AMBO UNIVERSITY WOLISO CAMPUS

FACULTY OF BUSINESS AND ECONOMICS

DEPARTMEN OF MANAGEMENT

ASSESSEMENT OF FACTORS AFFECTING TRAINING AND DEVELOPMENT OF

EMPLOYEES IN SMALL BUSINESS (A CASE STUDY OF MANUFACTURING
SECTOR IN WOLISO TOWN)

A RESEARCH PAPER SUBMITTED TO THE PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR BA DEGREE IN MANAGEMENT

SUBMITTED BY: ID NO

1. Demelash Fiseha………………………………………………MGT-RW/011/06

2. Mohammed Geta…………………………………………… MGT-RW/033/06

3. Aliyi Abduselam…………………………………………… MGT-RW/007/06

4. Roba Nagewo………………………………………………. MGT-RW/039/06

5. Shafi Adem…………………………………………………. MGT-RW/043/06

Advisor: BuzehayehuY.

Woliso Ethiopia

June, 2016

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 DECLARATION
The researchers declare that this paper has not been selected in any form for another degree or
diploma at any university or another institution of tertiary education.

SUBMITTED BY: ID NO

1. Demelash Fiseha…………………………………………….. MGT-RW/011/06

2. Mohammed Geta…………………………………………… MGT-RW/033/06

3. Aliyi Abduselam…………………………………………… MGT-RW/007/06

4. Roba Nagewo………………………………………………. MGT-RW/039/06

5. Shafi Adem…………………………………………………. MGT-RW/043/06

ADVISOR: BUZEHAYEHU Y.

APPROVED BY:

……………………. ………………… ……………….

ADVISOR NAME SIGNATURE DATE

……………………. ………………… ……………….

EXAMINER NAME SIGNATURE DATE

…………………… ……………. ………………..

DEPARTMENT HEAD NAME SIGNATURE DATE

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 ACKNOWLEDGMENT

Before saying anything we would like to thank our superior or almighty God for the place we are
now. Next to this we would like to thank our best advisor Instructor Buzehayehu.y. For his
wonderful advising how to do our research in a good manner as much as possible.

Thirdly, it’s our pleasure to express towards bottom to our parents for their encouragement and
financial support.

Finally, we would like to thanks all who have helped us in order to complete this paper
successfully.

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 ABSTRACT

Training and development is the process of providing employees with a skill and make the
employees capable for certain job. The general objective of this study is to assess the factors
affecting training and development of employees at manufacturing sector specifically in woliso
town. The researcher used descriptive research design. The study used both purposive and
stratified sampling techniques. The main sources of data were both primary and secondary. Data
were analyzed by the use of table, frequency and percentage. The major findings of the study
were financial problems, management related problems and work place factors. The government
should facilitate to reduce the stated problems of manufacturing sectors to run their business as
intended.

Key words: training and development of employees.

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 ACKRONOMY
HRM: Human Resource Management

MSE; Micro and Small Scale Enterprises.

OJT; On- The- Job Training.

OFJT; off- the- job training

EU; European commission

SWOT; Strength, weakness, opportunities and threat

HRD; Human resource development

PEST; Personnel environmental scanning and training analysis

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Contents
DECLARATION........................................................................................................................i
ACKNOWLEDGMENT...........................................................................................................ii
ABSTRACT..............................................................................................................................iii
ACKRONOMY.........................................................................................................................iv
List of Table.................................................................................................................................0
Chapter One................................................................................................................................................................... 1
1.1. Introduction...........................................................................................................................1
1.2. Background of the Study......................................................................................................1
1.3. Background of the organization............................................................................................3
1.4. Statement of the problem......................................................................................................3
1.5. Basic research question.........................................................................................................4
1.6. Objective of the study...........................................................................................................4
1.6.1 General objective................................................................................................................4
1.6.2. Specific Objective..............................................................................................................4
1.7. Significance of the Study......................................................................................................5
1.8. Scope of the Study................................................................................................................5
1.9. Limitation of the Study.........................................................................................................5
1.10 Operational Definition.........................................................................................................5
1.11 Organization of the Paper....................................................................................................6
Chapter 2......................................................................................................................................7
LITERATURE REVIEW......................................................................................................................................... 7
2.1 Definition of Training and Development..............................................................................7
2.2 The difference between training and development...................................................................................9
2.3 Significances of Training and Development............................................................................................10
2.3.1. For employees..................................................................................................................10
2.3.2. For Organization..............................................................................................................10
2.4 Factors That Affects Training and Development...................................................................................11
2.5. Methods of Training.........................................................................................................12
2.6. ROLE OF TRAINING AND DEVELOPMENT ONEMPLOYEES PERFORMANCE.......16
2.7. Need Assessment of Training...................................................................................................................... 18

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2.8. Conceptual Frame Work................................................................................................................................ 21
CHAPTER THREE.................................................................................................................................................... 22
3. Research Methodology...................................................................................................................................... 22
3.1. Research Design.................................................................................................................22
3.2. Target Population............................................................................................................................................. 22
3.3. Sample size......................................................................................................................................................... 22
3.4. Sample Technique............................................................................................................................................ 23
3.5. Method of Data Collection............................................................................................................................ 24
3 .6.Data Type and Source.........................................................................................................24
3.6.1. Type of Data....................................................................................................................24
3.6.2. Source of Data.................................................................................................................24
3.7. Method of Data Analysis and Presentation........................................................................25
3.8. Ethical Consideration...................................................................................................................................... 25
Chapter Four..............................................................................................................................26
4. Data presentation, Analysis and Interpretations....................................................................26
4.1 Introduction..........................................................................................................................26
4.2 Response Rate......................................................................................................................26
4.3 Demographic Characteristics of respondents......................................................................26
4.4 General questionnaires for training and development.........................................................28
4.5 Links of training and development to businesses strategy..................................................28
4.6 Need assessment of employee training................................................................................29
4.7 Method of training...............................................................................................................30
4.8 Relevant of Training Content to an Individual....................................................................31
4.9 contribution of training on work performance.....................................................................31
4.10. Effectiveness and Efficiency of training at the manufacturing sector..............................32
4.11 The Interval of Training.....................................................................................................33
4.12 Factors Affecting Training and Development...................................................................34
4.13 Importance of training for Organization............................................................................35
4.14 Rating the overall training and development.....................................................................36
4.15 purpose of training.............................................................................................................36
4.16 Intention of Employees towards training...........................................................................37

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 Interviews on training and development....................................................................................38
5. Conclusion and Recommendations........................................................................................40
5.1Conclusions...........................................................................................................................40
5.2 Recommendations.......................................................................................................................................... 41
BIBLOGRAPHY.....................................................................................................................42
APPENDEX..............................................................................................................................44

