EFFECT OF TRAINING ON EMPLOYEE PERFORMANCE: THE CASE

OF HIWOT FANA HARAMAYA UNIVERSITY SPECIALIZED

HOSPITAL

MBA THESIS

DANIEL NEGESA SAGNI

JULY, 2023
ADDIS ABEBA MEDICAL AND BUSINESS COLLEGE HARAR
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POST GRADUATE PROGRAM DIRECTORATE

Effect of Training on Employee performance:

The case of Hiwot Fana Haramaya University Specialized Hospital

A Thesis Submitted to Department of Management,

Post Graduate Program Directorate

Addis Abeba medical and Business College

In Partial Fulfillment of the Requirements for the Degree of

MASTER OF BUSINESS ADMINISTRATION

DANIEL NEGESA SAGNI

JULY, 2023

ADDIS ABEBA MEDICAL AND BUSINESS COLLEGE

 ADDIS ABEBA MEDICAL AND BUSINESS COLLEGE
POST GRADUATE PROGRAM DIRECTORATE

We hereby certify that we have read and evaluated this thesis entitled “Effect of Training on
Employee performance: The case of Hiwot Fana Haramaya University Specialized Hospital.”
prepared under my guidance by Daniel Negesa . Also we recommend that it be submitted as
fulfilling the thesis requirement.

……..

Major Advisor Signature Date

………….

Co- Advisor Signature Date

As a member of the board of examiners of the MA Thesis Open Defense Examination, we certify

that, we have read and evaluated the thesis prepared by Daniel Negesa and examined the

candidate. We recommend that the thesis be accepted as fulfilling the thesis requirements for the

degree of Master of Art in Business Administration

Chairperson Signature Date

Internal Examiner Signature Date

External Examiner Signature Date

Final approval and acceptance of the thesis is contingent upon the submission of its final copy to
the council of postgraduate program (CPGP) through the candidate of his department or
postgraduate committee (DGC or PGC).
 DEDICATION

I dedicate this Thesis Manuscript to my beloved wife Nanati Teshome , for her great devotion to
the success of my work.

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 STATEMENT OF THE AUTHOR

I declare that this thesis is my original work and that all sources of materials used for this thesis
have been duly acknowledged. This thesis has been submitted in partial fulfillment of the
requirements of MBA degree at Addis Ababa Medical and Business College and is deposited at
the Addis Ababa Medical and Business College Library to be made available to borrowers
under rules of the library. I also declare that this thesis is not submitted to any other institution
anywhere for the award of any academic degree, diploma or certificate.

Brief quotations from this thesis are allowable without special permission provided that
accurate acknowledgement of source is made. Request for permission for extended
quotation from reproduction of this manuscript in Whole or in part may be granted by the
head of major department or the director of Addis Ababa Medical and Business College
post graduate program directorate when in hisor her judgment the proposed use of the
material is in the interests of scholarship. In all other instances, however, permission must
be obtained from the author.

Name: Daniel Negesa Sagni Signature

Place: Addis Abeba Medical and

Business College

Date of submission:

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 BIOGRAPHICAL SKETCH

The author was born at G/Guracha Town, North shoe of the Regional State of Oromiya, on
27 December, 1989, from his mother Taji Hunde and his father Negesa Sagni. He attended
his elementary education at kera Model Elementary and Junior School. Then, he attended
his senior secondary education at G/Guracha senior secondary school. After that, he joined
Rift Valley University, Faculty of Business and Economics in 2011 and graduated with.
Bachelor of Art in Accounting and Finance in July 2013 After his graduation he was
employed by Hibret Bank as junior customer service office. After one years of effective
service Hibret Bank provides the opportunity to joined Hibret Bank in 2022 to pursue his
Master’s in Business Administration.

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 ACKNOWLEDGMENTS
First I would like to thank Almighty God for the strength he give me and for the assistance
rendered to the accomplishment of this study.

I am highly indebted to my major advisor, Dr. ……….Without his valuable comments,

unreserved guidance and professional expertise, the completion of this work would not have
been possible. I would like to express my thanks to Mr. …….. for his valuable comments,
unreserved guidance and professional support for the successful completion of this thesis. I also
like to express my thanks to Mr. …………for his valuable comments.

I would like to thank Addis Ababa Medical and Business College for giving me this educational
opportunity and for the financial support of this study. I am also very grateful for all people who
gave me professional support for the successful completion of this thesis.

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 LIST OF ACRONYMS AND ABBREVIATIONS

ANOVA Analysis of variance

CDC Centers for Disease Control

CHMS College of Health and Medical Sciences

HFHUSH Hiwot Fana Haramaya university Specialized Hospital

HRD Human Resource Development

SPSS Statistical Package for Social Science

Sd Standard deviation

T&D- Training and development

TNA Training Need Assessment

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 TABLE OF CONTENTS
DEDICATION II

STATEMENT OF THE AUTHOR III

BIOGRAPHICAL SKETCH IV

ACKNOWLEDGMENTS V

LIST OF ACRONYMS AND ABBREVIATIONS VI

LIST OF TABLES X

LIST OF FIGURES XI

ABSTRACT XII
1. INTRODUCTION 1
1.1. Background of the study 1
1.2. Statement of the problem 3
1.3. Research questions 5
1.4. Objective of the study 5
1.4.1. General objective 5
1.4.2. Specific objectives 5
1.5. Significance of the study 6
1.6. Scope and delimitation of the study 6
1.7. Operational term definition 6
1.8. Organization of the study 7
2. REVIEW OF RELATED LITERATURE 8
2.1. Meaning of training and development 8
2.2. Importance of training 9
2.3. Training and development process 10
2.3.1. Training needs assessment 10
2.3.2. Training design 13
2.3.3. Training types and methods 14
2.3.4. Training evaluation 16

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2.4. Employee performance 17
2.5. Empirical literature 17
2.5.1. Effect of training and development on employee performance 17
2.5.2. Role of training and development on employees’ performance 19
2.5.2.1. Career competencies 19
2.5.2.2. Employee satisfaction 20
2.5.2.3. Employee motivation 20
2.6. Conceptual framework of the study 23
3. RESEARCH METHODOLOGY 25
3.1. Description of the Study Area and Study Population 25
3.2. Sources of data 25
3.2.1. Primary data 25
3.2.2. Secondary data 26
3.3. Research design 26
3.4. Sampling techniques 26
3.4.1. Sample size 26
3.5. Data collection instruments 28
3.5.1. Questionnaire 28
3.1.1. Interview 29
3.2. Methods of data analysis 29
4. RESULT AND DISCUSSION 31
4.1. Demographic characteristics of the respondents 31
4.2. Training and development practices of the hospital 33
4.2.1. Frequency of training given to employees 33
4.2.2. The Criteria implemented by the hospital to select employees for training 34
4.2.3. Training and development needs assessment practice of the hospital 35
4.2.4. Post training and development evaluation practice of the hospital 36
4.3. Training design 37
4.4. Types or methods of trainings 39
4.4.1. On the job training 39
4.4.2. Off the job training 41
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4.5. Training facilities 43
4.6. Employee performance 44
4.7. Correlation Analysis 46
4.8. Results of multiple linear regression analysis 48
5. SUMMARY, CONCLUSION AND RECOMMENDATIONS 53
5.1. Summary of major findings 53
5.2. Conclusion 55
5.3. Recommendation 55
REFERENCES 57
APPENDIX 63

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 LIST OF TABLES

Table 4.1: Demographic characteristics of the respondents.......................................................................32

Table 4. 2: Frequency of training...............................................................................................................33
Table 4.3: Criteria implemented by the hospital to select trainees.............................................................35
Table 4.4: Training and development need assessments............................................................................36
Table 4.5: Post training and development evaluation................................................................................36
Table 4. 6: Response on objective and content of training.........................................................................37
Table 4.7: Qualities of trainers.................................................................................................................38
Table 4.8: Score on training design...........................................................................................................39
Table 4. 9: Induction training...................................................................................................................40
Table 4.10: Employee mentoring..............................................................................................................40
Table 4. 11: Job rotation...........................................................................................................................41
Table 4.12: Seminar..................................................................................................................................41
Table 4.13: Lecture...................................................................................................................................42
Table 4. 14: Score of training type/method................................................................................................42
Table 4. 15: Training facilities..................................................................................................................43
Table 4. 16: Descriptive statistics on overall mean and total score of training facilities............................43
Table 4.17: Efficiency.............................................................................................................................. 44
Table 4.18: Effectiveness.......................................................................................................................... 45
Table 4.19: Commitment..........................................................................................................................45
Table 4.20: Score of employee performance.............................................................................................46
Table 4. 21: Results of correlation analysis...............................................................................................47
Table 4.22: Collinearity statistics..............................................................................................................49
Table 4.23 :Model summary......................................................................................................................49
Table 4.24: Results of the overall model significance test.........................................................................50
Table 4.25: Results of the regression model fit..........................................................................................51

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 LIST OF FIGURES

Figure 4.1: Histogram plot of the residuals...............................................................................................48

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 ABSTRACT

The main purpose of the study was to investigate the existing training and development practices
and their effects on employees' performance in Hiwot Fana Haramaya University Specialized
Hospital. Both primary and secondary sources of data were used and the primary data was
gathered through questionnaire and interviews. Stratified random sampling was employed and
data was collected from 138 employees. To achieve the research objectives, mixed research
design quantitative and qualitative; with predominantly quantitative method was employed.
Descriptive statistics tools such as frequency and percentage were used to analyze the collected
data and to point out special features. Inferential statistics such as correlation and linear
regression analysis methods were employed to find out whether training schemes have positive
effects on the performances of workers. Analysis was carried out using the Statistical package
for Social Science SPSS. Results of the correlation analysis and multiple linear regression model
showed that there exist positive and significant relationships between employee performance and
independent variables i.e. training design, training methods and training facilities. Among others
the researcher recommends that the hospital must apply ex-post analysis in order to assess the
effectiveness of the training program by measuring the trainees’ performance before and after
training.

Key words: training and development, employee performance, multiple linear regression

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 1. INTRODUCTION

1.1.Background of the study

Employees are the organization’s most valued assets that need continuous capacity building activities
to stay competent in a competitive industry. For any organization to achieve a competitive advantage,
each staff in every department must perform excellently. Therefore, it is every organization’s
responsibility to enhance the job performance of the employees (Armstrong, 2009).

Certainly implementation of training and development is one of the major steps that most companies
need to achieve. Staff development and learning encompasses various activities intended to support
staff in meeting performance expectations and growing professionally (Armstrong, 2009). According
to Khan et al. (2012), training involves providing employees the knowledge, ability and skills
needed for a particular current job or task while development is preparing employees for future
work responsibilities, increasing capacities and help them to perform both their current and
future jobs.

Recruiting and selecting high-potential employees doesn’t guarantee that they will perform
effectively (Dessler, 2009). In most cases, there may be gaps between employee knowledge,
abilities and skills and what the job demands. In order to transform the new recruits into effective
and productive employees, they must be induced and integrated into the organizations. Their
knowledge, abilities and skills need to be expanded and polished through activities like training
and development. Dessler (2006) refers to training as methods that are applied to provide the
new recruits with the skills needed to perform their duties. The term ‘’development‟ refers to
broadening horizon of the employees.

Dennis and Griffin (2007) as cited in Valentine (2017), points out that training and development
is an attempt to improve current or future employee performance by increasing an employee’ s
ability to perform through learning, usually by changing the employee’s attitude or increasing his
or her skills and knowledge. According to these authors, training and development is a function
concerned with making improvement to the overall performance of individuals and corporations
in organizational settings. It’s thus defined as an educational procedure which includes the
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sharpening of competencies, standards, converting of mind-set and gaining greater know-how to

enhance the performance of personnel.

From the broadest perspective, the goals of training and development are to contribute to the
organizations overall goals. Training programs should be developed with this in mind. Managers
should keep close eyes on the organizational goals and strategies and orient training accordingly.
Unfortunately, many organizations never make connections between their strategic objectives
and their training programs. As a result, much of an organization’s investment can be wasted.
Training programs are often misdirected, poorly designed, inadequately evaluated and these
programs directly affect organizational performance (Bohlander et al., 2001). The actual
contribution made by training and development to organization’s results must be ascertained.
Post evaluation of the training is a key tool for this purpose (Pineda, 2010).

Afshan et al. (2012) define performance as the achievement of specific tasks measured against
predetermined or identified standards of accuracy, completeness, cost and speed. Employee
performance can be manifested in the improvement of production, easiness in using the new
technology, and highly motivated workers.

