Abstract

The quality of human resource is an asset to any organization and as a result training has become an issue that
has to be faced by every organization. The amount and quality of training carried out varies enormously from
organization to organization due to factors such as the degree of external change, for instance, new markets or
new process , the adaptability of existing work force and important the extent to which the organizations
supports the idea of internal career development. Training and development has a great contribution in
increasing the performance of employees by helping them to acquire the required skill to conduct their day to
day job efficiently and effectively .This implies that training and development improves the performance of
employees directly and that of the organization indirectly .

The data that are necessary for conducting the research will be gathered through questioner and interview
methods. The questionnaire will be distributed to the employee of the organization selected by stratified random
sampling. The interview will be made with the officials of the organization.

At the end the researcher will try to reach in to conclusion after making analysis on each important & essential
data that will be gathered by the two methods. The researcher will also identify problems existing in the
organization that can affect training and development practice gives solutions by forwarding possible
recommendations.

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 Acknowledgment
Prior to all glory and honor to the almighty God for his generous help and infinite assistance in different aspects.

Next, I would like to thank my advisor Dr Birhanu Tsegaye who gave me constructive Comments and
suggestions from the beginning to the completion of this research proposal.

Then, I would also like to thank Mrs. Helina Alemu for typing this paper accurately and vividly.

Finally, I would like to thanks my friends who supporting and sharing some information during preparation of
proposal.

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 Table of content
Title Page
Abstract ------------------------------------------------------------------------------------------ i

Acknowledgement ----------------------------------------------------------------------------- ii

Table of content -------------------------------------------------------------------- iii

Chapter one
1.1 Back ground of the study …………………………………………………………….... 4
1.2 Statement of the problem …………………………………………………………….... 6
1.3 Research Questions ………………………………………………………………….. 7
1.4 Objective of the study ……………………………………………………………… 7
1.5 Significant of the study 8
Chapter two
2 Review of related literature …………………………………………………………… 10
2.2 Human Resource management & Training …………………………………………… 10
2.4 Why Training ………………………………………………………………………….. 11
2.5 Training Process ………………………………………………………………………. 12
2.8 Methods of Training …………………………………………………………………… 15
2.9 Concept of Training …………………………………………………………………… 16
2.10 Definition of Training …………………………………………………………………. 17
2.11 Types of Learning …………………………………………………………… ……… 18
2.12 Factors Affecting Training ……………………………………………………………. 22
2. 13 Importance of Training ………………………………………………………………… 23
2.14 Performance Appraisal ………………………………………………………………… 24
2.17 Training Evaluation …………………………………………………………………… 27
2.20 Training & Development 29
Approach
Chapter three
3.1. Materials and Methodology …………………………………………………………… 30
3.2 Data type and source …………………………………………………………………… 30
3.3 Methods of data collection …………………………………………………………….. 30
3.4 Method of Sampling …………………………………………………………………… 31
3..5 Method of data analysis and Interpretation …………………………………………… 31
Interpretation
Chapter four
4.1. Time Budget …………………………………………………………………………… 32
4.2. Cost Budget …………………………………………………………………………… 33
Reference 34
Appendix ……………………………………………………………………………… 37

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 CHAPTER ONE

1. Introduction
 The objective of this study is the impact of training and development on organizational performance.
This chapter gives introductory information on the background, problem, and objective of the work. It
also has information on the scope and significant of the study.

1.1 Background of the study

Training is effort initiated by an organization to foster learning among its workers, and development is
effort that is oriented more towards broadening an individual’s skills for the future responsibility. (George
& Scott, 2012)Training and development are a continuous effort designed to improve employees’
competence and organizational performance as a goal to improve on the employees’ capacity and
performance. Every aspects and activities in an organization involve people. For instance, a manager will
not be successful if he has subordinates who are not well equipped with skills, knowledge, ability, and
competence (SKAC). To run an organization, be it big or small, requires staffing the organization with
efficient personnel. Specific job skills, ability, knowledge and competence needed in the workplace are not
efficiently taught `in the formal education. As such, most employees need extensive training to ensure the
necessary SKAC to bring out substantive contribution towards the company’s growth. For employees to be
flexible and effective in their job, they need to acquire and develop knowledge and skill, and for them to
believe that they are valued by the organization they work for, then they need to see valuable signs of
management commitments to their training needs. Each new employee must be properly trained not only
to develop technical skills, but to make them an integral part of the organization. Training and
development is an aspect that must be faced by every organization, and its major aim is to improve the
employees’ competencies such that the organization can maximize effectiveness and efficiency of their
human resources. It can be an advantage for an organization if they win the “hearts and minds” of their
workers, getting them to identify with the organization (Armstrong, 2009). For workers to be equipped to

4
perform well there must be an investment in the training processes. These processes are part of the entire
human resource management approach which results in employees being motivated to perform. However,
training vary from organization to organization in relation to the quality and quantity of training factors,
which may include: the degree of external environment change, the degree of change in the internal
environment, current suitable skills in the existing work force and the level to which the management see
training as a motivating factor in the workplace, (Cole, 2002). Several companies address their needs for
training in an impromptu and indiscriminate way, training in such companies are pretty much impromptu
and Unsystematic. Different companies however begin distinguishing their training needs, then outline and
execute training exercises in a normal way, lastly evaluate after effects of the training. Training &
development has great impact directly through improving employee performance and indirectly this
improves the performance of the organization as a whole. Training is the process where people learn the
skill, Knowledge, attitude and behavior needed in order to perform their job effectively and efficiently. On
the other hand, development is a long term educational process consisting of a systematic and organizes
procedure by which managerial personnel acquires conceptual and theoretical Knowledge for general
purpose. After a comprehensive orientation and proper job placement new employees may not able to
perform satisfactory .Often they must train in the duties they are expected to do. Even experienced
employees in new jobs needs training to improve their performance. The benefit of training and
development may extend throughout entire personal careers and might help develop that fellow for future
responsibilities with less emphasis on the present job duties. Abiodun (1999) submitted that: Training is a
systematic development of knowledge, skills & attitudes required by employees to perform adequately on
a given task or job. It can take place in a number of ways, on the job or off job; in organization or outside
organization. Adeniyi (1995) observed that staff training and development is a work activity that can make
a very significant contribution to the overall effectiveness and profitability of an organization. He therefore,
provides a systematic approach to training which encases the main elements of training. The effectiveness
and success of an organization therefore lies on the people who form and work within the organization. It
follows therefore that the employees in an organization to be able to perform ether duties and make
meaningful contribution to the success of the organizational goals need to acquire the relevant skills and
knowledge. Oribabor (2000) Submitted that training and development aim at developing competences
such as technical, human, conceptual and managerial for the furtherance of individual and organization

5
growth, also Isyaku (2000) postulated that the process of training and development is a continuous one.
Man is dynamic in nature, the need to be current and relevant in all spheres of human endeavor make staff
development a necessity, to keep track with current event and methods. Pitffield (1982) is of the opinion
that the objectives of training are to provide the skills, knowledge and aptitudes necessary to undertake
required job efficiently develop the workers so that if he has the potentials, he may progress, increase
efficiency by reducing spoilt work, misuse of machines and lessening physical risks. Chris Obisi (1996) submitted that
training and development aim at developing competences such as technical, human, conceptual and managerial for
the furtherance of individual and organization growth.

