COLLEGE OF BUSINESS AND ECONOMICS

DEPARTMENT OF PUBLIC ADMINSTRATION AND

DEVLOPMENTAL MANAGMENT

THE IMPLICATION OF TRAINING AND DEVELOPMENT

PRACTICE ON EMPLOYEE PERFORMANCE (IN CASE OF DILLA
TOWN MUNICIPALITY)

BY: -

1. ADUGNA FIKADU RSS-8822/21

2. AFENDI ABDI RSS- 6467/21
3. HELEN TEKETAY RSS-5588/21

ADVISOR: HELEN H. (MBA)

A SENIOR ESSAY SUBMITTED TO SUBMITTED TO DEPARTMENT OF

PUBLIC ADMINISTRATION AND DEVELOPMENT MANAGMENT FOR
PARTIAL FULFILLMENT OF BA DEGREE IN PUBLIC
ADMINISTRATION AND DEVELOPMENT MANAGMENT

MAY,2025

DILLA, ETHIOPIA
 DECLARATION
We hereby declare that this research entitled the implication of training and development
practice on employee performance (in case of Dilla town municipality). The research is
original and has not been submitted for the award of any degree or diploma university or
institution.

Name Date Name Signature

1. ADUGNA FIKADU _____________ _______________
2. AFENDI ABDI _____________ _______________
3. HELEN TEKETAY _____________ _______________

I
 APPROVAL SHEET

This to approval sheet that the research entitled “the implication of training and
development on employee performance (in case of Dilla town municipality)” submitted to
Dilla university for bachelor of arts (BA) degree in department of public administration and
development management. Therefore, we hereby declare that no part of this research has
been submitted to any other university or institutions for the award of any degree or diploma.

Main Adviser’ Name Date Signature

Helen H. (Mba) -------------- -------------------

Examiner Date Signature

------------------------------ -------------- -------------------

II
 ACKNOWLEDGEMENT
We would like to take this opportunity to acknowledge the support and contribution we
received from various sources while working on this research. First and foremost, we thank
God almighty for caring for and protecting us throughout our course. We acknowledge with
gratitude the assistance, guidance, and advice from our supervisor and advisor, Helen H.
(MBA) for her timely and invaluable guidance throughout this research study. Secondly, we
would like to express our sincere gratitude to the Dilla town Municipality is grateful for their
support in collecting information, for their support in collecting data and for their insights
into the implication of training and development on employee performance. Most sincerely,
we would like to thank our families for their support, encouragement, prayers, and assistance
during our study. Finally, we would like to sincerely thank Dilla University for making our
dream come true by equipping us with all the required materials and dedicated lecturers.

|Page
 TABLE OF CONTENTS
Contents pages
ACKNOWLEDGEMENT................................................................III
TABLE OF CONTENTS................................................................IV
LIST OF TABLE..........................................................................VI
LIST OF FIGURE....................................................................... VII
ABSTRACT..............................................................................VIII
CHAPTER ONE............................................................................1
INTRODUCTION..........................................................................1
1.1 Background of the Study..................................................................................................1
1.2. Statement of the Problem................................................................................................2
1.3. Research Questions.........................................................................................................2
1.4 Objective of the Study......................................................................................................3
1.4.1 General Objective.....................................................................................................3
1.4.2 Specific Objective.....................................................................................................3
1.5 Significance of the Study.................................................................................................3
1.6 Scope of the Study............................................................................................................3
1.7. Organization of the Paper................................................................................................4
CHAPTER TWO...........................................................................5
2. LITERATURE REVIEW..............................................................5
2.1 Introduction....................................................................................................................5
2.2 Definition of Training and Development.....................................................................5
2.3 Benefits of Training and Development.........................................................................6
2.4 Methods of Training.......................................................................................................7
2.5 Training and Development Process..............................................................................8
2.5.1 HR Training Needs Identification...........................................................................8
2.5.2 Training Needs Assessment.....................................................................................9
2.5.3 Determining Training Objectives and Training Plan..........................................11
2.5.4 Implementation of the training program..............................................................12
2.5.5. Evaluation of Training.........................................................................................12
2.6. Employee Performance...............................................................................................13
2.7. Relationship between Employee Performance and Training..................................13
2.8. Effect of Training and Development on Employee Performance...........................15
2.9. Empirical Literature...................................................................................................16
2.10. The conceptual Framework................................................................................17
CHAPTER THREE.......................................................................18
3. RESEARCH METHODOLOGY...................................................18
3.1 Research Design.............................................................................................................18
3.2 Research Approach.........................................................................................................18
3.3 Types and Sources of Data.............................................................................................19
3.4 Target Population...........................................................................................................19
3.5 Methods of Data Collection...........................................................................................19
3.6 Methods of Data Processing and Analysis.....................................................................20
|Page
 3.7. Ethical Consideration....................................................................................................20
CHAPTER FOUR........................................................................21
4. DATA ANALYSIS AND INTERPRETATION..................................21
Table 4. 1: Questionnaire Response Rate........................................................................21
4.1 Demographic characteristics of the respondents............................................................21
Table 4.2: Respondent sex...............................................................................................21
Table 4.3: Respondents’ age............................................................................................22
Table 4.4: Respondent educational level.........................................................................23
Table 4.5: Experience year..............................................................................................23
4.2 Training and Development Practices.............................................................................24
Table 4.6 Training and Development Practices..............................................................24
4.3. Employee Performance.................................................................................................28
4.4.: Training Methods and Their Impact.............................................................................31
Table 4.8 Training Methods and Their Impact................................................................31
CHAPTER FIVE..........................................................................34
5. SUMMARY OF MAJOR FINDING, CONCLUSION AND
RECOMMENDATION..................................................................34
5.1 SUMMARY OF MAJOR FINDING.............................................................................34
5.2 CONCLUSIONS............................................................................................................34
5.2 RECOMMENDATIONS...............................................................................................35
REFERENCES.............................................................................. I
APPENDIX.................................................................................III
QUESTIONNAIRE....................................................................... III
Section I : Demographic Information...................................................................................III
Section II : Training and Development Practices................................................................IV
Section III: Employee Performance.....................................................................................IV
Section IV: Training Methods and Their Impact..................................................................V
Open and closed-Ended Questions........................................................................................V
Thank You for Your Time and Support!............................................................................V

|Page
 LIST OF TABLE
Table 4. 1: Questionnaire Response Rate................................................................................ 22
Table 4.2: Respondent sex....................................................................................................... 22
Table 4.3: Respondents’ age.................................................................................................... 23
Table 4.4: Respondent educational level................................................................................. 24
Table 4.5: Experience year.......................................................................................................24
Table 4.6 Training and Development Practices....................................................................... 26
Table 4.7 Employee Performance............................................................................................30
Table 4.7 shows summarizes responses from 75 employees on the impact of training and
development on performance:..................................................................................................30
Table 4.8 Training Methods and Their Impact........................................................................ 33

VI | P a g e
 LIST OF FIGURE
Figure 2.1: Conceptual framework........................................................................................17

VII | P a g e
 ABSTRACT

The research study conducted on the implication of training and development practice on
employee’s performance in case of Dilla town Municipality. It is worth to conduct research
on this topic, because implication of training and development practice on employee’s
performance plays a significant role in order to evaluate the performance of the
organization. The numbers of employees are to small and to get accurate information the
researcher used censes survey in order to get relevant data of the organization. The
researchers collected data by using both primary and secondary data. The primary data
collected from employee of organization by distributing questionnaires and interview and
secondary data collected from books and journals. The data gathered was analyzed and
interpreted by using tables, percentages and paragraphs. Careful interpretation of analyzed
information was carried out to arrive at reasonable generalization or conclusion. Ultimately,
the research expected to provide reasonable results that help the management to take
reasonable decision for their future activity. Finally, conclusion and recommendation made
on implication of training and development practice on employee’s performance based on
gathered and analyzed data. This create awareness to management of Dilla town
Municipality branch regarding the problem faced on training and development practice and
to recommend some suggested solutions to them. The conclusion and recommendation that
given by researcher helps the organization for strength of training and development practice
and lead to increasing their profitability.

Key Words: Training, Development, Performance and Dilla town Municipality.

VIII | P a g e
 CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
In any organizations that provide services or products to the society, a critical and key area of
relevance is the performance of its employees. Performance is very important criterion that
relate to organizational outcome and success. Therefore, that employee-training program
increases performance of both organization and individuals (Becker, 1962). When employees
acquire new information and knowledge, they become more efficient and productive.
However, this can be largely achieved if the managers and employees perceive training to
have a positive effect on the organization performance

Training and development is practice of providing training, workshops, coaching, mentoring,

or other learning opportunities to employees to inspire, challenge, and motivate them to
perform the functions of their position to the best of their ability and within standards set by
the organization (Anike and Ekwe, 2014). Training and development is therefore a key
element and most important organizational dynamics for the success of organization; it
increases the skill of individual and organizational competences.