Employees of Hiwot Fana Haramaya University Specialized Hospital (HFHUSH) got several
training and development opportunities organized by Centers for Disease Control and Prevention
(CDC) project and College of Health and Medical Sciences (CHMS). The information that
obtained from Haramaya University CDC project coordinating office showed that within the
previous two years several training was organized and provided by the project. Among so many
others the following training was given:-

 Drug supply chain management training to pharmacy staff of HFSUH

 HIV prevention, care and treatment training to pharmacy staff of HFSUH
 Nursing standard training to Nurse Staff of HFSUH
 Infection prevention and patient safety to clinical staff of HFSUH
 Sexually transmitted infections syndromic management to all health staff of HFSUH
 Gender based violence training for health care workers to all health staff of HFSUH
 Nutritional assessment and counseling to all health staff of HFSUH
 Compassionate and respectful care training to all health staff of HFSUH
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As the CDC project coordinator indicates, despite several trainings conducted in the Hiwot Fana
Specialized university Hospital there is no justification that indeed all conducted training has
impacted positively on employee’s performance. Hameed (2011) indicated that though much is
invested in many trainings to employees, suitability of such trainings is often neglected thus its
impact on performance is not 100%. Therefore, the main aim of this study was to investigate the
existing training practices of Hiwot Fana Haramaya University Specialized Hospital and their
effects on employee’s performance.

1.2. Statement of the problem

Effective training programs aimed at improving the employees’ performance. Effective training
programs helps in constructing a more conducive learning environment for the workforce and
train them to cope with the upcoming challenges more easily and in time (Tai, 2006). Neelam et
al., (2014) also stated that training and development is an important aspect of HRM and it is
important for organizations to get skilled and capable employees for better performance, and
employees will be competent when they have the knowledge and skill of doing the task. Training
and development would provide opportunities to the employees to make a better career life and
get better position in organizations.

According to Tamrat (2010) as cited in Birhane (2016), generally, absence of well-established

training and development policy, lack of adequate budget, inadequate needs assessment,
inappropriate training and development objectives, out-dated training and development methods,
lack of close supervision and follow up are some of the major problems that generally Ethiopia
organizations are facing. Problems later on lead the organizations to lack of optimum man-task
relationship, resistances of employees in taking future assignments, decrease in productivity,
increase in operational error, increase in employee turnover and absenteeism and decrease in
employee morale and confidences.

In our country, several studies that focused on the impact of training and development on
employee performance has been conducted. For example, Mengistu (2014) assessed the practice
and problem of human resource development and training at vision Ethiopia congress for
democracy training institution. The study identify that inadequate budget, inadequate training
space, insufficient module distribution, lack of appropriate training need assessment and lack of
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clear training written policy were some of the major challenges and limitations of training
program.

Zemzem (2016) determined the impact of human resource development practice on employees’
performance and motivation in the Ministry of Agriculture and Natural Resource. The results
showed that there is a positive and significant correlation between human resource development
practices and employees’ performance and motivation.

Similarly, Birhane (2016) assessed human resource training and development practices of
Commercial Bank of Ethiopia. The finding of the study revealed that the bank has major
weakness in most of the tasks in the phase of system approach model especially with respect to
training need assessment, trainee selection criteria, performance appraisal, training evaluation
and coaching role of the line managers.

The impact of training on work performance was also studied by Tazebachew (2011) in public
sector organization, particularly that of the Federal Democratic Republic of Ethiopia Ministry of
Health .The objective of this study was to investigate the actual training practice and its effect in
improving the performance of employee by collecting data through interview and questionnaire
augmented by different literature found in organization. The results showed that there is a
positive and significant correlation between training and employees’ work effectiveness,
efficiency and commitment collectively employee performance.

Ayalew (2017) examine the effect of training and development on employees’ performance in
All Africa Leprosy, Tuberculosis, Rehabilitation and Training Center. The results of correlation
analysis and multiple linear regression analysis showed that employee performance were
positively and significantly correlated with training design and training methods.

Although the above studies covered several issues, there are still issues that need to be
incorporated. Firstly, if the professions of the study population varied, then the types of training
given to the employees in each profession may vary significantly. These types of training
difference may have different effect on employee’s work performances. Thus, it will be better if
one assesses if there are significant training effect differences between employees with different
professions. Secondly, as Murty and Faiza (2013) indicated training facilities have a greater
 5

impact on the success of the training. Thus, in similar studies, it will be better if one assesses the
effects of training facilities on employee performance.

In addition, it is unquestionable that the effectiveness of training and development program may
vary from organizations to organization. Furthermore, to the best of the researcher’s knowledge,
there is no similar study conducted in the proposed study area. Therefore, the main aim of this
study is to assess how training is managed in Hiwot Fana Haramaya University Specialized
Hospital and to assess training effect on employee’s performance.

1.3. Research questions

1. How does training program managed at the Hospital?

2. What mechanisms are employed to evaluate training and development program at the
Hospital?

3. Do training facilities have effects on the performances of workers?

4. Do the organization`s training and development programs have positive effects on the
performances of workers?

1.4. Objective of the study

1.4.1. General objective

The general objective of the study is to investigate how training and development practices are
managed and their effects on employees' performance in Hiwot Fana Haramaya University
Specialized Hospital.

1.4.2. Specific objectives

 To assess how Training programs are managed in Hiwot Fana Haramaya University
Specialized Hospital

 To identify the mechanisms that are employed to evaluate training and development
program?
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 To find out whether training facilities have effects on the performances of workers.

 To find out whether training schemes have positive effects on the performances of
workers.

1.5. Significance of the study

The purpose of this study is to find out issues of employee training and development and how it
affects the performance of employees in Hiwot Fana Haramaya University Specialized Hospital. .
Therefore the finding of this study can be important inputs for the human resource development
department of Hiwot Fana Haramaya University Specialized Hospital especially training and
development team to reexamine how much they were effective in their training and development
program towards improving the workforce. In addition, this study can be used as a reference
material for those individuals who want to conduct further research in this area for the future.

1.6. Scope and delimitation of the study

This study is conducted in Hiwot Fana Haramaya University Specialized Hospital. Due to
budget and time constraints the study cannot include other hospitals. Thus, the result will be
valid only for Hiwot Fana Haramaya University Specialized Hospital. In addition to its scope,
due to time constraint this study didn’t consider human resources factors other than training and
development that can possibly affect employee performance. Although recruitment, performance
management, placement and performance appraisal are among the activities of the hospital’s
human resource department that needed to be studied, because of some limitations the study was
only focused on the training and development aspect of the hospital. There are two broad training
types, on-the- job and off-the-job training. The effect of all types of training and methods cannot
be addressed in this study. This study focused on induction training, mentoring and job rotation
method from on-the-job training and lecture and seminar from off the job training.

1.7. Operational term definition

Training – is the application of formal processes to impart knowledge and help people to
acquire the skills necessary for them to perform their jobs satisfactorily (Armstrong, 2009).
 7

Development: -is an unfolding process that enables people to progress from a present state of
understanding and capability to a future state in which higher-level skills, knowledge and
competencies are required. It takes the form of learning activities that prepare people to exercise
wider or increased responsibilities (Armstrong, 2009).

Training Need assessment (TNA)- TNA is the process of evaluating the organization,
individual employees, and an employee tasks to determine what kinds of training, if any, are
necessary (Noe et.al., 2008).

Training Design- is a process of developing a plan of instruction for each training program to be
offered to meet training objective (Goldstein and Ford, 2007).

Training Delivery (Implementation) – is a multitude of methods of training that is used to train

employees (Decenzo and Robbins, 2010).

Training Evaluation – is a way to evaluate the effectiveness of a training program based on

cognitive, skill-based, affective and result outcomes (Noe et.al., 2008).

Employee performance: -is defined as the outcome or contribution of employees to make them
attain goals (Nassazi, 2013).

1.8. Organization of the study

This study is organized into five chapters. Chapter one introduced the study by giving the
background information, the research problem, objectives, and significance of the study. Chapter
two deal with the review of relevant literature on the research problems. Chapter three is
discussed the research methodology adopted for the study and relevant justifications. Chapter
four present the results of the study. Chapter five presents summary of the major findings of the
study, conclusions that were draw from the research findings and important recommendations to
enhance the hospital employees work performance.
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2. REVIEW OF RELATED LITERATURE

2.1. Meaning of training and development

According to Gordon (1992) as cited in Zemzem (2016), training is a type of activity which is
planned, systematic and it results in enhanced level of skill, knowledge and competency that are
necessary to perform work effectively. According to Mathis and Jackson (2008), training is the
process whereby people acquire capabilities to perform jobs. The focus of training is the job or
task for example, the need to have efficiency and safety in the operation of particular machines
or equipment, or the need for an effective sales force to mention but a few.

Training is the use of systematic and planned instruction activities to promote learning. The
approach can be summarized in the phrase ‘learner-based training’. It involves the use of formal
processes to impart knowledge and help people to acquire the skills necessary for them to
perform their jobs satisfactorily. It is described as one of several responses an organization can
undertake to promote learning (Desalegn, 2010).

Training and development are often used to close the gap between current performances and
expected future performance. Training and development falls under human resource
development function which has been argued to be an important function of human resource
management (Weil and Woodall, 2005). Amongst the functions activities of this function is the
identification of the needs for training and development and selecting methods and programs
suitable for these needs, plan how to implement them and finally evaluating their outcome results
(McCourt and Derek, 2003).

Training has emerged as formal corporate function, integral element of corporate strategy, and is
recognized as profession with distinct theories and methodologies as companies increasingly
acknowledge the fundamental importance of employee growth and development, as well as the
necessity of a highly skilled workforce, in order to improve the success and efficiency of their
organizations (Bernatek, 2010).

Training is one of several responses an organization can undertake to promote learning using
systematic and planned instruction activities. It involves the use of formal processes to impart
knowledge and help people to acquire the skills necessary for them to perform their jobs
 9

satisfactorily. As Reynolds (2004) points out, training has a complementary role to play in
accelerating learning: “It should be reserved for situations that justify a more directed, expert-led
approach rather than viewing it as a comprehensive and all-pervasive people development
solution”. He also commented that the conventional training model has a tendency to “emphasize
subject specific knowledge, rather than trying to build core learning abilities”.

2.2. Importance of training

The purpose of training is mainly to improve knowledge and skills, and to change attitudes or
behavior. It is one of the most important potential motivators which can lead to many possible
benefits for both individuals and the organization. Changing technology requires that employees
possess the knowledge, skills and abilities needed to cope with new processes and production
techniques.

According to Cole (2002), training can achieve: High morale: employees who receive training
have increased confidence and motivation. Lower cost of production: training eliminates risks
because trained personnel are able to make better and economic use of material and equipment
thereby reducing and avoiding waste. Lower turnover: training brings a sense of security at the
workplace which reduces labor turnover and absenteeism is avoided. Change management:
training helps to manage change by increasing the understanding and involvement of employees
in the change process and also provides the skills and abilities needed to adjust to new situations.
Provide recognition, enhanced responsibility and the possibility of increased pay and promotion.
Give a feeling of personal satisfaction and achievement, and broaden opportunities for career
progression. Help to improve the availability and quality of staff.

Training has been considered to generate performance improvement related benefits for the
employee as well as for the organization by positively influencing employee performance
through the development of employee knowledge, skills, ability, competencies and behavior
(Harrison, 2000).

As to the benefits of individual, individuals feel that they are competent at their job and training
helps to give them greater personal satisfaction from being able to exercise new skills,
techniques and procedures. Besides, it improves their capacity to solve problems, to cope up with
 10

change in the work place, to use new technology and to handle on-the- job training. In addition,
material benefits could follow through improved performances (Mejia et al., 2010).

When an organization allows to employees to attend a training program for an employee’s

development, it gives them a sense of value. It is not only makes them feel important but they
understand that the organization care about their performance and the capabilities. Moreover,
employees feel valued as an employee and inspire that their organization is willing to invest
money into their capabilities so that they can use their knowledge to help both their personal
growth and the company (Birhane, 2016).

2.3. Training and development process

The way in which a firm plans, organizes, and structures its training affects the way employees
experience the training, which in turn influences the effectiveness of the training? Effective
training requires the use of a systematic training process (Mathis & Jackson, 2011). There are
different models that show the steps in the training process, though the contents are more or less
the same. According to (Kulkarin, 2013) the training process involves four stages, namely:
1. Assessment of training needs
2. Designing the training programs
3. Implementation of the training program
4. Evaluation of the training program

2.3.1. Training needs assessment

Training needs are discrepancies between identifiable shortfalls in knowledge, skills and
attitudes of the employee vis-à-vis what is required by the job, or the demand of organizational
change (Itika, 2011).

Training need is the gap between actual performance and desired performance or between
current abilities and job requirements that can be closed by training (Mcconnell, 2003). Needs
assessment refers to the process used to determine if training is necessary (Hollen, et al., 2008 as
cited in Ayalew, 2017). Needs assessment occurs at two level-group and individual. An
individual obviously needs training when his or her performance falls short of standards, that is,
when there is performance deficiency. Inadequacy in performance may be due to lack of skill or
 11

knowledge or any other problem. The problems of performance deficiency caused by absence of
skills or knowledge can be remedied by training. Faulty selection, poor job design, improving
quality of supervision, or discharge will solve the problem (Garg, 2009).

Assessing Organizational training needs is the diagnostic phase of a training plan. This
assessment considers issues of employee and organizational performance to determine if training
can help. Needs assessment measures the competencies of a company, a group, or an individual
as they relate to what is required. It is necessary to find out what is happening and what should
be happening before deciding if training will help, what kind is needed (Mathis and Jackson,
2011).