1.2. Statement of the problem

It is a well known fact that training and development enhances worker performance and
productivity in organizations (G.A Cole, 2002). According to (Malik, et al, 2011) organizational
effectiveness is the concept of how effective an organization is in achieving the outcomes the
organization intends to produce. The companies spend so much of their budgeted Birr on
employees training, so it is crucial that they are able to measure the added value from the training
expenditure. This can be measured through comparison of costs and benefits associated with
training remains the best way to determine. However, careful measurement of both the costs and
the benefits may be difficult in some situations. If training is cost ineffective, For example, one
firm evaluated a traditional safety training program and found that the program did not lead to a
reduction in accidents; therefore the training will be redesigned so that better safety practices will
be resulted. An organization or an individual employee must be studied before a course of action
can be planned to make the function better. Evaluation of training success is the most important
phase of training in order to assess whether an organization is Achieve the desired goal or not.
Evaluation of training compares the post-training results to the objectives expected by managers,
trainers, and trainees. Training can be evaluated at four levels (Kirkpatrick) identified four levels:
such as reaction, learning, behavior, and results at which training can be evaluated. As it has seen
in different firms or organizations training and development has a great impact through directly
improving employee working performance and this indirectly improves organizational
performance. The performance of the organization may change in the area of production,
productivity, input utilization, delivery of regarded services on time, improving quality of product
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 & so on. Even though training and development has a great impact or contribution to the
performance of employees as well as to that of the organization, it faces different hindering
problems for its effective implementation, Therefore, this needs research study which provide /
give full or partial solution to alleviate or reduce these problems by some extent and paving the
way for an effective implementation of the program. The researcher observed tension in
organizations resulting from employees’ poor mastery of some responsibilities. Some of the
weaknesses of such employees are often not well handled, resulting in sanctions, demotion, transfer,
or dismissals that instead cause social tension at work. The researcher becomes interested in finding
out just how seriously organizations consider training, and the effects it has on performance. In line
with the above statement of the problem and based on review of related literature, the following
research questions are formulated to be answered.

1.3 Research questions

1. What is the intention of management towards training and development?

2. What is/are the bases for giving training & development to an employee?
And during what time it is provided?
3. What are the methods that are used to measure organizational performance before and after training?
4. What is the attitude of employees towards training & development? And which type of training and
development they choose or favor?
5. What will be the role of training & development on the overall performance and day to day activities of the
institution?
6. Are training program conducted for every employee?
7. What key internal & external factors influence the impact of training?

1.4. Objective of the Study

The research has both general and specific objective

General objective

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The overall aim of this research is to assess the impact of training and development on the overall performance
of an organization with particular emphasis in Addis Ababa Water & Sewerage Authority at a kaki district and
to come up with possible solutions for the problem connected with this issue.

Specific objective of the study

 To examine the extent of top management intention to training and development.

 To check on what base or during what time training & development is provide to the employee.
 To identify methods that is used to measure organizational performance.
 To assess the attitude and intention of employee to which type of training and development they favor or choose
and identify their needs for training and development.
 Measure how much organizations are invest for training program

1.5. Significance of the study

The study has the following importance

1. The research may lead or help in identification of new problems that need further investigation and
research study.
2. The outcome of the study might help to make improvement and enrich the existing literature.
3. The outcome of the research may lead to change the attitude of officials or the organization towards
training and development.
4. It serves as a secondary source of data for those who want to conduct further investigation in this area.

1.6 Background of the study area

It was since 1893 E.C (1900 G.C) that piped water services was started in Addis Ababa. In the beginning the
provision of portable water was delegated to then ministry of works. And following the defeat of fascist Italian
invaders in 1934, this responsibility was transferred to the newly reestablished municipal office. In order to
cater for the increasingly growing demand for water and waste water disposal service there did arise a need
for the establishment of autonomous body that would primarily focus on the provision of services.
Accordingly, Addis Ababa water and sewerage services authority was set up as per proclamation no.68/1963,

8
in 1963E.C (1971g.c). And in 1987E.c (1995 G.C) additional powers were invested on the authority, while being
reestablished with a slightly different name, Addis Ababa water & sewerage authority.

1.7. Delimitation and Limitation of the Study

The study was limited on the data which were obtained from Addis Ababa water and sewerage Authority at a
kaki district. To assess the impact of training and development on organizational performance. There were
certain constraints of the study, the major limitation were time and the other one was non- availability of
adequate published and documented data about training and development by organizations which were not
available as requires.

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 CHAPTER TWO
2. Review of related literature
2.1. HUMAN RESOURCE MANAGEMENT

This chapter is based on reviewing what other writers and researchers have put forward relating to training and
performance; related ideas and their manner of activities, functions, importance and the findings.
An important part of the Human Resource Management function of great relevance to the effective use of
human resource is training and development. Nowadays, few persons would argue against the importance of
training as the main force to a successful organization. For performance to be sustained effectively, the
contribution of employees should be optimized to the goals of the organization. Research studies have
recognized the importance of training to be a central role of management. (Jehan-zeb & Beshir, 2013) for
instance were conferring that to give others vision and ability to perform is a contribution of an organization’s
manager. The general development towards downsizing, adaptable structures of organizations and the way of
administration moving towards the devolution of power to the workforce, gives more emphasis to a coaching
and support environment. To ensure therefore an adequate supply of staff, that are both technically and socially
competent, and capable in career development, training becomes a necessity.
2.2. Human Resource Management and Training
For any company to operate successfully, it must have materials, money, supplies, equipment, ideas regarding
the good or services to offer the individuals who may utilize it outputs and lastly people, which is the human
resource, to run the company. The proper management of individuals at work is Human Resource Management,
and it has developed to be a main activity in many organizations and is the concentration for a wide - ranging
deliberation concerning the nature of the contemporary business relationships. One of the major components in
the coordination and management of work in an organization is the management of human resource.
(Shen, 2004) referred to Human Resource Management as including all of management activities and decision,
that influence the relationship between an organization and its employees which are the HR. Generally,
management settles on essential choices day after day that influence this relationship (Shen, 2004).
(McDowall et al.,2010) argues that the acknowledgment of the importance of training as of late has been
intensely influenced by the intensification of rivalry and the relative achievement of organizations, as
investment in employees’ development is extensively emphasized. They further argued that innovative
improvements and hierarchical change have progressively driven a few businesses to the Realization that
achievements depend on the skills and abilities of their workers, and this implies significant and persistent

