effects of employee training on job performance in …
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EFFECTS OF EMPLOYEE TRAINING ON JOB
PERFORMANCE IN THE NGO WORLD:
A CASE OF PARTNERS IN HEALTH RWANDA
BY
JENNIFER ASIIMWE
UNITED STATES INTERNATIONAL UNIVERSITY AFRICA
FALL 2019
EFFECTS OF EMPLOYEE TRAINING ON JOB
PERFORMANCE IN THE NGO WORLD:
A CASE OF PARTNERS IN HEALTH RWANDA
BY
JENNIFER ASIIMWE
A Research Project Report Submitted to the Chandaria
School of Business in Partial Fulfillment of the Requirements for
the Degree of Masters in Business Administration (MBA)
UNITED STATES INTERNATIONAL UNIVERSITY AFRICA
FALL 2019
ii
STUDENT’S DECLARATION
I, the undersigned, declare that this is my original work and has never been submitted to any
other college, institute or university other than the United States International University in
Nairobi for academic credit.
Signed: Date:
Jennifer Asiimwe (ID 657885)
Signed: Date:
Professor Francis W. WAMBALABA
Signed: Date:
Dean, School of Business
iii
COPYRIGHT
Copyright © 2019 by Jennifer Asiimwe. All rights reserved. This book or any portion thereof
may not be reproduced or used in any manner whatsoever without the express written
permission except for the use of brief quotations in articles and book reviews.
iv
ABSTRACT
The general objective of the study was to examine the effect of employee training on job
performance in the NGO world, a case of Partners In Health in Rwanda. The study was guided
by three specific objectives, i.e.; to evaluate the effect of employee training on job
performance; to assess the adequacy of (non-workforce) physical resources on effective
training session; and to define the sufficiency of human resources to a successful training
program.
A cross-sectional survey design involving 220 employees of the NGO Partners In Health was
conducted. A sample of 44 employees was drawn using a systematic random selection from
the up-to-date employees’ registry. Data was collected using a self-administered questionnaire.
The data collected included participant demographic characteristics and effects of employee
training on job performance. Descriptive statistics applying frequencies and percentages were
used for data analysis, with the help of Microsoft excel.
It was clear from the findings that over the past years PIH has been involved in employee OJT
activities for all employees. On job trainings programs in PIH back date to the early twenties
when the organization was established and this has long been human resource management
tool in the organization. The findings on the effect of employee training on job performance
showed that overall training enriches employee commitment in change processes that boost
their performance. Results indicated that through trainings, employees are willing to embrace
changes in their performance, acquire new skills to deliver quality work. Similarly, as
employees improve their performance, they understand how largely they contribute to
organizational goals, they are empowered to take on higher responsibilities making them love
what they do.
The findings on the adequacy of physical resources on an effective training session indicated
that in PIH, physical resources greatly facilitate employee-training delivery. Employees
affirmed that training needs assessment are well defined; training objectives and learning
outcomes are aligned with employee’s performance needs. Training logistics necessities are
sufficient, training curriculum and related materials are accurate. Respondents admitted that
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correct techniques applied to measure employee trainings effectiveness and the organization’s
environment is well designed to facilitate OJT.
The findings on the sufficiency of human resources to a successful training program indicated
that human resources; organizational leadership, trainers/instructor and trainees largely
contribute to a successful training. The study results point out that PIH leadership style strongly
encourage employee OJT and employees willingly embrace it. Further, the study showed that
employees can make operational decisions concerning their trainings and competent OJT
trainers at both the tasks and conducting OJT follows this.
In conclusion, the study demonstrated that employee training improves employee performance
by equipping them with required skills. Furthermore, the study showed that appropriate
planning for physical resources is an essential factor in delivering an effective training. Finally,
the conduct and involvement of organizational leaders, trainees, trainers and other persons
involved greatly determines the extent to which a training will convey the expected results.
Based on the study findings, the researcher recommends that trainings should be conducted
frequently to equip employees with the required skills for continuous improved performance.
In addition, the organization should put more emphasis on developing effective employee
training materials to achieve the expected training outcomes. Lastly, the study recommends
that Partners In Health should ensure that human resources maintains full support of employee
trainings because their support play a vital role in delivering a successful training program.
Further studies on different NGOs are welcome to ensure strong experiential conclusions on
how employee training impacts on job performance.
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ACKNOWLEDGEMENT
First, I would like to thank the Supreme all-powerful, the Almighty God my Instructor. Without
Him, this project could not become a reality. There was never lack or want. Throughout this
entire study, He took care of everything that would have stopped me in my tracks and
strengthened me even through my most difficult times.
This program would not have been possible without the financial support from Partners In
Health - Rwanda my employer. I am especially indebted to my colleagues the human resources
team who have been supportive and worked vigorously to highly deliver while I was away in
pursuit of this program ensuring there was no sense of my absence from the department. I am
also indebted to the employees of PIH-Rwanda on whom this study was conducted.
I am grateful to Professor Francis WAMBALABA my supervisor for his time and effort in
proofreading this manuscript and giving me enough time to support this project. His office
door was always open whenever I needed him and never hesitated to respond to my phone
calls. He consistently steered me in the right direction whenever he thought I needed it. My
sincere thanks also goes to the entire academic staff Chandaria School of Business, Masters
Business Administration Program.
Sincere appreciation goes to my classmates for being so loving, outgoing and kind students. I
really enjoyed my learning experience with them. I am particularly grateful to my class group
members who have been so cooperative throughout the program not forgetting the group
leader, very friendly and brilliant CPA qualified accountant.
Finally, I must express my very profound gratitude to all of those with whom I have interacted
with in search of support/guidance in pursuit of this MBA. Many have provided me extensive
care, direction and with unfailing support and continuous encouragement throughout the whole
period and through the process of researching and writing this thesis. This accomplishment
would not have been possible without them.
Thank you all.
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DEDICATION
I dedicate my work to God Almighty, my Lord and Saviour my all provider on His wings only
have I flown. I also dedicate this work to Partners In Health, Rwanda my employer for
unmeasurable support rendered to me during my studies. To everybody that extended support
in one way or the other in support of my studies and finally to myself for being a courageous
woman to take up this program which required me many sacrifices.
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TABLE OF CONTENTS
STUDENT’S DECLARATION ........................................................................................................... ii
COPYRIGHT ...................................................................................................................................... iii
ABSTRACT ......................................................................................................................................... iv
DEDICATION .................................................................................................................................... vii
LIST OF TABLES .............................................................................................................................. xii
LIST OF FIGURES ........................................................................................................................... xiii
LIST OF ABBREVIATIONS AND ACRONYMS ......................................................................... xiv
CHAPTER ONE ................................................................................................................................... 1
1.0 INTRODUCTION .................................................................................................... 1
1.1 Background of the Study ............................................................................................ 1
1.2 Statement of the Problem ........................................................................................... 6
1.3 General Objective ....................................................................................................... 6
1.4 Specific Objectives ..................................................................................................... 6
1.5 Significance of the Study ........................................................................................... 7
1.5.1 Organization ................................................................................................................... 7
1.5.2 Employees ...................................................................................................................... 7
1.5.3 Policy Makers ................................................................................................................. 7
1.5.4 Scholars .......................................................................................................................... 7
1.6 Scope of the Study...................................................................................................... 7
1.7 Definition of Terms .................................................................................................... 8
1.7.1 Human Resource Management ....................................................................................... 8
1.7.2 Job Performance ............................................................................................................. 8
1.7.3 Employee ........................................................................................................................ 8
1.7.4 Training ................................................................................................................................. 9
1.8 Chapter Summary ....................................................................................................... 9
CHAPTER TWO ................................................................................................................................ 10
2.0 LITERATURE REVIEW ...................................................................................... 10
ix
2.1 Introduction .............................................................................................................. 10
2.2 Employee Training and its Impact on Job Performance .......................................... 10
2.2.1 Overview of Employee Training .................................................................................. 10
2.2.2 Brief History of HRM .................................................................................................. 10
2.2.3 Designing and Delivering a Successful Training ......................................................... 11
2.2.4 Methods of Employee Training .................................................................................... 11
2.2.5 On-Job-Training Methods ............................................................................................ 12
2.3 Physical Resources on Effective Training Session .................................................. 15
2.3.1 Characteristics of an Effective Training Session .......................................................... 15
2.3.2 List of Physical Resources on Effective Training Session ........................................... 16
2.3.2.1 Training Needs Assessment.............................................................................................. 16
2.3.2.2 Training Curriculum and Related Materials ................................................................. 17
2.3.2.3 Training Venues and Classroom................................................................................... 17
2.3.2.4 Training Logistics ......................................................................................................... 18
2.3.2.5 Training Evaluations and Means to Conduct an Evaluation ........................................ 18
2.4 Human Resources on Successful Training Program ................................................ 19
2.4.1 The Impact of Organizational Leadership ........................................................................ 19
2.4.2 The Human Resource Trainer....................................................................................... 20
2.4.3 The Human Resource Trainees..................................................................................... 20
2.5 Chapter Summary ..................................................................................................... 21
CHAPTER THREE ........................................................................................................................... 23
3.0 RESEARCH METHODOLOGY ......................................................................... 23
3.1 Introduction .............................................................................................................. 23
3.2 Research Design ....................................................................................................... 23
3.3 Population and Sampling Design ............................................................................. 24
3.3.1 Population ..................................................................................................................... 24
3.3.1.1 Sampling Frame............................................................................................................ 24
3.3.1.2 Sampling Technique ..................................................................................................... 25
3.3.1.3 Sampling Size ............................................................................................................... 25
3.4 Data Collection Methods ............................................................................................... 26
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3.5 Research Procedures ..................................................................................................... 27
3.6 Data Analysis Methods ............................................................................................ 28
3.7 Chapter Summary .......................................................................................................... 28
CHAPTER FOUR .............................................................................................................................. 29
4.0 RESULTS AND FINDINGS ................................................................................. 29
4.1 Introduction ............................................................................................................................ 29
4.2 Demographic Characteristics ........................................................................................ 29
4.2.1 Gender of the Respondents .................................................................................................. 29
4.2.2 Age Range of Respondents ........................................................................................ 30
4.2.3 Period Served in PIH ........................................................................................................... 30
4.3 The Effects of Employee Training on Job Performance ............................................... 32
4.3.1 Employee Trainings and Staff Willingness to Accept Change in Performance. ................. 32
4.3.2 Trainings in Organization gave me Necessary Skills to Deliver Quality Work .................. 32
4.3.3 Understanding my Contribution to Organizational Goals ................................................... 33
4.3.4 Staff Trainings Empowered Employees to Take on Higher Responsibilities ..................... 34
4.3.5 Staff Trainings and Employee Excitement for Work .......................................................... 34
4.4 Adequacy of Physical Resources on the Effectiveness of Training Sessions ............... 35
4.4.1 Training Needs Assessment of Employees ......................................................................... 35
4.4.2 Alignment of Training Objectives and Outcomes with Performance Needs ....................... 36
4.4.3 Training Logistics Necessities ............................................................................................. 36
4.4.4 Accuracy of Training Curriculum and Related Materials ................................................... 37
4.4.5 PIH Strategies to Measure Employee Training Effectiveness ............................................. 38
4.4.6 PIH Training Environment .................................................................................................. 38
4.5 Sufficiency of Human Resources and Training outcome.............................................. 39
4.5.1 PIH Leadership Style and employee OJT ............................................................................ 39
4.5.2 PIH Employees’ Perceptions of OJT ................................................................................... 40
4.5.3 Employee Involvement in Training Operational Decision-Making .................................... 40
4.5.4 PIH Trainers ........................................................................................................................ 41
CHAPTER FIVE ................................................................................................................................ 44
5.0 DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS.......................... 44
xi
5.1 Introduction ............................................................................................................................ 44
5.2 Summary ................................................................................................................................ 44
5.3 Discussion ..................................................................................................................... 45
5.3.1 Employee Training on Job Performance ............................................................................. 45
5.3.2 Physical Resources on an Effective Training Session ......................................................... 46
5.3.3 Sufficiency of Human Resources to a Successful Training Program .................................. 48
5.4 Conclusions ................................................................................................................... 49
5.4.1 Employee Training on Job Performance ............................................................................. 49
5.4.2 Physical Resources on an Effective Training Session ......................................................... 49
5.4.3 Sufficiency of Human Resources to a Successful Training Program .................................. 50
5.5 Recommendations ......................................................................................................... 50
5.5.1 Recommendations for Improvement ................................................................................... 50
5.5.1.1 Employee Training on Job Performance .......................................................................... 50
5.5.1.2 Physical Resources on an Effective Training Session ...................................................... 50
5.5.1.3 Sufficiency of Human Resources to a Successful Training Program ............................... 51
5.5.2 Recommendations for Further Studies ................................................................................ 51
REFERENCES ................................................................................................................................... 52
xii
LIST OF TABLES
Table 3.1. Sample Size Distribution .................................................. Error! Bookmark not defined.