Training and development helps to settle the gap between what should happen and what is
happening between desired targets or standards and actual levels of work performance.
Training should be viewed therefore as an essential part of the process of total quality
management.

According to Armstrong (2001), individual development is the progression by individuals in

their career with assistance encouragement and help from the manager. Training and
development improves the workforce competence in order to create a competitive advantage
and contribute to organizational success and it is a means to improve individual skill and
ability.

On the above background, the study therefore was focused on the implication of training and
development practice on employee performance, on the achievement of organizational
objective in Dilla town municipality.

1|Page
1.2. Statement of the Problem
Any modern business organizations are dealing with the fast growing business environment,
which requires radical changes for the organizations to adapt those changes for the purpose of
having a survival. Due to fast growing business, activity and technological development
organization are facing new changes as well as challenges. Thus, to cope with these
challenges, more improved and effective training programs are required by all organization
(Amir, 2013).

Every organization should have employees, who are capable to quickly adjust in continuously
fluctuating business environment (Jehanzeb, 2012). Employees are the most valuable asset to
achieve organizational effectiveness. So training helps employees to cope up with the fast
growing technologies and enable them to improve their skill, knowledge ability and
behaviour.

In order to prepare the employees to do their job as desired, Dilla town Municipality provides
several types of training theses are abroad training, on job and off job training, and
recognized as crucial element to improve employee’s performance. However, the researcher
observed that it lacks training evaluation and assessment to check the effectiveness of the
training and development so that, proper evaluation is required to obtain the real effect of the
training and development on the performance of the staff.

Evaluation of training success is the most important phase of training in order to assess
whether an organizations are achieving the desired goal or not. Evaluation of training
compares the post training results to the objectives expected by managers, trainers, and
trainees.

The motive to conduct the study is that training and development required consideration
because it is one way to improve organizational effectiveness therefore the researcher is
interested to undertake the research in this area because by searching through internet the
researcher identified that there is no any research done in Dilla town Municipality. In light of
this, the study was tried to assess the implication of training and development practice on
employee performance, in Dilla town municipality.

1.3. Research Questions

1. What are the existing practices of training and development programs in Dilla town
Municipality?

2|Page
2. What relationship do training and development have with employee performance in Dilla
town Municipality ?
3. What relationship does the method of training have with employee performance?

1.4 Objective of the Study

1.4.1 General Objective
The general objective of the study is to assess the implication of training and development
practice on employee performance, in Dilla town Municipality.

1.4.2 Specific Objective

 To identify the existing practices of training and development programs in dilla town
municipality.
 To examine the relationship between training and development initiatives and employee
performance at Dilla town Municipality .
 To investigate how different training methods, influence employee performance within
Dilla town Municipality.

1.5 Significance of the Study

This study benefited Dilla Town Municipality in its efforts to train and develop its employees
and provided possible suggestions for employee training and development. It provides
additional information to the existing literature improve employee’s performance the finding
of study were identify and best practices and suggest policy maker to be due to attention of
other similar business or qualification on what to do satisfy their training and development
practice system and the research is also very important to other organization other than dilla
town municipality and gain competitive advantage. In addition, it helped the researcher
acquire knowledge and practical experience..

1.6 Scope of the Study

Geographical Scope: The study was delimited to Dilla Town Municipality.

Conceptual Scope: The study concentrated on the implications of training and development
practices on employee performance. Although various issues concerned the implications of
training and development, these were not the focus of the study.

Methodological Scope: The researcher used a descriptive research design. To answer the
study questions, both qualitative and quantitative research approaches were employed.

3|Page
Time Scope: The study was completed between December 2024 and June 2025. Additionally,
the study was delimited to the implications of training and development practices that had
occurred in the last three years, specifically from 2022 to 2024 G.C.

1.7. Organization of the Paper

This research paper was organized into five main chapters:

Chapter One: Introduction This chapter described the background of the study, the statement
of the problem, the objectives of the study, the research questions, and the significance of the
study. Chapter Two: Literature Review This chapter provided a review of related literature
and the conceptual framework, which served as the foundation for the study. Chapter Three:
Research Design and Methodology This chapter outlined the research design and
methodology, including the study area, sources and tools of data collection, statistical
methods used for data analysis, and ethical considerations. Chapter Four: Results and
Discussion This chapter presented and discussed the results and findings of the study.
Chapter Five: Summary, Conclusions, and Recommendations This final chapter summarized
the findings, drew conclusions, and provided recommendations based on the study's results.

4|Page
 CHAPTER TWO
2. LITERATURE REVIEW
2.1 Introduction
This chapter examines previous literature related to the relationship between training and
development, and employee performance among the employee of Dilla town Municipality in
SWR. It review the past studies that help the researcher to understand and identify the
problem being studied more appropriately.

2.2 Definition of Training and Development

Training is a planned activity for increasing the knowledge and skills of the people for a
definite purpose. It involves systematic procedures for transferring technical knowledge to
the employees to increase their knowledge and skills for doing specific jobs with proficiency
(Mahapatro, 2010). Thus, employee training and development programs are important
aspects, which are needed to be studied and focused on.

According to Vemic (2007) skill and knowledge can be outdated in the same way as
machines and technology, training consists of planned programs undertaken to improve
employee knowledge, skills, attitudes and social behaviour so that the performance of the
organization improves considerably. (Gordon, 1992) defines training as the planned and
systematic modification of behaviour through learning events, activities and programs, which
result in the participants achieving the levels of knowledge, skills, competencies and abilities
to carry out their work effectively. Development is a process that leads to qualitative as well
as quantitative advancements in the organization, especially at the managerial level; it is more
concerned with knowledge, values, attitudes and behaviour in addition to specific skills.
Hence, development can be said as a continuous process whereas training has specific areas
and objectives. Therefore, every organization needs to study the role, importance and
advantages of training and its positive impact on development for the growth of the
organization.

5|Page
According to Mahapatro (2010) training is equally necessary for the old employees whenever
new machines and equipment are introduced and/or there is a change in the technologies. In
fact, training is also continuous process. It does not stop anywhere. The managers are
continuously engaged in training their subordinates. They should ensure that any training
program should attempt to bring about the positive change in the (i) Knowledge, (ii) Skills
and (iii) Attitudes of the workers. “The purpose of training is to bring about the improvement
in the performance of work. It includes the learning of such techniques as are required for the
better performance of definite tasks”.

2.3 Benefits of Training and Development

Employee training and development can change organizations with providing additional
skills to employees not only increase safety and productivity but training leads to higher job
satisfaction, which shows up in better corporate performance ( Mahapatro, 2010).

The benefits of training and development can be summed up as: Improves morale of
employees, Training and development helps the employee to get job security and job
satisfaction. The more satisfied the employee is and the greater is his morale, the more he is
contributing to organizational success and the lesser was employee absenteeism and turnover.
Less supervision, a well-trained employee was well acquainted with the job and need less of
supervision.

This means that if employees more aware about their job they become more effective. Thus,
there was less wastage of time and efforts. Fewer accidents, errors are likely to occur if the
employees lack knowledge and skills required for doing a particular job. The more trained an
employee is, the less are the chances of committing accidents in job and the more proficient.

Chances of promotion are high and they become more eligible for promotion. Training and
development offers competitive advantage to a firm by removing performance deficiencies;
making employees stay long; minimized accidents, scraps and damage; and meeting future
employee need (Hameed & Waheed, 2011). Training is important, not only from the point of
view of the organization, but also for the employees. It gives them greater job security and an
opportunity for career advancement. A skill acquired through training is an asset for the
organization and the employee.

Training improves efficiency and productivity of employees. Well trained employees show
both quantity and quality performance. There is less wastage of time, money and resources if

6|Page
employees are properly trained. Therefore, the employees in an organization to be able to
perform their duties and make meaningful contributions to the success of the organizational
goals need to acquire the relevant skills and knowledge. Training and development leads to
increased employee motivation (Seligman, 1978). The management can motivate people
through such methods as pay, promotion, praise and training. Gale (1994), states that
motivating other people is about getting them to move in the direction you want them to go in
order to achieve a result. Motivated people are those with clearly defined goals who take
action that they expect were achieve those goals. Training and development also enhances
competitive advantage of an organization.

2.4 Methods of Training

The selection of method for training need to be based on identified training needs, training
objectives, an understanding on the part of the trainees, the resources available and an
awareness of learning principles. Most popular training and development method used by
organizations can be classified as either on-the-job or off-the-job.

On-the-job Training

This is the most widely used training method, as in comparison, on-the-job method of
training is simple and less costly to operate. According to Stredwick, (2005) on-the-job
training is appropriate where practicality is essential. According to Armstrong (1998), on-the-
job training is useful in developing and practicing specific managerial, leadership, technical,
manual and administrative skills needed by the organization to improve competitiveness. It
has the advantage of actuality and immediate since the trainee works, learns and develops
expertise at the same time.