Determining training needs typically involves generating answers to several questions. The first
step in training needs analyzing is what training might be necessary (Mathis and Jackson, 2011).
A training needs analysis is a systematic process by which training needs are investigated and
consolidated to provide the basis for the training program (Itika, 2011). Needs assessment
typically involves organizational analysis, person analysis and task analysis.

a) Organizational Analysis– is a process for determining the business appropriateness of training.

Organizational analysis considers the context in which training will occur. That is organizational
analysis involves determining the business appropriateness of training, given the company’s
business strategy, its resources available for training, and support by managers and peers for
training activities (Hollen, et al., 2008 as cited in Ayalew, 2017).

Training needs can be diagnosed by analyzing organizational outcomes and looking at future
organizational needs. Organizational analysis comes from various operational measures of
organizational performance. Departments or areas with high turnover, customer complaints, high
grievance rates, high absenteeism, low performance, and other deficiencies and be pinpointed.
Following identification of such problems, training objectives can be developed if training is a
solution. During organizational analysis, focus group of managers can be used to evaluate
changes and performance that might require training (Mathis and Jackson, 2011).

b) Task/Job analysis –is the process of identifying the important tasks and knowledge, skill and
behaviors that need to be emphasized in training for employees to complete their tasks (Hollen,
 12

et al., 2008 as cited in Ayalew, 2017). By comparing the requirements of jobs with the KSAs of
employees, training needs can be identified.

c) Person analysis – is the process of determining whether employees need training, and whether
employees are ready for training. The competencies of current jobholders could also be assessed
to determine their suitability for their jobs. Person analysis involves:- Determining whether
performance deficiencies result from a lack of knowledge, skills or ability (a training issue) or
from a motivational or design problem. Identify who needs training i.e. Determining employees’
readiness for training Carrying out a training needs analysis is a task for and experienced trainer,
but it also requires a good understanding of what goes on in the job and what the management is
thinking (Itika, 2011).

Once training requirements have been identified using needs analyses, training objectives and
priorities can be established by a “gap analysis,” which indicates the distance between where an
organization is with its employee capabilities and needs to be (Mathis and Jackson, 2011).

Training Objectives and priorities are then determined to close the gap. Three types of training
objectives can be set: Attitude: Creating interest in and awareness of the importance of
something (e.g., Sexual harassment training). Knowledge: Imparting cognitive information and
details to trainees (e.g., Understanding how a product works). Skill: Developing behavioral
changes in how jobs and various task requirements are performed (e.g., improving speed on an
installation) (Goldstein and Ford, 2007).

Once it has been determined that training is necessary, training goals must be established.
Management should explicitly state its desired results for each employee. It is not adequate to
say we want change in employee knowledge, skills, attitudes, or behavior; we must clarify what
is to change and by how much. These goals should be tangible, verifiable, timely, and
measurable. They should be clear to both the supervisor and the employee (Decenzo and
Robbins, 2010).

Because training seldom is an unlimited budget item and because organizations have multiple
training needs, prioritization is necessary. Ideally, management looks at training needs in relation
to strategic organizational plans and as part of the organizational change process. Then the
training needs can be prioritized based on organizational objectives (Mathis and Jackson, 2011).
 13

2.3.2. Training design

Once training needs have been identified using the various analysis, 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 design is the process of developing a plan of instruction for each
training program to be offered to meet training objective (Goldstein and Ford, 2007).

Training design process refers to a systematic approach for developing training programs.
Training design process should be systematic yet flexible enough to adapt to business needs (Noe
et al., 2008). Whether job-specific or broader in nature, training must be designed to address the
specific objectives. 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 internationalization, or whether the person really learned. Objectives of training
can be set in any area by using one of the following four dimensions: such as Quality, Quantity,
Timeliness, and Cost savings as a result of training (Sishan, 2014).

Effective training design considers the learner characteristics, instructional strategies, and how
best to get the training from class to the job (training transfer) in order to produce learning.
(Mathis and Jackson, 2011)

Tannenbaum and Yukl (1992) provide the following guidelines for design of training that would
contribute significantly to training effectiveness:
1. The instructional events that comprise the training method should be consistent with the
cognitive, physical, or psychomotor processes that lead to mastery
2. The learner should be induced to produce the capability actively
3. All available sources of relevant feedback should be used, and feedback should be
accurate, credible, timely, and constructive
4. The instructional processes should enhance trainee self-efficacy and expectations that the
training will be successful and will lead to valued outcomes
5. Training methods should be adapted to differences in trainee aptitudes and prior
knowledge
 14

2.3.3. Training types and methods

There are two broad types of training available to the businesses: on-the-job and off-the-job
techniques. Individual circumstances and the “who,” “what” and “why” of your training program
determine which method to use (Armstrong, 2006).

1. On-the-job training methods:

On-the-job training is the most common approach in which an employer may invest in human
capital needed for strategic advantage. Such investments may be made by structuring a job so
that employees learn while they work (Greer, 2003).

On job training is planned and structured training that takes place mainly at the normal
workstation of the trainee (Beardwell et al., 2004). Although people often associate training with
classrooms, much learning occurs while employees are performing their jobs. On the job training
refers to training methods in which a person with job experience and skill guides trainees in
practicing job skills at the workplace. (Noe et al., 2011) On the job training can range from
relatively unsophisticated ‘observe and copy’ methods to highly structured courses built into
workshop or office practice (Beardwell et al., 2004). It is a simple and cost-effective training
method. It is relatively inexpensive trainees learn while producing; and there is no need for
expensive off-site facilitates learning, since trainees learn by doing and get quick feedback on
their performance.

According to Greer (2003) under these methods new or inexperienced employees learn through
observing peers or managers performing the job and trying to imitate their behavior. Some of the
commonly used methods are:

1. Coaching:
Coaching is a one-to-one training. It helps in quickly identifying the weak areas and tries to
focus on them. It also offers the benefit of transferring theory learning to practice. The biggest
problem is that it perpetrates the existing practices and styles (Dessler and Varkkey, 2010).
 15

2. Mentoring:
The focus in this training is on the development of attitude. It is used for managerial employees.
Mentoring is always done by a senior inside person. It is also one-to- one interaction, like
coaching (Dessler and Varkkey, 2010).

3. Job rotation:
In which an employee moves from job to job at planned interval to broaden their understanding
of all parts of the business and to test their abilities (Dessler and Varkkey, 2010).

4. Apprenticeship:
Is a process by which people become skilled workers, usually through a combination of formal
learning and long term on the job training (Dessler and Varkkey, 2010).

5. Internships
Internships are opportunities for students in higher education to utilize their instruction and
training in a chosen profession as part of their education. Internships vary from very unstructured
to highly structured and may include college credit (Decenzo& Robbins, 2010).

2. Off-the-job training methods

Off the job training, off the job training methods are those in which training is provided away
from the actual working condition. It is generally used in case of new employees. Instance of off
the job training methods are workshops, seminars, conferences, etc., such method is costly and is
effective if and only if large number of employees have to be trained within a short time period
(Noe et al., 2008).

Off-the-job training methods are conducted in separate from the job environment, study material
is supplied, there is full concentration on learning rather than performing, and there is freedom of
expression (Geer, 2003). Important methods include:

1. Classroom lectures and seminars:

Traditional forms of instruction revolve around formal lecture courses and seminars. These help
individuals acquire knowledge and develop their conceptual and analytical abilities. Many
 16

Organizations offer these in house, through outside vendors, or both (Decenzo and Robbins,
2010).

2. Simulated training:
Simulated training is a method in which trainees learn on the actual or simulated equipment they
will use on the job, but are actually trained off the job. It is necessary when it’s too costly or
dangerous to train employees’ on the job (Dessler and Varkkey, 2010).
3. Multimedia learning:-
Multimedia learning can demonstrate technical skills not easily presented by other training
methods. This may include videos and DVDs that may be offered online (Decenzo and Robbins,
2010).

4. The case study method: -

The case study method presents a trainee with a written description of an organizational problem.
The person then analyzes the case, diagnoses the problem, and presents his or her findings and
solutions in a discussion with other trainees (Onyango and Wanyoike, 2014).

5. Role playing: -
Role Playing is to create a realistic situation and then the trainees assume the parts (roles) of
specific person in that situation. (Dessler and Varkkey, 2010)

2.3.4. Training evaluation

The evaluation phase is crucial. It focuses on measuring how well the training accomplished
what its originators expected. Once a company implements s training program, it must evaluate
the program’s success, even if it has produced desired result for other companies and even if
similar programs have produced desires for it (Garg, 2009).

Objectives of training evaluation are to monitor the quality of training, to provide feedback, to
appraise the overall effectiveness of the investment in training, to assist the development of new
methods of training and to aid the individual evaluate his or her own learning experience.

Evaluation is an attempt to obtain information (feedback) on the effects of training programs,

and to assess the value of the training in the light of that information available. We answer the
question: How far has the training has achieved its purpose? This is not any easy task because it
 17

requires effort, resources, and skills to separate the effects of training on the job performance
from other potential environment factors (Itika, 2011).

2.4. Employee performance

Afshan et al. (2012) define performance as the achievement of specific tasks measured against
predetermined or identified standards of accuracy, completeness, cost and speed. Employee
performance can be manifested in improvement in production, easiness in using the new
technology, highly motivated workers. Performance appraisal is a process that is carried out to
enable both the individual and the organization to analyze, examine and evaluate the
performance of specified objectives over a period of time; this process can take up formal and
informal forms (McCourt and Derek, 2003). The purposes of performance appraisal have been
classified into two groups that are the developmental and administrative purposes. The
developmental purposes of performance appraisal include providing performance feedback,
identifying individual strengths or weaknesses, recognizing individual performance, assisting in
goal identification, evaluating goal achievement identifying individual training needs,
determining organizational training needs, improving communication and allowing employees to
discuss concerns.

On the other hand, administrative under the developmental purposes are purposes of
performance appraisal include but are not limited to documenting personal decisions,
determining promotion candidates, determining transfers and assignments, identifying poor
performance, deciding layoffs, validating selection criteria, meeting legal requirements to
mention a few (Zemzem, 2016).

2.5. Empirical literature

2.5.1. Effect of training and development on employee performance

Employee performance is an important building block of an organization and factors which lay
the foundation for high performance must be analyzed by the organizations. Since every
organization cannot progress by one or two individual’s effort, it is collective effort of all the
members of the organization. Performance is a major multidimensional construct aimed to
achieve results and has a strong link to strategic goals of an organization (Mwita, 2000).
 18

Taiwo (2001) is of the opinion that the objectives of training are to: provide the skills,
knowledge and attitudes necessary to undertake required job efficiently. Therefore, she or he has
the potentials, he may progress, increase efficiency by reducing spoilt work, misuse of machines
and lessening physical risks. Also Taiwo (2001) postulated that the process of training is a
continuous one. The need to perform one’s job efficiently and the need to know how to lead
others are sufficient reasons for training and the desire to meet organizations objectives. It is to
increase personnel efficiency, professional growth, and smooth and more effective organization’s
operations.

According to Amisano (2009) as cited in Tazebachew (2011), employee performance may be

related to numerous factors within the workplace, such as overall job satisfaction, knowledge,
and management. But there is a definite relationship between training and performance, as
training programs can address numerous problems that relate to poor performance.

The performance of workers and organizations in delivering public services is a multi-faceted

concept. It can be understood in an expansive or a more narrow way. The expansive
understanding includes factors internal to an organization such as job satisfaction, organizational
citizenship behavior voluntarily helping others in the work place (Organ, 1988), and
organizational commitment (the strength of a person's attachment to and involvement in an
organization, (Grusky, 1966). All of these have in turn been shown to be conducive to
performance understood more narrowly, namely as outputs and outcomes, in particular
efficiency, and effectiveness.

Moreover, employee performance is an important building block of an organization and factors

which lay the foundation for high performance must be analyzed by the organizations. Since
every organization cannot progress by one or two individual’s effort, it is collective effort of all
the members of the organization. Performance is a major multidimensional construct aimed to
achieve results and has a strong link to strategic goals of an organization (Mwita, 2000).

Therefore, role of training on employee performance is not only significant but studies prove that
it also increases job satisfaction and commitment towards the organization and training transfer
is more likely to increase performance, job involvement, and increases motivation to learn and
transfer (Caetano, 2007). (Taiwo, 2001) is of the opinion that the objectives of training are to:
 19

provide the skills, knowledge and aptitudes necessary to undertake required job efficiently.
Therefore, she or he has the potentials, he may progress, increase efficiency by reducing spoilt
work, misuse of machines and lessening physical risks. (Obisi,1996) submitted that training aim
at developing competences such as technical, human, conceptual and managerial for the
furtherance of individual and organization growth. Also (Taiwo, 2001) postulated that the
process of training is a continuous one. The need to perform one’s job efficiently and the need to
know how to lead others are sufficient reasons for training and the desire to meet organizations
objectives. It is to increase personnel efficiency, professional growth, and smooth and more
effective organization’s operations.
According to (Amisano, 2009), employee performance may be related to numerous factors
within the workplace, such as overall job satisfaction, knowledge, and management. But there is
a definite relationship between training and performance, as training programs can address
numerous problems that relate to poor performance

2.5.2. Role of training and development on employees’ performance

2.5.2.1. Career competencies

Employees get a lot of benefits from the employee training and development program. They
learn the soft and technical skills as required by their jobs. In last 30 years unemployment is at its
lowest rates which is not beneficial for the workers to start new job, if opportunities for growth
are fewer (Dobbs 2000). Fresh university graduates mostly considering for a firm which provides
intensively training programs to their employees, but this idea is risky for organizations to lose
fresh trained employees with couple of years (Feldman, 2000). Professional which are placed in
the industry of information technology, identify that knowledge is authority and they required to
retain their abilities and talent according to current requirement of the market. Most of the
employees recognize the importance of training program and would like to increase their salary
(Dillich, 2000) cited by (Ahmed, 2013).