xiii
LIST OF FIGURES
Figure 4.1. Gender of the Respondents ................................................................................... 29
Figure 4.2. Age Range of Respondents .................................................................................. 30
Figure 4.3. Period Served in PIH ............................................................................................ 30
Figure 4.4. Job Levels of Respondents ................................................................................... 31
Figure 4.5. Level of Education ............................................................................................... 31
Figure 4.6. Employee Willingness to Accept Change in Performance................................... 32
Figure 4.7. Employees Attaining Necessary Skills to Deliver Quality Work. ....................... 33
Figure 4.8. Employees Understanding their Contribution to the Organization. ..................... 33
Figure 4.9. Staff Empowered to take on Higher Responsibilities........................................... 34
Figure 4.10. Staff Trainings Excitements ............................................................................... 35
Figure 4.11. Training Needs Assessment well Defined .......................................................... 35
Figure 4.12.Training Objectives and Learning Outcomes Aligned ........................................ 36
Figure 4.13. Training Logistics Necessities Sufficient ........................................................... 37
Figure 4.14. Training Curriculum and Related Materials ....................................................... 37
Figure 4.15. Correct Techniques Training Effectiveness ....................................................... 38
Figure 4.16. Training Environment well Designed ................................................................ 39
Figure 4.17. Leadership Style on Employee OJT ................................................................... 39
Figure 4.18. Employees Willing to Embrace OJT .................................................................. 40
Figure 4.19. Employees Participation in Operational Decision Making ................................ 41
Figure 4.20. Competent OJT Trainers .................................................................................... 41
xiv
LIST OF ABBREVIATIONS AND ACRONYMS
DCMIS: Ghana Development Cooperation Management Information System
Etc: Et cetera
HR: Human Resources
HRM: Human Resources Management
NGO: Non-Governmental Organization
NGOs: Non-Governmental Organizations
OTJ: On-The-Job
PIH: Partners In Health
SMART: Specific, Measurable, Achievable, Results- orientated and Time – bound.
TNA: Training Needs Assessment
U.S.A: United States of America
U.S: United States
UK: United Kingdom
WDA: Workforce Development Authority
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CHAPTER ONE
1.0 INTRODUCTION
1.1 Background of the Study
According to Robins (2012), all organizations are made up of people and it is the people who
make the organization what it is. Gazija (2011) says the world is changing rapidly in everyday
life and in order to be able to catch up with these rapid paces, making the best use of the
people’s abilities is of tremendous significance in the organizations. Hofmann (1997) defined
an organization as a collectivity with a relatively identifiable boundary, a normative order, and
ranks of authority, communication systems, and membership-coordinating systems. According
to Business Dictionary, an organization is a social unit of people that is structured and managed
to meet a need or to pursue collective goals.
A key highlighted subject, in various definitions of an organization, is the structure.
Organizations structures is mainly about how they operate in terms both internally and
externally. Organizations structure regulates the relations between the different happenings
and the participants. Subdivides assigned roles, responsibilities, and authority to carry out
different tasks. According to Pelin, Selahattin and Gürlek (2015), an organizational structure
is defined as a mechanism which links and co-ordinates individuals within the framework of
their roles, authority and power. Bhasin (2019) says organizational structure is a system that is
used to define hierarchy in the organization. He adds that it gives the organizational leadership
direction in terms of job identification and functions and who reports to whom within the
organization helping the organization in identifying and meeting objectives for growth, usually
illustrated in the organizational chart. Organizational charts form up division and employees’
tasks based on an organization’s structure. Therefore, organization structures are set up
depending on each organization’s specialty under a chain of command performing different
activities. As designated above, organizational structure builds up departmental and personnel
responsibilities, departments such as human resources, finance and accounting, procurement,
legal, research, monitoring and evaluation, operations and more others.
In this study, the researcher singled out the Human Resources (HR) department as the case
study. The HR or Human Resources Management (HRM) as one may call it, is one of the
major operating departments in an organization. Quoting different scholars for the definition
of HRM; Gomez, Balkin and Cardy, (2013) states that HRM prepares all future managers with
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a business understanding of human resource management skills. Heathfield (2019) defined HR
as a single person or employee within an organization. Heathfield added that HR refers to all
of the people you employ and that it is also the function in an organization that deals with the
people and issues related to people such as compensation and benefits, recruiting and hiring
employees, onboarding employees, performance management, training, and organization
development and culture.
Wilkinson and Redman (2013) have indicated that HRM is a distinctive approach to
employment management, which seeks to achieve competitive advantage through the strategic
deployment of a highly committed and capable workforce, using an integrated array of cultural,
structural and personnel techniques. Whereas, Lapina, Maurāne and Starineca (2013) described
HRM as a strategic, integrated and coherent approach to the employment, development
and well-being of the people working in organizations. The HR department operates a variety
of unlike roles in an organization. Heathfield (2019) identified a few functions of HR staff as
being responsible for advising senior staff about the impact on people (the human resources)
of their financial, planning, and performance decisions, performance management, employee
recruitment and training.
Employee training function is fundamental compared to other HR functions because of its
unmeasurable contribution to the employee’s personal development and organizational
improved output. In support of this, 20|20 Business Insight (2019) article states that, training
will give the employee a greater understanding of their responsibilities within their role, and
in turn build their confidence. Adding that confidence will enhance their overall performance
and this can benefit the organization. Employee training involves new employee orientation,
existing employees and leadership trainings. Regarding new employee orientation, Brown
(2019) quoted that “a well thought out orientation program, whether it lasts one day or six
months, will help not only in the retention of employees but also it increases employee
productivity. Hiring good people and training them to be the best, helps retain employees and
creates a productive workforce. Therefore, it is essential that all employees get the appropriate
training for the organization’s better results. It is praiseworthy to state that employees can
contribute to the success of an organization when trained to perform their jobs according to the
organization’s standards. Some organizations consider in-depth training unnecessary expense
and expect employees to learn on the job from supervisors and older employees. However,
Seidel (2019) has this to say, “despite the potential drawbacks, employee training and provides
3
both the organization as a whole and the individual employees with benefits that make the cost
and time a worthwhile investment. Thus, it is on this context that this study is to discuss the
effects of employee training on job performance.
A few scholars have cited in support of employee training. Akter (2016) employee training is
a learning experience, seeks a change in employees’ skills, knowledge, attitudes, or behavior
which is increasingly required to assist the work force in using modern methods, tools,
approaches and resources in their performing. Frost (2019) stated that employee training
presents a prime opportunity to expand the knowledge base of all employees, but many
employers in the current climate find development opportunities expensive. Frost continues
that employees attending training sessions miss work time, which may delay the completion
of projects. However, despite these potential advantages, employee training provides both the
individual and organizations as a whole with benefits that make the cost and time a worthwhile
investment, the return on investment from trained employees is really a no brainer.
Oluwaseun (2018) has emphasized that staff training is an element in raising morale because
it sounds out people for possible future promotions. It is important to train and develop each
employee so far as possible even if that means running the risk of losing them to other
organizations. In addition, Elnagal and Imran (2013) defined employee training as programs
that provide workers with information, new skills, or professional development opportunities.
In line with training, Igbaekemen (2014) defined training as the systematic development and
improvement of an industrial ability to perform specific task or job. Thereby, contributing to
the well-being and performance of human capital, organization, as well as the Society. In the
developed world, Torraco (2016) says employee training in the United States of America
(USA) emerged in the period during and after its involvement in World War II. During this
period, there was a dramatic increase in the demand for trained workers brought about by the
expanding wartime economy and by technological innovations. The rise of the United States
(US) labor movement during this period also contributed to the growth of employee training
and development.
Dutton (2016) says when the Bank of New York Mellon (BNY Mellon) launched its risk and
compliance training; it could not assume all 50,000 employees in 35 countries understood the
concept in the same way. The bank, therefore, considered cultural and geographic factors when
designing and delivering training to ensure it met the diverse needs of each employee group.
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On cross-culture employee training, Chebium (2015) says Japanese, Indian and German
companies have been providing cultural sensitivity training or sending their employees to learn
Western business practices for decades. Merging the two kinds of teaching can be the greatest
way to yield a workforce that will thrive wherever in the world.
On employee, training in India verses U.S. Staff (2011) has stated that, while the United States
struggles to right itself from the worst economic crisis since the Great Depression, the Indian
economy steams ahead with an annual growth rate of more than 9 percent. How did India
sidestep the financial meltdown as supposedly to more sophisticated operations in the U.S.
stumbled? Companies make significant investments in their employees despite tight labor
markets that make retention a challenge. Staff adds that Tata Consultancy Services, for
example, has a seven-month training program for science graduates being prepped for business
consultant roles, and everyone in the company receives 14 days of formal training each year.
Even relatively, low-skill industries, such as business process outsourcing and call centers,
receive roughly 30 days of training, and retail companies require about 20 days. New recruits
for customer service jobs at retail company Pantaloons, for example, receive six weeks of
training, including five and a half days in residence at a company-training center followed by
five weeks of on-the-job training directed by local store managers.
Quoting Immerman (2018) on General Motor’s employee training, the Detroit News reported
that they are training their employees in house. They said, "The program is mixing out
electricians and die-makers to fill places caused by departures among those staff. But it’s
additionally coaching staff in automation and analytics, with the last word goal being a plant
floor equipped with digital tablets that monitor the high-tech instrumentation." In Asia, User,
(2015) says, we recognize that training and developing our workforce is essential in fulfilling
our business objectives. With low rate of attrition, we tend to still equip our talent pool with
the required skills required.
In Africa, Mezue (2014) report that today many African companies employ a ‘Training-Light
‘approach. In the hospitality sector, as an example, they invest direct into luxury assets and
instrumentation, however seldom into coaching programs.
Some might have short onboarding programs for brand spanking new employees; at the best,
some international corporations can budget similar coaching budgets as in their developed
market businesses. However, there is a marked lack of a holistic training strategy, which over-
5
invests in response to the challenging African environment, and prioritizes continuous learning
and customer feedback.
In South Africa, Danshaw (2018) rolled out in an effort to aid the further development of skills
within the South African workforce by encouraging workplaces to become active learning
environments and create provisions for current education and skills development. Expectations
were that the Skills Development Act would help address the skills shortage the country as a
whole was facing at the time.