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 List of Table

Table 4.1 Response rate…………………………………………………………………………………………….27

Table 4.2 Demographic characteristics of Respondent……………………………………………….27

Table 4.3 link of training with their business strategy…………………………………………………29

Table 4.4 Need assessments of employee training………………………………………………………30

Table 4.5 Method of training………………………………………………………………………………………31

Table 4.6 Relevance of training content to an individual……………………………………………..32

Table 4.7 Contribution of training on work performance…………………………………………….33

Table 4.8 Training effectiveness and efficiency at manufacturing sector………………………33

Table 4.9The interval of training…………………………………………………………………………….....34

Table 4.10 Factors affecting training and development……………………………………………….35

Table 4.11 Importance of training for organization…………………………………………………….36

Table 4.12 Rating the overall training …………………………………………………………………………37

Table 4.13 Purpose of training and development…………………………………………………………37

Table 4.14 Intention of employees toward training…………………………………………………….38

Figure

Figure 1. Conceptual frame work……………………………………………………………………………....22

0
 Chapter One

1.1. Introduction
This chapter deals with the background of the study, statement of the problem, basic research
question, objectives of the study, significance, scope of the study, limitation operational
definition and organization of the paper.
1.2. Background of the Study
Human resources are a crucial but expensive resource and therefore in order to sustain economic
and effective performance of this resource, it is important to optimize their contribution to the
achievement of the aims and objectives of the organization through training and development.
Training is therefore necessary to ensure an adequate supply of employees that are technically
and socially competent for both departmental and management positions. (Mullins, 2007)
According to Heath field (2012), the right employee training, development and education at the
right time, provides big payoffs for the organization in increase productivity, knowledge, loyalty
and contribution.

Personnel are the most valuable assets of any organization. There could be state of the art,
machines, materials and even money yet nothing gets done without man-power. Knowledge is
the ability, the skill, the understanding, the information, which every employee is required to
acquire in order to function effectively and for the organization to function efficiently. Therefore,
training and development play a vital role in improving performance as well as increasing
productivity, and eventually putting companies in the best position to face competition and stay
at the top. This means that there is a significant difference between the organizations that train
their employees and organizations that do not. (April C. 2010)

Training and development is a type of activity which is planned systematically and it

results in enhanced level of skills, knowledge and competency that are necessary to perform
work effectively and efficiently (Gordon 1992). Organizational efficiency is concerned with how
organizations can increase output with a minimum cost implication. Training generates benefits
for the employee as well as for the organization by positively influencing employee performance
through the development of employee knowledge, skills, ability, competencies and behavior
(April 2010).
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 Organizations are facing increased competition due to globalization, changes in
technology, political and economic environments, therefore prompting these organizations to
train their employees as one of the ways to prepare them to adjust to the increases knowledge
and thus enhance their performance (Evans, Pucik&Barsoux 2002)

It is important to not ignore the prevailing evidence on growth of knowledge in the

business corporate world in the last decade. This growth has not only been brought about by
improvements in technology nor a combination of factors of production but increased efforts
towards development of organizational human resources. It is, therefore, in every organizations
responsibility to enhance the job performance of the employees and certainly implementation of
training and development is one of the major steps that most companies need to achieve this. As
is evident that employees are a crucial resource, it is important to optimize the contribution of
employees to the company aims and goals as a means of sustaining effective performance.
Therefore this calls for managers to ensure an adequate supply of staff that is technically and
socially competent and capable of career development into specialist departments or
management positions (Afshan, Sobia, and Kamran&Nasir 2012).

Effective employee training leads to an increase in quality goods and services as

a result of potentially fewer mistakes. Consequently, accuracy, effectiveness, good work, safety
practices and good customer service can be expected. An intelligent and well-trained workforce
is central to both productivity and the success of an organization. Organizations can save money
by retaining valuable employees: the costs of recruitment and training of new entrants can be
avoided.(Gordon 1992).

According to Goldstein & Ford (2002, see Aguinis and Kraiger, 2009, 2), training can be
described as “systematic approach to learning and development to improve individual,
team and organizational effectiveness ”. Via training, employees are provided sufficient
knowledge and skills which enhance their individual potential and capabilities. They work
more efficiently and contribute to the overall organizational value as well as business
development. Hence, it could be concluded that training is an essential and necessary
activity of organizations at all sizes.

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 However, the workforce training and development is critical in respect to SMEs (OECD,
2011). Concerning the nature of their business size, micro and small firms are facing the training
situation which is characterized by a paradox (i.e. between training investment, efforts and
.results) (EU commission, 2009).

1.3. Background of the organization

Micro and small scale enterprise was started in south west shoa zone in 1996 E.C. The
objective of the micro and small scale enterprise was encouraging youths and women’s to work
by creativity of their own business and self-help employment.

The number of micro and small scale enterprises available in this town was gathered to which a
great attention is given to (manufacturing, construction, trade, services and agriculture).

The initial capital of MSE was 434,800. During 1996 there were 30 micro and small enterprises
in woliso town with 135 members in different sectors. The source of their initial capital is
20%indivitual saved and 80% credited from government and others from their related friends
who have enough capital.

Micro and small scale enterprises have a great role for the growth of the country’s economy, for
reducing unemployment, for the growth of an individual’s economy, encouraging women to
work on their own business and self-help employment.

There are some factors that affecting training and development in the case of MSE in woliso
town. The researcher were study under the manufacturing sector, because of many problems
under this sectors that hinder training and development, this problems are lack of finance, and
management related problems, lack of technology based infrastructure etc. These sector includes,
dress making and tailoring, wood and metal working, Agro processing, Leather making, Hand
craft and jewelry, Baltena and food processing.

1.4. Statement of the problem

The Ethiopian government has long recognized the important contribution that small and micro
enterprises can make in poverty reduction, employment creation and private sector development.
Micro and small enterprises offer both a safety valve for the survival of workers that is available
to find steady wage employment and opportunity for the poor entrepreneurs to raise their
capital and income. These enterprises also offer a vehicle for acquiring and applying skills to

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raise productivity and private sector growth, providing better wage earning opportunities for the
poor, while raising national income. In 2014,the research has been studied in Bahirdar University
by Tensaw Melkie, on the factors affecting training and development of employees but, the
researcher was not clearly solved management related problems, lack of technology based
infrastructure, therefore, the researcher were studied to fill the stated gap on these problems.

Due to these reasons and based on the government strategy of capacity building in public and
private sectors, donors as well as national governments have attempted to promote micro and
small enterprises through support for financial and non-financial services appropriate for
them .Training and development has major role on countries development, for an individual
economic growth, for private companies and for any organizations in the country.

There are major factors that affect training and development of employees in MSE,

These factors are; financial problems, management related problems and lack of employees

Performance on training and development, lack of technology based infrastructure for training.

