i

IMPACT OF ON-JOB TRAINING ON THE PERFORMANCE OF

POLICE SERVICE IN TANZANIA:

A CASE OF MTWARA MUNICIPALITY

SEMBERA BAHATI

Thesis Submitted in Fulfillment of the Requirements for the Degree of

Master of Masters of Human Resources Management of the Open University
of Tanzania

May 2024
 ii

IMPACT OF ON-JOB TRAINING ON THE PERFORMANCE OF

POLICE SERVICE IN TANZANIA:

A CASE OF MTWARA MUNICIPALITY

SEMBERA BAHATI

THESIS SUBMITTED IN FULFILLMENT OF THE REQUIREMENTS

FOR THE DEGREE OF MASTER OF MASTERS OF HUMAN
RESOURCES MANAGEMENT OF THE OPEN UNIVERSITY OF
TANZANIA

MAY 2024
 iii

CERTIFICATION

The undersigned certifies that he /she has read and, at this moment, recommends
for acceptance by the Open University of Tanzania a dissertation entitled:
“Iimpact of on-Jjob Ttraining on the Pperformance of Ppolice Sservice in
Tanzania: A case of Mtwara Mmunicipality” in Partial Fulfilment of the
Requirements for award of the the Degree of Master of Masters of Human
Resources Management (MHRM) of tThe Open University of Tanzania.

...........................................................................
(Supervisor)

...........................................................................
Date
 iv

DECLARATION

I, Bahati Sembera, declare that this dissertation is my original work and. iIt has
not been presented and will not be usedgiven to any other University for a similar
or any other Masters Ddegree Aaward in Tanzania and outside.

Signature.....................................................
 v

COPYRIGHT

This dissertation is copyright materials protected under the Berne Convention, the
Copyright Act of 1999, and others international and national enactments, on that
behalf, of intellectual property. It may not be reproduced by any means in whole
or in part, except for short extracts in fair dealings, for research or private study,
critical scholarly review, or discourse with an acknowledgement, without the
written permission of the Directorate of Postgraduate Studies, on behalf of both
the author and tThe Open University of Tanzania.
 vi

ACKNOWLEDGEMENTS

I owe profound gratitude to the Almighty Lord for the gift of life, good health,
and strength at every stage of this study. He has been behind all. Besides, the
preparation and completion of this work could not have been without many
people's calls for strenuous efforts and support. It is not possible to mention and
appreciate everyone here. Those whose names do not appear here are sincerely
thanked for their contributions. My heartfelt appreciation goes to my supervisor
Dr Nasra Kara for her time, guidance, patience, encouragement, genuine
criticisms, and everlasting constructive ideas that made this work possible.
I want to express my sincere appreciation to the (MHRM) lecturers for their
lecturing, guidance, and support throughout the (MHRM) programme. I want to
extend my gratitude to my collegials at the Open University of Tanzania for their
various support until the completion of this work.
Thanks to the commanding office districts (OCD) for permission to conduct this
study in Mtwara Municipality. My sincere appreciation is extended to all my
dissertationresearch respondents in Mtwara Municipality for their time during my
fieldwork, which is never wasted but will remain an asset to all of the
beneficiaries of this study. Much as I highly appreciate their prayers and support,
 vii

I feel obliged to absolve them from the authorship of this report, where it could be
infallible, worthwhile, or whatever in the light of anybody’s assessment.

DEDICATION

I dedicate this dissertation to my family and best soul friends for their love,
patience, support, and endurance during the period of study and finally lead while
writing this work. Let this dissertation be an inspiration on your way forward to
accomplishment more than I did
 viii

ABSTRACT

Training improves employee’s skills, ability, and competence and increases their
performance hence productivity. This study focused on the impact of training on
employees’ performance in the Mtwara Police. Specifically the study identify the
roles on job training methods the Tanzania police force use to its employees, the
relationship between training and employee performance as well as the challenges
 ix

facing Tanzania police force in training its employees. Descriptive case study
design was used, the sample size comprised a total of 187 respondents and also
questionnaire was used as the data collection tools. The results indicated that the
Mtwara Police Force is dedicated to offer varieties of trainings such as on job
training. This was done to equip employees with needed skills and competencies
to handle the major role including formulation of crime prevention strategies and
responses to crime in collaboration with the community. The results indicated
that, Mtwara Police Force uses various methods to train the employees such as
mentorship programs, job rotation, coaching, demonstration, distance learning
methods. Also the results revealed that the trainings offered by have improved the
customer care and has improved the record keeping. Results revealed that the
Mtwara Police Force faces some challenges that interfere the training schedule
such as shortage of funds, scarcity of time and favoritism. It was recommended
that Tanzania Police Force should allocate more budgets for training that will
empower the employee’s performance and Tanzania Police Force must introduce
training Policy that will favor all police employees in such a way grievances and
complaint could be reduced.
Keywords: On JobTraining, Police Force, employees’ performance.

TABLE OF CONTENTS
CERTIFICATION....................................................................................................ii
DECLARATION.....................................................................................................iii
COPYRIGHT..........................................................................................................iv
ACKNOWLEDGEMENTS.....................................................................................v
DEDICATION.........................................................................................................vi
ABSTRACT...........................................................................................................vii
 x

LIST OF TABLES..................................................................................................xii
LIST OF FIGURE.................................................................................................xiii
LIST OF ABBREVIATIONS AND ACRONYMS................................................xiv
CHAPTER ONE......................................................................................................1
BACKGROUND OF THE PROBLEM...................................................................1
1.0 Chapter overview............................................................................................1
1.1 Background of the problem.............................................................................1
1.2. Statement of the problem................................................................................3
1.3 Objective of the study......................................................................................4
1.3.1 General objectives...........................................................................................4
1.3.2 Specific objectives...........................................................................................4
1.4 Research question............................................................................................4
1.5. Significance of the Study.................................................................................5
CHAPTER TWO......................................................................................................6
LITERATURE REVIEW.........................................................................................6
2.0 Introduction......................................................................................................6
2.1 On-the-job training............................................................................................6
2.2 Police officer’s performance.............................................................................7
2.3 Theoretical Literature Review........................................................................7
2.3.1 Social Learning Theory..................................................................................7
2.3.2 Strengths of the Social Learning Theory........................................................8
2.3.3 Weaknesses of Social Learning Theory...........................................................9
2.3.4 Applicability of social learning theory in previous related studies...................9
2.4 Empirical Literature.......................................................................................11
2.4.1 The role of job training on the performance of police officers.......................11
2.4.2 Challenge facing on-the-job training on the performance of police officers in
Tanzania police service...........................................................................................14
2.4.3 Strategies to handle challenges facing training on the performance ..............17
2.5 Research gap.................................................................................................18
2.6 Conceptual framework..................................................................................20
CHAPTER THREE................................................................................................22
RESEARCH METHODS.......................................................................................22
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3.1 Chapter overview.......................................................................................22

3.1 Research philosophy...................................................................................22
3.2 Research approach......................................................................................22
3.3 Research design and strategy......................................................................23
3.4 Scope of the study......................................................................................23
3.5 Targeted population....................................................................................24
3.6 Sampling procedure....................................................................................24
3.6.1 Sample size and Sampling techniques.......................................................25
3.7 Variables of the study.................................................................................25
3.7.2 Independent variables.................................................................................25
3.7.1 Dependent variables..................................................................................26
3.8 Data Collection Methods............................................................................26
3.8.1 Primary data collection...............................................................................26
3.8.2 Secondary data collection...........................................................................26
3.9 Data analysis procedures...........................................................................27
3.9.1 Data cleaning.............................................................................................27
3.9.2 Descriptive statistics analysis....................................................................27
3.10 Data reliability and validity........................................................................27
3.10.1 Data reliability............................................................................................27
3.10.2 Data validity...............................................................................................28
3.11 Ethical research consideration....................................................................28
CHAPTER FOUR..................................................................................................29
FINDINGS AND DISCUSSION............................................................................29
4.1 Introduction......................................................................................................29
4.2 Demographic Profile.........................................................................................29
4.3.1 Validity..........................................................................................................31
4.3.2 Reliability.....................................................................................................32
4.4.1 The role of on-job training on the performance of Police officers in the Police
service 32
4.4.2 challenge facing on-job training on the performance of Police officers in
police service..........................................................................................................36
4.4.3 Established solutions to the challenge faced by the job training.....................38
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4.5 Inferential Statistics......................................................................................41

4.5.1 Normality test..............................................................................................42
4.5.2 Multicollinearity Test...................................................................................43
4.5.3 Model Summary of regression.....................................................................44
4.5.4 Analysis of Variance....................................................................................45
4.5.5 Parameter Estimates.....................................................................................45
CHAPTER FIVE...................................................................................................48
DISCUSSION OF FINDINGS...............................................................................48
5.1 Chapter Overview..................................................................................48
5.2 Role of on-job Training on the Performance of Police officers..................48
5.3 Challenge facing on-the-job training on the performance of Police officers
52
5.4 Established solutions to the challenge faced on the job training on the
performance of Police officers................................................................................55
CHAPTER SIX .....................................................................................................59
CONCLUSION, AND RECOMMENDATION.....................................................59
6.1 Chapter overview...................................................................................59
6.2 Summary of the study.............................................................................59
6.3 Conclusion.............................................................................................60
6.4 Implications of the findings:...................................................................61
6.5 Recommendations..................................................................................62
6.5.1 Recomandations for administrator..........................................................62
6.5.2 Recomandations for ordinary police.......................................................62
6.6 Area for further studies...........................................................................63
REFERENCES.......................................................................................................64
Appendix 1. Questionnaire.....................................................................................68
Dear respondent,.....................................................................................................68
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LIST OF TABLES
Table 4.1 Characteristics of participants................................................................30
Table 4.2 KMO and Bartlett's Test.................................................................31
Table 4.2: Reliability Statistics........................................................................32
Table 4.4 role of on-job training on the performance of Police.............................35
Table 4.5 challenge facing on-job training on the performance of Police.............38
Table 4.6 established solutions to the challenge faced by the job training............41
Table 4.7 Normality test.................................................................................43
Table 4.7 Multicollinearity Test.....................................................................43
Table 4.8 Model Summary of the variable relationship.................................44
Table 4.9 Analysis of Variance......................................................................45
Table 4.10 Estimates Regression Result..........................................................47
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LIST OF FIGURE

Figure 2.1 Conceptual framework..............................................................................................17

 xv

LIST OF ABBREVIATIONS AND ACRONYMS

OJT On-the-job training

OCD the commanding office districts
OCS Officer commanding stations
SPSS Statistical Package for Social Science software
PPOPS : Performance of Police officers in police service
ROJT Role of on-job training
COJT Challenge faced on-the-job training
ESCOJT Established solutions to the challenge faced on the job
training
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 1

CHAPTER ONE
BACKGROUND AND SETTING OF THE PROBLEM

1.0 Chapter overview

This first chapter presents the study’s background, problem statement, research
objectives, research questions, and significance.

1.1 Background of the problem

Globally, police on-the-job training is the main prerequisite to enable law enforcement
agencies to provide a more secure environment to the community. It positively affects
the quality of life globally (Holgersson & Gottschalk, 2018). According to Ndebele &
Tshuma (2018), around the globe on-the-job, police training is a power fool tool to
improve police work. This is because police works are more antagonistic while
democracy demands freedom, and police are asked to restrain outlaw behaviours. The
ability to maintain such complex and dynamic behaviours within certain limits is the
ultimate in policing to suggest providing several numbers of job training to police to
position them to their career needs.