During an employee training in Ghana’s ministry of finance staff training, for Ghana
Development Cooperation Management Information System (DCMIS) (2016), one of the
trainees highlighted that the organization of the training was perfect, emphasizing the hands-
on-practice that actually assisted to acquire knowledge on the system. The simplicity and user
friendliness of the system was stressed united of the foremost vital options of the Ghana’s
DCMIS. In the finish of the coaching all, the trainees were awarded with synergism certificates.
In East Africa, Correspondent (2015) Nairobi, Kenya, Heineken East Africa embarked on
immersion training amongst its workforce as a way of motivating employees and improving
on the quality of training given the rigid rivalry in the marketplace. Heineken is taking
employee training to new levels as they are sending over seven top performing commercial
team members from the Kenya, Tanzania, and Uganda markets respectively to Lagos, Nigeria
for six months to participate in full immersion training in Africa’s most populous country.
Testing Employee training against the local context, it is still a vital tool for organizations and
public companies to enable employees deliver to expectation. At Uganda, Medical Research
Council (2019), the Unit’s Training Officer collaborates closely with the Human Resource
Officer Coordinates Training. He/She monitors the training needs as communicated by the
different scientific programs and sections, provides administrative support for training courses
conducted in-house, provides information on scientific meetings, is responsible for conference
registrations, and supports scientists in the production of conference publications. The Training
Officer also provides training to staff who aim to obtain the International Computer Driving
License.
In addition, in Rwanda’s Capacity Development and Employment Services Board (CDESB)
(2017), Human Resource Managers from various Public, Private and Civil Society Institutions
6
conducted a 3-day training on HRM themed “Advancing the Strategic Role of Human
Resource Managers in Rwanda" From 11th to 13th July 2017 at Lemigo Hotel, Kigali. During
this training, the members discussed how to strengthen the Human Resource profession
through certification of professional members so that Rwandan Institutions could easily
employ strong professional managers able to deliver on socio economic development of our
Country. Still in Rwanda, according to Times Reporter (2010), a group of 23 employees from
Workforce Development Authority (WDA), last week, completed a-two-weeks training of
trainers course in hospitality service. Speaking at the closure of the training, the Director
General of WDA, Albert Sengiyumva urged the trainees to effectively share the skills acquired
with hotel and restaurant employees around the country.
1.2 Statement of the Problem
Non-Governmental Organizations (NGOs) need to understand and implement strategies that
will enhance the performance of employees for organizations to attain desired results from
employees. This is becoming more challenging and difficult due to competitive nature in the
business world. The researcher being an HR practitioner and employee in an NGO, detected
pressure in the organization resulting from employees’ poor mastery of responsibilities. Some
of the weaknesses of such employees are often not well handled, resulting in sanctions,
demotions, transfers, or dismissals causing social tension at work. The researcher becomes
interested in finding out just how serious the organization considers employee training, and the
effects it has on employees’ performance. Despite the increasing effects on training of
organizational employees by organizations, there is still limited literature on human resource
development issues in developing countries and especially in NGOs. This study will contribute
in minimizing this gap in the literature and thereby establish the basis to understanding of some
aspects of HRM in general and training.
1.3 General Objective
The general objective of the study was to examine the effect of employee training on job
performance within non-government organizations a case of Partners In Health in Rwanda.
1.4 Specific Objectives
Through the relevant review of different studies, reports, periodicals and books, on the topic
under consideration, the following three specific objectives were drawn.
1.4.1 To evaluate the effect of employee training on job performance.
7
1.4.2 To assess the adequacy of (non-workforce) physical resources on effective training.
1.4.3 To define the sufficiency of human resources to a successful training program.
1.5 Significance of the Study
The importance of this study was to advance the impact of training on employees and its effects
on the growth of an organization. Issues addressed in this study were the determinants of
employee performance with emphasis on employee training. Other beneficiaries from this
study include the organizations, employees, policy makers and scholars who will benefit from
knowledge generated from this study.
1.5.1 Organization
The organization will understand the significance of employee training towards employee
performance. The study hypothesizes that training, development programs improves loyalty,
and staff retention consequently improve organization profits/outcomes.
1.5.2 Employees
If training shows positive relation with employee performance, employees will benefit given
that organizations will put more emphasis on training opportunities thus creating opportunities
for employee’s growth and career advancement.
1.5.3 Policy Makers
In this study, findings may be used by decision takers to ensure that going forward; employee
training must be allocated funds/ budgeted for in every financial year. This HRM function will
be valued in organization’s policies as one of the means to increase productivity.
1.5.4 Scholars
The study findings will add more knowledge on the concept of employee training on job
performance on Non-governmental organizations. This may also open up more areas for
literature review, references as well as research opportunities.
1.6 Scope of the Study
Although there are many factors contributing to improved employee job performance, the
study was restricted to the element of “the human resources (employees) training” in the NGO
8
world particularly the case of PIH, Rwanda. The Survey, provided through self-administered
questionnaires, was the primary means used in this study for collecting data. The study was
narrowed to only the pieces of information that the respondents disclosed. The study
population was based on 220 PIH employees. Data collection and analysis took place in June
2019. It is limited to the respondents’ capability to answer such questions; however, there may
be information that was not disclosed because of confidentiality.
1.7 Definition of Terms
Different scholars have given meanings of different terms. However, for purposes of this study
the researcher has defined the following terms as follows.
1.7.1 Human Resource Management
Citing Armstrong (2006) Human Resource Management is defined as a strategic and coherent
approach to the management of an organization’s most valued assets – the people working
there whom individually and collectively contribute to the achievement of its objectives.
According to Byars and Rue (2006), it is a system of activities and strategies that focus on
successfully manage employees at all levels of an organization to achieve organizational goals.
Heathfield (2019) says HRM is the function within an organization that focuses on the
recruitment of, management of, and providing direction and guidance for the people who work
in an organization.
1.7.2 Job Performance
The extent to which an employee is fulfilling the requirements of the job satisfactorily or
dissatisfactory. Campbell (1990) says job performance relates to the act of doing a job and that
a means to reach a goal or set of goals within a job, role, or organization. According to Hordos
(2018), job performance is about how well or poorly employees do their jobs.
1.7.3 Employee
This refers to an individual who works part-time or full-time under a contract of employment,
be it oral or written, express or implied, and has recognized rights and duties. In the same line,
Elnaga and Imran (2013) stated that an employee is a blood stream of any business. XpertHR,
(2019) has also defined an employee as an individual employed under a contract of
employment.
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1.7.4 Training
Githinji (2014), it is learning that is provided in order to improve performance on the present
job. It imparts specific skills for specific purposes. It is mainly job-oriented. Training is given
to both old and new employees throughout their stay in an organization. On the other hand,
one may say that training is a program that helps employees learn specific knowledge or skills
to improve performance in their current roles.
1.8 Chapter Summary
This study report is structured into five chapters. Chapter one presented a brief background of
the statement of the problem, describing employee training as a human resources vital function
within an organization and finding out just how seriously the organization considers employee
training, and the effects it has on job performance. The study was conducted to answer three
specific objectives; to evaluate the effect of employee training on job performance; to assess
the adequacy of (non-workforce) physical resources on effective training session; and to define
the sufficiency of human resources to a successful training program. The scope of the study
was limited to the element of “the human resource” training in the NGO world in particular
the study of PIH, Rwanda. Respondents were a sample population from the 220 PIH employees
that were randomly sampled from all levels. Data collection and analysis took place in June
2019.
In chapter two, the researcher highlighted the theoretical position of the study focusing on the
context of the research general objectives. Primarily explored the literature review on the
subject. Chapter three, discussed the methodology of this project discovering in details the
research design, population and sampling design, the data collection methods, research
procedures, and the data analysis techniques. Chapter four was about the findings of the study.
The presentation of data analysis and discussion of the findings. Chapter five was the final
chapter of the study, it gives a summary, discussions, conclusions and recommendations
centered on the data analyzed in chapter four based on the objectives of the study.
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CHAPTER TWO
2.0 LITERATURE REVIEW
2.1 Introduction
In this chapter, a literature review on insights into the form and construction of organizational
employee training and its impact on job performance is presented. The review is based on the
three specific objectives; to evaluate the effect of employee training on job performance; to
assess the adequacy of (non-workforce) physical resources on effective training session; and
to define the sufficiency of human resources to a successful training program.
2.2 Employee Training and its Impact on Job Performance
2.2.1 Overview of Employee Training
Igbaekemen (2014) defined training as a process or procedure through which the skills, talent
and knowledge of an employee is enhanced and increased. It is worthy saying that in general,
anyone who performs services for an organization is an employee if the organization can
control what will be done and how it will be done.
In the test book titled Growth engineering (2017), it says that without employee training,
organizations can’t keep up with change, meaning their strategies will fail and their profits will
fall and that training your staff unlocks their potential, improves their skills and gives them the
confidence to make a difference. Training also improves employee morale, another important
ingredient in business success. Britannica (1998) indicated that, for more technical skills, it is
quite common in the United States for the large employer to arrange with a university to set up
special courses; in Great Britain it is more usual to encourage employees to attend regular class
facilities to obtain technical certificates. Sometimes this is achieved by “sandwich” training,
periods on the job alternating with periods at a technical institute. Many employers encourage
further education by paying tuition fees or by allowing free time to attend classes. Some very
large corporations have developed their own systems of technical classes, supplementary to
direct job training.
2.2.2 Brief History of HRM
Nkoue (2010), tracing back the roots of HRM, during pre-historic times, there existed
consistent methods for selection of tribal leaders. The practice of safety and health while
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hunting was passed on from generation to generation. History of HRM (2010) says from
2000BC to 1500BC, the Chinese used employee screening techniques and while Greeks used
an apprentice system. These actions recognized the need to select and train individuals for jobs.
European Journal of Business and Management (2015) states that early employee specialists
were called personnel managers (or personnel administrators), and this term is still in use in
various discourses. ‘Personnel management’ refers to a set of functions or activities like
recruitment, selection, training, salary administration, industrial relations often performed
effectively but with little relationship between the various activities or with overall
organizational objectives. Menon (2016) presents George Eliton Mayo as the father of
“Modern human resources because he gained a permanent role within organizations during the
human relations movement initiated during the late 1920s. This movement acknowledged that
social and psychological factors could better explain worker productivity and output. The
“Hawthorne effect” refers to improvements in work productivity or quality those result from
the mere fact that workers are being studied or observed.
2.2.3 Designing and Delivering a Successful Training
Referring to Strawbryluver1 (2017), Employee training is designed to equip organization
employees with the skills and knowledge desired to become better professionals in their own
careers. Nevertheless, it ultimately benefits business more than any other party does. Thus,
while all trainings may have different missions, what remains an imperative goal among all
companies is success. George (2001) says a successful training is one that gives your
employees the knowledge they need in a format that is simple to understand in a way that helps
productivity. To deliver a fruitful training, Ajay and Kirkwood (2010) have shared seven
questions any trainer /instructor must reflect on to plan and deliver a successful training. Is
there really a need for training? Do all employees need training? What are the expected
outcomes? How will the training move us closer to our goals? What are management’s
expectation? What resources will the training require? What will the training cost? The
instructor’s answers to these questions begin the narrowing process for training choices.
Helping to accurately design an effective training.
2.2.4 Methods of Employee Training
In this study, two methods for imparting training in workers, on-job- training and off-job-
training. As their name suggests, the former refers to the training imparted at the actual job
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location involving ‘hands-on’ training, whereas the latter method involves giving training to
the employees at a place other than the real job location.