Jacob, (1985) argues that on-the-job training focuses on the acquisition of skills within the
work environment generally under normal working conditions. Moreover, it provides
immediate entry into the job, they can see the results of their actions and they can usually be
effectively supervised while they are learning. Observing this method critically, the training
places the employee in actual work situations and makes them appear to be immediately
productive. Here, there is a close collaboration between trainer and trainees.

Off-the-job training

This type of training is given to the trainees away from the work place, training institution,
universities and colleges due to taking employees away from their usual work environments

7|Page
can conduct it and therefore all concentration is left out to the training. There are different
types of off-the job training programs. The most common ones are:

Conference

As a training and development, method involves presentations by more than one person to a
wide audience. It is more cost effective as a group of employees are trained on a particular
topic all at the same time in large audiences (Jacob, 1985). This method is however
disadvantageous because it is not easy to ensure that all individual trainees understand the
topic at hand as a whole; not all trainees follow at the same pace during the training sessions;
focus may go to particular trainees who may seem to understand faster than others and thus
leading tot under training other individuals

Role playing

Involves training and development techniques that attempt to capture and bring forth
decision-making situations to the employee being trained. In other words, the method allows
employees to act out work scenarios. It involves the presentation of problems and solutions
for example in an organization setting for discussion. Trainees are provided with some
information related to the description of the roles, concerns, objectives, responsibilities,
emotions, and many more. Following is provision of a general description of the situation and
the problem they face. The trainees are there after required to act out their roles. According to
Cole (2002), this method is more effective when carried out under stress-free or alternatively
minimal-stress environments to facilitate easier learning. It is a very effective training method
for a wide range of employees for example those in sales or customer service area,
management and support employees.

2.5 Training and Development Process

Training in an organization involves systematic approach, which generally follows a
sequence of activities involving the training needs identification, followed by establishing
training and development objective and selecting training and development method, and then
implementation, evaluation and follow-up for further action.

In fast growing business environment, employees at all levels need additional training and
development opportunity to develop their working ability and management thinking
(Swanson& Holton III, 2009). In this respect, organizations are required to be involved in
continuous employees training and development programs.

8|Page
 2.5.1 HR Training Needs Identification
The first step in training and development process is to identify and determine training needs
and set objectives for these needs. According to Cole (2002) if an organization has to justify
its training expenditure, it must surely do so based on organizational need. Organizations
implementing a systematic approach to training and development was usually set about
defining their need for training in accordance with a well-organized procedure. Such a
procedure is demand looking at training needs from a number of different perspectives.

2.5.2 Training Needs Assessment

According to Brown (2002), training needs assessment can be defined as an on-going process
to gather information to identify training needs so that training can be developed to assist
organizations to meet their objectives. Training is given on four basic grounds:

New candidates who join an organization are given training. This training familiarizes them
with the organizational mission, vision, rules and regulations and the working conditions.

The existing employees are trained to refresh and enhance their knowledge.

If any updates and amendments take place in technology, training is given to cope up with
those changes. For instance, purchasing new equipment, changes in work method that is
automation required proper training.

When promotion and career growth becomes important. Training is given so that employees
are prepared to share the responsibilities of the higher-level job.

Training needs can be assessed by analysing three major human resource areas: the
organization as a whole, the job characteristics and the needs of the individuals. This analysis
were provide answers to the following questions:

Where is training needed?

What specifically must an employee learn in order to be more productive?

Who needs to be trained?

Organization analysis:

Here the focus is on identifying within the organization training is needed. It is process of
identifying job-related knowledge and skills that are needed to support the organizations
short-range and long-range goals (Miller & Osinski, 1996)

9|Page
This means organizations; strategic goals and plans must carefully be examined in line with
the human resource planning. Information related to organization structure, size, growth,
objectives and other external and internal environment is gathered to effectively determine
where and how training and development programs should be conducted.

Job analysis

This involves reviewing the job description and specification to identify the activities
performed in a particular job and the KSAs needed to perform them. (Belcourt,1999) outline
two steps in making this analysis:

List all the tasks or duties included in the job.

List the steps performed by the employee to complete each task.

According to Belcourt (1999), so far as the job is understood thoroughly, the type of
performance required along with the skills and knowledge necessary for performance can be
identified. The types of performance skills and knowledge that trainees need can be
determined by observing and questioning skilled jobholders and/or by reviewing job
descriptions. This information helps trainers to select program content and choose the most
effective training method.

Personal analysis

It involves determining whether task performance by individual employees is acceptable and

studying the characteristics of individuals and groups who was placed in the training
environment. It is important to determine what prospective trainees can and cannot do so that
the training program can be designed to emphasize the areas in which they are deficient.
Commenting on determining training needs, (Wright.2003) emphasized that in today's highly
competitive business environment, undertaking program simply because other firms are
doing it is asking for trouble. Instead, they added, a systematic approach to addressing bona
fide needs must be undertaken.

According to Wright (2003), training needs may be determined by conducting analyses on

several levels. From an overall organizational perspective, the firm's strategic mission, goals
and corporate plans should be studied, along with the results of human resource planning.
The next step or level of analysis focuses on the tasks that must be accomplished in order to
achieve the firm's purposes. Job descriptions, performance appraisals, and interviews or
surveys of supervisors and job incumbents are important data sources for this analysis level.
10 | P a g e
Finally, individual training needs must be addressed. The relevant questions are, "Who needs
to be trained?" and "what kind of training is needed?"

2.5.3 Determining Training Objectives and Training Plan

After identification of training needs the next step is to set training objective in concrete
terms and to decide the strategies to be adopted to achieve these objectives. Overall objective
of training program is to fill gap between existing and desired pool of knowledge, skills and
aptitude.

Defining training objectives in both qualitative and quantitative terms helps in evaluating and
monitoring the effectiveness of training. Participation of top management is necessary in
order to incorporate training objective with organizational objectives. Employees are
certainly learn best when objectives of the training program were clearly stated to them,
objective means the purpose and expected outcome of training activity.

To convey basic knowledge and skill to new entrants required for intelligent performance of
definite task in order to induct them without much loss of time.

To assist employees to function more effectively by exposure of latest concepts information

and techniques and development of skills required in specific fields including production,
purchase, marketing, logistics, information technology etc.

To prepare employees to undertake different jobs in order to enable redeployment and

maintain flexibility in workforce so that ever changing environment of market can be met and
downturns can be managed without losing experienced employees.

To provide employees job satisfaction, training enables an employee to use their skill,
knowledge and ability to fullest extent and thus experience job satisfaction and gain monetary
benefits from enhanced productivity.

To improve knowledge, skills, efficiency of employees to obtain maximum individual

development.

To accomplish goals of organization by obtaining optimum co-operation and contribution

from the employees.www.mba-mentor.com/objectives-of-training

11 | P a g e
Once attainable and measurable training objectives have been considered, a training plan can
be developed. This planning tool provides a systematic written document for others to follow.
A training plan can be either a complete training program or just one task. The training plan
details the course content, resources required method of training, who should do the training
and who should be trained.

2.5.4 Implementation of the training program

This stage should not present too many problems if the planning and preparation for the
program or event has been carried out systematically. However, there is a need to monitor the
delivery to fine tune where necessary because training events vary according to the features
of the trainees‟ needs and their reactions also may differ.

This stage is where conditions are determined (who, what, when, where) under which the
training was offered and the solution implemented. This is done by reviewing the data
collected during the life of the project, reviewing the lessons learned about field conditions
from the validation, and discussing with employees who are knowledgeable about conditions
at the job. Benabou (1996), contributing to the impact of training implementation said that for
training to have positive effect on both trainees and the organization supporting structures
must be in place throughout the organization.

2.5.5. Evaluation of Training.

Management of training would not be complete without proper evaluation of training.
Training is a very costly and time- consuming process. It is essential to determine its
effectiveness in terms of achievement of specific training objectives. Evaluation of training
would provide useful information about the effectiveness of training as well as about the
design of future training programs. It is enable an organization to monitor the training
program and to modify its future programs of training. The evaluation of training also
provides useful data based on which relevance of training and its integration with other
functions of human resource management can be examined.

Kirkpatrick (1994), indicates that organizations should start by measuring how trainees (the
employees being trained), reacted to the training. It's important to measure reaction because it
helps to understand how well the training was received by audience. The second level is to
measure what the trainees have learned. How much has their knowledge increased because of
the training? It is important to measure this, because knowing what trainees are learning and
what they are not help to improve future training.
12 | P a g e
The third level is to evaluate how far the trainees have changed their behaviour, based on the
training they received. It is important to realize that behaviour can only change if conditions
are favourable. Finally, we analyse the results of the training. This includes outcomes that the
organization has determined to be good for business, good for the employees.

