University of Gondar

College of Business and Economics

Department of Management

Assessment of Training and Development Problem (A Case Study

in University of Gondar)
A senior essay Submitted to the Department of Management for the
Partial Fulfillment of the Requirements for BA Degree in Management

Prepared by:-
Name ID No
1. Yezna Ferede ----------------------------21771/10
2. Muluhabt Fikru -------------------------08923/10
3. Tigist Teklemuz-------------------------11722/10
4. Helen Mekuriya -------------------------08208/10
5. Tewodros Tesfaye ----------------------08601/10

Advisor Mrs. Jemila Hassen

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 ACKNOWLEGNMENT

It gives us great pleasure to acknowledge the guidance and support we have received during the

preparation of this Senior Essay. At the outset, we would like to express our heartfelt thanks and

profound sense of gratitude to our advisor jamila hassen for his constructive and useful

comments and encouragement from the beginning to the end of the work, without which our

study would have been incomplete.

We also very much indebted and do not have words to thank our families and our friends for

their unlimited support and motivation during the study.

We would like to extend our special thanks to the employees of the university of Gondar and all

the respondents to be participate in our study.

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 Table of content

Content page no
ACKNOWLEGNMENT…………………………………………………………… i
TABLE OF CONTENT……………………………………………………………….ii
ABSTRACT…………………………………………………………………………..IV
CHAPTER ONE; INTRODUCTION
1.1 Background of the study………………………………………………………1
1.2 Statement of the problem……………………………………………………...3
1.3 Research questions…………………………………………………………….3
1.4 Objective of the study…………………………………………………………3
1.4.1 General Objective……………………………………………………….3
1.4.2 Specific Objective……………………………………………………….3
1.5 Scope and Limitation of the Study……………………………………………4
1.5.1 Scope of the Study …………………………………………………………….4
1.5.2 Limitation of the Study………………………………………………….4
1.6 Significance of the study……………………………………………………...4
1.7 Ethical consideration ………………………………………………………....4
1.8 Organization of the paper……………………………………….……………...5

CHAPTER TWO; REVIEW OF LITERATURE

2.1 Definition of Training and Development………………………………………6

2.2 Objectives of Training………………………………………………………….6
2.3 Importance of Training ………………………………………………………...7
2.4 Responsibility for Training……………………………………………………..7
2.5 Principles of Training …………………………………………………………..8
2.6 Implementation of Training Programs …………………………………………8
2.7 Methods of Training…………………………………………………………....8
2.7.1 On the Job Training (OJT)………………………………………………..9
2.7.2 Job Instruction Training (JIT)…………………………………………….10
2.7.3 Vestibule Training …………………………………………………….….10
2.7.4 Training by Experienced Workman……………………………………....10
2.7.5 Training by Supervisors…………………………………………………..10
2.7.6 Demonstration and Examples……………………………………………11
2.7.7 Simulation……………………………………………………………….11
2.7.8 Apprenticeships………………………………………………………….11
2.7.9 Classroom or off-the Job methods……………………………………….11
2.8 Management Development concepts ………………………………………….12
2.9 Factors Inhibiting Management Development………………………………...13
2.10 Process of Training…………………………………………………….13

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 2.10.1 Need Assessment……………………………………………………….16
2.10.2 Development of the Training program ………………………………...17
2.10.3 Evaluation………………………………………………………………20
2.10.3.1Type of criteria ………………………………………………...20
2.11 Characteristics of effective training practice……………………….....22
2.12 Training Paradox…………………………………………………….....23

CHAPTER Three; Research Methodology

3.1. Research Design………………………………………………………………24

3.2. Sampling Size Technique…………………………………………………….24
3.3. Source of Data…………………………………………………………….…..25
3.4. Method of Data collection………………………………………………….…26
3.5. Methods of Data Analysis……………………………………….……………26

Chapter Four; DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.1 Questionnaires distributed, returned and unreturned …………………………27
4.2 Biographical information of respondents……………………………………..28
4.3 Attitudes to Training and Development………………………………………29
4.4 Roles and responsibility in training and development………………………..31
4.5 Factors affecting management developments………………………………...33
4.6 Evaluation criteria…………………………………………………………….34
4.7 Methods of training…………………………………………………………...36
4.8 Factors affecting training …………………………………………………….37
4.9 Benefits of training……………………………………….…………………...38
4.10 Follow up of training…………………………….……………………39
4.11 General assessments of the training and development
Programs of the university …………………………….……………..40

Chapter Five; CONCLUSION AND RECOMMENDATION

5.1 Conclusion………………………………………………………….………….41
5.2 Recommendation………………………………………………………………43
References…………………………………………………………………………….

Appendixes..................................................................................................................

Budget and Time Schedule

Budget……………………………………………………………………………………………………………….

Time schedule……………………………………………………………………………………………………

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 Abstract
Training is the most important aspects of human resource management .As the working
environment is changing rapidly; training is required to go with these changes. Training
attempts to improve employee’s skills, abilities, knowledge and attitudes on currently held jobs
or other related to it. This study aims at investigates the training and development assessment of
University of Gondar. The literature provided discusses on training and development. The study
had gone through the analysis of training and development in University of Gondar. Since the
university has five compasses in CMHS, Atse tewodros, Maraki, Atse fasil and melse zeanwi,
Due to the limitation of both time and finance this research is limited and concentrated on the
one (Atse tewodros ) compasses on permanent employees. The study will use a survey method to
explore the problems of training and development on two selected camps of the University. The
study will exploratory and descriptive in its nature. Data from both primary and secondary
sources were will be use. To assess the training and development of Gondar University, well-
designed questionnaires were prepared and distributed to 81 respondents. The collected data
were analyzed using by SPSS, tables and percentages then interpreted. The finding shows that
the training and development of the university is bureaucratic and time consuming, requirement
of trainees selection, role and responsibilities on the training and development of the university,
follow up did not conducted after training is given to employees, and administrative factors
affects the training program of the university. The findings of the study have important
implications for future research by academics, consultants, and researchers.

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 CHAPTER ONE
INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Training is the most important part of human resource management aspects. So as to improve
employee’s performance the need for training is obvious. In every aspect that human being are
engaged, training is necessary for them inured to accomplish their tasks. As the working
environment is changing rapidly, training is required to go with these changes. Training attempts
to improve employee’s skills, abilities, knowledge, and attitudes on a currently held job or other
related to it (Raymond A. Noe; 2010).

An organization which wants to meet its goal designs to train its employees and
simultaneously employees will meet their individual goals. As training improves employee’s
performance, their productivity, skill, knowledge and ability to do any related work will be
enhanced. In recent years, the need to training becomes the major part of organizational plan so
as to maintain well skilled and experienced employees (Raymond A. Noe; 2010).

Helping employees to become effective in their jobs is one of the most fundamentally
important tasks in people management that any work organization has to undertake. Employers
depend on the quality of their employees’ performance to achieve organizational aims and
objectives; employees have motivational needs for development, recognition, status and
achievement that can and should be met through job satisfaction and performance achievements
(Shaun Tyson; 2006).

Employee training and development initiatives can transform organizations with providing
extra skills to your employees to not only increase safety and productivity but training leads to
higher job satisfaction, which shows up in better corporate performance. Valuable training also
includes situational training that provides personnel the skill sets that allow them to make timely,
knowledge- able decisions that benefit both the customer and the company.

There are numerous reasons for supervisors to conduct training among employees. These
reasons include:

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  Increased job satisfaction and morale among employees.
 Increased employee motivation.
 Increased efficiencies in processes, resulting in financial gain.
 Increased capacity to adopt new technologies and methods.
 Increased innovation in strategies and products.
 Reduced employee turnover.
 Enhanced company image

In addition, employee training and development are part of good management practices and
good risk management strategies. The following issues and changes in an organization many
indicate the need for employee training and development:

 Employee’s request
 Employee survey results
 Evaluation deficiencies
 Individual development plan
 Law and regulation changes
 Need to develop new leaders
 New employee
 New equipment
 New manager
 New program
 New technology
 Reassignment
 Safety issues (Beardwell, I., Holden, L. & Claydon, T. 2004).