On-job-training (OJT) according to Owusu (2014), could be defined a type of training for
employees to assist them develop their skills in particular occupation, vocation or discipline
adding that such type of training normally take place after an individual has begun his work
responsibilities. This type of training is typically used to broaden an employee’s skill set and
to increase productivity. With this method, there is immediate feedback on performance and it
is less costly. Heathfield (2018) has defined OJT as hands-on method of teaching the skills,
knowledge, and competencies required for employees to perform a specific job within the
workplace. OTJ training method help employees to cope with the latest trends in the business
world ensuring that they are able to perform assigned tasks. For ancient times, Sleight (1993)
says OTJ training, sometimes called direct instruction (or sit-by-me training in England; King,
1964, p. xvii), is the earliest kind of training. OJT is a face-to-face, one-on-one kind of training
at the job site, where someone who knows how to do a task shows another how to do it. In
antiquity, the kind of work that people did was mainly unskilled or semiskilled work not
requiring specialized knowledge. Parents or other members of the group usually knew how to
do all the jobs necessary for survival, and could pass their knowledge on to the children through
direct instruction.
Off-the-job training is where an employee has to leave his place of work and devote his entire
time for training purposes. Employee takes time off work to attend a local college or training
centre. He does not contribute anything towards production during training. According to
Sleight (1993), off-the-job training is conducted in a location specifically designated for
training. It may be near the workplace or away from work, at a special training center or a
resort conducting the training away from the workplace minimize distractions and allows
trainees to devote their full attention to the material being taught- However, off-the-job training
programs may not provide as much transfer of training to the actual job as on-the-job programs.
Many people equate off-the-job training with the lecture method and thus, the researcher
considered the OJT method for this study.
2.2.5 On-Job-Training Methods
Regarding job rotation, Mohan and Gomathi (2015) defined job rotation as a job design and
management approach in which employees are moved between two or more jobs in a planned
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manner. Whereas Half (2018) referred to Job rotation as the practice of moving a new recruit
between different roles in your organization. Kaymaz (2010) noted that the job rotation
applications are significant not only for production workers but also for employees considered
as manager candidates. In Japanese firms, and US qualified workers who are expected to be
promoted as managers are required to have a broad view of the entire firm. The workers have
experienced various production segments by rotating through different jobs, effectively
learning many aspects of the company as a manager point of view.
Induction and orientation for new recruits: facilitate smooth transition of an employee into his
new workplace and making that first positive impression that helps adding a committed and
motivated employee.
Regarding coaching and mentoring, Wyzowl (2018) reported that training does not always
have to come from a curriculum; sometimes the best learning opportunities happen in human
interactions. As an option, implementing a coaching or mentoring program to supplement your
more structured employee training methods may be considered. Having a mentor not only
creates growth opportunities for employees, but it builds relationships that help them feel more
connected to and supported by your company. Mentoring can also impact your company’s
bottom line; 77% of companies say their mentoring program improves employee retention and
job performance. However, mentorship programs require your most high-performing people
to step away from their primary roles to grow newer team members. While that will pay off in
the long run, consider whether you’re willing to make that tradeoff.
Job Instruction: Job instruction training (2014) says Job instruction training is a systematic,
fast, and effective method for teaching your workers to do a job correctly and safely. This
method of training workers through a simple breakdown of steps is easy to understand and
complete. By providing such training for your workers, you could reduce the risk of an injury
or death to a worker, prevent costly equipment repairs, or avoid lost work time, whereas.
Workplace safety Training: Katz (2017) defined workplace safety training as a process that
aims to provide workforce with knowledge and skills to perform their work in a way that is
safe for them and their co-workers. In addition, Katz said that safety training is an integral part
of the employee onboarding process but it also requires regular “refresher” courses for
compliance and effectiveness.
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Biance (2012) in her article, she précised that the importance of safety training extends beyond
a worker's introduction to the job. It also encompasses situations when his job changes or when
working conditions change. Adding that without an understanding of safety practices related
to her job, a worker will be at a higher risk for workplace injury, illness or death.
Refresher Training or Retraining: Jargons (2018) as the name implies, the retraining or
refresher training is given to the old employees with the purpose of improving their
efficiencies. Jargons B adds that they are introduced to the new methods and technologies that
would result in the increased productivity and reduces the monotony in their daily work
Contributor (2018) noting the importance of workplace refresher training, said it leads to
improved customer services and increased employee satisfaction. Adding that refresher
training can take the form of many subjects that all contribute to high performance and minimal
conflicts in the workplace. As the name implies, the retraining or refresher training is given to
the old employees with the purpose of improving their efficiencies.
Internship: Wikijob (2011) internship is an opportunity offered by an employer to potential
employees, called interns, to work at a firm for a fixed period. Wikijob defines interns as
undergraduates or students, and most internships last between a month and three months.
On the other hand, Sarwat and Nasreen (2018) noted that internships are any carefully
monitored piece of work or service experience in which an individual has intentional learning
goals and reflects actively on what she or he is learning throughout the experience or duration
of attachment.
Burley (2015), says an effective training program answer your employees' question of "Why
am I taking this program?" The design of every training program must begin with learning
objectives. Instructional designers need to create their programs with specific objectives that
their trainees must accomplish. On the importance of internship, Hergert (2009) in his article
noted that an internship experience can help students make the connection between their
academic studies and the world of business. They can also create valuable connections and
networking opportunities to improve the employment and career prospects for students.
Therefore, the OJT method is important for new recruits to learn their workplace culture,
organizational structure, preferred processes and the specifics of their role within the context
of the organization. The OJT techniques ensures staff to feel there is an opportunity to grow in
their organizations, which can increase the capacity for retention.
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2.3 Physical Resources on Effective Training Session
Dobbin (1996) defines physical resources as training materials (curriculum, lesson plans,
videos, self-paced packages etc), financial resources and the physical environment for the
delivery of formal training. Dobbin went on to advise on how to find the best training physical
resources that “the best way of obtaining the necessary physical resources (materials, facilities
etc) for training is to obtain them on a needs basis by integrating the organization’s training
requirements with those of the wider training community, training becomes more efficient and
duplication of effort is reduced”. In support of this, Elnaga and Imran (2013) reported that well
planned training programs not only develop employees but also help an organization to make
best use of their human resources in favor of gaining competitive advantage. Therefore, it
appears obligatory for the organization to carefully plan, avail all the necessary training
resources in a way of weeding for an effective training.
2.3.1 Characteristics of an Effective Training Session
Bullock (2013) has described up to seven characteristics directly connected to an effective
training. Training needs assessment; being a systematic process to determine who needs to be
trained. Communicate purpose; when communication includes a message on how the training
will be applied and what the expected outcomes are, motivation to learn increases. Relevant
content, training must include content that is directly linked to trainee job experiences. Active
demonstration; trainers need to actively demonstrate the specific skills and processes included
in the training. Opportunities for practice; effective training programs include multiple
opportunities for trainees to practice the skills they have learned during class-time. Regular
feedback during training; trainers also need to give feedback to employees while they are
practicing their new skills. And post-training environment; after training it is important that
employees are given opportunities to perform the skills they have learned.
In addition to the above mentioned, Burley (2015) added four more effective characteristics.
Learning Objectives; effective training programs must answer your employees' question of
"why am I taking this program? Active involvement for all participants; practice sessions at
the end of each training module are a good way to involve your trainees. Opportunity to Share
Experiences; trainees need time to reflect on what they have just learned and then discover
how to apply it back on the job. And make it fun; effective training sessions make learning fun
as often as possible creative and fun activities will make your employees remember and apply
the training long after the workshop is complete.
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Thus, employees are powerfully involved when they openly recognize how a particular training
transmits to their jobs.
2.3.2 List of Physical Resources on Effective Training Session
For the organisation’s training programs to achieve desired goals, there needs to be a clear
strategy which addresses the allocation of physical resources to deliver the training. Tiberghien
(2017) says that “the success of any training session is largely down to good organisation,
where everything has been considered with the trainer’s and participants’ comfort in mind”.
Thus, this strategy indicates the level of commitment of the organisation to meet its training
needs. Resources may be tangible or intangible.
2.3.2.1 Training Needs Assessment
According to Cascio (1994), training needs is a need for human performance improvement that
can best be met through training of some kind. This need must be spelled out in clear,
behaviourally oriented terms. Garavan and McGuire (2001) defined training needs assessment
as the process of assessing and fixing the gap between the standard competence required for
the job and the existing competence in the job holder may be called as the ‘identification of
the areas of deficiencies’ and the 'resultant gap in the job holder in terms of knowledge, skill
and attitude. Adding that identification of training needs is generally based on two processes;
identification of standard of knowledge, skill and attitude required in the job and identification
of the existing level of knowledge and skills of the job holder. This is the information that
forms the basis for developing an appropriate training program. There are different types of
training needs. Brinkerhoff (1986) is of the view that focusing only on performance deficiency
in needs analysis is too restrictive and proposed four other possible ways of looking at training
needs. These are democratic needs, diagnostic needs, analytic needs. compliance need
mandated by law.
In his article, Dalto (2014) noted that before anyone rushes off, creates training materials, and
conducts the training, it’s a good idea to take a step back and assess the situation. That’s what
the training needs assessment is for and this can be done in four steps; Identify a clear business
goal that the training supports, determine the tasks the workers need to perform so the company
can reach that goal, determine the training activities that will help the workers learn to perform
the tasks, and determine the learning characteristics of the workers that will make the training
more effective.
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2.3.2.2 Training Curriculum and Related Materials
According to Rycus (1994), training curriculum is a total package of learning activities
designed to achieve the objectives of the training program. Adding that in a competency-based
system, the objective, or desired end, is that trainees will acquire the specific knowledge and
skills (competencies) they need to do their jobs. Rycus goes ahead to explain the three primary
components to be examined when evaluating any training curriculum which are; training
content which includes the specific information, facts, attitudes, and skills to be transmitted by
the training program. Stutt (2018) has also defined a training curriculum as the step-by-step
process used to create positive improvements in the courses offered by a school, college,
university or in any study. Stutt added that the word curriculum has roots in latin. It originally
meant “racing chariot” and came from the verb currere, “to run”.
2.3.2.3 Training Venues and Classroom
In planning course (2005) noted, that one of the most important factors in successful training
is the venue or room in which the training is conducted. It is vital to choose your training venue
well and, especially if you do not have much choice, to get the most out of the space you are
working in. If there is no possibility of checking the venue in person beforehand, it is advisable
to get to the venue early on the day of the training to sort out any problems. Diamond (2017)
says training materials are important because they provide the means to educate learners. Many
training materials are used to facilitate the learning process. An instructional designer who
understands adult learning principles and methodologies normally selects these materials.
Marrison (2018) says when you run your meeting or training event, it’s not just room layout
that is important, it is about matching the room layout with the trainers’ style, the material to
be covered and the required outcomes. The room shape and design can make or break an event.
Biech (2013) says, typically you will not have the opportunity to select a room. However, if
you do, consider the attributes that will create the best learning environment for your
participants which are size, training requirements, accessibility, location, convenience, room
that is free of distractions, noise and obstructions, comfortable seating and moveable chairs,
with adequate light, workable walls, climate control and microphone if you have a large room.
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2.3.2.4 Training Logistics
In Logistics (2005), good logistical planning is one of the most crucial aspects of training
delivery.