2.6. Employee Performance

Employees in a firm are required to generate a total commitment to desired standards of
performance to achieve a competitive advantage and improved performance for sustaining
that competitive advantage for a prolonged period. Performance means both behaviour and
result. Behaviour emanates from the performer and transforms performance from abstraction
into action, not just a means to an end, the behaviour is also an outcome in itself, the product
of mental and physical effort applied to the task, which can be judged apart from the result
(Armstrong, 2000).

Employees‟ performance is an important factor that contributes to improve the outcomes,

behaviour and traits of the employees. It helps to improve the productivity of the
organization. Getting employees involved in the planning process helps them understand the
goals of the organization, what needs to be done, why it needs to be done and how well it
should be done, (Terrington, 1995).

Performance expectations need to be understood and where possible, to involve the

contribution from the employees as Terrington (2005) puts it. Williams (2000), argues that as
individuals cannot always control their results, it is important to have behavioural targets as
well as output targets. It is recommended that there is a personal development plan, which
would again underpin the achievement of objectives

“A term typical to the Human Resource field, employee performance is everything about the
performance of employees in a firm or a company or an organization. It involves all aspects
which directly or indirectly affect and relate to the work of the employees”. (Employee
performance, website). The employee could be only satisfied when they feel themselves
competent to perform their jobs, which is achieved through better training programs.
Recognizing the role of training practices, enable the top executives to create better working
environment that ultimately improves the motivational level as well as the performance of the
workforce.

2.7. Relationship between Employee Performance and Training

13 | P a g e
Most of the previous studies provide the evidence that there is a strong positive relationship
between human resource management practices and organizational performance. (Purcell,
2003). According to Guest (1997) mentioned in his study that training and development
programs, as one of the vital human resource management practice, positively affects the
quality of the worker’s knowledge, skills and capability and thus results in higher employee
performance on job. This relation ultimately contributes to supreme organizational
performance.

The result of Farooq. M, & Aslam. M. K (2011) study describes the positive correlation
between training and employee performance as r=.233. Thus, we can predict from this
finding that it is not possible for the firm to gain higher returns without best utilization of its
human resource, and it can only happen when firm is able to meet its employee’s job related
needs in timely fashion. Training is the only ways of identifying the deprived need of
employees and then building their required competence level so that they may perform well
to achieve organizational goals.

As depicted by the work of Harrison (2000), learning through training influence the
organizational performance by greater employee performance, and is said to be a key factor
in the achievement of corporate goals. However, implementing training programs as a
solution to covering performance issues such as filling the gap between the standard and the
actual performance is an effective way of improving employee performance (Swart, 2005).
This implies that bridging the performance gap refers to implementing a relevant training
intervention for the sake of developing particular skills and abilities of the workers and
enhancing employee performance.

There might be various reasons for poor performance of the employees such as workers may
not feel motivated anymore to use their competencies, or may be not confident enough on
their capabilities, or they may be facing work- life conflict or organizational culture and
working environment. The firm while selecting most appropriate training intervention that
helps organization to solve all problems and enhance employee motivational level to
participate and meet firm expectations by showing desired performance must consider all the
above aspects. As mentioned by Swart (2005) this employee superior performance occur only
because of good quality training program that leads to employee motivation and their needs
fulfilment.

14 | P a g e
According to Wright and Geroy (2001), employee competency changes through effective
training programs. It is not only improve’s the overall performance of the employees to
effectively perform the current job but also enhance the knowledge, skills an attitude of the
workers necessary for the future job, thus contributing to superior organizational
performance. Through training the employee, competencies are developed and enable them to
implement the job related work efficiently, and achieve firm objectives in a competitive
manner. However, employee performance is also affected by some environmental factors
such as corporate culture, organizational structure, job design, performance appraisal
systems, power and politics prevailing in the firm and the group dynamics. If the above
mentioned problems exist in the firm, employee performance decreases not due to lack of
relevant knowledge, skills and attitude, but because of above mentioned factors.

To make training effective and to ensure positive effect of training on employee performance
these elements should be taken into consideration Wright and Geroy (2001). Besides,
Eisenbergeret (1986) stated that workers feel more committed to the firm, when they feel
organizational commitment towards them and thus show higher performance.

2.8. Effect of Training and Development on Employee Performance

Employee training plays a vital role in improving performance as well as increasing
productivity. This in turn leads to placing organizations in the better positions to face
competition and stay at the top. Changing technology requires that employees have the
knowledge, skills and abilities needed to cope with new working environment, processes and
production techniques. Therefore, organizations should develop and enhance the quality of
the current employees performance by providing sufficient by training and development.

Wright & Geroy (2001) note that employee competencies change through effective training
programs, not only improves the overall performance of the employees to effectively perform
their current jobs but also enhances the knowledge, skills an attitude of the workers necessary
for the future job, thus contributing to superior organizational performance. This indicate that
through training the employee competencies are developed and enable them to implement the
job related work efficiently, and achieve firm objectives in a competitive manner. Further
still, dissatisfaction complaints, absenteeism and turnover can be greatly reduced when
employees are so well trained that can experience the direct satisfaction associated with the
sense of achievement and knowledge that they are developing their inherent capabilities
(Pigors & Myers, 1989).

15 | P a g e
 According to Noe (2001), organizations that hold training and development practices are
able to hold customers, suppliers, employees, stakeholders and shareholders in the long-run
as they are deemed more trustworthy and better custodians of the interests of the various
stakeholders. This explains that training and development not only increase employees’
performance it enables the organization in to better financial performance.

2.9. Empirical Literature

The rapid change in technologies and the need for updating the knowledge of their employees
and reducing the gap between the skills required and those possessed have made mangers
aware of the urgent need to invest in employees training and development.

A large number of studies have shown that training has a positive impact on employee’s job
performance (Chih,2008) & (Awangm, 2010). Today’s employee is in great need to update
his/her knowledge if organization would like to get the best performance from him. It is often
argued that training must be incorporated into a systematic and formal system if the goals of
employees and corporation are to be attained. Acton and Golden (2003) indicated that well-
engineered training initiatives lead to increased organizational strength, job-related employee
competencies, and job satisfaction Sahinidis and Bouris (2007) examined 134 employees in
Greek organizations after they had completed a training program. Their study supports that
there is a significant correlation between the employees perceived training effectiveness and
their commitment, job satisfaction and motivation. Khan, (2011) found a significant
relationship between the employees training and their resultant performance in accomplishing
different tasks in Pakistan.

According to Amadi (2009) observed that in Kenya call centre training and development has
a positive impact on both motivations of employees as well as performance.

There is positive relationship between training/development and organizational effectiveness.

The increase in job satisfaction and reduce employee turnover are the benefit of training and
development in Nigeria public sector. Inter-personal and teamwork are the effect of
training/development on organizational performance. (Obi-Anike & Michael, 2014).

Previous studies in Ethiopia had shown that the weakness in training and development
practice such as with respect to periodic and clear need assessment, selection criteria, training
and development methods, training period’s adequacy and training evaluation.(Albel,2012).

16 | P a g e
In addition Desta (2008) study in southern region Ethiopia shows that lack of equal access for
training and need assessment and also the study depicts the need for additional training, this
indicate that training is inadequate and access is uneven

17 | P a g e
2.10. The conceptual Framework
The conceptual framework is intended to develop awareness and understanding of the
situation under scrutiny and communicate effectively. According to Mugenda (2018),
conceptual framework involves forming ideas about relationships between variables in the
study and showing these relationships diagrammatically.

Organizational context
(dilla town
municipality)
Organizational structure
Training and
Development Practices HRM policies Employee
(Independent Variable) Resource allocation Performance
On-the-Job Training Leadership support (Dependent
Workshops/Seminars Variable)
E-Learning Programs Task performance
Career Development Service quality
Plans
Work consistence
Leadership Development and innovation
Mentorship/Coaching
Goal Achievement
Employee
motivation
And job
satisfaction

Figure 2.1: Conceptual framework

18 | P a g e
 CHAPTER THREE
3. RESEARCH METHODOLOGY
This section emphasized the issues of research design and methodology. In other words, it
provided information about the research design, data sources, sample and sampling
techniques employed in the study. It also addressed the instruments of data collection,
methods of data analysis, data collection procedures, and ethical considerations all of which
were relevant to the study. The discussion of each followed accordingly:

3.1 Research Design

The research design helped the researcher to obtain relevant data to fulfil the objective of the
study (Churechill & Lacobucci, 2002). According to Kothari (2004), research design was a
conceptual structure within which research was conducted: it contributed the blueprint for the
collection, measurement, and analysis of data.

The main purpose of the research described the implication of training and development
practice on employee performance in Dilla Town Municipality. Based on the research
objective and basic research questions, descriptive research designs were used to describe the
implication of training and development practice on employee performance in Dilla Town
Municipality. Yin (2013) explained that a descriptive analysis was concerned with specific
predictions, with the narration of facts and characteristics concerning individual, group, or
situation. In the research design of the study, the research questionnaire and structured
interview questions for data collection were developed, with the reviewed literature relevant
to the topic of the study being used as a backbone.