10
investment in training and development. (Beardwell & Holden, 1993), viewed that Human Resource
Management concept for example, responsibility to the organization and the growth in the quality development
have driven senior management groups to understand the increased importance of training, employee
development and long - term education. A concept of these nature re-quires not only careful planning, but a
more emphasis on employee development. To Krietner (1995), no matter how carefully employees are screened,
typically, a gap remains between what the employee does know and how they should know it. An organization
therefore, desiring to gain the competitive edge in its departments, will need extensive labor and effective
training of its human resource.
2.3 Training Purpose, Process and outcomes
Cole (2002), mentioned in his book Personnel Human Resource Management, that training is more of a learning
activity to acquire better skills and knowledge needed to perform a task. The idea of training is the need for a
greater productivity and safety in the operation of specific equipment or the need for an effective sales force, to
mention a few.
To come up with the desired knowledge, skills and abilities from employees to perform well at their job side,
requires proper training programs that may likewise have an impact on employee motivation and commitment.
Employees can either build or break their company's reputation as well as profitability. Moreover, they oversee
most of the activities which can influence customer fulfillment, the nature of the product and event.

2.4. Why training

According to G.P. Nunvi (2006), training programs are directed towards maintaining and improving current job
performance while development seeks to improve skills for future jobs. Considering the progress in the
technology, certain jobs become redundant with the replacement of machines in present days. Further education
and competence becomes necessary for those in current positions and those wishing to be promoted in the
future.
Expressing an understanding of training, Armstrong (1996), emphasized that training should be developed and
practiced within the organization by appreciating learning of theories and approaches, if training is to be well
understood.

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2.5. Training process
Training in an organization generally involves a systematic approach, followed by a sequence of activities
which to Infande, the process is based on four three to four blocks;

 Identifying training needs

This analysis is necessary to determine the training needs of the employees or a specific job. What are the
practical needs? Why an employee needs training? Every training begins with the need analysis, and
establishing a need analysis is and should always be the first step in the training process. (Infande, 2015). There
are four procedures that managers can use to determine the training needs of employees in their organizations
1. Job requirements analysis. The skills and knowledge specified in the appropriate job description are
examined. The employees without the skills needed are candidates for training program.

2. Organizational analysis. The effectiveness and successes of an organization are analyzed to determine where
differences exist. For instance, members of a department with a high turnover rate or a low performance record
might require additional training.

3. Performance appraisals. Here, each employees work is measured against objectives established for his or her
job.

4. Human resource survey. Managers as well as non-managers are expected to describe what problems they are
experiencing at their workplaces and, what actions they believe can be taken to solve the problems. Immediately
the training needs are identified, the human resource department must initiate the appropriate training effort, to
close the gap between expected and actual results. This may also depend on circumstances like; developing a
training plan, designing a training lesson, selecting trainer and preparing the trainers.
2. Learning and confidence evaluation. Here is the measurement of the increase in knowledge -before and after
training.

3. Behavioral impact. This is the degree of applied learning back at work – are the members really doing
anything diverse after the training program than before?

4. Results. It’s important to know what results were achieved, in relation to the previous training objectives that
were being set. For instance, has there being any decline in the number of costumer’s complaints? Reactions,
behavior and learning are of great importance, but if the training program cannot produce measurable
performance related results, then it has not achieved its goals accordingly.

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2.6. Requirements for learning
Since the objective is to assist the learner acquire the behavior necessary for effective work performance, it is
therefore important to come up with a clear grasp of the ways in which learning theories are applied when
designing training programs. To Leslie (1990), there are for basic requirements for learning to take place.
The first he mentioned is motivation. Like the old saying goes, a horse can be led to the river but cannot be
forced to drink from the river. Relating this to organizational training and development, it becomes an important
lesson for the trainer. Employees tend to learn if they accept the need for training and are more committed to it.
For instance, if their motivation is weak, and if they doubt their ability to learn, no matter how well their
training is designed and implemented, its effectiveness will be limited. Flippo (1976), also made mention on the
fact that, the more highly motivated the trainee, the faster and more efficient a new skill or knowledge is
learned. This implies that training should be related to something the employee desires. It could be promotion,
money or recognition just to name a few. Cue is the second requirement. From training programs, the learner
recognizes relevant cues and associate them with relevant responses. The third requirement is responses. Here,
training must be immediately followed by a

Training plans and Implementation

This area of the training process emphasizes on the techniques and methods by which training is carried out.
The objectives of training, budgets and the duration are allocated. Often, this turns to be the most critical part of
the training process, focusing on the results achieved after training. The main idea is to analyze the effects of
training and determine
Whether the set goals have been achieved. Reactions such as the participant’s feedback, trainer’s feedback,
learning behavior and results of the training are being measured. To measure the impact of training, Kirkpatrick
(1959) outlined four levels of evaluation, and each of which is a prerequisite for the next level:
Reaction and planned action. These are measured reaction or evaluation of how the 2. Learning and confidence
evaluation. Here is the measurement of the increase in knowledge -before and after training.

3. Behavioral impact. This is the degree of applied learning back at work – are the members really doing
anything diverse after the training program than before?

4. Results. It’s important to know what results were achieved, in relation to the previous training objectives that
were being set. For instance, has there being any decline in the number of costumer’s complaints? Reactions,

13
behavior and learning are of great importance, but if the training program cannot produce measurable
performance – related results, then it has not achieved its goals accordingly.

2.7. Requirements for learning

Since the objective is to assist the learner acquire the behavior necessary for effective work performance, it is
therefore important to come up with a clear grasp of the ways in which learning theories are applied when
designing training programs. To Leslie (1990), there are for basic requirements for learning to take place.

14
The first he mentioned is motivation. Like the old saying goes, a horse can be led to the river but cannot be
forced to drink from the river. Relating this to organizational training and development, it becomes an important
lesson for the trainer. Employees tend to learn if they accept the need for training and are more committed to it.
For instance, if their motivation is weak, and if they doubt their ability to learn, no matter how well their
training is designed and implemented, its effectiveness will be limited. Flippo (1976), also made mention on the
fact that, the more highly motivated the trainee, the faster and more efficient a new skill or knowledge is
learned. This implies that training should be related to something the employee desires. It could be promotion,
money or recognition just to name a few. Cue is the second requirement. From training programs, the learner
recognizes relevant cues and associate them with relevant responses. The third requirement is responses. Here,
training must be immediately followed by a8 Positive, timely and consistent reinforcement to enable the learner
feel the respond. (Leslie, 1990). Lastly, there’s feedback. The information the learner receives indicating the
quality of the response is feedback.
Although the learning requirements are good, they fail to talk about practice where the learner actively
participate in making use of the skills and knowledge acquired because it must consider individuals with
different attitudes which sometimes affect training methods.
2.8. Methods of Training

A variety of training methods are used in different organizations today, to train different individuals. De Cauza
et al (1996) explain that the most popular training and development method used by organizations can be
classified as either On-the-job training and Off-the-job training.