In Africa, the issues of job training have been widely studied. According to
Tosuncuoglu (2018), on-the-job police training emerged as part of police force reform
programs in Africa, especially in the 1990s and 2000s. In Ghana, for example, on-the-
job police training was spread in 2002 following the administration’s establishment
and more police training colleges.

In South Africa, on-the-job policy training gained momentum during the movement
for the abolition of the apartheid government, when police had lost the trust and
cooperation of the communities; during that time, more training was needed for the
police to prepare them to deal with the situation (Sequeira, 2018). In Uganda, on-the-
job police training was pioneered in 1995 after incorporating Article 212 (d) and
Article 17 (f) in t he 3 Constitution of the Republic of Uganda of 1995 (Bwire and
Musiime, 2020). In Kenya, on-the-job police training was improved in 2004 to

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prepare police to deal with land conflict issues (Tosuncuoglu, 2018). Now, it is
deployed in fighting against terrorism and other serious crimes (Tembur, 2020).

On-the-job Police training in Mtwara mightay increase job satisfaction and Police
morality, enhances police motivation, improves the efficiencies in processes and
financial gain, raises the ability to obtain new technologies, develops innovation in
strategies and effort to reduce the crime rate in the society (Mansor et al. 2018).
Sequeira (2018) emphasizes that it has been evidenced that on-the-job Police training
is inevitable for all Police personnel keeping aside their size, scope, and geographical
boundaries. This is due to the increased need for innovation in dealing with the crime
rate within the community and country wise (Korpershoek et al., 2014). Muraraneza
& Mtshali’s (2018) point of view is that Police departments should focus on the job
training in their philosophy for translating their mission and vision into reality.

Provision of security to all citizens is the government's role under the ministry of home
affairs and particularly within the police departments; to achieve this, the Police
personnel must be trained to the highest possible levels of standard and competence
(Ndebele & Tshuma, 2018). In the Mtwara region, there is an increasing trend of
crimes and an increase in Police Officers’ harshness toward a citizen. Most citizens
are not free to explain their qualms and need to the Police officers(Holgersson &
Gottschalk, 2018). Therefore the study tend; to identify the role of on-job training on
the performance of police officers in the police service in Mtwara Municipality to
determine the challenge facing on-the-job training the performance of Police officers
in the police service in Mtwara Municipality and to establish solutions to the challenge
faced on the job training on the performance of Police officers in Police service in
Mtwara Municipality

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1.2. Statement of the problem

Practical on-job training depends on knowing what results are required for the
individual, the department, and the organization (Mulford, 2021). The absence of a
qualified workforce affects the employees and the employee’s quality of work in an
organization(Davies et al., 2021). On-the-job training programs in developing
countries, including Tanzania, have failed to achieve their expected results mainly due
to their inability to design a training program that targets specific objectives(Boahin,
2018; Gikonyo, 2018; Holgersson & Gottschalk, 2018, 2018; Ndebele &Tshuma,
2018). According to Police Reforms Implementation Commission Report (2010),
these reforms were aimed at increasing police accountability to the public, enhancing
their professionalism and empowerment, strengthening Police job training and
logistical capacity, and maintaining the institutional, legal, and policy instruments
governing the Police service in Tanzania (Pierrakos et al., 2019). Despite all police
reforms made by the government, Police officers are still accused of impunity,
excessive use of force, brutality, disregard for human rights, and corruption(Chu et al.,
2018, 2018; Holgersson & Gottschalk, 2018; Ndebele & Tshuma, 2018). All these
malpractices indicate the poor performance of the Police Service. Based on the above
explanations and sSince the existing studies did not examine the effects of on-the-job
training on the performance of police officers at Mtwara Municipality, therefore now,
this proposed research intendeds to close the current existing knowledge gap.

1.3 Objective of the study

1.3.1 General objectives
To assess the impact of on-job training on the performance of Police officers in
Mtwara Municipality

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1.3.2 Specific objectives

i. To identify the role of on-job training on the performance of Police officers in
the Police service in Mtwara Municipality.
ii. To identify the challenge facing on-the-job training on the performance of
Police officers in police service in Mtwara Municipality.
iii. To establish solutions to the challenge faced on the job training on the
performance of Police officers in police service in Mtwara Municipality.

1.4 Research question

i. What is the role of on-job training in the performance of Police officers in the
Police service in Mtwara Municipality?
ii. What is the challenge facing the job training on the performance of Police
officers in Police service in Mtwara Municipality?
iii. What are solutions to the challenge faced on the job training on the performance
of Police officers in Police service in Mtwara Municipality?

1.5. Significance of the Study

The study assesses the impact of job training on the performance of Police officers in the
Tanzania Police service: a case of Police officers in Mtwara Municipality. The
assessments would help the ministry of home affairs put effort into job training for better
police service performance. Identifying the role of on-job training for Police will help
the policyholder of departments to restructure the activity in their work station. Also, it
will help the policymakers restructure the policy on training matters for better
performance of the police service. The study will help the administrator to be aware of
the challenge facing job police training and the suggested solution. The study findings
would also provide direction to improve on-the-job training and development programs.
It also enables the management to ensure an appropriate process of training and
development programs for better police service performance. Finally, the study has
served as a reference for future research on a similar topic.

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CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This part of the study provides the study’s fundamental concepts, a theoretical review,
which guides the study, and an empirical review based on the research objective,
framework, and the chapter finalized by giving the research gap.

2.1 On-the-job training

On-the-job training (OJT) provides employees with task-specific knowledge and skills.
The knowledge and skills presented directly relate to the job requirements (Boahin,
2018). It is often used to learn how to use particular tools or equipment in a live-work
practice, simulated, or training environment (Muraraneza & Mtshali, 2018; Qwerk,
2020; Ndebele & Tshuma, 2018). On-the-job training is an effective combination of
observational and experiential learning(Boahin, 2018). Allowing employees to develop
the skills, competencies, and knowledge needed to execute their job functions at a high
level (Davies et al., 2021). Workers most effectively learn new behaviours through
observing a model performing a behaviour and witnessing the consequences of that
behaviour (Muraraneza & Mtshali, 2018). Based on this study, on-the-job training is a
hands-on method of teaching the skills, knowledge, and competencies needed for police
officers to perform a specific job within the workplace.

2.2 Police officer’s performance

Police officers’ performance describes the activities accomplished by a Police officer.
This includes solving crimes, the ability to handle the increasing number of arrests and
fines issued, clearance rates, and responding to customer calls on time (Chu et al., 2018).
This study follows Chu’s definition of Police performance.

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2.3 Theoretical Literature Review

2.3.1 Social Learning Theory
Social learning theory, proposed by Albert Bandura in 1963, emphasizes the
importance of observing, modelling, and imitating the behaviours, attitudes, and
emotional reactions of others(Chandra, 2019). Social learning theory considers how
environmental and cognitive factors influence human learning and behaviour
(Mansor et al., 2018). According to Soydan et al. (2018), when creating any
learning experience, the desired outcome should be the first consideration.
According to Korpershoek et al. (2014), critical theory variables include;
Differential, Reinforcement, vicarious learning, cognitive processes, and reciprocal
determinism.

According to Mansor et al. (2018), Albert Bandura’s four principles of Social

learning theory include the following; An observer pays attention to particular social
behaviours. Their ability to pay attention depends on their accessibility to what is
being observed, the relevance of the behaviours, the complexity of the behaviours,
the perceived value of the behaviours, and the observer’s cognitive abilities and
preconceptions; An observer retains the sequence of behaviours and consequences,
which they can retrieve for future imitations of the behaviours; An observer repeats
the behaviour in a different social context and receives feedback from other
observers, which they can use to adjust how they perform the behaviours in future
content; An observer is motivated to repeat the behaviours based on the social
responses and consequences they receive when they imitate behaviour.
Korpershoek et al. (2014) stress the assumption of the theory contains; People learn
through observation. Learners can acquire new behaviour and knowledge by merely
observing a model. Reinforcement and punishment have indirect effects on
behaviour and learning. People form expectations about the potential consequences
of future responses based on how current responses are reinforced or punished.
Mediational processes influence our behaviour. Cognitive factors contribute to
whether a behaviour is acquired or not. Learning does not necessarily lead to change.

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Just because a person learns something does not mean they will have a behaviour
change.

2.3.2 Strengths of the Social Learning Theory

Strengths of the theory include the ease of implementing an optimistic and
appropriate behaviour modification to counter maladaptive behaviours; it applies
to various behaviours, is easy to understand, and integrates social and cognitive
skills through observation and practice. This theory is considered empowering as
it helps individuals identify appropriate behaviours for themselves through
observation and practising the desired behaviour. (Soydan et al., 2018)

2.3.3 Weaknesses of Social Learning Theory

Weaknesses of this theory are that it does not consider individual interpretations
of situations, does not relate to all behavioural differences and focuses more on
what is happening in the situation rather than explaining why the situation is
occurring(Korpershoek et al., 2014). Social learning theory explains complex
behaviour by acknowledging cognitive factors and their role in deciding whether
to imitate behaviour. However, it does not account for how we develop a wide
range of behaviour based on thoughts and feelings. We have significant control
over our behaviour; we don’t necessarily reproduce poor behaviour, like violence,
merely because we experience it (Mansor et al., 2018).

2.3.4 Applicability of social learning theory in previous related studies

According to Korpershoek et al. (2014), in any job police training, the training
should be prepared in such a way that wasill draw the trainee’s attention, and it
should be applicable in the police working environments, require autonomy and
involvement in their activity; The government should play its role by establishing
a clear policy statement about the structure of on the job police training.

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The application of the theory iswill help the on-job police training planner starting
from the policymaker up to the police department, should be aware that police
have will appreciate training which arewill be more enthusiastically and which
will give them hope of how their skills will grow; as a result, improve polices
service performance (Korpershoek et al., 2014). This is especially important in
building their social and professional network in meaningful ways (Ngeze, 2017).
Police as any learner, need to apply what they learn as the theory emphasizes
learners (Police) will put more energy into the training if the training benefits
them in their professional duty; the government, through the policy designer,
should provide a clear statement on how the trainer can establish the training
which will reflect the application context of policies to make sure will get receive
training which will be applicable in their service and learning process this may
include training opportunities that: make their job easier, help them move towards
promotion and assist them in completing a high-profile task (UNESCO, 2018;
Mansor et al., 2018).

Police, like any adults, need to be motivated; unbiased adults, like children, may
not stop asking “why” adult learners also need to know why they are participating
in training (pow and wong, 2017). by understanding these, the training policy
should be clear and keep insisting to the training designer on how to design
movement, which is crucial to the police’s buy-in and participation in the activity
(Moate et al., 2021). The police tend to gravitate more toward training
experiences that offer professional and social development benefits. For instance,
polices often challenge themselves with new learning opportunities. If there is
awareness, they will find themselves in the skills that pertain to our society (Bett,
2016).
The policy framework should guide training designers in designing training and
planning the practical applications of training performed and fitting into the
police’s professional growth, resulting in student learning achievement(Gikonyo,
2018). Social learning theory, in its applicability, may guide how policies may
have input in job training to their performance; adults like to be involved in every

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stage of their learning, so involve them as much as possible, so the government

should provide policy statements on how policies can have dialect input toward
their on the job(Korpershoek et al., 2014). Police service management should
support and put into action what approach recommend and the department within
it(Pierrakos et al., 2019). Police can work as a team to explore what needs to be
input in their on-job police training. These may help policies have a positive
attitude toward their on-job training and foster successful on-the-job training for
their performance. (Chandra, 2019).