In an organization, both management and non managers may receive help from training and
development programs, but the mix of experience is likely to vary. Non-managers are more
likely to be trained in technical skills required for their current jobs, where as managers
frequently receive assistance in developing the skills required in future jobs particularly
conceptual and human relation skills. With regard to development, organizations should focus
how to develop their employees for a better responsibility. Thus, development programs should
be designed to prepare employees of an organization for promotion.

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1.2 Statement of the problem

Training and development are an integral parts of a comprehensive human recourse strategy.
They are aims at to increase employee’s ability to contribute to organizational effectiveness and
productivity. Effective training and development programs lead to acquire new skills; knowledge
and ability perform related jobs (David A. DeCenzo & Stephen P. Robbins; 2010).

Poor training and development programs are manifested through job dissatisfaction, turnover,
poor quality of work, uncooperativeness, absenteeism, lack of initiation and others.

Despite plenty researches have been dean on related issue, but we didn’t find any related
research in the case area. The researchers want to investigate, what is the level of training and
development in the case area? And what are the problem related with training and development?

So, it gives answers for these questions.

1.3 Research questions

1. How effective are the training methods in the university?

2. Is there significant difference between perception of employs and those of the
management concerning different aspects of training and development?
3. What factors influence the training and development programs?
4. What changes are needed in training and development practices in the university?

1.4. Objective of the study

1.4.1. General Objective

The general objective of the study is to assess the problem of training and development in case
of University of Gondar.

1.4.2. Specific Objective

1. To examine the status of training and development at university of Gondar.

2. To investigate problems of training and development in the university.

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 3. To find out changes to be introduced in training and development practice in the
university.

1.5. Scope and Limitation of the Study

1.5.1. Scope of the Study

The study had gone through the analysis of training and development in University of Gondar.
Since the university has five compasses in CMHS, Atse tewodros, Maraki, Atse fasil and tsada
campus Due to the limitation of both time and finance this research is limited and concentrated
on the one (Atse tewodros) compasses on permanent employees.

In addition, since training and development covers a wide area, the main aspects to be discussed
here were as follows: methods of training, objectives of training, definition on training and
development, process of training, importance of training, responsibilities for training, principles
of training, implementation of training, management development concepts and factors inhibiting
management development, characteristics of effective training, and the training paradox.

1.5.2. Limitation of the Study

It is obvious that any study requires adequate time and relevant written materials. However,
shortages of these factors exert their influence on the study. Also financial problems hindered the
study not to go further.

1.6. Significance of the study

On the bases of the findings, the university use to take some measures to overcome problems
which it faced with regard to training and development. Also the study will used to create
awareness on current issues on training and development for the university community. Besides,
this study would have an important contribution for these who want to use as an input for further
detailed studies in this area.

1.7. Ethical consideration

Any information which is given by any respondent had stayed confidential and it would not
harm any one’s privacy. This study also did not affect the study population in any negative way.

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1.8 Organization of the paper

The study has five chapters, the first chapter deal with the introduction of the study that is
background of the study, statement of the problem, objective of the study, scope and limitation of
the study, significance of the study and organization of the paper. The second chapter deals with
reviewing related literature. The third chapter deals with methodology of the study that is
research design, sampling size technique, source of data collection and analysis. The fourth
chapter will contain Data presentation, analysis and interpretation. The Last chapter was contain
conclusions and recommendation.

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 Chapter Two

2. REVIEW OF LITERATURE

2.1 Definition of Training and Development

Different scholars’ defined training and other related terms as follows .According to Bernandin
(2003: 164) training is defined as any attempt to improve employee performance on currently
held jobs or one related to it.

According to Dessler (2003: 225) management development is any attempt to improve current
or future management performance by importing knowledge, changing attitudes, or increasing
skills.

Training usually refers to teaching operational or technical employees how to do job for which
they were hired. And development is to teach managers and professionals the skill deeded for
both present and future jobs. (Griffin, 2006: 106)

According to Mamoria and Gankar (2008: 277) training is a process of learning a sequence of
programmed behavior. It is application of knowledge. It gives people an awareness of the results
and procedures to guide their behavior. It attempts to improve their performance on the current
job or prepare them for an intended

2.2 Objectives of Training

Training has many objectives which includes:-

1. To provide the knowledge, skills and attitudes (way of thinking about behaving
towards) for individuals to undertake their current jobs more efficiently. Part of
the process is also to assist employees at all levels to extend their untapped talents
to undertake the implications and significance of their roles.
2. To help employees to become capable of assuming other responsibilities within an
organization either at more senior or at their current level ( developing their
potentials)
3. To help employees to adapt to changing circumstances facing organizations such
as new technologies, new business environment, new products, etc.

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 4. To reduce waste and increase efficiency
5. To minimize input use and maximize output
6. To relive supervisors from close supervision and get time for others (David A.
DeCenzo & Stephen P. Robbins; 2010).

2.3 Importance of Training

 Top management should give high priority and take personal interest and decide upon the
training policy based on organizational objective.
 Managerial and supervisory personnel must be made to involve and should be impressed
upon regarding to benefits of training.
 Training programs must be needed oriented and be accepted to all concerns.
 Selection of trainees must be made on the bases of interest in learning and acquiring skill
process.
 Duration must be short enough to spare the employees without hampering regular/normal
work
 The number of participants limited to 15 to 20 in order that they can interact and take
active part in the program.
 As far as possible supervisor officers of trainees should not be present in the training are
to enable the trainees to express their ideas and opinion freely.
 Training must be arranged outside the industry and the participants feed mentally and
physically from the routine duties.
 Regular follow-up procedures to evaluate the usefulness of the course as well as trainees
programs.( Stone R J. 2002)

2.4 Responsibility for Training

According to Paul herry (1992) Training is the responsibility of four main groups.

1. The top management, which frames the training policy.

2. The personal management department, which plans, establishes and evaluates
instructional programs.
3. Supervisors, who provide feedback, revision and suggestions for corporate educational
endeavors
4. employees

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2.5 Principles of Training
 1Top management should give high priority and take personal interest and decide upon
the training policy based on organizational objective.
 Managerial and supervisory personnel must be made to involve and should be impressed
upon regarding to benefits of training.
 Training programs must be needed oriented and be accepted to all concerns.
 Selection of trainees must be made on the bases of interest in learning and acquiring skill
process.
 Duration must be short enough to spare the employees without hampering regular/normal
work
 The number of participants limited to 15 to 20 in order that they can interact and take
active part in the program.
 As far as possible supervisor officers of trainees should not be present in the training are
to enable the trainees to express their ideas and opinion freely.
 Training must be arranged outside the industry and the participants feed mentally and
physically from the routine duties.
 Regular follow-up procedures to evaluate the usefulness of the course as well as trainees
programs (Michael Armstrong2000).

2.6 Implementation of Training Programs

Ones the training programs have been designed, it needs to be implemented. Implementation is
best with certain programs. In the first place, most managers are action oriented and frequently
say they are busy to engage training efforts. Secondly, availability of trainers is a problem. in
addition to possessing communication skills, the trainers must know the company’s philosophy,
its objectives, its formal and informal organizations, and the goal of training program. Training
and development requires a higher degree of creativity personnel specialty (Shaun Tyson 2006).

2.7 Methods of Training

The forms and types of employees training methods are interrelated. It is difficult if not
impossible; to say which of the methods or combination of methods is more useful than the other

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 Classification of training method

On the job demonstration and example apparent ship other training method

Vestibule simulation classroom methods

Associations

Lecture Audiovisual aids

Conference
Case study
Role playing Programmed instruction

Figure7.1. Classification of training Method

2.7.1. On the Job Training (OJT)

Virtually every employee, from the clerk to the company president gets some ‘On the job
training’ when he joins a firm. That is why Wliam Tracly calls it ‘the most common, the most
widely used and accepted, the most necessary method of training employees in the skills
essential for acceptable for job performance.’

