I

THE EFFECT OF EMPLOYEE TRAINING ON ORGANIZATIONAL

PERFRORMANCE IN MOGADISHU-SOMALIA

LEYLA JAMAC AHMED

(MATRIC NO. 4000596)

THESIS SUBMITTED IN FULFILMENT FOR THE DEGREE OF MASTER IN

BUSUNESS ADMINSTRATION

FACULTY OF BUSINESS ADMINSTRATION

LINCOLN UNIVERSITY COLLEGE

MALAYSIA

OCTOBER 2020
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Declaration

I hereby declare that this thesis is based on my own independent work, except for

quotation and summaries which have been dully acknowledged. I also declare that no part

of this work has been submitted for any degree to this or any other university.

Signature: -------------------------------

Date: -------------- Name: -----------------------------------------

Matric No: ----------------------------------

Supervisor: Prof. SAEED NAAJI -------------------------------------------------

Department of business administration

Faculty of business administration

University Of Lincoln

Kuala Lumpur, Malaysia.

Supervisor: SAEED NAAJI

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ACKNOWLEDGEMENTS

First of all, I thank ALLAH for inspiring me with strength and energy to achieve this

modest study. I am deeply grateful to all those who have encouraged and helped me,

discussed ideas and insights, which have contributed in various ways to complete my

study.

My deepest gratitude and appreciation go to my supervisor Dr.saeed naaaji for his

patience and very helpful comments, his bright ideas, guidance and for being generous

with his knowledge and experience in supervising .

I would like to express my sincere gratitude to my parents , Brothers, Sisters And

Friends, and also again and again I would like to thank my ex-classmate Ibrahim who

helped me to complete this senior project .

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ABSTRACT

This study investigated the relationship between employee trainings and organizational

Performance. The objective of this study to investigate the effect of important of

Employee training, and off-job training on job trainings of the Employee to achieve the

objectives of this study, data was collected from55 Employees of telecommunication

companies in Mogadishu. . For data analysis, researchers managed correlation research

design to test the relationship between Employee training and organizational

Performance in telecommunication companies in Mogadishu by using SPSS software,

also descriptive analysis such as frequency and percentage used to analyze the

characteristics of respondents. As result of the analysis, the study revealed that all the

dimensions of - Employee training, and Organizational performance e have a positive

correlation with Organizational performance.

In conclusion Such positive implied that if telecommunication companies in Mogadishu

sets clearly its Employee training the Employee Performance would improved, As well

as if the telecommunication companies in Mogadishu also intend focus on deeply

recognition then its Employee Performance would be efficiency and effectiveness,.

Based on the finding, the study concludes that if the right employees are sent on training

through the systematic training procedure of identifying and selecting employees for

training, there would be a significant improvement on the organizational performance.

Finally, it is recommended that a mechanism should be created for proper assessment and

evaluation of employee performance after training as this would ensure that only

employees who require training are sent on training

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Table of Contents

THE EFFECT OF EMPLOYEE TRAINING ON ORGANIZATIONAL PERFRORMANCE IN

MOGADISHU-SOMALIA............................................................................................................... I
ACKNOWLEDGEMENTS ......................................................................................................... III
ABSTRACT.................................................................................................................................... IV
CHAPTER ONE ............................................................................................................................ 1
INTRODUCTION.......................................................................................................................... 1
1.0: INTRODUCTION .................................................................................................................. 1
1.1 BACKGROUND OF THE STUDY ........................................................................................ 1
1.2: PROBLEM STATEMENT ....................................................................................................... 5
1.3: SIGNIFICANCE OF STUDY .................................................................................................. 6
1.4: PURPOSE OF THE STUDY .................................................................................................... 6
1.5: RESEARCH QUESTIONS OF THE STUDY ......................................................................... 6
1.6: THEORETICAL AND ANALYTICAL FRAME WORK ....................................................... 7
1.7: DEFINITION OF TERMS ....................................................................................................... 7
LITERATURE REVIEW ................................................................................................................ 9
2.0 INTRODUCTION ..................................................................................................................... 9
2.1: CONCEPT OF EMPLOYEE TRAINING............................................................................... 9
2.1.1:. HUMAN RESOURCE MANAGEMENT .......................................................................... 20
2.1.1.1: STAFFING ....................................................................................................................... 21
2.1.1.2: TRAINING AND DEVELOPMENT ............................................................................... 22
2.1.1.3: PERFORMANCE APPRAISAL ...................................................................................... 24
2.1.1.4 COMPENSATION AND BENEFIT ................................................................................. 26
2.2: HUMAN RESOURCE TRAINING AND DEVELOPMENT ............................................... 27
2.2.1: TRAINING .......................................................................................................................... 27
2.2.2: BENEFITS OF TRAINING ............................................................................................... 29
2.2.3: HR TRAINING NEEDS ...................................................................................................... 29
2.3: ORGANIZATIONAL PERFORMANCE .............................................................................. 31
2.4: EFFECTS OF TRAINING ON EMPLOYEE PERFOMANCE............................................. 37
2.4.1: THE OTHER FACTORS AFFECTING ORGANIZATIONAL PERFORMANCE .......... 47
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2.4.1.1 MANAGEMENT – SUBORDINATE RELATIONSHIP ................................................. 49

2.4.1.2 WORKING CONDITIONS ............................................................................................... 50
2.4.1.3:REWARD SYSTEM ......................................................................................................... 51
2.4.1.5: TEAM WORK .................................................................................................................. 52
CHAPTER THREE ....................................................................................................................... 54
RESEARCH METHEDOLOGY ................................................................................................... 54
3.0: INTRODUCTION .................................................................................................................. 54
3.1: RESEARCH DESIGN ............................................................................................................ 54
3.2:RESEARCH POULATION ..................................................................................................... 55
3.3 SAMPLE SIZES .................................................................................................................... 55
3.4: SAMPLING PROCEDURE ................................................................................................... 56
3.4.2: SIMPLE RANDOM SAMPLING ....................................................................................... 56
3.5:RESEARCH INSTRUMENT ................................................................................................. 56
3.6: RESEARCHQUALITY .......................................................................................................... 57
3.6.1:Reliability ............................................................................................................................. 57
3.6.2: VALIDITY .......................................................................................................................... 57
3.7: DATA GATHERINGPROCEDURE ..................................................................................... 57
CHAPTER FOUR.......................................................................................................................... 60
FINDINGS AND DISCUSSIONS ................................................................................................ 60
4.0. INTRODUCTION .................................................................................................................. 60
4.1. RESPONSE RATE ................................................................................................................. 60
Table 4.1 Response rate ................................................................................................................. 60
4.2. INFORMATION ON BACKGROUND OF RESPONDENTS ............................................. 60
Table 4.2 Respondents’ demographic profile. ............................................................................... 60
4.2 DATE ANALAYSIS ............................................................................................................... 62
TABLE 4.2.1: DESCRIBTIVE ANALYZE OF EMPLOYEE TRAINIG .................................... 62
TABLE 4.2.2: DESCRIBTIVE ANAYLZE OFF JOB TRAININGS ........................................... 63
TABLE 4.2.3: Descriptive analyze on- job trainings ..................................................................... 64
4.2.3: Descriptive analyze on- job trainings .................................................................................. 64
TABLE 4.2.4: Descriptive analyze of Organizational performance ............................................. 65
4.2.4: Descriptive analyze of Organizational performance ........................................................... 65
4.3 CORRELATION ANALYZE AMONG THE VARIABLES ................................................. 66
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CHAPTER FIVE ........................................................................................................................... 68

DISCUSSIONS OF MAJOR FINDINGS.................................................................................... 68
5.0 INTRODUCTION ................................................................................................................... 68
5.1: MAJOR FINDINGS ............................................................................................................... 68
CHAPTER SIX .............................................................................................................................. 72
CONCLUSIONS, RECOMMENDATIONS AND SUGGESSTIONS FOR FURTHER STUDIES
....................................................................................................................................................... 72
6.1 CONCLUSION ........................................................................................................................ 72
6.2: RECOMMENDATION .......................................................................................................... 73
Areas for Further Research ............................................................................................................ 74
APPENDIX II: QUESTIONNAIRE .............................................................................................. 81
VIII
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CHAPTER ONE
INTRODUCTION
1.0: INTRODUCTION
This is the first chapter of the study and it contains introduction of the study, background,
problem statement, purpose of the study, scope, objectives, questions, definition of terms,
and conceptual framework.
1.1 BACKGROUND OF THE STUDY
Training is a process that provides employees with skills, information and understanding
of the organization and its goals (Shaw, 2011).
Employee training refers to programs that provide workers with information, new skills,
or professional development opportunities (Olalere & Adesoji, 2013).
The history of training in business organizations is as long as the entire history of
business organizations (Miller, 1996). This is because the knowledge base or skills of the
normal employees in the labour market is not sufficient for the specialized tasks within
the organizations. However, the academic study of various forms of training did not start
until about a century ago, when researchers started a branch of research under the name
of “vocational training” (Salas and Cannon-Bowers, 2001).
The beginning of the twentieth century and especially after World War II saw the
widespread of training programs among organizations, involving more and more
employees and also expanding in content (Luo, 2000).
In the 1910s, only a few large companies such as Westinghouse, General Electric, and
International Harvester had factory schools that focused on training technical skills for
entry level workers. By the end of 1990, forty percent of the Fortune 500 firms in
America had a corporate university or learning center (Meister, 1997).
The perception of employees on training has a greater impact on the success of any
organization. If the employees are satisfied with the training policies of the organization,
this would have a positive impact on the organization‟s productivity. The perception or
attitude of employees is transformed into positive or negative behavior. How do the
employees see employee training policies of the organization? How seriously does the
Management take the Training Policy of its organization? Some see training and
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development as a waste of time and resources that would have been employed in the
production of goods and services that would yield profit to the organization. Sometimes,
the fear that an employee could leave the organization after training affects the
employees training and sometimes makes it unplanned and unsystematic.
he procedure and process usually adopted by some Human Resource Departments in the
identification of those employees that require training are worrisome. For instance,
employees sometimes go for training for personal reasons which include enriching
themselves; preparing themselves for other positions in other organizations; power
play/politics; because he/she knows the person in-charge of training and not necessarily
because there is an identified skill gap which needs to be filled through training. Often
times, the Human Resource Department does not conduct training needs assessment.
Employees‟ training selection criteria ought to be systematic and free from bias. It must
follow a lay down procedure to ensure that the right candidates are sent for training for
positive effect on organizational performance.
Smit and de Cronje (2010) refer to three methods for identifying needs: the generic
methods, performance analysis, and competency assessment. Mansoor, Shah, and
Tayyaba (2015) did a survey on impact of training and development on organization
performance with mediating role of intention to quit as human resource quality cost. The
salary-based employees of the organizations having 5 – 250 employees have been
selected on the basis of stratified sampling technique for the data collection purposes. Out
of 600 questionnaires distributed, 290 were returned and 278 were used for the study. The
relationship of training and development and organization performance was found to be
positively mediated by the intention of employees to quit the organizations. The positive
relationship might exist due to the number of other factors like inflation, less job
opportunities existing in the Pakistani context.
Ogohi (2018) conducted a survey on effects of training on organizational performance in
Nigeria. The research attempts to find out the impact which training has organizational
performance bearing in mind that the aggregate of individual performance would
culminate to organizational performance. The study considered the microfinance bank
sub-sector from which three banks were selected. Data was collected from 304
respondents who were drawn using Taro Yamane sample size determination technique
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through structured questionnaire. The data collected was subjected to both descriptive
and inferential techniques were used to test formulated hypotheses. The study showed
that employee skill, knowledge and ability gained from training has significant effect on
productivity. Further findings reveal that training has effect on employee commitment to
the organization. Janes (2018) conducted a study impact of employee training on
organizational performance, a case study of drilling companies in Geita, Shinyanga and
Mara Regions in Tanzania. The study comprised a sample size of 219 respondents
selected using purposive and simple random sampling techniques. Data collection was
done through the questionnaire administered to the respondents. Data was analyzed using
descriptive statistics and results presented using tables. The study results found that
employee training has a significant effect on the performance of drilling companies.
However, the study results found that there is lack effective training and development
policies in drilling companies.
Sababu (2010) defines training as a process intended to improve mental and physical
skills and abilities for better job performance, for a given job or task. Gilmore (2009)
posits that training divided into two categories: on the job training and off the job
training. In addition, Gilmore argues that training effectiveness relies on knowledge
needed by workers and effectiveness of transmission of learning content of to learners.
Nickson (2009), states that, on the job training is cheaper and highly effective in
integrating employees into teams. Off the job, training is suitable for large number of
trainees.
Sababu (2010) alleges that effectiveness of training methods depends on the person
delivering the training. The turbulent business environment, whereby, everything is
rapidly changing necessitates training (Nassazi, 2013). Employee training, therefore,
ensures that employees are up to date with the current happenings in technological,
social, political and economic environments. Laurie (2007) concurs that training is
important as it ensures that organizations have people who are ready to technically and
socially to undertake the current job duties and responsibilities well. However, it is still
not clear on how training influences performance in the public sector hence this study
seeks to unravel this.
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It is apparently important than ever for such organizations such as Tile and Carpet Centre
to come up with multi-faceted strategies of human capital management that seeks to
strengthen employee engagement and create a commitment that goes further than the
contractual employer/employee relation to enhance organization performance. A holistic
human capital approach requires organizations to view talent acquisition, development,
and retention and employee engagement in a radically new way as a single entity rather
than distinct parts. Organizations have to evaluate the value that is generated by the
employees to be able to find out how successfully they use their knowledge and skills.
Huselid, Becker, and Beatty (2014) showed that many Human Resource Managers have
not attempted to understand the usefulness or how Human Capital Management can be
used in their organizations successfully.
The theory of human resource management theory was developed by Raymond Miles in
1965. It directs that labor force has untapped resources. Miles argued that every
employee come into a firm with several different resources that can be tapped by the
management to increase overall production. This includes physical energy and skills self-
direction, capabilities and creativity to enable the organization to maximize
organizational performance. The main purpose of the manager is to focus on controlling
and directing employees and make major decision based on the human resource skills and
capabilities in the organization. Communication was treading to be crucial and bi-
direction between the employee and the employer. It also should provide inclusiveness in
decision making and encourage participation. It explained further that most firms have
untapped human resource and encouraged participation in order to achieve organizational
performance and productivity (Miles & Ritchie, 1971).
Employee training is one of the vital tools that help to enhance effective organizational
performance and at the same time helps to promote the stability index of the organization.
It is very important for the organization to exert extra efforts and invest much in
employee training if it wants to achieve its objectives in the most economical way.
Effective training programs help in building a supportive and conducive learning
environment to the workforce and at the same time help them to deal effectively with
foreseeable challenges easily and in time (Gunter, 2011). Konings and Vanormelingen
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(2015) proposed that training is a fundamental and effectual instrument in the successful
accomplishment of the firm's goals and objectives, resulting in higher productivity.
In Somalia employees didn’t get an enough trainings to strength the capacity of the
workers this is the major problem that faces the employees.A trained employees plays an
important role in organizational performance , The effect of training on employee and
organizational performance may be both direct and indirect. Sahinidis and Bouris (2008)
notes that directly the role of training programs is seen as a measure of improving
employee capabilities and organizational capabilities i.e. when the organization invests in
improving the knowledge and skills of its employees, the investment is returned in the
form of more productive and effective employees. While indirectly they highlight that as
companies train their employees so as to enable them to handle both current and future
issues, the training can lead to high levels of motivation and commitment by the
employees, who actually see the opportunity they are given hence the appreciation of the
investment their organization is making in them and is shown in their hard work and their
contentment in being a member of such an organization.
1.2: PROBLEM STATEMENT
Despite the increasing effects on training of organizational employees by organizations,
there is still limited literature on human resource development issues in developing
countries (Debrah & Ofori 2006, 440) and increasing concerns from organizational
customers towards low quality services in the telecommunications sector. It is further
worth noting that while much is known about the economics of training in the developed
world, studies of issues 12 associated with training in less-developed countries are rarely
found. The existing studies in this relation (Harvey 2002; Harvey, Matt & Milord 2002;
Jackson 2002; Kamoche 2002; Kamoche, Debrah, Hortwiz & Muuka 2004; Kraak 2005)
have taken a general human resource management (HRM) focus creating a gap on issues
such as the effect of training on organizational performance.
Employees are vital for any organization to meet its objectives and as well, thrive in this
competitive environment. This calls for massive investment to improve their capabilities
through training. Several researchers have tried to find out the influence of training on
organizational performance but most of them have shown keen interest on private
organizations that aim at making profit (Alshuwairekh, 2016, Nassazi, 2013 and Sila,
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2014). There is less research carried in government institutions especially in developing