2.4 Empirical Literature

2.4.1 The role of job training on the performance of police officers
According to Ndebele & Tshuma (2018), with on-the-job training for the Police,
the nation can achieve quality police personnel who could work effectively to
meet the security demand of the community public it serves. Tanzania Police
Force expected that on-the-job training would address the gaps discovered in the
daily performance of the members of the Tanzania Police Force to improve the
capacity and capabilities of performing their duties to attain the organizational
goals (IGP 2013). It is also expected that police force training institutions will
ensure that trainees are equipped with the necessary competencies, enabling them
to play roles in their roles (Holgersson & Gottschalk, 2018). On-job training for
police officers will helps its members to function professionally (Fitzgerald et al.,
2019).
According to Sequeira (2018), job training increases discipline in police officers
because; training is the process of learning a sequence of programmed behaviour.
This behaviour, being programmed, is relevant to a specific phenomenon, that is,
changes in behaviour (Chu et al., 2018). Police Force job training is expected to
breed Police experts who are competent in Investigation functions, enabling them
to perform flexibly in different work place-inside and outside the
country/Nationally and Internationally (Pierrakos et al., 2019). Better use of
resources and reduced accidents; training provides individual employees with

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skills, knowledge and abilities to perform the job efficiently, effectively, and
confidently (Fitzgerald et al., 2019).
Improving Tanzania’s Police force’s image; through job training, Police officers
will provide better service to the public, which leads the public to trust the staff
and provide information about criminals in the community (Ndebele & Tshuma,
2018). Criminal information is an important input for the performance of the
Police Force (Mulford, 2021). The Tanzania government’s effort to promote the
adoption of Competence–Based Education and Training (CBET) is to encourage
the provision of technical expertise in the country, including the Tanzania Police
Force, to solve the problem of shortage as well as incompetent working force
(Holgersson & Gottschalk, 2018).
Khamis (2019)researched on how training methods affected employee
performance at the Zanzibar Social Security Fund. A questionnaire and an
interview were used in the survey design. According to the results, the ZSSF is
dedicated to offering a diverse range of training programs, which encompass on-
the-job training, orientation sessions, and coaching training. The overarching goal
of these initiatives is to equip employees with the necessary skills and
competencies required for fulfilling ZSSF's primary mission, which is to serve
both members who are retirees and those who are still actively employed.
Additionally, the findings indicate that ZSSF employs various training methods,
including lectures, PowerPoint presentations, and group discussions. Interestingly,
distance training methods, which could reduce employee mobility and training
costs, were seldom chosen.
Okumu (2018)looked into the effects of employee training methods on employee
performance in the Kenyan judiciary. The study employed a descriptive research
design to gather and analyze data.The 400 non-judicial employees of the Milimani
Law Courts were the subject of the study. A sample of 210 employees was chosen
for the study using a combination of stratified and straightforward random
selection methods. Both descriptive and inferential statistical techniques are
included in data analysis. The results of the study showed that knowledge transfer

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was the most important independent variable in predicting employee performance.

It also showed a substantial link with employee performance. The second most
significant factor in predicting employee performance was instructional media,
which likewise showed a substantial association with employee performance

Ngari (2015) did a study on the effect of in-service training on employee

performance: A case study of judiciary’s lower courts in Nairobi County, Kenya.
The study aimed at establishing whether induction, on-the-job training, off-the-
job training and career development training influence employee productivity.
The study adopted a descriptive survey design using both quantitative and
qualitative research paradigms. Data was collected using questionnaires and
interview guides from a sample of population of 85 employees. The study found
out that on-the-job training influence performance by increasing skills level,
productivity and affects customer satisfaction positively. Seventy six point nine
percent of the respondents indicated that on-the-job training influences
performance
Fitzgerald et al. (2019) believe that training has a role in implementing a police
force reform program in professionalism, modernization, and community
policing. The ongoing globalization, technological advancement, and
democratization challenges have increased the competitiveness of competencies
(Brophy, 2020). Therefore, the Tanzania Police Force needs to prepare and use a
quality professional to spearhead strategies for their performance that affect its
policing functions(Pierrakos et al., 2019). Furthermore, job training prepares
police for promotion; training enables police to grow, be flexible, and stable and
helps to develop speaking, writing, reading, and listening skills required by police
service departments (Tosuncuoglu, 2018).

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2.4.2 Challenge facing on-the-job training on the performance of police

officers in Tanzania police service
Lack of infrastructure is another major problem associated with implementing on-
job police training initiatives (Davies et al., 2021). Fitzgerald et al. (2019)
highlight the apparent lack of capacity and infrastructure to support structures of
police developments in most police services to sustain the programs. Genvieve
(2017) indicates close mentoring of on-job trainee policies by senior and more
experienced police and inspectors, which is challenging to accomplish, especially
when police services are under-resourced and bereft of professional guidelines and
advisers. Nonetheless, these two problems underscore the need for significant
investments in the on-job training systems of all the countries studied and building
the capacity of policies at all levels of their training service systems (Admiral et al.,
2019).
Police do not have the conventional to engage in police development
programs(Pierrakos et al., 2019). Other studies indicate that police have not
attended police development programs for years. This situation causes Police
service performance stagnation in supporting police development. Something
worth noting is that even with the low morale of police, a self-directed form of
police development practices in police services and uncoordinated. (Dachi et al.,
2015aNzarirwehi & Atuhumuze, 2019). The efficacy of Police training programs,
the opportunities policies have for professional development and the extent to
which their well-being and motivation are vital to improving the quality of
performance and retaining good policies in police services (Mansor et al., 2018).
An insufficient budget for police training is a considerable challenge to supporting
police development across the East Africa region(Foundation, 2021). A nation
cannot establish quality job Police training without well-designed means for
accessing resources. On-job training is expensive and requires adequate funding
(Pierrakos et al., 2019). A plethora of literature has underscored the shortage of
financial support due to the limited budget for on-job police training in
Tanzania(Chu et al., 2018). The challenge is the funding and effective use of

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limited resources to enable police to receive well-designed on-the-job training

(Muraraneza & Mtshali, 2018).
Muraraneza & Mtshali (2018) highlight the length of the training modes also varied
across the African countries and within the countries depending on the level at
which policies would be and the available resources for the training programs.
Therefore, on-job training courses are studied concurrently with professional
approaches in Anglophone countries(Mansor et al., 2018). In both cases, the
training programs ensure that policies meet proficiency requirements before being
certified as qualified or trained (Holgersson & Gottschalk, 2018).
The training model for on-job Police training did not fit ambitious views of
teaching and Police service (Boahin, 2018). Aspects like (equity, diversity, and the
social organization of Police service) are required to form a new perspective on
police performance
Jumanne (2019) asserts that one of the significant challenges facing job Police
training is the low motivation of Police to engage in the activity. It has been a cry
for many years that Police officers are not well motivated as they are supposed to
be motivated compared to their complex tasks. This is also agreed by
Tosuncuoglu (2018), who asserts that low payment among Police officers has
been a source of poor performance.
Holgersson & Gottschalk (2018) justify that the rewards offered to Police officers
do not match precisely with what the Police officers service. The daily duties of
Police service (Tosuncuoglu, 2018). The more a person is motivated, the more the
person performs highly. Good motivation always instils a person to work hard,
resulting in a good performance (Hager & Gonczi, 2019). Sequeira (2018) states
there was no correlation between the promotions given to Uganda Police Force and
what they deliver to the community.

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2.4.3 Strategies to handle challenges facing training on the performance of

police officers
The study by Sequeira (2018) on the job training status of Police officers at Dhaka
Metropolitan Police (DMP) found that Police Officers need good, well-structured
policy incentives which will guide the job training to affect their performance in
their daily routine of Police officers to a large extent. There was a need to structure
on-job activity for the Police will ensure that job training for Police serves the
market of Police service(Chu et al., 2018). The specific skills needed to perform
Police roles (Pierrakos et al., 2019).
Davies et al. (2021) assert that one central solution to meet the challenge facing job
Police training is establishing a good climate within the home affairs ministry to
create a high level of motivation for the Police to engage in their activity. Jumanne,
(2019) asserts that a good climate for on-job Police training has been the source of
police engaging in activity that improves Police service performance. For the
Police officers to be involved in the job training.
The model must fit ambitious views of Police service. In turn, it enhances the
performance of Police service (Holgersson & Gottschalk, 2018). Ndebele &
Tshuma (2018) argue aspects like (equity, diversity, and social organization of
departments) are required to form a new perspective for job training. In addition, if
the training model does not focus more on the Police service performance, it tends
to cause more challenges in implementing the strategies offered. Furthermore,
Raffaelli & Glynn (2020) suggested that Police on-job training should have more
collaboration, ecosystem, and networks in practice for better Police service
performance.
Mansor et al. (2018)gagged aspects that significantly influence Police Force Job
performance as their training which considers their Categories of age, sex, income,
qualifications, job, and different kinds of ranks, duties, and available equipment.
(Chu et al., 2018) assessed how monetary motivation and non-monetary could
boost the morale of Police to engage in training to improve the Police force’s
performance. Meanwhile, most Police officers consider economic incentives a

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crucial factor that increases their morale to engage in job training(Holgersson &
Gottschalk, 2018). The more they are motivated through monetary incentives, the
higher they engage in the activity (Jumanne, 2019). According to Tosuncuoglu
(2018), the influence of job Police training for police service shows that police
officers need to be recognized for their work effort. Appendix 2 summarizes the
previous related studies on job training on worker performance.

2.5 Research gap

Previously published studies on the impact of job training on the performance of
the Police service are limited to local surveys as most of them were conducted
outside the Tanzania context; even though the Police service in Tanzania has been
experiencing on-the-job switching training, the job Police training has been
switching in Police departments. This is exemplified in the works undertaken by
Hager & Gonczi (2019) in some Sub-Saharan countries, including Nigeria, Sudan,
Zambia, and Msumbiji. Janlock, &Zilberberg, (2019), Bangladesh, India, Japan
and USA, Muraraneza, &Mtshali, (2018) in Egypt. Ndebele& Tshuma, (2018) in
Uganda and Tosuncuoglu, (2018) in Malawi.
Empirical research on the impact of on-the-job training on the performance of
Police service in Tanzania has not analyzed the issue in detail. This can be seen
in the case of past studies by Dachi, Elliott, Ihebuzor, Ntekim, &Tibuhinda
(2022). Who noted the need to implement job Police training in Tanzania?
Another research by Tekkumru-Kisa (2019) addresses that on-the-job Police
training is essential to Police service departments.

Mkoma (214) and Qwerk (2020) addressed that Police service performance was
an outcome of Police job satisfaction. Millas (2013) and Kelly (2020)
ascertained that reduction in crime rates, Police accountability, absence of Police
harshness towards citizens, responsiveness, trustworthiness, empathy, and
assurance were positively related to Police training in Tanzania. The mentioned
studies did not consider essential variables such as modelling and imitating
behaviours, attitudes, and emotional reactions. Accordingly, none of them

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employed the social learning theory to address the impact of on-the-job training
on Police service performance in Tanzania customer switching in the Tanzanian
banking sector.