A. On-the-job training
As the name goes, on-the-job training (OTJ) is a method of giving training to employees when they are at work
at their working environment. The purpose of this training is to make the employees get familiar with the
normal working circumstance, i.e. during the training time frame, the workers will get the direct involvement of
using machinery, equipment, devices, materials, and so forth. Additionally, it helps the employees to figure out
how to confront the difficulties that may occur during the execution of the job. The main idea of this training is
learning by doing where the supervisor or the more experienced employees show the training how to perform
out a specific task. The learners take after the directions of the supervisor and perform out the task.
This method is highly used by companies to train current and future workers, due to its simplicity. On-the-job
training includes apprenticeship, couching, internship, job rotation, job instruction and few others.

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 B. Off-the-job training
Off-the-job training is another method of training, which is organized at a site, far from the original work
environment for a specific period. The purpose of this method of training at a place other than the job area is to
give a peaceful domain to the employees where they can focus just on learning. Learning material is provided to
the trainees, for a complete theoretical knowledge. The trainees can express their perspectives and opinions
during this training session.

2.9. Concept of Training

Introduction
Selection is just the first step in matching an employee with a job. The next step involves training
the employee to do the job (Babaita, 2010). The verb “to train” is derived from the old French
word trainer, meaning “to drag”. Hence such English definitions may be found as; to draw along;
to allure; to cause; to grow in the desired manner; to prepare for performance by instruction,
practice exercise, etc. ( Alipour, et al, 2009). It is an established fact that no seriously minded
organization can be staffed by people with expertise and potentials in the various discipline
needed for its total functioning simply by recruitment. Training is usually aimed at solving
significant problems as we are suppose to use it as a key requirement for ensuring that any
training which takes place is based on proper analysis of its contribution to the effectiveness and
efficiency of an organization. Training has been seen by scholars as an aid in adjusting to work
environment which is designed to increase the capacity of individual or group in contributing to
the attainment of the organizational goals. Training is one of the most important strategies for
organizations to help employees gain proper knowledge and skills needed to meet the
environmental challenges (Goldstein and Gilliam, 1990; Rosow and Zager 1988) as cited by
(Babaita, 2010). Employee training represents a significant expenditure for most organizations.
Training too often is viewed tactically rather than strategically. Organizational leaders are often
not clear about what they want from training and therefore fail to connect training with the overall
organizational goals and strategy (Babaita, 2010).

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2.10. Definition of Training

Training defined by many scholars as follows: Training refers to instruction that promote
knowledge, skills and attitude of employees in order to carry out their duties more efficiency
(Farahbakhsh, 2010). According (Mathis, et al, 2008) training is a process whereby people acquire
capabilities to aid in the achievement of organizational goals. Training is a systematic
development of knowledge, skills and attitudes required by employees to perform adequately on a
given task or job (Olaniyan et al, 2008). For the purpose of this paper; Training can be defined as
the process by which employees develop their skills, knowledge, and attitude with a view to
enhance organizational effectiveness and productivity. Training is the use of systematic and
planned instruction activities to promote learning.In fact learning should be distinguished from
training. Training is one of several responses an organization can undertake to promote learning.
Whereas Learning is the process by which a person constructs new knowledge, skills and attitude
these are necessary for them to perform their jobs satisfactorily (Armstrong, 2010). Learning may
be formal or informal. Formal learning is planned and systematic. It makes use of structured
training program consisting of instruction and practice which may be conducted on the job or off
the job. Working in organizations is a continual learning process, and learning is at the heart of all
training activities. Learning is the means by which a person acquires and develops new
knowledge, skills, capabilities, behavior and attitudes. Learning effectiveness depends on the
extent to which the organization believes in learning and supports it. In the learning process ways
individuals learn will differ, and the extent to which they learn will depend largely on how well
they are motivated or self-motivated. Discretionary learning can take place when individuals of
their own volition actively seek to acquire the knowledge and skills they need to carry out their
work effectively. It should be encouraged and supported to be effective from it. The
encouragement of learning makes use of a process model which is concerned with facilitating the
learning activities of individuals and providing learning resources for them to use. Conversely, the
provision of training involves the use of a content model, which means deciding in advance the
knowledge and skills that need to be enhanced by training, planning the program, deciding on
training methods, and presenting the content in a logical sequence through various forms of
instruction (Armstrong, 2010).

17
 2.11. Types of learning
 Cognitive learning – outcomes based on the enhancement of knowledge and
understanding.
 Affective learning – outcomes based on the development of attitudes or feelings rather
than knowledge

 Instrumental learning – learning how to do the job better once the basic standard of
performance has been attained. Helped by learning on the job tremendously
 The justification for training

Formal training is indeed only one of the ways of ensuring that learning takes place, but it can be
justified in the following circumstances after analysis of training at individual, task, and
organizational level.
 The work requires skills that are best developed by formal instruction.
 Different skills are required by a number of people which have to be developed quickly
to meet new demands and cannot be acquired by relying on experience.
 The tasks to be carried out are so specialized or complex that people are unlikely to
master them on their own initiative at a reasonable speed.
 Critical information must be imparted to employees to ensure they meet their
responsibilities.
 A learning need common to a number of people has to be met and can readily be dealt
with in a training program: for example induction, essential IT skills, and communication
skills.
Therefore, Effective training certainly has the potential to increase knowledge, skills, and abilities
(KSAs) and enable employees to leverage their KSAs for organizational benefit that increases
organizational performance (in productivities, quality of service/products….) by improving
individual performance of the employee.

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 Training processes

The training process includes three phases such as Assessment phase, Implementation phase, and
evaluation phase (Huang; 2001, Mathis, et al 2008). Assessing the needs for training is particularly
important, because if this is not doing an organization cannot be assured that the right type of training is
being provided to its employees. According to the study by (Huang, 2001) 70% of the organization doing
it are successful and 64% organization which are not doing it are not successful. Training objective
provides a line between needs and results, helping to identify the type of instruction required in order
closing performance gaps and it also serve as benchmarks against which to evaluate the progress
achieved in the realization of organizational goals study 2.5.1. The justification for training

Formal training is indeed only one of the ways of ensuring that learning takes place, but it can be
justified in the following circumstances after analysis of training at individual, task, and
organizational level.
 The work requires skills that are best developed by formal instruction.
 Different skills are required by a number of people which have to be developed quickly
to meet new demands and cannot be acquired by relying on experience.
 The tasks to be carried out are so specialized or complex that people are unlikely to
master them on their own initiative at a reasonable speed.
 Critical information must be imparted to employees to ensure they meet their
responsibilities.
A learning need common to a number of people has to be met and can readily be dealt with in a
training program: for example induction, essential IT skills, and communication skills. Therefore,
Effective training certainly has the potential to increase knowledge, skills, and abilities (KSAs)
and enable employees to leverage their KSAs for organizational benefit that increases
organizational performance (in productivities, quality of service/products….) by improving
individual performance of the employee.