1.5. Basic research question

1. What are factors that affect training and development of manufacturing sector in woliso
town?
2. What are the role of training and development on employee performance?
3. What are the role of manager on training and development in manufacturing sector?
4. How manufacturing sector identifies need assessment of employees on training and
development?
1.6. Objective of the study
1.6.1 General objective
The general objective of the study is to assess factors that affecting training and development of
employees in small business (in case of manufacturing sector in woliso town).
1.6.2. Specific Objective
1. To assess factors that affect training and development in manufacturing sector.
2. To assess the role of training and development on employee performance.

3. To assess the role of manager on training and development.

4. To identify the need assessment of training on employees.

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1.7. Significance of the Study
The output of this study is significant in various aspects. The result of the study was used to
enhance the practical knowledge of the researcher through creating a link between the theoretical
knowledge of training and development, its advantages and what is going on real life situations.
It will help to scrutinize the existing training and development practice in respect to its
motivational function and help the micro and small scale enterprise to work on the system’s
weakness and consider for improvement. Furthermore the results of the study were contributed
as a ground for researchers to conduct further study on training and development. It helps to
provide information about factors affecting of training and development on employee to the
organization.
1.8. Scope of the Study
The scopes were delimited to search factors affecting training and development in micro and
small scale enterprises in wolisoTown. The study was not cover all micro and small scale
enterprises which are available in Ethiopia due to several reasons such as, vast nature of
organization, lack of enough time and finance, for this reason the researcher would only concern
on manufacturing sectors in woliso town. The study was conducted from December to June and
it was focus on factors affecting training and developments on manufacturing sector in woliso
Town.
1.9. Limitation of the Study
Shortage of time: research by nature is time consuming, on the other hand researchers attend
their regular education at the same time, so, its challenging possess both education and doing
research; even if, research by itself is one part of education. Financial constraint: financial
constraint can limit the researcher to study only on woliso Town micro and small scale
enterprises, specifically on manufacturing sector.

1.10 Operational Definition

Training: training is basically learning experience which seeks a relatively permanent change in
an individual skills, attitude or social behavior (Jack Philips, 1996).

Development; preparing individual through learning and education for the future needs of an
organization. It focuses is on learning and personal development (Decenzo and Robbins, 2000).

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Human Resource Management (HRM): defined as the art of procuring, developing and
maintain competent work force to achieve the goal of an organization in an effective and
efficient manner.

1.11 Organization of the Paper

The research paper was contained five chapters. The first chapter Includes ;-
introduction ,Background of the study, statement of the problem, Basic research question,
objectives, significance of the study, scope, limitation of the study, operational definition and
organization of the paper ,Literature review is second chapter and the third chapter deals with
brief Description of the study area and research methodology. Chapter four includes data
analysis and interpretation. The last chapter five includes conclusion and recommendation.

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 Chapter 2

LITERATURE REVIEW
This chapter deals with definition of training and development, the difference between training
and development, significance of training and development, factors that affect training and
development ,method of training ,role of training and development on employees performance,
need assessment of training and conceptual framework.

2.1 Definition of Training and Development

According Michel Armstrong,(2002) “Training is systematic development of the knowledge,
skills and attitudes required by an individual to perform adequately a given task or job”.

According to the Edwin B Flippo,( 1997) “Training is the act of increasing knowledge and skills
of an employee for doing a particular job.”

Akinpeju (1999) stated that the process of training and development is a continuous one.
The need to perform one’s job efficiently and the need to know how to lead others are
sufficient reasons for training and development and the desire to meet Organizations
objectives of higher productivity, makes it absolutely compulsory.

Oribabor (2000) Training and development aim at developing competencies such as

technical, human, conceptual and managerial for the furtherance of individual and
organization growth.

Isyaku (2000) the process of training and development is a continuous one. It is an avenue to

Acquire more and new knowledge and develop further the skills and techniques to function
effectively.

Tan, Hall and Boyce (2003) Companies are making huge investment on training programs to
prepare them for future needs. The researchers and practitioners have constantly emphasized on
the importance of training due to its role and investment.

The term ‘training’ indicates the process involved in improving the aptitudes, skills and
abilities of the employees to perform specific jobs. Training helps in updating old talents and

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developing new ones. ‘Successful candidates placed on the jobs need training to perform their
duties effectively’.

According to Aswathappa, K.(2000) The principal objective of training is to make sure the
availability of a skilled and willing workforce to the organization. In addition to that, there
are four other objectives: Individual, Organizational, Functional, and Social.

Individual Objectives– These objectives are helpful to employees in achieving their personal
goals, which in turn, enhances the individual contribution to the organization.

Organizational Objectives –Organizational objectives assists the organization with its primary
objective by bringing individual effectiveness.

Functional Objectives –Functional objectives are maintaining the department’s

contribution at a level suitable to the organization’s needs.

Social Objectives – Social objectives ensures that the organization is ethically and socially
responsible to the needs and challenges of the society. Further, the additional objectives are as
follows:

 To prepare the employees both new and old to meet the present as well as the changing
requirements of the job and the organization.
 To prevent obsolescence.
 To impart the basic knowledge and skill in the new entrants that they need for an
intelligent performance of a definite job.
 To prepare the employees for higher level tasks.
 To assist the employees to function more effectively in their present positions by
exposing them to the latest concepts, information and techniques and developing the
skills they will need in their particular fields.
 To build up a second line of competent officers and prepare them to occupy more
responsible positions.
 To ensure smooth and efficient working of the departments.
 To ensure economic output of required quality.

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Training is an investment on person. The employer invested money and the employee invested
time. An organization uses training to overcome deficiency in employees. Development can be
thought of us bringing about capacity that can be going beyond those required by the current job;
it represents efforts to improve an employee ability to handle a variety of assignments. Assuch,
training and development can benefit both the organization and individual’scareer. In the
development process, the individual’s career also gains focus and involves (Davit, 1992).

2.2 The difference between training and development

Training is focused on individual tasks, all nuts and bolts, how to turn a wrench.Also, training
has beginning and an end.
Development is the whole person concept, not only teaching them how to turn the wrench, but
also why we turn the wrench and challenging them to figure out a better way to turn that wrench.
It is focused more on cultivating the individual to give them the tools it works upward through
greater job and relationship complexity. The job of development has no end.(Praveen singh
cogito,1996).
Training
 Training is very specific, formal, time bound, well designed, planned, activity for a clear
goal.
 Its focus is bringing change in the participant’s attitude, skills and knowledge so that in
future he gets better or desired results.
 Training involves investment in terms of cost and man-hour (time).
 Training leads to development.
 Training is part of development process.
 Training method is limited, if compared to development tools.

Development
 Development is a never ending process.
 Development happens in both formal and informal way.
 It can be voluntary or involuntary as every experience we undergo in live teaches us
lessons whether we like it or not /want it or no.
 All learning is development.

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  It happens everywhere and every time.
 Training is one of the tools of development.
 Development can be slow, unless we get focused and specific.
 Development need not be costly.
 Development is general and holistic concept.
 Source of development are too many to be counted.

