMARY OF THE FINDINGS ...................................................................... 34 CONCLUSION ................................................................................................... 34
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5.3

RECOMMENDATION....................................................................................... 35

REFERENCE ............................................................................................................... 37 APPENDIX..............39

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LIST OF FIGURES
Figure 1 The Variables................................................................................ 20 Figure 2 Sex distribution ............................................................................. 23 Figure 3: Time of service by Employees in the Ministry .................................. 24 Figure 4. Relationship between Time of service by employees in the Ministry and their commitment towards their jobs after getting on-the-job training ................ 26

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LIST OF TABLES
Table 1: summary of the part in the study. ................................................................. 18 Table 2: Employee Awareness of Existence of Training Policy at MoWT ............... 25 Table 3: Descriptive Statistics .................................................................................... 25 Table 3: Correlations .................................................................................................. 27 Table 4: Become more responsible after training....................................................... 28 Table 5 Become more committed towards their jobs ................................................. 29 Table 6: Regression Analysis ..................................................................................... 30

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LIST OF ACRONYMS

MoWT PSTP DPP HRM SPSS

Ministry of Works and Transport Public Service Training Policy Department of Planning and Policy Human Resource Manager Statistical Package for Social Scientists

ABSTRACT In this study Training practices, the employees of the ministry of works and transport were examined to determine their impact on Employee performance. Based on a combination of literature review and questionnaire surveys, this paper explores that for any ministry to succeed in achieving the objectives of its training program, the design and implementation must be planned and systematic, tailored towards enhancing performance and productivity. For this study, 40 questionnaires had been distributed among the employees in the 8 department of the ministry. It has been observed that most organizations meet their needs for training in an ad hoc and random way while others set about identifying their training needs, then design training activities in a rational manner and finally assess the results of training. The study concludes that if organizations invest in right type of employee training it can enhance employee performance as well as competencies and skills. In addition, training is seen as a useful means of coping with changes fostered by technological innovation; market competition, organizational structuring and most importantly it plays a key role to enhance employee performance. Keywords: Training, Employee Performance, Salary, Job performance

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CHAPTER ONE:
INTRODUCTION 1.0 BACK GROUND TO THE STUDY In very short span lots of changes occurred in this sector with respect to development in technology which resulted in increasing demand for well trained workforce. Therefore the present study focused on effect of training on employee performance. This study was an assessment on the impact of training on employee performance in the Public sector and my emphasis was on Ministry of Works and Transport. The study intends to investigate the impact of training on employee performance in MoWT. It has been observed that from last decade Public sector has been the fastest growing sector in Uganda. The study was precipitated by various observations that had been made in connection with training and its impact on performance in Public Service in general. Service Training Policy of February 2006 states that Training improves performance by enhancing skills, improving attitudes and increasing job satisfaction and motivation. The above observation depicts a negative state of affairs which indicates that if training is mismanaged and not well implemented, performance will not be achieved. The role of training is to achieve effective performance in an activity. Mathur (1988), Nalule (1990) and Kivumbi Lutaaya (1995) concurred that so far little had been achieved. Well planned and executive need-based training at least should have a significant effect on performance in the Public Service. With efforts from the government, it has become necessary for ministries to provide long and systematic training and development programs for its employees. This is because every aspect and activity of any Ministry involves people. For instance, a manager in an organization will not be successful until he has subordinates beneath him who are well equipped with skills, talent and knowledge.
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The Public

It goes without saying therefore that the training and development of employees is an issue that has to be faced by every Ministry. However, the amount, quality and quantity of training carried out vary enormously from Ministry to Ministry. According to Cole (2002), factors influencing the quantity and quality of training and development activities include; the degree of change in the external environment, the degree of internal change, the availability of suitable skills within the existing work-force and the extent to which management see training as a motivating factor in work. Training is an independent variable whereas Performance is a dependent variable. This chapter presents the background to the study, the statement of the problem, General Objective of the study, specific objectives of the study, the research questions, hypotheses, the scope of the study, the significance of the study, justification and operational definition of terms and concepts. 1.1 STATEMENT OF THE PROBLEM For any ministry to function effectively, it must have money, materials, equipment, ideas about the services or products to offer those who might use its outputs and finally people, which is the human resource, to run the enterprise. One major area of the Human Resource Management function of particular relevance to the effective use of human resources is training. Many organizations in Uganda and indeed the public sector engage in training and development of staff and have departments, units and sectors in charge of training and development. MoWT is one such organization that has been practicing training and development since its beginning and particularly for the past ten (10) years. However, for some years now it appears training in MoWT is haphazard, unplanned and unsystematic, and several of its employees in some of its departments, have not qualified for any form of training nor is there any systematic process of staff development in place. A brief interaction with some employees did show that.
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Few people these days would argue against the importance of training as a major influence on the success of any Ministry and potential performance is a product of ability and motivation John New Strom 1989. Despite the various Government efforts to train its employees with hope that training would improve their efficiency and effectiveness; it has not impacted significantly on Performance, The PSTP stressed that the training function was being mismanaged. Employees are a crucial, but expensive resource. 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. The importance of training as a central role of management has long been recognized. The one contribution a manager is uniquely expected to make is to give others vision and ability to perform. Training is necessary to ensure an adequate supply of staff that is technically and socially competent and capable of career development into specialist departments or management positions. There is therefore a continual need for the process of staff development, and training fulfils an important part of this process. Training should be viewed therefore as an integral part of the process of total quality Management. The recognition of the importance of training in recent years has been heavily influenced by the intensification of competition and the relative success of ministries where investment in employee development is considerably emphasized. For a ministry`s performance, innovativeness and effectiveness, the most vital ingredient is its workforces knowledge and skills. If any ministry wants to perform effectively, then it has to maintain continuous improvement and workplace education. Fast pace technological development and organizational change help employers to realize that success demands the enhancement of employee skills and abilities and it requires uninterrupted investment in training and
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development. Training is the systematic attainment and expansion of the knowledge, skills, and attitudes. Training is required by the employees to sufficiently execute a task or job and to improve performance in the job environment. 1.2 OBJECTIVES OF THE STUDY 1.2.1 General Objectives 1. To assess the impact of training on the performance of employees in the Public sector. 1.2.2 Specific Objectives 1. To establish the relationship between training and Salary of Employees. 2. To examine the training tools used by the Ministry. 3. To establish the relationship between Employee performance and Salary of Employees. 4. To determine the factors affecting employee training in Ministry of Works and Transport. 1.3 HYPOTHESIS 2. Training has a strong relationship between salary and employee Performance in Ministry of Works and Transport. 3. The extent of the Impact of Training on Employee Performance 4. The Effect Salary has on Employee Performance. 1.4 SIGNIFICANCE OF THE STUDY The study can achieve three purposes Stimulate further research by other scholars interested in studying the training policy of support staff who fall under salary payroll by the government
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 Expand knowledge on training and Human Resource Development Plan not only in Ministry of Works and Transport but the entire Public Service. Assess the impact of training on employee performance in Public Service with particular reference on Ministry of Works and Transport Encourage government Ministries, Departments, Agencies and Local Governments to implement training policies which are put in place by government to benefit Public Servants. 1.5 SCOPE OF THE STUDY The study was carried out on some of the Public Servants in the eight departments of the MoWT. The study is done on the members of the Administrative Staff, Technical and Common Cadre staff and also by reviewing some of the literature i.e., Journals, Text books and magazines papers relating to training tools and the effects they have on the performance of the employees.