Trainees earn as they learn under the watchful eyes of a master mechanic or crafts man, receive
immediate feedback, practice in the actual work environment, and associate with the same
people they will work with.

There are a variety of OJT methods, such as ‘Coaching’ or ‘Understudy’; job rotation; and
special assignments. Under coaching or understudy method (which is also known as ‘intern ship’
method) the employee is trained on the job by his immediate supervisor. ‘Intention’ is usually
applied to managerial personnel and provides a wide variety of job experience, often involving
job rotation, or an ‘assistance to’ type of position. ’Apparent ship’ is generally used import skills
requiring long period of practices as found in trade, crafts and other technical fields.

In job rotation, a management trainee is made to move from job to job at certain intervals. The
job vary in contain.

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Special assignments or committees are other methods used to provide lower-executives with
firsthand experience in working on actual problems. Executives from various functional areas
serve on ‘boards’ and are required to top management. On the job training is made more
effective by the use of a variety of training aids and techniques, such as procedure charts, lecture,
sample problems, demonstrations, oral and written explanations, tape-records and other aids.

2.7.2. Job Instruction Training (JIT)

This method is very popular in the states for preparing supervisors to train operatives. The JIT
method requires skilled trainers, extensive job analysis, training schedules, and prior assessment
of the trainee’s job knowledge. This method is also known as ‘training through step-by step
learning’.

2.7.3. Vestibule Training (or Training-centered Training)

This method attempts to duplicate on the job situations in a company class room. It is a class
room training which is often imported with the help of equipment and machines which are
identical with those in use in the place of work. This technique enables the trainee to concentrate
on learning the new skill rather than on performing an actual job. It is a very efficient method of
training semi-skilled personnel, particularly when many employees have to be trained for the
same kind of work at the same time. It is often used to train Clarks, bank tellers, inspectors,
machine operators, testers, typists, etc

2.7.4 Training by Experienced Workman

By this method, training is imported by experienced senior fellow-workers. It is particularly

adaptable where experienced workmen need helpers. It is useful for departments in which
workmen advances trough successive jobs to perform a series of operations.

2.7.5. Training by Supervisors

Such training is imported on the job by the workers immediate supervisors. It provides the
trainees opportunities for getting a required with their bosses. The bosses too have an
opportunity to judge the abilities and possibilities of trainees from the point of view of their job
performance.

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 The success of these methods depends up on the fact that:

A) The experienced supervisor must be good teachers.

B) They should have incentives and sufficient time for caring out the training program.
C) They should be provided with an accurate account of the training needs of the trainee
they are to teach.

2.7.6 Demonstration and Examples (or Learning by seeing)

In the demonstration method, the trainer describes and displaying something, as when he teaches
employees how to do something by actually performing the activity himself and by going
through a step by step explanation of ‘why’ and ‘ what ’he is doing.

Demonstrations are very effective in teaching because it is easier to show a person how to do a
job than to tell him or ask him to gather instruction from reading materials. Demonstrations are
often used in combination with lectures, pictures, text materials, and the like.

2.7.7 Simulation
Simulation is a technique which duplicate as nearly as possible, the actual conditions
encountered on a job. The vestibule training method or the business-game method is examples o
f business simulation. Simulation technique has been most widely used in the aeronautical
industry.

2.7.8 Apprenticeships
For training in crafts, trades and technical areas, apprenticeship training is the oldest and most
commonly used method, especially when proficiency in a job is the result of a relatively long
training period of 2 years to 3 years for persons of superior ability and from 4 years to 5 years.

2.7.9 Classroom or off-the Job methods

‘Off the job training’ simply means that training is not a part of every day job activity. The actual
location may be the company class room or in place which are owned by the company, or in
universities or associations which have no connection with the company. These methods are
consists of:

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 1. lectures;
2. conference;
3. group discussions;
4. case studies;
5. role playing;
6. programmed instruction;
7. Laboratory training.(Mamoria and Gankar, 2008: 297-301)

2.8 Management Development concepts

A number of management development concepts have involved over the past quarter of a
century. These concepts where nurtured by modest experimentation and a vast amount of
empirical findings. They now form the bases of sound program of management development.
According to Shaun Tyson (2006) some of them important concepts are:

I. There is no time limit for learning. Management training is not a “one shot” affair but
continuous throughout an executives whole professional career.
II. There always exists some gap between actual performance and capacity, which
provides considerable opportunities for improvement.
III. Increased understanding of others, their behavioral attitude and of oneself definitely aid
in managing and contributing to personal development, which is needed to increase and
expand managerial development.
IV. There are certain forces which are retard further growth but these may be offset or the
direction of their development changed.
V. Development seldom takes place in a completely peaceful and relaxed atmosphere.
Growth involves stress and strains.
VI. Development requires a clear cut setting of the objectives and goals which are to be
achieved or attained, and the ways and methods of achieving these.
VII. Participation is essential for growth. Active learning and effort are needed. Spoon-
feeding seldom brings significant or long-lasting improvement.

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VIII. Feedback from superior to subordinate, and from a group to an individual is necessary
for the recognition of shortcomings and for keeping oneself in touch with the progress
that has been achieved.
IX. An important responsibility in the management of personnel is that of development.
Management if a major factor in organizational efficiency.

2.9 Factors Inhibiting Management Development

Some of the factors which hamper management development program are:

I. Job security of employees, its stability, and pension; these slow down the mobility of
employees and check the recruitment of young people.
II. Supervisors at different levels, especially in the middle management, often feel trapped.
III. Home ownership, home sickness, close ties with one’s family, community and social
activities inhibit development to large extent.
IV. Relations between supervisors and subordinates are often not conducive to management
development. When a subordinate is afraid of the growth of his supervisor, or when no
challenging situations are offered to him, the chance of his development is greatly
reduced. (Mamoria and Gankar, 2008: 225-230)

2.10 Process of Training

According to Bernardin (2003: 166-169) the basic process of training involves basic steps.

1. Need assessment
2. development
3. evaluation

The goal of assessment phase is collect information to determine if training is needed in the
organization. If it is needed, it is then important to determine where in the organization it is
needed? What kind of training is needed? And what specific knowledge, abilities, skills or other
characteristics (KASOC) should be thought. This information is collected by conducting three
types of analysis: at organizational, job and individual level of analysis. After the information is
compiled, objectives of the training program can be derived.

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The goal of development phase of training is to design the training environment necessary to
achieve the object. This means trainers must receive relevant learning issue, including
characteristics of adult learning and learning principals as they apply to a particular training and
potential trainees under consideration. Also trainees must identify or develop training materials
techniques to use in the program. Finally after the appropriate learning environment is designed
or selected the training is conducted.

The goal of evacuation phase is to examine whether the training program has been effective in
making the stated objective. The evaluation phase requires identification and development of
criteria, which should include participants’ reaction to the training, assessment of what they
learned in the training program, measures of their behavior after training, indicators of
organizational results (e. g … change in productivity, data sales figures, employee turnover,
accident rate)and return on investment or utility analysis. An experimental design is chosen to
assess the effectiveness of training. The choice of criteria and designs are both made before
training is conducted in order to ensure that training will be properly evacuated. After the
training is completed, the program is then evaluated using the criteria and design selected.

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 Identifying needs for training by Identify or develop criteria to
conducting need analysis: evaluate training outcomes:

 organization  reactions
 task or job  learning
 person  behavior change
 organizational research

Drive instructional objective

Choose evaluation design

Design a learning environment by examining:

 characteristics of adult learners

 learning principles

Identify or develop training materials and methods

Conduct training

Conduct evaluation and cost-

effectiveness of training
program.

Figure2.2. a system model of Training

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2.10.1. Need Assessment
The first step in training is to determine that the need for training actually exists. An organization
should commit its resource to training activities only if the training can be expected to achieve
some organizational goal. The decision to conduct training must be based on the best available
data, which are collected by conducting a need assessment.

A need assessment is a systematic, objective determination of training needs that involves

conducting three primary types of analysis.

