FACULTY OF BUSINESS

INTERNSHIP REPORT

ON

ANALYSIS OF CAPACITY BUILDING PLAN FOR THE FISCAL YEAR

2014/2015 AT KILOMBERO DISTRICT COUNCIL

Submitted By:

Philorian M. Mpendaye
ID No. 2011101022

An Internship Report Submitted in Partial Fulfilment of the Requirements of the Degree

Bachelor of Business Administration in Office Administration and Human Resources
Management

Supervisor

Mr. Fermin Miku

(Supervisor)

MGMT 381 - Office Management Internship and Report

30th Day of October, 2014

1
 INTERNSHIP REPORT

ON

ANALYSIS OF CAPACITY BUILDING PLAN FOR THE FISCAL

YEAR 2014/2015 AT KILOMBERO DISTRICT COUNCIL

i
 Acknowledgement

It is my great pleasure to thank the Almighty God for giving me strength and courage to
embark my efforts and resources to prepare this Office Management Internship Report on
Capacity Building Programme for the Financial Year 2014/2015 for Kilombero District
Council to be submitted as partial fulfilment of course requirement. The undertaking of
the internship programme was a feasible exercise due to efforts devoted from various
actors of Kilombero District Council. I wish to express my sincerely gratitude and
appreciation to all actors who had played enormous role for the successfully execution of
my duties for the entire period of internship.

I registers the profound gratitude go to the Lutheran Mission Cooperation (LMC) of the
Evangelical Lutheran Church in Tanzania (ELCT) for provision of financial assistance to
feet expenses for Office Management Internship and Report through Capacity Building
Fund (CBF), a scholarship scheme for human capital development of the ELCT. Special
thanks are due to timely remittance of approved funds to cover part of the costs for the
programme. Also, I will always be grateful to Rt. Rev. Renard Kyelula Mtenji, the Bishop
of Ulanga Kilombero Diocese of the ELCT and other senior officers of the diocese for
their courage throughout my entire period of my studies.

However, I would like to convey my sincere gratitude to Mr. Cosmas Nyarusanda, the
Dean of Faculty of Business, Mr. Malimi Mponeja, the Associate Dean of Faculty of
Business, Dr. Janeth Marwa, the Director of Research and Publications and Postgraduate
Studies and Advisor of Office Management and Internship Report and Mr. Fermin Miku,
the Assistant Lecturer and Supervisor of Office Management and Internship Report
programme for their great support and precious guidance rendered to me and for taking
their suggestions made pursuant to execution of my duties and encouragement in
whatever endeavour towards my internship and constructive inputs towards the
preparation of this report.

ii
 Dedication

I dedicate this report work to my lovely and very supportive family, my beloved wife
Mrs. Rachel David Mpendaye for her tireless support and encouragement during the
internship period and preparation of this report writing. Also, I dedicate this report to my
lovely sons Leslie and Ronald who have endured my absence during the study period and
to my lovely mother Mrs. Coletha B. Mpendaye.

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 Abbreviations and Acronyms

CDG Capital Development Grant

DED District Executive Director

DHRO District Human Resource Officer

DPO District Planning Officer

ELCT Evangelical Lutheran Church in Tanzania

HLGA Higher Local Government Authority

HOD Heads of Department

HOS Heads of Section

KDC Kilombero District Council

LGA Local Government Authority

LGCDG Local Government Capital Development Grant

LLGA Lower Local Government Authority

LMC Lutheran Mission Cooperation

MKUKUTA Mkakati wa Kukuza Uchumi na Kupunguza Umaskini Tanzania

NSGPR National Strategy for Growth and Poverty Reduction

OPRAS Open Performance Review and Appraisal System

PORALG Prime Ministers Office Regional Administration and Local Government

TNA Training Needs Analysis

VEO Village Executive Officer

WDC Ward Development Committee

WEO Ward Executive Officer

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 Abstract

Kilombero District Council is one of the 166 district councils forming local government
authorities in rural areas of Mainland Tanzania with power conferred by the Local
Government (District Authorities) Act No. 7 of 1982. Local government is the level of
government that is closest to the people and therefore responsible for serving the political
and material needs of communities at a specific local area. Politically, it provides a way
for ordinary citizens to have a say in how its communities are governed. It facilitates
closer interaction between citizens and elected representatives. Economically, it provides
basic services that affect people. Being close to the people, it is supposed to know better
the needs of the local area and how to engage them in economic activities.

I choose to perform my internship at Kilombero District Council to better get an

opportunity of translation of accumulated theories and principles learned in classes into
practices in the area of human resource management. The district authority is only one
of the major public service institutions, which offers the realities of working environment
and experiences in skills and knowledge that are crucial to informed practice, continual
improvement and maturity of the discipline. This intensive internship programme gave
birth to the production of this report on Analysis of Capacity Building Plan for the
Financial Year 2014/2015. The programme focused on professional development, skills
development, technical knowledge assistance and retooling in the council.

This report comprises four chapters in which Chapter One gives introduction in which it
highlights the background of the council covering its historical background, vision and
mission, nature of the district council, its objectives and major activities. Also, the
chapter highlights background of the topic. Chapter Two provides activities performed
during internship core activities of the council in line with tasks accomplished during
internship. Chapter Three gives analysis of activities performed during internship
focusing on knowledge applied during internship, knowledge acquired during internship
and gap between theories and practices experienced during internship. Lastly, Chapter
Four highlights summary, conclusions and recommendations.

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 Table of Contents
Pages
Acknowledgement...............................................................................................................ii
Dedication ..........................................................................................................................iii
Abbreviations and Acronyms..............................................................................................iv
Abstract ...............................................................................................................................v
Table of Contents................................................................................................................vi
List of Tables.....................................................................................................................vii
List of Figures...................................................................................................................viii
Concepts and Definitions.....................................................................................................x

CHAPTER ONE
1.0 INTRODUCTION.........................................................................................................1
1.1 Background of the District Council...............................................................................1
1.1.1 Historical Background of the District Council..................................................3
1.1.1.1 Administrative Structure of the District Council...............................................4
1.1.1.2 Land Area and Use.............................................................................................6
1.1.1.3 Population Size, Growth and Density................................................................8
1.1.1.4 Number of Employees.....................................................................................10
1.1.2 Vision and Mission..........................................................................................12
1.1.2.1 Vision Statement..............................................................................................12
1.1.2.2 Mission Statement............................................................................................12
1.1.3 Nature of the District Council..........................................................................12
1.1.4 Objectives of the District Council....................................................................14
1.1.5 Major Activities of the District Council...........................................................14
1.2 Background of the Topic..............................................................................................15

CHAPTER TWO
2.0 ACTIVITIES PERFORMED BY THE STUDENT AT THE COUNCIL...................20
2.1 Core activities of the District Council.........................................................................20
2.2 Activities Performed by the Student at the District Council........................................21
2.3 Discussion on Capacity Building Plan.........................................................................32
2.3.1 Background Information..................................................................................32
2.3.2 Objectives of the Training Programme............................................................32
2.3.3 Previous Experiences on the Training Programme..........................................33
2.3.4 Scope of the Training Programme...................................................................33
2.3.5 Financing of the Training Programme.............................................................35
2.3.6 Training Process...............................................................................................37
2.3.6.1 Training Needs Analysis..................................................................................38
2.3.6.2 Monitoring and Evaluation..............................................................................38
2.3.7 Beneficiaries of the Programme.......................................................................41
2.3.8 Performance Based Logical Framework Matrix..............................................43
2.4 Time Management for Implementation of Activities during Internship......................45

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 CHAPTER THREE

3.0 ANALYSIS OF ACTIVITIES PERFORMED............................................................49

3.1 Knowledge Applied During Internship........................................................................49
3.1.1 Interpretations and Application of Acts and Regulations................................49
3.1.2 Customer Service Skills...................................................................................49
3.1.3 Public Relations Skills.....................................................................................50
3.1.4 Communications Skills....................................................................................50
3.1.5 Work Management...........................................................................................50
3.1.6 Team Magement...............................................................................................51
3.1.7 Human Resource Management Practices.........................................................51
3.1.8 Compluter Application.....................................................................................51
3.2 Knowledge Acquired During Internship......................................................................52
3.2.1 Open Performance Review and Appraisal System..........................................52
3.2.2 Training Needs Analysis..................................................................................53
3.2.3 Evaluating Training Programme......................................................................55
3.2.4 Strong Work Ethics..........................................................................................57
3.2.5 Dependability and Responsibility....................................................................57
3.2.6 Positive Attitude ..............................................................................................58
3.2.7 Adaptability......................................................................................................58
3.2.8 Sense of Honesty and Integrity........................................................................59
3.2.9 Possession of Self Confidence.........................................................................59
3.3 Gap Between Theories and Practices Experienced During Internship........................60

CHAPTER FOUR
4.0 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS.................................64
4.1 Summary......................................................................................................................64
4.2 Conclusions..................................................................................................................65
4.3 Recommendations........................................................................................................66
4.3.1 Recommendations to the University of Arusha...............................................66
4.3.2 Recommendations to Kilombero District Council...........................................68

BIBLIOGRAPHY..............................................................................................................71

APPENDICES...................................................................................................................72

vii
 List of Tables

Table 1.1 Land use data in Kilombero District Council...................................................7

Table 1.2 Population of Kilombero District Council........................................................9
Table 1.3 Number of Employees of Kilombero District Council...................................11
Table 2.1 Checklist for submission of OPRAS forms, plans and proposal....................23
Table 2.2 Number of overpaid employees of Primary Education Department...............24
Table 2.3 Distribution of Capacity Building Grant fund at HLGA and LLGA..............36
Table 2.4 Implementation work plan for Capacity Building Programme.......................40
Table 2.5 Beneficiaries of Capacity Building Programme for 2014/2015......................42
Table 2.6 Performance logical framework matrix for Capacity Building Programme...44
Table 2.7 Time sheet for implementation of activities during internship programme....47

viii
 List of Figures

Figure 1.1 Map of Kilombero District Council showing geographical boundaries..........2

Figure 1.2 Organisational Chart of Kilombero District Council......................................5
Figure 1.3 Structure of Local Government (District Authority).....................................13
Figure 2.1 Funding arrangements for Capacity Building Programme............................37
Figure 3.1 Open Performance Review and Appraisal System........................................54

ix
 Concepts and Definitions

Council refers to an area jurisdiction when used in relation to a district, means the district
council for the district; and when used in relation to any village, means the village
council for that village.

District is part of Mainland Tanzania proclaimed or deemed to be proclaimed by the

President to be a district pursuant to powers conferred on him by the Constitution.

Employer is a public service institution in which a public servant enters into a contract of
service and is responsible for the payment of salaries of such a public servant.

Fiscal Year is a financial year or budget year for a period of 12 months beginning 1 st July
to 30th of June.

Household is a person or group of persons who reside in the same homestead but not
necessarily in the same dwelling unit, have same cooking arrangements, and are
answerable to the same household head.

Population density is a number of people living in a given area usually expressed as

people per square kilometre.

Population growth is a change in population over time, and can be quantified as the
change in the number of individuals in a population using "per unit time" for
measurement.

Population growth rate is a fractional rate at which the number of individuals in a

population increases.

Sex ratio is a ratio of males to females in a given population usually expressed as the
number of males for every 100 females.

Supervisor is an immediate superior of an employee to whom he or she reports to and

will assess the employees performance according to the performance agreement.

x
 CHAPTER ONE

1.0 INTRODUCTION

1.1 Background of the District Council

Kilombero District Council is one of the 166 district councils forming local government
district authorities in rural areas of Mainland Tanzania with power conferred by the Local
Government (District Authorities) Act No. 7 of 1982. It is among 7 district councils of
Morogoro Region, others are Kilosa, Morogoro Municipal, Morogoro Rural, Mvomero,
Ulanga and Gairo. The district is divided into 5 divisions, 23 wards, 102 villages and 410
hamlets with its headquarters in Ifakara town. It is bordered with Morogoro Rural to the
east and Kilosa to north-east. The north and west borders are shaped by Mufindi District
and Kilolo of Iringa Region while at its south and south-east it shares the border with
Songea Rural of and Ulanga District respectively as shown in Figure 1.1. The district is
situated in a vast floodplain between the Kilombero River in the south east and the
Udzungwa mountains in the north-west. On the other side of the Kilombero River, in the
south-east, the floodplain is part of Ulanga District. Most of the area lies along
Kilombero valley and part of it in the Rufiji basin and Selous Game Reserve.

Local Government Authority (LGA) is a semi-autonomous public service institution

discharging its functions in a specified area within a nation. Local Government is the
level of government that is closest to the people and therefore responsible for serving the
political and material needs of people and communities at a specific local area. It has both
political and economic purposes. Politically, being the level of government closest to the
people is suitably situated to provide a way for ordinary citizens to have a say in how its
communities are governed. It provides opportunities for democratic participation of
citizens in matters that affect them directly. It facilitates closer interaction between
citizens and elected representatives. Economically, it provides basic services that affect
people in their area of jurisdiction. Being close to the people, it is supposed to know
better the needs of the local area and not only what the people can contribute but also
how to engage them in economic activities.

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Figure 1.1: Map of Kilombero District Council showing geographical boundaries

Kilosa District
Rural Morogoro Rural

Kilolo District
Rural

Ulanga District
Mufindi District
Rural

Songea Rural

Source: Kilombero District Council

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1.1.1 Historical Background of the District Council

The history of Kilombero District Council goes as far back as the day of independence of
Tanganyika on 9th of December 1961 when it was recognised as the Sub-district of
Ulanga District. Until the enactment of the Decentralisation of Government
Administration Act No. 27 of 1972, it was still under Ulanga District with
its headquarters at Kiungani area and later shifted to the premises of
Folk Development College (FDC) Ifakara. In August 1974 it was
transferred into newly created Kilombero District. It was officially
inaugurated by the late Honourable Rashid Mfaume Kawawa, the Prime
Minister of the United Republic of Tanzania. In August 1976 the offices
shifted to Kibaoni area were officially inaugurated on 9 th of September
1976 by His Excellency Aboud Jumbe, the First Vice President of the
United Republic of Tanzania.

Since its inception, the District has been led by 11 different District Commissioners in
consecutive periods. These were Honourable T. Y. Kabata from January 1974 to October
1976, Honourable S. A. K. Mtambo from October 1976 to August 1980, Honourable O.
S. Mandawa from August 1980 to October 1983, Honourable E. F. Tumbo
from October 1983 to December 1990 and Honourable S. M. Msiku from
December 1983 to October 1993. Others were Honourable P. C. Kagwa
from October 1993 to April 1995, Honourable D. W. A. Holela from July
1999 to March 2004, Honourable Dr. A. Mwita from March 2004 to
August 2006, Honourable Engineer E. W. Ndikilo from August 2006 to
September 2011 and Honourable H. E. Masala from May 2012 to the
present.