CHAPTER TWO:
LITERATURE REVIEW 2.0 INTRODUCTION This chapter portrays the literature on effects/impact of training on employees` performance and also includes the definitions of some of the key terms, functions and the different types of training that can be conducted while at work. There are four prerequisites for learning: Motivation comes first. Cue is the second requirement. The learner can recognize related indicators (cue) and associate them with desired responses with the help of training. Response comes third. Training should be immediately followed by positive reinforcement so that the learner can feel the response. Last is the feedback; it is the information which learner receives and indicates in the quality of his response. This response must be given as quickly as possible to make sure successful learning (Leslie, 1990). 2.1 DEFINITION OF KEY TERMS 2.1.1 Training Training is a type of activity which is planned, systematic and it results in enhanced level of skill, knowledge and competency that are necessary to perform work effectively. Gordon, (1992). According Cole (2002), in his book Personnel and Human Resource Management, training is a learning activity directed towards the acquisition of specific knowledge and skills for the purpose of an occupation or task. The focus of training is the job or task for example, the need to have efficiency and safety in the operation of particular machines or equipment, or the need for an effective sales force to mention but a few.

Training is the acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relate to specific useful competencies. Training is an organized procedure for increasing the knowledge and skill of people for a specific objective which in general results in the change of behavior and attitude Most organizations have long recognized the importance of training to its development. As new technology progresses, making certain jobs and skills redundant, an increasing emphasis is being placed on the need for a skilled and highly trained workforce. Many of the jobs being replaced by machines have been of an unskilled and semi-skilled nature, and this emphasizes the need for higher education and skills for those wishing to gain employment in the future. According to Armstrong (1996), expressing an understanding of training emphasizes that training should be developed and operated within an organization by appreciating learning theories and approaches if the training is to be well understood. Training therefore can be explained as a planned and systematic effort by management aimed at altering behavior of employees, in a direction that will achieve organizational goals. A formal training program is an effort by the employer to provide opportunities for the employee to acquire job-related skills, attitudes and knowledge, McGhee et al (1996) 2.1.2 Human Resource Management For any organization to function effectively, it must have money, materials, supplies, equipment, ideas about the services or products to offer those who might use its outputs and finally people, which is the human resource, to run the organization. The effective management of people at work is Human Resource Management, Armstrong (1996). Human Resource Management has emerged as a major function in
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most organizations and is the focus for a wide-ranging debate concerning the nature of the contemporary employment relationships. Managing human resources is one of the key elements in the coordination and management of work at the workplace. Beer et al (1984) define Human Resource Management as the involvement of all management decisions and actions that affect the nature of the relationship between the organization and its employees-the human resources. According to Beer et al (1984), general management make important decisions daily that affect this relationship, and this leads to a map of Human Resource Management territory, the core of which they refer to as the four Cs and these are; 1. Competence of employees: High competence creates a positive attitude towards learning and development. 2. Commitment of employees: High commitment means that employees will be motivated to hear, understand and respond to managements communication relating to the organization of work. 3. Congruence between the goals of employees and those of the organization : Higher congruence is a reflection of policies and practices which bring about a higher coincidence of interest among management, shareholders and workers alike. 4. Cost effectiveness of Human Resource Management practices: means that the organizations human resource cost, that is wages, benefits, training and indirect costs such as strikes, turnover and grievances, have been kept equal to or less than those of competitors.

2.1.3 Performance Performance can be defined as the achievement of specified task measured against predetermined or identified standards of accuracy, completeness, cost and speed. Kenney et al., (1992) stated that employee's performance should be defined as the outcome of work because they provide the strongest linkage to the strategic goals of the organization. It is measured against the performance standards set by the organization. Good performance means how well employees performed on the assigned tasks. In every organization there are some expectations from the employees with respect to their performance. Performance is adscription of what is expected of employees plus the continuous orientation of employees towards effective job performance, Wayne F.C asdo (1988) Functioning and presentation of employees is also termed as employee performance. This means that effective administration and presentation of employees tasks which reflect the quality desired by the organization can also be termed as performance. In an employment contract, performance is deemed to be the accomplishment of a commitment in such a manner that releases the performer from all liabilities laid down under the contract. Efficiency and effectiveness are ingredients of performance apart from competitiveness and productivity and training is a way of increasing individuals performance (Cooke, 2000). 2.1.4 Job performance Can be defined as employees perform their actions according to the requirement of the job (Borman & Motowidlo, 2001).