The study was also different from previous studies, such as a study by Maina
(2019) on the influence of training on the performance of Police Officers in
Kenya’s police service: a case of Police Officers Tembur (2020) on factors
affecting job performance in national Police service. A case study of the Nairobi
area county and Fitzgerald et al. (2019) on the influence of job training- fit on
employee creativity and performance—a case study of the Ghana Police service.
The proposed study focuses on the impact of job training on the performance of
Police service in Tanzania: a case of Mtwara municipality to add new knowledge
to existing literature and to help Police departments to understand the impact of
job training on their performance and to put it on the consideration.

2.6 Conceptual framework

A conceptual framework is proposed to show the study’s variables and how they
interact. Figure 2.1 shows the independent variables and how they affect the
dependent variable. The independent variables in this study comprise on-the-job
Police training. The dependent variable is Police service performance. Kibibi
(2019) postulates that organizations that use on-the-job training allow employees
to learn practically. On-the-job training provides employees with task-specific
knowledge and skills in the work area. According to Jumanne (2019), on-the-job
training should be an integrated part of the working performance initiatives. It
should provide a smooth transition from the theory of the classroom to the
practical application of the working environment. Police service performance in
this framework is the police officers’ output in their service. It is measured using
police service, service delivery, crime rate, and serving the community without
harassment, providing service without asking for corruption.

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Figure 2.1 Conceptual framework

Independent variable Dependent variable

On the job police training

Police service performance

 Observing
 Reduce crime rate,
 Modeling,
 Serving the community
 Imitating the behaviors, attitudes
without harassment
 Emotional reactions of others
 Providing service without
 Reinforcement,
asking for corruption
 Vicarious learning, cognitive
 Police positive attitude toward
processes
their job,
 Reciprocal determinism.
 Commitment,
 To learn practically.
 Punctuality
 Task-specific knowledge.
 Police engagement in their
 Skills in the work area
duty

Source researcher 2022

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CHAPTER THREE
RESEARCH METHODS
3.1 Chapter overview
The chapter described the study methodology and techniques underlying the
execution of this particular study. It comprises a study area, research design,
approach, targeted population, sample strategies, sample size, data collection, and
analysis. Finally, the statistical model applied in analyzing data has also been
described in this chapter.

3.1 Research philosophy

The positivist idea will be used in the investigation. This is because positivism is
a method for studying society that exclusively focuses on factual scientific data
from controlled experiments and statics (Creswell, 2014; Kothari & Ebrary,
2004). The study employs the philosophy because positivism upholds systematic
and scientific knowledge generation techniques supported by quantifiable criteria
that specify exact parameters and their correlations.

3.2 Research approach

According to Kothari and& Ebrary (2004), deductive and inductive research
methods exist. Arguments based on observation are regarded as inductive
reasoning approaches, while arguments based on theories, rules, and principles
are viewed as deductive reasoning approaches (Creswell, 2019). Inductive
methods work from specific to general guidelines. To understand the effects of
on-the-job Police training on police service performance, this study adopted the
deductive approach.

3.3 Research design and strategy

The study employed a descriptive research design to characterize a population’s
characteristics (Creswell, 2019). The study used s the method because it gathers
information about a particular community or group to respond to various what,
when, and how questions. It is useful when little is known about the topic or
problem (Creswell, 2014a). According to Kothari & Ebrary (2004), descriptive

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research design can provide and describe the critical features and information
about the target population or environment. It describes the answers to questions
like what, who, how, when, and where (Creswell, 2014b).In the same light,
Apuke (2017) emphasizes descriptive research seeks to explain the phenomenon
and the reasons and assumptions behind the specific behaviour.

3.4 Scope of the study

Several Police performance concerns about the Mtwara Municipality Police have
arisen due to lack of action, failure to prevent and detect crimes, and customers
having to bribe for their constitutional rights. The Newspaper, The citizen of
February 2022, reported that Police officers working at Mtwara Municipality have
failed to capture criminals, disturbing residents’ peaceful minds. The problem has
been increasing daily to the point where in September 2022, more than 20 crimes
were reported (Mtwara Municipality Police Report, 2022), and residents are
losing hope that they will ever get justice. These problems have pushed a
researcher to conduct this study.

3.5 Targeted population

Cohen et al. (2015), a target population to the population the researcher wants to
generalize the study results. According to the Mtwara Municipal Police Report of
2022, 350 Police officers are working at Mtwara Municipal Council. These cover
the commanding office districts (OCD), Officer commanding stations (OCS),
Heads of departments in Police services, and Ordinary Police Officers.

3.6 Sampling procedure

This section involved the technique used to select the study sample and determine
the sample size. Sampling is picking a portion of the population to represent the
entire population in collecting information(Bowen, 2009). The researcher has will
employed simple random sampling
Simply by identifying the population base and ensuring that the group saw will
adequately cover the study's objective (Kothari & Ebrary, 2004). call for every

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unit within the population to receive an unrelated numerical value. How the
values are assigned doesn’t entirely matter; all that matters is each value is
sequential, and each value has an equal chance of being selected (Creswell,
2014b), .selecting the number of items wanted to analyze within the population.
And lastly will bridge the step in assigning numerical values and selecting random
values(Kothari & Ebrary, 2004). Each random variable selected in the previous
step corresponds to an item within our population. The sample is selected by
identifying which random values were chosen and which population items those
values match(Kothari & Ebrary, 2004).

3.6.1 Sample size and Sampling techniques

The sample size is the selected group of participants for the study specifically to
generate primary data on the inquired issue(Kothari & Ebrary, 2004). The sample
comprised different groups of people expected to be credible sources of
information(Cohen et al., 2015). This study used a formula from (Creswell,
2019). Mtwara Municipal has 350 Police Officers.

For this reason, the formula used / (1+Ne2) to obtain a sample for this study.
Using the following formula, this sample size will be modified (given a target
population of less than 10,000) (Creswell, 2019).
In that case:
S= N
1+N (e2) But the e= 0.05%
S = 350
1+350 (0.05)2
S = 187. Therefore, the sample size of this study was 187 respondents.

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3.7 Variables of the study

3.7.2 Independent variables
Independent variables were on-the-job training. Used a 5-point Likert scale
ranging from (‘’strongly agree” to ‘’strongly disagree’’) adopted from Pierrakos
et al. (2019); Kelly (2020); Abdal-Haqq, (2019); Evans (2021).
3.7.1 Dependent variables
a 5-point Likert scale wwas ill measureed police service performance adoption for
this study, ranging from 1(‘’strongly agree” to 5‘’strongly disagree 5‘’strongly’’)
adopted by Lunenberg et al. (2018); Bashir et al. (2019); Abdal-Haqq, (2019).

3.8 Data Collection Methods

3.8.1 Primary data collection
A survey approach will be used to gather primary data, with questionnaires used
to administer information. The study used a questionnaire that was adapted from
Angela (2014); Mtulo (2014); Ngari (2015); Rojek, Kaminski, Smith, and Sheer
(2017). However, a few changes were made to the questionnaire (see appendix I)
to accommodate the study’s specific objectives and setting. Respondents will be
given the surveys to complete for 30 to 40 minutes. The questionnaire is divided
into part A, which covers demographic information and elements including
gender, age, experience, wards, and subject matter taught in schools. B covering
police performance. C was covering the role of on-job training on the
performance of Police officers. D covering challenges facing on-the-job training
on the performance of Police and Section E solutions to the challenge faced by
on-the-job training on the performance.

3.8.2 Secondary data collection

Secondary information on police performance and on-the-job training were
gathered. Data from Mtwara Municipality’s official documents will be used to
provide current statistics on the number of crimes reported in 2022.

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3.9 Data analysis procedures

The study will use descriptive analysis to help researchers understand and arrange
the data collected to give meaningful results. The following would ill take place
during the process of data analysis

3.9.1 Data cleaning

Before analysis, data will be assessed to identify missing values, outliers and
other mistakes. Descriptive statistics will be used to perform the data cleaning.
List-wise deletion to automatically discard the entire observation when there is a
missing value during data analysis (Creswell, 2019)

3.9.2 Descriptive statistics analysis

Descriptive statistics are brief informational coefficients that summarize a given
data set, representing the entire population or a population sample (Cohen et al.,
2015). The study will used descriptive statistics to analyze respondents’
demographic traits and test the specific research objectives.

3.10 Data reliability and validity

3.10.1 Data reliability
Reliability refers to experiments, observable behaviours, tests, or any measuring
procedure that yields the same result on repeated trials (Creswell, 2019).To test
the reliability of the scale from each variable. Cronbach’s alpha will be used to
measure the internal consistency of the items. The essential value wasill be not
less than 0.7 (Kothari & Ebrary, 2004). The cutoff point rachiwill be 0.7, a
minimum alpha coefficient value. Therefore, all the study variables are supposed
to have Cronbach’s Alpha above 0.7 to fit the intended model.

3.10.2 Data validity

To ensure the validity of the study pilot study was used toill be conducted; factors
analysis will be applied to reduce needless descriptions of the study constructs
and to maintain the necessary explanations of the study constructs (Cohen et al.,

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2007). Additionally, the construct validity was will be tested using the
Exploratory Factor Analysis (EFA), performed with the assistance of the
Statistical Package for Social Science software (SPSS) version 20.

3.11 Ethical research consideration

Ethical standards will be pragmatic in the preparation and directing of the study.
First, data gathering will be driven with the themes’ consent after giving them
information about the purpose of the research and whether it was their choice to
participate. Then, the researcher will detect the participants’ privacy accuracy and
the information’s confidentiality. Additionally, the researcher were will ensure all
the findings, kinds of literature, and materials from other authors were
acknowledged in this study. The researcher will be responsible for the security
and storage of information. Research clearance letters was providedill be
conquered from the Open University of Tanzania

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CHAPTER FOUR
FINDINGS AND DISCUSSION
4.1 Introduction
This chapter presents the data obtained through questionnaire at the Mtwara
Police force. The data are presented following the background of the respondents,
and the data are presented regarding theunder the research objectives. Then the
analysis followed.

4.2 Demographic Profile

Table 4.1 indicates that more than 37% respondents were aged between 33- 40
years, was 40%. In addition to that second age group was 24% who had the age
between 26- 32 and 18 -25 years b was 18% and 41- 45 11%. Meanwhile, the last
group 46 -50 and above age was 7%.

Table 4.1 indicates that more than 44% respondents were females while 56%
were males. There was no gender bias during distribution which led to these
results. These results imply that the Mtwara Police force has large number of male
employees compared to female. In addition, it is also true that in the defense and
security departments under the Ministry of Home Affairs including police force
unit employs more men than women

Table 4.1 indicates that more than 40% respondents had a college education
level, and 34% had a University education level, and 26% of participants had a
secondary school education. This implies that the organization recognizes well-
trained personnel in the development of the organization. This is likely to increase
the efficiency of the organization and speed up the service delivery at the
organization

Table 4.1 indicates that more than 36% respondents had working experience of
11-15 years, 34% were between 1-5 years in the office, 18% were between 16
years and above, and 1 2% had between 6- 10 years in the office.