However, through discharging its functions, Kilombero District Council is

led by the District Executive Director. Since 1983 the district council was
led by Mr. J. Matemu from 1983 to 1984, Mr. J. Mgalula from 1984 to
1985, Mr. Bernard Chahali from 1985 to 1986, Mr. Diwani Izina from

3
1986 to 1991 and Mr. Alfred Kapinga from 1991 and 1996. Others were
Mr. S. S. Makangila from 1996 to 1999, Mr. Edward Saile from 1999 to
2000, Mr. Joseph Kahale from 2000 to 2003, Mrs. Theresia Mahongo
from 2003 to 2006, Miss Rehema Madenge from 2006 to 2010, Mr. Pius
Afa from 2010 to 2012 and Mrs. Azimina A. Mbilinyi from 2012 to the
present.
1.1.1.1 Administrative Structure of the District Council

Kilombero District Council is comprised of 5 divisions, 23 wards, 102 villages and 410
hamlets (vitongoji). The administrative seat is based in Ifakara town. The district and
urban councils have autonomy in their geographic area. The council coordinates activities
of the township authority and village councils, which are accountable to the district for all
revenues received for day-to-day administration (Othman and Liviga 2002:7). The village
and township council have the responsibility for formulating plans for their areas. The
Ward Development Committee (WDC) is the focus of coordinating council operations at
ward level and a village is led by the village council. The council has 5 Statutory
Standing Committees, which are Finance, Planning and Administration Committee;
Health, Education and Water Committee; HIV/AIDS Control Committee; Economic,
Works and Environment Committee and Ethical Committee. Also, the council has related
Subcommittees and Boards, which are Party Cocus Committee; District Audit
Committee; Ward Councilors Committee; Land Allocation Committee; Employment
Board; Council Tender Board and Integrity Committee that meet regularly as per calendar
of meetings as indicated in APPENDIX 1.

The head of the paid service in the council is the District Executive Director (DED) who
is appointed by the Minister of State Prime Ministers Office Regional Administration
and Local Government. Below the DED there are 11 Heads of Departments (HODs) and
6 Heads of Sections (HOSs) who are accountable to the DED. The departments include
Administration and Human Resource Department; Planning Department, Finance and
Trade Department; Works Department; Primary Education Department; Secondary
Education Department; Health Department; Agriculture, Livestock and Cooperatives

4
 Department; Community Development and Social Welfare Department; Lands and
Natural Resources Department and Water Department. The sections are Procurement
Section; Internal Audit Section; Legal Section, Information and Technology Section,
Environment Section and Election Section. The management of the council is made up of
HODs and HOSs headed by the DED who is the Accounting Officer. Figure 1.2 is the
Organisational Chart of the district which portrays the district administrative structure.
Figure 1.2 Organisational Chart of Kilombero District Council

FULL COUNCIL

FINANCE, HEALTH,
ADMINISTRATION ECONOMIC, WORKS EDUCATION HIV/AIDS INTEGRITY
AND PLANNING AND ENVIRONMENT AND WATER CONTROL COMMITTEE
COMMITTEE COMMITTEEE COMMITTEE COMMITTEE

DISTRICT EXECUTIVE
DIRECTOR

ENVIRONMENT PROCUREMEN LEGAL INFORMATION & INTERNAL AUDIT ELECTION

SECTION T SECTION SECTION TECHNOLOGY SECTION SECTION
SECTION

D E P A R T M E N T S
AGRICULTURE, LIVESTOCK &

COMMUNITY DEVELOPMENT
SECONDARY EDUCATION
PLANNING DEPARTMENT

WORKS DEPARTMENTR

AND ADMINISTRATION
HEALTH DEPARTMENT

PRIMARY EDUCATION
FINANCE AND TRADE
WATER DEPARTMENT

HUMAN RESOURCES

LAND AND NATURAL

SOCIAL WELFARE
CORPERATIVES

DEPARTMENT
DEPARTMENT

DEPARTMENT

DEPARTMENT

DEPARTMENT

DEPARTMENT
RESOURCES

WARD DEVELOPMENT COMMITTEE

5
 WARD EXECUTIVE OFFICER

VILLAGE GOVERNMENT

KITONGOJI COMMITTEE VILLAGE EXECUTIVE OFFICER EXTENSION OFFICERS

Source: Kilombero
1.1.1.2 District
Land Area andCouncil
Use

Kilombero District Council occupies a total of 14,246 square kilometres which is

approximately 19.5% of the total area of Morogoro Region. According to National
Sample Census of Agriculture 2007/2008 reported in 2012, the district had the usable
land area of 154,516 hectares and land use data survey reported by District Agriculture,
Livestock and Cooperatives Department of Kilombero District Council is 383,923.69
hectares (62.71%) were utilised in 2014. The average usable land area per household was
2.6 hectares, the largest in the region. A larger area of 59,679 hectares (55.2%) was
planted during the short rainy season. The district village land use data in 55 villages is
estimated at 612,208.74 hectares, which are distributed as 25,132.56 hectares for
settlements, 208,706.20 hectares for agriculture, 30,158.87 hectares for grazing,
52,290.47 hectares for investment, 116,988.67 for land bank and 2,937.32 hectares for
other uses. Table 1.1 shows land use data in Kilombero District Council.

The district areas lay along the Kilombero valley and part of it is Rufiji basin and
Udzungwa Mountains covered by miombo woodlands. Kilombero valley is considerable
agricultural heartland in Morogoro Region. The Udzungwa Mountains forests play an
essential role in water catchment, supplying water for agricultural and domestic usage in
the lowlands. The Udzungwa Mountain range and its forests generate a microclimate that
increases rainfall in the area (Doody et al, 2005). The district has large plantations of teak
wood stretching westward from Ifakara town adjacently to Udzungwa Mountains. The
northern end of the Kilombero agricultural heartland is dominated by the sugarcane
plantations of Illovo Sugar Company, which occupy most of the low-lying area. The
district is endowed with 38 permanent rivers which some of them bare high potentiality

6
in hydroelectric power generation especially Kidatu Power Plant and Kihansi Power
Plant and large extended area for irrigation schemes.

7
Table 1.1: Land use data in Kilombero District Council

LAND USE IN HECTARES (HA)

S/N WARD Settlement Agriculture Grazing Forest Investment Land Bank Other Uses Total
1. Kidatu 843.84 3,786.36 1,142.58 123.81 - - 18.62 5,700.39
2. Sanje 293.94 1,563.63 - 138.24 - - 0.96 1,996.77
3. Mkula 693.96 5,969.05 - 124.13 102.79 - 52.04 7,257.41
4. Mang'ula 494.78 2,020.86 2.92 7.01 - - 22.01 2,547.62
5. Kisawasawa 721.70 2,338.60 - 12.92 271.34 - 60.24 3,404.74
6. Kiberege 2,326.14 18,560.00 2,665.00 629.00 78.30 - 213.68 34,393.00
7. Kibaoni 1,138.338 8,814.82 6,179.99 0.10 106.384 - 187.708 21,709.56
8. Ifakara 482.99 836.60 - 116.37 - - 22.37 2,501.20
9. Lumemo - - - - - - - 4,351.50
10. Idete 2,162.37 16,736.84 4,067.60 827.28 7,075.71 - - 37,693.91
11. Mbingu 5,575.16 19,589.16 - 5,799.57 5,497.05 - 60.05 36,626.00
12. Mofu 1,275.60 2,762.00 1,674.40 119.60 - 54.00 26.00 11,296.80
13. Mchombe 1,819.182 14,856.10 1,930.00 3,626.47 4.22 - 42.12 35,951.16
14. Chita 1,014.72 34,883.11 7,065.21 5,754.74 27,376.83 9,132.39 38.00 99,917.20
15. Chisano - - - - - - - -
16. Mlimba 162.64 4,089.31 129.80 185.41 25.79 - 25.36 4,753.59
17. Utengule 1,082.43 19,442.06 1,515.15 629.34 9,186.68 - 156.17 103,433.71
18. Masagati 699.61 24,378.00 - 32,589.00 10,772.93 34,978.38 16.22 103,832.00
19. Uchindile 912.66 9,015.24 2,599.00 46.56 50,134.37 4,381.90 1,972.616 86,305.53
20. Kamwene 249.74 4,471.78 161.18 174.51 84.43 - 19.70 5,161.33
21. Michenga 139.95 3,162.80 96.07 231.19 198.73 - 1.77 4,011.00
22. Mwaya 306.76 1,557.16 - 59.49 - - 1.69 1,925.11
23. Mngeta 2,736.05 9,872.72 930.07 1,095.88 6,073.08 - - 42,806.70
Total 25,132.56 208,706.20 30,158.97 52,290.62 116,988.63 48,546.67 2,937.32 612,208.74

Source: Kilombero District Council: Agriculture, Livestock and Cooperatives Department

8
1.1.1.3 Population Size, Growth and Density

According to the National Bureau of Statistics on 2012 Population and Housing Census
Counts, Kilombero District Council has a population of 407,880 (18.4% of the population
in Morogoro Region) and among them 202,789 (49.7%) are males and 205,091 (50.3%)
are females. The annual growth rate is 2.4% with population sex ratio of 99%. The
average household size is 4.3 whereas population density is 27 per square kilometres. The
district has three major ethnic groups, which are Ndamba, Mbunga and Ngindo. Ndamba
are the majority in the district. Other minority ethnic groups are Pogoro, Hehe and Bena
with an influx of pastoralists and agro-pastoralists namely Barbaigs, Maasai, Sukuma and
business people from all parts of the country. The majority of the villagers in the district
are subsistence farmers growing maize and rice.

Ifakara town, which is the administrative seat of the district has a population of 128,072
(31.4% of the population in Kilombero district) of which 62,199 (48.6%) are males and
65,873 (51.4%) are females. The demographic survey conducted by the District Social
Welfare Officer of Kilombero District Council reveals that the district is estimated to
have 1,486 (0.4% of the total population) people with disabilities. People with disabilities
extracted from only 7 wards are distributed as 166 (11.2%) visually impaired people, 242
(16.3%) intellectually impaired people, 265 (17.8%) hearing impaired people, 77 (5.2%)
albino, and 735 (49.5%) physically impaired people. The figure accounts for 0.36% of the
total population in the district. Efforts to collect data from the remaining 12 wards of the
district are underway. Table 1.2 gives population in the district by sex, average household
size and sex ratio as well as number of people with disabilities.

9
Table 1.2: Population of Kilombero District by sex, household size and sex ratio and people with disabilities by type of disability

General Population Type of Disabilities

S/N Ward Household Sex Visually Intellectually Hearing Physically
Males Females Total Size Ratio Impaired Impaired Impaired Albino Impaired Total
1. Kidatu 16,359 16,230 32,589 4.1 101 - - - - - -
2. Sanje 5,485 5,556 11,041 4.3 99 6 13 11 10 35 75
3. Mkula 4,443 4,647 9,090 3.9 96 20 22 9 6 60 117
4. Mang'ula 17,736 18,440 36,176 4.0 96 10 17 18 2 39 86
5. Kisawasawa 4,642 4,406 9,048 3.6 105 23 38 25 22 76 181
6. Kiberege 11,075 11,237 22,312 4.3 99 33 40 80 15 130 298
7. Kibaoni 13,924 14,945 28,869 4.6 93 - - - - - -
8. Ifakara 26,620 29,336 55,956 4.3 91 53 82 84 9 292 520
9. Lumemo 10,591 11,008 21,599 4.2 96 - - - - - -
10. Idete 11,064 10,584 21,648 4.6 105 - - - - - -
11. Mbingu 11,502 11,215 22,717 4.2 103 22 30 38 13 103 206
12. Mofu 6,025 5,697 11,722 4.9 106 - - - - - -
13. Mchombe 19,660 18,991 38,651 4.5 104 - - - - - -
14. Chita 11,597 11,066 22,663 4.6 105 - - - - - -
15. Chisano 2,948 2,789 5,737 4.6 106 - - - - - -
16. Mlimba 18,752 19,356 38,108 4.2 97 - - - - - -
17. Utengule 5,470 5,092 10,562 5.1 107 - - - - - -
18. Masagati 3,718 3,403 7,121 4.5 109 - - - - - -
19. Uchindile 1,178 1,093 2,271 3.9 108 - - - - - -
Total 202,789 205,091 407,880 4.3 99 166 242 265 77 735 1,486

Source: National Bureau of Statistics, 2012 Population and Housing Census; Kilombero District Council: District Social Welfare Officer

10
1.1.1.4 Number of Employees

Kilombero District Council has a total of 3,567 staff of different cadres. There are 11
departments and 6 sections in which each department and section is maintained with
specific functional roles to deliver required services to the entire community depending
on its operational and professional requirements. Out of the total employee
Administration and Human Resources Department carries 4.12% of the total employees;
Planning Department has 0.11% of the total staff; Finance and Trade Department has
0.56% of the total staff; Health Department has 10.85% of the total staff; Primary
Education has 50.21% of the total staff; Secondary Education has 27.08%; and
Agriculture, Livestock and Cooperatives Department has 3.31% of the total employees;

Others are Community Development and Social Welfare Department carries 0.76% of the
total staff; Lands and Natural Resources Department carries 1.77% of the total staff;
Works Department carries 0.42% of the total employees; Water Department carries 0.42%
of the total staff; Internal Audit Section carries 0.08% of the total staff; Legal Section
carries 0.08% of the total staff; Election Section carries 0.03% of the total staff;
Procurement Section carries 0.14% of the total employee; Information and Technology
Section carries 0.03% of the total staff; and Environment Section carries 0.03% of the
total staff. Table 1.3 shows number of employees of Kilombero District Council.

11
 Table 1.3: Employees of Kilombero District Council by establishment, actual strength, disposition of staff and ratio

S/N Disposition of Staff

Actual Tertiary Percentage
Department/Section Establishment Headquarter Ward Village Education
Strength
1. Administration 163 147 38 23 86 - 4.12%
2. Planning 5 4 4 - - - 0.11%
3. Finance and Trade 20 20 20 - - - 0.56%
4. Health 387 387 78 172 215 - 10.85%
5. Primary Education 2,059 1,791 15 8 1,768 - 50.21%
6. Secondary Education 966 966 3 963 - - 27.08%
7. Agriculture, Livestock and Cooperatives 122 118 30 - 87 1 3.31%
8. Community Development and Social Welfare 27 27 12 15 - 0.76%
9. Lands and Natural Resources 70 63 25 38 - - 1.77%
10. Works 27 15 15 - - - 0.42%
11. Water 15 15 15 - - - 0.42%
12. Internal Audit 3 3 3 - - - 0.08%
13. Legal 3 3 3 - - - 0.08%
14. Election 1 1 1 - - - 0.03%
15. Procurement 5 5 5 - - - 0.14%
16. Information and Technology 1 1 1 - - - 0.03%
17. Environment 1 1 1 - - - 0.03%
TOTAL 3,875 3,567 269 1,219 2,156 1 100%

Source: Kilombero District Council, Capacity Building Plan for the Financial Year 2014/2015

12
1.1.2 Vision and Mission of the District Council

1.1.2.1 Vision Statement

To be the best authority in delivering quality sustainable socio-economic services to the

community.

1.1.2.2 Mission Statement

To facilitate community development adhered on good governance and accountability in

providing top quality services to the local community and other stakeholders.

1.1.3 Nature of the District Council

Kilombero District Council is the public service institution with the power conferred by
the Local Government (District Authorities) Act No. 7 of 1982. LGAs are not new
institutions of governance at the district level. The district authority is a semi-autonomous
public serve institution with power to discharge its functions within its area of
jurisdiction. It is the level of government that is closest to the people responsible for
serving political and material needs of people and communities in its area of jurisdiction.
It has both political and economic purposes. Politically, being the level of government
closest to the people is suitably situated to provide a way for ordinary citizens to have a
say in how its communities are governed (PO-RALG 1998). It provides opportunities for
democratic participation of citizens in matters that affect them directly. It facilitates closer
interaction between citizens and elected representatives. Economically, it provides basic
services that affect people in their area of jurisdiction.