It is also expected from the fresh graduate not appropriately equipped for the continually
changing business environment (Gerbman, 2000). Young professionals with entrepreneurial
ambitions know that they have shortage of experience and money; hence they attempt to join
companies which provide training programs to prepare their employees for the betterment of
 20

future (Feldman, 2000).Employee development program help employees to survive in the future
and develop their abilities to cope with new technologies. Employees understand that training
program can directed to superior duties and higher remuneration, (Fenn, 1999). Furthermore,
helping workers to improve their skills and knowledge to cope with the future requirements, lead
to job satisfaction.

2.5.2.2. Employee satisfaction

Employees have no feeling about their organizations, if they think that their organizations are not
caring about them (Garger, 1999). Companies which are willing to spend money on their
employees, give value to work with those companies, even though that investment eventually
benefits the organization. Companies which are providing the training and development
programs for their employees are achieving high level of employee satisfaction and low
employee turnover.

2.5.2.3. Employee motivation

According the Robbins (1989), many people view motivation as a personal trait. Studies have
however revealed that motivation is as a result of interaction between an individual and the
situation. Individuals differ in their basic motivational drive. Finchman and Rhodes (1996) also
define motivation as the willingness to exert high levels of effort towards organizational goals
conditioned by the efforts and ability to satisfy some individual need. The three key elements are
effort, organizational goals and needs. Effort is a measure of the intensity put in by the
individual. A motivated individual will put in more effort than a less motivated individual.
However, high levels do not necessarily mean favorable job performance outcomes unless the
effort is channeled in a direction that benefits the organization. It is therefore necessary to
consider the quality of effort as well as its intensity. Effort has to be directed toward and
consistent with organizational goals to be effective.

Meron (2015) assessed the effectiveness of the training program in Ethio-telecom head office
particularly in the network division. Descriptive research design with mixed approach was
employed. The numbers of participants for the study were 125 employees. The finding of the
study revealed that Ethio-telecom have some weakness in training practice such as lack of
periodic and clear need assessment, lack of consideration for personal analysis while assessing
 21

the need, the company didn’t try to investigate the readiness of trainees regarding their ability,
attitude, beliefs and motivation that are necessary to learn the program content and apply it on
the job. On the effectiveness of training methods, on the training period’s adequacy and training
evaluation. The study also showed how the training changed the performance of employees.

Mengistu (2014) assessed the practice and problem of human resource development and training
at vision Ethiopia congress for democracy training institution. Stratified sampling method with
the combination of simple random sampling technique was employed and data was taken from a
sample of 140 trainees and 20 trainee respondents. Self-administrative questionnaires, Interview
and document analysis were used to gather data. The study identify that Inadequate budget,
inadequate training space, insufficient module distribution, lack of appropriate training need
assessment and lack of clear training written policy were some of the major challenges and
limitations of training program.

Birhane (2016) assesses human resource training and development practices of Commercial
Bank of Ethiopia. The finding of the study revealed that the bank has major weakness in most of
the tasks in the phase of system approach model especially with respect to training need
assessment, trainee selection criteria, performance appraisal, training evaluation and coaching
role of the line managers.

Assefa (2016) investigated the effects of training and development on employee performance of
Commercial Bank of Ethiopia. The performance was measured in terms of the improvement in
motivation, efficiency and the Employee Job Satisfaction. The study was done based on primary
and secondary data sources. A self administered questionnaire was used to collect data. Data
were analyzed using descriptive statistics and multiple regressions. The findings on the Effect of
Training on Employee Performance were found to be significant.

Romanework (2015) evaluated the effects of training on employees’ performance using Dashen
Bank S.C. as a case study. The study used both primary and secondary sources of data. A
quantitative research approach of the data collection was used. Stratified sampling method was
used and employees was selected from each strata with a random sampling techniques. data
was analyzed using correlation and regression. The correlation analysis indicates all relationship
between the independent variables (induction/orientation, job instruction, job rotation and
 22

lecture) and dependent variable (employee performance) are positively and significantly
correlated.

Tsegay (2015) assessed the effect of training and development on employee performance in
context of Bunna international bank S.C. The research was based on primary and secondary data.
The primary data was collected using self-administered questioners distributed to 105
respondents taken as sample size from head office and city branches of the bank. The researcher
used SPSS 20, descriptive statistics, correlation and regression analysis to analyze the data
collected and to evaluate the relationship between the two variables. The result of the study
showed that there is a positive and significant relationship between training and employee
performance in the context of Bunna international bank S.C.

The impact of training on work performance was also studied by Tazebachew (2011) in public
sector organization, particularly that of the Federal Democratic Republic of Ethiopia Ministry of
Health. The objective of this study was to investigate the actual training practice and its effect in
improving the performance of employee by collecting data through interview and questionnaire
augmented by different literature found in organization. The researcher used linear regression
and correlation tools to analyze the data. The results showed that there is a positive and
significant correlation between training and employees’ work effectiveness, efficiency and
commitment collectively employee performance.

Valentine (2017) studied the effect of training and development on employee performance
among employees at the County General hospital Kakamega Kenya. The study sampled 93 of the
employees of the targeted population of 1250 employees. A cross sectional descriptive survey
was used as a research design. Simple stratified random and convenience sampling was used to
collect the data from the different employees. Data was collected using a semi structured
questionnaires and was analyzed using percentages and frequencies. Pearson Product Moment
Correlation Coefficient was used for correlation analysis while simple linear regression model
was used for regression. Findings of the study revealed that training and development positively
and significantly related to employees performance.

Ayalew (2017) examine the effect of training and development on employees’ performance in
All Africa Leprosy, Tuberculosis, Rehabilitation and Training Center (ALERT). Training design
 23

and training methods were used as independent variables and the dependent variable was
employee performance. A quantitative research approach was employed and using simple
random sampling techniques data was collected from 117 ALERT health staff employees. The
results of correlation analysis and multiple linear regression analysis showed that all relationship
between the independent variable training design and training and development methods and
employee performance were positively and significantly correlated.

2.6. Conceptual framework of the study

The theory that the researcher used is this study is a social identity theory. According to Wexley
and Nemeroff (1975) as cited in Tazebachew (2011), social identity theory developed with the
purpose of understanding how individuals make sense of themselves and other people in the
social environment. In addition to this, there are other theories which can show the relationship
between training and performance of worker, such as the Identical Elements Theory. According
to this theory, transfer is improved by increasing the degree of correspondence among the
training setting stimuli, responses, and conditions and those related factors operative in the
performance setting. Wexley and Nemeroff (1975) explained that if the task is identical in both
training and transfer, trainees are simply practicing the final task during training and there should
be high positive transfer.

Hodgkinson (2003) indicated that the importance of social identity theory for training in
organizations stems from the insights about individual behavior in groups and the group
dynamics that affect individual learning and performance in organizations. The construct of
social identity focuses on the behavior of individuals in groups. Given the prevalence of social
and functional groups in organizations. Therefore, social identity becomes an important lens
through which people perceive new information, attribute cause, make meaning, and choose to
undertake new learning. Without addressing the identity factors stemming from group
membership, the success of typical training efforts may fail to realize their promise of improving
individual and organizational performance (Yorks, 2005).

Generally, the researcher derived the following model which is developed by Abbas and Yaqoob
(2009) to see the relationship between training and performance of employees. Meaning that if,
 24

training is implemented then does it affect the employee performance. Hence, theoretical
framework can be seen from the following model.
INDEPENDENT VARIABLES DEPENDENT VARIABLE

Training Employee performance

Source: Adopted from Ayalew (2017) and Tazebachew (2011)

 25

3. RESEARCH METHODOLOGY

3.1. Description of the Study Area and Study Population

The study is conducted in Hiwot Fana Haramaya University Specialized Hospital in Harari
Regional State, Ethiopia. Harari Regional State is located 526 km south east of Addis Ababa,
(the capital city of Ethiopia). Hiwot Fana Haramaya University Specialized Hospital is one of
the three government owned hospitals in Harari region that deliver health care services to the
society. The hospital gives services for about 1 million people in East Hararghe zone of Oromia,
and Harari Regional State. It is also the only Specialized Hospital in East Ethiopia with 200
beds.

The health care service facility at the hospital is staffed with 41 general doctors and 18
specialists who are engaged in medical treatment in addition to academic duties; and
permanently there are six (6) medical doctors, twenty eight (28) medical laboratory technician,
six (6) psychiatrist, twenty three (23) midwifes, one hundred four (104) diploma nurses, two
hundred thirteen (213) degree nurses, thirty five (35) pharmacists, five (5) health officers and
eight (8) radiologists. Thus, the total number of population is 487 (HFHUSH human resource
and HU fact and figures (2016)).

Supportive staff of the hospital were not considered as part of the target population of this study
with an expectation that these members are less benefited from health related training programs
of the hospital.

3.2. Sources of data

This study used both primary and secondary sources of data.

3.2.1. Primary data

Primary data was collected from employees and training managers through structured self-
administered questionnaire and interview.
 26

3.2.2. Secondary data

Secondary data was obtained from relevant published journal articles, books, theses, and
documents such as annual reports, training manuals, and organizational brochures.

3.3. Research design

This study employed cross sectional descriptive survey design. To achieve the research
objectives, mixed research design (Quantitative and Qualitative); with predominantly
quantitative method was employed. Quantitative approach helps in examining and describing a
cause and effect interactions among variables (Creswell, 2009). As explained by Best and Kahn
(2013), a descriptive survey method is used for research on conditions that exist, opinions that
are held, process that are going on and effects that are evident or trends that are developing.

3.4. Sampling techniques

The target population of this study was naturally subdivided based on professions i.e. medical
doctors, nurses, pharmacist, etc. Thus, the researcher employed a proportional stratified random
sampling technique by taking each profession as a stratum.

3.4.1. Sample size

The sample size determination expression given by Taro Yamane (1973) as cited in Shimelis
(2016) was used to determine the sample size for this study. The sample size determination
expression is given as:-

= 1+

where: n is the sample size of the study

– is the Population size that is 487.

e = the level of precision

1 = designates the probability of the event occurring

 27

Thus, using e = 0.07, the sample size of this study was

487
= 1+ = ≈ 147
1 + 487 0.07

Then proportional allocation was used to allocate the sample sizes for each strata or profession
as follows:-
×
= = 1,2, . . ,10

where: = sample size for each profession

= the total number of employees in each profession
N=the total number of employees
n= the total sample size of this study
Table 3.1: Sample size for each strata

Medical profession Population size Sample size

General Doctors 41 12
Specialists 18 5
Medical Doctors 6 2

Medical laboratory technician 28 8

Psychiatrist 6 2

Midwives 23 7

Nurses 317 96

Pharmacists 35 11

Health officers 5 2

Radiologists 8 2

Total 487 147

Source: HFHUSH human resource and HU fact and figures (2016)
 28

3.5. Data collection instruments

To obtain relevant data for this study the following data collection instruments were used:

3.5.1. Questionnaire

Questionnaire is one of the most important research instruments which are highly preferred by
researchers. It is easier for the respondents to minimize difficulties of anonymity and to reduce
the effect of biased conclusion and interpretations that could happen in other methods. Besides, it
enables researchers to collect information from a large number of informants. Consequently
questionnaire was adopted from Ayalew (2017) and used to collect data in this study.

In the questionnaire, responses on training design, training method/ type , training facilities and
employee performance were measured on five point Likert scale with 1= Strongly Disagree; 2=
Disagree; 3=Neutral; 4= Agree; and 5 = Strongly Agree.

In order to test the validity and reliability of the questionnaires, a pilot test was carried out. The
draft questionnaire was distributed to 10 individuals. The questions were given by providing
space for respondents to get criticism and recommendation for improving the questionnaires by
asking respondents to state in their own words what they think each question means; revise and
retest the questions until all members of the pilot test sample accurately understand them.