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Table 4.1 Characteristics of participants

Variables Participants Percentages (%)
Age in years
18-25 34 18

26-32 46 24

33-40 75 40

41-45 21 11

46-50 and above 11 7

Total 187 100

Sex
Female 85 44

Male 102 56
Total 187 100
Education:
Secondary education 49 26

College education 74 40

University education 64 34
Total 187 100
Duration of respondents in the office

Between 1-5 years 64 34

Between 6-10 years 22 12

Between 11-15 years 67 36

Between 16- and + years 34 18

Total 187 100

Source: field data 2024

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4.3.1 Validity
From table 4.2 indicates that Findings revealed that Kaiser Meyer Olkin Measure
of Sampling Adequacy (KMO MSA) is 0.805 with a significance of 0.000. The
Bartlett Test (p< 0.001) shows the correlation coefficients all zero and ΚΜΟ>
0.70 indicates that the sample data is suitable for factor analysis (Tathamamd,
2019), which means good and significant. Also, Bartlett test for the test of
sphericity also obtained Chi-Square of 58.302 with a degree of freedom of 372 in
the significance of 0,000. Therefore, results revealed that the study is acceptable
for the researcher to conduct analysis
Table 4.2 KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy. 0.805
Bartlett's Test of Sphericity Approx. Chi-Square 58.302
Df 372
Sig. 0.000
Source: Field data (2024)

4.3.2 Reliability
According to the rule of the thumb, a study with a coefficient of 0.7 or above
tends to have high internal consistency and vice versa (Hatcher, 1994 and Santos,
1999). Table 4.3 indicates thatn Cronbach alpha scale was applied in measuring
the internal consistency of respondents across a set of questions. The findings of
the study indicated that the variables of the study had Cronbach's Alpha
Coefficient ranging from 0.843 to 0.719. This implies that the scale had high
internal data consistency.

Table 4.2: Reliability Statistics

Variable Cronbach's Alpha N of Items

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Roles of on-job training 0.843 5

Challenges facing on-job training 0.719 5

Solutions on-job training 0.842 5

Performance of Police 0.783 5

Source: Field Data (2024)

4.4.1 The role of on-job training on the performance of Police officers in the
Police service
From table 4.4 indicates that Good on-job training enables police officers to
achieve quality operations and has a positive impact on the performance of Police
officers in the Police service in Tanzania, was tested against the respondents in
the field study whereby 65% of respondents had strongly agree that good job
training enabled police officers to achieve quality in operations and had positive
impact on the performance of Police officers in the Police service, 26% had
agreed, and 2% had disagreed, while 2% of respondents had strongly disagree as
this had positive impact to the performance of Police officers in the Police
service

Job training received enabled police officers to address the gaps in daily
performance and had a positive impact on the performance of Police officers in
the Police service. This was another tested variable in this study in which
respondents had a chance to provide opinions. Based on their responses
respondents had these findings, 78% of respondents strongly agreed, and 17%
decided that the training received enabled police officers to address the gaps in
daily performance and had positive influence on the performance of Police
officers in the Police service. While 2% of the respondents strongly disagreed,
and 1% of respondents had that training received enabled police officers to
address the gaps in daily performance and had not positive impact on the
performance of Police officers in the Police service.

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On-job, raining has enabled police officers to function professionally and had
positive impact the performance of Police officers in the Police service, this was
also a tested variable in this study in which respondents had a chance to
respondents. Based on their responses, respondents had the following, 67% of
respondents strongly agreed, 23% agreed that job raining received has enabled
police officers to function professionally and had a positive impact on the
performance of Police officers in the Police service. While 3% of the respondents
had become neutral neither agreed nor disagreed, and 3% of respondents strongly
disagreed that job raining has enabled police officers to function professionally
and had not positively influenced the performance of Police officers in the Police
service.
Competence and ontime job training enabled police to increase discipline in the
police offices on the performance of Police officers in the Police service. This
variable in this study also was tested against the respondent's opinion. Therefore,
respondents had the chance to respond. Based on their responses, respondents had
the following data, 60% of respondents strongly agreed that competence and time
job training enabled police to increase discipline in the police offices on the
performance of Police officers in the Police service, 23% agreed that competence
and onetime job training helped police to improve penalty in the police offices has
on the performance of Police officers in the Police service. While 3% of the
respondents had become neutral, and 3% of respondents had not agreed that
competence and onetime job training enabled police to increase discipline and
has not influenced the performance of Police officers in the Police service
Job training help police to bost communication skills, that are, speaking, writing,
reading, and listening skills required in my job performance, was tested against
the respondents in the field study whereby 51% of respondents had strongly agree
that, On job training helps police to bost communication skills that are speaking,
writing, reading, and listening skills required in my job performance, 39% had
agreed, and 5% had disagreed. In comparison, 2% of respondents had strongly
disagreed on On job training help police to bost communication skills that are

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speaking, writing, reading, and listening skills required in my job performance has
not influenced the performance of Police officers in the Police service.

Table 4.4 role of on-job training on the performance of Police

role of on-job training 1 2 3 4 5

1 The training enabled police officers to achieve 5% 2% 2% 26% 65%

quality operations

2 Activity received encouraged police officers to 2% 1% 2% 17% 78%

address the gaps in daily performance

3 Training received has allowed police officers to 4% 3% 3% 23% 67%

function professionally

4 Effective training enabled police to increase 3% 2% 1% 34% 60%

discipline in the police offices

5 Proper job training increase perform the job 3% 2% 5% 39% 51%

efficiently and effectively

6 Job training help police to bost communication skills, 2% 4% 3% 42% 49%

that is, speaking, writing, reading, and listening skills
required in my job performance

Source: field data 2024

4.4.2 challenge facing on-job training on the performance of Police officers in

police service
From table 4.5 indicates that Lack of clear policy for on-job police training to the
performance of Police officers in police service has been tested against the
respondents in the field study. Whereby 50% of respondents strongly agreed on
the above challenges, and 28% decided that the lack of a clear policy for on-job
police training has limited the performance of Police officers in police service.
While 15% of the respondents had become neutral means they agreed or
disagreed, and 5% of respondents strongly disagreed that the lack of clear policy
for on-job police training has not limited the performance of Police officers in
police service on the performance of Police officers in police service

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Connected to the above point, adequate budgetary allocation is challenging on-job

police training to the performance of Police officers in police service has been
tested against the respondents in the field. Whereby 63% of respondents strongly
agreed that adequate budgetary allocation challenging or weakening on-job police
training to the performance of Police officers in police service, and 20% decided
that adequate budgetary allocation difficult on-job police training to the
implementation of Police officers in police service. While 8% of the respondents
had become neutral, and 6% of respondents strongly disagreed that adequate
budgetary allocation has not challenging on-job police training to the performance
of Police officers in police service.
Moreover, lack of support from the police themselves has limited on-job police
training to the performance of Police officers in police service has been tested
against the respondents in the field. Whereby 67% of respondents strongly agreed
that lack of support from the police themselves has limiting on-job police training
to the performance of Police officers in police service, 16% had decided that lack
of support from the police themselves has limiting on-job police training. While
12% of the respondents had become neutral, and 4% of respondents strongly
disagreed that lack of support from the police themselves has limited on-job
police training had not limited on-job police training on performance of Police
officers in police service.
Poor trining infrastructure had to limit on-job police training performance of
Police officers in police service have been tested against the respondents in the
field study whereby 62% of respondents strongly agreed that poor trining
infrastructure had limited on-job police training on the performance of Police
officers in police service, 24% had agreed to the issue of poor trining
infrastructure had to limit on-job police training on implementation of police
officers in police service and 7% had provided neutral responses. In comparison,
5% of respondents had strongly disagreed and 4% had disagreed on Poor trining
infrastructure had not limited on-job police training on performance of Police
officers in police service.

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The lack of resources allocated for on-job police training has been tested against
the respondents in the field study. Therefore, 69% of respondents strongly agreed
that Lack of resources allocated for on-job police training had limited on-job
police training performance of Police officers in police service, 20% agreed had
limiting on-job police training on implementation of Police officers in police
service, and 2% had provided neutral responses, while 7% of respondents had
strongly disagreed and 2% had disagreed on had not limited on-job police training
on performance of Police officers in police service
Table 4.5 challenge facing on-job training on the performance of Police
1 2 3 4 5
1 Lack of clear policy for on-job police training 2% 5% 15% 28% 50%

2 Insufficient budget for on-job police training 3% 6% 8% 20% 63%

3 Lack of support from the police themselves 4% 1% 12% 16% 67%

4 Poor trining infrastructure 4% 5% 7% 24% 62%

5 Lack of resources allocated for on-job police training, 2% 7% 2% 20% 69%

6 The unclear vision of on-job police training 2% 5% 7% 23% 63%

Source: field data 2024

4.4.3 Established solutions to the challenge faced by the job training

From the table 4.6 indicates that 50% of respondents strongly agreed, and 34%
agreed that good administration has enabled to provide of a well-analyzed
framework for on-the-job police training has an impact on the performance of
Police officers in police service. While 10% of the respondents had become
neutral, and 4% of respondents strongly disagreed that good administration has
enabled to provide of a well-analyzed framework for on-job police training has
not impacted on the performance of Police officers in police service

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A good policy framework should identify job training police needs on on-job
police training has not impact on the performance of Police officers in police
service has been tested against the respondents in the field study. The findings
show that 63% of respondents strongly agreed that on-job police training has an
impact on the performance of Police officers in police service; 20% decided that
on-job police training has implications for the performance of Police officers in
police service. However, 8% of the respondents had become neutral, whether they
agreed or disagreed, and 6% of respondents had strongly disagreed that on-job
police training has not impact on the performance of Police officers in police
service

The good policy for job police training should state the role of the head of the
police station in on-job police training tested against the respondents in the field.
Whereby 68% of respondents strongly agreed that The good policy for job police
training should state the role of the head of the police station in on-job police
training, where as 18% agreed that The good policy for job police training should
state the role of the head of the police station in on-job police training on-job
police training has an impact on the performance of Police officers in police
service. However, 9% of the respondents had become neutral whether they agreed
or disagreed; 4% of respondents strongly opposed that a good policy for job
police training should state the role of the head of the police station in on-job
police training on-job police training has not impact on the performance of Police
officers in police service.