19
 a) Organizational analyses

One important source for organizational analyses comes from various operational measures of
organizational performance. On a continuing basis, detailed analyses of HR data can show
training weaknesses. Departments or areas with high turnover, high absenteeism, low
performance, or other deficiencies can be pinpointed. After such problems are analyzed, training
objectives can be developed. Specific sources of information and operational measures for an
organizational-level needs analysis may include the following: Grievances, Complaints from
Customers, Accident records, Equipment utilization figures, Observations, Training committee
observations, Exit interviews, and Waste/scrap/quality control data.

b. Task Analyses
The second way to diagnose training needs is through analyses of the tasks performed in the
organization. To do these analyses, it is necessary to know the job requirements of the organization. Job
descriptions and job specifications provide information on the performances expected and skills
necessary for employees to accomplish the required work. By comparing the requirements of jobs with
the knowledge, skills, and abilities of employees, training needs can be identified.

C. Individual Analyses
The third means of diagnosing training needs focuses on individuals and how they perform their jobs.
The use of performance appraisal data in making these individual analyses is the most common
approach. In some instances, a good HR information system can be used to help identify individuals who
require training in specific areas. To assess training needs through the performance appraisal process, an
employee’s performance inadequacies first must be determined in a formal review. Then some type of
training can be designed to help the employee overcome the weaknesses. A training needs survey can
take the form of questionnaires or interviews with supervisors and employees on an individual or group
basis. The purpose is to gather information on problems perceived by the individuals involved. The
following sources are useful for individual analyses: Questionnaires, Records of critical incidents, Job
knowledge tools, Data from assessment centers Skill tests, Role-playing results, and Attitude surveys.

20
 Establishing Training Objectives
Once training needs have been identified using the various analyses, and then training objectives and
priorities must be established. All of the gathered data is used to compile a gap analysis, which identifies
the distance between where an organization is with its employee capabilities and where it needs to be.
Training objectives are set to close the gap. The success of training should be measured in terms of the
objectives set. Useful objectives are measurable. This objective serves as a check on internalization, or
whether the person really learned. Objectives for training Can be set in any area by using one of the
following four dimensions: such as Quantity, Quality, Timeliness, and Cost savings as a result of
training. Because training seldom is an unlimited budget item and there are multiple training needs in an
organization, it is necessary to prioritize needs. Ideally, training needs are ranked in importance on the
basis of organizational objectives. The training most needed to improve the health of the organization is
done first in order to produce visible results more quickly. Implementation Phase
Using the results of the assessment, implementation can begin. For instance, a supervisor and an
HR training specialist could work together to determine how to train the employees to increase
their performance. In selection of techniques/methods, facilities, locations, arrangements for
instructors, classrooms, materials, and so on would be made at this point. A programmed
instruction manual might be used in conjunction with a special training program set up at the
company. Implementation occurs when training is actually conducted.

 Evaluation Phase

The evaluation phase is crucial. It focuses on measuring how well the training accomplished what
its originators expected. Monitoring the training serves as a bridge between the implementation
and evaluation phases and provides feedback for setting future training objectives. How to
evaluate? Why we evaluate? And other aspects of evaluation phase of training are described in
detail below in different section. Therefore, based on the above definitions of training, it is a part
of the human resource development, along with the other human resources activities, such as
recruitment, selection and compensation. The role of human resource department is to improve
the organization’s effectiveness by providing employees with knowledge, skills and attitudes that
will improve their current job performance .According to (Kaufman, 1985) in the operational
reality of an organization, there will be a general training development cycle which will start first

21
 with the Executive Senior Manager identifying the organizational goals and directions, and from
which any operational decisions, Products, and deliverables will flow. Generally (but not always)
the flow presented as determine current organizational (policy, goals, and strategies),
Determine outcome discrepancies, Select outcome discrepancies to be closed, Identify document
and select needs, Assign front end analyses, Set measurable objectives, Determine possible
methods-means-media for meeting objectives, Conduct front-end analysis, Conduct needs
analysis, Conduct task analysis, Conduct quasi-needs assessment, Identify (document, and select
quasi-needs), Determine cost-benefit of alternative quasi-needs, Obtain training requirements,
Assign training packages and programs, Assign other human performance improvement
programs, Conduct methods-means-media analysis, Select methods-means-media, Approve
methods-means-media, Schedule and design methods-means-media, Plan and manage training
system development and test, Field test methods-means-media, Determine cost-effectiveness,
Determine cost-efficiency, Revise as required, Release completed training package (or course),
Review program progress and en-route accomplishments, Require and obtain revisions, Release
final training/human improvement development programs, Install successful training programs,
Eliminate un-required training programs, Determine linkages with other organizational agencies
to assure overall impact ability. Integrate training requirements with overall system (selection,
design, delivery, and implementation), Assign external evaluation, Conduct external evaluation,
Require necessary revisions, and Assure organizational ability to neutralize any external threat.

2.12. Factors Affecting Training

There are various factors influencing training extending from environment, supervisors, lecturers, con-tent of
the training and how it is being done. These variables can be expounded and better understood by discussing
them below:
•  Individual Factors

At whatever point people are included in some sort of activity, or practice, they generally influence the
environment or process they are experiencing. The same is the situation with employee training. As it is a
process of transferring skills and technology from the expert to the new learner. The main parties are obviously
workers themselves seeking training and the trainer or member of the staff delivering the training. Authorities

22
organizing training and giving assets to it can be considered a third party, as they oversee the prearrangement
and post quality evaluation of training (Birdi 2005).
•  Human Resource Policy
This has been illustrated by Haywood and based on the designed policy by human resource for training
programs. As indicated by him an excessive number of training programs affects the main aim of training,
which is skill development, and conduct change (Haywood 1992).
•  Organizational factors

Everything tends to be affected by its surrounding and environment, so too with training organizers. Birdi
claimed that the absence of managerial support could restrain the impact of creative training. In-conducive
environment affects training effectiveness. (Birdi, 2005.)
•  Other Factor

To Fischer and Ronald open mindedness is additionally a factor in training effectively. It has been claimed that
training will be as much effective as the learners and the instructors are open minded (Fischer 2011). Driskell
stated that the kind of training conducted, training content and training expertise equally affect the results of
training. Achievement depends on the way training has been conducted by the trainer and its content (Driskell
2011).