Job performance is an individual output in terms of quality and quantity expected from every employee in a particular job. Individual performance is most of the time determined by motivation and the will and ability to do the job.

Job performance is the way employees perform their work. An employee's performance is determined during job performance reviews, with an employer taking into account factors such as leadership skills, time management, organizational skills and productivity to analyze each employee on an individual basis. Job performance reviews are often done yearly and can determine raise eligibility, whether an employee is right for promotion or even if an employee should be fired. 2.2 METHODS OF TRAINING The selection of method for training need to be based on identified training needs, training objectives, an understanding on the part of the trainees, the resources available and an awareness of learning principles. DeCauza et al (1996:70) explained that the most popular training and development method used by organizations can be classified as either on-the-job or off-the-job 2.2.1 On the job training This is also known as specific training. On-the-job training method takes place in a normal working situation, using the actual tools, equipment, documents or materials that trainees will use when fully trained.

Training provided to inexperienced employees during the initial stages of employment. This is usually delivered by a professional trainer or an experienced employee, and typically consists of hands-on training. If supported by classroom teaching, the classroom portion is considered off the job training.

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Its a widely used training method, as in comparison, on-the-job method of training is simple and less costly to operate. Observing this method critically, the training places the employee in actual work situations and makes them appear to be immediately productive. Here, there is a close collaboration between trainer and learner. There are three common methods that are used in on-the-job training and these are; learning by doing, mentoring and shadowing and job rotation. 1. Learning by doing. This is a very popular method of teaching new skills and methods to employees. Here the now employee observes a senior experienced worker and learns what to do. The advantage here is that this method is tried and tested and fit the requirements of the organization. The disadvantages are that the senior worker is not usually trained in the skills and methods of training therefore it can be a process that may be time consuming as a new comer struggles to cope with the senior workers explanations. Far more successful is to use a senior or experienced worker who has been trained in instruction or training method and whose teaching skills are coordinated with a developed program linked to off-the-job courses. 2. Mentoring. This is another version of the system whereby a senior or experienced employee takes charge of the training and development of a new employee. This suggests a much closer association than master/apprentice and elements of a father/son relationship can exist whereby the mentor acts as an advisor and protector to the trainee. 3. Shadowing and job rotation: This usually aims to give trainee managers a feel for the organization by giving them the experience of working in different departments. Trainees must be encouraged to feel it is not time wasting and people in the various departments in which they are temporarily working must feel a commitment and involvement in the training if it is to work.
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Unfortunately, trainees are not usually welcomed and are seen by supervisors and workers in the department as obstacles to the daily routines. If well-structured and planned with the cooperation of all departmental supervisors, this method can be a worthwhile learning experience. 2.2.2 Off the job training, Which is also termed as informal training. Implying that the employee does not count as a directly productive worker while such training takes place. Off the job training method also involves employee training at a site away from the actual work environment 2.2.3 Behavior Modeling Here, some of the methods used in the assessment centers include business games, inbasket, simulation, problem-centered cases, and many others, to enable the trainee learn the behaviors appropriate for the job through role-playing. The use of behavior modeling is based on social theory, and it is in particular an effective method for interpersonal or social skills training. This method of training incorporates the use of videos to clearly demonstrate the way things ought to be done, what behaviors are to be avoided. Behavior modeling is often based on the demonstration of the right and effective way to behave and as a result, trainees are provided with facilities to practice this. Bryn (1990) puts it this way, that behavior modeling is where target behaviors are selected and videos on each of the behaviors produced, showing competent persons achieving success by following specific guidelines. Key points are displayed on screen and are backed by trainer-led discussions. Learning here is trainer enforced through role play. 2.2.4 Understudy Training An understudy is a person who is training to assume a position at a future date, the duties and responsibilities of the position currently occupied by the person him or her in understudying. An individual or group is assigned to assist a superior officer in the performance of his duties related to the position and at times left to grapple with the day12

to-day problems which confront the superior in the performance of duty. They are allowed to solve them with or without the help of the superior. When the understudy shows promise of talent, he takes over when the superior is transferred, retired or is promoted to a higher position, Decauza et al (1996). 2.3 BENEFITS OF TRAINING In the development of organizations (Ministry), training plays a vital role, improving Performance as well as increasing productivity, and eventually putting different Organizations at the best position to face the necessary requirements. Training generates benefits for the employee as well as the organization (ministry) by positively influencing employee performance through the development of employee knowledge, skills, ability, competencies and behavior (Benedicta and Appiah, 2010). While much is known about the economics of training in the developed world, studies of issues associated with training in less-developed countries are rarely found. Job characteristics and firm background were found to play key roles in determining training provision. Workers who received off-the-job training were less likely to receive on-thejob training, while those who received on-the-job training were neither more nor less likely to have received off-the-job training. However, a complementary relationship was found between receiving informal training and receiving on-the-job or off-the-job training. Earnings differentials were not found to correlate with different types of training. Unlike in developed countries, training in China was usually intended to remedy skills deficiencies, rather than enhance productivity (Ying Chu Ng, 2004). The purpose of training is mainly to improve knowledge and skills, and to change attitudes or behavior. It is one of the most important potential motivators which can lead to many possible benefits for both individuals and the organization. Changing technology requires that employees possess the knowledge, skills and abilities needed to
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cope with new processes and production techniques. According to Cole (2002) training can achieve: High morale - employees who receive training have increased confidence and motivation. Lower cost of production training eliminates risks because trained personnel are able to make better and economic use of material and equipment thereby reducing and avoiding waste. Lower turnover training brings a sense of security at the workplace which reduces labor turnover and absenteeism is avoided. Change management- training helps to manage change by increasing the understanding and involvement of employees in the change process and also provides the skills and abilities needed to adjust to new situations. Provide recognition, enhanced responsibility and the possibility of increased pay and promotion. Give a feeling of personal satisfaction and achievement, and broaden opportunities for career progression. Help to improve the availability and quality of staff. 2.4 RELATIONSHIP BETWEEN THE DIFFERENT VARIABLES 2.4.1 Training and Performance There exists a positive association between training and employee performance. Training generates benefits for the employee as well as for the organization (ministry) by positively influencing performance, which means that there is a significant difference between the ministries that train their employees and those that do not (April, 2010).