1. Organizational Analysis
An organizational analysis tries to answer the question of where the training emphasis should be
place in the company and what factors may affect training. To do this an examination should be
made of organizational goals, personnel involves, performance data, and climate and efficiency
indices. Organizational analysis constraints that may hamper the training process also explored.

2. Job analysis
A job analysis tries to answer the question of what should be thought in training so that the
trainees can perform the job satisfactorily. When conducting a job analysis to determine training
needs ], both a work oriented approach , which focuses on identifying behaviors and KASOCs,
and a task oriented approach which describes the work activities performed, should be use. The
critical incident technique (CIT) is particularly valuable because it provides considerable details
on the job and consequences of specific work behavior. A task oriented approach is beneficial in
identifying specific training objectives that are used in curriculum development and program
evaluation.

3. Person al analysis
A person analysis attempts to answer the question of who needs training in the firm and the
specific types of training needed. To do this the performance of individuals, groups, or units on
major job function (taken from the performance appraisal data)is compared to the expected
performance standards. Given these data one should able to determine which job incumbents (or
groups of incumbents) are successful at completing the tasks required.

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2.10.2. Development of the Training program

After need analysis has been conducted and staff is confident that training is needed to address
performance problem or to advance the firms mission, the training program is developed. This
can be done by in house training staff or by outside consultant.

1. Designing a learning environment for training:

To design a training program in which learning will be facilitated, trainers should review the
basic principles of how individuals learn. Learning principles should be reviewed and integrated
in to the design of training program and materials.

2. Preconditions for learning:

Trainees must be ready to learn before they are placed in any training program. To ensure this,
trainers should determine whether trainees are trainable (i.e. where they have the ability and are
motivated to learn). In addition, trainers should try to gain the support of trainees and their
subordinates prior to actually implementing the program. this is particularly important for
training incentive areas such as diversity and gender and race discrimination.
A. Trainability
Before the trainees benefited from any formal training, he or she must be trainable or ready to
learn. This means the trainees must have both the ability and the motivation to learn. To have the
ability, the trainee must possess the skill and knowledge prerequisite to master the material. One
way to determine this is to give trainees a work sample (i.e., an example the type of skill to be
performed on the job) and measure how quickly they are able to learn the material or how well
they are able to perform the skill.

B. Gaining the supports of trainees and others.

If trainees do not see the value of training, they will be unlikely to learn new behaviors or use
them on their job. Trainees should be informed in advance about the benefit that will result from
training. If they see some incentives from training, it may strengthen their motivation to learn the
behaviors, practice them, and remember them. To gain the support of trainees from the learning
program, the trainees must point out intrinsic (e.g., personal growth) and extrinsic (e.g.,
promotion) benefit of attending the training.

17
In addition to gaining the support of trainees for training, the support of their supervisors,
coworkers, and subordinates should be sought.

C. Condition of the Learning Environment

After ensuring the preconditions for learning are met, trainers should build a training
environment in which learning is maximized. To do this, trainers need to decide how to best
arrange the training environment by addressing the issues below.

 Whole versus part learning

Research has shown that when a complex task is to be learned, it should be breakdown in to its
parts if this can be done. Trainees should learn each part separately, starting with simplest and
going on the most difficult. However, part learning should be combined with whole learning; that
is trainees should be shown the whole performance so that they know what their final goal is.
The training content should be broke down into integrated parts, and each part should be learned
until it can be performed accurately.
 Massed verses spaced practice
Practice is important for trainees to learn a new skill or behavior. Trainers also can observe the
practice sessions and provide feedback to the trainees to correct their mistakes. Spaced practice
(i.e., practicing the new behavior and taking a rest periods between) is more effective than
massed practice (practicing the new behavior without breaks), especially for motor skills.
 Over learning
Over learning (i.e., practicing for beyond the point of performing the task successfully) can be
critical in both acquit ion and transfer of knowledge and skills. Generally, over learning increases
retention overtime, makes the behavior or skill more automatic, increase the quality of the
performance during stress and helps trainees transfer what they have learned back to the job
setting. Over learning is desirable in a program when the task to be learned is not likely to be
immediately practiced in the work situation and when performance must be maintained during
prior of emergency.
 Goal setting.
Goal setting can help employees improve their performance by directing their attention to
specific behaviors need to be changed. If employees set specific, challenging goals thy can reach
higher level of performance. Goal setting improves performance because it affects four
mechanisms; (A) it directs and focuses a persona’s behavior, (B) it increases an individual’s

18
effort towards attaining the goal, (C) it encourages an individual to persist on the goal or work
harder and faster to attain it, and (D) it enables an individual to set specific strategies for
attaining the goal
 Knowledge of results.
For trainees to improve performance, they need to receive timely and specific feedback or
knowledge of the result. Feedback serves informational and motivational purpose. It tells trainees
how discrepant their performance is from the desired performance and what particular skills or
behavior they need to correct. Also it can motivate them to meet their performance goals ones
they see that they are coming close to accomplishing them. Trainers should build into the
training environment opportunities for providing feedback to trainees.
 Attention
Trainers should try to designee training programs and materials to ensure that trainees devote
attention to them they can do this by choosing a training environment that is comfortable to
trainees (e.g., that has good temperature, lighting, seat, plenty of room, shacks) and free from
distraction (e.g., phone calls, interruptions from colleagues). No matter how motivated trainees
are, if the environment is not comfortable to work in, trainees will have difficulty to learn.
Trainers also should make sure that trainees are familiar and have accepted the learning
objectives.
 Retention
The ability to retain what is learned is obviously relevant to the effectiveness of training
program. Many factors have been found to increase retention. If the material presented is
meaningful to trainees, they should have an easier time understanding and remembering it.
Trainers can make the content meaningful by:
1. Presenting trainees with an overview of what is to be learned so that they will be
able to see the overall picture.
2. Using examples, concepts, and terms of familiar to the trainees (e.g., use medical
terms and examples when training doctors and nurses), and
3. Organizing the material from simple to complex (e.g., teach someone how to
serve before you teach him/her strategies in tennis).
Retention can be enhanced by rehearsal or requiring training to periodically recall what they
have learned through tests. (Bernardin, 2003: 167:172)

19
 2.10.3. Evaluation
Evaluation involves the collection of information on whether trainees were satisfied with the
program, learned the material, and were able to apply the skills back on the job. it may be
important to determine whether trainees are capable of exhibiting the appropriate level of skill
(e.g., do new supervisors know all of organization’s policies and procedures). It may be
important to know whether or not trainees have changed their behavior and if the change due to
training (e.g./ do supervisors complete the necessary paper work for disciplining an employee
more so far the training than before it was conducted). Further, it may be critical to know that it
the organization place a new group of supervisors in the same training program that thy will also
improve their learning or behavior.
Evaluation ensures that the programs are accountable and are meeting the particular needs of
employees in a cost effective manner. This is especially important today, as organizations
attempt to cut costs and improve quality. Without evaluation, it is very difficult to show that
training was the reason for any improvement.
2.10.3.1 Type of criteria
Trainers should try to collect five types of data when evaluating training program:
 measure of reaction
 learning
 behavior change
 organizational result
 return on investment (ROI)

The first four of these criteria are widely used to evaluate corporate training programs, and the
last, ROI has recently been added as another important source of evaluation of data.

A. Reaction

Reaction measures are designed to assess trainee’s opinion regarding the training program. Using
a questioner, trainees are asked at the end of training to indicate the degree they were satisfied
with the trainer, subject matter and content, the materials(books, pamphlets, handout) and
environment(rooms, breaks, meals, temperature).

Favorable reactions to a program do not guarantee that learning has occurred or that appropriate
behavior has been adopted. However, it is important to collect reaction data for several reasons:

20
 1. To finned out how satisfied trainees were with the program
2. To make any needed revision in the program
3. To insure that other trainees will be receptive to attending the program .