countries in Africa that are heavily investing in training to enhance capacity of their staff.
Therefore, this study seeks to find out the influence of employee training on
organizational performance focusing on banadir region in Mogadishu Somalia that is a
subset of the government of Somalia to fill the existing gap.
1.3: SIGNIFICANCE OF STUDY
Training is a vital phase of management control. One of the means of reducing accidents,
eliminating wastages and increasing quality is training in these areas.
The values of training cannot be overemphasized. Training is needed at every level
because of the following reasons:
• Training brings about an improvement in employee skill; which in turn increases the
quality and quantity of output.
• Training increase in primary objectives would be reflected in increased returns to
employees, personal rewards being affected by individual productivity Employee
development is not an end in itself but rather a means to greater productivity, lower costs
and higher profits.
•this study also gives recommendations for organizations to solve these problems towards
training and performance of the employees.
The scope of the study deals with the aim of training method used in the organization.
Training importance its significance on organizational performance, and satisfaction of
employees cover under scope. The study would be useful for the organization to
determine the organization success of training provided.
1.4: PURPOSE OF THE STUDY
The main purpose of this study is to examine the influence of training on organizational
performance in some telecommunication companies in Mogadishu Somalia.
1.5: RESEARCH QUESTIONS OF THE STUDY
1. What is the effect of human resource management on organizational performance
in some selected telecommunication companies in Mogadishu Somalia?
2. Does human resource training development effects organizational performance in
some selected telecommunication companies in Mogadishu Somalia?
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3. What is the extent relationship between training and organizational performance

in some selected telecommunication companies in Mogadishu Somalia?

1.6: THEORETICAL AND ANALYTICAL FRAME WORK

EMPLOYEE TRAINING
 Off job training
 On job training

HUMAN RESOURCE Organizational performance

MANAGEMNT  Working conditions
 Staffing  Reward system
 Performance appraisal  Team work
 Compensation and
benefits

HUMAN RESOURCE
TRAINING
DEVELOPMENT
 Training
 Benefits of training
 HR training needs

1.7: DEFINITION OF TERMS

Training is a type of activity which is planned, systematic and it results in enhanced
level of skill, knowledge and competency that are necessary to perform work effectively
(Gordon 1992).
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Organizational performance is defined as the outcome or contribution of employees to

make them attain goals (Herbert, John & Lee 2000) while performance may be used to
define what an organization has accomplished with respect to the process, results,
relevance and success Uganda National Development Program (1995). Afshan et al.
(2012) define performance as the achievement of specific tasks measured against
predetermined or identified standards of accuracy, completeness, cost and speed.
Organizational performance can be manifested in improvement in production, easiness in
using the new technology, highly motivated workers.
Human resource management is the way organizations manage their staff and help
them to develop (McCourt & Eldridge 2003, 2) in order to be able to execute
organizations’ missions and goals successfully.
Human resource development is the integration of individual, career and organization
development roles in order to achieve maximum productivity, quality, opportunity and
fulfillment of organizations members as they work to accomplish the goals of the
organization (Pace, Smith & Mills 1991, 6).
Development is a broad ongoing multi-faceted set of activities (training activities among
them) aimed at bringing someone or an organization up to another threshold of
performance, often to perform some job or a new role in the future (McNamara 2008).
2.8: Limitation of the Study
The study would adopt a cross-sectional design for data collection. Further research
should adopt a longitudinal research design. Some employees of the department may be
reluctant to release confidential information. For an instant, the research has more
explanations about the reality of the researcher project. Security challenges: the
researcher would difficult to travel where he can get information for the sake of
explorations hit this city. So that the researcher asks to help some individuals who can
help to travel where he can get information.
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CHAPTER TWO

LITERATURE REVIEW

2.0 INTRODUCTION

This chapter highlights the following section; the relationship between employee

trainings and organizational performance, the important of trainings on organizational

performance as well as the role of human resource management on organizational

performance , human resource development on organizational performance , training

and employee performance. , the linkage between employee trainings and organizational

performance, ad summery would conclude the literature review.

2.1: CONCEPT OF EMPLOYEE TRAINING

Employee training is one of the vital tools that help to enhance effective organizational

performance and at the same time helps to promote the stability index of the organization.

It is very important for the organization to exert extra efforts and invest much in

employee training if it wants to achieve its objectives in the most economical way.

Shaw (2011) defined training as a process that provides employees with skills,

information and understanding of the organization and its goals. Training is a systematic

process, which helps people to learn how to be more effective at work by modifying

knowledge, skills or attitudes through learning experience to achieve effective

performance (Buckley & Caple, 2000).

Training is very important in achieving the objectives of the organization by continuing

to view the interest of employees and organization (Stone, 2002).Improved capabilities,

knowledge and skills of the talented workforce have been proved to be the main source of
 10

competitive advantage in a global market (McKinsey, 2006).When the organization is

unable to deliver effective training to its employees it is not only the employees who

suffer, the impact can be felt by the organization itself.If someone is not delivering the

training in an impressive style and he is not capturing the attention of the audience it

means he is wasting the time(Griffin et al, 2000).

Bad training design is nothing but the loss of time and money (Tsaur & Lin, 2004). It is

very important for the organization to design the employee training very carefully

(Armstrong, 2000).Organizations which develop effective training design that based on

the needs of employees and the organization always get good results (Partlow, 1996).

Managers should do everything possible within their control to develop the capabilities of

employees (Brinkerhoff, 2006). Effective training programs help employees to advance

themselves with new technology and at the same time gaining full command of the skills

and competencies necessary to carry out a specific task and to avoid mistakes on the job

(Gunter Walden, 2011).

Employee training can be on the job training or off the job training, this depends on the

decision of the organization itself on which method meet its training needs and objective

on which method meet its training needs and objective, some organizations prefer on the

job training while others prefer off the job training.It is better for the organizations to

give their employees on the job training because it is cost effective and time-saving (Ruth

& Doug 2004). On the job training enable employees to learn in a practical way (Tom

Baum et al., 2007).

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On-the-job training is useful in developing and practising specific managerial, leadership,

technical, manual and administrative skills needed by the organization to improve

competitiveness (Armstrong, 1998) .

Training programs not only develops employees but also help an organization to make

best use of their human resources in favour of gaining competitive advantage. Therefore,

it seems mandatory by the firm to plan for such a training programs for its employees to

enhance their abilities and competencies that are needed at the workplace, (Jie and

Roger, 2005).

Training not only develops the capabilities of the employee but sharpen their thinking

ability and creativity in order to take better decision in time and in more productive

manner (David, 2006). Moreover it also enable employees to deal with the customer in an

effective manner and respond to their complaints in timely manner (Hollenbeck, Derue

and Guzzo, 2004).

Training develops self-efficacy and results in superior performance on job (Svenja,

2007), by replacing the traditional weak practices by efficient and effective work related

practices (Kathiravan, Devadason and Zakkeer, 2006).

There has been a general resistance to investment in training in organizations until

recently because of the presumption that employees hired under a merit system are

qualified and trained for their jobs (Okotoni and Erero, 2005). It was further assumed that

if that was not the case then it means that initial selection of personnel was faulty (Stahl,

1956).

This assumption no longer holds as the need for training became evident in all sectors

(Okotoni and Erero, 2005). Training offers a way of “developing skills, enhancing
 12

productivity and quality of work, and building worker loyalty to the firm”. Training has

become the Holy Grail to some organizations, an evidence of how much the management

truly cares about its workforce (Hamid, 2011).

Hamid (2011) went further to say that the effectiveness with which organizations

manage, develop, motivate, involve and engage the willing contribution of those who

work in them is a key determinant of how well these organizations perform. The

importance of training has become more obvious given the growing complexity of the

work environment, the rapid change in organizations and technological advancement

which further necessitates the need for training and development of employees to meet

the challenges. Training helps to ensure that organizational members possess the

knowledge and skills they need to perform their jobs effectively, take on new

responsibilities, and adapt to changing conditions (Jones, George and Hill, 2000).

Similarly, training helps improve quality, customer satisfaction, productivity, morale,

management succession, business development, profitability and organizational

performance. Usually, before training programmes are organized efforts are made

through individuals and organization‟s appraisals to identify the training needs (Olaniyan

& Ojo, 2008).

Although there is a strong belief that training is related to organizational-level outcomes

(Alliger et al., 1997; Kozlowski et al., 2000), the theoretical rationale for this relationship

has seldom been the focus of training research. As noted by Kozlowski et al. (2000), most

models of training end with the transfer of individual-level outcomes to the training

context and there is little theoretical development or research on how individual-level

training outcomes result in organizational-level outcomes.

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Accordingly, human capital is considered to be a resource that can provide a competitive

advantage to the extent that Human Resource practices produce skilled employees who

provide value to the firm and have unique inimitable skills. Applying the resource-based

view to training suggests that training can be viewed as an investment in human capital

that provides employees with unique knowledge, skills and abilities that add value to the

firm and enable the performance of activities required to achieve organizational goals,

thus resulting in positive organizational-level outcomes (Tamkin, 2005).

Training is important and an imperative tool for the organization to revamp the

performance of all the personnel for organizational growth and success. It is beneficial to

both employers and employees of an organization. An employee would become more

efficient and productive if he is trained well. Firms can develop and enhance the quality

of the current employees by providing comprehensive training and development.

Training is essential not only to increase productivity but also to motivate and inspire

workers by letting them know how important their jobs are and giving them all the

information they need to perform those jobs (Anonymous, 1998).

The general benefits received from employee training are: increased job satisfaction and

morale , increased motivation , increased efficiencies in processes, resulting in financial

gain, increased capacity to adopt new technologies and methods, increased innovation in

strategies and products and reduced employee turnover. (Anonymous, 1998).