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2.4.2 Training and Salary of Employees Francesconi, and Zoega (2002) identified conditions under which the salary compression associated with imperfectly competitive labor markets will increase the incentive for firms to finance general or transferable training. In this context, salary compression implies that post-training productivity is increasing in training intensity at a faster rate than salary. Diverse results have been found in different research works regarding the effect of training on salary. According to Human Capital Theory, on the Job Training has positive effect on salary increment because training has the potential to enhance labor productivity (Becker, 1962). On the job training works as a catalyst in the increment of salary (Lillard and Tan, 1992; Lynch, 1992; Bowers and Swaim, 1994, and Hill 2001). Off the Job Training does not have worthwhile effect on salary (Lynch, 1992 and Veum, 1995). The increase in income from on the job training is approximately 12% to 15 % whereas it is 2 % to 8% increase in case of off the job training (Mincer, 1996). In case of informal training, the increment in salary is about 2 % (Bowers and Swaim, 1994). Salary tends to increase as a result of on the job training when the employee remains with the present employer. In case of change of employer, the previous on the job training will have no positive change on earnings (Booth, 1993 and Lynch, 1992). Training of workforce significantly enhances the earnings of financially deprived females as well as of underprivileged males, further studies analyzed that mentoring and coaching do not show noticeable impact on the salary of newly hired employees (Heckman, Lalonde, and Smith, 1999).

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2.4.3 Salary and Employee Performance Salary has been viewed as an important determinant factor for employee increased performance and have been shown to influence an employees decision to leave or to stay in the organization (Kline & Hsieh, 2007). Performance based payments have an effective relationship with performance improvements. Every worker wants to earn more so they put extra effort to be efficient. Performance based payments stimulate and motivate workers to be more creative in generating more efforts. Due to performance based payments capable workers earn more than ordinary workers (Lazear, 1999). In case studies of different firms it was found that production increased, when system changed from monthly salary to daily wages. This means that increased wages have direct effect on employee performance (Lazear, 2000) Managerial performance bonuses have the capability to enhance employee output. As far as posts of higher management are concerned, managers often emphasize on recruiting and retaining capable workers by moving from piece rate to salary. The core purpose of this activity is retaining efficient man power by providing more incentives (Bandiera et al., 2007).

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CHAPTER THREE: METHODOLOGY

3.0 INTRODUCTION

This chapter provides a brief description of the process of research for the study, the methodology that was used to investigate the impact of training on staff performance. It also highlights the research design, study population, selection of the sample, the methods that were used in data collection and justification of their choice, procedure of the study, methods used for processing, analyzing and presenting the data.

3.1 RESEARCH DESIGN Data related to the topic was collected combining both aspects of qualitative and quantitative research. Qualitative was used to generate information on perceptions and experience of Public Service officials while quantitative method was used to look at numbers of respondents by sex, their education qualification and years of Service in the Public Service. The study used both approaches because qualitative data reinforces quantitative data and helps define dimensions data quantitative data will measure hence it was appropriate to use both methods. 3.2 STUDY POPULATION Study was conducted in the Ministry of Works and Transport and in particular within the eight departments. Training is not a new discipline but in cases of Ministry of Works and Transport more so considering the impact of training on staff performance in Ministry of Works and Transport.

3.3 SAMPLING TECHNIQUES AND PROCEDURE Samples were randomly selected from eight Departments i.e. the Department of Finance & Administration, Policy & Planning, Public Structures, Construction Standards &
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Quality Management, Roads & Bridges, Mechanical Services Engineering, Transport Regulation and Transport Services & Infrastructure. This was done to avoid bias so that the findings reflect a fairly true prevailing situation relating to training in the Ministry of Works and Transport. A total of 40 respondents (five from each department) were randomly selected. Table 1: summary of the part in the study. No.
Department Heads of Department Heads of Other Divisions / Staff Sections

Total 14 14 15 13

1. 2. 3. 4.

Finance & 1 Administration Policy &Planning Public Structures Construction standards& Quality Management Roads & Bridges 1 1 1

3 3 4 2

10 10 10 10

5. 6. 7. 8.

4 2 3 2

10 10 10 10

15 13 14 13

Mechanical Services 1 Engineering Transport 1 Regulation Transport Services 1 & Infrastructure

The source: The Ministerial Statement In the table above, it is projected that a total sample space comprising of eight Heads of Department, 23 Heads of Division Sections and 8 of other staff were to be selected from.

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3.4 TYPE OF STUDY The study is of descriptive nature and it is carried out to find the reasons how and in which way training impacts on the performance of the employees in MoWT 3.5 TEST USED IN THE STUDY In this research, t-test for equality of means is used as a statistical hypothesis teat. A ttest is any statistical hypothesis test in which the test statistic has a student`s T distribution if the null hypothesis is true. It is applied when the population is assumed to be normally distributed but the sample sizes are small enough that the statistic on which inference is based is not normally distributed because it relies on an uncertain estimate of standard deviation rather than on a precisely known value. 3.5.1 Correlation Analysis It is a statistical analysis used to determine the extent to which changes in value of an attribute are associated with changes in other attributes. The correlation coefficient is a measure of the linear relationship between two attributes or columns of data. The correlation coefficient is also known as the Pearson product-moment correlation coefficient. The value of the coefficient can range from -1 to +1 and is independent of the units of measurement. A value of the coefficient near 0 indicates little correlation between attributes; a value near +1 or -1 indicates a high level of correlation. When two attributes have a positive correlation coefficient, an increase in the value of one attribute indicates a likely increase in the value of the second attribute. A correlation coefficient of less than 0 indicates a negative correlation. This is, when one attribute shows an increase in value, the other attribute tends to show a decrease.