Based on the powers conferred to local government authorities by the Local Government
Act No. 7 of 1982, the district authority includes district council, township authority,
village councils, hamlet (kitongoji) and ward development committees. All of them
except the kitongoji and ward development committees have powers to make by-laws,

13
pass annual budgets and tax according to regulations. It coordinates activities of the
township authorities and village councils, which are accountable to the district for all
revenues received for day-to-day administration. The council is divided into divisions,
wards, villages and vitongoji. The ward development committees are administrative units
functioning between the villages and the district council. Figure 1.3 gives structure of the
local government (district authority) and its relations to the central government.

Figure 1.3: Structure of Local Government

District Authority Central Government

National Level
Minister: PMO-RALG

Regional Level
RC, RAS and RS

District Level
DC and DAS

KEY
District Council Administrative Relationship

Consultative
Relationship
Ward Development
Committees Regional
RC Commissioner
Regional
Villages Townships RAS Administrative
Councils Authorities Secretary
Regional Secretariat
RS

Vitongoji Vitongoji
Councils Councils DC District Commissioner

District
DAS Administrative
Secretary

Source: Federation of Canadian Municipalities 2007 and Steffensen et al 2004

14
1.1.4 Objectives of the District Council

1.1.5 Improve health services and reduce HIV/AIDS infection.

1.1.6 Enhance good governance and administration services.
1.1.7 Improve community access to quality and equitable socio-economic services
delivery.
1.1.8 Sustain management and utilisation of natural resources and environment.
1.1.9 Improve social welfare, gender and community empowerment.

1.1.5 Major Activities of the District Council

Section 111 of the Local Government (District Authorities) Act No. 7 of 1982 provides
the general functions and duties of the district authorities. Section 118 of the Act provides
additional functions and duties of the district authorities. Therefore, Kilombero District
Council being among the district authorities in Mainland Tanzania has three basic
functions and duties which are briefly explained below:

1.1.5.1 Maintaining and facilitating the maintenance of peace, order and good
governance within its areas of jurisdiction

Kilombero District Council has the duty to maintain and facilitate the maintenance of
peace, order and good governance within the area of its jurisdiction. According to Section
118 (1) (b) of the Local Government (District Authorities) Act No. 7 of 1982, it imposes
the function to the council to monitor and control the performance of the duties and
functions of the departments of the council and its offices and staff. The council is
responsible for making by-laws applicable throughout its area of jurisdiction, and
considering and improving by-laws made by village councils within its area of
jurisdiction. Also, Section 118 (2) of the Act provides measures to the suppression of
crime, the council is responsible for maintenance of peace and good order and the
protection of public and private property lawfully acquired. It is responsible for
monitoring and controlling the performance of duties and functions of the council and its
staff. It makes by-laws applicable throughout its areas of jurisdiction, and considering

15
and improving by-laws made by village councils within their areas of jurisdiction. It takes
all such measures as in its opinion are necessary, desirable, conducive or expedient.

1.1.5.2 Promoting the social welfare and economic well-being of all persons within
its area of jurisdiction

According to Section 118 (1) of the Local Government (District Authorities) Act No. 7 of
1982, it provides that in addition to the functions and duties imposed on local government
authorities under Section 111, it shall be the function of every district council in relation
to its area of jurisdiction (a) formulate, coordinate and supervise the implementation of
all plans for the economic, commercial, industrial and social development. For the
purpose of execution of this function and duty the council collects and properly uses its
domestic revenues. Section 118 (1) of the Act provides that in addition to the functions
and duties imposed on local government authorities under Section 111, it shall be the
function of every district council in relation to its area of jurisdiction (c) to ensure the
collection and proper utilisation of revenues of the council, so as to provide basic services
that affect people in their area of jurisdiction.

1.1.5.3 Ensuring effective and equitable delivery of qualitative and quantitative

services within its area of jurisdiction

Kilombero District Council is responsible for furthering social and economic

development of its area of jurisdiction. Section 118 (1) of the Act provides additional
functions and duties as (e) to consider, regulate and co-ordinate development plans,
projects and programmes of villages and township authorities within its area of
jurisdiction, so as to ensure the more beneficial development and mobilisation of
productive forces in the village and township authorities. For proper implementation of
the programmes, the council is responsible for the collection and proper utilisation of
revenues. Section 118 (1) of the Act provides that in addition to the functions and duties
imposed on local government authorities under Section 111, it shall be the function of
every district council in relation to its area of jurisdiction (c) to ensure the collection and
proper utilisation of revenues of the council. It is responsible in establishing and

16
maintaining reliable sources of revenue and other resources in order to enable local
government authorities to perform their functions effectively and to enhance financial
accountability of local government authorities, their members and employees. It is
responsible for regulating and monitoring the collection and utilisation of revenue of
village councils and township authority.

1.2 Background of the Topic

This Office Management Internship Report analyses the Capacity Building Plan for the
Financial Year 2014/2015 at Kilombero District Council. Sharing the common fate of
many development buzzwords, capacity building has been added to the lexicon of
popular development catchwords without being defined clearly in the process. United
Nations Conference on Environment and Development (UNCED) Agenda 21 Chapter 37
of 1992 defines capacity building as follows: Specifically, the capacity building
encompasses the countrys human, scientific, technological, organisational, institutional,
and resource capabilities. Training is only one form of capacity building, of course, and
the potential exists for improvements in local performance through technical assistance,
demonstrations, and other approaches as well. Therefore, this report focuses on training
of employees aiming at curbing shortfalls.

Historically, the idea of training employees is nothing new to the twenty first century, but
has rather evolved since the earliest stages of human civilisation and has been gradually
refined into the sophisticated process that it is today. Trainees were expected to know
their jobs by exposure, such as by picking up what they could from experienced fellow
employees. They were not termed trainees since they were not systematically trained
(Misra 2008:6). The famous 5th century BC Chinese philosopher Lao-Tzu wrote that "If
you tell me, I will listen. If you show me, I will see. But if you let me experience, I will
learn" (Cheng, B., Peng, J., Wang, M., and Yang, S., 2011). Traditionally, training was
considered to be job focused, limited to the technical skills and abilities needed by public
employees to perform specific tasks. It was differentiated from education, which was
considered to be broader in scope, more oriented toward a range of future jobs and

17
provided by institutions of higher learning. Individuals obtained their education first and
subsequently received training in the work environment (Campbell 1988).

Governments and organisations spend an enormous amount of money, time, and effort in
order to train employees. This training is aimed to balance the organisations
requirements and the employees needs. Seyler, Holton, Bates, Burnett, and Carvalho
(1998) point out that training is focused on trying to change a trainees behaviour or
teach new behaviours to the individual trainee. Human resource is one of the three
essential elements in any commercial enterprise; others are materials and equipment
(Misra 2008). Alvin, T (1985) defines training as a planned process to modify attitude,
knowledge or skill behaviour through learning experience to achieve effective
performance in an activity or range of activities. The purpose of training is to develop
the abilities of individual and to satisfy the current and future manpower needs. Through
training the employees acquire capacity or maintenance of capacity (Pepper 1984:9).

According to DeSario et al (1994), training is viewed as part of an on-going

developmental process. Training programme needs to be linked with the organisational
mission (Eurich, 1985; Fischer, 1989; Latham, 1988; Miller, 1989). So, when
organisations plan their training activities, they need to provide the link with the
organisational mission, budget and implementation. Some authors suggest considering
training as investment decisions (Eurich, 1985), and they should be made after careful
consideration. It is usually advised that training activities should be examined from the
perspective of their ability to influence individual job performance, rather than isolated
experiences that may or may not contribute to the organisations success.

Citing from the publication of Orokov, Pushkarev and Durning (2002) on Employee
Training and Development in Kyrgyzstan Village Government who regards McGehee and
Thayer (1961) as the authors of the first textbook on training in organisations; they
suggest a three-fold approach to determine the types of training and development
experiences that should be implemented, including organisational analyses, task analyses,
and personal analyses. Organisational analyses focus on the organisations ability to

18
support training. Task analyses focus on the knowledge, skills, abilities, and other
personal characteristics required to perform task. Personal analyses focus on the needs of
the individual, identifying personal characteristics possessed by the particular individual.

Basically, for any organisation, there are two basic issues that must be addressed in the
identification of type of training interventions. The first is the issue is how a given course
should be imparted to the employees and the second issue is the creation of a learning
experience that improves the transfer of knowledge. It is not enough for the trainees to
learn; they must be able and willing to see new abilities on their job. From the field of
adult education, it is well known that adults are learning differently than children
(Campbell, 1988; Goldstein, 1986; Latham, 1989). That is, first of all, adults have to
know why they should learn something. Thus, employees need to see training
experiences as relevant to their current work environment. Second, trainees need to be
self directed; they should be active participants in the learning process. Third, both
trainees and trainers must recognise that adult employees have a greater volume and
different quality of experience than youth.

According to the Constitution of the United Republic of Tanzania (1977) Article 11, the
Government shall make efforts to ensure that all persons are afforded equal opportunity
to pursue education and vocational training in all levels of schools and other institutions
of learning. This implies that it is the policy that Tanzania should be self sufficient in
trained and skilled workforce. Systematic approach should be employed by public
institutions to build human capital capable of delivering services to the expectations of
the citizens. Also, the Standing Orders for the Public Service of 2009 Section G.1 (7) and
(8) provide that: (7) all organisations are required to draw up specific in-service training
programmes based on their identified training needs. Every organisation shall make
sufficient financial provision for training purposes in the annual budget, and (8) every
employer is responsible for planning and conducting induction and orientation
programmes which will provide newly appointed employees with knowledge, basic
concepts and legislations pertaining to public service and work management to enable
new employees adopt to the new job requirements.

19
Further, every employer shall ensure that he promotes an equal opportunity in training to
eliminate discrimination in any training policy or practice. The Employment and Labour
Relations (code of Good Practice) Rules, 2007 (GN No. 42 of 2007) Section 35 (1)
provides that every employer shall ensure that criteria for selecting employees for
training whether for induction, promotion or skill training are not discriminatory.
Aspects of Human Rights are reflected in connection with its compliance. Training
opportunities are required to be provided without discrimination. Introduction of the
Public Service Training Tools that should be adhered by public institutions in preparation
of training programme, emphasises equal opportunities to all public servants.

This internship report analyses the training of employees at Kilombero District Council
based professional (career) development, skills development, technical assistance, and to
retooling at both Higher Local Government Authority (HLGA) and Lower Local
Government Authority (LLGA) so as to become result oriented workforce and eventually
close the prevailing skill and institutional gaps. Ultimately, contribute to achievement of
the National Strategy for Growth and Poverty Reduction (NSGPR) objective and
eventually reduce the level and magnitude of poverty among the people.

20
 CHAPTER TWO

2.0 ACTIVITIES PERFORMED BY THE STUDENT AT THE COUNCIL

2.1 Core Activities of the District Council

Section 111 of the Local Government (District Authorities) Act No. 7 of 1982 prescribes
to local government authorities the general functions and duties, which are recognised in
the Constitution of the United Republic of Tanzania of 1977 Article 146 (2) (a) to (c),
hence there are three core activities of the council as briefly explained below:

2.1.1 Maintaining and facilitating the maintenance of peace, order and good
governance within its area of jurisdiction.

Section 118 (1) of the Local Government Act No. 7 of 1982 imposes duties to the district
council to maintain peace and good order and the protection of public and private
property lawfully acquired and to monitor and control the performance of the duties and
functions of the departments of the council and its offices and staff.

2.1.2 Promoting the social welfare and economic well-being of all persons within
its area of jurisdiction.

Section 118 (1) of the Local Government (District Authorities) Act No. 7 of 1982
provides that in addition to the functions and duties imposed on local government
authorities under Section 111, it shall be the function of every district council in relation
to its area of jurisdiction (a) formulate, coordinate and supervise the implementation of
all plans for the economic, commercial, industrial and social development.

2.1.3 Ensuring effective and equitable delivery of qualitative and quantitative

services to the people within their areas of jurisdiction.

Kilombero District Council is responsible for furthering social and economic

development of its area of jurisdiction. Section 118 (1) of the Act provides additional
functions and duties as (e) to consider, regulate and co-ordinate development plans,

21
projects and programmes of villages and township authorities within its area of
jurisdiction, so as to ensure the more beneficial development and mobilisation of
productive forces in the village and township authorities.

2.2 Activities Performed by the Student at the District Council

During my internship programme at Kilombero District Council I was assigned to

undertake various activities in the Administration and Human Resource Department. It
was an intensive programme that had been the first ever in my tenure and I had quite
impressive and learning experiences. The department has various activities that keep the
staff occupied the entire day. It deals with the management of staff. It is responsible for
attracting employees, designating them in their positions and ensuring their
performances. Employment information for all staff is kept both manually and
electronically in the Human Capital Management Information System (HCMIS) with the
use of LAWSON software. Also, the department handles the employees training
programme. The following were the activities that I was assigned by the District Human
Resource Officer and performed during my internship:

2.2.1 Collecting the filled in Open Performance Review and Appraisal System
(OPRAS) forms, training plans and proposal for promotion of employees
from department and sections

The first activity was collecting the filled in OPRAS forms for the fiscal years 2013/2014
and 2014/2015 from staff; collection of training plans for 2014/2015 and proposals for
promotion of employees from HODs and HOSs of Administration and Human Resource
Department; Planning Department; Agriculture, Livestock and Cooperatives Department;
Lands and Natural Resources Department; Finance and Trade Department; Internal Audit
Section; Information and Technology Section; Legal Section; Procurement Section and
Election Section; as well as collecting the training plans and proposals for promotions of
employees from the Administration Department; Planning Department; Agriculture,
Livestock and Cooperatives Department; Lands and Natural Resources Department;
Finance and Trade Department; Internal Audit Section; Information and Technology

22
Section; Legal Section; Procurement and Supply Section and Election Section for the
years 2014/2015 and 2015/2016 respectively.

This activity was undertaken for a period of 4 working days to cover the entire duty
running from Wednesday 16th of July to Thursday 21st of July 2014 during the first week
of my internship. There was a favourable cooperation from heads of departments and
units during the exercise. The filled in two OPRAS forms were collected from each
employee and endorsed by the head of department or Unit. There were three copies of
two filled in OPRAS forms from each employee in which one form was for the fiscal
year 2013/2014 that was in a complete state with description of activities accomplished
with grading marks for each task accomplished by employee.

It is mandatory that the OPRAS form to be filled by all employees in the public service
institutions. For principal officers and above, at the end of the year, once fully completed,
the original OPRAS form is sent to the Permanent Secretary (Establishments) of the
Prime Ministers Office Regional Administration and Local Government (PM0-RALG),
duplicate to the respective head of organisation and triplicate to the public servant
concerned. All other employees (senior officers and below) original copy is sent to the
District Executive Director of the council, duplicate to the parent ministry of the specific
cadre and the triplicate to the public servant concerned. OPRAS form for the fiscal year
2014/2015 ended with employees objectives to be accomplished during the year.

2.2.2 Submission of the filled in OPRAS forms, training plans and proposal for
promotion of employees from departments and sections to the DHRO

The second activity was submission of the filled in OPRAS forms for the fiscal years
2013/2014 and 2014/2015 of the staff, training plans for the year 2015/2015 and
proposals for promotions of staff for the year 2015/2016 from department and sections to
the DHRO. Table 2.1 shows checklist for submission of OPRAS forms from each
department and section for the financial years 2013/2014 and 2014/2015. The filled in
OPRAS forms were filed in each respective individual employees personal file for
record at the Registry office. The task was undertaken on Tuesday 22nd of July 2014.