Through team training, people are trained to problem-solve more effectively in groups,

where observation and feedback are required during the training process (Rasmussen,

1982; Forbush& Morgan, 2004). Team training is often used in the industrial sector,

government, and the army (Tannenbaum&Yukl, 1992). Specific team training strategies
 14

have been developed such as cross-training, coordination training (Prince & Salas, 1993),

leadership training (Tannenbaum et al., 1998), self-correction (Smith-Jentsch et al.,

1998), and distributed team training (Dwyer et al., 1999). Evidence shows that team

training functions well when it is theoretically driven. It concentrates on the necessary

skills, and gives trainees realistic opportunities for feedback (Salas & Cannon-Bowers,

2001).

Understanding the phenomenon of employee training and development requires

understanding of all the changes that take place as a result of learning. As the generator

of new knowledge, employee training and development is placed within a broader

strategic context of human resources management, i.e. global organizational

management, as a planned staff education and development, both individual and group,

with the goal to benefit both the organization and employees. To preserve its obtained

positions and Employee Training and Development and the youth organizations increase

competitive advantage, the organization needs to be able to create new knowledge, and

not only to rely solely on utilization of the existing. Centarzaprimenjenupsihologiju,

Beograd, 2003) .

Training has been defined differently by different authors. It is “a systematic acquisition

and development of the knowledge, skills, and attitudes required by employees to

adequately perform a task or job or to improve performance in the job environment”

(Tharenou, Saks and Moore, 2007).

Another concept opines that training primarily focuses on teaching organizational

members on how to perform their current jobs and helping them acquire the knowledge

and skills they need to be effective performers (Jones, George and Hill, 2000).
 15

Other scholars view training as, “a planned process to modify attitude, knowledge or skill

behaviour through learning experience to achieve effective performance in any activity or

range of activities” (Beardwell and Holden, 2001). Its purpose is to develop the abilities

of the individual and to satisfy the current and future needs of the organization. These

definitions did not consider the dynamic and changing nature of the environment in

which organizations operate (Okanya, 2008).

It also implies that training automatically translate to organizational performance. Skills

needed by employees are continuously changing; besides, the ever-changing

improvement on information and technology makes knowledge and skills obsolete in a

short while. This implies that employees should align their needs to that of the

organization‟s requirements and their own long-term development and the Human

Resources Department should consider the current and future needs of the organization

when planning for employee training (Holden, 2001). These divergent views

notwithstanding, all the scholars seem to point to one fact that the training aims at

improving organizational performance.

Training programs not only develops employees but also help an organization to make

best use of their humane resources in favour of gaining competitive advantage. Therefore,

it seems mandatory by the firm to plan for such a training programs for its employees to

enhance their abilities and competencies that are needed at the workplace, (Jie and

Roger, 2005).

Training not only develops the capabilities of the employee but sharpen their thinking

ability and creativity in order to take better decision in time and in more productive

manner (David, 2006). Moreover it also enable employees to deal with the customer in an
 16

effective manner and respond to their complaints in timely manner (Hollenbeck, Derue

and Guzzo, 2004).

Training develops self efficacy and results in superior performance on job (Svenja,

2007), by replacing the traditional weak practices by efficient and effective work related

practices (Kathiravan, Devadason and Zakkeer, 2006).

Training is important and an imperative tool for the organization to revamp the

performance of all the personnel for organizational growth and success. It is beneficial to

both employers and employees of an organization. An employee would become more

efficient and productive if he is trained well. Firms can develop and enhance the quality

of the current employees by providing comprehensive training and development.

Training is essential not only to increase productivity but also to motivate and inspire

workers by letting them know how important their jobs are and giving them all the

information they need to perform those jobs (Anonymous, 1998).

The general benefits received from employee training are: increased job satisfaction and

morale , increased motivation , increased efficiencies in processes, resulting in financial

gain, increased capacity to adopt new technologies and methods, increased innovation in

strategies and products and reduced employee turnover. (Anonymous, 1998).

The first issue is to identify the needs relevant to the organizations objectives. According

to Wognum (2001) and Torrington et al. (2005), there are three categories of identifying

training and development needs. These include: resolving problems, this focuses on

workers’ performance, improving certain working practices, this focuses on

improvement regardless of the performance problems and changing or renewing the

organization situation, which may arise because of innovations or changes in strategy.

 17

The above are summarized in Table 1 below. It is worth putting in mind that during the

identification of training needs, there is need to create, develop, maintain and improve

any systems relevant in contributing to the availability of people with required skills.

Moreover, training programmes should be designed to carter for the different needs.

Further still, the training programme, content and the trainees' chosen depend on the

objectives of the training programme (Milkovic& Bordereau 2003).

A number of approaches have been highlighted in previous literature for identifying

needs (Edmond & Noon 2001; Torrington et al. 2005). These are the problem-centred

(performance gap) and profile comparison (changes and skills) approaches. Similarly, a

number of approaches for analyzing training needs depending or either new or current

employees have been pointed out by earlier studies (see e.g. Torrington et al. 2005, 390 –

392).

Training can also be delivered through mentoring. Mentors possess specific knowledge,

skills and abilities (KSAs) in problem solving, conflict resolution, communication,

defining objectives and planning (Hartenian, 2003).

On-the-job training (OJT) is carried out in the workplace during the working day; off-

the-job training (OFJT) is carried out off-site and off-line. OFJT is the most common

form of training. It accounts for three to six times more expenditures than that spent on

OJT (Rothwell&Kazanas, 2004).

There's an old saying (sometimes attributed to Benjamin Franklin) that goes something

like this: Tell me and I would forget, show me and I would remember, involve me and I

would learn. Studies show time and again that hands-on learning makes the deepest

impact.
 18

You didn't learn to ride a bike by listening to an explanation or by reading a book. You

had to get on the bike and see for yourself how to pedal and steer. Falling off the bike, as

with any mistake, enhances the learning process. You figure out what works and what

doesn't. You do the same with on-the-job training (OJT), where you perform tasks related

to your occupation under the supervision of a manager, job coach or mentor.

Employers like this method of training because new employees can be productive as they

learn. For employees, it's an effective way to gain an understanding of tasks and

processes in a real-life setting. Plus, they earn while they learn. Some employers may

offer a starting wage for a training period and then increase the wage when training is

completed successfully. On-the-job training can refer to two specific types of training:

apprenticeships and internships.

Unplanned OJT often merely helps to shorten the breaking-in period that follows new

employee hiring, transfer, or promotion. Unplanned OFJT can involve inservice training

where staff ‘‘huddle’’ down with their supervisors or colleagues to deal with common

problems. Planned OFJT, like planned OJT, is carefully designed to utilize the time spent

away from the job to a maximum. This type of training is suitablewhen a large number of

employees have a similar training requirement (Rothwell, 2005).

On-the-job training is planned, structured, and mostly carried out at the

trainee’sworkplace. It is sometimes carried out in a special on-site training area. In on-

the-jobtraining, managers, supervisors, trainers and colleagues spend a large amount of

timewith trainees to teach previously determined skill sets. It can also involve training

that has no significant impact on productivity (Holden, 2001). In on-the-job training

(OJT), the work itself becomes an integral part of the training provided (Bas, 1989;
 19

Tews&Tracet, 2008). 70% of Chinese managers receive on-the-job training as compared

with under 55% in North America, 45% in Great Britain and 21% in France (Cegos

Group, 2011, 2012).

According to HR consultants SMR Tech Group, in Asian countries such as Malaysia,

70% of instruction is conducted in the workplace, which indicates a shift to more flexible,

inexpensive, and high value training provision methods (Cegos Group, 2011, 2012).

Petrescu and Simmons (2004) report that on-the-job training has a considerable impact on

job satisfaction, employee motivation and commitment.

On-the-job training (OJT) is carried out in the workplace during the working day; off-

the-job training (OFJT) is carried out off-site and off-line. OFJT is the most common

form of training. It accounts for three to six times more expenditures than that spent on

OJT (Rothwell&Kazanas, 2004).

There's an old saying (sometimes attributed to Benjamin Franklin) that goes something

like this: Tell me and I would forget, show me and I would remember, involve me and I

would learn. Studies show time and again that hands-on learning makes the deepest

impact.

You didn't learn to ride a bike by listening to an explanation or by reading a book. You

had to get on the bike and see for yourself how to pedal and steer. Falling off the bike, as

with any mistake, enhances the learning process. You figure out what works and what

doesn't. You do the same with on-the-job training (OJT), where you perform tasks related

to your occupation under the supervision of a manager, job coach or mentor.

Employers like this method of training because new employees can be productive as they

learn. For employees, it's an effective way to gain an understanding of tasks and
 20

processes in a real-life setting. Plus, they earn while they learn. Some employers may

offer a starting wage for a training period and then increase the wage when training is

completed successfully. On-the-job training can refer to two specific types of training:

apprenticeships and internships.

Unplanned OJT often merely helps to shorten the breaking-in period that follows new

employee hiring, transfer, or promotion. Unplanned OFJT can involve inservice training

where staff ‘‘huddle’’ down with their supervisors or colleagues to deal with common

problems. Planned OFJT, like planned OJT, is carefully designed to utilize the time spent

away from the job to a maximum. This type of training is suitablewhen a large number of

employees have a similar training requirement (Rothwell, 2005).

According to HR consultants SMR Tech Group, in Asian countries such as Malaysia,

70% of instruction is conducted in the workplace, which indicates a shift to more flexible,

inexpensive, and high value training provision methods (Cegos Group, 2011, 2012).

Petrescu and Simmons (2004) report that on-the-job training has a considerable impact on

job satisfaction, employee motivation and commitment.

Related to the above, Beardwell et al. (2004) add that technological developments and

organizational change have gradually led some employers to the realization that success

relies on the skills and abilities of their employees, thus a need for considerable and

continuous investment in training and development.

2.1.1:. HUMAN RESOURCE MANAGEMENT

Human Resource Management involves the management of the human resources needed

by an organization and also being certain that human resource is acquired and maintained

for purposes of promoting the organization’s vision, strategy and objectives. In other
 21

words, HRM focuses on securing, maintaining, and utilizing an effective work force,

which organizations require for both their short and long term survival in the market. In

order for HRM to achieve its organizational objectives, managers should perform a

number of basic functions which represent what is often referred to as the management

process. It is worth noting that in the existing management literature, HRM functions

have been differently classified by different researchers despite the fact that they all serve

the same purpose of making available effective human resources. The basic functions

being referred to above are human resource planning, organizing, staffing, leading, and

controlling. In relation to the above and a focus in this study are Briscoe’s (1995, 19) core

HRM functions namely staffing, training and development, performance appraisal, and

finally compensation and benefits.

2.1.1.1: STAFFING

Staffing ensures that the right people are available at the right time in the right place. This

involves identifying the nature of the job and implementing a recruitment and selection

process to ensure a correct match within the organization. In other words, the function of

staffing involves hiring the required people, selection amongst the available pool the

persons most suitable for the job in question, and sometimes retrenching or firing. When

the people considered as fitting the required criteria are identified, HRM is required to

arrange for and where needed conduct the interviews. Both selection and interviewing are

performed in order to recruit the required personnel.

One of the staffing objectives has always been and has been advocated for ensuring that

people are recruited, they should be retained (Ghauri & Prasad 1995, 354 - 355) and this

objective can be implemented with the right people in place. The process of appraising
 22

becomes easy to implement if staffing function is well suited to the organization’s

strategies. This is so in such a way that the HRM knows exactly what is expected of the

hired personnel and can evaluate their performance. Even still, the personnel can evaluate

themselves depending on what they are expected to deliver and easily identify their

potentials and which developments are required. The staffing function would affect

almost all other HR functions because all functions would move towards the direction of

staffing policies (Hendry 1994, 80 - 88).

2.1.1.2: TRAINING AND DEVELOPMENT

This involves training and development of workforces and managers (Briscoe 1995: 83).

Training and development are often used to close the gap between current performance

and expected future performance. Training and development falls under HRD function

which has been argued to be an important function of HRM (Weil & Woodall 2005).

Amongst the functions activities of this function is the Identification of the needs for

training and development and selecting methods 17 and programmes suitable for these

needs, plan how to implement them and finally evaluating their outcome results

(McCourt & Eldridge 2003, 237.

Guest (1987) argues that policies are necessary to ensure that organizational performance

is evaluated, which in turn ensures that the appropriate training and development take

place. With the help of the performance appraisal reports and findings, the organization

can be able to identify development needs. However, individuals themselves can help to

indicate the areas requiring improvement as a result of the issues raised in the

performance appraisal process and their career path needs.

 23

Off-the-job training can involve group discussions, one-to-one tutorials, lectures, reading,

training courses and workshops (Kempton, 1995).

According to Kempton (1995), this type of training enables trainees to learn and apply

new skills and knowledge in a safe working context. Kempton (1995),

Not all performance problems can be solved by training that should not be a substitute for

motivation, the right tools or equipment, and the right supervision. Training needs to be

provided when employees lack the skills or information to work productively when the

right resources exist to draw up, impart, and follow up the training and when training

resolves performance problems. It is worthwhile providing off-the-job training when a

large number of staff have a similar training requirement and when there are adequate

skills and resources for the design and provision of training (Rothwell, 2005).

Planned OJT is appropriate when the criteria above arecomplied with and when it is

possible to minimize work distractions, when training at work would not represent a

threat to health, safety, or productivity and when there are benefits to be obtained from

training in real time. (Rothwell, 2005).