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3.5.2 Regression Analysis It is a statistical technique used to find relationships between variables for the purpose of predicting future values. In other words it predicts the behavior of a dependent variable by analyzing one or more independent variables. Independent variable in this study is training and dependent variable is performance of employees and the salary. 3.6 CONCEPTUAL FRAMEWORK From the literature review, it was observed that training has an impact on different variables like salary and Employee Performance and other variables. Organizational performance ultimately depends upon employee performance and training is a tool to improve employee performance. The following theoretical framework was formulated to depict a relationship between training and employee performance, in the presence of intervening Figure 1. The Variables Training (X) H3 Employee Performance (Z)

Salary (Y1) H2

3.4.1 variable justification and hypothesis generation Hypothesis 1: Impact of Training on Employee Performance

Training (X) Z = 0 + 1X

Performance (Z)

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Performance = 0 + 1Training H0: There is no impact of training on performance. H1: There is a positive impact of training on performance. Hypothesis 2: Impact of Training on Salary of Employees

Training (X) Salary = 0 + 1 Training

Salary (Y 1)

H0: There is no impact of Training on Salary. H1: There is a positive impact of Training on Salary. Hypothesis 3: Effect of Salary on Employee Performance

Salary (Y 1)

Performance (Z)

Z = 0 + 1 Y1 Performance = 0 + 1Salary H0: There is no impact of salary on performance H2: There is a positive impact of salary on performance.

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3.5 LIMITATIONS OF THE STUDY Time: The limited time in which to carry put the research. This was because the same time the researcher had other course units and duties to perform. Financial Constraint Since the field required a lot of money, the researcher tried to use the available resources for purpose of accomplishing the tasks at hand Data Accessibility Whereas data might be abundantly available due to a lot of literature, much of it in most cases was either constantly being shelved or there was lack of willingness by its custodians to avail it when greatly needed.

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CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS 4.0 DATA ANALYSIS In this chapter, the analysis involves the presentation of the research findings, interpretation of the entire discussion of the findings; the data are presented in form of tables and graphs in order to give more illustrations of the information. The variables examined in this study are:
1. Independent: 2. Intervening 3. Dependent:

Training

Variables: Salary Employee Performance

4.1 SAMPLE SIZE AND DATA COLLECTION The data was collected through questionnaires having close ended questions. About 40 questionnaires were distributed to different staff members with in the eight departments in the ministry and time of one week was given to them to fill the questionnaires. 4.1.1 Sex Distribution of Employees The findings from the study indicated that majority of the employees in the ministry comprised of Males with a percentage of 73% compared to the Female with a percentage of 26% of the total employees as shown in the figure below; Figure 2 Sex distribution

Sex Distribution

27% 73%

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4.1.2 Time of service by Employees in the Ministry Figure 3 below shows that most of the employees within the Ministry have spent between 5 to 9 years working in the ministry that is 47.5% of the total employees, 30% have spent not more than 5 years and only 22.5% have spent above 10 years in the ministry. Figure 3: Time of service by Employees in the Ministry
47.5 %
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TOTAL PERCENTAGE OF EMPLOYEES

45 40 35 30 25 20 15 10 5 0 under 5 5 to 9 TIME IN YRS 10 to 15

30 % 22.5 %

Source: Ms Excel output of the Field data 4.2 ANALYSIS, DISCUSSIONS AND FINDINGS 4.2.1 Awareness of Existence of Training Policy at MoWT According to the data collected from the research, it indicate that MoWT has a training and development policy in place. The policy indicates that it contains all the essential elements of training and development. It outlines the objectives of the policy, spelt out the measures for training and development needs identification, methods of training implementation, types of training, and methods of training and development evaluation.

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Table 2: Employee Awareness of Existence of Training Policy at MoWT yes no 95% 5%

Table 2 indicates that majority of the employees in the ministry are aware of the training policy in the MoWT 4.2.2 Descriptive statistics and Items Reliability By the descriptive analysis of the data it is shown that standard deviation for some of the variables is less than 1while for others is more than 1. According to Cohen (2003), for the normal distribution of the data standard deviation must have a range of 0 to 1. As all variables; Training the Independent and Employee Performance the dependent variable in this study have standard deviation less than 1 therefore the data may be considered normally distributed and Pearson Correlation test may also be applied for testing the relationship among variables. Table 3: Descriptive Statistics
N Training Job performance Salary Employee performance Valid N (listwise) 40 40 40 40 40 Minimum Maximum 2.00 1.00 1.00 2.00 5.00 5.00 5.00 5.00 Mean 4.57 3.47 3.45 3.65 Std. Deviation .675 1.339 1.218 .921

Source: SPSS output It can be seen by the descriptive statistics that training varies from 2.00 to 5.00 with a mean of 4.57 and deviation from the mean is 0.675. Salary vary from 1.00 to 5.00 with an average value of 3.45 and a standard deviation of 1.218. Employee Performance

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ranges from a minimum value of 2.00 to a maximum of 5.00 with an average value of 3.65. The standard deviation of this variable is 0.921 and Job performance ranges from a minimum valve of 1.00 to a maximum of 5.00 with an mean of 3.47 and a standard deviation of 1.339 4.2.3 Relationship between Time of service by employees in the Ministry and their commitment towards their jobs after getting on-the-job training The findings reveal that majority of the employees in the ministry agree that their commitment towards their jobs improves after undergoing training which met that performance towards their jobs also improved. Figure 4. Relationship between Time of service by employees in the Ministry and their commitment towards their jobs after getting on-the-job training