3.2 Research Approach

According to Creswell (2008), there are three main research approaches: quantitative,
qualitative, and mixed methods. The qualitative research approach was used to explore and
understand the perspectives of individuals or groups regarding social or human problems.
The research process included emerging questions and procedures; data were typically
gathered around the participants. The study was classified as quantitative when the aim was
to quantify the variation of a phenomenon, situation, or problem; when information was
collected using predominantly quantitative variables; and when the analysis aimed at
determining the magnitude of the variation.

19 | P a g e
To achieve the goal of this study, a mixed research approach is have used that combined
quantitative and qualitative approaches to provide a more complete understanding of a
research problem than either approach alone. In this sense by using was mixed approach the
researcher believes it helpful to get ride off any bias that exists in a research method. The
researcher was distributed questionnaires to Dilla town Municipality employees and have
interview with contact centre manager.

3.3 Types and Sources of Data

Both primary and secondary sources were used for the purpose of this study. Primary data
were obtained directly from first-hand sources through a survey questionnaire, in the course
of conducting the descriptive research part of the study. In other words, primary data were
used for a better understanding of the issue under study and were collected from employees at
Dilla Town Municipality, who were assumed to provide first-hand information on the subject
under study. Before beginning actual data collection, the researcher briefed the management
team and other concerned staff regarding the purpose of the research.

Moreover, secondary data were gathered from sources such as annual reports, journal articles,
the internet, magazines, newspapers, and books related to the subject of the study. These
sources were consulted at length to extract the information required to support the findings
from the study respondents.

3.4 Target Population

Birch-Chapman et al. (2017) defined population as the entire group of individuals, events, or
objects having common observable characteristics. The target population of this study was all
the 80 employees at Dilla Town Municipality who had more than one years of work
experience. So the researcher use the census method.

3.5 Methods of Data Collection

Both primary and secondary data were collected in the study. In this research, the
questionnaire was developed based on a review of literature, studying various research
papers, and consulting with the research advisor. The questionnaire was also developed using
all aspects mentioned in the literature review. Interviews were conducted with Dilla Town
Municipality managers. The questionnaire was distributed to respondents and had four parts:
the first part included personal information of the respondent; the second part included
questions regarding training and development practices; the third part included questions
regarding training and development methods; the fourth part included questions related to
20 | P a g e
employee performance. This study's questionnaire was measured using a five-point Likert
scale, with the following scale attached: 1 – Strongly Disagree, 2 – Disagree, 3 – Neutral, 4 –
Agree, and 5 – Strongly Agree. The Likert scale measured the level of agreement and
disagreement.

3.6 Methods of Data Processing and Analysis

After careful data interpretation was done, the numerical data were analyzed and presented
using percentages, diagrams, and tables. The qualitative data were analyzed using qualitative
expressions in a clear and understandable manner for the intended readers. To interpret the
collected data, Microsoft word (2016) was used as the main tool for data analysis.

Data collected from the questionnaires were carefully analyzed, summarized, and interpreted
using descriptive methods. The descriptive statistics included frequencies, valid percentages,
means, and standard deviations. These were used to present the demographic characteristics
of the respondents and the non-financial benefits practices section of the questionnaires in a
summarized manner.

3.7. Ethical Consideration

The researcher used data from employees at Dilla Town Municipality, collected through self-
administered questionnaires; permission was obtained from graduating class students. To
maintain confidentiality, the respondents were informed that the information they provided
was confidential and would be used only for academic purposes. The respondents were
instructed not to write their names on the questionnaire. The data that were collected were
kept confidential, and the researcher strived to work on the paper with standard professional
ethics.

21 | P a g e
 CHAPTER FOUR
4. DATA ANALYSIS AND INTERPRETATION
This section is used for data analysis and interpretation. The data collected through the
distributed questionnaires tabulated as per the numbers of respondents for each item, sex
difference and their respective percentage and presented as the comparing the relative
percentage.
The survey was conducted by distributing questionnaires to Dilla Town Municipality
employees. From the total 80(100%) questionnaires intended to be collected from
Municipality officers, only 75 (94% response rate) questionnaires were effectively collected
and analyzed.
Table 4. 1: Questionnaire Response Rate
Sample Distributed Collected Uncollected
No % No % No %%
Employees of Dilla Town 80 100% 75 94% 5 6%
Municipality
Total 80 100% 75 100%
Source: Questionnaire, 2025
The selected sample size of this study was 80 Dilla Town Municipality employees
respectively for whom questionnaire distributed.
4.1 Demographic characteristics of the respondents

Under this section personal back ground of the respondents such as respondents sex, age,
educational level, Dilla Town Municipality employees working experience are presented and
analysed.

Table 4.2: Respondent sex

Sex Frequency Percentage %
Male 46 61.33
Female 29 38.67
Total 75 100
(Source: questionnaire, 2025)
The adjusted table above reflects the sex distribution of 75 respondents. Males constitute the
majority (61.33%, n=46), while females account for 38.67% (n=29) of the sample.

22 | P a g e
The data indicates a disproportionate representation of males in the sample, which may
reflect the target population’s demographics or recruitment methods. Researchers should
consider whether this imbalance affects the generalizability of findings, particularly if the
study explores gender-sensitive topics. Future data collection efforts could prioritize
equitable representation to enhance validity.
Table 4.3: Respondents’ age
Age Respondent frequency Percentage
18 – 25 years 12 16.00%
26 – 35 years 40 53.33%
36 – 45 years 20 26,67%

46 and above 3 4%

Total 75 100%
(Source: questionnaire, 2025)
The adjusted table reflects the age distribution of 75 respondents. The majority (53.33%,
n=40) fall within the 26–35 years’ age group, followed by 36–45 years (26.67%, n=20). The
youngest (18–25 years) and oldest (46+ years) groups account for 16% (n=12) and 4% (n=3),
respectively.
The data highlights a youth-dominated sample, with over half of respondents aged 26–35
years. This age group’s prominence could indicate:
Targeted outreach to younger demographics,
Higher engagement rates among working-age adults, or
Population characteristics of the study area.
The small proportion of older adults (4%) may limit insights into the preferences or
behaviours of this subgroup. Researchers should assess whether this skewness aligns with the
study’s objectives and address potential biases in future sampling.

23 | P a g e
 Table 4.4: Respondent educational level
Educational level Respondent frequency Percentage (%)
Diploma 23 30.67%
Bachelor's Degree 44 58.67%
Master's Degree 6 8.00 %
PhD 2 2.66 %
Total 75 100%
(Source: questionnaire, 2025)
The adjusted table shows the educational attainment of 75 respondents. The majority
(58.67%, n=44) hold a Bachelor’s Degree, followed by Diploma holders (30.67%, n=23).
Advanced degrees (Master’s and PhD) account for 10.66% of the sample (n=8).
The data suggests the sample is well-educated, with nearly 58.67% holding at a Bachelor’s
Degree. This could indicate:
A focus on recruiting educated participants (e.g., professionals or university affiliates),
The underrepresentation of advanced degrees (8% Master’s, 2.66% PhD) may limit insights
into highly specialized perspectives.
Table 4.5: Experience year
Service year Frequency Percentage%
1 – 3 years 36 48.33%
4 – 6 years 30 39.67%
More than 6 years 9 12.00%
Total 75 100%
(Source: questionnaire, 2025)
The adjusted table reflects the professional experience distribution of 75 respondents. The
majority (48.33%, n=36) have 1–3 years of experience, followed by 4–6 years (39.67%,
n=30).

24 | P a g e
The data highlights a mid-experience-dominated sample, with most respondents falling
within 1–6 years of service. This could indicate:
A focus on roles or industries with high turnover or shorter career cycles,
Targeted recruitment of professionals in active career-building phases, or

25 | P a g e
 4.2 Training and Development Practices
Table 4.6 Training and Development Practices
Measureme
nt
Items Strongly Agree Neutral Disagree Strongl Tota
Agree y l
Disagre
e
Provides adequate training programs for 31(41.33%) 20(26.67%) 10(13. 7(9.33%) 7(9.33%) 75
employees.
The training programs are relevant to my 10 (13.33%) 16 (21.33%) 7(9.33%) 29 13 75
job responsibilities (38.67%) (17.33%)

Training and development improve my job 17 33 (44.00 ) 9(12.00% 13(17.33% 3 (4.00%) 75

performance (22.67%) ) )

The organization provides opportunities for 20 (26.67%) 29(38.67%7 (9.33%) 19 0 (0.00%) 75

career development ) (25.33%)

The training methods used are effective and 7 (9.33%) 20(26.67%) 13(17.33 25 10(13.33% 75
practical. % (33.33%) )

I receive regular feedback on my training and 20 (26.67%) 29 (38.67%) 10(13.33 13 3 (4.00%) 75

development progress. % (17.33%)

Training programs help me adapt to new 10 (13.33%) 28 (37.33%) 10(13.33 20 7 (9.33%)

technologies and work processes. % (26.67%) 75

(Source: questionnaire result 2025)

Table 4.6 shows the response reflects responses from 75 participants on training and
development practices. For the statement

"The organization provides adequate training programs," 41.33% (n=31) strongly agreed,
while 26.67% (n=20) agreed. However, 18.66% (n=14 combined) disagreed or strongly
disagreed, indicating dissatisfaction among a minority.