B. Learning

Learning measures assess the degree to which trainees have mastered the concepts, knowledge,
and skills of the training. Typically, learning is measured by paper and pencil test (e. g essay type
questions, multiple choice), performance tests, and simulation exercises. These measures should
be designed to sample the content of the training program. Trainees should be compared on their
level of understanding. Test them before and after training to determine the effect of training on
their knowledge.

C. Behaviors

Behavior of trainees before and after training should be compared to assess the degree to which
training has changed their performance. This is important because one of the goals of training is
to modify the on-the job behavior or performance of trainees. Behaviors can be measured by
relying on the performance evaluation system to collect ratings of employees both before and
after training.

D. Organizational Results

The purpose of collecting organizational results is to examine the impact of training on the work
group or entire company. Data may be collected before and after training on criteria such as
productivity, turnover, scrap, sales, and customer satisfaction. The trainer will try to show that
the training program was responsible for any change noted in these criteria.

E. Assessing the cost and benefits of Training

A variety of methods can be used to assess the value of training. Two that are increasingly being
used by I/O psychologists are calculation of ROI and utility analysis. No matter which approach
is used, costs and benefits associated with training must be estimated.
 Retune on Investment

Given the increasing amount of money that firm’s budget on training, it is imperative that
companies be able to estimate the return on investment (ROI) that training provides them. To do
this, firms should assess the cost and benefit associated with their programs. The basic ROI
formula is as follows:

21
 ROI (%) = (Net programmed benefits) (100)
Programmed costs

When making ROI calculation, it is important to use reliable and credible sources and to be
conservative when estimating benefits and costs for training. It is also important to involve
management when deciding on what is an acceptable ROI as a target goal for the training.

 Utility Analysis

Another approach that can be used when calculating the value of training is a utility model. This
is difficult but may be important for showing top management the value of training for the
organization. Utility is a function of the duration of training programs effect on employees, the
number of employees trained, the validity of the training program, the value of the job for which
training was provided, and total cost of the program. Utility analysis measure the economic
contribution of a program according to how effective it was in identifying and modifying
behavior. Because the calculation involved in a utility analysis are based on subjective
estimations, this model has not yet gained wide spread acceptance by trainers as a particular tool
for evaluating return for evaluating return on training investments. (Bernardin, 2003: 180-184)

2.11 Characteristics of Effective Training practice

Surveys of corporate training and development practices consistently have found that
characteristics seemed to distinguish companies with the most effective training practice.

 Top management is committed to training and development; training is part of

corporate culture.
 Training is tried to business strategy and objective and is linked to bottom line result.
 Organizational environment are “feedback rich”; they stress continues improvement,
promote risk taking, and afford opportunity to learn from the successes and failure of
decision.
 There is commitment to invest the necessary resources, to provide sufficient time and
money for training.

22
2.12 Training Paradox
Some businesses, small and large, shy away from training because they think that by upgrading
the skill of work force their employees will be more marketable to compotators. That is true.
However, also an interesting paradox affects both employee and employer. That is, if an
employee’s takes change of his/her own employability by keeping his/her skills updated and
varied. So he/she can work for anyone, he/she also build more security with his/her current
employer assuming the company values highly skilled and motivated employees. (Cascio, 2006:
291)

23
 Chapter Three

3. Research Methodology

3.1 Research Design

The study used a survey method to explore the problems of training and development in the
selected camps of the case area. The camps were selected by cluster sampling method. A cluster
sample is obtained by selecting clusters from the population on the basis of simple random
sampling.

The study used descriptive in its nature. Because “Descriptive research comprise surveys and
fact finding enquiries of different types. The main objective of descriptive research is describing
the state of affairs as it prevails at the time of study. The term ex post facto research is quite
often used for descriptive research studies in social sciences and business research (Ghauri, P. &
Grönhaug, K. 2005).”

3.2 Sampling Size Technique

Size of the sample refers to the number of item to be chosen from the universe to form a sample.
According to Kothari (1988) “a sample design is a definite plane for obtaining a sample from a
given population.” The study used probability sampling technique. Under this sampling design,
every item of the universe has equal chance of being included in the sample. Stratified sampling
is employed to classify the study population in to stratum. Because a population, from which a
sample is to be selected does not comprise a homogeneous group, stratifies sampling technique is
generally employed for obtaining a representative sample.

Then, items are selected from each stratum to form a sample. As each stratum is more
homogeneous than the remaining total population, the researcher would be able to obtain a more
precise estimate for each stratum and by estimating more accurately each of the component parts,
he/she is able to obtain a better estimate of the whole. In addition to stratified sampling, simple
random sampling was use employed for each stratum.

Currently University of Gondar has 425 employees. From these employees of 51 the employees
were administrative staff and 25 were academic staff. For this study purpose, sample was taken

24
from the academic staff who were on duty and administrative staff. 425 Is the sum of these two
staffs. From those 349 employees 81 of them were taken as a sample.

The university has five compasses and the population is relatively homogeneous. The sample
size of the university compass was use determined by using simple random sampling method.
After selecting the sample of the university were use its one (Atse tewodros) compass, the
researchers used the following sample size determination formula to determine the sample size
of the population in the university. The formula was developed Taro Yamane (1967). It is
calculated as follows

N
n= 2
1+ N∗(e)

n - The sample size

N - The population size

e - The acceptable sampling error (0.1)

425
n= 2
1+ 425∗(0.1)

425
n=
1+ 425∗(0.001)

425
n=
1+ 4.25

425
n=
5.25

n=81

3.3 Source of Data

To address the research objective the main source of data in this study used the primary and
secondary data, Primary data is obtained from target population. i.e. the respondent which are
currently working in the selected compass, through questioners. The second data was obtained
from different related literature including books, previous research works and articles and
abstracts, and from unpublished source i.e. website, annual and quarterly report of the university,
under consideration and other material found in the library is used to complement primary data.

25
3.4 Method of Data collection
To address the research objective the data collection methods that are employed in this study
were collected through standardized questionnaires.

3.5 Methods of Data Analysis

After questionnaires are collected, they were edited to detect possible errors and omissions and
they are coded to categorize in to groups and numbers. Also classification of data was conduct.
Then the data was analyzed by using SPSS, tables and percentages.

26
 Chapter Four
4. DATA PRESENTATION, ANALYSIS AND INTERPRETATION

As presented under the methodology part of the study, well-designed questionnaires were
prepared and distributed to the sampled employees of Gondar University. Accordingly,
81questionnaires have been distributed to employees to secure their feelings about the training
and development system of the university, which will help the researcher to draw conclusions
regarding the study, and then to forward some possible suggestions for any significant problem
identified. Thus, under this section the responses for the questionnaires are summarized and
narrated inTable4.1 to Table 4.11 and then analyzed one by one.

4.1 Questionnaires distributed, returned and unreturned

Key: N=number

To assess the training and development system of Gondar University well-designed

questionnaire were prepared and distributed to 370 respondents. Of these, 336 (90.82%) were
kind enough to fill and return the questionnaire and the rest 34(9.18%) were failed to return the
questionnaire distributed to them.

4.2 Biographical information of respondents

Table

Item Measurement N=81 %

Gender Male 55 67.9
Female 26 32.1
Total 81 100
Age 20-25 year 5 6.17
26-30year 27 33.33
31-35year 40 49.38
36-40year 8 9.88
>40year 1 1.23
Total 81 100

27
Educational level 12th completed 3 3.7
Certificate 0 0
Diploma 2 2.47
Bachelor degree 35 43.21
Masters degree 40 49.38
PHD 1 1.23
Total 81 100
Occupational status Academic staff 59 72.84
Administrative staff 22 27.16
Total 81 100
Year of service in <1 year 1 1.23
Gondar university 1-3 year 34 41.98
4-6 year 45 55.56
>7 year 1 1.23
Total 81 100
4.2: Biographical information of respondents

Source: own survey 2015

Based on the analysis in Table 4.2 the main personal characteristics of the surveyed respondents
were explained as follows.

According to the employers sex 55 (67.9%) of the respondents are male and the rest 26 (32.6%)
are female. This implies that the majority of the employees are males.