The researcher also conducted a reliability test using Cronbach's alpha. Cronbach's alpha is a
measure used to assess the reliability, or internal consistency, of a set of scale or test items. In
other words, the reliability of any given measurement refers to the extent to which it is a
consistent measure of a concept, and Cronbach's alpha is one way of measuring the strength of
that consistency. The results of the calculated Cronbach’s alpha for each field of the
questionnaire and for the overall questionnaire are given in Table 3.2. Based on the results of
Cronbach’s alpha values, in order to decide the reliability of the collected dataset we used the
rule given by Gerorge and Mallery (cited in Joseph and Rosemary, 2003) as follows:
“>0.9=Excellent, > 0.8 =Good,> 0.7 = acceptance > 0.6=Questionable > 0.5= poor and < 0.5 =
unacceptable. Accordingly, the results revealed that the datasets were reliable.
 29

Table 3.2: Results of Chronbach alpha

Variables Number of item Chronbach alpha

Training design 13 0.929

Training method/type 16 0.938

Training facilities 4 0.852

Employee work performance 10 0.938

Overall 43 0.970

Source: Survey result (2019)

3.1.1. Interview

According to Patton (2012), an interview guide is a list of questions or issues that are to be used
in the course of an interview and it provided topics or subject areas about which the interview is
free to explore, probe and ask questions that will elucidate and illuminate that particular subject.
Thus, interview was conducted to obtain information from the concerned bodies of Hiwot Fana
Haramaya University Specialized Hospital such as the hospital human resource manager,
training coordinator, CDC project manager and CDC project training coordinator

3.2. Methods of data analysis

This study used both quantitative and qualitative methods of data analyses. To analyze the
quantitative data descriptive statistics tools such as frequency, percentages, mean values and
standard deviation was used to present and point out features of the collected data. Inferential
statistics such as correlation and multiple linear regression analysis methods were employed to
find out whether training schemes have positive effects on the performances of workers. The
information that obtained through interviews were reported through narrative descriptions to
supplement the information gathered through questionnaire. Analysis of the quantitative data was
carried out using the Statistical package for Social Science (SPSS version 21).
 30

In this study we employed multiple linear regression model to identify the significant predictors
of employee performance among the independent variables training design, training methods and
training facilities. Regression is a method that used to investigate a functional relationship
between variables. Multiple linear regression analysis assumes linear relationship between
independent variables and dependent variable. The method allows researchers to examine the
effects of more than one independent variable on the dependent variable at the same time.

The multiple linear regression function is given by:-

= + + + +

where = employee work performance;

= training design
= training methods
= training facilities
is the intercept or the value of when all the values of ’s are zero.
Each β’s represents the coefficients of the independent variables by which the
dependent variables varies in average whenever the respective independent variables
increased by one unit

Note that:- the total score values of employee work performance, training design, training
methods and training facilities were used to fit them in the model.
 31

4. RESULT AND DISCUSSION

In this chapter data collected through self-administered questionnaire and interviews are
presented, analyzed and interpreted. The main objective of the study is to investigate how
training programs are managed and their effects on employees' performance in Hiwot Fana
Haramaya University Specialized Hospital.

As per the sample size a total of 147 questionnaires were distributed to the employees of Hiwot
Fana Haramaya University Specialized Hospital. Out of the 147 distributed questionnaires 138
were filled and returned, thus the response rate is 93.8%.

4.1. Demographic characteristics of the respondents

The demographic characteristics of sample respondents such as respondent’s sex, age, marital
status, educational level, work experience and position or profession are given in Table 4.1.

As can be seen from Table 4.1, out of the total study respondents the majority of respondents
were females that represented 80 (58.0%) and the remaining 58 (42.0%) of the respondents were
males. This may be a result of high numbers of female employed nurses in the hospital.

Regarding age, the majority of respondent employees 58.8% were aged less than 28 years. Next
to this group, large numbers of study respondents, 36.2% respondents were aged between 29-39
years. The remaining 3.6% and 1.4% of respondents were aged between 40-50 years and above
50 years old respectively. This implies that the majorities of employees of the hospital are at
young age and as mistakes in the hospital is sensitive to the society; these youngster’s
performances must be supported with frequent training and development programs.

As showed in Table 4.1, out of the total study respondents, the majority of 76.1% were singles
and the remaining 23.9% of respondents were married. Regarding educational level of
respondents, the majority of them 50.7% were degree holders. Next to degree holders, large
numbers of study respondents 37.7% have diploma. The remaining 3.6% and 8.0% of
respondents were masters degree holders and MD holders respectively.
 32

Table 4.1: Demographic characteristics of the respondents

Independent Variables Category Frequency Percentage
Sex Female 80 58.0
Male 58 42.0
Total 138 100
Age 18-28 years 81 58.8
29-39 years 50 36.2
40-50 years 5 3.6
Above 50 years 2 1.4
Total 138 100
Marital status Single 105 76.1
Married 33 23.9
Total 138 100
Educational Level Diploma 52 37.7
Degree 70 50.7
Masters Degree 5 3.6
Medical Doctor 11 8.0
Total 138 100
Work experience Less than 5 years 77 55.8
5-10 years 49 35.5
Above 10 years 12 8.7
Total 138 100
current position / health Medical Doctor 11 8.0
profession
Medical laboratory technician 8 5.8
Psychiatrist 2 1.4
Midwifes 7 5.2
Nurse 96 69.6
Pharmacists 10 7.2
Health officer 2 1.4
Radiologists 2 1.4
Total 138 100
Source: Survey result (2019)
 33

Table 4.1 also showed that out of the total study respondents, the majority of them 55.8% have
less than 5 years of work experience, 35.5% of them have 5-10 years of work experience and the
remaining 8.7% have above 10 years of work experience. This implies that the majorities of
employees of the hospital are less experienced.

Regarding current position / profession of respondents, Table 4.1 showed that out of the total
study respondents the majority of them 69.6% were nurses. Out of the total study respondents,
8.0% of them were medical doctors and 7.2% of them were pharmacists. Out of the total study
respondents, 5.8% of them were medical laboratory technician/ technologists and 5.2% of them
were midwives. Psychiatrist, health officers and radiologists each account 1.4 percent of the
study respondents.

4.2. Training and development practices of the hospital

4.2.1. Frequency of training given to employees

When an organization allows employees to attend a training program for an employee’s

development, it gives them a sense of value (Birhane, 2016). The number of times that the
respondents took training is given in Table 4.2.

Table 4. 2: Frequency of training

Frequency of Training taken Frequency Percentage

Only once 44 31.9

Twice 51 36.9

Several times 43 31.2

Total 138 100

Source: Survey result (2019)

As showed in the Table 4.2, the majorities of the respondents 36.9% got trained for two times.
While 43 of the respondents which account for 31.2 percent of the study respondents claimed
 34

that they took training for several times, the remaining 31.9% of the respondents said have taken
training only once.

As Taiwo (2001) postulated training and development is a continuous process. Thus, it is

expected that the majority of respondents taken training for several times. However, as discussed
earlier in the demographic characteristics of respondents, the majority of the respondents served
the hospital for only less than 5 years. Hence, the number of years that employees stay in the
hospital may be the reason that large number of respondents claimed that they took training for
one and two times. If this is not the actual reason the hospital is expected to do a lot to help
improve the overall performance of its employees.

The results of the interviews showed that although not enough due to budget constraints, the
hospital provides as many as possible training opportunities for its employees. The reason for the
presence of many employees who took training less frequently may be they are not eligible or
fulfill the criteria set by their department to attend a given training.

4.2.2. The Criteria implemented by the hospital to select employees for training

Respondents were asked how they were selected for training and the result is given in Tables 4.3.
As showed in Table 4.3, the majority of respondents 39.9% replied that they attend training
because they fulfilled the criteria set by their department. Large number of respondents 30.4%
replied that they were selected to take training because the training was compulsory to all
employees of the hospital. Out of the total study respondents, 11.6% claimed that they took
training but do not know how they were selected to attend it and 10.9% of them said they had
attained training upon their supervisor’s recommendations. Out of the total study respondents
5.8% of them replied that they got training opportunity when they initially joined the hospital.
The remaining 1.4% of the employees replied that they attend training based on their request. As
interviewees replied, training participant selections were made by departments based on their
own criteria.
 35

Table 4.3: Criteria implemented by the hospital to select trainees

Criteria for Selecting Trainees Frequency Percentage

On joining the hospital 8 5.8

Supervisors recommendation 15 10.9

Compulsory for all employees 42 30.4

Upon my request 2 1.4

Performance appraisal 0 0.0

Based on competition/criteria 55 39.9

I don’t know 16 11.6

Total 138 100

Source: Survey result (2019)

4.2.3. Training and development needs assessment practice of the hospital

Ideally, management looks at training needs in relation to strategic organizational plans and as
part of the organizational change process. Then the training needs can be prioritized based on
organizational objectives. Conducting a training that most employees needed will helps to
improve the performance of the organization and produces visible result more quickly (Mathis
and Jackson, 2011). Respondents were asked whether the hospital conducted training and
development needs assessment and the result is given in Tables 4.4. As showed in Table 4.4, the
majority of respondent 66.7% replied no.

However, the results of the interviews showed the hospital conducted training and development
need assessments. Interviewees said that at least on yearly bases, the hospital evaluates its
employees based on standard criteria and identifies the gap of the employees if any. However,
sometimes training offers came to the hospital by stakeholders (i.e. Harari health bureau) without
conducting need assessments. Although interviewees indicate that the hospital conducted
 36

training and development need assessments, they also explained that there are problems on the
applications or usage of the results of the assessments mainly due to budget constraints.

Table 4.4: Training and development need assessments

Items Response Frequency Percentage

Does the hospital conduct training and Yes 46 33.3

development needs assessment? No 92 66.7
Total 138 100
Source: Survey result (2019)

4.2.4. Post training and development evaluation practice of the hospital

As Pineda (2010) indicated post evaluation of the training is a key tool to ascertain the actual
contribution made by training and development to organization. Respondents were asked
whether the hospital conducts post training and development evaluation and the result is given in
Tables 4.5. As showed in Table 4.5, 21.0% of the respondents replied that the hospital conducts
post training and development evaluation. However, the majority of respondent 79.0% replied
that the hospital does not conducted post training and development evaluation.

Table 4.5: Post training and development evaluation

Items Response Frequency Percentage

Does the hospital conduct post training and Yes 29 21.0

development evaluation? No 109 79.0
Total 138 100
Source: Survey result (2019)

The results of the interview showed that there are undeniable problems in conducting training
and development post evaluations. The hospital has never conducted training and development
post evaluation. This finding on training and development post evaluations is similar to the
findings of Meron (2015) and Birhane (2016).
 37

4.3. Training design

Training design is the process of developing a plan of instruction for each training program to be
offered to meet training objective (Goldstein and Ford, 2002). Regarding to training design
respondents were asked to what extent the trainings were designed according to the intended
objectives and whether the objective of the training was known, the contents are relevant;
approaches implemented during the training helped trainers achieve the training goals.

In the questionnaire, responses on training design, training method/ type , training facilities and
employee performance were measured on five point Likert scale with 1= Strongly Disagree; 2=
Disagree; 3=Neutral; 4= Agree; and 5 = Strongly Agree. To make easy interpretation, we
employed the approach given by Best, 1977 (cited in Yonas, 2013 and Amare, 2014) i.e. the
following ranges of values are re assigned to each scale: 1.80 or less = Strongly Disagree; 1.81-
2.60 = Disagree; 2.61-3.4 = Neutral; 3.41 – 4.2 = Agree; and 4.21 and greater = Strongly Agree.

Table 4. 6: Response on objective and content of training

Items Mean Sd

I was given sufficient information on the objectives of the training

3.82 0.938
course before my arrival.
The training course encouraged exchange of information and expression
3.78 0.863
of ideas successfully.
The objectives of the training were coherent with my needs. 3.50 1.020
There is expectation to be achieved at the end of the training. 3.70 0.917
The topics covered were relevant to me 3.63 1.004
The content was organized and easy to follow. 3.62 0. 969
The time allotted for the training was sufficient. 3.36 1.067
I received updated training which is required for my position 3.60 1.124
Overall 3.625 0. 991
Source: Survey result (2019)

Table 4.6 showed that the scored mean values of the major construct i.e. the objective and
content of training and all the sub-constructs exceed 3.4 except the scored mean value of sub-
 38

construct i.e. “The time allotted for the training was sufficient”. These indicate that the majority
of the respondents were agreed on the objective and content of trainings that are provided by the
hospital. The minimum scored mean value 3.36 for the sub-construct i.e. “The time allotted for
the training was sufficient” may indicate that there is problem on the time allotted for the
training.

Regarding trainer selection, as showed in table 4.7 showed that the majority of respondents were
agreed that trainers have sufficient knowledge the scored mean value is 3.91 and the standard
deviation is 0.947. The scored mean value is 4.20 with standard deviation 0.943 indicate that the
majority of respondents agreed that trainers were open, honest and fair to all. The scored mean
values 3.92 and 3.83 indicate that the majority of respondents agreed that trainers communicate
well and used effective examples and illustrations respectively.

Table 4.7: Qualities of trainers

Items Mean Sd

Trainers have sufficient knowledge. 3.91 0.947

The trainer summarized the main points before finishing. 3.91 1.053

The trainer used effective examples and illustrations 3.83 1.046

Trainers communicate well 3.92 0.936

Trainers were open, honest and fair to all 4.20 0.943

Overall 3.952 0.986

Source: Survey result (2019)

The descriptive statistics of the score of respondent’s on training design of the hospital is given
in Table 4.8. As showed in Table 4.8, the mean of the total score on training design is 48.76 with
standard deviation of 9.44. The standard deviation 9.44 showed that on average scores are apart
from the mean by 9.44 units. The overall mean of the mean score on training design is 48.76 /13
= 3.75. This implies the majority of respondents indicate agreement on the hospital’s training
design.
 39

Table 4.8: Score on training design

Items N Mean Std. Deviation

Total score on training design 138 48.7609 9.44717

Valid N (listwise) 138

Source: Survey result (2019)

Regarding to training design interview results revealed that for those trainings provided by the
College and CDC project center all training are designed properly before training delivery. The
hospital established training objectives and priorities, select trainers and develops a plan of
instruction for each training programs to be offered to meet the training objectives.