The first step in planning logistics for training is to develop a timetable. Set out what needs to
happen by what date and assign responsibility for each task. Remember that there will always
be occasions when you have little or no control over some or all of the logistics, in which case
it is best to be flexible and work with your participants to make the best of the situation. In his
article, Tiberghien (2017) has listed up to seven indispensable logistical equipment that will
help ensure the success of your training session; a whiteboard or flipchart, a video projector or
large screen, a projection screen, a good internet connection, a computer or tablet, an electrical
outlets and coffee machine and water fountain.
2.3.2.5 Training Evaluations and Means to Conduct an Evaluation
Boulmetis and Dutwin (2011) defined evaluation as the systematic process of collecting and
analyzing data in order to determine whether and to what degree objectives were or are being
achieved. Juneja (2015) defined training evaluation as the assessment of the effectiveness of
the training programs. That this assessment is done by collecting data on whether the
participants were satisfied with the deliverables of the training program, whether they learned
something from the training and are able to apply those skills at their workplace. Stages to
success article (2018) says training evaluation basically helps with the discovery of training
gaps and opportunities in training employees. Training evaluation collects information that can
help determine improvements on training programs and help trainers decide if certain programs
should be discontinued. The training evaluation process is essential to assess training
effectiveness, help improve overall work quality, and boost employee morale and motivation
by engaging them in the development of training programs. The results of the evaluation
process help training professionals modify future training strategies to meet objectives and
implement learning to positively affect job performance. Stating the purpose of evaluating
trainings, in their article Torres and Rosalie (2005) stated that the most common reason for
evaluating training programs may be to determine the effectiveness of a training in order to
improve future programs. Evaluation can help us learn from experience of past training
programs. To determine whether the objectives of the training were achieved. And to see how
the knowledge and skills learned in the training are put into practice.
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Giovannini, (2013) articulates that it is often difficult to have high validity in training
evaluations. To make a good evaluation we ought to collect comparable data both prior to the
training and after the training to be able to make an argument that changes are related to the
training given. He has identified some ways to find out if a training effective. Ask employees
whether the training was relevant and appropriate, tests can be given to course participants to
evaluate what they have learned from the course, monitor improvements in the performance of
organizational targets to be improved by the training, and performance appraisals and
development talks between the employee and his immediate supervisor can be used to review
the impact of the training on the employee's performance.
2.4 Human Resources on Successful Training Program
2.4.1 The Impact of Organizational Leadership
According to Iqbal (2015), Leadership is a process by which an executive can direct, guide and
influence the behavior and work of others toward the accomplishment of specific goals in a
given situation. Iqbal adds that top leaders in an organization have a great impact on employee
OJT. They are the final decision makers. According to Kluczny (2019), one of the keys to a
successful training program, and possibly the most important, is leadership influence from the
top down. Having leadership support helps drive the importance of a program, assist with
accountability, and establish appropriate expectations. Kluczny continues to state that
leadership buy-in is more easily obtained when the needs of the training are identified and
aligned with organizational goals and develop formalized means that will provide results.
The impact of organizational leadership is vital, Andriotis (2018) marked that, to get employees to take
their learning seriously, you’ll need help from their managers and team leaders. Management should
emphasize how important the employee training program is to the organization, and encourage
employees to participate. Buy-in from management is also necessary to secure the funding to cover the
software, equipment, instructors, and content required for your employee training plan. Andriotis
continues to state that, involve management in the design and implementation of your training plan
early on. This will get them invested in it, and help get your vision approved more easily. With
management on your side, you’ll be able to bypass company bureaucracy and move forward faster.
In addition, Rabindra and Pradhan (2011) confirmed that the style of leadership and its approach
towards its people may determine the fruitfulness of any training program in an organization.
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Therefore, its essential for any organizational leaders to positively involve in any training
program for the successfulness of the training.
2.4.2 The Human Resource Trainer
For a training to be effective, Raia (2018) says the trainer needs to be recognized as an expert
in their field of training. Andriotis (2017) mentioned that, trainers can be regarded as simply
“entertainers,” so to speak. “entertainers” are subject matter experts who conduct classes and
make sure that the topic is tackled with enough interest and enthusiasm so that the learners
don’t get lulled to sleep. According to Alias, Ong, Rahim, and Hassan, (2019), trainers can
perform different roles for an effective training program such as instructional designer,
technical trainer or needs analyst. The trainer’s role is to help trainees change their behavior
through the learning process, their teaching skills and personal characteristics play a very
important role in making a training program successful. In her article, Moitrayee (2017) a
trainer is one of the most important elements in any training program. And the key attribute of
a trainer must be the knowledge he/she possesses on the subject of the program. However,
mere possession of knowledge is not sufficient; the trainer must be articulate enough to reach
out to the participants with the concepts being covered in a program. Andriotis (2017) provided
the best five list of training skills and qualities that make a trainer exemplary; strategic thinking,
well-versed in the instructional design process, they are project managers, trainers are
facilitators of change and learning and trainers are evaluators.
2.4.3 The Human Resource Trainees
For an effective training, Admin (2018), training designers must first identify their target
audience, get them informed and then build content around their needs, circumstances,
limitations, preferences, and wants. What’s the point of creating a course that no one wants?
No point at all, right?
According to ASEAN (2012), effective training program considerations is understanding the
learners that will be part of the training experience. If they are unable to learn what is required
in a training program, the whole process will be unsuccessful and a waste of time. Because
employees come from a wide variety of backgrounds and experiences, their individual abilities
and hence their learning needs, must also be expected to be different. This means that as a
person providing workplace training, you must get to know all your staff, gather information
21
about individual learner characteristics so you can better develop and tailor your training
delivery to suit the individual needs of the learner.
For and effective training program, Grossman and Salas (2011) believe that among other
factors, trainee characteristics play a powerful role. Adding that knowledge transfer is
facilitated when trainees are motivated to learn and transfer throughout the training process.
In his article, Andriotis (2018) states that employees have a lot on their plates already. The last
thing they need is another distraction, which is how training appears to them. Left to
themselves, they’ll ignore it and focus on their everyday workflows and responsibilities, vital
to ask employees how much time they can devote to their studying, and take their answers into
consideration when designing your curriculum. Work employee shifts, time zone differences,
and peak business hours in your training timetables. Those are especially important when
scheduling in-person training sessions that require real-time attendance. Resources (2019)
article advises us to consider using some of these pretraining techniques to put trainees in a
receptive frame of mind, get them geared up for the topic, and prepare them to learn; distribute
a session outline or agenda before the meeting because trainees who might be anxious about
training will be put at ease when they know ahead of time what will be covered, distribute
precession activities along with the outline, include fun and simple open ended questions or
situations such as general questions and case studies involving the upcoming training followed
by debriefing questions, and distribute an expectation questionnaire via survey, e-mail, group
meeting, etc., ask what trainees expect from the session. Use the results to customize the
session as much as possible to the audience while still meeting all training objectives.
Therefore, in support of the need of staff training; Gomersall and Myers (1966) quantified that
the rate of technological displacement and hence the need for effective training is increasing.
This fact, in combination with the current labor shortage, the entry of more young people and
minority groups into industrial employment, and the deployment of new plants domestically
and internationally, means that management should place more emphasis on training and other
personnel management innovations than ever before. Lessened turnover and accelerated
learning curves constitute a significant advantage to companies that are able to achieve them.
2.5 Chapter Summary
Chapter Two discussed the theoretical positioning of the study. The focus was mainly on the
general objectives. The employee training in an organization and their impact on job
performance that explores through the employee training academics to designing and
delivering a successful training. The adequacy of (non-workforce) physical resources on
22
effective training session that will be assessed through step by step and on each step,
identifying required resources and their adequacy to conduct an effective training program.
And defining the sufficiency of human resources to a successful training program, in this
objective the researcher explains how human capital largely regulates directly or indirectly the
movement of a training program by identifying major five means how the human resources
/material is a regulator. Finally, this ushered the researcher to chapter three about the research
methodology of the project.
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CHAPTER THREE
3.0 RESEARCH METHODOLOGY
3.1 Introduction
This chapter describes the research methodology pieces of this study including the research
design, the population and sampling design, the data collection methods, research procedures,
data analysis methods and the chapter summary.
3.2 Research Design
A cross-sectional research design was used to answer the three study aims objectives. Data
were analyzed from a population or a representative subset, at a specific point in time and that
is, cross-sectional data. Levin (2006) in her article, stated that cross-sectional studies are
carried out at one-time point or over a short period. They are usually conducted to estimate the
prevalence of the outcome of interest for a given population. Olsen and Marie (2004) say one
of the most common and well-known study designs is the cross-sectional study design. In this
type of research study, either the entire population or a subset thereof is selected, and from
these individuals, data are collected to help answer research questions of interest. It is called
cross-sectional because the information about X and Y that is gathered represents what is going
on at only one point in time. According to Cherry (2018), cross-sectional studies are
observational in nature and are known as descriptive research, not causal or relational, meaning
that you cannot use them to determine the cause of something, such as a disease. Researchers
record the information that is present in a population, but they do not manipulate variables.
According to Studywellness (2018), cross sectional studies are the first step to identifying and
confirming a relationship between two factors. Cross sectional studies are useful tools in the
overall research methods toolkit and knowing how to both recognize a cross sectional study
and utilize a cross sectional study will empower you to both evaluate and interpret these
snapshot studies when looking for more information about a specific moment in time.
Remember that they are not intended to produce information related to causation.
In a cross-sectional survey, a specific group is looked at to see if an activity, say alcohol
consumption, is related to the health effect being investigated, say cirrhosis of the liver. If
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alcohol use is correlated with cirrhosis of the liver, this would support the hypothesis that
alcohol use may be associated with cirrhosis. Meic and Neeraj (2018) describe strengths of
cross-sectional research design as relatively quick and easy to conduct (no long periods of
follow-up), data on all variables is only collected once, able to measure prevalence for all
factors under investigation. Multiple outcomes and exposures can be studied, the prevalence
of disease or other health related characteristics are important in public health for assessing the
burden of disease in a specified population and in planning and allocating health resources,
and good for descriptive analyses and for generating hypotheses.
Data was collected on across-sectional study basis as earlier mentioned, and this took place
between in June 2019.
3.3 Population and Sampling Design
3.3.1 Population
All employees working with partners in health, Rwanda were eligible to participate in this
study. PIH Rwanda is composed of 220 full time employees on open ended and fixed contract
types. Targeting at least 40% of the employees to participate in the survey.
Hassan (2018) defines research population as a well-defined collection of individuals or
objects known to have similar characteristics. All individuals or objects within a certain
population usually have a common, binding characteristic or trait. The Research Population
(2009) article defines the two-research population, which are; target population referring to the
entire group of individuals or objects to which researchers are interested in generalizing the
conclusions. The target population usually has varying characteristics and it is also known as
the theoretical population, and the accessible population is the population in research to which
the researchers can apply their conclusions. This population is a subset of the target population
and is also known as the study population. It is from the accessible population that researchers
draw their samples.
3.3.2 Sampling Design
3.3.1.1 Sampling Frame
A sampling frame is the total sample population from which a sample is drawn. It is a list of
all those within a population who can be sampled, and may include individuals, households or
institutions. Stephanie (2014) defined sampling frame as a list of all the items in your
25
population. It’s a complete list of everyone or everything you want to study. Turner (2003)
says sampling frame is a set of source materials from which the sample is selected. The
definition also encompasses the purpose of sampling frames, which is to provide a means for
choosing the particular members of the target population that are to be interviewed in the
survey. For this research, the sampling frame will be from the PIH up-to-date employees’
master catalogue consisting of 220 employees.