Concerning to the age, majority of respondents 40(49.5%) belong to age group that falls 31-
36years, 27 (33.33%) of the respondents are 26-30 years,5 (6.17%) are belong to the age group
that fall 20-25 years, 8(9.88%) of the respondents are fall 36 and 40 years, and the rest
1(1.230%) belong the age group that is above 40 years. Most of the respondents’ age (49.38 %)
is above 31 years which indicate their long period experience in work environment.

With regard to educational level, 3(3.7%) are 12th completed holders, 0(0%) are Certificate
holders, 2(2.47%) are diploma holders, 35(43.21) are first degree holders,40(49.38%) are

28
second-degree holders and 1(1.23%) are PhD holder employee among the respondents. This
assures that 99.9 % the university employs has adequate educated workforce.

Regarding the occupational status, 59(72.84%) of the respondents are Academic staff and the
rest 22(27.16%) are Administrative staff.

Concerning the respondents year of service in the university, 1(1.23%) have been working less
than 1 years 34(4.98%) have been working for 1 to 3 years, 45(55.56%) have been working for
4-6 years, and 1(1.23%) have been working below 7years in the university. Around 63.07% of
the respondents served the university greater than 4 years. This shows that experienced employed
workers occupy the university.

4.3 Attitudes to training and development

Table 4.3: Attitudes to Training and Development

Item Measurement N=81 %

Training and Strongly agree 37 45.68
development is an Agree 20 24.69
integral part of Neutral 11 13.58
employee- Disagree 11 13.58
management Strongly disagree 2 2.47
relationship
Total 81 100
Training and Strongly agree 23 28.40
development Agree 34 41.98
integrates goals of Neutral 6 7.41
individuals with those Disagree 5 6.17
of the university Strongly disagree 13 16.05
goals
Total 81 100
Training and Strongly agree 22 27.16
development Agree 24 29.63

29
motivates employees Neutral 8 9.88
Disagree 7 8.64
Strongly disagree 20 24.69
Total 81 100
Training and Strongly agree 17 20.99
development of the Agree 33 40.74
university is Neutral 15 18.52
bureaucratic and time Disagree 10 16.05
consuming Strongly disagree 3 3.70
Total 81 100

Training and Development

Source: own survey 2015

Based on the analysis shown in Table 4.3, attitudes to training and development are interpreted
as follows.
Concerning the integration of training and development in employee-management relationship,
37(45.68%) of the administrative staff responded strongly agree, 20 (324.69%) replied agree and
the neutral 11(13.58%) and 11(13.58%) of the respondent of the administrative staffs is disagree.
On the other hand 2(2.47%) of the academic staff strongly agree, 34(41.98%) agree, and the rest
5(6.17%) responded disagree. As can be seen from the above analysis table there is no gap
between the two staffs (administrative and academic staffs) concerning the statement that
training and development is an integral part of employee-management relationship.

With regard to the statement of training and development integrates the goals of individuals with
those of the university, 22(27.16%) of the administrative staff replied strongly agree, 34(41.98)
replied agree, and employees they do not agree for the Pointe, and 13(16.17%) of the
respondent is strongly disagree on it. On the contrary, 59(72.84%) of the academic staff
responded strongly agree, 34(41.98%) agree, 5(6.17%) of the respondent fill disagree, and the
rest 13(16.05%) replied as they are strongly disagree. This shows that the view of academic and

30
administrative staff about the integration of goals of individuals with that of the university was
on the same side.

Concerning the motivational impact of training and development on employees, 22(27.16%) and
the majority of 24(29.63%) of the administrative staff strongly agree and agree respectively, and
21(6.2%) of the respondent not supported (disagree) on it. And 43(12.8%) of the academic staff
is strongly agree, the majority, 22(27.16%) (of the academic staff is agree, and a few of or 1.2%
of the respondent is disagree. This clearly indicates that both the academic and administrative
staff has the same attitude towards the motivational impact of training and development.

When asked to what extent the respondents agree or disagree on the bureaucratic and time
consuming nature of the university’s training and development system, 47(14%) and 42(12.5 %)
of the administrative staff replied strongly agree and agree respectively, on the other side
40(11.9) and 49(14.6) of them are disagree and strongly disagree, and the rest 11(3.3%) replied
as they are neutral. Whereas among academic staff respondents supported that, 32.7% agree or
strongly agree, 7.7% of the respondent strongly disagree or disagree and the rest 3.3% is neutral
on the bureaucratic and time-consuming nature of training and development program in the
university. This shows that administrative staff had good attitude towards the training and
development system of the university as that of academic staff.

4.4 Roles and responsibility in training and development

Training is the responsibilities of four main groups, the top management, the personnel
management department, supervisors and employees. (Paul herry¸1992)

Item Measurement N=81 %

Training and Strongly agree 37 45.68
Agree 20 24.69

31
development is an
integral part of Neutral 11 13.58
employee- Disagree 11 13.58
management Strongly disagree 2 2.47
relationship
Total 81 100
Training and Strongly agree 23 28.40
development Agree 34 41.98
integrates goals of Neutral 6 7.41
individuals with those Disagree 5 6.17
of the university Strongly disagree 13 16.05
goals
Total 81 100
Training and Strongly agree 22 27.16
development Agree 24 29.63
motivates employees Neutral 8 9.88
Disagree 7 8.64
Strongly disagree 20 24.69
Total 81 100
Training and Strongly agree 17 20.99
development of the Agree 33 40.74
university is Neutral 15 18.52
bureaucratic and time Disagree 10 16.05
consuming Strongly disagree 3 3.70
Total 81 100

32
Item Measurement N=81 %
Who sets the training Senior management 20 24.69
development Personal staff 20 24.69
requirement for Supervisor 29 35.80
individual in the Employee 12 14.81
university Unknown 0 0
Total 81 100
Who is responsible Senior management 14 17.28
for the training and Personal staff 17 20.99
development of Supervisor 28 34.57
workers in the Employee 21 25.93
university Unknown 1 1.23
Total 81 100
Who plays a role in Top management 31 38.27
training and Personal staff 16 19.75
development program Supervisor 17 20.99
of the university Employee 16 19.75
Unknown 1 1.23
Total 81 100
Table 4.4: Roles and responsibilities in training and development

Source: own survey 2015

33
Based on the analysis in Table 4.4: the following interpretation is given
Concerning who sets the training and development requirement for individuals within the
university, 14(17.28)% of the respondents replied that the requirement is set by senior managers,
17(20.99%)by personnel staff, 28(34.57%) by supervisors, and 2(25.93%) of the respondents
replied that they did not know who sets the requirements of training and development in the
university. This reveals that the senior managers play a major part in setting the training and
development requirement of individuals in the university also the personnel staff and supervisors
have a moderate role in setting the requirements. However, employees have no role on
requirement setting of the university training and development.

Regarding the responsibility for training and development of workers in the university, 17.28%
senior managers 20.99 %personnel staff, 34.57% supervisors, 25.93 employees, and 1.23 % of
respondents replied that the are not clear with who is responsible for the training and
development of workers in the university. This shows that senior managers are responsible for
the training and development of workers in the university.

Concerning who plays a role in the training and development program of the university, 38.27%
top managers, 9.75% personnel staff, 20.99% supervisors, 19.75% employees and 1.23% of
responded do not know how play a major role in training and development program in their
work place. This shows that the top management of the university plays the major role on the
training and development programs of the university. Personnel staff, supervisors, and
employees have a little role in training and development of the university.

4.5 Factors affecting management developments

As presented on the literature review part of the study, by Mamoria and Gankar (2008) there are
four factors, which are, job security of employees, its stability and pension, supervisors at
different levels, home ownership, homesickness, close ties with one’s family, community and
social activities. These factors will have a great impact on the development of managers.