23
Table 2.1: Checklist for submission of OPRAS forms, training plans and proposals for promotions of employees

OPRAS Training Plans Proposals for Promotion

S/N Department/Section
2013/2014 2014/2015 2014/2015 2015/2016
1. Administration and Human Resources Department
2. Planning Department
3. Agriculture, Livestock and Cooperatives Department
4. Lands and Natural Resources Department
5. Community Development and Social Welfare Department
6. Finance and Trade Department
7. Works Department -
8. Water Department
9. Health Department
10. Primary Education Department
11. Secondary Education Department
12. Internal Audit Section
13. Information and Technology Section
14. Legal Section
15. Procurement and Supply Section
16. Environment Section -
17. Election Section -

24
2.2.3 Checking salary control sheet for teachers and non-teaching staff of Primary
Education Department

The third activity was checking salary control sheet for 1,773 employees of Primary
Education Department for a period from July to September 2013 and October to
December 2013 and identify ghost or dummy workers, fraudulent double payment for
employees, inflating salaries for employees by wrong allocation of salary scale and
amount, incorrect entry of retirement records for employees and improper deductions
being made or being misappropriated that are to be determined before undertaking
internal audit. This activity was done for a period of 6 working days to cover the entire
duty running from Wednesday 23rd of July to Wednesday 30th of July 2014 during the
second to third week of the internship. It was a tedious work that needed careful
attention. The areas of attention were determining errors on wrong entry of retirement
information, over-payment of employees salaries beyond dates of retirement from July to
September 2013 and difference of salary amounts for each employee after date of
promotion for a period from July to September 2013. Table 2.2 shows number of
employees of Primary Education Department overpaid salaries for a period between July
to September 2013 and October to November 2013.

Table 2.2: Overpaid Employees of Primary Education Department from July to

September 2013 to December 2013

S/N Number of Overpaid Number of Overpaid Employees

Months July to September October to December Total
1. 1 7 4 11
2. 2 2 3 5
3. 3 - 1 1
4. 7 2 - 2
5. 9 1 - 1
6. 13 1 1 2
7. 26 1 - 1
TOTAL 14 9 23

2.2.4 Checking salary control sheet for staff of Administration Department,

Secondary Education Department and Health Department

25
The fourth activity was checking salary control sheet for 170 staff of Administration
Department, 696 staff of Secondary Education Department and 389 staff of Health
Department for a period from July to September 2013. The areas of attention were
determining errors on wrong entry of dates of retirement, over-payment of salaries
beyond dates of retirement and determining differences of salary amounts for each
employee after date of promotion for a period from July to September 2013 that are to be
determined before undertaking internal audit exercise. This activity was done for a period
of 2 days from 31st of July to 1st of August 2014. During this period there was no faults
identified in the records.

2.2.5 Preparing the Capacity Building Programme for the Financial Year
2014/2015

The fifth activity was the preparation of the Capacity Building Programme for the
Financial Year 2014/2015 of the council based on Local Government Capital
Development Grant (LGCDG) as an instrument for development projects and capacity
building for councils in Tanzania, sponsorship support from donors and private
sponsorship. This activity was performed for a period of 5 working days including
intensive 5 extra working hours daily and weekends to cover the entire duty running from
Monday 4th of August to Friday 8th of August 2014. A total of 228 employees were the
target beneficiaries of the training programme.

2.2.6 Preparing the list of teachers and non-teaching staff of Primary Education
Department

In this activity a total of 42 teachers were recorded in the list with retirement dates falling
in the financial years of 1st of July 2014 to 30th of June 2015, 40 teachers were recorded in
the list with retirement dates falling in the financial years of 1 st of July 2015 to 30th of
June 2016 and 65 teachers were recorded in the list with retirement dates falling in the
financial years of 1st of July 2016 to 30th of June 2017. Therefore, there were 147 teachers

26
in Primary Education Department with retirement dates falling between 1st of July 2014
to 30th of June 2017. It was performed on Monday 11th of August 2014.

2.2.7 Preparing the list of teachers and other employees of Secondary Education
Department

A total of 9 teachers were recorded in the list with retirement dates falling in the financial
years of 1st of July 2014 to 30th of June 2015; 8 teachers were recorded in the list with
retirement dates falling in the financial years of 1 st of July 2015 to 30th of June 2016 and 4
teachers were recorded in the list with retirement dates falling in the financial years of 1st
of July 2016 to 30th of June 2017. Thus, there were 21 teachers in total in the Secondary
Education Department with retirement dates falling between 1st of July 2014 to 30th of
June 2017. This activity was performed for a period of 1 day on Tuesday 12 th of August
2014 to cover the entire duty.

2.2.8 Preparing the list of staff of Agriculture, Livestock and Cooperatives

Department

The list of staff of Agriculture, Livestock and Cooperatives Department with retirement
dates falling in the financial years of 1 st of July 2014 to 30th of June 2015, 1st of July 2015
to 30th of June 2016 and 1st of July 2016 to 30th of June 2017 was prepared and there were
3 staff recorded in the list with retirement dates from 1st of July 2014 to 30th of June 2015;
3 staff were recorded in the list with retirement dates from 1 st of July 2015 to 30th of June
2016 and 1 staff was recorded in the list with retirement dates from 1st of July 2016 to 30th
of June 2017. This activity was performed on 13th of August 2014.

2.2.9 Preparing the list of employees of Community Development and Social

Welfare Department; Lands and Natural Resources Department; Works
Department; Water Department and Health Department

The list of staff with retirement dates falling in the financial years of 1 st of July 2014 to
30th of June 2015, 1st of July 2015 to 30th of June 2016 and 1st of July 2016 to 30th of June
2017 was prepared. There were 11 staff recorded in the list with retirement dates from 1 st

27
of July 2014 to 30th of June 2015; 10 staff from 1 st of July 2015 to 30th of June 2016 and
10 staff from 1st of July 2016 to 30th of June 2017. There were 31 employees in total with
retirement dates from 1st of July 2014 to 30th of June 2017. This activity was performed
on Thursday 14th of August 2014.

2.2.10 Preparing the list of full time employees with age older than 60 years as at
30th of June 2014

30 staff were recorded in the list of full time employees with age older than 60 years as at
30th of June 2014 from Administration Department; Finance and Trade Department;
Primary Education Department; Secondary Education Department; Health Department;
Agriculture, Livestock and Cooperatives Department; and Lands and Natural Resources
and Water Department. The activity was performed on 15th of August 2014.

2.2.11 Preparing the list of employees of Primary Education Department employed

during a period between 1st of January to 31st of December 2002

The list of employees of Primary Education Department employed during a period

between 1st of January to 31st of December 2002 was prepared. Out of 11 departments and
6 sections, there were 56 employees from this department recorded in the list of
employees employed during the period between 1st of January to 31st of December 2002.
This activity was performed for period of only 1 working day on 18th of August 2014.

2.2.12 Preparing the list of employees of Agriculture, Livestock and Cooperatives

Department and Primary Education Department employed from 1st of
January to 31st of December 2003

Preparation of the list of employees of the council employed during a period between 1 st
of January to 31st of December 2003 was done. Out of 11 departments and 6 units of the
council, there were 8 employees form Agriculture, Livestock and Cooperatives
Department and 84 teachers from Primary Education Department recorded in the list of
employees employed during the period between 1st of January to 31st of December 2003.
This activity was performed for period of only 1 working day on 19th of August 2014.

28
2.2.13 Preparation of the list of employees of Primary Education Department
employed during a period between 1st of January to 31st of December 2004

The list of employees of the council employed from 1 st of January to 31st of December
2004 was prepared. Out of 11 departments and 6 units of the council, there were only 122
teachers from Primary Education Department recorded in the list of employees employed
during the period between 1st of January to 31st of December 2004. This activity was
performed for period of only 1 working day on 20th of August 2014.

2.2.14 Preparing the list of employees of Agriculture, Livestock and Cooperatives

Department and Primary Education Department employed during a period
between 1st of January to 31st of December 2005

The list of employees of the council employed during a period between 1st of January to
31st of December 2005 was prepared. Out of 11 departments and 6 units of the council,
there were 8 employees form Agriculture, Livestock and Cooperatives Department and
130 teachers from Primary Education Department recorded in the list of employees
employed during the period between 1st of January to 31st of December 2004. This
activity was performed for period of only 1 working day on 21st of August 2014.

2.2.15 Preparing list of employees from Agriculture, Livestock and Cooperatives

Department who were employed during the period from January 1990 to
December 2005

Preparing list of employees from Agriculture, Livestock and Cooperatives Department

who were employed from January 1990 to December 2005 was successful done. There
was only 1 staff employed on 1st of July 1990, there were 3 staff employed from between
1st of January to 31st of December 1991, there was 1 staff employed on 15th of June 1992,
8 staff employed from 1st of January to 31st of December 2003, and 3 staff employed from
1st of January to 31st of December 2005. This activity was performed for period of only 1
working day on 22nd of August 2014.

29
2.2.16 Preparing the list of employees from Finance and Trade Department,
Planning Department and Community Development and Social Welfare
Department who were employed from January to December 2010

The list of employees from Finance and Trade Department, Planning Department and
Community Development and Social Welfare Department who were employed from
January to December 2010 recorded 1 staff employed on 1 st of October 2010 in Finance
and Trade Department, 1 staff employed on 1 st of November 2010 in Planning
Department and 5 staff in Community Development and Social Welfare Department
employed during the period from January to December 2010 was prepared. This activity
was performed for period of only 1 working day on Monday 25th of August 2014.

2.2.17 Preparing the list of employees from Agriculture, Livestock and Cooperatives
Department; Health Department; Primary Education Department and
Secondary Education Department employed during the period from January
to December 2010

It was recorded that 1 staff employed on 15 th of June 2010 in Agriculture, Livestock and
Cooperatives Department; 16 staff employed in Health Department from January to
December 2010; 195 teachers employed in Primary Education Department during the
period from January to December 2010 and 7 teachers employed in Secondary Education
Department during the period from January to December 2010. This duty was performed
on 26th of August 2014.

2.2.18 Preparing the list of employees from Health Department, Primary Education
Department and Secondary Education Department employed from January
to December 2011

The list of employees from Health Department, Primary Education Department and
Secondary Education Department employed from January to December 2011 was
prepared. There were 12 staff employed in Health Department from January to December
2011, 5 teachers were employed in Primary Education Department from January to
December 2011 and 25 teachers employed in Secondary Education Department from
January to December 2011. This activity was performed on 27th of August 2014.

30
2.2.19 Preparing the seniority list of employees of Agriculture, Livestock and
Cooperatives Department

The seniority list of employees of Agriculture, Livestock and Cooperatives Department

for the financial year 2014/2015 was prepared. 118 employees recorded in the seniority in
this department. The activity was tedious and required careful attention. This task was
performed on 28th of August 2014. There was favourable cooperation from the head of
department and staff during execution of this exercise.

2.2.20 Preparing seniority list of employees of Community Development and Social

Welfare Department and Lands and Natural Resources Department

The seniority list of employees of Community Development and Social Welfare

Department and Lands and Natural Resources Department for the financial year
2014/2015 was prepared. There were 28 employees recorded in the seniority list of
Community Development and Social Welfare Department and 48 employees recorded in
seniority list of Lands and Natural Resources Department. This activity was also tedious
and it was performed on 29th of August 2014.

2.2.21 Preparing seniority list of employees of Works Department, Water

Department and Finance and Trade Department

Preparation of the seniority list of employees of Works Department, Water Department

and Finance and Trade Department for the financial year 2014/2015 was successful
accomplished. There were 15 employees recorded in the seniority list of Works
Department, 15 employees recorded in Water Department and 20 employees in Finance
and Trade Department. This activity was performed on 1st of September 2014.

2.2.22 Preparing seniority list of employees of Procurement and Supply Section and
Planning Department

Preparation of seniority list of employees of Procurement and Supply Section and

Planning Department for the financial year 2014/2015 was successful accomplished.
There were 5 employees recorded in the seniority list of Procurement and Supply Section

31
and 4 employees recorded in Planning Department. This activity was performed on 2 nd of
September 2014. There was favourable cooperation from the Head of Department and
staff during execution of the exercise.

2.2.23 Preparing seniority list of employees of Secondary Education Department for

the financial year 2014/2015

Preparation of seniority list of employees of Secondary Education Department for the

financial year 2014/2015 was done on 10 th of September 2014. There were 966 teachers
recorded in the seniority list of Secondary Education Department. This activity was very
tedious and covered a period of 6 days to accomplish. There was a favourable
cooperation from head of department and other staff during the exercise.

2.2.24 Preparing seniority list of employees of Administration and Human Resource

Department for the financial year 2014/2015

The preparation of seniority list of employees of Administration and Human Resource

Department for the financial year 2014/2015 was successful accomplished. 166
employees recorded in the seniority list of department. This activity was performed for a
period of only 1 working day. It was done on 11th of September 2014 with favourable
cooperation from head of department and other staff during the exercise.

2.2.25 Preparing the seniority list of employees of Primary Education Department

for the financial year 2014/2015

The preparation of the seniority list of employees of Primary Education Department for
the financial year 2014/2015 was not accomplished at all. I started preparing the list by
earmarking important areas of correction for the previous existing names. No new names
were updated in the list. The head of department and other responsible officials whom I
expected to get fully support in respect of acquisition of appropriate records had other
important duties hence it was difficult to collect appropriate information for
accomplishment of seniority list of the department. The activity was only performed for 1
day on Friday 12th of September 2014.

32
2.3 Discussion on Capacity Building Plan

2.3.1 Background Information

This Office Management Internship Report on the analysis of Capacity Building Plan for
Financial Year 2014/2015 focuses on training of employees at Kilombero District
Council. The council conducted performance assessment in which various gaps were
identified as backlogs on quality and sustainable service delivery. Also, the training needs
assessment report revealed that human resource situation in the council is far from being
satisfactory, which is compounded by inadequate number of qualified and competent
staff. The existence of these challenges has been triggered by lack of funds to implement
the training programmatic interventions. As a result, Kilombero District Council in
collaboration with the Prime Ministers Office, Regional Administration and Local
Government (PMO-RALG) developed a comprehensive training programme aiming at
providing staff with competencies required to deliver qualitative and quantitative services
in an effective and sustainable manner.

2.3.2 Objectives of the Training Programme

Capacity Building Plan for the Financial Year 2014/2015 proposed to develop
professional (career), skills, technical knowledge, and retooling to the workforce so as to
become result oriented workforce. The overall goal of the programme indicated to close
the prevailing skill and institutional gaps and filling the gaps with crucial mechanism. It
was recognised that workforces need to be constantly developed and updated so as to
keep pace with the ongoing changes in science and technology, which is in line with the
Local Government Reform Programme (LGRP). The training intended to equip staff of
respective intervention areas with adequate knowledge, skills and attitudes that will
enable them to deliver services and solving institutional gaps affecting performance with
an ultimate result of improved wellbeing of the people through provision of quality
services through community involvement, participation in planning and implementation
of their development plans with cost effective utilisation of available resources.