Through team training, people are trained to problem-solve more effectively in groups,

where observation and feedback are required during the training process (Rasmussen,

1982; Forbush& Morgan, 2004). Team training is often used in the industrial sector,

government, and the army (Tannenbaum&Yukl, 1992). Specific team training strategies

have been developed such as cross-training, coordination training (Prince & Salas, 1993),

leadership training (Tannenbaum et al., 1998), self-correction (Smith-Jentsch et al.,

1998), and distributed team training (Dwyer et al., 1999). Evidence shows that team

training functions well when it is theoretically driven. It concentrates on the necessary

 24

skills, and gives trainees realistic opportunities for feedback (Salas & Cannon-Bowers,

2001).

Training can also be delivered through mentoring. Mentors possess specific knowledge,

skills and abilities (KSAs) in problem solving, conflict resolution, communication,

defining objectives and planning (Hartenian, 2003).

2.1.1.3: PERFORMANCE APPRAISAL

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 &

Eldridge 2003, 209).

The purposes of performance appraisal have been classified into two groups that is the

developmental and administrative purposes. The developmental purposes of performance

appraisal include providing performance feedback, identifying individual

strengths/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 appraisa l 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. Performance appraisal can be conducted once, twice or

even several times a year. The frequency would be determined by the organizations
 25

depending on the resource capability and what is to be evaluated with regard to

organization’s objectives and 18 strategies.

There are a number of alternative sources of appraisal and these include;

1. Manager and/or supervisor  Appraisal done by an employee’s manager and reviewed

by a manager one level higher.

2. Self-appraisal performance  By the employee being evaluated, generally on an

appraisal form completed by the employee prior to the performance interview.

3. Subordinate appraisal  Appraisal of a superior by an employee, which is more

appropriate for developmental than for administrative purposes.

4. Peer appraisal  Appraisal by fellow employees, complied into a single profile for use

in an interview conducted by the employee’s manager.

5. Team appraisal  Appraisal based on total quality management concepts, recognizing

team accomplishments rather than individual performance.

6. Customer appraisal  Appraisal that seeks evaluation from both external and internal

Customers. It is however important to note that, if there are no proper systems and plans

to deal with the findings of the performance appraisal, the expected benefits of this

process for the organization may not be realized. Further still, although good performance

appraisal may be good for an organization, it may be bad if not professionally handled.

Depending on the appraisal feedback; negative or positive, its impact to the employee

may damage the organization if not taken well by the employee (McCourt & Eldridge

2003, 211 – 212).

It can demoralize the employee and sometimes may lead to loosing the key employees

just because they could not take the appraisal feedback and feel that they would be better
 26

off somewhere else. HRM needs to note some of the reasons as to why performance

appraisals fail. Reasons why performance appraisals fail (Source: Bohlander and Snell

(2004).

2.1.1.4 COMPENSATION AND BENEFIT

This involves the designing and implementation of individuals and organizations pay and

benefits schemes. Employee compensation and benefit practices differ across

employment units (e.g., organizations, business units, and facilities) on several

dimensions (see e.g. Gerhart, Milkovich & Murray 1992) and organizations.

Barry, Harvey & Ray (1994) state that employee compensation and benefit can be

considered of crucial importance to both the employers and employees in such a way that

it plays a key role of being one of the essential hearts of employment relationships. They

continue by explaining that this is so in such a way that while employees typically

depend on wages, salaries, and so forth to provide a large share of their income and on

benefits to provide income and health security. For employers, compensation decisions

influence their cost of doing business and thus, their ability to sell at a competitive price

in the product Insufficient reward for performanc e Unclear language Lack of appraisal

skills Manager not taking appraisal seriously Manager not prepared Employees not

receiving ongoing Manager not being honest and sincere Ineffective discussion of

employee Manager lacks information Performance appraisals fail because of THE

market. In addition, compensation decisions influence the employer's ability to compete

for employees in the labor market (attract and retain), as well as their attitudes and

behaviors while with the employer.

 27

2.2: HUMAN RESOURCE TRAINING AND DEVELOPMENT

Training and development falls under HRD function which has been argued to be an

important function of HRM (Weil & Woodall 2005).

2.2.1: TRAINING

As one of the major functions within HRM, training has for long been recognized and

thus attracted great research attention by academic writers (see e.g. Gordon 1992,

Beardwell, Holden & Claydon 2004). This has yielded into a variety of definitions of

training. For example, Gordon (1992, 235) defines training as the planned and systematic

modification of behavior through learning events, activities and programs which result in

the participants achieving the levels of knowledge, skills, competencies and abilities to

carry out their work effectively. It is worth nothing that, as researchers continue with

their quest into the training research area, they also continue their arguments into its

importance. Some of these researchers argue that the recognition of the importance of

training in recent years has been heavily influenced by the intensification of competition

and the relative success of organizations where investment in employee development is

considerably emphasized (Beardwell et al. 2004).

Off-the-job training can involve group discussions, one-to-one tutorials, lectures, reading,

training courses and workshops (Kempton, 1995).

According to Kempton (1995), this type of training enables trainees to learn and apply

new skills and knowledge in a safe working context. Kempton (1995),

Not all performance problems can be solved by training that should not be a substitute for

motivation, the right tools or equipment, and the right supervision. Training needs to be

provided when employees lack the skills or information to work productively when the
 28

right resources exist to draw up, impart, and follow up the training and when training

resolves performance problems. It is worthwhile providing off-the-job training when a

large number of staff have a similar training requirement and when there are adequate

skills and resources for the design and provision of training (Rothwell, 2005).

Planned OJT is appropriate when the criteria above arecomplied with and when it is

possible to minimize work distractions, when training at work would not represent a

threat to health, safety, or productivity and when there are benefits to be obtained from

training in real time. (Rothwell, 2005).

Through team training, people are trained to problem-solve more effectively in groups,

where observation and feedback are required during the training process (Rasmussen,

1982; Forbush& Morgan, 2004). Team training is often used in the industrial sector,

government, and the army (Tannenbaum&Yukl, 1992). Specific team training strategies

have been developed such as cross-training, coordination training (Prince & Salas, 1993),

leadership training (Tannenbaum et al., 1998), self-correction (Smith-Jentsch et al.,

1998), and distributed team training (Dwyer et al., 1999). Evidence shows that team

training functions well when it is theoretically driven. It concentrates on the necessary

skills, and gives trainees realistic opportunities for feedback (Salas & Cannon-Bowers,

2001).

Training can also be delivered through mentoring. Mentors possess specific knowledge,

skills and abilities (KSAs) in problem solving, conflict resolution, communication,

defining objectives and planning (Hartenian, 2003).

 29

2.2.2: BENEFITS OF TRAINING

The main purpose of training is to acquire and improve knowledge, skills and attitudes

towards work related tasks. It is one of the most important potential motivators which can

lead to both short-term and long-term benefits for individuals and organizations. There

are so many benefits associated with training. Cole (2001) summarizes these benefits as

below:

High morale – employees who receive training have increased confidence and

motivations;

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 in turn

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; Help to improve the availability and quality of staff.

2.2.3: HR TRAINING NEEDS

According to Wognum (2001, 408), training and development needs may occur at three

organizational levels namely; (1) strategic level where needs are determined by top

management while considering organizations goals, mission, strategy and problems,

which need to be resolved or fixed (2) tactical level where needs are determined with
 30

middle management while considering developments needs to the coordination and

cooperation between organization units and (3) operational level where needs are

determined with lower executive management and other employees while considering

problems related to operations such as performance problems of individual workers and

departments in subject.

According to Wognum (2001) and Torrington et al. (2005), there are three 23 categories

of identifying training and development needs. These include: resolving problems, this

focuses on workers’ performance, improving certain working practices, this focuses on

improvement

Regardless of the performance problems and changing or renewing the organization

situation, which may arise because of innovations or changes in strategy. The above are

summarized in Table 1 below. It is worth putting in mind that during the identification of

training needs, there is need to create, develop, maintain and improve any systems

relevant in contributing to the availability of people with required skills. Moreover,

training programmes should be designed to carter for the different needs. Further still, the

training programme, content and the trainees' chosen depend on the objectives of the

training programme (Milkovic & Bordereau 2003).

A number of approaches have been highlighted in previous literature for identifying

needs (Edmond & Noon 2001; Torrington et al. 2005). These are the problem-centred

(performance gap) and profile comparison (changes and skills) approaches. Similarly, a

number of approaches for analyzing training needs depending or either new or current
 31

employees have been pointed out by earlier studies (see e.g. Torrington et al. 2005, 390 –

392).

The two most traditional approaches being the problem centered approach and the profile

comparison approach. The problem centred approach focuses on any performance

difficulties and the corporation analyses if the problems are due to insufficient skills,

which then need to be developed if the problem is to be solved. Profile comparison

approach on the other hand focuses on matching the competencies with the job filled,

whether new position or existing position. Some changes in strategy and technology may

also bring the need for new or additional skills.

2.3: ORGANIZATIONAL PERFORMANCE

Organizational performance is normally looked at in terms of outcomes. However, it can

also be looked at in terms of behavior (Armstrong 2000).

According to Hawthorne studies, and many other research work on productivity of

worker highlighted the fact that employees who are satisfied with their job would have

higher job performance, and thus supreme job retention, than those who are not happy

with their jobs (Landy, 1985).

The knowledge and skills of workers acquired through training have become important in

the face of the increasingly rapid changes in technology, products, and systems (Thang,

Quang and Buyens, 2010). Most organizations invest in training because they believe that

higher performance would result (Alliger, et al., 1997; Kozlowski, et al., 2000).

A second „soft‟ Human Resource Management theoretical model to show how Human

Resource Management (HRM) policies can affect employees and organizational

outcomes was developed by Guest. The central hypothesis of Guest‟s model is that if an
 32

integrated set of Human Resource Management practices is applied with a view to

achieving the established goals, employees‟ performance would improve. It also assumes

that this would translate to increase in organizational performance. The strength of

Guest's model is that it is a useful analytical framework for studying the relationship

between Human Resource Management policies and organizational performance. This is

because it expresses pathways for more careful, clear and ease of empirical testing. Guest

also saw the goals of linking employees with organizational performance as important to

ensure the high quality of products and services. He thus opines that training policy play

an important role in Human Resource Management and contributes to improved strategic

integration, employee commitment, flexibility and quality. He further asserts that Human

Resource Management outcomes can lead to high job performance, high problem solving

activity, high cost effectiveness, and low turnover, reduced absences and fewer

grievances.

Similarly, Kozlowski and Salas (1997) offered an excellent analytical framework, which

uses a multi-level approach to training. This model bridges the gap between theoretical

models of training needs assessment, design, and evaluation, and the higher levels at

which training must have an impact if it is to contribute to organizational effectiveness

(Kozlowski and Salas 1997).

Organizational performance is normally looked at in terms of outcomes. However, it can

also be looked at in terms of behavior (Armstrong 2000).

According to Hawthorne studies, and many other research work on productivity of

worker highlighted the fact that employees who are satisfied with their job would have

higher job performance, and thus supreme job retention, than those who are not happy
 33

with their jobs (Landy, 1985). Moreover, it is stated that employees are more likely to

turnover if they are not satisfied and hence demotivated to show good performance.

Organizational performance is higher in happy and satisfied workers and the

management find it easy to motivate high performers to attain firm targets. (Kinicki and

Kreitner, 2007). The employee could be only satisfied when they feel themselves

competent to perform their jobs, which is achieved through better training programs.

Recognizing the role of training practices, enable the top executives to create better

working environment that ultimately improves the motivational level as well as the

performance of the workforce.

According to Leonard-Barton, (1992), an organisation that gives worth to knowledge as a

source of gaining competitive edge than competitors, should build up system that ensure

constant learning, and on the effective way of doing so is training. Pfeffer (1994)

highlights that well-trained workforce is more capable of achieving performance targets

and gaining competitive advantage in the market. Training is determined as the process of

enabling employee to complete the task with greater efficiency, thus considered to be

vital element of managing the human resource performance strategically (Lawler, 1993;

Delaney and Huselid, 1996).

The importance of training on the organizational performance, through ccelerating the

learning process, is mentioned in many researches (e.g. McGill and Slocum, 1993;

Ulrichet al., 1993; Nonaka and Takeuchi, 1995; DiBella et al., 1996). Organizational

performance, achieved through training, refers to immediate improvements in the

knowledge, skills and abilities to carry out job related work, and hence achieve more

employee commitment towards the organizational goals (Huselid, 1995; Ichniowski et

 34

al., 1997). Kamoche and Mueller (1998) mentioned that training should leads to the

culture of enhancing learning, to raise organizational performance and ultimately higher

return on investment (in training) for the firm.

A term typical to the Human Resource field, organizational performance is everything

about the performance of employees in a firm or a company or an organization. It

involves all aspects which directly or indirectly affect and relate to the work of the

employees” ( organizational performance, website ).

Employee's performance important for the company to make every effort to help low

performers. Performance is classified into five elements: Planning, monitoring,

developing, rating and rewarding. In the planning stage, Planning means setting goals,

developing strategies, and outlining tasks and schedules to accomplish the goals.

Monitoring is the phase in which the goals are looked at to see how well one is doing to

meet them .Monitoring means continuously measuring performance and providing

ongoing feedback to employees and work groups on their progress toward reaching their

goals. Ongoing monitoring provides the opportunity to check how well employees are

meeting predetermined standards and to make changes to unrealistic or problematic

standards . During the developing stage an employee is supposed to improve any poor

performance that has been seen during the time frame one has been working at the

company. During planning and monitoring of work, deficiencies in performance become

evident and can be addressed.