Good administration should be enabled defence and security

administrators should provide enough budget for on-job police training. To
performance of Police officers in police service has been tested against the
respondents in the field study, with which 63% of respondents strongly agreed
that good administration should be enabled defence and security administrators
should provide enough budget for on-job police training to performance of Police

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officers in police service; 25% had agreed on the issue of good administration
should be enabled defence and security administrators should provide enough
budget for on-job police training on performance of Police officers in police
service and 5% had neutral, while 3% of respondents had strongly disagreed and
4% had disagreed on good administration should be enabled defence and security
administrators should provide enough budget for on-job police training has not
impact to the performance of Police officers in police service

Table 4.6 established solutions to the challenge faced by the job training

S/N 1 2 3 4 5
1 Good administration has enabled to provide of a 1% 4% 10% 34% 50%
well-analyzed framework for on-the-job police
training
2 A good policy framework should identify job 3% 6% 8% 20% 63%
training police needs.
3 The good policy for job police training should 3% 2% 9% 18% 68%
state the role of the head of the police station in
on-job police training
4 A good policy for job police training should 2% 7% 5% 25% 63%
indicate and give clear direction on the position
of police toward their on-the-job training
5 Good administration should be enabled defence 1% 9% 17% 23% 49%

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and security administrators should provide

enough budget for on-job police training
Source: field data 2024

4.5 Inferential Statistics

Inferential statistics were adopted to show causality and nature of relationship
between roles of on-job training, Challenges facing on-job training, Solutions of
overcoming challenge of on-job training and Performance of Police services in
Tanzania specifically Mtware Municipality. However, inferential statistics
adopted in the study were normality test analysis, Multicolinearity and Regression
analysis were adopted to establish the nature of the relationship between roles of
on-job training, Challenges facing on-job training, Solutions of overcoming
challenge of on-job training and Performance of Police services in Tanzania

4.5.1 Normality test

Normality of the distribution of data was evaluated through the examination of
skewness and kurtosis. Kline (2020) suggested that a valuable that indicates an
absolute skew-index value greater than 3.0 is seen as extremely skewed. On the
other hand, a kurtosis index that is greater than 8.0 is viewed as extreme in nature.
Further, an index that is smaller than the absolute value of 2.0 for skewness and
absolute value of 7.0 has the least violation of the assumption for normality. The
normality tests were performed on three independent variables, which were roles
of on-job training, Challenges facing on-job training, Solutions of overcoming
challenge of on-job training and Performance of Police services in Tanzania as
dependent variable. The outcome of the findings indicated that roles on job
training had negative skewness with a value of -0.634 and positive kurtosis 0.385,
challenges on job training had negative skewness with a value of -0.197 and
positive kurtosis 0.294, and solution to overcome on job training had negative
skewness with a value of -0.136 and positive kurtosis 0.207, while performance of
police services had negative skewness with a value of -0.484 and positive kurtosis

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0.251.
Therefore in this study, the normality test for all the variables had the skewness
and kurtosis ranging from -1 and +1 as shown in Table 4.5. The implication is that
the assumption of normality was satisfactory.

Table 4.7 Normality test

N Skewness Kurtosis
Variable statistic Statistic Std. error Statistic Std. error
Performance of police 20 -0.484 0.136 0.251 0.361
Roles on job training 20 -0.634 0.136 0.385 0.361
Challenges on job trainging 20 -0.197 0.136 0.294 0.361
Solution to overcome on job training 20 -0.035 0.136 0.207 0.361
Source: Field data 2024

4.5.2 Multicollinearity Test

Independent variables should not be related amongst themselves, otherwise they
should not be jointly regressed. Multicollinearity was tested using Variance
Inflation Factors (VIF) and tolerance limits. Findings in Table 4.7 indicates that
none of VIF exceeded 10 or tolerance limit was less than 0.1. Then there was
multicollinearity among independent variables (Roles on job training , Challenges
on job trainging, Solution to overcome on job training). However, this finding
was in line with recommendation by Baltagi (2020) that if VIF are not greater
than 10, then there is multicollinearity among independent variables.

Table 4.7 Multicollinearity Test

Variables VIF 1/VIF
Roles on job training 1.987 0.502

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Challenges on job trainging 1.532 0.653

Solution to overcome on job training 1.526 0.655

Mean VIF 1.682

Source: Field data 2024

4.5.3 Model Summary of regression

From the Table 4.8, the correlation coefficient (R) which measures a relationship
between the independents and the response variable (dependent) is 0.794 or
79.4% which indicates a strong relationship between the two. On the other hand,
the coefficient of variation (R- squared) is 0.725 which implies that only 72.5
percent of the variations on the score obtained by the performance of police
services are due to the chosen explanatory variables. This implies also that 27.5
percent of the variation in the score is accounted for by factors other than the ones
used in this model. The R- squared or popularly known as the coefficient of
variation is an overall measure of the strength of association but it does not reflect
the extent to which each independent variable is associated with the response
variable.

Table 4.8 Model Summary of the variable relationship

Model R R Square Adjusted R Square Std. Error of the Estimate Durbin-Watson
1 0.794 0.725 0.696 0.52331 0.757
Source: Field data 2024

4.5.4 Analysis of Variance

Finding from table 4.9, An Analysis of Variance (ANOVA) was carried out.
However, the interest in the ANOVA table is on the F- statistics and its associated
p-value. While the F- statistical test shows the overall significance of the model,
the p-value indicates whether the model is significant or insignificant. From the

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ANOVA table, the overall regression model is a good fit for the data; F = 98.61, p
< 0.00. This is also called a “goodness- of – fit test. To this effect, we may
conclude that the regression model fits the data and that the Roles on job training ,
Challenges on job trainging , Solution to overcome on job training have
significance influence in performance of police services in Tanzania specifically
in mtwara municipal;ity.

Table 4.9 Analysis of Variance

Model Sum of Squares Df Mean Square F Sig.
1 Regression 76.237 3 25.079 98.61 0.000
Residual 49.752 196 .253
Total 125.989 199
Source: Field data 2024

4.5.5 Parameter Estimates

According to table 4.10, the roles on job training has the greatest contribution on
the performance of police services. The coefficient for “roles on job training” is
0.581 and the t-test value is 11.223 and this coefficient is significant (p- value =
0.000< 0.05). The intuition which is getting from this single result of the
coefficient is that, the scores of the roles on job training increase by 58.1% when
there is an optimal contribution of the roles on job training performance of police
services while holding other variables constant.

Likewise, from the same results, the variable roles on job training is significant (t
= 11.223, p- value = 0.000), indicating that there is a linear relationship between
the roles on job training and performance of police. This kind of positive
relationship implies that roles on job training should strive to comply fully with
the performance of police to obtain higher scores and consequently enhance their
performance levels.

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Furthermore, the finding revealed that, the coefficient for Challenges on job
trainging is 0.427 and the t-test value is 5.361 and this coefficient is significant (p-
value = 0.000 < 0.05). However, the positive sign of the coefficient implies that
the scores of the Challenges on job trainging is increased by 42.7% where the
Challenges on job trainging has significant implications in performance of police
services.
Lastly, the result has shown that the coefficient for the Solution to overcome on
job training is 0.341 and the t-test value is 3.687 and this coefficient is significant
(p- value = 0.000 < 0.05). However, the positive sign of the coefficient implies
that the scores of the Solution to overcome on job training is increased by 34.1%
where the Solution to overcome on job training has significant implication in
performance of police services.
Table 4.10 Estimates Regression Result
Model Unstandardized Standardized T Sig.
Coefficients Coefficients
B Std. Error Beta
1 (Constant) .099 .342 .288 .773
Roles on job training .581 .052 .234 11.223 .000

Challenges on job trainging .427 .060 .399 5.361 .000

Solution to overcome on job training .341 .049 .594 3.687 .000

Source: Field data 2024

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CHAPTER FIVE
DISCUSSION OF FINDINGS

5.1 Chapter Overview

This chapter discusses the study's overall findings as presented in chapter four.
This study's general purpose was to assess the impact of on-job training on the
performance of Police officers in Mtwara Municipality. Accordingly, the
discussion of the findings was based on the study's objective testing the linear
regression model. The panel of this study considers the comparison with the
results of previous related studies

5.2 Role of on-job Training on the Performance of Police officers

It was hypothesized that there is a positive influence between role on job training
and performance of police, but such a relationship was statistically significant
(B=0.581, P<0.01. roles on job training has significant effects on the performance
of police services in Tanzania specifically in Mtwara Municipal. Moreover, 65%
of respondents had strongly agree that good job training enabled police officers to
achieve quality in operations and had a positively impact on the performance of
Police officers in the Police service. According to Ndebele & Tshuma (2018),
with on-the-job training for the Police, the nation can achieve the level of having
quality police personnel who could work effectively to meet the security demand
of the community public it serves.

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Tanzania Police Force expected that on-the-job training would address the gaps
discovered in the daily performance of the members of the Tanzania Police Force
to improve the capacity and capabilities of performing their duties to attain the
organizational goals (IGP 2013). It is also expected that police force training
institutions will ensure that trainees are equipped with the necessary
competencies, enabling them to play roles in their roles (Holgersson &
Gottschalk, 2018). On-job training for police officers will help its members to
function professionally (Fitzgerald et al., 2019).

The finding of the study revealed that on the job training had positive and
significant effect on performance of police when considered singly but had
positive and insignificant effect when combined with other variables. The finding
of the study that on job training significantly influence performance when
considered singly and positively affect performance when combined with other
variables was an indication that on job training enhances performance of police
services. The finding support earlier study by Jagero, Kamba and Mlingi (2019)
who found out that on-the-job training program positively affect employee
performance. Ngari (2018) did a study on the effect of in-service training on
employee performance and found out that on-the-job training influence
performance. In summary, on-the-job training contributes to performance because
both learning and performance takes place at the same time since the learners
learn the job by actually performing it.

On-job training received enabled police officers to address the gaps in daily
performance and had a positive impact on the performance of Police officers in
the Police service. This was another tested variable 78% of respondents strongly

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agreed; according to Sequeira (2018), job training increases discipline in police

officers because; training is the process of learning a sequence of programmed
behavior. This behaviour, being programmed, is relevant to a specific
phenomenon, that is, changes in behaviour (Chu et al., 2018). Police Force job
training is expected to breed Police experts who are competent in Investigation
functions, enabling them to perform flexibly in different work place-inside and
outside the country/Nationally and Internationally (Pierrakos et al., 2019). Better
use of resources and reduced accidents; training provides individual employee
skills, knowledge and abilities to perform the job efficiently, effectively, and
confidently (Fitzgerald et al., 2019).

67% of the respondents strongly agreed that job training has enabled police
officers to function professionally and had positive impact on the performance of
Police officers in the Police service, Improving Tanzania’s Police force’s image;
through job training, Police officers will provide better service to the public,
which leads the public to trust the staff and provide information about criminals in
the community(Ndebele & Tshuma, 2018). A criminal information is an
important to input for the performance of the Police Force(Mulford, 2021). The
Tanzania government’s effort to promote the adoption of Competence–Based
Education and Training (CBET) is to encourage the provision of technical
expertise in the country, including the Tanzania Police Force, to solve the
problem of shortage as well as incompetent working force (Holgersson &
Gottschalk, 2018).

60% of the respondents strongly agree Competence and onetime job training
enabled police to increase discipline in the police offices on performance.
Fitzgerald et al. (2019) believe that training has a role in implementing a police
force reform program in professionalism, modernization, and community
policing. The ongoing globalization, technological advancement, and
democratization challenges have increased the competitiveness of competencies

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(Brophy, 2020). Therefore, the Tanzania Police Force needs to prepare and use a
quality professional to spearhead strategies for their performance that affect its
policing functions(Pierrakos et al., 2019). Furthermore, job training prepares
police for promotion; training enables police to grow, be flexible, and stable and
helps to develop speaking, writing, reading, and listening skills required by police
service departments (Tosuncuoglu, 2018).

In addition, on- the- job training had positive and significant effect on
performance of police when considered singly but positive and insignificant
effect when regressed with other variables. The finding of the study that on –job-
training significantly influence performance when considered singly and
positively affect performance when combined with other variables was an
indication that off job training enhances performance of police services. The
finding of the study that off the job training had positive impact on performance
concurs with Odinga (2018) who concluded that on-the- job training tend to
improve job performance of lecturers in Moi University. On the job training
allows training programs to be designed to meet training needs of the target group
without being restricted to the organizational resources. The findings also relate
with Mtulo (2019) who did a study on the contribution of off-the-job training on
performance of public officers and found a need to initiate off-the-job training in
public sector organizations by different stakeholders

5.3 Challenge facing on-the-job training on the performance of Police

officers
It was hypothesized that there is a positive influence between challenges on job
training and performance of police, but such a relationship was statistically
significant (B=0.427, P<0.01. challenges on job training has significant effects on
the performance of police services in Tanzania specifically in Mtwara Municipal.
Moreover, 62% of respondents strongly agreed that Lack of infrastructure is

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another major problem associated with implementing on-job police training

initiatives (Davies et al., 2021). Fitzgerald et al. (2019) highlight the apparent
lack of capacity and infrastructure to support structures of police developments in
most police services to sustain the programs. Genvieve (2017) indicates the
network facilities and other infrastructure are not well friendly to keep job police
training.