2.13. Importance of Training

Training is an important part of Human Resource Management and Development, to Govil, it is important for
the following reasons:
•  Training helps in the recruitment of staffs and ensure a better quality of applicant.

•  It eliminates risk, since trained employees can make better and economic use of materials, and
equipment thereby reducing and avoiding waste.

•  Training serves as a monitoring factor for employees in an organization.

•  it leads to greater efficiency and productivity.

•  it increases the loyalty and adaptability of staffs.

•  It improves staff’s moral.

23
2.14. Performance Appraisal

This is a method used to assess the effectiveness of an employee’s performance by comparing set goals with
outcome. Although performance appraisal is one of the most important task any manager can carry out,
managers admits they have difficulties in adequately handling. It is not always easy to judge a subordinate’s
performance accurately, and its often even more difficult judging employees in a constructive painless manner.
Performance is more concerned with the organization’s success. For example, from the past years, has the stated
objectives being achieved? Areas of weakness pin-pointed? And the need for training identified? It’s also
necessary to set performance standards, and ensure that the employees receive the training, incentives required
and feedback to avoid performance deficiencies. (Dessler, 2015). Coupled with its importance, performance
appraisal involves the three steps Performance Appraisal Process: 1) setting work standards; (2) assessing the
employee’s actual performance to the standards (usually, it consists of some rating forms); and providing
employees with feedback with the purpose of assisting them reduce performance deficiencies.
Usually, there are five reasons to appraise subordinates’ performance which are;
1. Enables the employer to identify promotion candidates, base pay and retention decision within an
organization.

2. Appraisals play a key role in employees’ Performance Management Process (a continuous means of ensuring
that each employee’s performance is relevant in terms of the organization overall goals.

3. The appraisal helps the employer and employee develop a plan to correct any deficiencies, also to reinforce
employee’s strength.

4. Appraisal gives an opportunity to review the employee’s career plans.

5. It helps the supervisor to identify if there is a need for training and the necessary steps to be taken. Dessler
(2015).

24
2.15. Definition and concept

Training is extremely important for anew or present employees. Training is in a short an attempt to improve
current or future employee performance. The following specific are important to know about:

 Training is a systematic process of altering the behavior of employees in direction to increase

organizational goal.
 A formal training program is an effort by the employer to provide opportunities for the employee to
acquire job related skill, attitude & Knowledge.
 Learning is the act by which the individual acquire skills, Knowledge and abilities that result in
relatively permanent change in his/her behavior.
 The behavior that has been learned is a skill. Therefore skills improvement is what training
accomplishes. Motor skills, cognitive skills, and interpersonal skills, are targets of training procedure
(foundation of personal and HEM PP600)
 Development

Development represents efforts to improve employees’ ability to handle variety of assignment and to activate
capabilities beyond those required by the current job. It benefits both the organization and the individuals.
Employee and managers with appropriate experience & ability may enhance organizational competitiveness &
the ability to adapt to a changing environment’s the development process, individual career also may involve
and gain new or different focus (HRM Robert L. Mathis/John Jackson, 2003, PP, 315)

 Step in training programs

1. Discovering or identifying the training needs
2. Getting ready for the job
3. Preparation of the learner
4. Performance try out
5. Presentation try out
6. Following and evaluation

25
2.16. Establishing training objective and priorities

Once training needs have been identified using appropriate analysis then training objectives and priorities must
be established by identifying a gap analysis which indicates the distance between where an organization is with
its employee capabilities & priorities are set to close the gap.

Three (3) types of training objectives can be set:

1. Knowledge – important cognitive information & details to the trainee

2. Skill - development behavior changes in how jobs and task requirements are performed.
3. Attitude – create interest in & awareness of the important of training.
4. The success of training should be measured in terms of the objectives set .Useful objectives are
measurable. For instance, an objective for a new sales clerk might be to “demonstrate the
ability to explain the function of each product in the department within two weeks”. This
objective serves as a cheek on internalization or whether person really learned and is able to
use the training. Because training seldom is an unlimited budget item & because organization
has multiple training needs, prioritization is necessary. Ideally management ranks training
needs based on organization objectives. Conducting the training needs on organization will
produce visible results more quickly. HRM (Robert L. Mathis & John H. Jackson,200,PP 28 )
 Training policy

Every company of organization should have well – established training policy. Such a policy represents the top
management commitment to the training of its employee & comprises rules & procedures governing the
standard scope of training .The training policy are considered necessary for the following reasons.

a. To indicate a company initiation to development its personnel to provide guidance in the forming &
implementation of program & to provide in concerning them to all concerned.
b. To discover critical areas where training is be given on apriority basis &
c. Provide suitable opportunities to the employees for his own betterment.

To discover critical areas where training is be given on apriority basis &

Provide suitable opportunities to the employees for his own betterment.

26
2.17. Training Evaluation

There are various approaches to training evaluation .To get varied measure of training effectiveness the
personnel manager should accurately assess trainees job performance two or four months after the completion of
training .

Two writers have suggested that four basic categories of outcome can be measured

1. Reaction : trainer reaction

2. Learning : did the trance learn as the trainer wanted to learn
3. Behavior : change of behavior on the job due to training
4. Result: what final result has been achieved?
 Evaluation of the overall employee development effort

This type of evaluation helps to guide decision concerning planning, programming & budgeting. There (3)
issues concern of this point:

1. Effectiveness
2. Efficiency
3. EEO/AA (equal employment opportunity & affirmative action)

2.18. How training benefits the organization

 Improves the job knowledge and skill at all leads of organizations.

 Improves moral of with organization raw.
 Helps people identify with organization raw
 Helps to create better corporate image.
 Fasters authancity, openness & trust
 Improves the relationship between boss & subordinates
 Aids in organizational development
 Learns from the trainee
 Helps to prepare guidelines for work
 Aids in understanding and carrying out organizational policies
 Provides information about future needs in all areas of the organization
27
  Organization gets more effective decision making and problem solving
 Aid in development leader ship skill motivation loyalty, better attitudes and other aspects hold
successful worker and manager display.
 Aids in increasing productivity and/ or quality of work.
 Helps to keep cost down in many areas of production personnel, and administration.
 Create appropriate climate for growth, & communication.
(William B. Wetter JR & Keith Davis Human Resource & Personnel Management pp .309)

 Benefit to the individual which in turn ultimately benefits the organization.