The rating is to summarise the organizational performance. This can be beneficial for

looking at and comparing performance over time or among various employees.

Organizations need to know who their best performers are at the end of the cycle is
 35

rewarding stage. This stage is designed to reward and recognize outstanding behavior

such as that which is better than expected.

According the Robbins (1989), many people view performance 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 would put in

more effort than a less motivated individual. However, high levels do not necessarily

mean favourable 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.

Baron (1986) distinguished between two opposing philosophies of human nature towards

work as proposed by McGregor. Theory X which takes a pessimistic view of human

motivation to work and Theory Y which is more optimistic and assumes workers are not

passive and are ready to assume responsibilities and develop skills according to their

organization’s needs. The accuracy of Theory Y assumptions depends on the extent to

which management creates policies and motivational systems that enable workers

develop their own potential. Today’s organizational culture has generally shown that

workers have moved away from the tradition of viewing work as a form of punishment

and now place a high value on work for its own good. The motivation to work has
 36

become a cherished value in society. This is especially so among managerial and

professional workers who report that having a challenging job is more important than the

amount of earnings. Clerical and unskilled employees also place high value on their work

environment both social and physical than on the pay itself.

Motivation may be viewed as those psychological processes that cause the arousal,

direction, and persistence of voluntary actions that are goal directed (Kreitner&Kinicki,

2006). Hence when employees are motivated, they perform their duties with full honor

and dedication, they become fully loyal with (Asim,2013).

According to Saeed and Asghar (2012) there are two types of motivation i.e. extrinsic

motivation and intrinsic motivation both of which affect individual performance.

Rewards in the form of compensation, bonuses affect extrinsic motivation while verbal

appreciation affects intrinsic motivation.

Kenney et al. (1992) stated that employee's performance is measured against the

performance standards set by the organization. There are a number of measures that can

be taken into consideration when measuring performance for example using of

productivity, efficiency, effectiveness, quality and profitability measures (Ahuja 1992) as

briefly explained hereafter. Profitability is the ability to earn profits consistently over a

period of time. It is expressed as the ratio of gross profit to sales or return on capital

employed (Wood & Stangster 2002).

Efficiency and effectiveness - efficiency is the ability to produce the desired outcomes by

using as minimal resources as possible while effectiveness is the ability of employees to

meet the desired objectives or target (Stoner 1996).

 37

Productivity is expressed as a ratio of output to that of input (Stoner, Freeman and Gilbert

Jr 1995). It is a measure of how the individual, organization and industry converts input

resources into goods and services. The measure of how much output is produced per unit

of resources employed (Lipsey 1989). Quality is the characteristic of products or services

that bear an ability to satisfy the stated or implied needs (Kotler & Armstrong 2002).

2.4: EFFECTS OF TRAINING ON EMPLOYEE PERFOMANCE

In the real world, organizational growth and development is affected by a number of

factors. In light with the present research during the development of organizations,

employee training plays a vital role in improving performance as well as increasing

productivity. This in turn leads to placing organizations in the better positions to face

competition and stay at the top. This therefore implies an existence of a significant

difference between the organizations that train their employees and organizations that do

not. Existing literature presents evidence of an existence of obvious effects of training

and development on organizational performance. Some studies have proceeded by

looking at performance in terms of organizational performance in particular (Purcell,

Kinnie & Hutchinson 2003; Harrison 2000) while others have extended to a general

outlook of organizational performance (Guest 1997; Swart et al. 2005).

Most of the previous studies provides the evidence that there is a strong positive

relationship between human resource management practices and organizational

performance. (Purcell et al., 2003). According to Guest (1997) mentioned in his study

that training and development programs , as one of the vital human resource management

practice, positively affects the quality of the workers knowledge, skills and capability and

thus results in higher organizational performance on job. This relation ultimately

 38

contributes to supreme organizational performance. The result of Farooq.M,&Aslam. M.

K (2011) study depicts the positive correlation between training and organizational

performance as r=.233. Thus, we can predict from this finding that it is not possible for

the firm to gain higher returns without best utilization of its human resource, and it can

only happen when firm is able to meet its employees job related needs in timely fashion.

Training is the only ways of identifying the deprived need of employees and then

building their required competence level so that they may perform well to achieve

organizational goals.

Moreover, the result of the study of Sultana.A, et.al. (2012), conducted in telecom sector

of Pakistan, states the R² as .501 which means that 50.1% of variation in organizational

performance is brought by training programs. Further, the T-value was 8.58 that explains

training is good predictor of organizational performance.

As depicted by the work of Harrison (2000), learning through training influence the

organizational performance by greater organizational performance, and is said to be a

key factor in the achievement of corporate goals. However, implementing training

programs as a solution to covering performance issues such as filling the gap between the

standard and the actual performance is an effective way of improving organizational

performance (Swart et al., 2005).

According to Swart et al., (2005), bridging the performance gap refers to implementing a

relevant training intervention for the sake of developing particular skills and abilities of

the workers and enhancing organizational performance. He further elaborate the concept

by stating that training facilitate organization to recognize that its workers are not

performing well and a thus their knowledge, skills and attitudes needs to be moulded
 39

according to the firm needs. There might be various reasons for poor performance of the

employees such as workers may not feel motivated anymore to use their competencies, or

may be not confident enough on their capabilities, or they may be facing work- life

conflict. All the above aspects must be considered by the firm while selecting most

appropriate training intervention, that helps organization to solve all problems and

enhance employee motivational level to participate and meet firm expectations by

showing desired performance. As mentioned by Swart et al.(2005) this employee superior

performance occur only because of good quality training program that leads to employee

motivation and their needs fulfilment.

According to Wright and Geroy (2001), employee competencies changes through

effective training programs. It not only improves the overall performance of the

employees to effectively perform the current job but also enhance the knowledge, skills

an attitude of the workers necessary for the future job, thus contributing to superior

organizational performance. Through training the employee competencies are developed

and enable them to implement the job related work efficiently, and achieve firm

objectives in a competitive manner.

However, organizational performance is also effected by some environmental factors

such as corporate culture, organizational structure, job design, performance appraisal

systems, power and politics prevailing in the firm and the group dynamics. If the above

mentioned problems exist in the firm, organizational performance decreases not due to

lack of relevant knowledge, skills and attitude, but because of above mentioned hurdles.

To make training effective and to ensure positive effect of training on organizational

performance these elements should be taken into consideration Wright and Geroy (2001).
 40

Besides, Eisenbergeret al.(1986) stated that workers feel more committed to the firm,

when they feel employee trainnig towards them and thus show higher performance.

Bartel (1994), reports that there is a positive correlation between effective training

program and employee productivity, however to make it possible, (Swart et al., 2005), it

is the responsibility of the managers to identify the factors that hinders training program

effectiveness and should take necessary measures to neutralize their effect on employee

performance. In addition, Ahmad and Bakar (2003), concluded that high level of

employee commitment is achieved if training achieve learning outcomes and improves

the performance, both on individual and organizational level. These findings are also

consistent with the results of Kim (2006) research work.

Generally, it can be debated that the effect of training program on employee outcomes

such as motivation, job satisfaction and organizational commitment, did not received

much attention so far. Rare work was done to test whether firms can affect their workers

attitude, through proper training interventions. According to Lang (1992) training should

be planned in such a way that it results in organizational commitment. On the other hand

Gaertner and Nollen (1989) proposed that employees’ commitment is a result of some

human resource practices, that is, succession planning and promotions, career

development and training opportunities. All these practices, when achieved results in

greater organizational performance. Moreover, Meyer and Smith (2000), investigate the

link between Human Resource Management practices and organizational commitment, so

as to discover the causes of effective organizational performance.

Although the above literature provides the evidences regarding the benefits of training

and its positive influence on organizational performance, Cheramieet al. (2007), argued
 41

that, management, mostly feel hesitant while investing in its human resource due to

various reasons. Sometime, in spite of receiving effective and timely training programs,

employee are intended to cash it for the sake of their own market value and employment

opportunity , or willing to change job just because of higher salaries, and thus, firm

investment in training results as a cost rather than profit. It is also observed that due to the

resistance of the organization towards offering training, propels individuals to invest

themselves for their career development and greater performance (Baruch, 2006).

As mentioned by Arnoff (1971), training sessions accelerate the initiative ability and

creativity of the workforce and facilitate to avoid human resource obsolescence, that may

occur because of demographic factors such as age, attitude or the inability to cope with

the technological changes. Obisi (2001), reported that training is a systematic process of

enhancing the knowledge, skills and attitude, hence leads to satisfactory performance by

the employees at job. He further mentioned that the need and objectives of the training

program should be identified before offering it to the employees.

Scott, Clothier and Spriegel (1977) argued that training is the crux of better

organizational management, as it makes employees more efficient and effective. They

further elaborated that training practice is have a strong bond with all other human

resource practices as (Mamoria, 1995), it enables employees to develop themselves

within the firm and raise their market value in the market. Moreover, training supports to

shape employees’ job related behavior and facilitate them to participate for the success of

the organization and ultimately firm gets higher return due to superior performance of its

employees. Mamoria (1995), further mentioned that a well trained worker is able to make

a best use of organizational resources along with minimum level of wastages. As stated
 42

by Ohabunwa (1999), when employees are well trained organization can delegate

responsibility and authority to them with full confidence of ensuring organizational

success Ohabunwa (1999),

As we know the training directly influence the employee motivation the continuous

employee training and deployment has a significant role in the development of individual

and organizational performance. The strategic procedure of employee training and

development needs to encourage creativity, ensure inventiveness and shape the entire

organizational knowledge that provides the organization with uniqueness and

differentiates it from the others. Education is no longer the duty and privilege of those in

higher positions and skilled labor, but it is becoming the duty and need of everyone. The

larger the organizations, the more funds they spend on education and provide their

employees with greater and diverse possibilities of education and development.

Understanding the tremendous significance of education for the modern organization and

confident that it represents a good and remunirative investment, present day organizations

set aside more and more resources for this activity. Most of the organizations invest 3 to

5% of their revenue into adult education. It is estimated that the organizations that desire

to keep the pace with changes need to provide their employees with 2% of total annual

fund of working hours for training and education. Centarzaprimenjenupsihologiju,

Beograd, 2003

A motivated individual would 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
 43

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.

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.

Thus, it is necessary to accept the model of permanent, continuous learning. That truth

has been known for more than two centuries. Denis Diderot, a French philosopher and

literate of the Age of Enlightment, wrote the following: "Education shouldn't be finished

when an individual leaves school, it should encompass all the ages of life...to provide

people in every moment of their life with a possibility to maintain their knowledge or to

obtain new knowledge".

Grmeč, Beograd, 1996 the only way for present day organizations to survive is the

imperative to innovate or perish. Since this depends on the knowledge the organization

possesses, this imperative could be read as: learn faster than competition. The logical

sequence is: knowledge creation – innovation – competitive advantage. If knowledge is

good, is it not true that the more knowlegde we have, the better we are? Many

organizations which consider knowledge as a good thing are trapped into the pitfall of

gathering as much knowledge as possible. Knowledge that is not necessary is exatly what

it is: unnecessary. And the efforts to obtain it are wasted efforts. The only important
 44

knowldege is the knowledge with strategic importance to the company, knowledge that

helps to increase the value of the company, knowledge with significance to the strategy

of the company. It is not about knowledge for the sake of knowledge, but rather

knowledge according to the needs, applicable knowledge, knowledge to create innovation

and competitive advantage. Adizes, Novi Sad, 2006)

Obtaining knowledge, learning, education, all could have a real effect on the quality of

labour only if they are harmonized with the needs of a particular organization, its goals

and the goals of its employees. The further choice of educational contents and

educational methods, and the efficiency of educational effectiveness control depend on

clearly defined educational goals and needs, answers to the questions of which

knowldege is necessary to realize the strategy and the survival of the organization in

general, which employees need to possess this knowledge and would this knowledge

solve certain problems. Employee training and development does not imply only

obtaining new knowledge, abilities and skills, but also the possibility to promote

entrepreneurship, introduce employees to changes, encourage the changes of their

attitude, introduce the employees to important business decisions and involve them

actively in the process of decision making.

In one way or another, the two are related in the sense that organizational performance is

a function of organizational performance since organizational performance influences

general organizational performance. In relation to the above, Wright & Geroy (2001) note

that employee competencies change through effective training programs. It therefore not

only improves the overall performance of the employees to effectively perform their

current jobs but also enhances the knowledge, skills an attitude of the workers necessary
 45

for the future job, thus contributing to superior organizational performance. The branch

of earlier research on training and organizational performance has discovered interesting

findings regarding this relationship. Training has been proved to generate performance

improvement related benefits for the employee as well as for the organization by

positively influencing organizational performance through the development of employee

knowledge, skills, ability, competencies and behavior (Appiah 2010; Harrison 2000;

Guest 1997).

Moreover, other studies for example one by Swart et al. (2005) elaborate on training as a

means of dealingwith skill deficits and performance gaps as a way of improving

organizational performance.

According to Swart et al., (2005), bridging the performance gap refers to implementing a

relevant training intervention for the sake of developing particular skills and abilities of

the employees and enhancing organizational performance. He further elaborate the

concept by stating that training facilitate organization to recognize that its workers are not

performing well and a thus their knowledge, skills and attitudes needs to be molded

according to the firm needs. It is always so that employees possess a certain amount of

knowledge related to different jobs. However, it is important to note that this is not

enough and employees need to constantly adapt to new requirements of job performance.