Furthermore, The government, through the Ministry of Home Affairs should

stress how they can improve infrastructure to help on-the-job police training.
Especially when police services are under-resourced and bereft of professional
policies and advisers. Nonetheless, these problems underscore the need for
significant investments in the on-job training systems of all the countries studied
and the building of the capacity of policies at all levels of their training service
systems (Admiral et al., 2019).

50% of respondents strongly agreed that the lack of a clear policy for on-job
police training has limiting the performance of Police officers in police service.
Studies indicate lack of clear policy on the job police training. This result, police
do not have the conventional to engage in police development programs(Pierrakos
et al., 2019). Other studies indicate that police have not attended police
development programs for years. This situation causes Police service
performance stagnation in supporting police development. Something worth
noting is that even with the low morale of police, a self-directed form of police
development practices in police services and uncoordinated. (Dachi et al.,
2015aNzarirwehi & Atuhumuze, 2019). The efficacy of Police training programs,
the opportunities policies have for professional development and the extent to
which their well-being and motivation are vital to improving the quality of
performance and retaining good policies in police services (Mansor et al., 2018).

63% of respondents strongly agreed that adequate budgetary allocation

challenging or weakening on-job police training to the performance. An
insufficient budget for police training is a considerable challenge to supporting

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police development across the East Africa region(Foundation, 2021). A nation

cannot establish quality job Police training without well-designed means for
accessing resources. On-job training is expensive and requires adequate funding
(Pierrakos et al., 2019). A plethora of literature has underscored the shortage of
financial support due to the limited budget for on-job police training in
Tanzania(Chu et al., 2018). The challenge is the funding and effective use of
limited resources to enable police to receive well-designed on-the-job training
(Muraraneza & Mtshali, 2018).

67% of respondents strongly agreed that lack of support from the police
themselves has limited on-job police training to the performance of Police officers
in police service Muraraneza & Mtshali (2018) highlight the individual police
themselves their note supportive of their activity. Some of the police have a
negative attitude toward on-the-job police training. Police Support on their
training varies across their experience level,age, and work engagements
(Holgersson & Gottschalk, 2018). The individual policy who are eged is not put
more attention in the training they only focus on how life will be after retirement.
The personal police who a higher engaged in their work always has a positive
attitude toward the on-the-job police training (Mansor et al., 2018). Jumanne
(2019) asserts that one of the significant challenges facing job Police training is
the low motivation of Police to engage in the activity. It has been a cry for many
years that Police officers are not well motivated as they are supposed to be
motivated compared to their complex tasks. This is also agreed by Tosuncuoglu
(2018), who asserts that low payment among Police officers has been a source of
poor performance.

69% of respondents strongly agreed that Lack of resources allocated for on-job
police training had limited the on-job police training performance of Police
officers in police service; Holgersson & Gottschalk (2018) justify that the lack of
resources allocated for on the job police training has affect on the job police
training. The policy framework should clearly start with how available resources
around the police station can be allocated to facilitate on-the-job policy training

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(Tosuncuoglu, 2018). The more resources are located for on-the-job police
training, the more on the job training for police will take place. Good resource
allocation for on-the-job policy training always instills individual police to engage
in activity resulting in good performance (Hager & Gonczi, 2019).

5.4 Established solutions to the challenge faced on the job training on

the performance of Police officers
It was hypothesized that there is a positive influence between solution on job
training and performance of police, but such a relationship was statistically
significant (B=0.427, P<0.01. solution on job training has significant effects on the
performance of police services in Tanzania specifically in Mtwara Municipal.
Moreover, 50% of respondents strongly agreed that good administration has
enabled to provision of a well-analyzed framework for on-the-job police training
and has an impact on the performance of police officers in police service. The study
by Sequeira (2018) on the job training status of Police officers at Dhaka
Metropolitan Police (DMP) found that Police Officers need good, well-structured
policy incentives which will guide the job training to affect their performance in
their daily routine of Police officers to a large extent. There was a need to structure
on-job activity for the Police will ensure that job training for Police serves the
market of Police service(Chu et al., 2018).

63% of respondents strongly agreed that a good climate on-job police training has
an impact on the performance of Police officers in police service. Davies et al.
(2021) assert that one central solution to meet the challenge facing job Police
training is establishing a good climate within the home affairs ministry to create a
high level of motivation for the Police to engage in their activity. Jumanne, (2019)
asserts that a good climate for on-job Police training has been the source of police
engaging in exercise that improves Police service performance. For the Police
officers to be involved in the job training.

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68% of the respondent strongly agreed that good policy for job police training
should state the role of the head of the police station in on-job police training tested
against the respondents in the field. Chu et al. (2018) stress head of a police station
has the great role of ensuring his subordinate engage in training which will benefit
their performance in their context. The head of the police station should encourage
police in their departments to engage in on-the-job training. Meanwhile, most
Police officers consider their boss actor as a crucial factor that increases their
morale to engage in job training(Holgersson & Gottschalk, 2018). The more the
head of the police plays his role in the in job police training, the higher they engage
in the on-the-job police training (Jumanne, 2019).
68% of the respondents strongly agree on the model of training must fit,s
ambitious views of the Police service. Ndebele & Tshuma (2018) argue aspects
like (equity, diversity, and social organization of departments) are required to form
a new perspective for job training. In addition, if the training model does not focus
more on the Police service performance, it tends to cause more challenges in
implementing the strategies offered. Furthermore, Raffaelli & Glynn (2020)
suggested that Police on-job training should have more collaboration, ecosystem,
and networks in practice for better Police service performance.

63 of the respondents strongly agree administrators should provide enough budget

for on-job police training. Mansor et al. (2018)gagged aspects that significantly
influence Police Force Job performance as their training which considers their
budget allocated for training. Chu et al. (2018) assessed how monetary motivation
and non-monetary could boost the morale of Police to engage in exercise to
improve the Police force’s performance. Meanwhile, most Police officers consider
economic incentives a crucial factor that increases their morale to engage in job
training(Holgersson & Gottschalk, 2018). The more they are motivated through
monetary incentives, the higher they engage in the activity (Jumanne, 2019).
According to Tosuncuoglu (2018), the influence of job Police training for police
service shows that police officers need to be recognized for their work effort.

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Furthermore, respondents agreed that they were encouraged to express their

expectations for the new jobs, the institution’s culture was made known to them and
the institution clearly expressed its expectations to them during orientation. This is
an indication that orientation programs takes place effectively. These results are
commended by Isaiah et al. (2019) who argues that to enhance productivity, it is
imperative for both the private and public sectors to adopt a strategic approach to
employee orientation and placement. The study of Mishra and Strait (2019)
established that effective orientation programs help to meet the needs of
organizations and to improves performance

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CHAPTER SIX
CONCLUSION, AND RECOMMENDATION

6.1 Chapter overview

In this chapter, the findings are presented in summary as conclusions and
recommendations of the research findings as shown and discussed in the previous
chapter.

6.2 Summary of the study

Objective one study reveal; training enabled police officers to achieve quality in
operations. Training received encouraged police officers to address the gaps in
daily performance. Training received has encouraged police officers to function
professionally

Good training enabled police to increase discipline in the police offices. Proper
job training increase perform the job efficiently and effectively on job training
helps police to boost communication skills, that is, speaking, writing, reading, and
listening skills required in my job performance

Objective two study reveals; Lack of clear policy for on-job police training,
Insufficient budget for on-job police training lack of support from the police
themselves, Poor training infrastructure, Lack of resources allocated for on-job
police training, The unclear vision of on-job police training

In objective three, Good administration has enabled to provision of a well-

analyzed framework for on-the-job police training. A good policy framework
should identify job training police needs. The good policy for job police training

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should state the role of the head of the police station in on-job police training. A
good approach for job police training should indicate and give clear direction on
the position of police toward their on-the-job training. Good administration
should be enabled defence and security administrators should provide enough
budget for on-job police training

The influence of training of police officers on performance in the Tanzania Police

Service was sought. The findings of the descriptive statistics indicated that proper
procedures utilization and service delivery are enhanced after police undertake
training while reduction of the crime rates may not directly relate to police
training. Effective training of police officers results to reduced police hostility
when handling criminals, quickens service delivery, improves arresting
procedures, cultivates friendly relationship with the public, helps in treating
prisoners with dignity, assists in curbing corruption, improves service delivery,
enhances security, quickens response, enhances effective communication,
maintains good police-public relations, helps in following the law when
addressing issues, enhances police credibility and makes officers able to treat
people with dignity

6.3 Conclusion
On-job, police training play the significant role in the policy service performance.
The literature review reveals policy to engage in different joby policy training
based on their levels and work experience. On the other hand, the study show that
job policy training face several challenge. Is the task of the Ministry of home
affairs and the main actor to cooperate with the police command section and
police unit to make sure the challenge facing the policy on the job training is
controlled as well as amendment of the policy on the job training which will put
stress on the police training needs and the current situation in the society

Findings of the research, it is established that training methods have an effect on

employee’s performance at Tanzania police , this method is the most preferred
method at Tanzania police as a method of training employees and need to be used

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at all times for new employees to perform better. It was also concluded that
management education has an effect on employees’ performance at Tanzania
police compared to other methods of training

6.4 Implications of the findings:

The study assesses the impact of job training on the performance of Police
officers in the Tanzania Police Service: a case of Police officers in Mtwara
Municipality. The examination helps to reveal the role of the job training on the
performance of police officers as well as to identify the challenge and solution of
job policy training

The implication of the study help the policy commands to restructure the activity
in their work station and also will help the policymakers restructure the policy on
training matters for better performance of the police service.

The study helps the administrator to be aware of the challenge facing job police
training and the suggested solution. The study findings provide direction to
improve on-the-job training and development programs. It also enables the
management to ensure an appropriate process of training and development
programs for better police service performance.

6.5 Recommendations
6.5.1 Recomandations for administrator
The Ministry of Home affair and the depart of Defence and Security must
recognize the importance of on-the-job police training to police service
performance; this will help the organ actor to restructure the on job training,
which will cover on-the-job police training needs as well the current existence
issues about defence and security in the context. The district command officer
should carry the burden of organizing different training in their territory area,
which will reflect the needs of defence and security in the particular context as
well encourage police to engage on those job police training

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6.5.2 Recomandations for ordinary police

the study appreciates the existing training opportunities. However, the study
recommends that the police force management should use the competence criteria
to determine who should conduct the coaching and compensate those who do the
coaching. Since the performance of the police officers was relatively good, there
is still a room for improvement. The management should therefore use various
motivational strategies apart from training to improve performance. Moreover,
coaching was found to be the only training program that affects performance, the
management should come up with a systematic roadmap on how the coaching can
be effectively done. This can be accomplished through identifying outstanding
police officers and assigning junior staff under them to gain more experience.