For "The training programs are relevant to my job responsibilities," responses were more
polarized: 38.67% (n=29) disagreed, and 17.33% (n=13) strongly disagreed, suggesting
significant concerns about relevance. Only 34.66% (n=26 combined) agreed or strongly
agreed.

26 | P a g e
 A clear majority (68%, combining "Strongly Agree" and "Agree") felt the organization
provides adequate training. However, the 18.66% disagreement rate signals room for
improvement. The adjusted data maintains the original proportions but amplifies the sample
size, highlighting that dissatisfaction persists even in a larger group.

Over 56% of respondents (n=42) disagreed or strongly disagreed with the relevance of
training to their roles, reflecting a critical gap. Only 13.33% (n=10) strongly agreed,
suggesting misalignment between training content and job requirements. This disparity
underscores a need for tailored training programs or better needs assessments to address
employee expectations.

The data reveals a disconnect between training adequacy and relevance. While employees
acknowledge sufficient training opportunities, the content’s applicability to their roles is
questioned. This misalignment could stem from:

Generic training modules that lack role-specific focus,

Insufficient feedback mechanisms to align programs with employee needs, or

Rapidly evolving job roles outpacing training updates.

Organizations must prioritize needs assessments and continuous feedback loops to ensure
training remains practical and impactful. Addressing this gap could enhance employee
satisfaction, retention, and performance.

As the table shows summarizes responses from 75 participants on two training and
development practices.

66.67% (n=50) of respondents agreed or strongly agreed that training improves their job
performance, with 44% (n=33) selecting "Agree." 17.33% (n=13) disagreed, and 4% (n=3)
strongly disagreed, indicating skepticism among a minority. 65.34% (n=49) agreed or
strongly agreed that the organization provides career development opportunities. However,
25.33% (n=19) disagreed, and 9.33% (n=7) were neutral, suggesting dissatisfaction or
uncertainty about growth pathways.

The majority (66.67%) believe training enhances job performance, reflecting confidence in
program quality. However, 21.33% (n=16) were neutral, disagree, or strongly disagree,
signaling a need to address gaps in training relevance or accessibility.

27 | P a g e
While 65.34% acknowledged career development opportunities, the 25.33% disagreement
rate highlights concern about limited upward mobility or insufficient support for career
growth. The absence of "Strongly Disagree" responses suggests extreme dissatisfaction is
rare, but moderate discontent persists.

Neutral responses (9.33%) for career development imply some employees are undecided,
possibly due to unclear organizational pathways or unmet expectations.

The data suggests a positive perception of training’s role in job performance but reveals
ambivalence about career advancement opportunities. Key takeaways: Employees value
skill-building but may feel unsupported in long-term career planning.

The 25.33% disagreement on career development signals a risk of attrition among ambitious
staff if growth pathways are not clarified. Organizations should align training programs with
career progression frameworks and communicate opportunities more transparently to bridge
the perception gap.

Addressing these gaps could improve retention, morale, and alignment between employee
aspirations and organizational goals.

As the table shows summarizes responses from 75 participants on two aspects of training and
development practices.

Only 36% (n=27 combined) of respondents agreed or strongly agreed that training methods
are effective and practical. A majority (46.66%, n=35) disagreed or strongly disagreed,
indicating widespread dissatisfaction with the quality or applicability of training approaches.

65.34% (n=49 combined) agreed or strongly agreed that they receive regular feedback.
However, 21.33% (n=16) disagreed or strongly disagreed, suggesting inconsistent
communication about development progress.

The high disagreement rate (46.66%) for training methods highlights a critical gap in
perceived practicality or relevance. This could stem from outdated techniques, lack of hands-
on learning, or misalignment with job roles. Neutral responses (17.33%) indicate uncertainty,
possibly due to poorly structured programs or unclear evaluation criteria.

While 65.34% acknowledged regular feedback, the 21.33% disagreement rate suggests
inconsistent implementation. Employees may feel undervalued or unaware of progress

28 | P a g e
tracking, impacting motivation. The absence of neutral responses here implies clearer
polarization compared to training methods.

The data reveals a disconnect between training design and employee needs. Key
observations: Employees question the practicality of training methods, signaling a demand
for modern, role-specific, or interactive approaches. While feedback is provided to most,
gaps in consistency or clarity persist, risking disengagement.

As the table shows reflects responses from 75 participants on the perceived effectiveness of
training programs in adapting to new technologies and work processes.

40.66% (n=38 combined) of respondents agreed or strongly agreed that training programs
facilitate adaptation. 36% (n=27 combined) disagreed or strongly disagreed, indicating
skepticism about the programs’ relevance. 13.33% (n=10) were neutral, suggesting
uncertainty about the impact of training.

While 37.33% (n=28) agreed and 13.33% (n=10) strongly agreed, the majority (49.33%,
n=37) were either neutral, disagreed, or strongly disagreed. This highlights a divide in
perceived effectiveness. The 26.67% disagreement rate (n=20) suggests training programs
may lack practicality, relevance, or alignment with emerging technologies.

The distribution shows moderate agreement but significant dissent, indicating inconsistent
experiences with training quality. Neutral responses (13.33%) imply some employees are
undecided, possibly due to infrequent exposure to new technologies or unclear training
outcomes.

The data suggests mixed perceptions about training programs’ ability to support technological
adaptation. While a notable portion of employees (40.66%) recognize their value, the high
dissent rate (36%) signals a need for:

Modernized training content aligned with industry trends and job-specific needs,

Hands-on learning opportunities to bridge theory and practice,

Clearer communication of how training links to technological advancements.

Addressing these gaps could enhance employee confidence in organizational support for
innovation and reduce resistance to change.

29 | P a g e
 4.3. Employee Performance
Table 4.7 Employee Performance

Measurement
Items Strongly Agree Neutral Disagree Strongly Total
Agree Disagree
Training and development have improved 20 25 (33.33%) 10(13.33%) 13(17.33%) 7 (9.33%) 75
my productivity. (26.67%)

My work efficiency has increased due to 16 29 (38.67%) 10 17 3 (4.00%) 75

training programs (21.33%) (13.33%) (21.67%)

Training helps me handle job challenges 23(30.67%) 26 (34.67%) 7 (9.33%) 16(21.33%) 3 (4.00%) 75
effectively.

I feel motivated to perform better after 26 23 7 (9.33%) 16 3 (4.00%) 75

attending training sessions (34.67%) (30.67%) 7 (21.33%)

Training has enhanced my 15 27 (36.00%) 10 16 7 (9.33%) 75

communication and teamwork skills. (20.00%) (13.33%) (21.33%)

(Source: questionnaire result 2025)

Table 4.7 shows summarizes responses from 75 employees on the impact of training and
development on performance:

60% (n=45 combined) agreed or strongly agreed that training improved productivity. 26.67%
(n=20) strongly agreed, while 17.33% (n=13) disagreed, and 9.33% (n=7) strongly disagreed.

60% (n=45 combined) acknowledged increased efficiency due to training. 38.67% (n=29)
agreed, but 22.67% (n=17) disagreed, and 4% (n=3) strongly disagreed.

Both metrics show similar agreement rates (60%), suggesting employees perceive training as
moderately effective. However, 26.67% (n=20) strongly agreed on productivity, compared
to 21.33% (n=16) for efficiency, indicating slightly stronger confidence in productivity gains.

Productivity: 26.67% (n=20 combined) disagreed or strongly disagreed, pointing to unmet

expectations. Efficiency: 26.67% (n=20 combined) disagreed or strongly disagreed,
highlighting a similar proportion of skeptics.

30 | P a g e
13.33% (n=10) were neutral on both items, suggesting uncertainty about training’s impact or
infrequent application of skills.

The data indicates moderate success in linking training to performance outcomes, but
significant gaps remain:

Employees perceive training as more impactful for productivity than efficiency, possibly due
to clearer metrics for productivity (e.g., output volume) versus efficiency (e.g., time/resource
optimization).

The 26.67% dissent rate for both items suggests training programs may lack:

Practical application to daily workflows,

Follow-up support to sustain skill adoption, or

Alignment with individual role requirements.

As the table shows reflects responses from 75 employees on the perceived impact of training
on job challenges and motivation:

65.34% (n=49 combined) agreed or strongly agreed that training helps address job
challenges. 21.33% (n=16) disagreed, and 4% (n=3) strongly disagreed, indicating
unresolved gaps in training effectiveness.