In other words, organizations need to have continuous policies of training and retaining

of employees and thus not to wait for occurrences of skill and performance gaps.

According to Wright & Geroy (2001), employee competencies change through effective

training programs. It not only improves the overall performance of the employees to

effectively perform the current job but also enhance the knowledge, skills and attitude of
 46

the workers necessary for the future job, thus contributing to superior organizational

performance. Through training the employee competencies are developed and enable

them to implement the job related work efficiently, and achieve firm objectives in a

competitive manner. Further still, dissatisfaction complaints, absentism and turnover can

be greatly reduced when employees are so well trained that can experience the direct

satisfaction associated with the sense of achievement and knowledge that they are

developing their inherent capabilities (Pigors & Myers 1989).

Most of the benefits derived from training are easily attained when training is planned.

This means that the organization, trainers and trainees are prepared for the training well

in advance. According to Kenney & Reid (1986) planned training is the deliberate

intervention aimed at achieving the learning necessary for improved job performance.

Planned training according to Kenney and Reid consists of the following steps:

Identify and define training needs

Define the learning required in terms of what skills and knowledge have to be learnt and

what attitudes need to be changed.

Define the objectives of the training

Plan training programs to meet the needs and objectives by using right combination for

training techniques and locations.

Decide who provides the training Evaluate training.

Amend and extend training as necessary.

 47

2.4.1: THE OTHER FACTORS AFFECTING ORGANIZATIONAL

PERFORMANCE

Training enables employees to be competent and more effective in their work. According

to Wright and Geroy (2001), effective training programmes change the competency level

of an employee positively. Mathis and Jackson (2008) argued that training and

development are also a means for employers to address the employees‘ needs. Robert

(2006) stated that effective training programmes help employees to acquire new

technology that helps them to perform their job and at the same time gaining full

command on the competencies and skills required to perform that particular job with

fewer errors and mistakes. Relatively, Valle et al, (2000) supported that effective training

helps the organization to build and maintain employee’s capabilities. Jie and Roger

(2005) narrated that raining help the organization to enhance its employee’s abilities and

competencies that are needed in the workplace.

Employee Training as a Motivation Factor One of the most important factors that

motivate the employee is training. Swart et al. (2005) affirmed that employees normally

perform better when they are given adequate and appropriate training programs that

motivate them and lead them to fulfil their needs. Anonymous (1998) emphasized that

training is essential not only to increase productivity but also to motivate and inspire

workers by letting them know the importance of their jobs and giving them all the

information they need to perform those jobs.

Myles (2000) confirmed that a company that seeks to train and develop its employees and

reward them well for their performance makes them motivated by improving their

performance and loyalty to the company.

 48

Employee Training as a Source of Productivity In recent years training has been one of

the crucial element that plays a vital role in increasing organizational productivity.

Konings and Vanormelingen, (2009) proposed that training is a fundamental and

effectual instrument in the successful accomplishment of the firm's goals and objectives,

resulting in higher productivity. Bartel (2004) opined that effective training programmes

and high productivity on the part of the employee are positively correlated.

Ahmad and Bakar (2003) pointed out that if training is achieved on both individual and

organizational level, then it brings a high level of commitment on the part of employees

Serkan and Emir (2014) highlighted that training should be planned in such a way that it

results in the commitment of the organization. Mthokozisi and Clifford (2015) affirmed

that commitment of employees is as a result of some human resource practices such as

career development and training opportunities. Eisenberger et al.(1986) stated that

workers feel more committed to the firm when they feel the organizational commitment

towards them and thus show higher performance. Bartlett (2001) opined that companies

can gain a competitive advantage over their opponents by investing in training because

training can enhance employee commitment. Employee Training Improved Performance

According to Harrison (2000),learning through training is said to be a key factor in

increasing employees performance, achieving corporate goals and also influencing the

performance of the organization. Swart et al. (2005) suggested that performance gap of

employees can be bridged by implementing a relevant training method in order to

develop particular skills and abilities of the workers thereby enhancing the performance

of employees.Chiaburu and Tekleab (2005) commented that training is a planned

intervention aiming at enhancing the elements of individual job performance. Nguku

 49

(2006) contended that that employee training assists employees in acquiring better skills,

knowledge and attitudes towards their better performance.

Employee Training Increase Job Satisfaction Amisano (2010) stressed that employee

performance depends on many factors like job satisfaction, knowledge and management.

Champathes (2006) advocated that well trained and developed employees are satisfied

with their job hence leads to an increase of the organizational productivity and

profitability. Rowden (2002) emphasized that training may also be an effective tool for

improving one’s job satisfaction. Tsai et al (2007) affirmed that employees who learn as a

result of training program show a greater level of job satisfaction along with superior

performance.

Employee Training as a Source of Retention Noe (2001) narrated that organizations that

embrace training and development practices are able to retain customers, suppliers,

employees, stakeholders and shareholders in the long-run. Kauffman (2010) argued that

when it comes to improving employee retention. it is imperative to use grass-roots

employee involvement program like training in the firm‘s business.

2.4.1.1 MANAGEMENT – SUBORDINATE RELATIONSHIP

As organizations strive for flexibility, speed and constant innovation, planning with the

people and not for the people ensures a positive relationship to performance improvement

When employees are given freedom to participate in organizational decision making for

example, there is are high chances of having mutual trust between management and

employees. Mutual trust and cooperation help to break the barriers between the two

parties. The employees would not resort to strikes and work stoppages without

exhausting all the available channels of resolving the dispute. Employees would be
 50

motivated because management considers them as partners in contributing to

organizational success instead of being seen as mere subordinates and therefore would

avoid engaging into counterproductive behaviors hence improved performance through

timely achievement of organizational goals and objectives (Carrel, Kuzmits & Elbert

1989).

Additionally, (Ichnniowski 1997) argues that innovative human resource management

practices improve performance like use of systems related to enhance worker

participation and flexibility in the design of work and decentralization of managerial

tasks and responsibilities.

2.4.1.2 WORKING CONDITIONS

Although working conditions do not have a direct impact on production or output, they

indeed have an indirect performance for example if the manual or mental work involved

in certain jobs in a factory is tiresome, it would result into endangering not only the

company property but also result into accidents which may further involve such incidents

like loss of life. This might have adverse effects on the morale of the entire work force.

Therefore organizations should establish working conditions that do not affect the work

force negatively by providing among other things noise free environments, adequate

lighting systems, adequate temperatures (Hogber 2005).

Organizations can prevent accidents and maintain good safety records through

development of a positive safety culture to 33 ensure good working condition hence

performance improvement (Newstrom 2002).

 51

2.4.1.3:REWARD SYSTEM

The overall aim of reward systems is to attract and retain quality human resources. When

the pay conditions are perceived by the employee as equitable and in relation to their

performance improvement. Organizations can use non-financial rewards like transport

fee, incentive schemes to increase performance (Armstrong 2006).

Additionally, organizations should adopt reward systems that are similar to the industry

in which they operate or organizations can develop performance based pay systems in

order to reward employees according to the set performance standards and profitability

goals. Therefore for performance to improve, organizations need to create and maintain a

sense of fairness equity and consistence in their pay structures (Davar 2006).

Employees expect that the employers would purchase their labor at a certain price.

2.4.1.4: HEALTH UNIONIZATION

In creating a healthy work climate, both management and workers unions should have a

united hand and in the well-being of the organizational employees. Unionizations

improve the industrial relations in instances where the management allows free

participation of employees in trade unions. Management and trade unions would

negotiate through collective bargaining processes the conditions of workers employment.

Nilsen (2002) argued that industrial peace is a very important aspect for performance and

growth of organizations. If the organization is plagued by industrial disputes and strikes,

performance is bound to decrease. In other words, for overall productivity to improve

health unionization should be considered and industrial disputes prevented through

negotiations, conciliation rather than confrontation (Daft 1997).

 52

2.4.1.5: TEAM WORK

This is when two or more people interact and coordinate to accomplish a specific goal

and objective. When organizational members work together in teams, coordination of

organizational goals and objectives becomes easier. This would lead to the teams sharing

performance goals and thus lead to improving the morale of the employees which would

later lead to improvements in productivity. Team works encourages open communication

between employees and have compliment skills which enable them to achieve more in a

specified period of time as compared to when the individual is working alone hence

creating synergy (Daft 1997).

Additionally, Stoner (1996) argues that employees in teams often unleash enormous

energy and creativity reduces boredom because teams create a sense of belonging and

affiliation hence increase in employee's feeling of dignity and self work. However, teams

have the potential to be productive but the degree of performance depends on the

relationship between management and the working team. Therefore support from

management enhances performance of teams and performance improved in general.

The main objective of every training session is to add value to the performance of the

employees, hence all type of businesses design training and development programs of

their employees as a continuous activity. This study in hand chiefly focuses on the role of

training in enhancing the performance of the employees. Training plays vital role in the

building of competencies of new as well as current employees to perform their job in an

effective way. It also prepares employees to hold future position in an organization with

full capabilities and helps to overcome the deficiencies in any job related area. Training is
 53

considered as that sort of investment by the firm that not only bring high return on

investment but also supports to achieve competitive advantage.

Employees referred as the rare, non-imitable and valuable resource of the firm and the

success or failure of any business mainly relies on its employees performance. Thus,

organizations realizing the fact are willing to invest in training programs for the

development of their employees. Effective training is considered to be a key factor for

improved performance; as it can enhance the level of employee and firm competency. It

supports to fill the gap between what performance if required and what performance is

happening, i.e. gap between desired performance and actual organizational performance.

Training need referred to any deficit in performance, which can be relieved by

appropriate training. There are different methods of overcoming deficiencies in

organizational performance on job, and training is one of them. Particularly training

develops skills, competency, and ability and ultimately improves organizational

performance and organizational productivity.

Training programs is the stimulant that workers require to improve their performance and

capabilities, which consequently increase organizational productivity. Therefore, training

should be designed on the basis of firm specific needs and objectives. Effective training

is the thoughtful intervention designed at attaining the learning necessary for upgraded

organizational performance.

The research affirmed the proposition that training has a positive impact on

organizational performance.

This chapter mainly focused on giving more literature whilst attempting to answer the

three main research questions which show the significant relationship between, training
 54

and employee engagement, training and performance and training and overall job

satisfaction. Further on, the next chapter presents the following; research design, the

population of the study, the sample and sampling techniques, instruments for data

collection and method, data analysis and presentation methods and the research

procedures.

CHAPTER THREE
RESEARCH METHEDOLOGY
3.0: INTRODUCTION
This chapter presents the methodology used for this study; the chapter covers research
design, research population, sample size and sampling procedure. The chapter also covers
the research instruments employed to collect data, reliability and validity of the
instrument, data gathering procedure, data analysis, and ethical consideration lastly the
chapter presents limitations of the study.
3.1: RESEARCH DESIGN
A descriptive survey focuses on the research design and is concerned with addressing the
particular characteristics of a specific population of subjects, either at a fixed point in
time or at varying times for comparative purposes. According to Lavrakas (2008), a
research design is a general plan or strategy for conducting a research study to examine
specific testable research questions of interest. Available research strategies include
experiment, survey, case study, action research, grounded theory, ethnography and
archival research. The choice of the research strategy is guided by the research
question(s) and objective(s), the extent of existing knowledge, the amount of time and
resources available as well as the philosophical underpinning (Sounders, and et al, 2003).
Schwab (2005), states that a research design establishes procedures to obtain cases for
study and to determine how scores would be obtained from those cases.
This design is selected for the study because it is effective, less costly and easily
accessible for collecting data from the target population.
 55

3.2:RESEARCH POULATION
The target population of this study was telecommunication companies in Mogadishu; the
employees of THREE COMPANIES Telecommunication Company, therefore three
companies which are selected to represent the population of this study. The names of the
selected COMPANIES are ; Hormuud from 25 respondents , Somtel from 20
respondents , And Somnet from 20 respondents.

Table 3.1 Population Distribution

Three telecommunication companies Population
Somnet 20

Somtel 20
Hormuud 25

Total 65

3.3 SAMPLE SIZES

According to the formula, the sample size would 55 respondents. To find out the ideal
sample size for a population, the study would used Slovene ‘s formula which is n=N/ (1+
(N×e^2)), where n= sample size,
n= sample size 55
e= significance which is 5%
65/1+65(0.05)2=55

n= = = 55

N= population 65
Table 3.2 Sample Distribution
Three Population Sample size
telecommunication
companies
 56

Somnet 20 15

Somtel 20 15
Hormuud 25 25

Total 65 55

The sample size of the employees of the 3 selected companies is 55 , therefore these 55
employees would survey and they represented the target population of the three
telecommunication companies in such mentioned areas in Mogadishu.
3.4: SAMPLING PROCEDURE
The researcher uses varieties of sampling, which include: Purposive, random, and
stratified sampling.
3.4.2: SIMPLE RANDOM SAMPLING
Random sampling would use in selecting respondents from the population listing by
chance. Top administrators and Marketing officers of Somtel , somnet , and hormuud
were randomly select so as to get equal representation of the respondents. In that way,
every member had an equal chance to be selected.