4.4. Types or methods of trainings

There are two broad types of training available to the businesses: on-the-job and off-the-job
techniques.

4.4.1. On the job training

According to Greer (2003) under on-the-job trainings new or inexperienced employees learn
through observing peers or managers performing the job and trying to imitate their behavior.
Among the on-the-job type trainings respondents were asked about induction, mentoring and job
rotation trainings of the hospital.

As can be seen from Table 4.9, the scored means 3.43 and 3.41 indicates that the majority of
employees agreed that the hospital has planned induction program for new employees and the
induction training provides by the hospital give an excellent opportunity for newcomers to
learn fast about the hospital norm. However, the scored means 3.30 and 3.35 indicates that the
majority of employees cannot decide whether the induction training is conducted timely and
conducted with sufficient duration.
 40

Table 4. 9: Induction training

Items Mean Sd
The hospital has a planned induction program for new employees. 3.43 1.003
Induction training provides an excellent opportunity for
3.41 1.058
newcomers to learn fast about the hospital norm.
The induction training is conducted timely. 3.30 1.137
Induction training has sufficient duration 3.35 1.072
Overall 3.375 1.068
Source: Survey result (2019)

Regarding to mentoring, as can be seen from Table 4.10, the scored means 3.48 indicates that the
majority of employees agreed that their supervisors and seniors gave them an opportunity to
express their views, feelings concerning the objectives and standards of work. However, the
scored means 3.33 and 3.34 indicates that the majority of employees have doubt or cannot decide
whether their supervisors and seniors regularly review the objective of sharing knowledge for
improvement with them and whether they receive enough support and guidance from their peers
and seniors.

Table 4.10: Employee mentoring

Items Mean Sd
My supervisors and seniors give me an opportunity to express my
3.48 1.086
views, feelings concerning the objectives and standards of work.
My supervisors and seniors and I regularly review the objective of
3.33 1.083
sharing knowledge for improvement.
I receive enough support and guidance that I need
3.34 1.111
from my peers and seniors to fulfill my potential
Overall 3.384 1.095
Source: Survey result (2019)
 41

Table 4. 11: Job rotation

Items Mean Stdv

Employees job rotation within the hospital help me to do variety of
3.46 1.068
tasks and increasing my overall performance.
Job rotation program of the hospital is an excellent system to acquire
3.57 1.046
new methods of work
Through job rotation I have got an opportunity to do a variety of tasks. 3.48 1.020
Overall 3.500 1.044
Source: Survey result (2019)

Regarding to job rotation, as can be seen from Table 4.11, all the scored means exceed 3.40
indicates that the majority of employees agreed that job rotation program of the hospital is an
excellent system to acquire new methods of work and it gave them an opportunity to do a variety
of tasks and increasing their overall performance.

4.4.2. Off the job training

Off-the-job training methods are conducted in separate from the job environment, study material
is supplied, there is full concentration on learning rather than performing, and there is freedom of
expression (Geer, 2003).

Table 4.12: Seminar

Items Mean Stdv

The seminars provided by the hospital help me to learn different

3.56 0. 982
issues in my field.
Training and development teams support me the use of techniques
3.41 0.893
learned in seminar that I bring back to my job
The Seminar method of delivery mode is designed at the level of
3.60 0.940
abilities of participants
Overall 3.522 0. 939
Source: Survey result (2019)
 42

As can be seen from Table 4.12, the scored mean 3.56 indicates that the majority of employees
agreed that the seminars provided by the hospital help them to learn different issues in their field.
The scored means 3.41 and 3.60 indicates that the majority of employees agreed that the seminar
they have taken was designed at the level of their abilities and training and development teams
support them to apply the techniques they learned in seminar on their job.

Regarding to lecture, as showed in Table 4.13 the scored mean 3.51 indicates that the majority of
employees agreed that the design of training considers the level of abilities and education of
employees. The scored means 3.53 and 3.49 indicates that the majority of employees agreed that
the lecture type of training they have taken was applicable for the job after training and their
supervisors support them to apply the techniques they learned on their job.

Table 4.13: Lecture

Items Mean Stdv

The lecture training programs are designed at level of abilities and
3.51 0. 946
education of employees.
The type of training I have taken is applicable for the job after training 3.53 0.983
Supervisors support the use of techniques learned in training that
3.49 0.848
employees bring back to their jobs.
Overall 3.507 0. 926
Source: Survey result (2019)

Table 4.14 showed descriptive statistics on the score of training type/method employed by the
hospital. As showed in the table, the mean of the score of training type/method is 55.23 with
standard deviation of 11.77.

Table 4. 14: Score of training type/method

Items N Mean Std. Deviation

Total score on training method 138 55.2391 11.77871

Valid N (listwise) 138
Source: Survey result (2019)
 43

4.5. Training facilities

Table 4.14 showed that the majority of employees, 37.0% of them agreed that there was no
problem in the availability or adequacy of training materials/equipment. In addition, similar
percent of respondents agreed that training materials/equipment were well prepared.
Furthermore, 37.7% of respondents agreed on training halls suitability. Furthermore, respondents
were agreed on the suitability of training halls. Similarly, the majority of employees, 37.7% of
them agreed that the training materials were relevant. Regarding training facilities, from the
results we deduce that there are no problems on the hospital training facilities regarding to
availability or adequacy, preparation and relevance of the prepared material.

Table 4. 15: Training facilities

Items Mean Stdv

There was no problem in the availability or adequacy of training

3.28 1.101
materials/equipment.
Training materials/equipment were well prepared. 3.34 1.070
All training materials/equipment were relevant /necessary to the
3.38 1.034
training.
Training halls were suitable for trainees. 3.44 0.959
Overall 3.361 1. 042
Source: Survey result (2019)

As showed in the Table 4.16, the mean of the score on training facilities is 13.44 with standard
deviation of 3.47.

Table 4. 16: Descriptive statistics on overall mean and total score of training facilities

Items N Mean Std. Deviation

Score on training facilities 138 13.4420 3.47046

Valid N (listwise) 138
Source: Survey result (2019)
 44

4.6. Employee performance

Training and development generates benefits for the employee as well as the organization by
positively influencing employee performance through the development of knowledge, skills,
ability, competencies and behavior. In this study employee performance is the aggregate of
employees efficiency, effectiveness and commitment.

As can be seen from table 4.17, the overall scored mean i.e. the scored mean value for employee
work efficiency is 3.524 with standard deviation 1.034. This implies that the majority of
employees agreed that the training provided by the hospital help them to improve their work
efficiency. The scored mean value 3.61 indicates that the majority of employees agreed that the
training provided by the hospital helped them to perform their work quickly and efficiently. The
scored mean value 3.59 indicates that the majority of employees agreed that the knowledge,
skills and attitude they received from the training have helped them to accomplish activities
without waste. However, the scored mean value 3.37 indicates that the majority of employees
cannot decide whether the training brought a strong team work to increase work efficiency.

Table 4.17: Efficiency

Items Mean Stdv

The training provided by the hospital helped me to perform my
3.61 1.014
work quickly and efficiently.
The knowledge, skills and attitude I received from the training have
3.59 0.937
helped me to accomplish activities without waste.
I am confident that the training brings strong team work so as it
3.37 1.114
helped our hospital to increase work efficiency
Overall 3.524 1.034
Source: Survey result (2019)

As can be seen from Table 4.18, the scored mean value 3.59 with standard deviation 0.852
indicates that the majority of employees agreed that training enable them to perform their work
with greater accuracy and precision. The small standard deviation 0.852 indicates that most
responses are clustered around the mean 3.59. The overall scored mean value for employee work
 45

effectiveness is 3.57 with standard deviation 0.934. This implies that the majority of employees
agreed that the training provided by the hospital help them to improve their work effectiveness.

Table 4.18: Effectiveness

Items Mean Stdv

I feel that the training enable me to perform my work with greater
3.59 0.852
accuracy and precision.
I feel confident that my training enable me to completely
3.59 1.037
perform all aspects of my job.
I can say that after training employees are working well with their
3.54 0. 905
regular activities.
Overall 3.570 0. 934
Source: Survey result (2019)

As can be seen from table 4.19, the overall scored mean value for employee commitment is
3.779 with standard deviation 0.951. This implies that the majority of employees agreed that the
training provided by the hospital help them to improve their commitment.

Table 4.19: Commitment

Items Mean Stdv

After the training, I feel that I am committed for my work. 3.86 0.892
After the training, I feel a strong sense of belonging to this
3.72 1.031
organization since I acquire the needed skills.
I think that active participation during training has a positive effect
3.75 1.019
on my commitment to the organization and for my work.
I now take personal responsibility for my job outcomes after being
3.79 0. 850
trained
Overall 3.779 0. 951
Source: Survey result (2019)
 46

Table 4.20: Score of employee performance

Items N Mean Std. Deviation

Score on employee performance 138 36.3986 7.79438

Valid N (listwise) 138

Source: Survey result (2019)

Table 4.20 showed descriptive statistics on score of employee work performance. As showed in
the table the mean of the score on employee performance is 36.39 with standard deviation of
7.794. The overall mean of the mean score on employee performance 36.39 /10 = 3.63 indicates
that the majority of respondents agreed that the training provided by the hospital help them to
improve their work performance.

4.7. Correlation Analysis

Pearson’s correlation coefficient of is used to measure the strength of the linear relationship
between two variables. Pearson correlation coefficients reveal the magnitude and direction of
relationships (either positive or negative) and the intensity of the relationship (–1.0 to +1.0). A
coefficient of +1 indicates a perfect positive correlation. A coefficient of - 1 indicates a perfect
negative correlation (Marczyk et.al, 2005).

Pearson correlation was used to associate the independent variables training design, training
methods and training facilities with the dependent variable employee performance.

The results of Pearson Correlation between the independent variables training design, training
methods and training facilities with the dependent variable employee performance is given in
Table 4.22. As can be seen from Table 4.22, all relationship between the dependent and
independent variables are positively and significantly correlated.

As can be seen from the results of correlation analysis in Table 4.22, training design is positively
and strongly correlated (r = 0.699, p < 0.05) with employees performance. In addition to training
design, training methods is also found to be positively and strongly correlated (r = 0.786, p <
0.05) with employees performance. Table 4.22 also showed that training facilities is positively
and strongly correlated (r = 0.681, p < 0.05) with employees performance.
 47

Table 4. 21: Results of correlation analysis

Training Training Training Employee

design methods facilities performance

Training design Pearson 1 0.642** 0.497** 0.699**

Correlation
Sig. (2-tailed) 0.000 0.000 0.000

N 138 138 138 138

Training methods Pearson 0.642** 1 0.693** 0.786**

Correlation
Sig. (2-tailed) 0.000 0.000 0.000

N 138 138 138 138

Training Pearson 0.497** 0.693** 1 0.681**

facilities Correlation
Sig. (2-tailed) 0.000 0.000 0.000

N 138 138 138 138

Employee Pearson 0.699** 0.786** 0.681** 1

performance Correlation
Sig. (2-tailed) 0.000 0.000 0.000

N 138 138 138 138

**. Correlation is significant at the 0.01 level (2-tailed).

These results are consistent with the previous studies that showed there is a positive and
significant correlation between training design, training and development methods and employee
performance (Romanework , 2015; Tsegay, 2015; Tazebachew, 2011 and Ayalew, 2017).
 48

4.8. Results of multiple linear regression analysis

Before directly embarking up on multiple linear regression analysis, it is compulsory to perform

model diagnosis such as normality of error terms and check the presence of multicollinearity and
autocorrelation problems.

One of the assumptions of multiple linear regression analysis is normality of error terms. Or in
other words, multiple linear regression analysis assumes that the residuals follow normal
distribution (bell-shaped) with mean zero and constant variance. Thus, in this study we assessed
the normality of error terms using the histogram plot of the residuals. As showed in Figure 4.1
the residuals follow a bell-shaped pattern that support the normality of error terms assumption.

Figure 4.1: Histogram plot of the residuals

 49

Table 4.22: Collinearity statistics

Collinearity Statistics

Tolerance VIF

Training design .583 1.717

Training methods .402 2.487

Training facilities .515 1.942

a. Dependent Variable: employee performance

When two or more independent predictors are highly correlated with each other this is known as
Multicollinearity. Multicollinearity can be checked through variance inflation factor (VIF) value;
in principle VIF value of each independent variable should be less than 10. VIF of greater than
10 and tolerance of less than 0.20 may indicates the presence of multicollinearity. A tolerance
close to 1 means there is little multicollinearity, whereas a value close to 0 suggests that
Multicollinearity may be a threat. As displayed in Table 4.23, all the values of VIF are below 10
and tolerance values are greater than 0.20. Hence, we can say that there is no multicollinearity
problem among the independent variables. In addition, the results given in Table 4.24 indicate
that the Durbin-Watson test statistic is close to the value of 2 i.e. 1.894 implying absence of
autocorrelation.