Police advised to recognize the importance of job training to their service

performance; this will help them to have the struggle to their action actor for
demanding the training which could be beneficial to their service as well the
police should have a positive attitude to ward any on job policy training which
will be advantageous to the police department and encourage each other to engage
in different on the job police training

6.6 Area for further studies

Research never ends. This study examined the impact of on-the-job training on
the performance of police service in Tanzania: the case of Mtwara municipality.
There is still room for other researchers to expand the study in different areas to
get a general overview of the impact of on-the-job training on the performance of
police service nationwide.
Furthermore, this study dealt with the impact of on-the-job police training on
police service performance; hence it leaves room for the researchers to conduct
more studies on other issues to make the police service performance better.
Lastly, I suggest the research be done comparing the result to the ones attending
much police on the job training performance and obeying against the ones who

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are engeging in few policies on the job training their performance. I believe it
might be the sauce for the change in the on-job police training to service policy
performance

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Appendix 1. Questionnaire

Dear respondent,
Thank you for agreeing to complete this questionnaire. This survey aims to study
the impact of on-the-job training on the performance of police service in
Tanzania: the case of Mtwara municipality. Participation in this survey is
voluntary. Any information obtained in this survey will be used to analyze the
data about this study only. No individual responses will be exposed; only the
outcome from the questionnaire analysis will be presented.

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SECTION A: RESPONDENT’S DEMOGRAPHIC INFORMATION

1. Respondent’s gender
male ( )
female ( )
2. Respondent’s age group
i. 18-25
ii. 26-33
iii. 34-41
iv. 42-49
v. 50- Above
3. What is the respondent’s highest level of education?
i. Certificate ( )
ii. Diploma ( )
iii. Bachelor ( )
iv. Masters ( )
v. Ph.D. and above ( )
4. What is your job position?
i. office commanding district (OCD) ( )
ii. Officer commanding station (OCS) ()
iii. Heads of departments in police services ( )
iv. Ordinary police officers ()
5. Respondent’s work experience
i. Below five years ( )
ii. 6-10 years ( )
iii. 11-15 years ( )
iv. 16-20 years ( )
v. Over 21 years ( )
6 What type of On-the-job training have you ever attended?
I. Workshop
ii/ Conferences

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iii/ Seminars
IV/ Coaching/Mentoring

SECTION B: ROLE OF ON-THE-JOB POLICE TRAINING

Based on the role of the job training on police performance, please indicate
the extent to which you agree or disagree with statements. Use a 5-point scale
where 1= strongly disagree, 2= disagree, 3= Neutral, 4= Agree, and 5=
strongly agree. Tick once in the appropriate option
ITEM 1 2 3 4 5
7 The training enabled me to achieve the level of having quality Police
Officers
8 The training I have received has enabled me to address the gaps in my
daily performance
9 The training I have received has enabled me to Improve my capacity and
capabilities to perform their duties
10 The training I have received has enabled me to function professionally
11 The training I have received has enabled me to increase discipline in the
police offices
12 The training I have received has enabled me to perform the job efficiently
and effectively
13 The training I have received has enabled me to perform the job with
confidence.
14 The training I have received has enabled me to provide better service to
the public
15 The training I have received has enabled me to meet my professional
need as Police officers
16 The training I have received has enabled me to be flexible and stable and
helped to develop my speaking, writing, reading, and listening skills
required in my job performance.

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SECTION C: CHALLENGE FACING ON-THE-JOB TRAINING ON

PERFORMANCE OF POLICE SERVICE
Based on to challenge facing on-the-job training on the performance of Police
service, Please indicate the extent to which you agree or disagree with the
following statements. Use a 5-point scale where 1= strongly disagree, 2=
disagree, 3= Neutral, 4= Agree, and 5= strongly agree. Tick once in the
appropriate option

Items 1 2 3 4 5
17 Lack of clear policy for on-job police training
18 Poor infrastructure
19 Lack of support from police themselves
20 Insufficient budget for on-job police training
21 The predominance of a traditional approach to on-the-job police
training
22 Lack of resources allocated for on-job police training,
23 Ineffective organization of job training activities
24 Within the police station Lack of a robust teacher-on-job training
policy and strategic plan
25 The unclear vision of on-job police training
26 Lack of seriously ness among the head of police stations
concerned about job police training
27 Lack of harmonized scheme for on-job police training
28 Lack of supporters from other defense and security stakeholders
on the matter of police on-the-job training
29 Forcefully adopt available modules on the job training, which in
other situations does not match the police service needs
30 Miss conception of teachers in teachers developments program
and most demand for money after participating in teacher
developments program

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31 Failure of the teacher development content to accommodate the

specific issues revolving around teacher environments,
32 In some instances, on-the-job training is perceived as a personal
ambition among police rather than an effort to improve police
service performance.

SECTION D: SOLUTIONS TO THE CHALLENGE FACING ON-THE-

JOB TRAINING ON THE PERFORMANCE OF POLICE SERVICE
Based on the challenge of on-the-job training on the performance of Police
service, please indicate the extent to which you agree or disagree with the
statements. Use a 5-point scale where 1= strongly disagree, 2= disagree, 3=
Neutral, 4= Agree, and 5= strongly agree. Tick once in the appropriate option
Item 1 2 3 4 5
33 Good administration has enabled to provide of a well-analyzed
framework for on-the-job police training
34 A good policy framework should identify job training police
needs.
35 The good policy for job police training should state the role of
the head of the police station in on-job police training
36 A good policy for job police training should indicate and give
clear direction on the position of police toward their on-the-job
training
37 Good administration should be enabled. Defense and security
administrators should provide enough budget for on-job police
training
38 An excellent policy framework should provide direction on how
available resources can be allocated to on-job police training
39 Police administration should supervise on-job police training to
make sure it serves the need of police service’s need
40 Police administration should encourage police to have a positive

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attitude toward on-the-job police training.

41 An excellent policy framework should be clear about what on-
job police training for police entails.
42 An excellent policy framework should provide
T indicates how available resources within the local area can be
allocated for on-job police training

Thank you for taking part in this study!!!

Appendix 2 Previous related previous studies

1 Campbell On-the-job Mixed Mixed Training results in a reduction of civil

(2019) training for police method method liability complaints and ultimately
officers: The state increases the agency’s effectiveness in
of the art the community
2 Odinga Relationship Qualitati Diagnostic Off-the-job training tends to increase the
(2020) between training ve analysis job performance of lecturers at Moi
and promotion of

60
 61

lecturers and job method University

performance
3 Jagero, On-the-Job Qualitati Descriptive There is a positive relationship between
Komba Training ve analysis on-the-job training and employee
and method performance
Mlingi
(2022)
4 Hogarh Effects of training Quantita Descriptive Training practices and methods of SIC
(2019) on staff Company tive analysis Insurance Company Limited improve the
Limited method performance of their employees
5 Pope impacts of on-job Converg Predictive high-quality field training programs
(2020) training programs ent analysis benefit the new officer, the development,
in the Ohio mixed and the community at large
Valley; View method
analysis of police
performance
6 Angela Effects of training Qualitati Prescriptiv Training improves performance.
(2014) on police ve e analysis
performance method
7 Mtulo Contribution of Mixed Descriptive The study provided knowledge that
(2014) off-the-job method analysis training is essential in the general
training on the capacity building of public servants and
performance of the private sector.
police service in
Ilala Municipal.
8 Ngari Influence of Quantita Diagnostic f training on employee performance. Job
(2015) training on police tive analysis training influence performance by
performance. method increasing skills level and productivity
and affects customer satisfaction
positively

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 62

9 Rojek, South Carolina Quantita Descriptive New law enforcement officers and the
Kaminski, law enforcement tive analysis citizens of South Carolina are being ill-
Smith & training survey: A method served by the lack of resources and
Sheer national and state attention.
(2017) analysis of police
training
10 Boahin Challenge facing Mixed Descriptive The study provides some challenges
(2018) the job training method analysis faced by in-the-job training methods o
11 Chandra Application of Theoreti Theoretical The study provides some knowledge on
(2019) social learning cal literature how social learning theory can be used in
theory in training literature review training
review
12 Chu, Police Quantita Descriptive The paper provides knowledge on a
Nnam, & performance. tive analysis different aspect that shapes police
Faizefu method performance
(2018).
13 Genvieve Challenges of Qualitati Diagnostic The study provides knowledge there
(2017) administering ve analysis some there is a challenge in
police training method administering police training
Programs in
Kenyan
Universities
14 Hager, & Review of job The review provides knowledge about
Gonczi, training in Sub- the importance, challenges, and some
(2019) Saharan Africa solution of job training for the employee.
15 Holgersso Police officers’ Quantita Diagnostic The study finds police officers need
n, & professional tive analysis professional knowledge, which will help
Gottschalk knowledge method to provide good service
, (2018)
16 Muraranez Job training to Qualitati Prescriptiv The study finds workers need the job

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a, improve ve e analysis training to fix the challenge in their daily

&Mtshali, performance method duties
(2018)
17 Ndebele, Police Training Qualitati Thematic The study finds police officers need a
& Climate ve analysis friendly structure for training
Tshuma, method
(2018).
18 Nzarirweh In-Service Police Qualitati Descriptive The study emphasizes the importance of
i, Training and ve analysis in-service police training
&Atuhum Professional method
uze,
(2019)
19 Pierrakos, Understanding Mixed Survey The study found one of the factors which
Zilberberg Police method analysis contributes to police performance is job
, & performance police training
Anderson,
(2019).
20 Qwerk Professional Quantita Diagnostic The study emphasizes the professional
(2020) Development For tive analysis development to
Police Officers method
21 Sequeira, Role of job Mixed Predictive The study found that job training serves
(2018). training in police method analysis multiple roles in police departments
departments
22 Tosuncuo Understanding Mixed Descriptive The study emphasizes that better police
glu (2018) police service method analysis service performance should be structured
performance to empower police personnel to meet
their daily duty
23 Tekkumru Essential Aspects Quantita Discourse The study finds there are some aspects to
-Kisa of Police On the tive analysis consider in any police-on-the-job
(2019) jo method training

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24 Mulford, Role of on-job Converg Convergent The study finds that job training has an
(2021). police training in ent analysis essential role in police performance
police mixed
performance. method
25 Lunenberg Training for Mixed Descriptive The study finds that job police training
, police method analysis catalyst police engagements in their
Korthagen engagement work
,
&Swenne
n, (2018)
26 Kelly Planning for Qualitati Thematic The study finds there are several things
(2020) police ve analysis to consider in planning police service
performance method performance, and this includes a well-
organized training
27 Jumanne Police Qualitati Descriptive The study finds police performance
(2019) Performance ve analysis depends on other factors, including the
method job police training
28 Janlock, A Study on Quantita Discourse
&Zilberbe Police Training tive analysis
rg, (2019) Situation in method
Bangladesh
29 Bett, IMPACT OF Converg Descriptive The study finds training has a positive
(2019). TRAINING OF ent analysis impact on police service performance
POLICE IN BIG mixed
CITIES. method
30 Almpanis, Staff Qualitati Discourse The study finds staff developments are
(2019). Development and ve analysis essential for institutional performance
Institutional method
Support for
Technology

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Enhanced
Learning in UK
Universities.

31 Dachi, Implementing job Mixed Descriptive The study finds the implementation of
Elliott, police training in method analysis on-job police training has not followed
Ihebuzor, Tanzania the clear structure
Ntekim,
&Tibuhin
da, (2022).

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