80.0 70.0 60.0 50.0 40.0 30.0 20.0 10.0 0.0

75.0%

73.7%

55.6%

22.2% 16.7% 15.8% 8.3% 10.5%

22.2%

Agree

Disagree under 5 yrs 6 to 9 yrs

Agree nor Disagree 10 to 15 yrs

Source: Ms Excel Field data The findings revealed that 75.0%, 73.7% and 55.6% of employees who have worked in the ministry for below 5 years, 6 to 9 years and above 10 years respectively agree that their commitment towards their jobs improved after obtaining training. It also showed
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that 16.7% of employees who have worked for not more than 5 years in the ministry disagree, 15.8% and 22.2% of them who have in the ministry for 6 to 9 years and 10 years above also disagree committing to their jobs after training. 4.3 STUDY VARIABLES: HYPOTHESIS TESTING All Hypotheses of the study have been tested by using statistical techniques through SPSS Regression and Correlation technique is used to test the hypotheses. Pearson correlation, bivariate analysis and regression analysis are employed to check relationship of the variables. This type of test is used to identify the direction of relationship between two variables as independent and dependent. Table 3: Correlations
Training Training Pearson Correlation Sig. (2-tailed) Pearson Correlation Sig. (2-tailed) Pearson Correlation Sig. (2-tailed) 1 Salary .238(**) .138 .238(**) .138 .039(**) .810 .085(**) .604 1 Employee performance .039(**) .810 .085(**) .604 1

Salary

Employee performance

** Correlation is significant at the 0.01 level (2-tailed). Table 3 explains direction and strength of the relationship between all understudy variables. From the table, it is shown that there exists a positive Correlation of 0.238 between Training and Salary and the strength of this relationship is 23.8%. Salary and Performance are related positively with a 0.085 relationship and the strength is 8.5% and also there is a positive correlation of 0.039 between Training and Performance of 81% strong. All the relationships are significant at 1% level of significance for two tailed test.
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4.3.1 Objectives of Training In training practice, it is also good to have trainees know the objectives for each training program they participate in. The respondents were asked if they become more responsible after the training program they participated in. The table below captures the responses from the respondents who participated in training: Table 4: Become more responsible after training.
Cumulative Frequency Valid strongly disagree disagree agree nor disagree agree strongly agree Total 5 1 1 19 14 40 Percent 12.5 2.5 2.5 47.5 35.0 100.0 Valid Percent 12.5 2.5 2.5 47.5 35.0 100.0 Percent 12.5 15.0 17.5 65.0 100.0

Source: SPSS output Table 4 illustrates clearly that as many as 82.5% out of all the respondents do link their performance and responsibility to training. In addition to the 2.5% who are not sure of any link, it can be concluded that 85% of the respondents do have the opinion that training had an effect on their performance. This is significant because the purpose of training at MoWT is to improve individual and organizational performance and if as many respondents think training does impact their performance, then the process of training is important. The respondents were further asked if the training in the Ministry had equipped them with higher skills to become more committed towards their jobs. The table below confirms the responses.

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Table 5 Become more committed towards their jobs

Cumulative Frequency Valid disagree agree nor disagree agree strongly agree Total 7 6 22 5 40 Percent 17.5 15.0 55.0 12.5 100.0 Valid Percent 17.5 15.0 55.0 12.5 100.0 Percent 17.5 32.5 87.5 100.0

Source: SPSS output Higher skills are a key component of any productivity equation, and as many as 67.5% of the respondents do believe that training has something to do with their commitment towards their jobs, This confirms the discussion on training impact on performance, because training affects productivity and performance through the higher skills it impacts to employees to enable them know their job better and perform it better.

Clearly therefore, we can conclude that the hypothesis that Training at MoWT has a large positively impact worker performance and productivity. 4.3.2 Regression Analysis For the test of this hypothesis and all variables relationship in other hypothesis regression analysis has also been used. Final results of regression analysis produced by the SPSS are reproduced in the table given below that represents the coefficients and variables of the hypotheses. Constant or y-intercept explains that if independent variable is zero then what will be the value of dependent variable. Coefficient is the slope of regression line and it explains that 1 unit change in independent variable will bring how much change in dependent variable.
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Beta-value shows the level of significance The value of Coefficient of determination (R) explains that how much variation in the dependent variable is explained by the identified independent variable. T-value shows that how the regression model results as a good predictor of the dependent variable. While, F-test shows the total strength of model. Table 6: Regression Analysis Constant Training and Performance Salary and Performance 3.895 3.858 Coefficient Beta 0.053 0.112 0.132 2 T 3.808 4.797 F 0.58 0.273

.039 0.025 .085 0.019 .238 0.032

Training and 4.119 Salary Source: SPSS output

12.915 2.291

Table 6 provides the results of constant, coefficients, coefficient of determination, Tvalue and P-value and F test. 4.3.3 Hypothesis 1: Effect of Training on Employee Performance Performance (Z)

Training (X)

Z = 0 + 1X Performance = 0 + 1Training H0: There is no impact of training on performance. H1: There is a positive impact of training on performance.
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Regression results show that the value of 0 is 3.895 that explains if emphasis on training (X) is zero, performance will be 3.895. The value of 1 in the regression table is 0.053 that indicates 1% change in predictive variable (training) can change outcome variable (performance) up to 5.3%. Hence, if training is increased by 1%, this will result in increase of performance by 5.3%. The value of beta i.e. 0.039 shows a moderate level of significance. In simple words it means that there is a relatively smaller impact of training on the performance of MoWT employees. The value of R is 0.025 that explains training accounts 2.5% variation in performance and this can be viewed that there might be other factors that bring variation of 97.5% in the outcome variable. The T-value for this hypothesis is 3.808 that represents training is good predictor of performance. The value of F-test shows that the models strength is 0.58. 4.3.4 Hypothesis 2: Effect of Training on Salary of Employees