33
Capacity Building Plan for the Year 2014/2015 was anticipated to serve as a means for
improving institutional performance, competencies and increasing staff motivation and
commitment to the job, personal growth and fulfilment. It is, for that reason, anticipated
that the programme as a working tool will facilitate the achievement of plans and
priorities, improve service delivery and management of resources. In consequence,
contribute to achievement of the NSGPR objective and ultimately reduce the level and
magnitude of poverty. For the purpose of enabling efficiently and effectively service
delivery capacity building is on-going at both HLGA and LLGA. The training of senior
cadre employees in management skills should not, however, be to the detriment of
training of the junior counterparts (Teferra, Karekezi and Baguant 2002:39).

2.3.3 Previous Experiences on the Training Programme

During the Financial Year 2013/2014 a total of 281 staff were benefited from training
programme in the difference field of studies. 4 (1.4%) staff from Administration and
Human Resource Department; 2 (0.7%) staff from Planning Department; 2 (0.7%) staff
from Finance and Trade Department; 1 (0.4%) staff from Procurement and Supply
Section; 128 (45.6%) staff from Primary Education Department; 9 (3.2%) staff from
Agriculture, Livestock and Cooperatives Department; 2 (0.7%) staff from Community
Development and Social Welfare Department; 2 (0.7%) staff from Water Department; 12
(4.3%) staff from Lands and Natural Resources Department; 89 (31.8%) staff from
Secondary Education Department; and 30 (10.8%) staff from Health Department. 27
(9.6%) staff pursued short courses and 254 (90.4%) staff undertook long courses. 166
(59.1%) staff have completed their studies amongst 27 (16.3%) employees undertook
short courses whereas 139 (87.3%) undertook long courses.

2.3.4 Scope of the Training Programme

Kilombero District Council identified capacity building and institutional development

activities that match immediate requirement. The activities intended to strengthen the
capacity based on developing the link between HLGA and LLGA structures and also

34
meet the eligibility for LGCDG support activities in the areas of planning, management,
record management, local government finance, local government administration,
procurement and agriculture. Selection of training programme was based on convenience,
accessibility, applicability to the local set-up and needs of the institution. Training
interventions were designed in the form of short-term courses and long-term courses for
career development and skills development, technical assistance and retooling.

Short-term courses are a great way to fill the gaps in the knowledge of an employee and
give an individual employee the competitive edge when it comes to the job promotions.
As technology evolves systems, programmes and practices change, making it critical for
employees to refresh their skills. They aim to train staff within a short time without
affecting daily activities of the employee. The programme proposed 20 (8.8%) staff for
short-term courses in both professional development and skills development to motivate
and increase working performance and quality service delivery and increase community
involvement and speed-up community development. 208 (91.2%) proposed for long-term
courses for professional development so as to increase performance and quality service
delivery. Long courses focus on training staff for long period of time to gain professional
knowledge and skills so as to improve their performance competencies.

Technical assistance involved sharing information and expertise, instruction, skills

training, transmission of working knowledge and consulting services. Technical
assistance will transfer of technical data. The programme proposed to facilitate training
on OPRAS to HODs and HOSs so as to increase performance and improved service
delivery. It is expected that the programme will maximise the quality of executing tasks
and impact by supporting administration, management, policy development, and capacity
building. Retooling focused on equipping offices with necessary working tools to
improve working efficiency and performance. The programme proposed to equip DHRO
and DPLO offices with working tools at the HLGA. Also, the programme earmarked to
facilitate retooling at LLGA so as to increase number of office consumables for ward
offices hence improve working environment for better service delivery.

35
2.3.5 Financing of the Training Programme

According to the Local Government Reform Programme (LGRP) II (Decentralisation by

Devolution) of 2009, development and maintenance of local government capacities is a
regular task of the central government and district council itself. It is expected that sector
ministries to build capacities of technical staff at council level. The LGDG capacity
building grant is another source available for capacity building, including institutional
development. Remaining specific areas of capacity building is addressed in the context of
the LGRP. These different sources of capacity building are harmonised at the council
level through a coordinated capacity building plan. The council is given the capacity to
assess its local in-house capacities, its deficiencies and how to address them. An
important aspect of the financial capacity is with respect to local revenue collection. The
council is the beneficiary of the capacity building grant with the goal to enhance good
governance and administrative services.

For the reason that Kilombero District Council met the minimum conditions for the
discretionary capacity building grant, it therefore qualified to access 100% of the
respective allocation of the funds without strict oversight by PMO-RALG and the
Regional Secretariat. The implementation of the Capacity Building Programme for the
Fiscal Year 2014/2015 estimated to cost the sum of TZS 955,993,000/=. The council
allocated the total sum of TZS 38,495,000/= through Capacity Building Grant (CBG) for
the implementation of capacity building programme at HLGA and LLGA levels. The
amount stood at 4.03% of the total training expenses. Under HLGA level through skills
development, 34 ward councilors will be trained on good governance (to impart
knowledge and skills on ethics, laws and regulations) and 25 HODs and HOSs will train
on OPRAS to acquire skills on quality performance management. Training interventions
at LLGA level through skills development, 23 ward executive officers (WEOs) will be
trained on managerial skills and 97 Village Executive Officers (VEOs) will be trained
managerial skills as well. The distribution of Capacity Building Grant fund for the year
2014/2015 at HLGA and LLGA is shown in Table 2.3.

36
Table 2.3 Distribution of Capacity Building Grant fund at HLGA and LLGA levels

S/N ACTIVITY RATIO AMOUNT (TZS)

DISTRIBUTION OF CAPACITY DEVELOPMENT GRANT FUNDS AT HLGA (60%)

1. Professional (Career) Development 15% 3,464,550.00
2. Skills Development of Council Staff 50% 11,548,500.00
3. Technical Assistance 15% 3,464,550.00
4. Retooling 20% 4,619,400.00
Subtotal 100% 23,097,000.00
DISTRIBUTION OF CAPACITY DEVELOPMENT GRANT FUNDS AT LLGA (40%)
1. Professional (Career) Development 15% 2,309,700.00
2. Skills Development of Council Staff 50% 7,699,000.00
3. Technical Assistance 15% 2,309,700.00
4. Retooling 20% 3,079,600.00
Subtotal 100% 15,398,000.00
TOTAL 38,495,000.00

Source: Kilombero District Council: Capacity Building Plan 2014/2015

37
However, Kilombero District Council proposed to contribute TZS 172,175,000/= from
other sources to implement the training programme. This amount stood at 18.01% of the
total training expenses. The support from donors for implementation of this programme
accounted at TZS 34,300,000/=. The amount was 3.39% of the total training expenses
whereas the contribution from the government through LGCDG was TZS 8,620,000/=.
The amount stood at 0.9% of the total training costs. Also, private sponsorship from
individual employees amounted TZS 740,898,000/=. This amount stood at 77.5% of the
total training expenses. Figure 2.1 gives funding arrangements for implementation of the
Capacity Building Programme with the total cost of TZS 955,993,000/=.

Figure 2.1 Funding Arrangements for Capacity Building Plan

2.3.6 Training Process

Kilombero District Council recognised training process that involves training needs
analysis and management of training process which are mutually necessary for any
training programmatic interventions to be effective and efficient as argued by Mahler and
Monroe 1952 in Moore and Dutton 1978; Amos-Wilson 1996; Agnaia 1996 and Elbadri

38
2001. The district council adhered to the undertaking of the training needs analysis in the
training process of employees.

2.3.6.1 Training Needs Analysis

Training needs analysis was the first step in training cycle that ensured effectiveness of
the planned training programme. Theorists agree that training needs analysis must
precede any type of training intervention (Goldstein and Ford, 2002). Three levels of
training needs analysis are undertaken by the council, which are analysis at the
organisational or institutional level being analysed first where the council determined
whether employees possess or lack adequate knowledge, skills, or abilities that are
required for full function of the council, hence addressed the issues accordingly by
connecting the necessary employees' knowledge, skills, or abilities. The second level was
the analysis at the departmental or sectional level where each department or section
identified the knowledge, skills, or abilities necessary for an employee to be able to do
certain tasks and determines if there are any deficiencies that must be addressed.

However, apart from the aforesaid analysis levels above, another level is analysis at the
individual level. At the individual level analysis, performance appraisal for an employee
is undertaken to consequently determine if and which employees may need training in
order to complete their assignments more successfully so as to achieve organisational
goals. Kilombero District Council adopts OPRAS. It is mandatory that the OPRAS forms
to be filled by all employees in the public service institutions. In order to increase the
quality of service delivery, the OPRAS is undertaken for each employee whereby the
decision for selection of employee for training is based.

2.3.6.2 Monitoring and Evaluation

Participatory monitoring and evaluation was incorporated to be conducted on quarterly

basis to measure the effects of the training in relation to level of community participation
in decision making, percentage coverage of legal meetings and rate of information

39
sharing. The implementation of the Capacity Building Plan for the Financial Year
2014/2015 was proposed on 4 quarters: Quarter One (July to September), Quarter Two
(October to December), Quarter Three (January to March) and Quarter Four (April to
June). Table 2.4 shows the implementation work plan for capacity building plan for
2014/2015 by activities, timeframe, costs and responsible persons.

(1) Monitoring

Monitoring of the Capacity Building Plan for the Financial Year 2014/2015 was proposed
to base on training progressive reports from the training institutions. However, it was
proposed that committee meetings of the council will be conducted quarterly, semi-
annually and annually.

(2) Evaluation

Both formative and summative evaluation was proposed to be conducted. Formative

evaluation was proposed to be conducted during the implementation of the plan
(undertaking mid-term reviews). Summative evaluation was proposed to be conducted at
the end of the implementation period. It was proposed to involve tracer studies, analysis
of formative progress reports, number and utilisation of trained personnel and workforce
performance after attending the training programme to determine transfer of learning.

40
Table 2.4 Implementation work plan for Capacity Building Plan for the Financial Year 2014/2015

IMPLEMENTATION CALENDAR 2014/2015 AMOUNT RESPONSIBLE

SN ACTIVITY QUARTER 1 QUARTER 2 QUARTER 3 QUARTER 4 (TZS) PERSON
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

ENHANCE GOOD GOVERNANCE AND ADMINISTRATIVE SERVICES TO HIGHER LOCAL GOVERNMENT AUTHORIES (HLGAs)
1) Train 2 staff on long term professional (career)
development 3,945,000 DHRO
2) Train 34 councilors on good governance especially on
political tolerance, ethics, laws and regulations 9,702,000 DHRO
3) Facilitate orientation to new employees employed by 1,744,500 DHRO
the council
4) Facilitate 25 Heads of Departments and Heads of
Sections on OPRAS training 4,505,500 DHRO
5) Equip 2 desktop computers to the District Human
Resources Officer and District Planning Officer offices 3,200,000 DHRO
ENHANCE GOOD GOVERNANCE AND ADMINISTRATIVE SERVICES TO LOWER LOCAL GOVERNMENT AUTHORIES (LLGAs)
1) Train 4 staff on long term professional (career)
development 4,055,000 DHRO
2) Facilitate short term training to 23 Ward Executive
Officers and 97 Village Executive Officers 7,700,000 DHRO
3) Facilitate orientation to new employees employed by
the council 1,163,000 DHRO
4) Facilitate retooling to the ward offices in Kilombero
District Council 2,480,000 DHRO

TOTAL 38,495,000

Source: Kilombero District Council: Capacity Building Plan for the Financial Year 2014/2015

41
2.3.7 Beneficiaries of the Training Programme

The Capacity Building Plan for the Financial Year 2014/2015 was proposed to benefit a
total of 228 employees in the difference field of studies. There is a decrease of 53 staff
(18.9%) from the year previous year where a total of 281 staff benefited from the
programme. The council planned to train 4 (1.8%) staff from Administration and Human
Resource Department; 4 (1.8%) staff from Planning Department; 1 (0.4%) staff from
Finance and Trade Department; 90 (39.5%) staff from Primary Education Department; 72
(31.6%) staff from Secondary Education Department; 9 (3.9%) staff from Agriculture,
Livestock and Cooperatives Department; 4 (1.8%) staff from Lands and Natural
Resources Department; 8 (3.5%) staff from Community Development and Social Welfare
Department; 5 (2.2%) staff from Water Department; 27 (11.8%) staff from Health
Department and 4 (1.8%) staff from Procurement and Supply Section. Table 2.5 shows
number of employees under training programme for the financial year 2014/2015.

The training programme proposed to develop professional (career), skills, technical

knowledge, and retooling to the workforce so as to become result oriented workforce at
both HLGA and LLGA levels. Under HLGA level through skills development, 34 ward
councilors will be trained on good governance (to impart knowledge and skills on ethics,
laws and regulations) and 25 HODs and HOSs will be trained on OPRAS to acquire
knowledge and skills on quality performance management. Training interventions at
LLGA level through skills development proposed to benefit 23 ward executive officers
(WEOs) to be trained on managerial skills and 97 Village Executive Officers (VEOs) to
be trained managerial skills as well. For the successful implementation of the training
programme, constant monitoring and evaluation of all the activities was earmarked for
each type of training intervention. The purpose of monitoring and evaluation is to have a
close watch on the progress of the implementation so as to provide feedback on the status
of achievement of the predetermined objectives and help in identifying various
challenges that militate against smooth implementation of the programme interventions.

42
 Table 2.5 Beneficiaries of Capacity Building Plan for financial year 2014/2015

Type of Programme Percentage of Number

S/N Department/Section Number of Staff Employees
Short Course Long Course
2. Administration and Human Resource Department 4 4 1.8%
3. Planning Department 4 3 1 1.8%
4. Finance and Trade Department 1 - 1 0.4%
5. Primary Education Department 90 2 88 39.5%
6. Secondary Education Department 72 - 72 31.6%
7. Agriculture, Livestock and Cooperatives Department 9 3 6 3.9%
8. Lands and Natural Resources Department 4 - 4 1.8%
9. Community Development and Social Welfare Department 8 4 4 3.5%
10. Water Department 5 3 2 2.2%
11. Health Department 27 3 24 11.8%
12. Procurement and Supply Section 4 2 2 1.8%
TOTAL 228 20 208 100%

Source: Kilombero District Council: Capacity Building Plan 2014/2015

43
2.3.8 Performance Based Logical Framework Matrix

Kilombero District Council in collaboration with PMO-RALG will implement the

training programme with target beneficiaries 228 employees for the financial year
2014/2015. With the use of LGCDG the programme will include training 2 staff on long
term professional or career development interventions, training 34 councilors on good
governance especially on political tolerance, ethics, laws and regulations, facilitating orientation
to new employees employed by the council, facilitating 25 heads of departments and heads of
units on open performance review and appraisal system and equipping 2 desktop computers to the
District Human Resource Officer and District Planning Officers offices under Higher Local
Government Authority (HLGA).

Based on Lower Local Government Authorities (LLGA) the programme will include training 4
staff on long term professional development, facilitating short term training to 23 Ward Executive
Officers and 97 Village Executive Officers, facilitating orientation to new employees employed
by the council and facilitating retooling to the ward offices in the council. Table 2.6 shows the
performance based logical framework matrix of detailed training plan that describes
problem statement, programme objectives, activity description, expected outputs,
expected outcomes, objectively verifiable indicators, means of verification, annual
budget, timeframe and sources of funds.