3.5:RESEARCH INSTRUMENT
During the study the researcher employed a questionnaire to collect data from
participants in the study. A questionnaire was selected because of the suitability for the
study and it is effective tool for collecting data from a large number of participants in less
time.
The Likert scale was a 5- point scale from 1 strongly disagrees to 5 strongly agree. Three
parts of the questionnaire were developed a part for the independent variable; marketing
and factors that are related to it. The second part was developed for the dependent
variable; sales performance and the third part was the relationship between the two
variables in the study.
The procedure was to personally visit the 3 selected companies and distribute the
questionnaires to the respondents or the employees of those companies after data was
collected the researcher administered and collected the questionnaires.
 57

3.6: RESEARCHQUALITY
3.6.1: Reliability
Reliability is the consistency of your measurement, or the degree to which an instrument
measures the same way each time it is used under the same condition with the same
subjects. In short, it is the repeatability of your measurement. A measure is considered
reliable if a person's score on the same test given twice is similar. It is important to
remember that reliability is not measured, it is estimated.
The questions and theories in the questionnaire was constructed in line with the research
objectives and the research problem to get what researcher of the study intends to
achieve, this means that the instrument is reliable and suitable for the study.
3.6.2: VALIDITY
Validity refers to the extent of accuracy of the results of the study. Validity of the results
can either be internal or external. Internal validity refers to the analysis of the accuracy
of the results obtained. External validity refers to the analysis of the findings with regards
to whether they can be generalized (Grönhaug,2005).
In this study, validity was taken into consideration. For example, because the
questionnaire is constructed by the researcher, it is designed on the basis of the
researcher’s needs in relation to the study topic and so brings advantages in the sense that
it measures exactly what the researcher intends to measure. The researcher therefore does
not need to depend on other researchers for information on for example problem areas
and relevance of the items included in the questionnaire. Further still, descriptive,
interpretative, and theoretical validity were taken into consideration. Thorough literature
review in the study area was conducted carefully before taking on the research. This
enabled theories and the questions in the questionnaire to be identified.
The instrument used in data collection was questionnaire which is predesigned by the
researcher and tested for validity and reliability. Instrument reliability and validation was
conducted as a pilot exercise with two employees who are not part of the main study of
the 3 selected companies.
3.7: DATA GATHERINGPROCEDURE
This section details the sources of the data used and the data collection methods
employed. The study is limited to the 3selected companies to represent all companies in
 58

Mogadishu. In choosing these companies to be studied, convenience sampling technique

was used and employees who are willing to be part of the study were distributed to the
questionnaire.
In data collecting, only primary data was collected during this study. Primary data is data
collected directly from first-hand experience. The only primary source of data employed
in this study is the questionnaire. A structured questionnaire comprising of 12 questions
is designed and administered to all employees who would be in the study.
The purpose of the questionnaire is to assess the effect of marketing on sales
performance. The questions in the questionnaire are made short and clear in order to
ensure that it takes the respondents not more than 15 minutes to answer and therefore
encourage participation.
3.8:DATA ANALYSIS
Once the questionnaires were filled, they were coded, classified and entered into statistic
software (SPSS) for descriptive analysis to discover correlations and differences between
the variables and sources. It was done to establish how marketing efforts and marketing
strategies as well as marketing Mix have impacted sales performance and as well as the
overall business performance of the 3 selected companies. Results of analysis were then
displayed using statistical summary tables, charts and graphs.
Table 3.8.1 Mean range, Scale and Interpretation
Mean Range Scale Interpretation
1-1.80 Strongly disagree Very poor
1.81-2.61 Disagree poor
2.62-3.32 Neutral Normal
3.33-3.23 Agree Good
3.23-5.00 Strongly Agree Excellent
3.9: LIMITATIONS OF THESTUDY
Limitations are matters and occurrence that arise in a study which are out of the
researcher’s control. They limit the extensity to which a study can go, and sometimes
affect the end results and conclusions can be drown. Every study no matter how well it is
conducted, constructed has limitations. (Marlyn K, 2013)
 59

Some of the potential limitations this study may have are whether the selected
participants give the necessary information needed to yield accurate findings. The study
uses a target population of companies in Mogadishu, since all the companies cannot be
surveyed it is possible that the study findings can be limited.
This study assesses the effect of marketing on sales performance, 3 companies were
selected because of the time limit and resources. One of the limitations that the study has
is it doesn’t cover all companies in the Mogadishu and the question that may arise is
whether the findings of the study can be generally applicable to the whole companies in
Mogadishu. The study also uses a questionnaire to collect data from participants which
may have some limitations. It is possible that all respondents would not fill the
questionnaire as expected by the researchers or that some respondents can’t understand
the language used in constructing the
Questionnaire. It is also probable that the companies don’t give some of the information
required to fill the questionnaire.
According to (Kothari, R, C, 1990) a questionnaire has the following limitations.
It can be used only when respondents are educated and cooperating.
The control over questionnaire may be lost once it is sent.
It is difficult to know whether willing respondents are truly representative.
3.10: ETHICALCONSIDERATION
This is study is in compliance with the laws and regulations set forth for research
proposals, the study is in conformity with the rules and regulations of the University of
Lincoln in conducting researches.
The confidentiality and anonymity of the participants in the study is highly considered.
The research didn’t not have any impact on participants or it did not harm participants in
any form, physically, mentally and psychologically. The participation of the study was
volunteer there was not any form of coercion or undue pressures. The researcher didn’t
modify or change the results of the study findings and the study was not edited to avoid
or eliminate bias and conflict of interest.
 60

CHAPTER FOUR
FINDINGS AND DISCUSSIONS
4.0. INTRODUCTION
This chapter was to cover analysis results and discussions based on the researcher
presents the findings of the study. The section is divided into three parts. The first part
contains information on the respondents' rate. The second part backgrounds The Second
of respondents. And the final part presents detailed results on the independent and
dependent variables.
4.1. RESPONSE RATE
The researcher had a total population of 65 respondents to whom questionnaires were
administered.
Table 4.1 Response rate
Target Response Percentage
65 55 100%
Source: Researchers (2020)
From the table above, one hundred percent (100%) were returned well filled.
4.2. INFORMATION ON BACKGROUND OF RESPONDENTS
In this section, information on the backgrounds of respondents has been provided. This
information has been given to enable the reader to authenticate whether data were
collected from the appropriate groups of respondents or not. Specifically, the description
of the backgrounds of respondents has been given covering the respondent's gender, age,
educational level, marital status, type of banks, and years in service. First, the results on
the distribution of respondents by the demographic information from which respondents
were drawn.
Table 4.2 Respondents’ demographic profile.
Demographic profile Frequency Percent
 61

Gender Male 38 69.1

Female 17 30.9

Total 55 100.0

Age 20-30 years 34 61.8

30-40 years 11 20.0

40-50 years 5 9.1
Total 55 100.0
Marital status Single 41 74.5

Married 14 25.5
Total 55 100
Educational level Bachelor degree 26 47.3

Master degree 19 34.5

Ph.D. holder 10 18.2

Total 55 100.0
Company names Somtel 20 17

Somnet 20 17

Hormuud 25 21

Total 65 55
The table and graph above show the level of the gender of the respondents of the
questionnaire. The respondents were 55. The number of male respondents was 38, and
their percentage was 69.1%. The number of female respondents was 17, and their rate
was 30.9%.
The table above shows the level of the age of the respondents of the study. The age of 34
of the respondents was 20-30 years. Their percentage of the total respondents was 61.8%,
The age of 11of, the respondents, was 30-40 years, their rate was 20 %, The age of 5 of
the respondents was 40-50 years, their percentage was 9.1%, and The period of 5 of the
 62

respondents was 50 and above years and as a percentage to the total respondents was 9.1
%. .
The table above shows the level of the marital status of the respondents of the study. The
respondents of the survey consisted of 41 of them were single, and their percentage was
74.5 %.14 of the respondents of the study were married, and their rate was 25.5 %. The
table above shows the level of education of the respondents who were surveyed during
the field survey; the total number of the respondents was 55, 26 of them were bachelor
degrees, and their percentage was 47.3 %. Nineteen of the respondents were master’s
degree, and their rate to the total respondents was 34.5 %, and 10 of the respondents were
PHD, and their percentage as 18.2 %.
4.2 DATE ANALAYSIS
TABLE 4.2.1: DESCRIBTIVE ANALYZE OF EMPLOYEE TRAINIG
No Statement Mean Interpretation

1 Employee training increases or decreases the 3.62 High

organizational performance

2 I have a lot of control over how I engage my job. 3.60 High

3 I have authority to engage in my job during multi 3.74 High

tasks
4 Mangers however over the employees by ensuring how 4.23 Very High
every employee is engaging its activity
Total mean index 3.79

Table 4.2.1 shows descriptive analyze of important of employee trainings It is the first
dimension of independent variable of this study. The first question of this dimension is
The Employee training increases or decreases the organizational performance. The
respondents’ answer was with high mean (3.62) and standard deviation (1.228).
The second question of this dimension in our organization, I have a lot of control over
how I engage my job. The respondents’ answer was with high mean (3.60) and standard
deviation (1.190).
 63

The third question of this dimension is the I have authority to engage in my job during
multi tasks. The respondents’ answer was high the mean (3.74) and standard deviation
(1.003).
The fourth question of this dimension The Mangers however over the employees by
ensuring how every employee is engaging its activity. The respondents’ answer was the
with high mean (4.23) and standard deviation (1.058).
So that the average mean is (3.7975), meaning that the respondent were agreed
This table obviously shows that the most participants of that research were positive.
TABLE 4.2.2: DESCRIBTIVE ANAYLZE OFF JOB TRAININGS
No Statement Mean Interpretation

1 Employee feel happy when they get an e 3.77 High

extra training to the outside of organization
.
2 Off job training is a one who can increase 4.44 Very High
the motivation of employees
3 Organizational performance arises when 3.57 High
the t employees gets off job training form
their boss manager
4 Off job training is not only to give 3.77 High
excursion ,

Total mean index 3.8875

Table4.2.2 shows descriptive analyze of off job trainings it is the second dimension of
independent variable of this study.
The first question of this. .employee feel happy when they get an e extra training to the
out side of organization. . The respondents’ answer was the high mean (3.77) and
standard deviation (.974).
The second question of this dimension. off job training is a one who can increase the
motivation of employees. The respondents’ answer was the high mean (4.44) and
standard deviation (1.065). The third question of this dimension. Organizational
 64

performance arises when the t employees gets off job training form their boss manager.
The respondents’ answer was the high mean (3.57) and standard deviation (1.185).
The fourth question of this dimension is off job training is not only to give excursion .
The respondents’ answer was with the high mean (3.77) and standard deviation (.993).
So that the average mean is (3.8875), meaning that the respondent were agreed
This table obviously shows that the most participants of that research were positive.
TABLE 4.2.3: Descriptive analyze on- job trainings
No Statement Mean Interpretation
1 Employees are satisfied to their on job 3.81 High
trainings

2 I can easily reach job satisfaction 3.92 High

through increasing on job trainings of
the employees
3 On - job trainings is very important 3.57 High
for positive team performance.
4 On - job trainings can participate 3.57 High
increase the organizational
performance

Total mean index 3.7175

4.2.3: Descriptive analyze on- job trainings

Table 4.2.3 shows descriptive analyze of on-job trainings There is opportunity for me to
advance at the company.
The first question of this dimension. Employees are satisfied to their on job trainings. The
respondents’ answer was high mean (3.81) and standard deviation (1.039).
The second question of this dimension I can easily reach job satisfaction through
increasing on job trainings of the employees . The respondents’ answer was high mean
(3.92) and standard deviation (.997).
 65

Third question of this dimension. on - job trainings is very important for positive team
performance. The respondents’ answer was high mean (3.57) and standard deviation
(1.217).
The fourth question of this dimension is on - job trainings can participate increase the
organizational performance. The respondents’ answer was high mean (3.57) and
standard deviation (1.217).
So that the average mean is (3.7175), meaning that the respondent were agreed
This table obviously shows that the most participants of that research were positive .
TABLE 4.2.4: Descriptive analyze of Organizational performance
No Statement Mean Interpretation

1 Sufficient knowledge of staff can 3.60 High

increase organizational performance

2 Lack of pressure from coworkers to 3.55 High

limited presentation

3 Ability to get things done more 3.77 High

4 Organizational performance plays an 3.77 High
important role for the increase of the
productivity of the organization
Total mean index 3.6675
4.2.4: Descriptive analyze of Organizational performance
Table 4.2.4 shows descriptive analyze of organizational performance. It is the dependent
variable of this study. The first question of this variable. Sufficient knowledge of staff
can increase organizational performance The respondents’ answer was high with mean
(3.60) and standard deviation (1.246).
the second question of this variable. Lack of pressure from coworkers to limited
presentation The respondents’ answer was high with mean (3.55) and standard deviation
(1.136).
The third question of this dimension is Ability to get things done more, The respondents’
answer was high with mean (3.77) and standard deviation (1.103).
 66