Table 4.5: Factors affecting management development

Item Measurement N=81 %

The factors which Job security of 14 17.28

34
affect management employees, its
development is/are stability and pension
Supervisors at 22 27.16
different level
Home ownership/ 32 39.51
home sickness, close
line with one’s
family, community
and social activity
Relationship between 13
supervisors and
16.05
subordinates
Total 81 100

Source: own survey 2015

As shown on Table 4.5, concerning the factors which affect management development, 17.28%
of the respondents replied that job security of employees ,its stability and pension will affect
management development, 27.16% are supervisors at different level, 39.51% thinks that home
ownership, homesickness, lose ties with one’s family, community and social activities will affect
the development of managers, and 16.05% replied that relation between supervisors and
subordinates will affect management development. This indicates job security of employees, its
stability, and pension have the major effect on management development.

4.6 Evaluation criteria

In any kind of training evaluation must be conducted in order to collect whether trainees were
satisfied with the training program, learned the materials, and were able to apply the skills back
on the job. To evaluate the training, there should be criteria.

According to Bernardin (2003), there are five criteria for evaluation, which are measure of
reaction, learning, behavior change, organizational results, and retune on investment.

Table 4.6: Kinds of training evaluation criteria

35
Item Measurement N=81 %
Which kind of Reaction (trainees 25 30.86
training evaluation opinion regarding the
criteria is (are) used training program)
by the university Learning (the degree 18 22.22
to which trainees have
mastered the concept,
knowledge and skill
of training)
Behavior/performance 13 16.05
(the degree to which
employee behavior
has changed)
Organizational results 13 16.05
(examines the impacts
training on the work
group or entire
company)
Return on investment 12 14.81
(assess the cost of
training associated
with training
programs)
Total 81 100
Source: own survey 2015

Based on the analysis in Table 5.6, the kinds of training evaluation criteria, 30.86% of the
respondents replied that the university uses reaction as criteria, 22.22% learning, 16.05%
behavior/performance, 16.05%organizational results, and the rest 1.81% return on investment.
This reveals that the university most of the time uses reaction and organizational results to
evaluate its training program.

36
To compare the evaluation criteria of the university with international practices, the researcher
presents the following as a showing. According to Casio(2006) in evaluating training programs,
it is important to distinguish target of evaluation (training contents and design, changes in
leaning, and organizational payoffs) from data collection methods (e.g. with respect to
organizational pay offs, cost benefit analysis, ratings, and surveys).However, measures of impact
of training on organizational results are the bottom line of training success. As presented by
concentrating on organizational results is good in order to evaluate training programs. According
to Bernrdin (2003), most training evaluations primarily assessing the reaction of training
participants. One study found that of companies collected reaction data, 99.99% collected
learning data, 51%measured changes in trainee’s behavior, and 49% measured change in
business results.

As shown in the above evidences, reaction and organizational results are mostly used criteria of
evaluating training programs in international practices of training. When comparing with
international practices the university is also uses organizational results and reactions as
evaluation criteria of its training programs.

4.7 Methods of training

There are many methods of training to train employees in any kind of work or job. Training
methods will have an important effect on the acceptance of trainees towards the training
materials and training concept. The best method for one situation may not be best for different
groups or tasks. Care must be used in adapting the method to the trainee and the job.

Item Measurement N=81 %

The method of On the job training 22 27.16
training which is /are Training by 12 14.81
used in the university supervisors
is/are Training by 31 38.27
experienced work
man
Vestibule training 14 17.28
Other specify 1 1.23

37
 Unknown 1 1.23
Total 81 100
Table 4.7: Methods of training

Source; own survey 2015

Based on Table 4.7 the following interpretation is given.

When employees asked about the methods available to train individuals which are used by the
university, 27.16% of the respondent fill on the job training, 14.81% Training by supervisors,
17.28% training by experienced workmen, 1.23% vestibule training, 14.28% of the respondent
are specify of the job training methods, and the rest 1.23% of the respondents do not know the
methods which the university uses to train its employees. This shows that training by
experienced workmen and on the job training methods are the major ones used by the university
to train its employees.

To compare the methods of training which are used by the university the researcher presents the
following as evidence. As Bernardin (2003), most training programs utilize several training
techniques since no one approaches is best suited for every purpose. For example, IBM’s
international sales training program includes both classroom and on-the job training, which is
given over one year to determine which combination of methods to select for a particular training
program, a developer should first clearly define the purpose of and the audience for training. In
addition, an assessment of the resources available to conduct the training is necessary.

4.8 Factors affecting training

A number of factors, all of which should be taken in to account, will affect training. Factors that
will affect training are personal factors, administrative factors, situational factors and others.

Many factors will affect training negatively by making the training program unsuitable to
trainees. Among these factors, administrative, situational (environmental, work condition etc),
and personal (attitude, perception and others) factors will have affect training.

Item Measurement N=81 %

Factor(s) which affect Administrative 30 37.04
training is /are factors

38
 Situational factors 20 24.69
Personal factors 30 37.04
Other specify 1 1.23
Total 81 100

Source: own survey 2015

Based on the analysis in table 4.8 concerning the factors that affect training, 37.04% replied that
administrative factors will affect training of the university, 24.69% situational factors, 37.04%
responded that personal factors will affect training, 1.23% replied that all administrative,
personal, and situational factors will affect training. This data reveals that the administrative
factors greatly affect the training of employees in the university.

4.9 Benefits of training

Without any benefit, there is no need of conducting training. If the training has done, it will have
many benefits. Among these benefits promotion, motivating a quality workforce, developing of
skill, ability and efficiency of employees are the major ones.

Item Measurement N=81 %

Among the following Promotion 9 11.11
which is/are the Motivating a quality 36 44.44
benefit of training work force
Development new 35 43.21
skill, ability and
efficiency
Other specify 1 1.23
Total 81 100
Table 4.9: benefits of training

Source: own survey 2015

Based on the analysis in Table4.9, concerning the benefits of training,11.11% of respondents

replied that promotion is the benefit of training alone, 44.44% replied motivating a quality

39
workforce as the benefit of training, 43.21% replied as to develop new skill, ability and
efficiency as the benefit of training, and 1.23% of the respondents replied that all promotion,
motivating a quality work force, and develop new skill, ability and efficiency are the benefit of
training.

This data reveals the great importance gained from training is to develop new skill, ability and
efficiency of the trainees. According to the data, promotion of staff is also the benefit gained
from training.

4.10 Follow up of training

As the research view of Follow up after the training is done follow up is important part of
training and development practices of the organization.

Item Measurement N=81 %

How frequently is Always 8 9.88
follow up is done to Usually 4 4.94
confirm the Sometimes 32 39.51
implementation of Rarely 37 45.68
training program Never 0 0
Total 81 100
Table 4.10: Follow-up 0f Training

Source: own survey 2015

Based on the analysis in Table 4.10, when respondents were asked how frequently follow-up is
done and they replied as, 9.88% always, 4.94% usually, 39.51%sometimes, 45.68% is rarely, and
0% of the respondent is never. This data clearly shows that follow-up is never done after the
training is conducted.

40
4.11 General assessments of the training and development programs of the university

Table4.11 Assessment of training and development

Item Measurement N=81 %

The training and Strongly agree 8 9.88
development Agree 41 50.62
programs of the Neutral 16 19.75
university is Disagree 12 14.81
compared to other Strongly disagree 4 4.94
institution
Total 81 100
The overall Excellent 22 27.16
assessment of Very good 27 33.33
training and Good 24 29.63
development in the Satisfactory 8 9.88
university is Unsatisfactory 0 0
Total 81 100
Source: own survey 2015

Based on the analysis in table 4.11, when the training and development program of the university
compared to other institutions, 9.88% of the respondents strongly agree, 50.62% agree, 4.94%
strongly disagree, 14.81% disagree and the rest 8% of the respondents replied as that are
neutrals. This data shows that the majority of the respondents disagree on the statement that
training and development program of the university is better than other institutions.

Concerning the overall assessment of training and development in the university, the majority of
the respondents, i.e., 0(0%) replied as unsatisfactory, 24(29.63)% replied as good, 9.88%
responded as satisfactory and only 33.33% rate it as very good. This data shows that the majority
of the respondents rate the overall training and development of the university as unsatisfactory.