44
Table 2.6 Performance Based Logical Framework Matrix for Capacity Building Plan for financial year 2014/2015

PROBLEM PROGRAMME ACTIVITY EXPECTED EXPECTED OBJECTIVELY MEANS OF ANNUAL TIMEFRAME SOURCE
STATEMENT OBJECTIVES DESCRIPTION OUTPUTS OUTCOMES VERIFIABLE VERIFICATION BUDGET (PERIOD) OF
IDNICATORS FUNDS
ENHANCE GOOD GOVERNANCE AND ADMINISTRATIVE SERVICES TO HIGHER LOCAL GOVERNMENT AUTHORIES (HLGAs)
Inadequate career To facilitate 2 staff to Train 2 staff on long increased number increased number of staff training and July to
development to attend long course term course of professionalperformance and trained on career performance September LGCDG-
some of the staff training by June 2015 professional (career) staff quality service development reports 3,945,000 2014 CBG
development delivery
Inadequate To conduct training Train 34 councilors councilors increased number of training and
community to 34 councilors on on good governance imparted skills community councilors performance July to
awareness and good governance by (ethics, laws and and knowledge on involvement and trained reports September LGCDG-
involvement in June 2015 regulations) good governance speed of 9,702,000 2014 CBG
develop activities community
development
Lack of experiences To facilitate Facilitate orientation new employees motivated number of new training and
and work orientation courses to to new employees oriented with their employees and employees performance April to June LGCDG-
procedures to new new employees by employed by the field of work increased oriented reports 1,744,500 2015 CBG
employees June 2015 Council working
performance
Inadequate To facilitate training Facilitate 25 HODs HODs and quality number of training and
awareness in on OPRAS to 25 and HOSs on HOSs imparted performance HODs and performance October to LGCDG-
performance HODs & HOSs by OPRAS training knowledge on management HOSs trained reports 4,505,500 December CBG
management June 2015 OPRAS improved 2014
Shortage of To equip DHRO & Purchase 2 desktop DHRO and DPLO increased equipped DHRO procurement
computer for DHRO DPLO offices with 2 computers for the offices equipped performance and and DPLO office and January to LGCDG-
and DPLOs offices desktop computers by DHRO and DPLO with computers improved service with computers performance 3,200,000 March 2015 CBG
June 2015 offices delivery reports
ENHANCE GOOD GOVERNANCE AND ADMINISTRATIVE SERVICES TO LOWER LOCAL GOVERNMENT AUTHORIES (LLGAs)
Inadequate career To facilitate 4 staff to Train 4 staff on long increased number increased number of staff training and July to
development to attend long course term course of professional performance and trained on career performance September LGCDG-
some of the staff training by June 2015 professional (career) staff quality service development reports 4,055,000 2014 CBG
development delivery
Inadequate To facilitate retooling Train 23 WEOs and WEOs and quality number of training and
community to ward offices and 97 VEOs on VEOs imparted performance WEOs and performance January to
awareness and short courses to 23 management through knowledge on management VEOs trained reports March 2015 LGCDG-
involvement in WEOs and 97 VEOs short courses management improved 7,700,000 CBG
development by June 2015 through short
activities courses

45
 PROBLEM PROGRAMME ACTIVITY EXPECTED EXPECTED OBJECTIVELY MEANS OF ANNUAL TIMEFRAME SOURCE
STATEMENT OBJECTIVES DESCRIPTION OUTPUTS OUTCOMES VERIFIABLE VERIFICATION BUDGET (PERIOD) OF
IDNICATORS FUNDS
Lack of experiences To facilitate Facilitate orientation new employees motivated number of new training and
and work orientation courses to to new employees oriented with their employees and employees performance April to June LGCDG-
procedures to new new employees by employed by the field of work increased oriented reports 1,163,000 2015 CBG
employees June 2015 Council working
performance
Inadequate office To facilitate retooling Facilitate retooling to increased number improved improved performance
consumables and to ward offices and the ward offices in of office working working management
diesel to the ward short courses to 23 Kilombero District consumables and environment for environment and reports January to LGCDG-
offices WEOs and 97 VEOs Council diesel for ward better service service delivery 2,480,000 March 2015 CBG
by June 2015 offices delivery to the
community

Source: Kilombero District Council: Capacity Building Plan 2014/2015

46
2.4 Time Management for Implementation of Internship Activities

During the internship programme, I spent a total of 43 working days that was equal to 9
weeks with the total of 445.45 working hours, which composed of 348.31 regular hours
and 97.14 extra hours to cover entire duties of collection of the filled in OPRAS forms
for the fiscal years 2013/2014 and 2014/2015 from staff, collection of training plans for
the year 2014/2015 and proposals for promotion of employees for the year 2015/2016,
submission of filled in OPRAS forms for the fiscal years 2013/2014 and 2014/2015 of the
staff training plans as well as proposals for promotion of employees to the DHRO,
checking salary control sheet for employees for a period from July to September 2013
and October to December 2013, and preparation of the Capacity Building Programme for
the financial year 2014/2015.

However, other tasks were preparing a list of staff retirement dates falling in the financial
years of 1st of July 2014 to 30th of June 2015, 1st of July 2015 to 30th of June 2016 and 1st
of July 2016 to 30th of June 2017, preparing list of full time employees with age older
than 60 years as at 30th of June 2014, preparing list of employees of the council employed
from 1990 to 2011 for various departments and sections and preparation of seniority list
of employees for all departments and sections of the council. The preparation of seniority
list of Primary Education Department was not completed due to time factor. Table 2.7
shows time sheet for executing of various assigned and performed activities during the
internship programme.

47
 Table 2.7 Time sheet for implementation of activities during the internship programme

Regular Working Hours Extra Hours (Overtime)

S/N Date Activity Total Hours
Start End Total Start End Total
1. 16.07.2014 Collecting OPRAS forms, training plans and promotion proposals 10.25am 3.30pm 5.05 hours - - - 5.05 hours
2. 17.07.2014 Collecting OPRAS forms, training plans and promotion proposals 8.32am 3.30pm 6.58 hours - - - 6.58 hours
3. 18.07.2014 Collecting OPRAS forms, training plans and promotion proposals 8.15am 3.30pm 7.15 hours - - - 7.15 hours
4. 21.07.2014 Collecting OPRAS forms, training plans and promotion proposals 8.05am 3.30pm 7.25 hours - - - 7.25 hours
5. 22.07.2014 Submission of OPRAS forms, training plans and promotion proposals 9.10am 3.45pm 6.35 hours - - - 6.35 hours
6. 23.07.2014 Checking salary control sheet for staff of primary education 8.01am 3.30pm 7.29 hours 3.31pm 4.42 pm 1.11 hours 8.40 hours
7. 24.07.2014 Checking salary control sheet for staff of primary education 8.02am 3.30pm 7.28 hours 3.31pm 4.38pm 1.07 hours 8.35 hours
8. 25.07.2014 Checking salary control sheet for staff of primary education 8.01am 3.30pm 7.29 hours 3.31pm 5.05pm 1.34 hours 9.03 hours
9. 28.07.2014 Checking salary control sheet for staff of primary education 8.04am 3.30pm 7.26 hours 3.31pm 5.15pm 1.44 hours 9.10 hours
10. 29.07.2014 Checking salary control sheet for staff of primary education 8.00am 3.30pm 7.30 hours 3.31pm 4.43pm 1.12 hours 8.42 hours
11. 30.07.2014 Checking salary control sheet for staff of primary education 8.05am 3.30pm 7.25 hours 3.31pm 5.18pm 1.47 hours 9.12 hours
12. 31.07.2014 Checking salary control sheet for administration, health and secondary 8.00am 3.30pm 7.30 hours 3.31pm 4.41pm 1.10 hours 8.40 hours
13. 01.08.2014 Collecting OPRAS forms, training plans and promotion proposals 7.46am 3.30pm 8.14 hours - - - 8.14 hours
14. 04.08.2014 Preparing capacity building programme for the year 2014/2015 7.45am 3.30pm 8.45 hours 3.31pm 6.38pm 3.07 hours 11.52 hours
15. 05.08.2014 Preparing capacity building programme for the year 2014/2015 7.44am 3.30pm 8.46 hours 3.40pm 6.58pm 3.18 hours 12.04 hours
16. 06.08.2014 Preparing capacity building programme for the year 2014/2015 7.55am 3.30pm 8.35 hours 3.38pm 6.02pm 2.24 hours 10.59 hours
17. 07.08.2014 Preparing capacity building programme for the year 2014/2015 7.46am 3.30pm 8.44 hours 3.40pm 6.42pm 3.02 hours 11.46 hours
18. 08.08.2014 Preparing capacity building programme for the year 2014/2015 7.38am 3.30pm 8.52 hours 3.38pm 5.45pm 2.07 hours 10.59 hours
19. 11.08.2014 Preparing list of teachers of primary education: 2014/2015-2016/2017 7.35am 3.30pm 8.55 hours 3.31pm 6.46pm 3.15 hours 12.10 hours
20. 12.08.2014 Preparing list of teachers of secondary educ.: 2014/2015-2016/2017 7.35am 3.30pm 8.55 hours 3.31pm 6.45pm 3.14 hours 12.09 hours
21. 13.08.2014 Preparing list of staff of agriculture: 2014/2015-2016/2017 7.38am 3.30pm 8.52 hours 3.31pm 6.33pm 3.02 hours 11.54 hours
22. 14.08.2014 Preparing list of staff of lands/natural resources: 2014/2015-2016/2017 7.39am 3.30pm 8.51 hours 3.31pm 6.33pm 3.02 hours 11.53 hours
23. 15.08.2014 Preparing list of staff older than 60 years up to 30.06.2014 7.42am 3.30pm 8.48 hours 3.31pm 7.35pm 4.04 hours 12.52 hours

48
S/N Date Activity Regular Working Hours Extra Hours (Overtime) Total Hours
Start End Total Start End Total
24. 18.08.2014 Preparing list of staff of employed from January to December 2002 7.43am 3.30pm 8.47 hours 3.31pm 7.50pm 4.19 hours 13.06 hours
25. 19.08.2014 Preparing list of staff of employed from January to December 2003 8.01am 3.30pm 7.29 hours 3.31pm 5.05pm 1.34 hours 9.03 hours
26. 20.08.2014 Preparing list of staff of employed from January to December 2004 8.04am 3.30pm 7.26 hours 3.31pm 5.15pm 1.44 hours 9.10 hours
27. 21.08.2014 Preparing list of staff of employed from January to December 2005 8.00am 3.30pm 7.30 hours 3.31pm 4.43pm 1.12 hours 8.42 hours
28. 22.08.2014 Preparing list of staff of agriculture employed from 1990 to 2005 7.52am 3.30pm 8.08 hours - - - 8.08 hours
29. 25.08.2014 Preparing list of staff of community department employed in 2010 7.40am 3.30pm 8.20 hours - - - 8.20 hours
30. 26.08.2014 Preparing list of staff of agric., health, primary ed. employed in 2010 7.55am 3.30pm 8.05 hours - - - 8.05 hours
31. 27.08.2014 Preparing list of staff of health, primary & sec. ed. employed in 2011 7.54am 3.30pm 8.06 hours - - - 8.06 hours
32. 28.08.2014 Preparing seniority list of staff of agriculture & livestock cooperatives 7.43am 3.30pm 8.47 hours 3.31pm 7.50pm 4.19 hours 13.06 hours
33. 29.08.2014 Preparing seniority list of staff of community development 7.42am 3.30pm 8.48 hours 3.31pm 7.50pm 4.19 hours 13.07 hours
34. 01.09.2014 Preparing seniority list of staff of works, water and finance department 8.04am 3.30pm 7.26 hours 3.31pm 5.15pm 1.44 hours 9.10 hours
35. 02.09.2014 Preparing seniority list of staff of procurement unit and planning dept 8.00am 3.30pm 7.30 hours 3.31pm 4.43pm 1.12 hours 8.42 hours
36. 03.09.2014 Preparing seniority list of staff of secondary education department 7.42am 3.30pm 8.48 hours 3.31pm 7.51pm 4.18 hours 13.06 hours
37. 04.09.2014 Preparing seniority list of staff of secondary education department 7.45am 3.30pm 8.45 hours 3.31pm 7.50pm 4.19 hours 13.04 hours
38. 05.09.2014 Preparing seniority list of staff of secondary education department 7.44am 3.30pm 8.46 hours 3.31pm 7.52pm 4.21 hours 13.07 hours
39. 08.09.2014 Preparing seniority list of staff of secondary education department 7.40am 3.30pm 8.50 hours 3.31pm 7.53pm 4.23 hours 13.13 hours
40. 09.09.2014 Preparing seniority list of staff of secondary education department 7.41am 3.30pm 8.49 hours 3.31pm 7.50pm 4.19 hours 13.08 hours
41. 10.09.2014 Preparing seniority list of staff of secondary education department 7.43am 3.30pm 8.47 hours 3.31pm 7.51pm 4.18 hours 13.05 hours
42. 11.09.2014 Preparing seniority list of staff of administration department 7.40am 3.30pm 8.50 hours 3.31pm 7.48pm 4.15 hours 13.05 hours
43. 12.09.2014 Preparing seniority list of staff of secondary education department 7.38am 3.30pm 8.42 hours 3.31pm 7.52pm 4.19 hours 13.01 hours

TOTAL 348.31 hrs 97.14 hrs 445.45 hrs

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 CHAPTER THREE

3.0 ANALYSIS OF THE ACTIVITIES PERFORMED

3.1 Knowledge Applied During Internship

The internship programme on human resources management is valued as an important

professional experience if the student aspires to a career in that profession. The internship
programme provided me the extensive practical experience required to deal with the real-
world workplace. It also served as excellent training ground for developing the necessary
skills that this professional development involves. The following were the knowledge that
I applied during my internship programme:

3.1.1 Interpretation and Application of Acts and Regulations

Knowledge on interpretation and application of Acts such as Local Government (District

Authorities) Act No. 7 of 1982, Public Services Act No. 8 of 2002, Public Service
Regulations of 2003, Employment and Labour Relations Act No. 6 of 2004, Employment
and Labour Relations (Code of Good Practice) Rules GN. No. 42 of 2007, Standing
Orders for Public Service of 2009 and human resource policies, procedures and
guidelines related to recruitment, selection, placement, reward system, training, career
management, health, safety and wellness, and performance management were applied
during the internship programme.

3.1.2 Customer Service Skills

Knowledge on customer service was applied that during internship programme. It

involved identifying client needs in order to provide better or more convenient services,
while supporting the goals and objectives of the Kilombero District Council. Clients
included the employees of the council, public, colleagues, and development partners.
Customer services skills such as patience, attentiveness, clear communication skills,
knowledge of the service, ability to use positive language, acting skills, time

50
management, ability to read customers, a calming presence, goal oriented focus, ability to
handle surprises, persuasion skills, tenacity, closing ability of conversation in satisfactory
settings and willingness to learn.

3.1.3 Public Relations Skills

Knowledge on public relations (PR) was applied during internship programme. It helped
me in building effective relationships with the heads of departments and sections of the
council to help them strategically manage and serve their respective human resources,
achieve organisational goals and objectives, and foster a team-based work environment
where there was shared responsibility for achieving organisational goals and objectives.
The knowledge on public relationship helped me to persuade the customers, peer workers
and other employees to maintain a certain point of view about work activities, leadership,
services and administrative decisions.