3.3.1.2 Sampling Technique
A systematic random sampling was applied to select participants for this study. According to
Survey Sampling Methods (2017), sampling method refers to the way that observations are
selected from a population to be in the sample for a sample survey. Survey Sampling Methods
continues to say systematic random sampling is often used instead of random sampling. That
it is also called an nth name selection technique. After the required sample size has been
calculated, every nth record is selected from a list of population members. As long as the list
does not contain any hidden order, this sampling method is as good as the random sampling
method. Therefore, from the employee master catalogue (list), the researcher selected every
participants appearing at the interval of number 5 and this is my nth or 5th name or record.
3.3.1.3 Sampling Size
Referring to table 3.1 below, the study targeted 44 participants. This represents a quarter of all
employees currently working with PIH. The researcher believes that this is a representative
sample.
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3.4 Data Collection Methods
Rouse (2016) defined data collection as the systematic approach to gathering and measuring
information from a variety of sources to get a complete and accurate picture of an area of
interest. Data collection enables a person or organization to answer relevant questions, evaluate
outcomes and make predictions about future probabilities and trends. In this study, the
researcher used a self-administered questionnaire (see the appendix). Bird (2009) defined a
questionnaire is a well-established tool within social science research for acquiring information
on participant social characteristics, present and past behavior, standards of behavior or
attitudes and their beliefs and reasons for action with respect to the topic under investigation.
The entire process took approximately 10-15 minutes to complete the questionnaire. There
were no follow up questions; this data was only collected during that one point in time. The
questionnaire was structured according to the research objectives. It begins with a brief
introduction about the researcher. It has four parts. Part one explored the population
demographic. Part two the purpose of employee training on job performance. Part three the
adequacy of physical resources on an effective training session and part four the sufficiency of
Table 3.1. Sample Size Distribution
1 21 41 61 81 101 121 141 161 181 201
2 22 42 62 82 102 122 142 162 182 202
3 23 43 63 83 103 123 143 163 183 203
4 24 44 64 84 104 124 144 164 184 204
5 25 45 65 85 105 125 145 165 185 205
6 26 46 66 86 106 126 146 166 186 206
7 27 47 67 87 107 127 147 167 187 207
8 28 48 68 88 108 128 148 168 188 208
9 29 49 69 89 109 129 149 169 189 209
10 30 50 70 90 110 130 150 170 190 210
11 31 51 71 91 111 131 151 171 191 211
12 32 52 72 92 112 132 152 172 192 212
13 33 53 73 93 113 133 153 173 193 213
14 34 54 74 94 114 134 154 174 194 214
15 35 55 75 95 115 135 155 175 195 215
16 36 56 76 96 116 136 156 176 196 216
17 37 57 77 97 117 137 157 177 197 217
18 38 58 78 98 118 138 158 178 198 218
19 39 59 79 99 119 139 159 179 199 219
20 40 60 80 100 120 140 160 180 200 220
4 4 4 4 4 4 4 4 4 4 4
NB: Bold and Italics numbers represents sample population.
Sample Population Total
Number of EmployeesManagement levels
Heads of programs
Directors
Coordinators
Others
27
human resources to a successful training program. The instrument was structured in the
modified Likert fashion, on a four – point scale, ranging from strongly agree, through agree,
disagree to strongly disagree. Respondents were then instructed to respond to their degree of
agreement with the statements contained in the instrument.
3.5 Research Procedures
After completing the first draft of the data collection questionnaires, a sample of five
participants were identified to fill and complete the questionnaires as part of the pilot phase of
the study tools. In support of this, Tools4dev (2014) says it’s important to test your survey
questionnaire before using it to collect data because pretesting and piloting can help you
identify questions that don’t make sense to participants, or problems with the questionnaire
that might lead to biased answers. In addition, Saudi (2017) says, pilot phase is an opportunity
for the questionnaire developer to know if there is confusion about any items, and whether
respondents have suggestions for possible improvements of the items. The participants
provided their input on questions that were not clear and the researcher incorporated suggested
changes as appropriate. After this process the researcher included all the needed changes and
developed a final draft of the questionnaire that was used for the study data collection studies.
The five participants that participated in the pilot phase were not included in the final study
sample to eliminate prejudice.
After identifying the potential participants based on the sampling frame and techniques,
participants were contacted through emails, on telephones or physically depending on which
ever means of communication was convenient for each participant to make an appointment to
explain the research and request them to fill in the questionnaire form. Each participant was
given a period of up to two weeks to get the form completed, after which the researcher
collected all the forms from the participants. Participants who completed the forms prior to the
lapse of the two weeks were free to handover the form to the researcher at any period.
Regarding pilot study as well as validity and reliability tests, the researcher had experience
working within the organization for over 2 years. The researcher understands the procedures
and regulations of the organization and was be able to put up and adhere to data collection
guidelines to enhance validity and data reliability.
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3.6 Data Analysis Methods
According to Imanuel (2018), “says data analysis is the process of inspecting, cleaning,
transforming, modeling data with the objective of discovering useful information, arriving at
conclusions, and supporting the decision. Data was collected with the use of a self-administer
questionnaire. The data described demographic characteristics of participants and effects of
employee training on job performance of participants. Descriptive statistics applying
frequencies and percentages were used for data analysis, with the help of Microsoft excel. The
findings were presented using figures and short supportive narratives.
3.7 Chapter Summary
A cross-sectional study was undertaken among enrolled employees working of PIH Rwanda.
Approximately 44 employees participated in this survey. Systematic random selection was
used to select participants. Data was collected using a self-administered questionnaire. The
entire process took approximately two weeks to complete and return the questionnaires. The
researcher contacted the participants to make an appointment in order to explain the research
concept and request them to fill in the questionnaire form. Data collection and data analysis
has also been shown. Chapter four provided details on data analysis outcomes and chapter five
discusses these study findings.
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CHAPTER FOUR
4.0 RESULTS AND FINDINGS
4.1 Introduction
This chapter presents the results of the data analysis in light of the objectives. Section 4.2 of
the chapter presents the demographic characteristics of the respondents; section 4.3 presents
the effect of employee training on job performance; section 4.4 presents the adequacy of
physical resources on an effective training session; section 4.5 covers the sufficiency of human
resources to a successful training program; and 4.6 gives a summary of the chapter.
4.2 Demographic Characteristics
All the participants that were contacted to complete the study questionnaires, successfully
completed and submitted responses to all the study questions. This was attributed to the
researcher’s constant follow-up and engagement with the study participants to complete and
submit their responses. Due to this, the study recorded 100% response rate.
4.2.1 Gender of the Respondents
The study was to find out the gender of the respondents assuming that difference in gender
could affect ideas. Figure 4.1 indicates that the bigger proportion of the respondents in this
study were males representing 52%, while female respondents were 48%.
Figure 4.1: Gender of Respondents
48%52%
F
M
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4.2.2 Age Range of Respondents
The study further wanted to find out the age groups of the respondents categorized. Figure 4.2
shows that the majority of the respondents at 55% range between the ages of 36 - 45 years and
36% ranges between the ages of 26 - 35 years. Those aged above 46 years were 7% and those
less aged 25 years and below were only 2%.
Figure 4.2: Age Range of Respondents
4.2.3 Period Served in PIH
The study sought to highlight respondents’ years served in PIH. Figure 4.3 indicates that most
of them of the respondents at 55% have served PIH for a period of 1-5 years whereas up to
44% have been in PIH for 6 -10 years and only 11% of the respondents have been employed
by PIH for more than 10 years.
Figure 4.3: Period Served in PIH
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4. 2.4 Job Levels of Respondents
To ensure that all job levels were included within the population sample, the study sought to
find out job levels of all participants. Figure 4.4 illustrates that the majority of the respondents
were at the top and middle levels at both 43% and the remaining 14% from the lower level.
Figure 4.4: Job Levels of Respondents
4.2.5 Level of Education
Finally, in this section, the study was furthermore concerned with finding out if the education
level of the respondents influenced their opinions in any way. Figure 4.5 shows that the
majority of the respondents were undergraduates at 75% while graduates were 18% and 7%
respondents indicated other levels of education.
Figure 4.5: Level of Education
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4.3 The Effects of Employee Training on Job Performance
The research was interested in the effects of employee training on job performance. To find
out how OJT has influenced staff to better improve their performance.
4.3.1 Employee Trainings and Staff Willingness to Accept Change in Performance.
The study sought to know if staff training has influenced the employees’ acceptance to improve
their performance. The results were bent into four categories of strongly agree, agree, neutral,
disagree, and strongly disagree to ease interpretation. Figure 4.6 designates that most of the
respondents at 45% indicated that they agree employee trainings at PIH improved their
willingness to embrace change in their performance. While 30% strongly agreed with the
statement 18% were neutral, and 7% reported complete disagreement. None of the respondents
strongly disagreed with that trainings at PIH has improved their willingness to accept change
in their performance.
Figure 4.6: Employee Willingness to Accept Change in Performance
4.3.2 Trainings in Organization gave me Necessary Skills to Deliver Quality Work
The study further sought after finding out whether staff trainings equipped employees with the
essential skills to deliver to expectation. Figure 4.7 indicated that only 59% simply agreed that
PIH employee trainings equipped them with required skills to deliver quality work. Despite of
all trainings attended 20% was neutral not making any difference in their performance and just
33
14% strongly agreed with the statement while 7% disagreed. None of them indicated to
strongly disagree.
Figure 4.7: Employees Attaining Necessary Skills to Deliver Quality Work
4.3.3 Understanding my Contribution to Organizational Goals
As the study searched to highlight the effects of employee training on job performance. Figure
4.8 shows that 43% agreed that the training they attained enabled them to understand how they
largely contribute to the organization in attaining the set goals. A small number of them at 20%
strongly agreed while 18% disagree. Unfortunately, 16% of the respondents were neutral about
understanding how their efforts contribute to the organizational goals. Only 2% stated to
strongly disagree with the statement.
Figure 4.8: Employees Understanding their Contribution to the Organization
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4.3.4 Staff Trainings Empowered Employees to Take on Higher Responsibilities
The researcher wanted to understand the respondents’ opinion about their empowerment to
take on higher responsibilities. Figure 4.9 indicate that most of the employees at 39% agreed
that trainings have empowered them to take on higher responsibilities while 34% did neutral
not really understand the end results of trainings attended. Again, it was revealed that some
respondents at 16% strongly agree while 9% disagree and 2% strongly disagree with statement.
Figure 4.9: Staff Empowered to Take on Higher Responsibilities
4.3.5 Staff Trainings and Employee Excitement for Work
Finally, the study pursued to find out how training impacts employee excitement for work on
a daily basis creating the sense of belonging to the organization. Figure 4.10 below shows that
the majority at 71% agreed that PIH trainings enhanced their excitement for work making them
feeling as if they belong to the organization while 20% strongly agreed with the statement. In
addition, 4% were neutral about the statement; 3% simply disagreed while 2% strongly
disagreed that trainings created feelings of complete involvement at work.
35
Figure 4.10: Staff Trainings Excitements
4.4 Adequacy of Physical Resources on the Effectiveness of Training Sessions
Section 4.4 sought to find out the role of physical resources (non-human resources) to
delivering an effective training session. The study looked at how resources other than people
largely influence a productive training that will later improve employee performance.
4.4.1 Training Needs Assessment of Employees
The study desired to highlight respondents’ opinions on defining training needs assessment.
Figure 4.11 indicated that the majority of the respondents at 45% indicated that training needs
assessment are well defined within the organization. At 23%, respondents strongly agreed
while 14% were just neutral and 18% disagreed with the statement.