2.3 Significances of Training and Development

2.3.1. For employees
For delivering the customer expectations, it is essential that employees have the requisite skills to
perform the job assigned to them as per the job description. Just theoretical knowledge is not
enough. Employees need to have the skills to do their jobs, i.e. technical, analytical and people
skills. This necessitates requisite training by trained and competent professionals. Training helps
people to improve their competencies, and is necessary for doing still better on the job in present
and future. Good training received also leads to better performance appraisal, which leads to
employee satisfaction, and even engagement. A well trained person goes up high in his own
esteem, and derives better job satisfaction from his work. Often, skills become obsolete also due
to the emergence of new technology, which changes fast in some industries. So, employees need
to update their skills to cope with the new challenges. Training helps in the requisite updating of
skills (Michela L.2014).

2.3.2. For Organization

Training and development in organizations is very essential; they increase knowledge to the
participants, improve skills, and can amend attitudes (Negeswara R. 2014).

It is very essential for the following reasons:

1. Help in addressing employee weaknesses

2. Improvement in workers performance

3. Consistency in duty performance

4. Ensuring worker satisfaction

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5. Increased productivity

6. Improved quality of services and products

7. Reduced cost

8. Reduction in supervision

2.4 Factors That Affects Training and Development

According to Kreitner and Kinicki (2007), there are a number of factors on the job that
prevent transfer of learning. These include the following:

If learners see no value in applying new skills, believe no rewards will result from
doing so, or do not value the rewards, and then transfer of learning from classroom to the job will
not occur. If individuals have little or no latitude to change what they do because the job tasks
are too tightly controlled, then training can never be applied unless task controls are relaxed.

If a learner’s supervisor is not in favor of training, then there is little or no likelihood that a
learner will be applying newly acquired skills. Supervisors exert a powerful influence over the
behavior of subordinates because they control rewards and punishment. If a trainee returns to the
project field only to find that fellow workers greet new ideas with skepticism, then training will
not be imparted successfully.

Cascio (2005) enumerates other factors that affect training, these are explained below:

Funding for employee training: Adequate funding continues to be a concern. While the

need for resources to provide employee training and development increases, funding may
not be available. In fact, funding for training and development may be one of the first items to be
eliminated in times of financial constraints.

Less job security: Employees in the private sector (and employees in general) have less job
security than previously. It is often said that people can expect to have many different
employers and even different careers during their work life. Given this idea and reality,
employees will continuously search for employers who will provide them with opportunities to
develop transferable skills.

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 Limited opportunities for development: Most organizations have a flat organizational
structure. This means that there is little room for promotion. Employees and organizations need
to embrace the idea that moving up is not the only way to be satisfied with one's work.
An alternative is to create challenges for employees in their current positions or in a similar
position.

2.5. Methods of Training

Different categories of people-operative, supervisors’ managers-have different training needs and
they should be trained by different methods. These methods can be grouped into:

1. On-the-job training methods

2. Off-the-job training methods

1. on the job training methods

On-the-job training (OJT) is having a person to learn the job by actually doing it (Dessler, 2005:
Sims, 2006) whereas (Tenants et al, 2002) defines on the job training as a method where the
learner develops skills in the real work environment by actually using the machinery and the
materials during training.

In these methods, people can learn by actually working on jobs and these methods can be
suitable for all types of employees. These methods are as follows:

On specific job:-this is the most common form. A person can learn while he is put on a specific
job and develop skills over a period of time. He may receive personal coaching and guidance
form a person.
Coaching – Refers to the assignment of a specific person to act as either an instructor or
resource person for the trainee.
Position rotation (cross training): It is a process of training employees by rotating them
through a series of related tasks.
A person is given jobs in various departments to broaden his background, which helps in
developing an integrated view organizational functioning.

Special projects and tasks forces.

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Special project, task forces, committees, etc., were assigned to people to learn the jobs special
performed in these assignments and also to learn how to work with different types of persons.
Apprenticeship:-the trainee is put under the supervision of a person who experienced in his
field. Nowadays, many organizations have to take trainees or apprentices under apprenticeship
act.
Vestibule Schools:-the concept of vestibule schools is that people will learn and develop skills
while working in the situations similar to what they will face after they are put on actual jobs.
People were put in organization in actual operations. Vestibule schools offer various advantages
to both the trainees and the organization as given below.
Since the training is given off the actual workplace, the trainer has no other work other than
teaching. Hence, she/he can concentrate on teaching it does not interfere with the regular work.
Likewise, these schools have certain demerits also as chalked out below:
Training is conducted in artificial conditions, it is an expensive affair, and hence, small firms
cannot resort to this type of training. This method is not suitable to train one or two employees.

2. Off-the job training methods

Classroom training approaches are conducted outside of the normal work setting. In this sense, a
classroom can be any training space set away from the work site, such as the organization
cafeteria or meeting room (Sims, 2006).

In these methods, a trainee has to leave his place of working and devote his entire time for
training purpose. During this period, the trainee does not contribute anything to the organization.
These methods can be followed in the organization itself or the trainee is sent away for training
courses to other specialized institutions. These institutes conduct training programs for various
levels of managers. Various methods of off-the-job training are as follows:

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Special courses and lectures

It is used to expose partisans to concepts and theories, basic principles and pure and applied
knowledge in any subject area. It is aimed at creating an awareness of the knowledge of
fundamentals.’

Conferences:-in the above lecture method, communication is one way, from trainer to trainee.
To overcome this limitation, conferences are arranged in which participants discuss the various
problems faced by them at workplace and try to find solutions or improved methods.

Case studies:-a case is a written description of an organization containing information about its
various aspects, vis., its history, external environment, internal operation, financial structure, etc.

It is a method of training where the trainees are given cases and are given to identify basic
problem and suggest solution

In case method, cases are discussed in groups. An instructor asks each member of group to
present his analysis and also to comment on others’ analyses. Members are also required to
answer the queries of other members and instructor. This process helps to develop analytical
skills of managers and hence they can improve their decision-making process.

Role playing (psychodrama, social-drama)

This technique is used in groups were various individuals are given roles of different managers
who may be required to solve a problem or arrive at a decision. At the end of role playing
session, there will be a critique session in which trainees are given feedback about their role-
playing. This helps the trainee to develop the job performance skills.

Brainstorming

Brainstorming is a conference technique by which a group attempts to find a solution for a

specific problem by amassing all ideas spontaneously contributed by its members. For
brainstorming, a group of ten to fifteen persons is selected form the same levels. The process of
brainstorming is as follows.

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Same problem is given to each member and is clearly explained. Each member is asked to give a
many ideas as possible freely and frankly to solve the problem. There are no limitations like
financial, procedural, legal, organizational, etc., given to solve the problem, because, these
limitations restrict the free flow of ideas. Any criticism, judgment or comment is strictly avoided
to create genial atmosphere for free flow of ideas. Finally, all these ideas are evaluated by the
trainer. This training method is provided to develop creativity and imaginative power among
managers.