 Help the individual in marketing better decision and effective problem solving
 Aid in encouraging and achieving self development of self confidences.
 Helps a person to handle stress, tension frustration & conflicts.
 Provide information for improving leadership, knowledge communication, skill attitude
 Increases job – satisfaction and recognition.
 Moves a person towards a personal goal while improving in interaction skill.
 Satisfy the personal needs of the trainee.
 Provides trainee in avenue to growth and say in his /her future.
 Through training and development motivation variable of recognition, achievement, growth,
responsibility and advancement are internalized & operational zed.
 Develop a sense of growth in learning.
 Helps a person develop speaking & listening skills also writing skills when exercise is required.
 Helps eliminate fear in attempting tasks.

2.19 .Benefits in personal & human Relation: - Inter Group Relation & policy Implementation

 Improves communication between groups & individuals

 Aids in orientation for new employees & those making new job through transfer or promotion.
 Provides information on the governmental & administrative action.
 Improves inter – personal skill.
 Makes organizational policies, rules & regulation viable
 Improves moral.
 Build cohesiveness in groups.

28
  Provides cohesiveness in groups.
 Makes the organization for learning, growth & coordination
 Makes the organization a better place to work & level.
(William B. Werther JR & Keith Davis Human resource &Personnel Management pp309).

2.20. Training & Development Approach

In selecting a particular techniques to use in training or development there are several tradeoffs. That is all
techniques are not the best always. The best method depends on

- Desired program content

- Appropriateness of the facility
- Trainee preferences and capabilities.
- Learning principles

2.21. Training and Development Techniques

1. On the job techniques

- Job - instruction training
- Job – rotation
- Apprentice ships
- Coaching
2. off the job techniques
- Lecture
- Video presentation
- Vestibule training
- Role playing
- Case study
- Simulation
- Self -study
- Programmed learning

29
 CHAPTER 3
3.1. Materials and Methodology
The methodology part of any research proposal is a key part of the scientific research; this is because the
methodology should give full details to show how the research activities are going to be carried out .since this
section is the largest and most important part of the research proposal it is spilt in to sub – sections.

3.2. Data and source

To meet the objective two types of data will be used in the study .These are primary data and secondary data.
These of data have different sources. The primary data will be collected from the employees of the Addis Ababa
water Sewerage Authority and from the management of the Authority the sources of Secondary data different
documents of the Authority.

3.3. Methods of data collection

In order to meet the objective of the study, different methods of data collection will be designed and used. The
data are collected from two sources: primary and secondary sources.

In primary sources questionnaire and interview will be use. The questionnaire will be prepared for the
employees of the Authority. The interview will be made with the management of the Authority. The
questionnaire consists of both open and close ended questions; whereas the interview will be open ended type.
Even though open ended questions & interview are difficult to analyze, they are chosen because they are helpful
for evaluating the attitude and opinion of the employees and management words training and development that
are related to the Authority.

Both questionnaire and interview are distributed & presented directly to the respondents it is expensive and time
consuming, but it is chosen for this study because:

1. It gives the employees to fill the questions freely and personally

2. It helps to get more idea (more information) from part of the employees.
3. More information in greater depth can be obtained from the interview and the interviewer by his own
skill can overcome the resistance in any of the respondent.

30
The other source of information will be secondary sources. For the secondary sources analysis will be made on
the documents of the Authority, for this study, the secondary data the records of the Authority published and
unpublished documents, guiding manuals, permanent records and other written materials.

3.4. Method of sampling

The sampling method used is the stratified random sampling .Specifically proportionate random sampling after
taking 27% of from all population (185) that is 50 individual is taken .Then the organization is divided into
three major and important departments from which specified number of employees is taken to carry on the
study in well manner ,The department are :

i. Administrative department
ii. Financial department
iii. General Service department

3.5 Method of data analysis and Interpretation

The qualitative and quantitative data that will be collected using the specified method of data collection will be
processed and analyzed in detail and through manner.

Data processing is an activity which involves editing, coding and classifying data to make it suitable further
analysis. For starting data process first, the data is edited (checked) for completeness, legibility and consistency
and then making the data ready for coding & storage.

The method of analysis employed is descriptive analysis .The reason for choosing this method of data analysis
is that it will allow describing, summarizing and presenting the quantitative data .the presentation will be made
based on the information Obtained from the primary sources and secondary sources .

Finally the data analyzed is presented in understandable way to draw conclusions and allow interpretation.

31
 CHAPTER Four

4.1. Time Budget

S.N Activity Month

Topic Selection Nov. Dec Jan Feb Mar Apr May
1 Literature survey
2 Research design X X
3 Proposal preparation X X
4 Proposal preparation X X
5 Data collection X
6 Data analysis X
7 Report writing X
8 presentation X

32
 4.2. Cost Budget
Item Qty Duration in Unit Total – Cost
days cost/day
Personal cost

- Researcher 1 10 150 1500

- Transportation Cost - 20 300 6000
- Secretary 1 - - 700

Equipment

Printing & Duplication 70 - 630

9
Paper (Ream) 60
06 - 360
Pen 10
05 - 50
Transparent 10 - 0.50
0.50
01 -
4
Ruler 40
1
02 -
Rubber 6
6
Miscellaneous expense - - - 30
Contingencies - - - 25
Total cost - - - 9286.5

33
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th

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Wiley & Sons Inc.
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36
 Rift Valley University

School of business and Economics Business

Administration

MBA Program

Questionnaire to be completed by employees

Dear Participants

My name is Getahun Gizaw. I am a postgraduate student in the Department of Business

Administration: MBA program at Rift Valley University. Now I am conducting a research in the
area of “Impact of training & development on organizational performance”.

This study is conduct on Addis Ababa water sewerage Authority at a kaki district aim of
examining how much organizations are effective from the employee training expenditure that they
invest to improve organizational performance. Therefore, your answers are very important and
valuable for the successful completion of the study.
Please fill out all of the questions to the best of your knowledge accordingly the questions require.
The information you provide will be kept confidential and will be used for this research purpose
only.

Thank you very much for your cooperation in advance!!!