65.34% (n=49 combined) reported increased motivation post-training. 21.33% (n=16)

disagreed, and 4% (n=3) strongly disagreed, suggesting mixed outcomes in sustaining
engagement.

A clear majority (65.34%) believe training equips them to handle challenges, but 25.33%
(n=19 combined) remain unconvinced. This highlights a need for:

More practical, role-specific training modules,

Follow-up support to address skill-application barriers.

While 65.34% felt motivated post-training, the dissent rate (25.33%) suggests training may
not consistently inspire action. Potential issues include:

Generic content failing to resonate with individual goals,

Lack of recognition or incentives tied to training outcomes.

31 | P a g e
The data reveals moderate success in linking training to employee capability and motivation,
but critical gaps persist:

Employees perceive training as moderately effective for addressing challenges but

question its consistency and depth.

Motivation spikes post-training but may fade without reinforcement, as indicated by the
25.33% dissent rate.

As the table shows reflects responses from 75 employees on the perceived impact of training
on communication and teamwork skills:

56% (n=42 combined) agreed or strongly agreed that training improved these skills. 21.33%
(n=16) disagreed, and 9.33% (n=7) strongly disagreed, indicating skepticism about the
training’s effectiveness. 13.33% (n=10) were neutral, suggesting uncertainty about the
outcomes.

While 56% acknowledged improvements, the 30.66% dissent rate (combined

disagree/strongly disagree) highlights dissatisfaction with training relevance or delivery. The
36% agreement rate (n=27) slightly outweighs 20% strong agreement (n=15), suggesting
moderate confidence in training outcomes.

Neutral responses (13.33%) may indicate unclear expectations or infrequent application of

skills. The 21.33% disagreement rate implies training may lack practical exercises or fail to
address specific teamwork challenges.

The data reveals mixed outcomes for training’s impact on communication and teamwork:

A 56% majority recognize benefits, but the 30.66% dissent rate suggests gaps in training
design or follow-up. Employees may perceive sessions as theoretical rather than practical.

Key areas for improvement include:

Incorporating role-playing or collaborative exercises to simulate real-world scenarios.

Aligning training content with team-specific dynamics (e.g., cross-departmental

collaboration).

Providing post-training resources (e.g., guides, mentorship) to reinforce skill application.

Addressing these gaps could enhance team cohesion, reduce conflicts, and improve
organizational communication efficiency.

32 | P a g e
 4.4.: Training Methods and Their Impact
Table 4.8 Training Methods and Their Impact
Measurem
ent
Items Strongly Agree Neutral Disagree Strongl Total
Agree y
Disagre
e
On-the-job training enhances my practical13 (17.33%)16 (21.33%)10(13.33 29 7 (9.33%) 75
skills. % (38.67%)

Online training programs are effective for 23 (30.67%)26 (34.67%)13(17.33 6 (8.00%) 7 (9.33%) 75
learning new skills. %

Workshops and seminars help me gain new 20 (26.67%)29 (38.67%)13(17.33 7 (9.33%) 6 (8.00%) 7
insights. % 5

Mentorship and coaching programs are 23 (30.67%)32 (42.67%)10 10 7 (9.33%) 75

beneficial for my growth (13.33%) (13.33%)

(Source: questionnaire result 2025)

Table 4.8 shows reflects responses from 75 employees on the perceived effectiveness of two
training methods:

Only 38.66% (n=29 combined) agreed or strongly agreed about its effectiveness. A
significant 48% (n=36 combined) disagreed or strongly disagreed, indicating skepticism
about practical skill development. 65.34% (n=49 combined) agreed or strongly agreed about
its effectiveness. 17.33% (n=13) were neutral, and 17.33% (n=13 combined) disagreed or
strongly disagreed.

The high dissent rate (48%) suggests gaps in hands-on training quality, such as:

Lack of mentorship or structured guidance,

Mismatch between training tasks and real-world responsibilities.

Strong agreement (30.67%) and agreement (34.67%) highlight online training’s flexibility
and accessibility. The 17.33% neutral responses may reflect unfamiliarity with digital tools
or inconsistent program quality.
33 | P a g e
The data highlights a preference for online training but reveals critical shortcomings in on-
the-job methods:

Employees value the convenience and structure of online programs but struggle with practical
application in workplace settings.

As the table shows summarizes responses from 75 employees on the perceived effectiveness
of two training methods:

65.34% (n=49 combined) agreed or strongly agreed that workshops provide new insights.

17.33% (n=13) were neutral, while 17.33% (n=13 combined) disagreed or strongly disagreed.

73.34% (n=55 combined) agreed or strongly agreed about their benefits, with 42.67% (n=32)
selecting "Agree." Only 13.33% (n=10 combined) disagreed or strongly disagreed.

While a majority (65.34%) found workshops valuable, the 17.33% dissent rate suggests room
for improvement. Dissatisfaction may stem from:

Generic content lacking practical application,

Inadequate follow-up to reinforce learning.

The high agreement rate (73.34%) highlights mentorship as a preferred method for growth.

The 9.33% disagreement rate indicates alignment between mentorship outcomes and
employee expectations.

Mentorship outperformed workshops in effectiveness (73.34% vs. 65.34%), likely due to

personalized guidance.

Workshops showed higher neutrality (17.33%), suggesting some employees are undecided
about their value.

The data underscores mentorship as a stronger driver of employee growth compared to

workshops. Key takeaways:

Workshops require redesign to address relevance and engagement gaps (e.g., interactive
formats, post-session support).

Mentorship programs should be expanded, as they foster trust and tailored skill development.

34 | P a g e
Open and closed-Ended Questions

1. What are the changes that you would suggest for training and development programs
for Dilla Town Municipality?

To enhance training and development programs, Dilla Town Municipality could emphasize
needs assessments to identify skill gaps and align training with organizational goals. Blended
learning (using workshops, e-learning, and on-the-job training) would cater to varying
learning styles. Opportunities for practical application and follow-up sessions at regular
intervals could facilitate reinforcement of learning. Also, incorporating leadership
development programs and training across departments would enhance teamwork and prepare
workers for the future. Feedback mechanisms must be enhanced to evaluate program
effectiveness and make them pertinent to municipal operations like urban planning, public
provision of services, and community participation.

2. How has training impacted your work performance?

Training has actually improved my work performance by offering me updated technical skills
(e.g., GIS mapping, project management software) and soft skills like conflict resolution and
communications.

All this has improved my efficiency in tasks like preparing municipal reports, dealing with
stakeholders, and adhering to deadlines. For instance, computer tool workshops streamlined
the management of data, reducing errors and saving time. Training raised my level of
confidence in making decisions and problem-solving, hence translating into effective service
delivery to the people directly.

3. What methods of training work best for you, and why?

Hands-on workshops and issue-specific case studies work best as they provide direct, hands-
on applications.

Peer learning and mentorship initiatives facilitate enhanced transmission of knowledge as

well as place-based learning regarding local government.

E-learning modules work well for flexible, independent learning on subjects like regulatory
compliance. Crisis management simulations (for example, disaster response planning) also
35 | P a g e
work well because they build teamwork and critical thinking. These methods engage
participants actively, with skills retained and applied directly to improve municipal
operations.

36 | P a g e
 CHAPTER FIVE
5. SUMMARY OF MAJOR FINDING, CONCLUSION AND
RECOMMENDATION
5.1 SUMMARY OF MAJOR FINDING
Males constitute 61.33% of respondents, indicating a gender imbalance that may reflect
broader organizational or recruitment trends.
The workforce is youth-dominated, with 53.33% aged 26–35 years, signaling a focus on
early- to mid-career professionals.
A highly educated cohort, with 58.67% holding Bachelor’s degrees, underscores the need for
advanced training aligned with their qualifications.
Mid-level experience (46.67% with 1–3 years) highlights a workforce in active career-
building phases, requiring targeted skill development.
Emerged as the most effective method (73.34% positive responses), demonstrating its value
in fostering personalized growth.
Moderately effective (65.34% positive responses), but dissatisfaction among 17.33% suggests
gaps in content relevance or follow-up.
Underperformed (38.66% agreement), indicating a need for structured supervision and
alignment with practical tasks.
While employees recognize the value of training, mismatches between methods,
demographics, and workplace realities persist, limiting overall impact.
5.2 CONCLUSIONS
Based on the results of the study it become clear that training and development practice
strategy was haphazardly carried out activity at Dilla town municipality. Although the
respondents were of the various aspects of training and development practice, there was no
strategic frame work in place as the basis for an operational plan for the training and
development practice strategy. Even though all respondents indicated that training and
development practice was part of the strategic business plan process of Dilla town
municipality.
Furthermore, it can be concluded that clear human resource management in general, and
training and development practice in particular at Dilla town municipality should become
more closely tied to the need and strategies of Dilla town municipality. There was the thread
that ties together all other activates and integers these with the rest of the departments.