In-basket exercise:-different types of assignments were given at the same time to the participant
and their reactions were observed. Lastly feedback was given by instructor about their reactions.

This exercise is designed for managers to learn techniques of giving priorities to various
problems faced by them in their typically day.

Sensitivity training (T-group training)

This training is designed to develop better human relations for managers. The group consisting
of ten to twenty persons only starts discussions without any subject given. In this session, they
self-examine, with emotional level and behavior, criticize their colleagues and behavior, and
criticize their colleagues and behavior of each individual about where he has gone wrong. This
way, trainees can develop tolerance for others’ views, become less prejudiced, develop
understanding for group process and listening skills.

Programmed instruction: It is a method which involves breaking information into meaningful

information and rearranging them in a proper sequence to form a learning package. It consists of
three functions: -
 Presenting questions, facts, or problems to the learner.
 Allowing the trainee to respond.
 Providing the necessary feedback on the accuracy of his answer.
Self-improvement programs: Refer to acquiring knowledge through additional reading and
self-improvement programs.

15
2.6. ROLE OF TRAINING AND DEVELOPMENT ONEMPLOYEES PERFORMANCE
Employee performance is greater in a satisfied worker and the management also finds it easier to
give motivation to high performers in the process of attaining the Organizational goals
(Kinicki&Kreither 2007). Employees‟ can only derive satisfaction when they feel that they are
competent to perform their duties, when this is achieved through effective training and
development programs. Recognizing the important role of training practices gives the top
executives safe and good working environment that goes along in improving the
motivational level and performance output of the workforce.

According to Leonard-Barton (1992), an organization that gives value to knowledge as a

source of gaining competitive edge over their competitors, are supposed to build up a system
that ensures constant learning, and an effective way of doing so is through employee training.

Preffer (1984) stated that a well-trained workforce has a tendency to be more capable to
record high performance targets and also gain high competitive advantage in the labor
market. The importance of training on employee performance, through accelerating the process
of learning is mentioned in many research work (McGill and Slocum 1993; ulrich et al. 1993).

The employee performance that is achieved through training refers to continuous improvements

in knowledge, skills and abilities to carry out duties as it relates to work, and hence
achieve more employee commitment towards the organizational goals

Huselid(1995) ;Ichniowski et al. (1997). M. &O. (1998) justified that training program should
result in cultural method of developing learning process that is aimed at preparing participation
evaluation form(s) Determine the follow-up activities for the program building employee
performance and ultimately higher returns on investment for the organization.

Formal training programs are an effective way of directly transferring the organizational

Goals and values to a whole group of people simultaneously (Sheen, 2006; Hazing, 2004).

Appropriate training can develop managers at all levels including the knowledge and skills

Required to gain competency in order to manage change in organization in any business

16
Environment ( Steward ,1996; John, 2000).) In multinational companies, training can provide an
important impetus to achieve shared values and facilitates network building between
Headquarters and subsidiaries. Helliriegelet al,(2001)states that training of employees in
organization increases higher productivity through better job performance, more efficient Use of
human resources, goals and objectives more effectively met, reduced cost Due to less labor
turnover, reduced errors, reduced accidents and absenteeism, more capable and mobile
workforce and retention of the existing staff. Similarly, Echard and Berge (2008) stated that
effective training techniques can produce significant business results especially in customer
service, product development, and capability in obtaining new skill set. This linkage of training
to business strategy has given many businesses the needed competitive edge in today’s global
market. Echard and Berge, (2008) also provides that effective Training and development
improves the culture of quality in business, workforce, and ultimately the final product (Huang,
2001 an educated and well trained work force is considered to be essential to the maintenance of
a business firm’s competitive advantage in a global economy.

Human Resource Management (HRM) practices of training and development enhance employee
skills, Knowledge and ability which in turn enhance task performance of individual and in the
long run increases The organizational productivity (Huselid 1995). However,Wood, (1999)
argues that HRM practices are universal across organizations or whether the effectiveness of
human resources management is contingent upon factors while (Asgarkhani, 2003) argues that
the success of training is contingent upon the effectiveness of performance planning and
measuring. The fact of the matter is that the three fundamental aspects surrounding this approach
are process classification, selection of proposed methods, and delivery. We could go further and
consider Shandratilek (1997) and Dessler 2005 who emphasized that the point that the
availability of high Quality employees, places the organization in competitive advantage over
others even within the same industry and that the inadequacy of expertise is a major Constraint
as such organization take major concrete measures to organize training programs. The resultant
effects of properly executed training programs are reflected through the performance
management process. This is the integrated process employers use to make sure employees are
moving towards organizational goals.

17
Taking performance management to approach training means that the training effort must make
sense in terms of what the company makes each employee to contribute to achieving the
company’s goals. Training does bear fruitful results not only to the Organization but also to the
employees. Training is an opportunity for promotion and self-improvement, improved job
satisfaction through better job performance, a chance to learn new things and there is Greater
ability to adapt and cope with changes (John etal, 2002). This is supported by (Bhalla, 2006) who
argued that the objective of any organization training program is to train their employees to meet
the needs of the optimum profit potential. In addition, Hower (2008) pointed out that the
purpose of training is to empower associates with the skills necessary to make decisions and
accomplish their daily tasks and skills that help them give extraordinary service to customers. In
the business of customer service, training is essential to the impact Made on the customers.
Customer service and problem resolution are trainable skills and will determine whether the
customer impact is positive or negative. It also prepares employees for their next career move.
This move may be in the organizations or in life in general. Lynton and Pareek (2000) argue that
to enhance Individual motivation for training, the employees should be part and parcel of what it
communicates to applicant through all its contacts with them. This would make applicants feel
confident

2.7. Need Assessment of Training

According to Monappa&Saiyadain (2008), that the training foci are clear and show many
methods for training needs identification and analysis has been proposed. They quote a survey
that was conducted by Sinha (1974),in which the under listed methods have been identified:

1. Views of the line manager

2. Performance appraisals

3. Organization and developmental plans

4. Views of the training manager and

5. Analysis of job difficulties and job description

18
In the Thayer and McGhee model the above methods seem to have been summarized into only
three broad areas for consideration:

1. Organizational analysis

2. Task analysis and

3. Man analysis.

Casino (1992), as found that with just slight change in the choice of words he says also that
there are three levels of analysis for determining the need that training can fulfill for the
organization: Organizational, Operational and Individual (man in Thayer & McGhee model)
analyses.

Cascio then explains as follows: Organizational analysis: Here the focus is on identifying where
within the organization training is needed. These training needs are assessed against the
organization’s objectives and strategies. This would help avoid wastage of resources in training
and development where employees are trained in skills they already have or that are not
transferable to the job situation. Again there is the need to analyze the external environment
(environmental scanning in PEST analysis) and the internal climate (SWOT analysis) of the
organization. This is the critical first step for HRD personnel in assessing and relating training
needs to the achievement of organizational goals.