3.1.4 Communication Skills

During my internship I applied communication skills in which seven elements of

effective communication were applied. These included being clear when writing or
speaking to clients, being concise when communicating through sticking to the point and
keeping it brief, creating concrete messages that made clients have clear picture, creating
error-free or correct messages to the clients, creating messages that were coherent and
complete as well as making courteous communication that was friendly, open, and honest
to the clients. For the purpose of articulating human resource strategies, initiatives,
options and advice, both written and verbal communication skills were applied during the
internship to communicate effectively with clients regarding administrative decisions.

3.1.5 Work Management

Knowledge on work management was applied during internship programme that involved
managing multiple activities to accomplish a defined set of desired results. This included

51
prioritising tasks, managing workload, and applying time management abilities to
organise tasks and meet deadlines. Knowledge on work management provided
functionality for streamlining the way tasks would be qualified and dispatched.

3.1.6 Team Management

Knowledge on team management helped me to administer and coordinate a group of

interns to perform tasks. Team management involved teamwork, communication,
objective setting and performance appraisals. Moreover, team management helped me to
identify problems and resolve conflicts within a team. Team management skills helped
me work co-operatively and collaboratively within the team, including contributing fully
and actively to team activities and client initiatives so as to achieve group and
organisational goals and objectives.

3.1.7 Human Resource Management Practices

Knowledge on human resource management principles and practices such as knowledge

on acquisition, development, motivation and maintenance of human resources as basic
elements that were necessary steps for achieving organisational goals were applied during
internship. The basic influencing factor of these components was organisational goal
because such activities were to be performed within the given constraints in order to
accomplish the task. Application of human resource management principles on an
operational level focused on the processes of human resource recruitment, selection,
reward system, performance management, training and development, and the labour
(industrial) relations.

3.1.8 Computer Application

During my internship I was required to have a prerequisite level of computer knowledge

and familiarity in order to be successful executing various tasks. I was not expected to
be an expert but I was expected to know how to perform common and frequently used

52
functions. Working in administration and human resources department required the
application of windows and Microsoft office programmes especially Microsoft Word,
Microsoft Excel and Internet. Knowledge of Microsoft Word and Microsoft Excel was
required and intensively applied during internship. Knowledge on statistical data analysis
was another application as an added advantage. Knowledge on drafting, analytical and
research skills were applied during internship programme.

3.2 Knowledge Acquired During Internship

Internship is the practical implication of the theoretical knowledge which is taught in the
indoor settings to gain further knowledge and experience about professional business
activities in the real world workplace. Doing internship at Kilombero District Council
provided me the opportunity to gain necessary knowledge, skills and values of business
culture which were basic requirement of the business professional and that I believe have
added value and benefited me for my future career that will help me as business manager
perform professionally as I get first step in my practical professional life. The skills and
knowledge acquired during my internship are classified as performance management
through OPRAS, training needs analysis (TNA), evaluating training programme, strong
work ethics, dependability and responsibility, possessing a positive attitude, adaptability,
honesty and integrity and self confidence as discussed below:

3.2.1 Open Performance Review and Appraisal System

As an intern having worked at Kilombero District Council for a period of 9 weeks I was
equipped with an understanding of the use of the Open Performance Review and
Appraisal System (OPRAS) in public service, which is an open, formal, and systematic
procedure designed to assist both employers and employees in planning, managing,
evaluating and realising performance improvement in the organisation with the aim of
achieving organisational goals. OPRAS was introduced in all Ministries, Independent
Departments and Agencies (MDAs), Regional Secretariats and LGAs to enable proper
and more effective use of human resources.

53
It is mandatory that the OPRAS forms to be filled by all employees in the public service
institutions. In order to increase the quality of service delivery, OPRAS is undertaken for
each employee whereby the decision regarding an employee was based. OPRAS is
backed up by policies and laws, which enforces, among other things, OPRAS
implementation in the public service. These are such as the Public Service Employment
Policy of 1999, the Public Service Act No. 8 of 2002 and Public Service Regulations of
2003. The use of OPRAS led to the abolition of the confidential appraisal system.

OPRAS emphasises the importance of involving employees in objectives setting,

implementing, monitoring and reviewing processes, which promotes individual
accountability, improve transparency and communication between management and
employees. OPRAS has the following unique features that can be differentiated from the
previous confidential appraisal system of human resources:

(1) Openness: OPRAS allows employee and employer to discuss and agree on
organisational and individual objectives to be achieved during the year openly.

(2) Participation: OPRAS involves employees in setting objectives, performance

targets, criteria and determining, assessing and recording performance.

(3) Accountability: Employees are required to sign performance agreements and

account for their performance against agreed targets and resources allocated.

(4) Ownership: OPRAS shows linkage between individual objectives and the overall
organisational objectives in a given period of time.

Implementation of OPRAS follows a series of interlinked processes that has roots from
the Annual Planning process and ends with the feedback on annual overall performance
providing input to the following annual planning process. Figure 3.1 shows OPRAS

54
process flow that interlinks processes from annual planning process to feedback on
annual overall performance of the individual employee.

Figure 3.1 Open Performance Review and Appraisal System process flow

Source: United Republic of Tanzania (2013). Guidelines on Open Performance Review

and Appraisal System (OPRAS)

55
3.2.2 Training Needs Analysis

Before attending an internship I was among people whom unfortunately fail to

acknowledge the importance of the Training Needs Analysis (TNA) in practice.
According to Ferdinand (1988), TNA is a rational process by which an organisation
determines how to develop or acquire the human skills it needs in order to achieve its
business objectives. During my internship I was acquainted with skills and knowledge to
undertake a careful analysis and study to identify and determine if the council needed its
employees to improve or develop new knowledge, skills, or abilities in order to be able to
perform at their optimum and complete their current job or a new one in the future.

I learnt that TNA was the first step in training cycle that ensured effectiveness of the
planned training programme. Theorists agree that TNA must precede any type of training
intervention (Goldstein and Ford, 2002). I observed that three levels of TNA need to be
undertaken by the council, which were analysis at the organisational or council level
being analysed first, followed by analysis at the occupational or departmental or section
level and analysis at individual or employee level. TNA determined whether employees
possessed or lacked adequate knowledge, skills, or abilities that were required for full
function of the council, hence addressed the issues accordingly by connecting the
necessary knowledge, skills, or abilities of individual employee.

3.2.3 Evaluating Training Programme

In the course of executing activities that I was assigned and performed during my
internship at Kilombero District Council, I was acquainted with the knowledge and skills
on how to undertake evaluation of effectiveness of the training programme. The most
popular training evaluation model that came into my understanding was the Kirkpatrick
Training Evaluation Model developed by Donald Kirkpatrick in 1959, a former professor
at the University of Wisconsin in the United States of America. According to this model,
there are four levels of evaluating training programme. Evaluation should always begin
with level one, and then, as time and budget allows, should move sequentially through

56
levels two, three and four and the information from each prior level of evaluation serves
as a base for the next level of evaluation.

(1) Level 1 evaluation - Reactions: This evaluation level measures how participants
in a training programme react to it. It attempts to answer questions regarding the
perceptions of the participants. According to Kirkpatrick, every programme
should at least be evaluated at this level to provide for the improvement of a
training programme. The reactions of the trainees have important consequences
for learning in level two.

(2) Level 2 evaluation - Learning assessing: This evaluation level moves the
evaluation beyond learner satisfaction and attempts to assess the extent trainees
have advanced in skills, knowledge, or attitude. Measurement at this level is more
difficult and labourious than level one. Methods for evaluation may range from
formal to informal testing to team assessment and self-assessment. Trainees may
take the test or assessment before the training (pre-test) and after training (post-
test) to determine the amount of learning that has occurred.

(3) Level 3 evaluation - Transfer: Transfer of learning refers to the effective

applications of principles learned to what is required to the job. According to
Sims, R. R (2006), transfer of training can take forms of positive transfer, zero
transfer, negative transfer, near transfer and far transfer as briefly explained
below:
1. Positive transfer: It occurs when an individual job performance is
improved as a result of training.
2. Zero transfer: It occurs when there is no change in employee job
performance as a result of training.
3. Negative transfer: It occurs when job performance is worse as a result of
training.
4. Near transfer: It has to do with the ability of directly apply on the job what
has been learned in training, with little adjustment or modification.

57
 5. Far transfer: It has to do with expanding upon or using what was learned
in training in new creative ways (Garavaglia 1995).

(4) Level 4 evaluation - Results: Level four evaluation attempts to assess training in
terms of results. This level measures the success of the programme in terms that
managers and executives can understand the increased production, improved
quality, decreased costs, reduced frequency of accidents, increased revenues and
even higher profits or return on investment. From a business and organisational
perspective, this is the overall reason for a training programme.

3.2.4 Strong Work Ethics

As an intern for a period of 9 weeks I had an experience that developed me with strong
work ethics that define my interest in my work along with professional skills. I learnt to
depend on others, as it was very important for a team member to depend on each
other while accomplishing assigned activities. Having gained integrity during the
internship fostered trusting relationships with clients, co-workers and supervisors. The
co-workers valued my ability and gave me honest feedback. Clients trusted my advice
and the supervisors relied on my moral standards, trusted me and gave me even
confidential responsibilities. I came to learn that employers value employees who
understand and possess willingness to work hard and smart. I realised that it was
important to care about the job and complete all assigned tasks while maintaining a
positive attitude. Doing more than was expected on the job was a good way to show
management that I would utilise good time management skills and do not waste valuable
organisational time attending to personal issues that were not related to the job.

3.2.5 Dependability and Responsibility

Doing internship at Kilombero District Council I acquired knowledge on dependability

and responsibility, which helped me realise that the employers value employees who
come to work on time, are there when they are supposed to be and are responsible for

58
their actions and behaviour. I learnt that it was important to keep supervisors abreast of
changes in my schedule or if I was going to be late for any reason. This also meant
keeping my supervisors informed on where I was on all activities that I was assigned and
performed. Being dependable and responsible as an employee shown my supervisors that
I valued my job and that I was responsible in keeping up with tasks and keeping them
informed of the things that they should know about.

3.2.6 Possession of Positive Attitude

As an intern at Kilombero District Council I was equipped with the knowledge to possess
positive attitude towards my job. I learnt that the employers seek employees who take the
initiative and have the motivation to get the job done in a reasonable period of time. I
learnt that a positive attitude gets the work done and motivates others to do the same
without dwelling on the challenges that inevitably come up in any job. It was my lesson
to recognise that it is the enthusiastic employee who creates an environment of good will
and who provides a positive role model for others. A positive attitude is most valued by
supervisors and co-workers and that also makes the job more pleasant.

3.2.7 Adaptability

It was my opportunity to realise that employers always seek employees who are
adaptable and maintain flexibility in completing their daily tasks in an ever changing
workplace. Being open to change and improvements provided me an opportunity to
complete work assignments in a more efficient manner while offering additional benefits
to the council, the customer, and even the employees. I learnt that oftentimes employees
complain that changes in the workplace do not make sense or make their work harder but
in reality these complaints are due to a lack of flexibility.

After internship I came to believe that adaptability means adapting to the personality and
work habits of co-workers and supervisors. Each person possesses his or her own set or
strengths and adapting personal behaviours to accommodate others is part of what it takes

59
to work effectively as a team. I learnt that by viewing change at workplace as an
opportunity to complete work assignments in a more efficient manner, adapting to change
can be a positive experience. New strategies, ideas, priorities, and work habits can foster
a belief among workers that management and staff are committed to making the
workplace a better place to work.

3.2.8 Experience on Sense of Honesty and Integrity

As an intern during my internship I was equipped with the experience of practicing a

sense of honesty and integrity. I learn that employers value employees who maintain a
sense of honesty and integrity. I was equipped with an experience that good relationships
at workplace with clients, co-workers and supervisors are built on trust. It was an
experience to learn that successful businesses work to gain trust of customers and
maintain the attitude that the customer is always right. It is the responsibility of each
person to use his or her own individual sense of moral and ethical behaviour when
working with and serving others within the scope of their job.

3.2.9 Experience on Possession of Self Confidence

During the internship I gained a sense of self-efficacy when I see myself and others
similar to me mastering skills and achieving goals that matter in those skill areas. This is
the confidence that, if I learn and work hard in a particular area, I will succeed; and it was
this type of confidence that leads people to accept difficult challenges, and persist in the
face of setbacks. I learnt that this overlaps with the idea of self-esteem, which is a more
general sense that people can cope with what is going on in our lives, and that we have a
right to be happy. Partly, this comes from a feeling that people around us approve of us,
which we may or may not be able to control in our lives. Also, I learnt that it comes from
the sense that we are behaving virtuously, that we are competent at what we do, and that
we can compete successfully when we struggle and put our minds to it.

60
3.3 Gap Between Theories And Practices Experienced During Internship

The gap between theories and practices is typically formulated as a knowledge transfer
problem in which practitioners fail to adopt the findings of research in fields, such as
medicine (Denis and Langley 2002), human resources (Anderson et al., 2001; Rynes,
Colbert and Brown 2002), and management (Rogers 1995; Tranfield, Denyer and Smart
2003) because the knowledge that is produced is not in a form that can be readily applied
in contexts of practice. Action scientists such as Argyris and Schn (1996) have focused
on the characteristics and behaviours of researchers to explain this lack of
implementation of research knowledge. They argue that scientific knowledge will be
implemented only if researchers, consultants, and practitioners jointly engage in
interpreting and implementing study findings (Whyte 1984 and Schein 1987).

The systematic nature of theory is to provide explanatory leverage on a problem,

describing innovative features of a phenomenon, or providing predictive utility
(Henderikus 2010). There are three prevailing influential views that hold theories to be
(a) reducible to observables, (b) used as instruments to do things in the world, and (c)
statements about things that really exist (Henderikus, 2007). There is no academic study
or research that can be undertaken without a theory. A theory provides a framework for
analysis, facilitates the efficient development of academic field, and is needed for the
applicability to practical real world problems (Wacker, 1998). Theory propels all the
ideas that fuel research and practice. During my internship I experienced the following
the difference between theories and practices at the workplace settings:

3.3.1 Lack of intensive application of legislative provisions and regulations in

indoor settings

It is mandatory that the Acts such as Local Government (District Authorities) Act No. 7
of 1982, Public Services Act No. 8 of 2002, Public Service Regulations of 2003,
Employment and Labour Relations Act No. 6 of 2004, Employment and Labour Relations
(Code of Good Practice) Rules G.N. No. 42 of 2007, and the Standing Orders for Public
Service of 2009 are to be used in all public service institutions. The Tanzanian Public

61
Service is operating under the guidance of the policies, laws, regulations, circulars,
systems and tools which have been developed or enacted for the purpose of increasing
efficiency and effectiveness of the service. These policies, legislations systems and tools
are a result of the Governments commitment towards ensuring a reformed public service,
whereby all public service institutions must use them.

The interpretations and application of these policies and legislations in courses of Human
Resources Management and Labour Relations and Employment Laws in indoor
programmes were not paid much attention. Generally, in public service there is the
management standards checklist, which is a collection of acceptable and agreed tools
(guidelines and manuals) used in the public service of which all public service
institutions will have to comply to. The standards are on all areas of management, aiming
at strengthening an institution and improving overall organisational performance in terms
of service delivery. The management standards checklist helps an institution to conduct
capacity assessment, investigating strengths and weaknesses as a process for providing
services to clients. These standards are put together in the checklist for the purpose of
giving emphasis to their importance, showing linkages and enforcing their use. Therefore,
the management standards checklist remains a question at the university settings and has
been identified as a gap between theory and practice experienced during my internship.