Training (X)

Salary (Y 1)

Salary = 0 + 1 Training H0: There is no impact of Training on Salary. H1: There is a positive impact of Training on Salary. The value of coefficient (1) is 0.132 which indicates that 1% increase in training will bring 13.2% increase in Salary. It can be viewed that training has a significant positive effect on salary because beta value is 0.239. For hypothesis-2 regression results show the value of R is 0.032 which explains that training brings 3.2% variation in Salary. This shows that there might be other factors
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that explain this variation and our model as training can explain 3.2 %, this mean that 96.8% cannot be explained by training alone. T-value is 12.915 therefore it can be concluded that regression model results in good prediction of Salary. The value of F-test shows that the models strength is 2.291. 4.3.5 Hypothesis 3: Effect of Salary on Employee Performance

Salary (Y 1)

Performance (Z)

Z = 0 + 1 Y1 Performance = 0 + 1Salary H0: There is no impact of salary on performance H2: There is a positive impact of salary on performance The results show that the value of 0 is 3.858 that explains if emphasis on salary (Y1) is zero, performance will be 3.858. The value of 1 in the regression table is 0.112 that indicates 1% increase in salary brings 11.2% increase in performance. This relationship is positive and significant with a beta value of 0.085. The value of R is 0.019 that explains salary account 1.9 % variation in performance and this can be viewed as there might be other factors that bring variation of 98.1 % in the outcome variable. The T-value for this hypothesis is 4.797 which represent salary as good predictor of performance. The value of F-test shows that the models strength is 0.273.

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CHAPTER FIVE: SUMMARY OF FINDING, CONCLUSION AND THE RECOMMENDATIONS 5.0 GENERAL SUMMARY The aim of this study has been to examine the impact of training on employee performance in the public sector in the MoWT in Uganda. The entire study was structured into five chapters. Chapter One which constitutes the introduction to the study contains the background information, problem statement with relevant research questions, objectives of the study, the hypotheses, scope and significance of the study.

The set of hypotheses relates directly to the research questions. The fundamental hypothesis states that there is positive effect of training on employee performance. Data was collected through questionnaires; the analysis showed that there is a strong positive effect of training on employee performance. Chapter Two of the study was used to review relevant literature involving the examination of key concepts like human resource management, training, benefits of training, training process and the relationship between training and other factors.

Chapter three deals with the methodology of the study and contains the research design, population, sample of the study, sampling techniques, data collection methods, design and administration of research instruments, and data analysis procedures.

Chapter four presents the data collected from the primary sources and analyzed with regards to the hypotheses of the study. Accordingly, the results of the study are summarized below, and recommendations provided, and a conclusion provided for the study.
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5.1 SUMMARY OF THE FINDINGS The research carried out also revealed that majority of the employees agreed that Training had improved their attitudes towards their jobs which in turn improved their performance.

The males dominated in all types of employment departments in the Ministry from a 73% of Males to Females.

Training at MoWT has a large positively impact worker performance and productivity. 5.2 CONCLUSION Training is a key element for improved performance; it can increase the level of individual and organizational competency. It helps to reconcile the gap between what should happen and what is happening between desired targets or standards and actual levels of work performance. Training need is any shortfall in employee performance, or potential performance which can be remedied by appropriate training. There are many ways of overcoming deficiencies in human performance at work, and training is one of them. Although the study looked into the role and impact of training on employee performance in Public sector nevertheless it can also be implemented in other sectors as well. Training enhances skills, competency, ability and ultimately worker performance and productivity in organizations. It followed that organizational success relied on the skills and abilities of their employees, and this means that organizational success depends to an extent on considerable and continuous investment in training. This would ensure an adequate supply of staff that is technically and socially competent and capable of being developed into specialists for the relevant departments or management positions.
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In the organizations there is a continual need for the process of staff development, and training fulfils an important part of this process. 5.3 RECOMMENDATION It is recommended for the managers and organizations that: Training should be given primary importance so that organizations can fully achieve desired training goals. Biasness should be minimized while selecting the candidates for training. Training programs should be linked with employees promotions so that these programs help increase employee motivation which ultimately results in high performance. Employees should be clearly communicated about the potential benefits of training programs so that they can participate whole heartedly. Trainer should be from within the organization because trainees feel more comfortable to communicate and discuss issues and problems. Evaluation of the training program is of vital importance because it helps in ensuring the effectiveness of the training program. The findings of this study suggest that training should made critical part of the organizational structure. For employee performance, innovativeness and competitiveness, the most vital ingredient is its workforces knowledge and skills. Those organizations which invest in employee training, and are aware of cut throat competition are the ones who know the importance of training. For future research it is recommended that same study can be conducted on other sectors of Uganda like the Banking Industry, Education Sector, petroleum Sector and many others and along with these intervening variables some more variables like promotion,
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employee commitment etc. can be included in the model to increase the scope of the investigation.