Operational analysis: This is the stage which assesses painstakingly the job to be performed after
the employee had been trained. This stage’s process is made up of

(i) The systematic collection of information on exactly how the job is done (job
analysis).
(ii) From the above performance standards for those jobs to done are determined
(iii) How tasks are to be Performed to meet standards and
(iv) The knowledge, skills, abilities and other characteristics necessary for effective task
performance. The required information for this stage could come from various
sources such as: Job analysis, Performance appraisal, Job description

19
All of these would provide very important input into the analysis of training needs.

Individual analysis: At this final level / stage training needs could be defined in terms of:

(a) Difference between desired performance and actual performance e. g. from a Performance
appraisal report.

(b) Performance standards identified in the operational analysis

(c) Individual performance data from performance appraisals

(d) Diagnostic ratings of employees by supervisors

(e) Records of performance kept by employees in a diary form and

(f) Attitude and interview survey by researchers and management.

From the above processes the identification of a gap existence between actual performances

And desired performance may be filled by training. (But remember it has been mentioned

Earlier that training does not provide solution to all performance problems hence the use of the
word “may” this last paragraph).

For Dessler (2008), the whole process of training needs identification and analysis could be
broken down onto two (2) stages only:

1. New employees:- the task here is to determine what the job involves and break it down into
subtasks which are taught to the new employees and

2. Current employee:- training needs analysis for current employees is more complex since
HRD department and supervisor have the added task of deciding whether

Training is the solution to whatever performance gap exists. This again is important (as it’s been
emphasized) given the fact that not all problems could be solved through training and
development.

20
2.8. Conceptual Frame Work
Training should be conducted in a systematic order so as to derive expected benefits
from it. The training system involves four stages, namely:

a. Assessment of training and development program’s needs.

b. Designing the training and development programs.

c. Implementation of the training program

d. Evaluation of the training program

Figure 1: Conceptual Frame Work

Stage 1 Stage 2 Stage 3 Stage 4

Assessment of Designing of Implementation of Evaluations of
Training Training Training Training Programs
Needs .Programs Programs .Reactions
.Organizational .Instructional .On-the-Job Methods .Learning
Analysis objectives .Off-the-Job Methods .Job Behavior
.Departmental .Learning .Characteristics of .Organization
Analysis Principles the Ultimate Value
.Job Analysis .Teaching Instructor Conducting
.Employee Principles the
Analysis .Training Program
Principles
Content design
Source: P. SubbaRao,(2000),

21
 CHAPTER THREE

3. Research Methodology
This chapter deals with research design, sample size, sample techniques, source of data, data
collection method (instrument), method of data analysis and interpretation and Ethical
consideration.

3.1. Research Design

The researcher was conducting cross sectional, since data was collected on current training and
development of micro and small scale enterprise in woliso town. The researcher’s belief that the
collection data needs to be the best describes training and development practice. This depends up
on the type of research design to be selected; therefore in order to capture the logical structure of
the study was used descriptive research design. This research design is important because it
intends to gain immediate knowledge and information on training and development practices of
micro and small scale enterprises. Therefore, the research design was appropriate for the study,
as it explore all the necessary information in regard to research objective.

3.2. Target Population

The researchers were focused on employees of manufacturing sector, who can work on Metal
and Wood working, dressmaking and tailoring, Agro processing, Leather making, Hand craft and
Jewelry, Beltane and food processing. It also focused on managers and supervisors of Micro and
Small Scale enterprises in woliso Town specifically in manufacturing sector.

3.3. Sample size

It is impossible to collect data on the whole population, considering the size, as well as the time available to the
researcher. Thus, to avert such constraints the researcher focused to draw sample from the whole population.
Therefore, to make the sample more representatives the sample size of the study were determined using the
formula adopted from Kreijcie and Morgan’s (1970).Thus the formula used to calculate the sample size is:

n=N/1+N (e) 2

n=is the sample size

22
N=the total population

e= is the error term, which is 5%

z=the confidential level of 95%

Therefore, n=132/1+132(5%) 2

n=132/1+132(0.05)2

n=132/1.33

n=99 99/132=0.75

S.N Type of strata Total population Sample size

1 Dress making and tailoring 10*0.75 7

2 Metal and wood working 60*0.75 45

3 Agro processing 3*0.75 2

4 Leather making 4*0.75 3

5 Hand craft and jewelry 5*0.75 4

6 Baltina and food processing 50*0.75 38

Total 132 99

3.4. Sample Technique

For the purpose the study the researcher was used both stratified and purposive sampling
methods. The researcher were used stratified sampling technique for questionnaires, the
population is partitioned in to non over lapping groups, called strata and a sample would have
been selected by proportion from each stratum. Stratification may produce smaller error of
estimation. The cost per observation in the survey may be reduced by stratification of the
population elements into convenient groups. Estimates of population parameters may be desired
for subgroups of the population. The researcher was used the purposive sampling for interview.
It is one that is selected based on knowledge of the population and the purpose of the study. One
of the first things the researcher was done in this situation is verifying that the respondent does

23
fact meet the characteristics or criteria for being included in the sample. If they do, the researcher
was asked them the rest of the survey questions.

3.5. Method of Data Collection

Data collection method was used self-administered questions that consists both open and close
ended questions. Open ended question were helped the employees to express their idea widely
and close ended questions was helped management to provide information clearly and effectively
to answer the questionnaires.

Secondary data was gathered from organizations policy records and documents.

3 .6.Data Type and Source

3.6.1. Type of Data
To carry out the study the researchers used both qualitative and quantitative data type.

3.6.2. Source of Data

The researchers used both primary and secondary data source.

Primary source:-the primary data was obtained from primary sources directly from respondents
through questionnaires and interviews. That was very important to explanation, generalization
and conclusion. Semi-structured interview were particularly useful for collecting information on
people’s ideas opinions, or experiences. They are often used during need assessments, program
design or evaluation.

When preparing an interview guide. The researcher was prepared semi structured interview for
six respondents in manufacturing sector. So, the researcher was used semi structured interviews
for purposive sampling techniques.

Secondary sources:-secondary data of the study were collected from the organizations policy
records and documents.

24
3.7. Method of Data Analysis and Presentation
The method, the study was used to analysis data through questionnaire and interview was
descriptive data analysis methods for managing the collected data easier to understand or
interpret. Data obtained was represented by using table and percentages.

3.8. Ethical Consideration

To carry out the study, the researcher was communicated with many respondents. Those data
was collected to be keeping confidential and exclusively use for only academic purposes.

The respondents were informed of the content and the aims of the study prior to administration
of any instruction.

25
 Chapter Four
4. Data presentation, Analysis and Interpretations
4.1 Introduction
This chapter deals with analysis and discussion of information obtained from
questionnaires and interviews.