The fourth question of this dimension is Organizational performance plays an important

role for the increase of the productivity of the organization; The respondents’ answer was
high with mean (3.77) and standard deviation (1.103). so that the average mean is
(3.6675) meaning that the respondents were agree
This table obviously shows that the most participants of that research were positive..
4.3 CORRELATION ANALYZE AMONG THE VARIABLES
Table 4.3.1below shows correlation analyze among the variable.
The first objective of this study was important of employee trainings on organizational
performance e. The study found positive relationship between important of employee
trainings on organizational performance. at average mean 3.72 (r=.570 and p>0.01).
The second objective of this study was to transactional leadership on employee
motivation. The study indicated positive relationship at average mean ( 3.93 )(r=.616 and
p>0.01).
The third objective of this study was to investigate off- job trainings and organizational
performance . The result showed positive relationship mean ( 3.71)and standard deviation
(1.103). (r=.642 and p>0.01) Correlation.
Fourth objective of this study was to on –job trainings and organizational performance
e. The study indicated positive relationship at on job trainings on organizational
performance with mean (3.77) and standard deviation (1.103). (r=.6334 and p>0.01).
Important of Off job On –job Organizational
employee trainings trainings performance
trainings
Important of Pearson
1 .860 * .902 .570
employee Correlation
trainings Sig. (2-tailed) .000 .000 .000
N 67 67 67 67
Pearson
.860* 1 .880 .616
Correlation
Off –job
Sig. (2-tailed) . 000 . 000 . 000
trainings
N 67 67 67
 67

Pearson
On –job .902 .880 1 .642**
Correlation
trainings
Sig. (2-tailed) . 000 . 000 .000
N 67 67 67 67
Organizational Pearson
. 570 .616 1.000** 1
performance Correlation
Sig. (2-tailed) .000 .000 .000
N 67 67 67 67

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

 68

CHAPTER FIVE
DISCUSSIONS OF MAJOR FINDINGS
5.0 INTRODUCTION
This chapter focuses on summarizing of the research findings, major challenges met
during the study and as well as the corrections of what have been found during the
gathering of the research data. In simple words, this chapter covers the conclusion of the
research and its recommendations.
5.1: MAJOR FINDINGS
The general objective of the study was to establish the variables of important of employee
trainings, off –job trainings , on job trainings , an selected three telecommunication
companies department employee in Mogadishu- Somalia. One of the key findings was
that employees at public sector were concerned about leadership styles in Somalia. This
was demonstrated by the extent of agreement with the statements in the questionnaire in
support of employee trainings an selected three telecommunication companies
department employee in Mogadishu- Somalia.
According to the level of the age of the respondents of the study. The age of 34 of the
respondents was 20-30 years. Their percentage of the total respondents was 61.8%, The
age of 11of, the respondents, was 30-40 years, their rate was 20 %, The age of 5 of the
respondents was 40-50 years, their percentage was 9.1%, and The period of 5 of the
respondents was 50 and above years and as a percentage to the total respondents was 9.1
%. According to marital status, the respondents of the study consisted of 41 of them were
single, and their interest was 74.5 %.14 of the respondents of the study were married, and
their percentage was 25.5 %. According to the level of education level, the respondents
who were surveyed during the field survey, the total number of the respondents was 55,
26 were bachelor's degrees, and their percentage was 47.3 %. Nineteen of the respondents
were mastered, and their proportion to the total respondents was 34.5 %, and 10 of the
respondents were Ph.D., and their rate as 18.2 %.
The study's general objective was to establish the variables of important of training , of
job training and on job training a selected telecommunication companies in Mogadishu-
Somalia. One of the key findings was that employees in the public sector were concerned
about pieces of training in Somalia. This was demonstrated by the extent of agreement
 69

with the statements in the questionnaire to train a selected commercial bank department
employee in Mogadishu- Somalia.
The study found a positive relationship between employee training on organizational
performance in terms of have become one of the necessary functions in most
organizations because they lead to high productivity in the same field.
The third objective of this study was to investigate the important of training on
organizational performance. The result showed a positive relationship at (r=.642 and
p>0.01) Correlation.
The fourth objective of this study was to an employee training to organizational
performance. The study indicated a positive relationship at the employee training to
communication opportunities. (r=.6334 and p>0.01). Finally, the study found has a
positive relationship with all dimensions of independent variables in terms of Proper
equipment and skills. The study has achieved its objective of providing insights into the
employee training on organizational performance at the selected telecommunication
companies in Mogadishu- Somalia. Employee training on organizational performance
within the findings indicating that all indicators of both parts performing on the same
scale of the four points of the liker scale, the average mean indices of the two variables,
which mean disagree. Furthermore, the tests of all two objectives of this study were
unsuccessfully achieved. The data presents tables that identify the means and standard
deviations of each question of the questionnaire. These results are expected reflection of
people’s contribution in any Somalia, which tends to have no bias at all.
A various statistical analysis was conducted to establish the relative the effect of
employee training on organizational performance at telecommunication companies in
Somalia. ANOVA statistics was conducted to determine the differences in the means of
the dependent and independent variables thus show whether a relationship exists between
the two. The P-value of .0001 implies that small enterprises has a significant joint
relationship with important of training and supervisor attitude for the organizational
performance, which is significant at 5 percent level of significance. This also depicted the
significance of the regression analysis done at 95% confidence level.
The regression results show that, when important of training and supervisor attitude have
zero values, the dependent value (organizational performance) would be 5.850. It is also
 70

established that a unit increase of important of training , would increase .331

organizational performance, a unit increase in important of training leads to .403
increase organizational performance. This statistic had a t- value of 2.359 at .021
showing that the statistically is significant at 95% confidence level. A t- value of 3.664
was established at 0.000 showing that the statistic is significant at 95% confidence level.
The study found positive relationship between employee trainings and organizational
performance in terms of have become one of the necessary functions in most
organizations, because they lead to high productivity in the same field .
Important of employee trainings and organizational performance e
The first objective of this study was important of employee trainings on organizational
performance e the study found positive relationship between important of employee
trainings on organizational performance average mean 3.72 at (r=.570 and p>0.01).
with the average mean is (3.7975), meaning that the respondent were agreed
Off- job trainings and organizational performance
The second objective of this study was to Off- job trainings on organizational
performance the study indicated positive relationship at average mean ( 3.93 )( (r=.616
and p>0.01). with average mean of (3.8875.) So that the average mean is (3.8875),
meaning that the respondent were agreed
On- job trainings and organizational performance
The third objective of this study was to investigate On- job trainings and organizational
performance The result showed positive relationship at mean (3.77) and standard
deviation (1.103). (r=.642 and p>0.01) with average mean of (3.7175), meaning that the
respondent were agreed
Finally, the study found has positive relationship with all dimensions of independent
variables in terms of Proper equipment and skills.
The study has achieved its objective of providing insights into the employee trainings on
organizational performance at the selected in Mogadishu- Somalia.
These two are negatively related, as it’s clear by the findings of the tests of SPSS. The
findings provide evidence that largely confirm the hypothesis as well as raising questions
that invite further research. In the term of
 71

Employee trainings on organizational performance within the findings clearly

indicating that all indicators of both parts performing on a same scale of the four points of
the liker scale, the average mean indices of the two variables which means disagree,
furthermore the tests of all two objectives of this study was unsuccessfully achieved, the
data presents tables that identifies the means and standard deviations of each question of
the question of the questionnaire, These results are expected reflection of peoples
contribution in any Somalia which tends to have no bias at all.
 72

CHAPTER SIX
CONCLUSIONS, RECOMMENDATIONS AND SUGGESSTIONS FOR
FURTHER STUDIES
6.1 CONCLUSION
From the results of this study, it is clear the Employee trainings on organizational
performance at the selected in Mogadishu- Somalia. , the major findings of this data are
as flows:
Objective one :Important of employee trainings and organizational performance e
The first objective of this study was important of employee trainings on organizational
performance e the study found positive relationship between important of employee
trainings on organizational performance average mean 3.72 at (r=.570 and p>0.01).
with the average mean is (3.7975), meaning that the respondent were agreed
Objective two : Off- job trainings and organizational performance
The second objective of this study was to Off- job trainings on organizational
performance the study indicated positive relationship at average mean ( 3.93 )( (r=.616
and p>0.01). with average mean of (3.8875.) So that the average mean is (3.8875),
meaning that the respondent were agreed
Objective three :On- job trainings and organizational performance
The third objective of this study was to investigate On- job trainings and organizational
performance The result showed positive relationship at mean (3.77) and standard
deviation (1.103). (r=.642 and p>0.01) with average mean of (3.7175), meaning that the
respondent were agreed
The organization should know that pay is a people’s issue; it is about motivating them,
reshaping and refocusing their behaviors, and accepting new values. It is worth noting
that the Employee trainings on organizational performance at the selected in
Mogadishu- Somalia.and that employees are involved in setting the goals and objectives
of the organization. The study reveals that the organization is slow in changing the pay
system and this the Employee trainings on organizational performance at the selected
in Mogadishu- Somalia.The results obtained from the hypotheses showed that workers
place great value on the different rewards given to them by their employer. Hence, when
these rewards are not given, workers tend to express their displeasure through poor. It is
 73

therefore imperative for the organization to consider the needs and feelings of its work
force and not just overlook them in order to safeguard industrial harmony plan that would
encourage workers to be more purposeful employee retention.
It was concluded that institutions needed to prevent any thing can devolve empoyee
training against employee motivation in order to achieve sustainable competitive
advantage. The results obtained from this study were important in terms of reflecting the
situation on the usage and performance levels of good employees drivers of employee
motivation in public institutions . The results further revealed a positive relationship
between the individual empoyee training drivers and employees . The results provide an
insight to three telecommunication companies managers on the importance of the use of
to improve good empoyee training in all ministerial levels .
6.2: RECOMMENDATION
There is a need to establish good empoyee training that can make Somalia country great
again for all Somalia country.
Employee training should provide, maintain and building the institutions of governments
and make developments also to make new changes to make serve for all institutions of
government, such as legislative, executive and judicial
It was found that management policies influenced employee trainings . It is
recommended to the public sector institution’s management to ensure that the ministries
have put in place of policies and procedures to be adhered to during organizational
productivity. The three telecommunication companies management is also urged to
ensure that there are standardized and written manuals with the policies regarding off- job
trainings according to its management .From the findings and conclusion, the study
further recommends that there is need for good empoyee training in Mogadishu about
employee affiliation and identity is strongly influenced and formed by cultural values,
social interaction and family.
There is need for the public sector institutions in Mogadishu to establish a good
organizational behavior from current culture in environmental area as it was founded that
on-job trainings positively affects on organizational performance at ministries in
Mogadishu- Somalia .
 74

There is need for the regulator to introduce laissez –fair empoyee training that would be
applied across all the employee of public sector institutions . This would go way further
towards increasing good relationship in the sector and contributes towards better
organizational behavior in the sector. The study further recommends that there is need for
public sector in Mogadishu to improve their operating off job trainings which effect
organizational performance
Areas for Further Research
From the general objective of the study and the research findings, the researcher suggests
further studies be done on the very same topic but to cover a wider scope such as the
private sector in order to confirm if the research findings of this study would be the same.
The study sought to explore the role of Employee trainings on organizational
performance in Mogadishu- Somalia, the study recommends a further study to be done
on the role of empoyee training on employee motivation in Mogadishu- Somalia .A
similar study can be done on other working public institutions and see whether the
findings hold true. Future studies should apply different research instruments like
secondary data, focus group discussions to involve respondents in discussions in order to
generate detailed information which would help improve empoyee training in public
sector in Mogadishu- Somalia.
 75

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APPENDIX II: QUESTIONNAIRE

Research Title: "employee training on organizational performance case study for the
telecommunication companies in mogadisuh-somalia.
Dear respondent,
I am a student of Lincoln University, Malaysia –pursuing a master degree in business
administration. The questionnaire is intended to help the researcher get information on
the employee training on organizational performance. T
he study's purpose is purely academic, and the information given would be treated with
the highest degree of confidence.
You have been selected as a key respondent for this study. Kindly complete the
questionnaire to enable the researcher to complete the study. Please tick the answer,
which represents your opinion on the subject.
I appreciate your participation in this effort. Thank you,
Section A: BACKGROUND INFORMATION
Please tick or circle the appropriate number
1 AGE (Years)

20-30 years 31-40 years 41-50 years 51 and above

1 2 3 4
2 GENDER
Female Male
1 2
3 MARTIAL STATUS

Single Married
1 2
4 EDUCATION QUALIFICATION

PhD Masters Bachelors

 lxxxii

1 2 3
2years 4 years 8 years 10years and above
1 2 3 3
From questions, tick or circle the number that best indicates your opinion on the issue
using the following scales:
SCALE 1 2 3 4 5
SD D N A SA

No IMPORTANT OF TRAINING 1 2 3 4 5
1 Employee training increases or decreases
the organizational performance
2 I have a lot of control over how I engage
my job.
3 I have authority to engage in my job
during multi tasks
4 Mangers however over the employees by
ensuring how every employee is engaging
its activity
No off job training 1 2 3 4 5
1 Employee feel happy when they get an e
extra training to the outside of
organization .
2 off job training is a one who can increase
the motivation of employees
3 Organizational performance arises when
the t employees gets off job training form
their boss manager
4 off job training is not only to give
excursion ,
No on - job trainings 1 2 3 4 5
 lxxxiii

1 Employees are satisfied to their on job

trainings
2 I can easily reach job satisfaction
through increasing on job trainings of the
employees
3 On - job trainings is very important for
positive team performance.
4 on - job trainings can participate increase
the organizational performance

SECTION (C): DEPEDENT VARIABLE QUESTIONS

1= strongly disagree 2= Disagree 3= Neutral 4= Agree 5= strongly agree
No Organizational performance 1 2 3 4 5
1 Sufficient knowledge of staff can increase
organizational performance

2 Lack of pressure from coworkers to limited

presentation
3 Ability to get things done more
4 Organizational performance plays an
important role for the increase of the
productivity of the organization