3.3.2 Lack of professional interactions through conference and collaboration

between academicians and practitioners

Specifically the greatest reflection from the internship experience is that the traditional
experience does provide opportunities for the intern to experience the realities of working
environment and develop skills in human resource management. According to Gay and
Weaver (2011:29), nothing is quite as practical as a good theory and a good theory
serves as a baseline in establishing best practices. Although a good theory is crucial to
informed practice and the continual improvement and maturity of a discipline (Lincoln
and Lynham 2011), it also has the potential to improve the practice and understanding of
practitioners (Gay and Weaver 2011). Evidence for this gap include recognition that

62
academics and practitioners have different audiences, viewpoints, interests, intellectual
approaches, research methods and styles of discourse.

According to Copes, Vieraitis and Jochum (2007:444), the practitioner is always asking
the question why does theory matter and when am I ever going to use this theory
whereas the academician is guided and driven toward rigorous and increasingly relevant
theoretical contributions that may contradict the demands of the practitioner (Lincoln and
Lynham 2011). Many theorists (Copes et al., 2007; Kleinrichert 2005; Lincoln and
Lynham 2011) have argued that in the applied fields of management and leadership,
theoretical propositions should be driven by relevant practice for the progression and
advancement of knowledge in a continuous cycle. As a solution to a real or perceived
gap, scholars have suggested of ways for narrowing the divide, including pedagogical
solutions (McSwite, 2001; Milam, 2003; Posner, 2009), topic usefulness for practice
(Rynes et al., 2002; Lidman and Sommers, 2005; Ospina and Dodge, 2005a, 2005b;
Posner, 2009), professional interactions through conferences (Posner, 2009), and
collaboration models (Amabile et al., 2001 and Poper, 2002).

3.3.3 Lack of access to acquire specific delicate knowledge and practical

experience

As an intern I did not benefit from the internship attachment in obtaining the relevant and
valuable knowledge and practical experience especially on the application of Lawson
programme, which is the software for Human Capital Management Information System
(HCMIS) for all public service institutions in Tanzania. I and other interns felt that we did
not get appropriate exposure to this latest technology used in the workplace we were
attached to. As an intern I was not given an opportunity to practice and get an exposure
and experience to this new business specific software application. The programme would
have assisted me to better adapt to my future working environment as the human
resources manager. This indicates that I and other interns are not being treated as regular
employees and, thus, are not being given appropriate or some specific important and
delicate tasks to expose to a proper job setting and experience. During internship

63
attachment I found that interns are not always exposed to essential and delicate roles and
responsibilities hence do not improve their capabilities.

3.3.4 Lack of Client Service Charter

During my internship at Kilombero District Council I was not exposed to experience to

the Client Service Charter due to its unavailability. The Client Service Charter is a written
service commitment by an institution with its clients (Tanzania Public Service College,
2013). The council does not have the Client Service Charter to help define the standards
and commitments between council and its staff, clients and stakeholders. The charter
would have specified how the business is organised and its rights and privileges, making
it available to staff, clients and stakeholders. Also, the charter would have defined as part
of its continual efforts to improve client services in line with standards of quality and
seeking to maintain leadership by delivering distinguished services. The charter would
have described all the services that council offers, sets service standards, time for
processing such services, duties and responsibilities of staff.

Literally, Client Service Charters are in effect a social pact between service providers and
receivers. They specify standards for service delivery which is believed that clients and
stakeholders have a right to expect and set out complaint handling and feedback
mechanism if things go wrong. The purpose of Client Service Charter is to provide a
statement of what the clients can expect by the way of service provided by the
organisation. The Client Service Charter sets out the expectations of the organisation in
relation to its own performance and the expectations it has of the community. It also sets
out feedback mechanism including a system of handling public complaints. Client
Service Charter is developed by an institution in consultation with its clients, staff, and
stakeholders that continually grows within an institution.

64
 CHAPTER FOUR

4.0 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

4.1 Summary

As an intern at Kilombero District Council I had an opportunity to observe and learnt a

set of professional activities. The internship was very fruitful to me because I had to
cover many different areas in the field of human resources management. During the
internship that covered 43 days I managed to perform tasks such as collection of filled in
OPRAs forms; training plans and proposals for promotion of employees and submitted
them to the DHRO, checking salary control sheet for employees, preparation of the
training programme for the year 2014/2015, preparing lists of staff with their retirement
dates, preparing list of full time employees with age older than 60 years by 30th of June
2014 and preparing seniority lists of employees of all departments and section. Also, I
was able to I understand how the council operates its functions and duties such as
maintaining and facilitating the maintenance of peace, order and good government,
promoting the social welfare and economic well-being of all persons, and ensuring
effective and equitable delivery of qualitative and quantitative services to the people.

While executing aforesaid tasks during my internship I applied knowledge that I had
learned. These included knowledge on interpretation and application of Acts and
regulations in public service institutions, customer service skills, public relations,
communications skills, work management, team management, human resource
management practices and computer applications. However, during my internship I learnt
new concepts and new ways of working. The internship was beneficial to me as I learnt a
lot, and it made me discover work's in a real world. I managed to learn things personally,
academically and professionally. I acquired such knowledge and skills as use of OPRAS
in performance management, TNA in designing effective training programme, evaluating
training programme, strong work ethics, dependability and responsibility, possessing a
positive attitude, adaptability, being honesty and integrity as well as self confidence.

65
4.2 Conclusions

It was an absolute worthwhile experience to me working as an intern at Kilombero

District Council. The friendly and welcoming staff as well as the space they created for
me as an intern allowed me with ample opportunities to learn and know myself as a
worker. This experience brought out my strength and also the areas I needed to
improvise. It added more confidence to my professional approach, built a stronger
positive attitude and taught me how to work in team as a player. As I knew earlier that the
primary objective of an internship was to gather a real life working experience and put
their theoretical knowledge in practice and that was materialised. I am grateful to the
entire team of the Administration and Human Resource Department and other functional
areas of the council for their unprecedented and tireless support that made my working
experience truly rewarding. Especially, working in this department made me realise my
competencies and level of understanding regarding the human resources. On completion
of the internship period, I came to know about the importance of human resources and the
role of human resource manager, training executive and other workforces.

As an intern at Kilombero District Council, though I had inadequate space of time to

work depending on assignments from the District Human Resource Officer, I still
managed to grab plentiful of experiences. I made the best of every opportunity I was
given and made the utmost use of my abilities and knowledge to fulfill all my
responsibilities. I managed to apply my academic knowledge and skills into practice and
my efforts were highly acknowledged by my supervisors and staff. There is however
certain gap between the theoretical knowledge and real life practice, yet the managerial
level of the supervisors was quite open towards upgrading already acquired knowledge
and bridged the gap, which I considered as extremely motivating. Consequently, I can
sum up by saying that my internship experience was a milestone to my academic and
professional experience. I thoroughly enjoyed the challenges that came along every single
day. It was a challenge for me to bring some minor improvisations during my internship
but managed to cope with. These lessons that I learned will be a valuable one for my
future endeavours as a professional human resources manager.

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4.3 Recommendations

After completion my internship attachment at Kilombero District Council, I gathered

some practical knowledge about the Human Resource Management practices. Now I
would like to provide some recommendations, which might be helpful to the University
of Arusha and Kilombero District Council:

4.3.1 Recommendations to the University of Arusha

(1) The internship attachment is regarded as successfully providing guidance to the

intern in the chosen career path as well as in enhancing to implement academic
knowledge and skills into practice. It is generally felt that the present internship
period of 45 days is not sufficient to learn and gain the expected knowledge from
the attachment. This factor may possibly contribute towards the gaps between
theories and practices experienced during the internship as described in Chapter
Three of this report. The same feedback was noted from employers when
supervisors visited the interns at Kilombero District Council. The internship time
period is very short and students are not getting enough time to work. I
RECOMMEND that the university should make provision of internship for a
whole period of the academic semester.

(2) The greatest reflection from the internship experience is that the traditional
experience does provide opportunities for the intern to experience the realities of
working environment and develop skills in human resource management. But,
however, university academicians recognise a gap between themselves and
practitioners. Evidence for this gap includes recognition that university
academicians and practitioners have different audiences, viewpoint, interests,
intellectual approaches, research methods and styles of discourse. Although a
good theory is crucial to informed practice and the continual improvement and
maturity of a discipline, it also has the potential to improve the practice and
understanding of practitioners. I RECOMMEND that professional interactions

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 through conferences and collaboration models to be conducted annually involving
university and college academicians and practitioners. Professional conferences
are often viewed as a primary conduit for anticipating the usefulness of topics
explored and transferring knowledge from results. Gatherings of the university
academicians and practitioners during annual professional meetings afford time
for face-to-face interaction and communication avenues that offer the best
prospects for knowledge transfer between academicians and practitioners.

(3) Internships have a positive value in providing the required work experience for
the majority of the interns. If the aim is to increase the skilled human resources
for future employability, then we should take seriously the potential of the
internship pipeline to help achieve that goal. I RECOMMEND that the university
administration make sure there is proper alignment between work activities and
career goals for interns that conforms the realities in the public market.

(4) I RECOMMEND that internships must necessarily be linked to the needs of the
industry in general or of the organisation in particular in order to address the
required productivity levels. Internships must not happen in a vacuum with no
systematic process of aligning to strategic organisational goals or the sectors
trajectory. The alignment of the strategic vision to employee productivity is a key
contributor to the success of an organisation. It encourages and stimulates
creativity of employees so that they can perform more effectively to realise the
organisational goals and objectives. A synergistic effort of employees work
effort, along with management best business practices that align with the vision,
would yield a positive result for an academic institution or an organisation.

(5) I RECOMMEND that job readiness be applied and not be merely theoretical. In
addition to the Curriculum Vitae writing and interview readiness skills, students
should be taught job searching, networking skills, and workplace etiquette. They
must be encouraged to job shadow or volunteer in areas of their careers so they
can see quite early grow and experience professionally. Job shadowing can help

68
 the students learn new aspects related to the job, organisation, certain behaviours
or competencies for the related job.

(6) I RECOMMEND that internship be in practice and in the curriculum of the

University of Arusha that all students to start engaging in internships from the
first year, not in the second year as for students of Bachelor of Business
Administration in Office Administration and Human Resource tend to. For this
way they can start applying for work study opportunities early in their student
careers to get vacation work and other opportunities, which can help reduce their
being unemployed at the end of their studies. Building up the requisite work
experience while still a student helps, as that impresses potential employers who
prefer graduates with work experience.

(7) Lastly, I RECOMMEND that opportunities be exploited to increase internships in

the geographically disadvantaged rural areas so as to motivate and involve interns
to explore the values, traditions and heritage of the communities and based on
these cultural aspects to give answers for the needs of the local communities and
ultimately address the shortage of critical skills throughout the country. Inclusive
growth should of necessity close the economic divides between the various
geographic locations of the country.

4.3.2 Recommendations to Kilombero District Council

(1) Kilombero District Council does not have a Client Service Charter. The Client
Service Charter is a written service commitment by an institution with its clients
or stakeholders. I strongly RECOMMEND that the council has with immediate
effect to embark its resources to prepare the Client Service Charter. The charter
helps to define the standards and commitments between the organisation and its
staff, clients and stakeholders. The charter would have specified how the business
is organised and its rights and privileges, making it available to staff, clients and
stakeholders. Also, the charter would have defined as part of its continual efforts

69
 to improve client services in line with standards of quality and seeking to
maintain leadership by delivering distinguished services. The charter would have
described all the services that council offers, sets service standards, time for
processing such services, duties and responsibilities of staff.

(2) I RECOMMEND that inductions be conducted more systematically and more

effectively by involving mentors or senior management to ensure the clarification
of roles and responsibilities, acceptance by co-workers, and learn more about the
council. At the end of the induction process, the interns will have a good
knowledge with the operating procedures of the council and have all the basic
familiarity required to undertake their roles. They may not yet be competent to
work completely unsupervised, but they should feel comfortable with what they
are required to do and know where to get help if they need it.

(3) I RECOMMEND that mentors or senior management be encouraged to play more

active roles in ensuring that the interns career path is supported. They should
expose the interns to use of the integrated applications of software programmes
especially Lawson used for Human Capital Management Information System
(HCMIS), conduct showcase their work to senior management to motivate them,
and invite executive officials of the council to visit interns on site for monitoring
and evaluation purposes.

(4) To better understand the issues that cause dissatisfaction among interns, I
RECOMMEND that exit interviews be conducted by mentors or senior
management of the interns. Gathering feedback on the internship experience is
important for continuous improvement. Exit interviews will give interns a chance
to share what they have learned and experienced with the employer, and to receive
critical feedback that could help them become better employees. Whether face-to-
face or having interns fill out an exit survey form, a real-time exit interview done
by the supervisor is an excellent way to gather feedback on the experience of the
students as well as continuous improvement.

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(5) In order for Kilombero District Council to have an effective monitoring and
evaluation for internship programme, I RECOMMEND that the council should
establish a proper database about its interns and what happens to them after the
internship. This might mean establishing online databases in which interns are
encouraged to update their contact and employment information.

(6) I RECOMMEND that workers of Kilombero District Council be involved in the

identification of experiential training opportunities for interns in line with the
organisations human resource strategy and interns employment opportunities.
Adequate support from co-workers and the genuine interest of mentors and
supervisors enhance the receptiveness of the organisational climate.

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 APPENDIX I - SCHEDULE OF MEETINGS OF KILOMBERO DISTRICT COUNCIL FOR THE FINANCIAL YEAR 2014/2015

2014 2015
Committee July August September October November December January February March April May June July
Council Management 9 4 4 6 3 4 5 2 2 6 4 4 6
Team Monday Monday Thursday Monday Wednesday Thursday Wednesday Thursday Monday Monday Monday Thursday Monday
Finance, Administration 15 14 15 15 13 15 15 12 12 15 14 15 15
and Planning Comm. Monday Thursday Monday Wednesday Thursday Thursday Thursday Thursday Thursday Wednesday Thursday Monday Wednesday
Employment Board 20 13 13 13
Wednesday Wednesday Monday Monday
Economic, Works and 12 9 13 9 9
Environment Comm. Thursday Thursday Tuesday Thursday Thursday
Land Allocation 1 1 6 1
Committee Tuesday Wednesday Monday Wednesday
Education, Health and 5 7 6 7 7
Water Committee Thursday Tuesday Thursday Tuesday Tuesday
Council Management 17 20 19 20 20
Team Friday Monday Monday Monday Monday
AIDS/HIV Control 4 2 6 2 2
Wednesday Thursday Tuesday Thursday Thursday
Ward Development 23 26 27 28 28
Committee Monday Tuesday Tuesday Tuesday Tuesday
Parry Cocus Committee 24 29 28 29 29
Tuesday Wednesday Wednesday Wednesday Wednesday
Full Council 25 30 29 30 30
Wednesday Thursday Thursday Thursday Thursday
District Audit 3 10 9 10 10
Committee Tuesday Friday Friday Friday Friday
Council Management 31 31 30 30 31
Team Thursday Friday Friday Thursday Friday
Ethical Committee 2 5 5 1 6
Wednesday Monday Monday Wednesday Monday

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APPENDIX II - LETTER OF OFFER TO ATTEND FIELD ATTACHMENT

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APPENDIX III - LETTER OF INTRODUCTION FOR PRACTICAL TRAINING

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APPENDIX IV - FIELDWORK ASSESSMENT FORM

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APPENDIX V - INTERNSHIP TRAINING LOGBOOK SHEET

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