4.2 Response Rate

Table 4.1 Response rate

Strata Sample size return incomplete complete Response

rate
Dress
making and 7 7 1 6 0.06
tailoring
Metal and
wood 45 44 1 43 0.43
working
Agro
processing 2 2 - 2 0.02
Hand craft 4 4 - 4 0.04
Baltena 38 36 4 32 0.32
Leather 0.03
making 3 3 - 3
Total 99 96 6 90 0.90
Source; Questioner, April (2008 E.C)
As indicated in the above table 4.1 concerning response rate, out of 99 sample size, 96
were returned,90 were complete and 6 were incomplete .so the response rate were 0.90.

4.3 Demographic Characteristics of respondents

Respondents were grouped according to their ages, sex, marital status, religion and educational
level.

26
Table 4.2 Demographic Characteristics of Respondents.

Frequency
Items Year Percentage
15-25 20 22.23%
Age 26-35 43 47.78%
36-46 17 18.88%
Above 46 10 11.11%
Total 90 100%
Male 60 66.67%
Sex Female 30 33.33%
Total 90 100%
Married 50 55.56%
Marital status Un married 35 38.88%
Divorce 5 5.56%
Total 90 100%
Orthodox 40 44.45%
Religion Protestant 20 22.22%
Muslim 21 23.33%
Other 9 10%
Total 90 100%
Educational level High school 20 22.23%
Certificate 25 27.78%
Diploma 30 33.33%
Degree 15 16.66%
Total 90 100%
Source; Questioner, April (2008 E.C)

As indicated in the above table 4.2,concerning the age of respondents ,20(22.22%)of them were
found in the age between (15-25) years, about 43(47.78 %)of the respondents were in the age
range of between (26-35),17(18.88%) of the respondents were in the age range of between (36-
46)years and the remaining 10(11.11 %)of the respondents were above 46 years. With regard to

27
gender out of 90 respondents 60(66.66 %) were males and the rest were females which accounts
30(33.34%).This implies that majority of employees in the manufacturing sector were males.
Concerning the marital status of the respondent about 50(55.56 %) of the respondents were
married, 35(38.88 %) of the respondents were unmarried and the rest 5(5.55%) of the
respondents were divorced. The collected data reveals that majority of manufacturing sector
employees were married.

With regard to the religion of the respondents 40(44.45%) were orthodox, 20(22.22%) of the
respondents were protestant, 21(23.33%) of the respondents were Muslim and the rest 9(10%)
were others. This implies that the majority of the employees of manufacturing sector were
orthodox.

Concerning to the educational back grounds of the respondents about 20(22.22%) were high
school, 25(27.78%) were certificate, 30(33.33%) were diploma and the rest 15(16.66) were (BA
degree). This implies that the majority of the employees of manufacturing sector have diploma in
educational level.

4.4 General questionnaires for training and development.

According to Akinpejus (1999) stated that the process of training and development is
a continuous one. The need to perform one’s job efficiently and the need to know
how to lead others are sufficient reasons for training and development and the
desire to meet Organizations objectives of higher productivity, makes it absolutely
compulsory.

4.5 Links of training and development to businesses strategy

Table 4.3 links of training and development with their business strategy
How manufacturing sector links Frequency Percentage
training with their business strategy?
Low 20 22.23 %
Medium 35 38.88 %
Good 30 33.33 %
Very good 5 5.56 %
Total 90 100 %
Source: Questioner April (2008)

28
According to the above Table 4.3, 35(38.88%) of respondents were responded that the
organization links training and development with their business strategy is medium, 30(33.33%)
of the respondents were responded that good, 20(22.22%) of the respondents were responded
that very good. Therefore, the majority of the respondents responded that manufacturing sector
links training and development with their business strategy medium. This implies that the
manufacturing sector links training and development with their business strategy is medium.

4.6 Need assessment of employee training

According to Dessler (2008), the whole process of training needs identification and analysis
could be broken down onto two (2) stages only:

1. New employees:- the task here is to determine what the job involves and break it down into
subtasks which are taught to the new employees and

2. Current employee:- training needs analysis for current employees is more complex since
HRD department and supervisor have the added task of deciding whether Training is the
solution to whatever performance gap exists. This again is important (as it’s been emphasized)
given the fact that not all problems could be solved through training and development.

Table 4.4 Need assessments of employees training in the manufacturing sector.

How manufacturing sector Respondent

conduct need assessment of
employees training Frequency Percentage
Observation 41 45.56%
Questionnaires 29 32.22%
Interview 20 22.22%
Total 90 100%
Source; Questioner April (2008 E. c)

As indicated in the above Table 4.4, 41(45.56%) of the respondents were replied that
manufacturing sector used to identify training need assessment by observation, 29(32.22%) of
respondents responded to identify the training need assessments conduct in manufacturing sector
by preparing Questionnaires, and 20(22.22%) of respondents were responded that the

29
manufacturing sector conduct the need assessment of training by asking interview. Therefore the
majority of the respondents responded that the manufacturing sector conducts need assessment of
employees on training by observation.

4.7 Method of training

“Training methods are means of attaining the desired objective in a learning situation.”

Different categories of people-operative, supervisors’ managers-have different training needs and

they should be trained by different methods (Dessler, 2005:sims, 2006). These methods can be
grouped into:

1. On-the-job training methods

2. Off-the-job training methods

. Table 4.5; method of training

By what method do you have Respondent

taken training
On-the job training 65 72.22%
Off- the job training 21 23.34 %
Both 4 4.44 %
Total 90 100 %
Source; Questioner, April (2008 E.C)

As revealed in the above Table 4.5; about 65(72.22%) of the respondents were responded that
the manufacturing sector used on-the job training methods, 21(23.34%) of the respondents were
responded that the manufacturing sector used off the job training methods, and the rest 4(4.44%)
were replied that both on- the job and off- the job training method were used. Therefore, the
majority of the respondents responded that the manufacturing sector used on the job training
methods. This implies that on the job training was most commonly used by this sector.

30
4.8 Relevant of Training Content to an Individual
Table 4.6 ; Relevant of training content to achieving personal needs, goals and self-development.

How the training content Respondent

relevant to achieving your
personal needs, goals and self-
development? frequency percentage
Excellent 20 22.22 %
Very good 50 55.56 %
Good 20 22.22 %
Total 90 100 %
Source; Questioner, April (2008 E.

As shown on the above Table 4.6 with regard to relevance of training content to achieving
personal needs, goals and self-development, about 50(55.56%) of the respondents were replied
that training content was very good to achieving their personal needs, goals and self-
development. 20(22.23%) of the respondents were responded that the content was excellent and
20(22.22%) of them replied that the content was good. Therefore, majority of the respondents
were responded that the relevant of training content to achieving personal needs, goals and self-
development is very good. This implies that training content was very good to achieving
personal needs, goals and self-development.