Table 4.23 :Model summary

Model R R Square Adjusted R Square Std. Error of Durbin-

the Estimate Watson

1 .842a .709 .703 4.25009 1.894

a. Predictors: (Constant), Training facilities, Training design, Training methods

b. Dependent Variable: employee performance
 50

The R Square value in the model summary given in Table 4.24 showed the amount of variation
in the dependent variable that can be explained by the independent variables. Thus, from the
result of the R Square value 0.709 (70.9 %) indicates that 70.9% of variation in employees
performance is explained by the variations in training design, training methods and training
facilities while the remaining 29.1% of variation in employees performance is a result of other
factors a part from training design, training methods and training facilities.

The Adjusted R Square that account for adjusts a bias in R 2 as the number of variables increases.
With only a few predictor variables, the adjusted R 2 should be similar to the R2 value. Hence, in
case of the current study, the Adjusted R Square value is 70.3 %. That shows the biases occurred
with R2 could be adjusted by this amount. The values of the two; R Square and Adjusted R
Square show little difference. This is emanated due to the existence of relatively small number of
independent variables i.e. three.

Table 4.24: Results of the overall model significance test

Model Sum of Squares df Mean Square F Sig.

Regression 5902.603 3 1967.534 108.925 .000b

Residual 2420.476 134 18.063

Total 8323.080 137

a. Dependent Variable: employee performance

b. Predictors: (Constant), Training facilities, Training design, Training methods

Result of the overall model significance test is given in Table 4.25. As showed in Table 4.25, the
p-value is 0.000 implying that the model is appropriate in measuring the relationship between
employees performance and the independent variables such as training design, training methods
and training facilities.
 51

Table 4.25: Results of the regression model fit

Unstandardized Coefficients Standardized t Sig.

Coefficients

B Std. Error Beta

(Constant) 1.362 2.029 .671 .503

Training design .255 .050 .309 5.070 .000

Training methods .283 .049 .427 5.812 .000

Training facilities .519 .146 .231 3.561 .001

a. Dependent Variable: employee performance

The results of the model fit are given in Table 4.26. As showed in the table, the p-values of all
independent variables such as training design, training methods and training facilities were found
to be less than the significance level α = 0.01. These imply that training design, training methods
and training facilities are significant predictors of employee performance.

These findings are more or less consistent with the findings of previous studies that showed
training and development is a significant predictor of employee performance (Assefa, 2016;
Romanework, 2015; Tsegay, 2015; Tazebachew, 2011 and Ayalew, 2017).

The adjusted coefficient for training design 0.309 shows that a change of one standard deviation
in the predictor variable i.e. training design will have a change in 0.309 times standard deviation
for the dependent variable i.e. employee performance. Thus, training design has positive and
significant effect on employee performance.

The adjusted coefficient of training methods is (β=.427). this shows that a change of one
standard deviation in the predictor variable i.e. training methods will have a change in 0.427
 52

times standard deviation for the dependent variable i.e. employee performance. Thus, training
methods have positive and significant effect on employee performance.

The adjusted coefficient for training facilities 0.231 shows that a change of one standard
deviation in the predictor variable i.e. training facilities will have a change in 0.231 times
standard deviation for the dependent variable i.e. employee performance. Thus, training facilities
have positive and significant effect on employee performance.
 53

5. SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1. Summary of major findings

The main objective of the study was to investigate how training programs are managed and their
effects on employees' performance in Hiwot Fana Haramaya University Specialized Hospital.
From the results of the study, the following particular findings were observed:

The results of demographic characteristics of respondents showed that out of the total study
respondents, the majority of them were females. This may be a result of high numbers of female
employed nurses in the hospital. Regarding age distribution, the majority of respondent
employees were aged less than 28 years. Out of the total study respondents, the majority of them
have less than 5 years work experience. The outcomes of the presence of young and less
experienced employees may not be good unless these less experienced employees are well
trained and equipped with frequent training and development programs. Out of the total study
respondents, the majority of them were single. Regarding educational level the majority of
respondents were degree holders. Regarding health profession of respondents, out of the total
study respondent, the majority of them were nurses.

The majority of respondents claimed that they took training not more than two times. The
number of years that employees stay in the hospital may be the reason for this figure since the
majority of the respondents served the hospital for less than 5 years. If this is not the actual
reason the hospital is expected to do a lot to help improve the overall performance of its
employees.

The majority of respondents replied that they attend training because they fulfill the criteria set
by their department and only two employees replied that they attend training based on their
request. As interviewees replied, training participant selections were made by departments based
on their own criteria.

Regarding training and development needs assessment practices of the hospital, the majority of
respondents disagreed that the hospital conducts training and development needs assessment.
However, the results of interview showed that, although the hospital conducted training and
development need assessments, there are problems on the applications or usage of the results of
 54

the need assessments. This result is similar to studies that are conducted in Ethiopia by Meron
(2015); Mengistu (2014) and Birhane (2016).

In addition, the majority of respondents replied that the hospital does not conduct post training
and development evaluation. Interview results also confirmed that the hospital had never
conducted training and development post evaluation. This result is similar to the findings of
Meron (2015) and Birhane (2016).

The results on hospital’s training design (objective of the training, training content, selection of
trainer) showed that the majority of respondents agreed on the hospital’s training design. These
indicate that the hospital’s training design is in satisfactory level.

As the results on training and development type/methods of the hospital (on the job training and
off the job training) showed, although the agreement level for on the job training is relatively
low, the majority of respondents agreed on the training and development type/method employed
by the hospital. Results on induction method showed that there is doubt on timing and duration
of induction training. Results on mentoring method showed that there is some doubt on receiving
enough support and guidance from peers and seniors.

Results on training facilities showed that there are problems in training materials/equipments
preparation, relevance and availability or adequacy. But majority of respondents agreed that
training halls were suitable.

The majority of employees agreed that the training provided by the hospital help them to
improve their work efficiency and to perform their work quickly and efficiently. Regarding to
effectiveness, the majority of employees agreed that the training provided by the hospital help
them to improve their work effectiveness. In addition, the majority of employees agreed that the
training provided by the hospital help them to improve their commitment. Furthermore, the
overall mean of the score on employee performance indicates that the majority of respondents
agreed that the training provided by the hospital help them to improve their work performance.

Results of the correlation analysis showed that there exist positive and significant relationships
between employee performance and independent variables i.e. training design, training methods
and training facilities.
 55

The results of the multiple linear regression model showed that training design, training methods
and training facilities are significant predictors of employee performance. These findings are
consistent with the previous studies that showed training and development is a significant
predictor of employee performance (Assefa, 2016; Romanework, 2015; Tsegay, 2015;
Tazebachew, 2011 and Ayalew, 2017).

5.2. Conclusion

The result of this study showed that majority of respondents took training not more than two
times. The number of years that employees stay in the hospital may be the reason for this figure
since the majority of the respondents served the hospital for less than 5 years. This study
revealed that in the hospital there are problems toward conducting training and development
needs assessment and post evaluation. However, results on the hospital’s training design showed
that the hospital’s training design is in satisfactory level. Regarding to training and development
type/method employed by the hospital, although the majority of respondents agreed on the
training and development type/method employed by the hospital, results on induction method
showed that there problems on the timing and the allocated duration of induction training.. In
addition, results on mentoring method showed that there are problems on receiving enough
support and guidance from peers and seniors.

The majority of employees agreed that the training provided by the hospital help them to
improve their work efficiency and to perform their work quickly and efficiently. Furthermore,
the overall mean of the score on employee performance indicates that the majority of
respondents agreed that the training provided by the hospital help them to improve their work
performance.

Finally, results of the correlation analysis and multiple linear regression model showed that there
exist positive and significant relationships between employee performance and independent
variables i.e. training design, training methods and training facilities.

5.3. Recommendation

Based on the findings, this study recommends the following:

 56

The result of this study showed that majority of respondents took training not more than two
times. This showed that the management of hospital shall conduct frequent trainings as much as
possible; the hospital should create rooms for employees to join training sessions many times.

This study revealed that there are problems in usage of the results of training and development
need assessments and conducting post evaluation in the hospital. Hence, it is recommended that
training and development programs must be organized according to the employees’ need to
enhance employees capability to perform. In addition, the hospital should apply training impact
analysis in order to assess the effectiveness of the training program by measuring the trainees’
performance before and after training.

Even though the training is designed and delivered in a proper way, if it is not given on time it
would be a waste of resource. So the hospital should consider in delivering the trainings on time.
The hospital should allow employees to spent a sufficient duration on training program so that
trainers will have sufficient time to equip the employees with the required knowledge and skills.

New and junior trainee employees need enough support and guidance from peers and seniors.
Thus, the training and development management team give opportunity to trainee employees to
actively participate in the training by posing questions to peers and seniors. In addition, it will be
better if the management add a session for seniors to share their views and experiences.
Furthermore, feedbacks from trainee employees on training should be collected before and after
training to improve the overall training and development program.

This study showed that improvement in training design, training methods and training facilities
results improvement in employee performance. Thus, the hospital should give attention to
improve its training and development design, methods and facilities. For example, based on the
fining of this study, in order to improve training design, the training and development
management should make the objectives of the training coherent with trainees needs. To improve
training methods, the training and development management should improve the mode of
delivery by making the delivery method more participatory. In addition, this study recommends
that in each of the training and development programs, within a short period of time after the
beginning of delivery the training and development coordinators should ask opinions of trainees
toward the method and make correction if necessary.
 57

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 63

Appendix
Appendix A: SPSS results

Sex

Frequency Percent Valid Percent Cumulative

Percent
female 80 58.0 58.0 58.0
Valid male 58 42.0 42.0 100.0
Total 138 100.0 100.0

Age

Frequency Percent Valid Percent Cumulative

Percent
18-28 81 58.7 58.7 58.7
29-39 50 36.2 36.2 94.9

Valid 40-50 5 3.6 3.6 98.6

above 50 2 1.4 1.4 100.0

Total 138 100.0 100.0

Marital status

Frequency Percent Valid Percent Cumulative

Percent
single 105 76.1 76.1 76.1
Valid married 33 23.9 23.9 100.0
Total 138 100.0 100.0

Educational level

Frequency Percent Valid Percent Cumulative

Percent
diploma 52 37.7 37.7 37.7
degree 70 50.7 50.7 88.4
Valid
masters 5 3.6 3.6 92.0
med doc 11 8.0 8.0 100.0
 64

Total 138 100.0 100.0

frequently do you participate in the training

Frequency Percent Valid Percent Cumulative

Percent

only once 44 31.9 31.9 31.9

twice 51 37.0 37.0 68.8
Valid
several times 43 31.2 31.2 100.0
Total 138 100.0 100.0

how were you selected for training

Frequency Percent Valid Percent Cumulative

Percent

On joining the hospital 8 5.8 5.8 5.8

Supervisors 15 10.9 10.9 16.7
recommendation
Compulsory for all employee 42 30.4 30.4 47.1
Valid
Upon my request 2 1.4 1.4 48.6

Based on competition 55 39.9 39.9 88.4

I don’t know 16 11.6 11.6 100.0

Total 138 100.0 100.0

does the hospital conduct training and development needs assessment

Frequency Percent Valid Percent Cumulative

Percent
no 92 66.7 66.7 66.7
Valid yes 46 33.3 33.3 100.0
Total 138 100.0 100.0
 65

does the organization conduct post training and development evaluation?