Figure 4.11: Training Needs Assessment well Defined
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4.4.2 Alignment of Training Objectives and Outcomes with Performance Needs
The study was interested in knowing respondents’ judgement on training objectives and
learning outcomes in alignment to employee’s performance needs. Figure 4.12 proves that the
majority at 59% agreed while 20% strongly agreed. However, some of the respondents were
neutral at 11% and 9% disagreed that there is no connection between training objectives and
learning outcomes to employee’s performance needs.
Figure 4.12: Training Objectives and Learning Outcomes Aligned
4.4.3 Training Logistics Necessities
There was need to determine participants’ ideas concerning the sufficiency of training logistics
during training programs. Figure 4.13 shows that the larger percentage of the respondents at
45% agreed while 34% strongly agreed that the training logistics are sufficient during trainings
with 16% being neutral and 5% simply disagreed with the statement.
37
Figure 4.13: Training Logistics Necessities Sufficient
4.4.4 Accuracy of Training Curriculum and Related Materials
The researcher wished to understand from the respondents’ ideas if teaching materials in use
are accurately prepared. Figure 4.14 demonstrates that respondents at 56% agreed and 31%
strongly agreed that their training materials are ok. Results indicated that 4% were neutral
about the statement, 5% disagreed and 4% strongly disagreed that their training curriculum
and related materials are not the best.
Figure 4.14: Training Curriculum and Related Materials
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4.4.5 PIH Strategies to Measure Employee Training Effectiveness
The study inquired to find out participants’ views on how the effectiveness of an employee
training is measured. Thus, figure 4.15 below indicates that the majority of respondents at 43%
agreed while 32% strongly agreed with the statement. On the other hand, 18% were just neutral
whereas none of them disagreed and 7% indicated to strongly disagree with the usefulness of
PIH’s measuring techniques applied on the effectiveness of employee training.
Figure 4.15: Correct Techniques Training Effectiveness
4.4.6 PIH Training Environment
Finally, in this section, the study sought to highlight respondents’ points of view regarding PIH
training environment. Figure 4.16 proves that the mainstream of the participants at 65% totally
agreed that the training environment was well designed for trainings and 31% strongly agreed
with the statement. Just 1% was neutral while 2% disagreed and another 1% strongly disagreed
with PIH environment in support of employee trainings.
39
Figure 4.16: Training Environment well Designed
4.5 Sufficiency of Human Resources and Training outcome
This section sought to find out the influence of human resources; the organization leadership,
employees who are the learners and the instructors on delivering a fruitful employee training
that impacts job performance.
4.5.1 PIH Leadership Style and employee OJT
Figure 4.17 below indicates that the majority of the respondents at 45% agreed and 27%
strongly agreed that the organization’s leadership style is in support of staff trainings. Those
who stated to be neutral were at 21% and 7% disagreed with the statement.
Figure 4.17: Leadership Style on Employee OJT
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4.5.2 PIH Employees’ Perceptions of OJT
This section sought to find out how human resources the learners or employees to get trained
feel about OJT. To find out if they support it or not. Figure 4.18 the results shows that the
majority of the respondents at 59% were in agreement that they welling while 30% strongly
agreed. The results again indicated that 9% were neutral and 2% disagree with the statement.
Figure 4.18: Employees Willing to Embrace OJT
4.5.3 Employee Involvement in Training Operational Decision-Making
The study further sought to find out if employees are allowed to make decisions that are
effectual concerning their OJT. Figure 4.19 the outcomes shows that 48% agree and 39%
strongly agree that learners are allowed to provide ideas regarding their trainings. Respondents
at 9% indicated that they are neutral and 4% disagreed with this statement.
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Figure 4.19: Employees Participation in Operational Decision Making
4.5.4 PIH Trainers
Finally, on this section, the study desired to know if PIH has experienced OJT trainers both the
outsourced and from internal. Figure 4.20 states that the majority at 52% agreed and 20%
strongly agreed that the organization has experienced trainers. Up to 23% were neutral and 5%
disagreed with the statement.
Figure 4.20: Competent OJT Trainers
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Thus, the bigger proportion of the respondents in this study were males representing 52% of the sample
population of which 55% ranged between the ages of 36 - 45 years. Most of them at 55% have served
PIH for a period of 1-5 years while majority at 43% were at the top and middle job levels and most of
them at 75% were undergraduates.
In addition, that the majority at 45% strongly agreed that training improved their willingness
to embrace changes in their performance. The majority 59% agreed that trainings equipped
them with required skills to deliver quality work. While 43% agreed that the training they
attained enabled them to understand how they largely contributed to the organizational goals
achievement, majority at 39% agreed that trainings have empowered them to take on higher
responsibilities and 71% agreed that PIH trainings enhanced their excitement for work.
Also, the majority at 45% indicated that training needs assessment are well defined within the
organization while 59% agreed that there is connection between training objectives and
learning outcomes in relation to employee’s performance needs. The majority 45% agreed that
the training logistics are sufficient during trainings while 56% agreed that their training
curriculum and related materials are accurate and 43% agreed with the accuracy of measuring
techniques applied on the effectiveness of employee training plus 65% of the respondents who
agreed that the training environment is well designed for trainings.
And, majority of the respondents at 45% agreed that the organization’s leadership style is in
support of staff trainings, while at 59%, respondents agreed that trainees support the OJT.
Majority at 48% agreed that learners are allowed to provide ideas regarding their trainings and
52% agreed that the organization has skilled trainers.
4.6 Chapter Summary
In this chapter, the researcher sought to find out the effects of employee training on job
performance, the impact of physical resources on delivering an effective training session and
the influence of human resources to a successful training program. The findings have indicated
that employee training largely influences performance.
As for dependable solutions, the scholar wanted to understand the demographic characteristics
of respondents just to be sure that all levels of employees stood a chance to participant, which
would provide reliable solutions. The results indicated that respondents included a mixture of
all genders, age levels, job and education levels.
The study sought to examine the effects of employee training and it was indicated that
employee trainings improve employee willingness to embrace changes in their performance,
43
equip them with necessary skills to deliver quality work, understanding how their efforts
largely contribute to the organizational goals achievement. In addition, employee trainings
empower them to take on higher responsibilities and daily work enjoyment and the sense of
belonging.
In addition, the study sought to point out respondents’ opinions regarding the adequacy of
physical resources on an Effective Training Session. The results revealed that physical
resources have a greater impact indicating how well training needs assessment are well
defined; training objectives and learning outcomes are aligned with employee’s performance
needs. Training logistics necessities are sufficient, accurate training curriculum and related
materials. Respondents went on to comment on the correct techniques applied to measure
employee training effectiveness and well-designed training environment for employees’ OJT.
Finally, this study aimed at understanding the influence of human resources to a successful
training program. The study results indicated that PIH leadership style strongly encourage
employee OJT, employees are willing to embrace OJT. Respondents indicated that employees
can make operational decisions concerning their trainings and PIH has competent OJT trainers
at both the tasks and conducting OJT.
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CHAPTER FIVE
5.0 DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
This chapter presents the summary, discussions, conclusions and recommendations. The
chapter sections are aligned with the objectives of the study.
5.2 Summary
The general objective of this study was to examine the effect of employee training on job
performance in the NGO world, using Partners In Health, Rwanda as a case. The study was
directed by the following three specific objectives; to evaluate the effect of employee training
on job performance; to assess the adequacy of (non-workforce) physical resources on effective
training session; and to define the sufficiency of human resources to a successful training
program. A cross-sectional research design survey was used for this study. The survey was
used because researchers record information that is provided by the population not assumptions
and does not require a lot of time. The study population was 220 employees of PIH, Rwanda.
Targeting at least 40% of the employees to participate in the survey. A sample of 44 employees
was drawn using systematic random sampling approach. From the employee master catalogue,
the researcher selected every participants appearing at the interval of number 5 and this is
researcher’s nth or 5th name or record. The data was collected by use of a self-administered
questionnaire for a period of two weeks from 03-14 June 2019. The data described
demographic characteristics of participants and effects of employee training on job
performance of participants, all data collected was analyzed with the use of Microsoft excel
and presented in percentages to convey overall findings and interpretation of results. The
findings were presented using figures.
It was clear from the findings that over the past years PIH has been involved in employee OJT
activities for all employees. On job trainings programs in PIH back date to the early twenties
when the organization was established and this has long been human resource management
tool in the organization. The findings on the effect of employee training on job performance
showed that overall training enriches employee commitment in change processes that boost
their performance. Results indicated that through trainings, employees are willing to embrace
changes in their performance, acquire new skills to deliver quality work. Similarly, as
employees improve their performance, they understand how largely they contribute to
45
organizational goals, they are empowered to take on higher responsibilities making them love
what they do.
The findings on the adequacy of physical resources on an effective training session indicated
that in PIH physical resources greatly facilitate employee-training delivery. Employees
affirmed that training needs assessment are well defined; training objectives and learning
outcomes are aligned with employee’s performance needs. Training logistics necessities are
sufficient, training curriculum and related materials are accurate. Respondents admitted that
correct techniques applied to measure employee trainings effectiveness and the organization’s
environment is well designed to facilitate OJT.
The findings on the sufficiency of human resources to a successful training program indicated
that human resources; organizational leadership, trainers/instructor and trainees largely
contribute to a successful training. The study results indicated that PIH leadership style
strongly encourage employee OJT and employees willingly embrace OJT. Further, the study
showed that employees can make operational decisions concerning their trainings and
competent OJT trainers at both the tasks and conducting OJT follows this.
5.3 Discussion
5.3.1 Employee Training on Job Performance
The study revealed that OJT absolutely influences employee performance by having an
optimistic influence on employee commitment to PIH work. This is in line with Zahra, Iram
and Naeem (2014) that found that heavy investment of time, effort and money in training
process promotes employee commitment towards organizational goals. Adding that
employees, through training programs, usually report higher levels of commitment to their job
and are less likely to have turnover intentions. Moreover, organizations in which their
employees support and value the training programs are able to achieve greater commitment
outcomes. Evidently, majority of respondents confirmed that training has had a helpful
significance on their performance. As mentioned by Elnaga and Imran (2013) without proper
training, employees both new and current do not receive the information and develop the skill
sets necessary for accomplishing their tasks at their maximum potential.
Firstly, the study revealed that training stimulates employee performance in a number of ways.
The study indicated that training boosts employee willingness to accept change in their
performance, which in turn influences remarkably the employee and organizational
performance. The study disclosed that as a way of participating in modification process, all
46
organization employees must be willing to accept change in their performance. Likewise,
training most expectedly motivates employees to taking creativities in helping to improve
productivity. This is in agreement with Jagero, Kombo and Mlingi (2012) who found that
employees who receive regular training are more likely to accept change and come up with
new ideas. They also found that employees who learn new skills through training make good
candidates for promotions because they have shown their ability to learn, retain and use
information.
Secondly, the study also showed that training arms employees with new skills to be able to
deliver quality work. Otuko, Chege and Douglas (2013) postulate that employee training is a
critical competitive tool that impacts skills in employees for developing innovative products
and creating value in a unique way that competitors cannot easily copy. Shaheen, Naqvi, and
Khan (2013) added that training enhances knowledge and information about a certain field and
also adds advantage to networking for efficiency and performance of employees.
This is significant for victory in the modern development of the global economy and the fast
growing evolution of technology and innovation.
Thirdly, it was revealed that training makes employees come to understand their contribution
to organizational goals as an indication of their effectiveness. In support of this, Sroithong and
Tantasanee (2019) defined effectiveness as the extent to which an activity fulfils its intended
purpose or objective. As employees gain additional capabilities and participate in organization
change process furthermore, with improved performance, themselves recognize their better
results meeting targets and leading to increased organization productivity. Likewise, an
increased organization productivity means attained organization goals.