41
 Chapter Five

5. CONCLUSION AND RECOMMENDATION

This chapter builds upon the analysis and interpretation maintained in the previous section. A
conclusions and recommendations based on the findings are forwarded in the following manner.

5.1 Conclusion

The study shows that there was a difference between the academic staff and administrative staff
concerning the bureaucratic and time consuming nature of training and development program in
the university.26.5% of the administrative staff strongly disagree on the bureaucratic and time
consuming nature of the university’s training and development program but 32.7 of the academic
staff agree or strongly agree on it.

The study reveals that the staffing of training and development requirement, responsibility for
training and development of workers and the role in training and development program of the
university are dominated by the top management.

The main factor affecting management development is job security of employees its stability and
pension which accounts 41.1% of the factor that affect development of the management.

The main factor affecting the training of the university is administrative factors i.e., incentives,
trainee, selection requirement and training budget, which accounts 50.9 among different factors.

The university did not conduct follow up after the training program is completed.

The training and development program of the university is at a lower level when it’s compared
with other institution of which respondents are familiar with.

42
Lack of clarity on training program, inadequate budget for training in appropriate selection of
trainees, lack of procedures to do training, unprogrammed training and lack of follow up are
problems, which faced the university.

As shown in the analysis and interpretation part of the study of, the university uses
organizational results and reaction which accounts for (58%) among other evaluation criteria
which are internationally practiced.

Finally, the overall assessment of training and development system of the university is
unsatisfactory accounts for 60.4% of the respondents, which needs improvement.

43
5.2 RECOMMENDATIONS

On the bases of the conclusion drawn with regard to training and development of Gondar
university, the following recommendations are made with the hope that implementation would
alleviate or reduce the problem identified.

The university should try to reduce or to avoid the differences between the academic and
administrative staffs concerning the bureaucratic and time consuming nature of the training and
development system of the university by clarifying the procedure and rules with regard to the
training and development system of the university.

The top management dominates all the responsibilities, roles and requirement setting to select
trainees on training and development of the university. Therefore, the university should clearly
specify roles, responsibilities and requirement setting of training and development to
stakeholders of the university.

It is founded that there is negligible follow up after the training programs. Therefore, the
university should do proper follow up after the training is conducted for feedback mechanism.

Administrative factors are the most dominant factors that affect the training in the university.
Therefore, the administrative body of the university should have to avoid or reduce its influence
in order to make the training programs effective.

The university should provide adequate budget, select trainees properly, setting training and
development requirements or procedures in a proper manner, conduct training on program in
order to enhance and to improve the training and development system that it follows.

44
 References

Beardwell, I., Holden, L. & Claydon, T. (2004)” Human Resource Management a Contemporary
Approach”, 4th Ed. Harlow. Prentice Hall.

Bernardin, H. John (2003) “Human resource management”

Cascio, w.F. (2006) “Managing Human Resources”, McGraw-Hill Education (India).

David A. DeCenzo & Stephen P. Robbins (2010) “Fundamentals of Human Resource

Management”, 10th Ed. Printed in the United States of America.

Dessier, Gary (2003) “Human resource management” prentice-hall of India, New Delhi.

Drucker, P.F. “Managing for the future” Tata McGraw-hill New Delhi

Ghauri, P. & Grönhaug, K. 2005. “Research Methods in Business Studies”: A Practical Guide.
3rd Ed. London: Prentice Hall.

Mamoria C. B. and Gankar S. V (2008), “Text Book of Human Resource Management", Pvt
Limited.

Michael Armstrong. (2000). “Understanding training”. Human Resource Management Practice.

8th Edition. Kogan page limited, London.

Paul herry; Kenneth H, Blanchers; Management of organizational behavior 5th edition prentice
Hal india 1992

Shaun Tyson (2006). “Essential of Human Resource Management” 5th edition Published by
Elsevier Ltd

Stone R J. (2002), Human Resource Management 2nd Edition, Jhon Wiley & Sons 2002.

Yamane, Taro. (1967). Statistics: An Introductory Analysis, 2nd Edition, New York: Harper
and Row.
 Appendix
University of Gondar
College of Business and Economics
Department of Management
Questionnaire

Dear respondents;
This questionnaire is designed to collect data for senior essay that is a partial fulfillment of a BA
degree in management. This research is prepared in the title of “training and development
problem” in case of university of Gondar. Your genuine response is extremely important for the
successful computation of this study. The information you provided used only for the purpose
indicated and will be kept confidential. Hence, you are kindly requested to fill in responding to
the question.

PART ONE

General Question

Please put ‘ü’ in the box provided for your answer

Sex Male* Female*

1. Age <20 years* 20-25 years* 26-30 years* 31-35 years*

36-40 years * >40 years*
2. Educational level 12 th completed* Certificate* Diploma*
First degree* Second degree* PhD*
3. Occupational status Academic staff*
Administrative staff*

4. Year of service in the university of Gondar <1years* 1-3 years* 4 -6 years* >7years*
PART TWO

1. Training and development is an integral part of employee-management relationship

A. Strongly agree* B. Agree* C. Neutral * D. Disagree*
E. strongly disagree *

2. Training and development integrates the goal of individuals with those of the university
goals
A. Strongly agree* B. Agree* C. Neutral * D. Disagree*

E. strongly disagree *

3. Training and development motivates employees

A. Strongly agree* B. Agree* C. Neutral * D. Disagree*
E. strongly disagree *

4. Training and development of the university is bureaucratic and time consuming

A. Strongly agree* B. Agree* C. Neutral * D. Disagree*
E. strongly disagree *

5. Who sets the training development requirements for individuals in the university?
A. Senior management * B. Personnel staff * C. Supervisors *
D. Employees * E. Unknown *
6. Who is responsible for the training and development of workers in the university?
A. Senior management * B. Personnel staff * C. Supervisors *
D. Employees * E. Unknown *
7. Who plays a role in training and development program of the university?
A. Top management * B. Personnel staff * C. Supervisors *
D. Employees * E. Unknown *
F. if any please specify........................

8. The factor(S) which affect management development is(are)

A. Job security of employees, its stability, and pension*
B. Supervisors at different level*
C. Home ownership, home sickness, close lies with one’s family, community and social
activities*
D. Relation between supervisors and subordinates*

9. Which kind of training evaluation criteria is (are) used by the university?

A. Reaction (trainee’s opinion regarding the training program) *
 B. Learning (the degree to which trainees have mastered the concepts, knowledge, and
skill of the training) *
C. Behavior/performance (the degree to which employees behavior has changed) *
D. Organizational results(examines the impacts of training on the workgroup or entire
company) *
E. Return on investment(assess the cost of training associated with training program)*
10. The method(s) of training which is (are) used in the university is (are)
A. On the job training*
B. Training by supervisors*
C. Training by experienced workmen*
D. Vestibule training*
E. If any please specify........................
F. I do not know*
11. Which factors more affects training in the university?
A. Administrative factors*
B. Situational factors*
C. Personal factors*
D. If any please specify........................
12. Among the following, which is (are) the benefit of training in university of Gondar?
A. Promotion*
B. Motivating a quality workforce*
C. Develop new skill, ability and efficiency*
D. If any please specify........................
13. How frequently is follow-up is done to confirm the implementation of the training
program?
A. Always* B. Usually* C. Sometimes* D. Rarely* E. Never*
14. The training and development program of the university is compare to other institutions
A. Strongly agree* B. Agree * C. Neutral * D. Disagree *
E. strongly disagree *
15. The overall assessment of training and development in the university is
A. Excellent* B. Very good * C. Good* D. Satisfactory *
E. Unsatisfactor

2
2
 Budget and Time Schedule
Time Schedule

Year 2014/15
Task
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
no
1 Collecting deferent
literature
2 Proposal writing
3 Data collection
4 Data analysis
5 Report writing
Financial Budget

no Required resource Quantity Unit price Total Price

1 Paper 4 120 480
2 Pen 4 4 16
3 Typing 3x80 3 720
4 Photocopy 1250 0.50 625
5 Miscellaneous Expense 800 800
Total 2641