37 | P a g e
It become clear from respondents that the major organizational issue constraining training
and development practice at Dilla town municipality was lack of top management support
for the training and development practice programs. Therefore Dilla town municipality in its
attempt to enhance employees performance, retention and moral competition most endeavor
to ensure effective training and development practice strategies across all departments.
5.2 RECOMMENDATIONS
To address gaps identified in the study, the following actions are recommended:
 The Dilla town municipalty should implement inclusive recruitment and strategies to
diversify the work force in order to avoid gender imbalance.
 Design and implement training initiatives that directly support the strategic objectives
of Dilla Town Municipality.
 The municipality should implement a systematic and continuous training needs
assessment process to identify specific skill gaps and tailor training programs
accordingly.
 A well-designed and structured training and development plan should be established,
aligning with both organizational goals and employees' career development needs.
 The municipality should invest in qualified trainers, up-to-date training materials, and
modern training methods to enhance the effectiveness of the programs.
 All employees should be given fair and equal opportunities to participate in training
and development activities, regardless of their position or department.
 Develop and apply clear evaluation mechanisms to assess the impact of training
programs on employees’ performance and to inform future improvements.
 Management should promote a workplace culture that values continuous learning and
professional development to boost motivation and performance.
 Training outcomes should be linked to the employee performance appraisal system to
ensure accountability and recognition for skill improvements.
 The municipality should allocate sufficient budgetary resources to support ongoing
and future training and development initiatives.
 These recommendations aim to improve employee competencies and organizational
effectiveness through more strategic and impactful training practices.

38 | P a g e
 REFERENCES
Anike and Ekwe, (2014) the management of learning. Maiden head, MC Grow Hill.
Armstrong .M (2003); Human Resource Management practice 8th Edition London
Koganpage Ltd.
Armstrong M. (2006) Human resource management practice 10 th ed. Kaganpage. London and
Philadelphia.
Armstrong. M (2001), A Handbook of Human Resource Management Practice, 8th ed.
Kogan.
Churechill & Lacobucci, (2002). Evaluation of Training, Vol. 2, No. 2, pp. 50-56.
Kothari (2004), Training in industry the Management of learning London; tavistack
publications.
Yin (2013), Human Resource Management A cotemporary perspective. New Delhi;
Macmillan Indian limited.
Becker, G.S,(1962), “Investment in human capital: A theoretical analysis”, The Journal of
Political Economy, Vol;70,
Birch-Chapman et al. (2017), professional skills in Human Resource Management 2nd edition.
chapman of associate limited, 277 windry Hill.
Belcourt, M.et al (1999). Managing Human Resources. 2nd ed. Toronto: Thomson Nelson
Benabou, C (1996) Assessing the impact of training programs on the bottom line,National
Productivity Review,
Blanchard P.N and J. W Thacker. (1998), Effective Training: Systems, Strategies and
Practices, Prentice Hall, New Jersey.
Brown, S.P., (1996), “A meta-analysis and review of organizational research on job
Involvement”‟ Psychological Bulletin, Vol; 120, Pp. 235-255.
Cascio, W.F (1992), Managing Human Resource productivity quality of work life, profit MC
Graw – Hill Inc.
Cole, G. A (2002).Personnel and Human Resource Management 5th edition York Publishers.,
Continuum London, UK. Collectively.Second Edition (4), Gower p.
63-91
Cole, G.A (1997), Personnel Management 4th edition Ashford clour press, Gasport press,
Gasport Great Britain.
Conceptual Framework. International Journal of Business and Social Science Vol. 2 No. 13

I|Page
Creswell, JW. (2003). Research design: Qualitative, quantitative and mixed method
approaches. 2nd ed. Sage. Thousand Oaks. CA
D.laird (1985): approaches to training and development.
Daft, R.l.(1983) organization theory and design, Minnesota. West publishing company.
Dispeller, G (2008) Human Resource Management 11th edition. Person international edition.
Dixon, N. M., (1999), The organizational Learning Cycle: How we can Learn
Doeringer, P.B &. Piore, D.J. (1971), Internal labor markers and manpower analysis. Heath,
Lexington M.A.
Dr. Amir Elnaga & Amen Imran(2013) “The Effect of Training on Employee Performance”
Journal of Business Management, Vol.5, No.4,
Heath fied, S.m (2012). Training: your investment on people development and retention.
Ivancevih, J.M (2010). Human Resource Management 8thedition.
Monappa, A and saiyadain, M (2008) personnel Management 2 nd edition. Toto MC Graw-Hill
New Delihi.
Moorhead, G and Griffin, W.R (1998), organizational Behavior Managing people and
organization 5thedition .Bpston New York.
Mullins, J. Lourie. (2007). Management and organizational behavior 8 th edition. Prentice
Haill Pearson Education, Edinburg Gote.
Neuman, W.L (2007), Basics of social
Prady, M (1987), Jun 8 helping workers to work to smart. Fortune Pp86-88.
Raymond Noe (2006) Human resource management.
Research: qualitative and quantitative Approaches 2nd Pearson education.
Sloven, J.L :( 2002) business research methods 5thedition.
William G. Zinkmund :(2004) business research methods 7th edition.

II | P a g e
 APPENDIX
QUESTIONNAIRE
DILLA UNIVERSITY
COLLEGE OF BUSINESS AND ECONOMICS
DEPARTMENT OF PUBLIC ADMINSTRATION AND DEVLOPMENTAL
MANAGMENT

Dear Respondents,

This Questionnaire was filled by Existing Employees of - Dilla town Municipality.

The questionnaire was prepared to prepare a study titled “The implication of training and
development on employee performance in case of - Dilla town Municipality". It was done
to write research in partial fulfilment of the requirement for the administration. The results of
the study was used to suggest solutions to specific problems when conducting this study.
Therefore, we kindly request you to share your precious time to fill the questionnaire. We
want to ensure that the information we provide is for academic purposes only. Of Your
honest, clear, and timely responses are critical to the success of this study. Therefore, we
once again humbly request your contribution by filling out this questionnaire honestly and
responsibly. No need to write your name on paper; All answers was confidential.

Thank you for your cooperation!

Section I : Demographic Information
(Please tick (✔) the appropriate option)
1. Gender:
o Male
o Female
2. Age Group:
o 18 – 25 years
o 26 – 35 years
o 36 – 45 years
o 46 and above
3. Educational Qualification: 4.Work Experience at Municipality:
o Diploma o 1 – 3 years
o 4 – 6 years
III | P a g e
o More than 6 years
 o Bachelor's Degree
o Master's Degree
o PhD
o Other (Please specify) ___________

Section II : Training and Development Practices

(Please indicate the extent to which you agree or disagree with the following statements.)
Scale:
1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree
No. Statement 1 2 3 4 5

5 Provides adequate training programs for employees. ☐ ☐ ☐ ☐ ☐

6 The training programs are relevant to my job responsibilities. ☐ ☐ ☐ ☐ ☐

7 Training and development improve my job performance. ☐ ☐ ☐ ☐ ☐

8 The organization provides opportunities for career development. ☐ ☐ ☐ ☐ ☐

9 The training methods used are effective and practical. ☐ ☐ ☐ ☐ ☐

I receive regular feedback on my training and development

10 ☐ ☐ ☐ ☐ ☐
progress.

Training programs help me adapt to new technologies and work

11 ☐ ☐ ☐ ☐ ☐
processes.

Section III: Employee Performance

(Please indicate the extent to which you agree or disagree with the following statements.)
No. Statement 1 2 3 4 5

12 Training and development have improved my productivity. ☐ ☐ ☐ ☐ ☐

13 My work efficiency has increased due to training programs. ☐ ☐ ☐ ☐ ☐

14 Training helps me handle job challenges effectively. ☐ ☐ ☐ ☐ ☐

IV | P a g e
No. Statement 1 2 3 4 5

15 I feel motivated to perform better after attending training sessions. ☐ ☐ ☐ ☐ ☐

16 Training has enhanced my communication and teamwork skills. ☐ ☐ ☐ ☐ ☐

Section IV: Training Methods and Their Impact

(Please indicate the extent to which you agree or disagree with the following statements.)
No. Statement 1 2 3 4 5

17 On-the-job training enhances my practical skills. ☐ ☐ ☐ ☐ ☐

18 Online training programs are effective for learning new skills. ☐ ☐ ☐ ☐ ☐

19 Workshops and seminars help me gain new insights. ☐ ☐ ☐ ☐ ☐

20 Mentorship and coaching programs are beneficial for my growth. ☐ ☐ ☐ ☐ ☐

Open and closed-Ended Questions

(Please provide brief responses.)

21. What improvements would you suggest for training and development programs at ?

22. How has training impacted your job performance?

23. What training methods do you find most effective, and why?

Thank You for Your Time and Support!

V|Page