General Instructions
 There is no need of writing your name
 In all cases where answer options are available please put “X” in the appropriate box
or bracket.
 For questions that demands your opinion, please try to honestly describe as per
the questions on the space provided

37
 I. Basic demographic data

1. How old are you? (Years)

A) 18 – 25 ( ) B) 26 – 35 ( ) C) 36 – 45 ( )

D) 46 – 55 ( ) E) 56 – 59 ( ) E) If any specify (------)

2. Gender; A) Male ( ) B) Female ()

3. Educational Background;

A) Elementary school ( ) B) High School ( )

C) Certificate ( ) D) Diploma ( )
E) First Degree ( ) F) Masters Degree ( )
G) Other (please specify) (------------------------

II. Information on Training and evaluation effectiveness of organization from it.

4. What is your position in the organization?

A) Machine Operator ( ) B) Accounts Clerk ( )
C) Secretary ( ) D) Driver ( )
E) Advanced Accountant ( ) F) Computer Operator ( )
G) Junior Engineers ( ) H) Security Officer ( )
I) if any other specify (---------------------)

5. How long have you been working with this organization?

A) 1 – 5 years ( ) B) 6 – 10 years ( )
C) 11 – 15 years ( ) D) 16 – 20 years ( )
E) 21 and greater than ( ) F) if other specify (-----------------)

6. Have you had any form of training since you have joined the organization?
A) Yes ( ) B) No ()

7. What methods were used for the facilitation if your answer is yes for Q # 6? May be
more than one answer is possible.
A) Seminar () B) On-the-job training ( )
C) Understudy training ( ) D) Formal Lectures ( )
E) Apprenticeship
F) Demonstration ( ) ( )
G) if anyG) Vestibule
other specify ( ) ( )

38
8. If you answered yes to question # 6, how many times do you have taken training?
A) 1 – 3 ( ) B) 4 – 6 ( )
C) 7 – 9 ( ) D) 10 and more than ( )

9. If your answer yes for question # 6, for how long you had been in training on average?
A) 1- 3 months ( ) B) 4- 6 moths ( )
C) 7- 12 months ( ) D) 13-15 months ( )
E) 16- 18 months ( ) F more than 1.5 year ( )

10. If your answer for question # 6, how many times you have taken training per year on average?
A) Only once ( ) B) Twice ( ) C) Several times ( )

11. What types of training you have taken? May be more than one answer is possible
A) Computer skill ( ) B) Operational ( )
C) Accounting ( ) D) Machine operation ( )
E) New employee orientation ( ) F) Conducting performance appraisal ( )
G) Tem building ( ) H) Managerial skill/ leadership ( )
I) Operational safety program ( ) J) If other please specify (-----------)

39
The following questions describe the organizations effort to train its employees. Please put “X”
in the space at the front of the questions under number you think express the position of the
organization in relation to the training program?

Assume 1 = Never 2 = rarely 3 = sometime 4= often 5 = always and put “NA” if not
applicable. “N” for you do not know

S/N Questions 1 2 3 4 5

12 Do you think the training program designed based on the requirements

Of the job? Or employee deficiency of ability for the job?
13 Is the type of training you have taken applicable for the job after the
Training?
14 Do you have known the objective of the training?
15 Does the training increase your motivation to the job you do?
16 Does training improves your skills, knowledge, attitude change, new
capability
17 Does the training lead you to be satisfied with your job?
18 Do you think the method of training used by the organization is effective
19 Do you have enough training that enables you to do your job as
Required?
20 Do you think the expenditure for employee training is enough?
21 Does the training program evaluate during or at the end of the program?
22 Do you think that the organization is effective from the training
Expenditure?
23 Are you satisfied with the overall aspect of the training programs in the
Organization?

24. In your opinion, do you think the organization is effective from the training expenditure?
Yes/No. why?
-------------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------

40
 Part iii

1. Have you trained before?

Yes No
2. If you trained before have seen performance change in yourself?
Yes No
3. Do you agree that training and development improves workers productivity and efficiency?
Yes No
4. If you trained before, have you acquired the skill from the training?
Yes No
5. IF you acquire the required skill form the training, have you get work condition to apply the skill?
Yes No
6. Do you believe employee efficiency on their job contributes to the organization profitability?
Yes No
7. For which category of employee do training is provided in your organization?
For new employee
For previously existing employee
For both existing and new employee
No answer
8. During what time does your enterprise provide training to its employee?
When new technology comes
When the organization gets scholarship chance
At the end of the year
When the organization gets training chance from domestically
Training giving firm
When training requires performing one task
9. Do you agree training and development provided to an employee improves the quality of the product
they produce?
Strongly agree Agree
Disagree Strongly disagree

41
10. Do you agree training and development chances provide by the organization are enough?

Yes No
11. How developments can is given in your organization?

By assessing educational back ground

By assessing work experience
By other criteria including race based
All
12. In what way does training & development made contribution to your work
By increasing work quality
By making to produce more
By making to satisfy by your job
All
13. Do you agree that your organization show better performance than before?

Yes No
14. If your answer for question number 15 yes, do agree as there is contribution made by training and
development?
Strong agree
Agree
Disagree
Strongly disagree
15. Is there any method used by the organization to measure employee performance and after training?
Yes No

17. If Your answer for number 17 is yes ,please specify

____________________________________________________________________________________
____________________________________________________________________________________
_________________
42
18. What type of training and development do you need ?
A. Off – the job type
B. On – the job type
19. In question number 19 if you choose one specify your reason
_________________________________________________________________________________
_________________________________________________________________________________
_____________________________________________
20. Which of the following methods used to measure the performance of an organization?
Performance of an organization?
Productivity

Payment paid by the organization and flexible service it provides

If competitive enough in the market

Positive balance in financial statement

21. If you have another performance management type please specifies?

________________________________________________________________________________________
________________________________________________________________________________________
_______________________
22. Do you believe training and development proved to employee has impact on the above performance
measurement methods.
Yes No
23. Giving Development to an employee after training makes them
Them
More responsible
Hard worker
Highly committed to the organization
24. Generally do you agree the impact training & development has on organizational performance?
Strongly agree Agree
Disagree Strongly disagree

43
 Rift Valley University

MBA Program

Interview Questions

This is an interview designed to gather information on the Impact of training & Development on organizational
Performance at Addis Ababa water & Sewerage Authority at a kaki district. The interview questions for human
resource manager (a person who perform the human resource management aspect of the organization).
Genuine and complete responses by each interviewee are highly helpful to make the findings of the study
reliable.

Thank you

Part one: Personal information

Sex_________

Position____________

Qualification ____________________

Year of service _____________________

Part two: The interview

1. Did your organization give training for the employees for the last 3 years?
2. Why your organization gave the training? What types of training? And what methods the
organization is used?
3. How do you express the frequency of training per year for each employee on average and
the cost of training allocate for each employee on average per year?
4. How much the total investment/ expenditure by the organization to train employees per
year? Roughly.
5. How much the organization is spending on training in proportion to the payroll cost of

44
 the organization per year? Roughly
6. Do you conduct evaluation of the training effectiveness
7. What are the models the organization used to measure the effectiveness of it from the
training expenditure?
8. How do you evaluate the return and level of performance outcome of the training in
terms of the?

a. Objective of the training.

b. Criteria that use by the organization to measure the effectiveness of the organization
from the training expenditures.
9. Is the organization effective from the training expenditure or not?
10. How can you explain the relationship between training expenditure in the organization and
organizational profitability / successes?
11. Which section of the training is evaluated?

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