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REFERENCE Ministry of Works and Transport, Ministerial Statements, (2009). Zaccarelli, H. E., (1997), Improving Employee Performance: Effective Training Strategies and Techniques, London: Kogan, Lynch, L.M., (1992), Private sector training and its impact on the earnings of young workers American Economic Review, Vol; 82, P. Nick Blanchard and James W. Thacker, (2009), Effective Training; Systems, Strategies and Practices; 3rd VanWart M, Cayer NJ, Cork S., (1993), Handbook of training and development for the public sector, San Francisco, CA: Jossey -Bass; 1993. Benedicta Appiah April, (2010), The impact of training on employee performance: A Case Study of HFC Bank (GHANA) Ltd. Becker,G.S,(1962), Investment in human capital: A theoretical analysis, The Journal of Political Economy, Vol;70, Issue No. 5, Decouza, David A. and Robbins, Stephen P., (1996), Human Resource Practice, New York: John Wiley & Sons Diefendorff, J., Brown, D., Kamin, A., and Lord, B., (2002), Examining the roles of jobinvolvement and work centrality in predicting organizational citizenship behaviours and job performance, Journal of Organizational Behaviour, Vol; 23, Pp. 93- 108. Edward P. Lazear, (1999), Educational Production The quarterly journal of Economics, MIT Press, Vol. 116(3)
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Hill, E. T., (2001), Post-school-age training among women: training methods and labor market outcomes at older ages, Economics of Education Review, Vol; 20, Lawler, E.E., (1986), High involvement management: participative strategies for improving organizational performance, San Francisco: Jossey-Bass. Xiao, J., (2001), Determinants of employee salary growth in Shanghai: an analysis of formal education, on-the-job training, and adult education with a three-level model, The China Review, Article in Press, Vol; 1, Ying Chu Ng., (2004), Training determinants and productivity impact of training in China: a case of Shanghai, Economics of Education Review, Vol;24,

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APPENDIX

MAKERERE

UNIVERSITY

SCHOOL OF STATISTICTS AND PLANNING

IMPACT OF TRAINING ON EMPLOYEE PERFORMANCE IN THE PUBLIC SECTOR: A STUDY OF MINISTRY OF WORKS AND TRANSPORT

Note:

Honorable Personality, Am conducting the research to identify the impact of Training on the Employee Performance in the ministry of works and transport. This research is conducting under the supervision of my supervisor.

Am JJINGO ISAAC a students of B.Sc. Business Statistics from Makerere University? The main objective of my research is to know the impact training has on employees` performance.

Your precious time and valuable participation will be a great contribution towards the noble cause of knowledge creation.

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Questionnaire Number:

Date

2013

Under this section, just tick the collect option A01: In which category of staff are you? 1- support staff 2- officer 3- senior officer

4- principle

5- commissioner

top manager

A02: For how long have you worked in the Ministry? 1- Under 5 years 2- 5 to 9 years 3- 10 to 15 years KEY to the Rating
These ratings are to be used in this section.

1= Strongly Disagree

2 = Disagree

3 = neither Agree, nor Disagree 4 = Agree Strongly 5 = Agree

Part I: On-the-Job Training (OJT)

1. You receive on-the-job training necessary to do your job?

1
2. You satisfied by on-the-job training program that you received at the company? 1

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3. You feel that on-the-job training helps you to understand 1 the goals of your department? 4. You think that on-the-job training helps managers to communicate a clear sense of directions of company to its employees?

5. You feel that on-the-job training helps you how your job contributes to the success of company? 1 6. You think that on-the-job training goals and companys objectives are linked fairly? 1 7. You receive required on-the-job training about new technologies (e.g. IT, machines, and procedures)? 1 8. You receive on-the-job training when new assignment is given to do? 1 9. You consider that on-the-job training is linked to your job performance/expertise?

10. Management give priority to the job satisfaction level of employees through on-the-job training? 1 11. You think that on-the-job training opportunities are fairly allocated across employees or work units? 1 12. You think that management of the company gives high priority to provide appropriate on-the-job training to its employees?

13. Is regular assessment of on-the-job training level conducted by the HR & Supervisors? 1 14. You consider that on-the-job training programs are designed at level of abilities and education of employees?

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15. You think that employee productivity requires both organizational support and maintenance? 16. You think that supervisors/ team leaders support you during the training?

17. You think that short-term on-the-job training programs are more effective than long-term? 1 18. You consider that duration of training is appropriate to keep you motivated for learning?

19. You consider that the on-the-job training that you received is linked with your salary growth? 1

20. You think that your salary is higher than other peers on the same job category because of training you received? 21. You agree that increasing salaries help in future spending needs? 22. You feel after the on-the-job training the increase in salary offered by company meet your needs and those of your family? 23. You think that after the on-the-job training you receive fair compensation for the work you do? 24. You consider that after the on-the-job training you receive fair pay for your job compared to others doing similar work at other companies?

25. You feel motivated by the increasing salaries through training? 1 26. You feel job security provided by the company as a result of the on-the-job training?

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27. You think that on-the-job training makes employees more effective? 1

Part II: 1= Strongly Disagree 3 = Neither Agree, Nor Disagree

Employees Performance 2 = Disagree 4 = Agree Strongly 5 = Agree

28. You consider that employees become more responsible after on-the-job training? 29. You think that employees become more committed toward their jobs after getting on-the-job training? 30. You think that work knowledge is increased through onthe-job training programs? 31. You consider that job satisfaction increased through onthe-job training?

32. You think that `on-the-job training and salaries growth increases employees motivation and esteem level at the job? 33. You consider that chances of promotion within your company increases after getting on-the-job training? 34. You think that employees become more productive after receiving on-the-job training? 35. You consider that expertise and excellence are possible in the job after on-the-job training? .

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Are you regularly participating in the company's performance management system after the on-the-job training? 37. You consider that after the on-the-job training you may become able to support the company values? 38. You think after receiving on-the-job training, your attitude/behavior becomes willing to accept more challenging assignments? 39. You think that individual job performance enhances due to friendlier attitude and behavior of employee after onthe-job training? 40. You think that interest in job performing increases by onthe-job training? 41. You think that job performance helps in enhancing the organizations productivity? 42. You think that enhancement in job performance causes satisfaction in top management/ Colleagues / supervisors/ customers? 43. You think that job performance directly enhances the customer satisfaction at services and products of the company? 44. You consider that on-the-job training reduces the turnover rate of the company?

THANKS A LOT!

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