Frequency Percent Valid Percent Cumulative

Percent
no 109 79.0 79.0 79.0
Valid yes 29 21.0 21.0 100.0
Total 138 100.0 100.0

Training design

Reliability Statistics

Cronbach’s Cronbach’s N of Items

Alpha Alpha Based on
Standardized
Items
.929 .929 13

Item Statistics
Mean Std. Deviation N

tde1 3.82 .938 138

tde2 3.78 .863 138
tde3 3.50 1.020 138
tde4 3.70 .917 138
tde5 3.63 1.004 138
tde6 3.62 .969 138
tde7 3.36 1.067 138
tde8 3.60 1.124 138
tde9 3.91 .947 138
tde10 3.91 1.053 138
tde11 3.83 1.046 138
tde12 3.92 .936 138
tde13 4.20 .943 138
 66

Summary Item Statistics

Mean Minimum Maximum Range Maximum / Variance N of Items

Minimum
Item Means 3.751 3.362 4.196 .833 1.248 .047 13
Item Variances .978 .745 1.263 .519 1.696 .021 13

Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Training design 138 21.00 65.00 48.7609 9.44717
Valid N (listwise) 138

Training method/ type

Reliability Statistics

Cronbach’s Cronbach’s N of Items

Alpha Alpha Based on
Standardized
Items
.938 .939 16

Summary Item Statistics

Mean Minimum Maximum Range Maximum / Variance N of Items

Minimum
Item Means 3.452 3.304 3.601 .297 1.090 .008 16
Item Variances 1.042 .719 1.294 .575 1.800 .026 16
 67

Item Statistics
Mean Std. Deviation N

tty1 3.43 1.003 138

tty2 3.41 1.058 138
tty3 3.30 1.137 138
tty4 3.35 1.072 138
tty5 3.48 1.096 138
tty6 3.33 1.083 138
tty7 3.34 1.111 138
tty8 3.46 1.068 138
tty9 3.57 1.046 138
tty10 3.48 1.020 138
ttty1 3.56 .982 138
ttty2 3.41 .893 138
ttty3 3.60 .940 138
ttty4 3.51 .946 138
ttty5 3.53 .983 138
ttty6 3.49 .848 138

Descriptive Statistics
N Minimum Maximum Mean Std. Deviation

Training methods 138 28.00 77.00 55.2391 11.77871

Valid N (listwise) 138

Training facilities

Reliability Statistics

Cronbach’s Cronbach’s N of Items

Alpha Alpha Based on
Standardized
Items
.852 .853 4
 68

Item Statistics
Mean Std. Deviation N

tf1 3.28 1.101 138

tf2 3.34 1.070 138
tf3 3.38 1.034 138
tf4 3.44 .959 138

Summary Item Statistics

Mean Minimum Maximum Range Maximum / Variance N of Items

Minimum
Item Means 3.361 3.283 3.442 .159 1.049 .004 4
Item Variances 1.087 .920 1.212 .292 1.317 .016 4

Descriptive Statistics
N Minimum Maximum Mean Std. Deviation

Training facilities 138 7.00 20.00 13.4420 3.47046

Valid N (listwise) 138

Employee performance

Reliability Statistics

Cronbach’s Cronbach’s N of Items

Alpha Alpha Based on
Standardized
Items
.938 .939 10

Item Statistics
Mean Std. Deviation N

eper1 3.61 1.014 138

eper2 3.59 .971 138
eper3 3.37 1.114 138
 69

eper4 3.59 .852 138

eper5 3.59 1.037 138
eper6 3.54 .905 138
eper7 3.86 .892 138
eper8 3.72 1.031 138
eper9 3.75 1.019 138
eper10 3.79 .850 138

Summary Item Statistics

Mean Minimum Maximum Range Maximum / Variance N of Items

Minimum
Item Means 3.640 3.370 3.855 .486 1.144 .020 10
Item Variances .945 .722 1.242 .520 1.720 .030 10

Descriptive Statistics
N Minimum Maximum Mean Std. Deviation

employee performance 138 14.00 50.00 36.3986 7.79438

Valid N (listwise) 138

Correlations

Training design Training Training facilities employee

methods efficiency
Pearson Correlation 1 .642** .497** .639**
Training design Sig. (2-tailed) .000 .000 .000

N 138 138 138 138

Pearson Correlation .642 **
1 .693 **
.777**
Training methods Sig. (2-tailed) .000 .000 .000
N 138 138 138 138
Pearson Correlation .497 **
.693 **
1 .652**
Training facilities Sig. (2-tailed) .000 .000 .000
N 138 138 138 138
Pearson Correlation .639 **
.777 **
.652 **
1

employee efficiency Sig. (2-tailed) .000 .000 .000

N 138 138 138 138

**. Correlation is significant at the 0.01 level (2-tailed).

 70

Correlations

Training design Training Training facilities employee

methods effectiveness
Pearson Correlation 1 .642** .497** .630**
Training design Sig. (2-tailed) .000 .000 .000

N 138 138 138 138

Pearson Correlation .642 **
1 .693 **
.704**
Training methods Sig. (2-tailed) .000 .000 .000
N 138 138 138 138
Pearson Correlation .497 **
.693 **
1 .644**
Training facilities Sig. (2-tailed) .000 .000 .000
N 138 138 138 138
Pearson Correlation .630 **
.704 **
.644 **
1

employee effectiveness Sig. (2-tailed) .000 .000 .000

N 138 138 138 138

**. Correlation is significant at the 0.01 level (2-tailed).

Correlations

Training design Training Training facilities employee

methods commitment
Pearson Correlation 1 .642 **
.497 **
.676**
Training design Sig. (2-tailed) .000 .000 .000

N 138 138 138 138

Pearson Correlation .642** 1 .693** .714**
Training methods Sig. (2-tailed) .000 .000 .000
N 138 138 138 138
Pearson Correlation .497** .693** 1 .612**
Training facilities Sig. (2-tailed) .000 .000 .000
N 138 138 138 138
Pearson Correlation .676** .714** .612** 1

employee commitment Sig. (2-tailed) .000 .000 .000

N 138 138 138 138

**. Correlation is significant at the 0.01 level (2-tailed).

 71

Correlations

Training design Training Training facilities employee

methods performance
Pearson Correlation 1 .642** .497** .699**
Training design Sig. (2-tailed) .000 .000 .000

N 138 138 138 138

Pearson Correlation .642 **
1 .693 **
.786**
Training methods Sig. (2-tailed) .000 .000 .000
N 138 138 138 138
Pearson Correlation .497 **
.693 **
1 .681**
Training facilities Sig. (2-tailed) .000 .000 .000
N 138 138 138 138
Pearson Correlation .699 **
.786 **
.681 **
1

employee performance Sig. (2-tailed) .000 .000 .000

N 138 138 138 138

**. Correlation is significant at the 0.01 level (2-tailed).

Model Summaryb

Model R R Square Adjusted R Std. Error of the Durbin-Watson

Square Estimate
1 .842a .709 .703 4.25009 1.894

a. Predictors: (Constant), Training facilities, Training design, Training methods

b. Dependent Variable: employee performance

ANOVAa
Model Sum of Squares df Mean Square F Sig.

Regression 5902.603 3 1967.534 108.925 .000b

1 Residual 2420.476 134 18.063
Total 8323.080 137

a. Dependent Variable: employee performance

b. Predictors: (Constant), Training facilities, Training design, Training methods
 72

Coefficientsa

Model Unstandardized Coefficients Standardized t Sig.

Coefficients
B Std. Error Beta

(Constant) 1.362 2.029 .671 .503

Training design .255 .050 .309 5.070 .000
1
Training methods .283 .049 .427 5.812 .000
Training facilities .519 .146 .231 3.561 .001

a. Dependent Variable: employee performance

Coefficientsa

Model Collinearity Statistics

Tolerance VIF

Training design .583 1.717

1 Training methods .402 2.487
Training facilities .515 1.942

a. Dependent Variable: employee performance

73
 74

Appendix B:
Questionnaires
Haramaya University
Postgraduate program directorate
Program of MBA
Department of Management

Questionnaire to be filled by Medical staff of Hiwot Fana Specialized University Hospital

RESEARCHER: ABERA MOLLA

Dear Respondent,
I am a student at the Haramaya University pursuing a Masters of Business Administration
(MBA) degree. This study is entitled “Effects of Training and Development on Employee
performance: The case of Hiwot Fana Haramaya University Specialized Hospital” to be
carried out for a research to be done as a partial fulfillment of the MBA degree. I respectfully
request your kind cooperation in answering all the questions given in the questionnaire as
accurately and frankly as possible. Your responses will be treated strictly confidential and it is
going to be used only for academic purpose. You don’t need to write your name.

Please note that:

The student researcher has scheduled to get the filled questionnaire back within two days

Contact Address:
If you have any query, please do not hesitate to contact me and I am available at your
convenience time on Tel. +251-915-71-11-11 or send your questions to my email:
mollabera988@gmail.com

Thank you in advance!!

 75

Instructions: Please select the appropriate answer and put ‘√ ‘mark on the given choice.
PART I:

Section-1. Personal information

1. Gender: Female Male

2. Age: 18-28 years 29-39 years 40-50 years Above 51 years
3. Marital status:
Single Married Widowed Divorced
4. What is your level of educational achievement so far?
Diploma Degree Masters Degree MD
PhD Other:
5. How long have you been working in Hiwot Fana Haramaya University Specialized
Hospital? Less than 5 years 5-10 years More than 10 years
6. What is your current position category?
Medical Doctors Medical laboratory technician
Psychiatrist Midwifes,
Nurse Pharmacists
Health officers Radiologists Other, specify:
7. Salary per month;
Below 2500 birr 2501 birr-4000 birr
4001 birr-5500 birr Above 5500 birr
Section-2. General information on training and development
8. How frequently do you participate in the training program organized by the
hospital? Only once twice Several times never
9. How were you selected for training?
On joining the hospital Supervisors recommendation
Compulsory for all employees Upon my request
Performance appraisal Based on competition
I don’t know
10. Does the hospital conduct training and development needs assessment?
Yes No
11. Does the hospital conduct post training and development evaluation?
Yes No
12. Whenever you take training, do you have the readiness to gain the necessary skill and
willing to transfer the skill and to transfer the skills obtained from the training?
Yes No
 76

PART II
Instruction: Please indicate the extent to which you either agree or disagree with the following
statements by putting a tick mark √ or × in the appropriate column. The numbers at the
heading of the column would mean the following.

1. Strongly Disagree 2. Disagree 3. Neutral 4.Agree 5. Strongly Agree

Section-1. Questions related to training design (objective of the training, training content,
selection of trainer) on employee performance in Hospital.

S. No Questions Items 1 2 3 4 5
Objective and content of the training
1 I was given sufficient information on the objectives of the
training course before my arrival.
2 The training course encouraged exchange of information
and expression of ideas successfully
3 The objectives of the training were coherent with my
needs.
4 There is expectation to be achieved at the end of the
training.
5 The topics covered were relevant to me
6 The content was organized and easy to follow.
7 The time allotted for the training was sufficient..
8 I received updated training which is required for my
position
Selection of trainer
9 Trainers have sufficient knowledge.
10 The trainer summarized the main points before finishing.
11 The trainer used effective examples and illustrations
12 Trainers communicate well
13 Trainers were open, honest and fair to all

Section-2. Questions related to types of training (on the job training and off job training)
71
 77

I.
Questions for on the job training

S. No Questions Items 1 2 3 4 5
Induction training
14 The hospital has a planned induction program for new
employees.
15 Induction training provides an excellent opportunity
for newcomers to learn fast about the hospital norm.
16 The induction training is conducted timely.
17 Induction training has sufficient duration
Employee mentoring
18 My supervisors and seniors give me an opportunity to
express my views, feelings concerning the objectives and
standards of work.
19 My supervisors and seniors and I regularly review the
objective of sharing knowledge for improvement.
20 I receive enough support and guidance that I need
from my peers and seniors to fulfill my potential
Job rotation
21 Employees job rotation within the hospital help me to do
variety of tasks and increasing my overall performance.
22 Job rotation program of the hospital is an excellent system
to acquire new methods of work
23 Through job rotation I have got an opportunity to do
a variety of tasks.

II.
Questions on off the job training

S. No Questions Items 1 2 3 4 5
Seminar
24 The seminars provided by the hospital help me to learn
different issues in my field.
25 Training and development teams support me the use of
techniques learned in seminar that I bring back to my job
26 The Seminar method of delivery mode is designed at the
level of abilities of participants
Lecture
27 The lecture training programs are designed at level of
abilities and education of employees.
28 The type of training I have taken is applicable for the job
after training
29 Supervisors support the use of techniques learned in
training that employees bring back to their jobs.
 78

Section-3. Questions related to training facilities/materials and mode of delivery

S. No Questions Items
1 2 3 4 5
30 There was no problem in the availability or
adequacy of training materials/equipment.
31 Training materials/equipment were well prepared.
32 All training materials/equipment were relevant
/necessary to the training.
33 Training halls were suitable for trainees.

PART III: questions on employee performance

S. No Questions Items 1 2 3 4 5
Efficiency
34 The training provided by the hospital helped me to perform my
work quickly and efficiently.
35 The knowledge, skills and attitude I received from the training have
helped me to accomplish activities without waste.
36 I am confident that the training brings strong team work so as it
helped our hospital to increase work efficiency
Effectiveness
37 I feel that the training enable me to perform my work with greater
accuracy and precision.
38 I feel confident that my training enable me to completely perform
all aspects of my job.
39 I can say that after training employees are working well with their
regular activities.
Commitment
40 After the training, I feel that I am committed for my work.
41 After the training, I feel a strong sense of belonging to this
organization since I acquire the needed skills.
42 I think that active participation during training has a positive effect
on my commitment to the organization and for my work.
43 I now take personal responsibility for my job outcomes after being trained
 79

Interview guide

For human resource manager

1. What type of training and development programs does the hospital provide to employees?
2. Does your hospital conduct training and development needs assessment? If yes, how does
training need assessment undertaken in the hospital?
3. How does your hospital design the training program?
4. Which methods were used in delivering the program? on the job training types? Off the job
types?
5. What are the selection criteria of trainees?
6. Does the hospital conduct post training and development programs evaluation? If yes, which
evaluation method is used?
7. What benefits your hospital and employees have got from training and development?
8. Would you mention problems your hospital faced in conducting training and development?
 80

Interview guide

For Center for disease control (CDC) Unit manager

1. What type of training and development programs does the center provide to employees?
2. Does the center conducted training and development needs assessment? If yes, how does
training need assessment undertaken?
3. How does the center design the training program?
4. Which methods were used in delivering the program? on the job training types? Off the job
types?
5. What are the selection criteria of trainees?
6. Does the center conduct post training and development programs evaluation? If yes, which
evaluation method is used?
7. What benefits does the hospital and employees have got from training and development?
8. Would you mention problems the center faced in conducting training and development?