Lastly, the study showed that training empowers employees to take on higher responsibilities.
Referring to Kumar, P. J and Kumar, A. A (2017) empowerment has been defined in numerous
ways, but most authors agree that the core element of empowerment involves giving employees
a discretion (or latitude) over certain task related activities. It is important to note that for
employees to improve job performance, it is essential to inspire them to take on higher
challenging duties. They can only feel the readiness and eager after being trained and prepared
for the move.
5.3.2 Physical Resources on an Effective Training Session
In this study, employee training is made productive not only by human resources - the people
but also by the none human resources. Since training can be a stimulating tool that boosts the
47
knowledge of an employee concerning the particular job then, it is vital to consider each
training’s necessities other than people crucial to reach the desired goals.
Firstly, respondents indicated that training needs assessment are well defined. According to
Gupta (2007), TNA is the method of determining if a training need exists and, if it does, what
training is required to fill the gap. Gupta adds that TNA seeks to identify accurately the levels
of the present situation in the target surveys, interview, observation, secondary data and/or
workshop and that the gap between the present status and desired status may indicate problems
that in turn can be translated into a training need. In addition, Andriotis (2019) TNA is a
business expense needs to pay off and means that, the who, when and how of training should
be strategic. Thus, TNA categorizes précised knowledge and skills that employees need to
become more productive.
Secondly, the study revealed that training objectives and learning outcomes are well aligned
with employee’s performance needs. Trainings enable employees to acquire fresh knowledge
or material that aids them to do a job well. Shaheen et al. (2013) noted that to increase the
employee’s performance, it is crucial to inspire the employees by means of satisfying the space
in between skills necessary and the owned or operated by means of staff through delivering
applicable training. As indicated above, when training needs assessment are well defined, the
who, when and how is strategically planned. There is no doubt that the training will not tackle
employee performance needs.
Thirdly, the study stated that training logistic necessities are always sufficient during PIH
employee trainings. Training logistics includes also the curriculums and related materials. To
deliver a successful training program a mixture of expertise is required. A decent logistical
formation is one of the most important features of a successful training. In his publication,
Hamza (2012) stated that “as we progress through this development phase, we need to make
sure the training materials and exercises match the learning outcomes we identified in the
design phase, which are based on the needs assessment. All subsequent training phases should
reflect these outcomes”. This shows that its critical important to use the right training materials
and they also impact on how well trainees understand and acquire the intended skills.
If trainees are not comfortable, physically they will not profit from the training and this
jeopardize the intended outcomes.
Finally, the study specified that the organization apply the correct techniques in measuring
employee training effectiveness. A training solves not every employee’s poor performance but
when conducted, results should be tested. If the knowledge and skills needed for the position
were well identified and a well-planned training was delivered within a conducive
48
environment, then employees should indicate that they have profited from the training through
evaluations. Anonym (2014) says the employee should not be considered fully qualified until
the requirements for training effectiveness have been met. Someone independent of the work
tasks, such as a quality assurance inspector, can conduct by the individual’s direct supervisor
or this effectiveness evaluation. Verma (2019) also says that the results and measurements of
past training act as critical indicators while planning future workshops.
5.3.3 Sufficiency of Human Resources to a Successful Training Program
During an employee training preparation, a lot has to be done such as approval from the senior
leaders, to decide who will run the session and recruiting the trainees for the session. Besides,
trainings may or may not require other persons other than these. Thus, if all included personnel
have done their job well, it will be ease for trainees to remember what they learned and to put
it into practice. To justify this, Brubaker (2017) says, does employee training get all your
attention, all day, every day, or is it just one small part of the mountain of responsibilities you
manage? Therefore, all concerned people must ensure to produce the expected results from
each of them.
The study indicated that PIH organization leaders strongly encourage OJT for employees.
Trainees include all employees at all levels, leaders inclusive to enhance positive leadership
traits in the organization’s leaders. Since the accountability of an organization results is on the
leadership, it is their duty to ensure that subordinates are equipped with the necessary skills to
performance expectations. This is in line with Gleeson (2016), it may seem obvious, but
accountability is probably the single most important element fueling truly successful
organizations. Thus, it is the leaders’ obligation to ensure that all employees are armed with
the required skills to improve their performance that leads to organizational productivity.
Further, it was revealed that employees are willing to take on OJT. Employees must be
agreeing to get trained for them to participate in any training. In support of this, Sunil (2019)
added that willpower has been termed ‘the greatest human strength’, and rightly so…as it is
the factor behind even single noteworthy human achievement down the centuries! With
willpower, the impossible can be made possible…without this all-important quality;
everything you have worked for can be lost in an instant. Therefore, to confirm any
achievement there must be the eagerness to attain it.
In addition, it was revealed that employees do participate in decision-making concerning their
trainings. The trainings are not just imposed on them but they agree together on who, what,
49
how, and when the training should be conducted. It is always important to involve trainees to
feel that sense of ownership so that they can do the right thing that will benefit them ultimately
benefiting the organization.
Finally, it was emphasized that the organization selects trainers with competencies that are
relevant to the required skills. Trainers are chosen depending on the needed skills or which
training to be conducted. To highlight on the importance of a good trainer, Jayaram (2019)
posit that a good trainer should stimulate hearts and minds of the employees' by fulfilling their
learning needs and making them more productive at their work. Adding that he or she would
be responsible for preparing objectives, defining content, selecting and sequencing activities
for a specific program and that good trainer cannot only help others learn about managing their
knowledge and skills individually but also learn how to work as a team. A good trainer will
reduce overall productivity within the organization while a bad one will increase it. Therefore,
deciding trainers for employee development programs is vital to ensure you have the right
instructors to deliver the desired goals.
5.4 Conclusions
5.4.1 Employee Training on Job Performance
The study showed that employee training improves employees’ performance since training is
a factor, which increases the knowledge of the employee towards job performance. The study
indicated that training enhances employees’ acceptance to change in their performance. It was
also, revealed that, as employees acquire necessary skills to demonstrate quality in their
workplace, they come to understand how relevant their work is and their contribution to
organizational goals. Eventually, empowering and encouraging staff to work harder.
5.4.2 Physical Resources on an Effective Training Session
Again, the study showed that appropriate physical resources planning for an employee training
is an essential in delivering an effective training. Resources other than humans are important.
Determining if a training is required and if so, what training is required to fill the gap is vital
for training effectiveness. In the process, ensuring that learning outcomes align with employees
performance needs.
50
5.4.3 Sufficiency of Human Resources to a Successful Training Program
Finally, the study further indicated that, for a successful training program, the workforce have
an upper hand. The conduct and involvement of organizational leaders, trainees, trainers and
any other persons incorporated will define the extent to which a training will convey the
expected results.
5.5 Recommendations
5.5.1 Recommendations for Improvement
The study findings here are affirmative towards improved employee capacities and company
productivity, as shown by the respondents from the employees’ experiences at PIH
organization in Rwanda. Employees indicated a higher level of satisfaction regarding provided
trainings. Job performance issues are being dealt with effectively and management has
instigated for continuous improvement. To remain enjoying these advantages, the following
measures are recommended.
5.5.1.1 Employee Training on Job Performance
Since the study revealed that training positively influences employee performance by
having a positive influence on job performance, training should be conducted from time to
time to make sure that employees have the required expertise for organization transformation.
Furthermore, PIH ought to carry out an audit regarding the disagreements revealed during the
study. Find out why employee trainings offered are not the best for all and make the necessary
improvements. In doing so, this will create a more positive work environment for everyone
involved.
5.5.1.2 Physical Resources on an Effective Training Session
The study has shown that physical resources are important in delivering an effective training.
Therefore, the organization should put more emphasis to ensure that there is continued
improvement for employee training plans to achieve the expected and better results.
It was also indicated that trainings are ineffective because somewhere somehow, the non-
human resources are not well planned as should be. Training plans in place should be looked
at and ways of improvement addressed so that all employees can appreciate the effectiveness
of the available resources plans.
51
5.5.1.3 Sufficiency of Human Resources to a Successful Training Program
The study indicated that positively, human resources plays a vital role when it comes to
delivering a successful training program. PIH should ensure that there is continuous
improvement regarding the roles played by leaders, trainers and trainees in employee trainings.
PIH should adopt continuous improvement approach since it can help the organization to
continue accelerating in productivity, which is the main goal of every institute.
5.5.2 Recommendations for Further Studies
The case study only focused on employee training as a tool for employee performance
improvement in PIH. Other studies can look at other factors that improve employee
performance other than training. Further, studies can look at profit making business companies
other than non-governmental organizations. This is to ensure reliable first hand conclusions on
employee performance improvement.
52
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APPENDIX
DATA COLLECTION QUESTIONNAIRE FORM
My name is Jennifer Asiimwe from partners in health, Rwanda. I am a master’s student at
United States International University-Africa (USIU-A) studying the Effect of Employee
Training on Job Performance in the NGO world: A case study of Partners In Health, Rwanda.
The information provided will be used for academic purpose only. Your responses will
remain anonymous. No attempt will be made to identify individuals based on their
answers to these questions.
Please tick the appropriate box or write in the space provided
PART ONE: BACKGROUND INFORMATION OF RESPONDENTS:
1. Gender
Male Female
2. Kindly indicate your age range
Below 25 years Between 26 and 35 years
Between 36 and 45 years Above 46 years
3. For how long have you been working for partners in health?
Less than 1 year Between 1 to 5 years
Between 6 to 10 years Above 10 years
4. Which position level best describe your job level?
Top level Middle level Lower level
5. What is your highest level of Education?
Secondary Certificate Undergraduate Graduate
Others
65
PART TWO: THE GENERAL OBJECTIVE OF EMPLOYEE TRAINING ON JOB
PERFORMANCE.
Statements (Tick correctly where 1=Strongly Agree,
2=Agree, 3=Neutral, 4=Disagree, and 5=Strongly
Disagree)
1
2
3
4
5
Employee Trainings at PIH has Improved Staff Willingness
to Accept Change in their Performance
My trainings within the organization gave me the necessary
skills to deliver quality work
After attending training(s) I can now understand how
my efforts contribute to the organizational goals
Staff trainings at PIH have empowered employees to take
on higher responsibilities
Staff trainings have made me get excited about going to
work every day feeling I belong to PIH
PART THREE: THE ADEQUACY OF PHYSICAL RESOURCES ON AN EFFECTIVE
TRAINING SESSION.
Statements (Tick correctly where 1=Strongly Agree,
2=Agree, 3=Neutral, 4=Disagree, and 5=Strongly
Disagree)
1
2
3
4
5
Training assessment needs of employees are well-
identified
Training objectives and learning outcomes are well aligned
with employee’s performance needs
Training logistics necessities for all PIH trainings I have
attended were sufficient
Training Curriculum and Related Materials
PIH applies the correct techniques to measure training
effectiveness
In general, PIH training environment is well designed for
employees’ OJT.
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PART FOUR: THE SUFFICIENCY OF HUMAN RESOURCES TO A SUCCESSFUL
TRAINING PROGRAM.
Statements (Tick correctly where 1=Strongly Agree,
2=Agree, 3=Neutral, 4=Disagree, and 5=Strongly
Disagree)
1
2
3
4
5
PIH leadership style strongly encourage employee OJT
PIH employees are willing to embrace OJT
Employees can make operational decisions concerning
their trainings
PIH has competent OJT trainers at both the tasks and
conducting OJT