4.9 contribution of training on work performance

Preffer (1984) stated that a well-trained workforce has a tendency to be more capable
to record high performance targets and also gain high competitive advantage in the labor
market. The importance of training on employee performance, through accelerating the process
of learning is mentioned in many research work (McGill and Slocum 1993; ulrich et al. 1993).

The employee performance that is achieved through training refers to continuous improvements

in knowledge, skills and abilities to carry out duties as it relates to work, and hence
achieve more employee commitment towards the organizational goals.

31
Table 4.7; Contribution of Training on work Performance

How did the training Respondent

contribute on your work
performance? frequency percentage
Excellent 15 16.67 %
Very good 32 35.55 %
Good 37 41.12 %
Better than before training 6 6.66 %
Total 90 100 %
Source; Questioner, April (2008E.C)

As shown in the above Table 4.7; It indicates that 37(41.12%) of the respondents were replied
that the contribution of training on their work performance was good. 32(35.55%) of respondents
were responded that the contribution of training on work performance was very good,
15(16.67%) of the respondents were responded that the contribution of training on work
performance was Excellent and the rest 6(6.66%) of the respondents responded that better than
before training. Therefore the majority of them indicated that the contribution of training on
work performance was very good. This implies that the contribution of training on work
performance is very good.

4.10. Effectiveness and Efficiency of training at the manufacturing sector.

Table 4.8; Contribution of training to effectiveness and efficiency at the manufacturing sector.
Do you agree that training and Respondent
development at MSE would
contribute to achieving
effectiveness and efficiency of
manufacturing sector? Frequency Percentage
Agree 66 73.34%
Disagree 20 22.22 %
Not sure 4 4.44 %
Total 90 100 %
Source; Questioner, April (2008 E.C).

32
As revealed in the above Table 4.8; shows analysis on whether training at manufacturing sector
were contribute to achieving effectiveness and efficiency of the employees, 66(73.34%) of
respondents were responded that training would contribute to achieving effectiveness and
efficiency of manufacturing sector, 20(22.22%) of the respondents were replied that disagree and
the rest 4(4.44%) of the respondent were replied that not sure. Therefore the majority of the
respondents agreed that the contribution of training to effectiveness and efficiency at the
manufacturing sector. This implies that the contribution of training and development to
effectiveness and efficiency at the manufacturing sector is very high.

4.11 The Interval of Training

Table 4.9 the interval of training.

Interval of training Response

Number Percentage
Annually 28 31.12%
Semi Annually 14 15.55%
Quarterly 13 14.45%
Situational 35 38.88%
Totally 90 100%
Source:-Questioner April (2008 E.C)

As indicated in the above Table 4.9 about 35(38.88%) of the respondent were responded that
training were given at manufacturing sector depend on situation or circumstances, 28(31.12%) of
the respondents were replied that training were given in the manufacturing sector annually,
14(15.55%) of the respondents were responded that training was given in the manufacturing
sector semiannually and the rest 13(14.45%) of the respondents were responded that training was
given quarterly in the manufacturing sector. Therefore, the collected information assured that
majority of them responded that training was given at manufacturing sector depend on
circumstances.

This implies that the majority of the manufacturing sector employees were taken training
situation ally.

33
4.12 Factors Affecting Training and Development
There are various factors that hinder training and development in manufacturing sector, among
these factors financial problems, training place factor, technological factors and also
management related factors.

Table 4.10 Factors affecting training and development

Factors affecting training and Respondents

development in manufacturing Frequency Percentage
sector.
Financial problems 30 33.33%
Training place factors 20 22.23%
Technological factors 15 16.67%
Management related factors 25 27.77%
Total 90 100%
Source; Questioner,(2008 E.C)

As revealed in the above Table 4.10on factors affecting training and development in the
manufacturing sector, 30(33.33%) of the respondents were responded that financial
problems(lack of efficient finance, loan or credit from government or other NGO). 25(27.77%)
of the respondents were replied that the factors affecting training and development in the
manufacturing sector was management related problems(lack of top management support for
training, lack of effective supervisor, good manager).20(22.23%) of the respondents were
responded that the factors affecting training and development in the manufacturing sector was
training place factors (absence of own premises, current working place were not convenient, rent
of house were too high) and 15(16.67%) of the respondents were replied that the training factor
in the manufacturing sector was technological factors(lack of appropriate machinery and
equipment, lack of skill to handle new technology, lack of money to acquire new
technology).Therefore, the collected information assured that the majority of them responded
that the factors affecting training and development in the manufacturing sector was financial
problems and management related problems. This implies that all of these were factors affecting
training and development in the manufacturing sector.

34
4.13 Importance of training for Organization
Training and development in organizations is very essential; they increase knowledge to the
participants, improve skills, and can amend attitudes (Negeswara R. 2014).It is very essential for
the following reason, this were the organization became Competent, enhance profit and reducing
cost of production.

Table 4.11 Importance of Training for Organization

What are the importance of Response

Training for your
Organization Frequency Percentage
Competent 10 11.12%
Enhance Profit 13 14.44%
Reducing cost 10 11.11%
All 57 63.33%
Total 90 100%
Source: Questioner, April (2008E.C)

The above Table 4.11 indicated that about 57(63.33%) of the respondents were replied that all
are the importance of training for an organization, 13(14.44%) of the respondent were replied
that the importance of training in the organization were to enhance profit, 10(11.12%) of the
respondents were replied that to become competent and the rest 10(11.11%) of the respondent
were responded that reducing cost. From this Table the researcher concluded that the importance
of training for an organization is to be competent, enhance profit and reducing cost.

35
4.14 Rating the overall training and development
Table4.12 Rating the overall Training and Development

How would you Rate the Respondents

overall Training and
Development Program Frequency Percentage
Very high 5 5.56%
High 30 33.33%
Low 42 46.66%
Very low 13 14.45%
Total 90 100%
Source: Questioner, April (2008 E.C)

As revealed in the above table 4.12, about the overall evaluation of training and development
42(46.66%) of the respondents were replied that there is low training and development Program
in the Manufacturing sector, 30(33.33%) of the respondents were replied that there is high
training and development Program in the manufacturing sector, 13(14.45%)of the respondent
responded that very low and the rest 5(5.56%) were replied that training and development in the
manufacturing sector were very high. Therefore the majority of them replied that rating the
overall training and development were low. This implies that there were low training and
development program in the manufacturing sector.

4.15 purpose of training.

Table 4.13. Purpose of training and development.
Which purpose has been given Respondent
more emphasis? Frequency Percentage
Increase effectiveness 50 55.56%
Help Participants 10 11.11%
Find out the extent, the 9 10%
objective achieved
Increase capacity of workers 21 23.33%
Total 90 100%
Source: Questioner, April (2008 E.C)

36
As shown in the above table 4.13, about the purpose of training and development 50(55.56%) of
the respondents were replied that the purpose of training and development were to increase the
effectiveness, 10(11.11%) of the respondents were responded that help the participants,
21(23.33%) of the respondent were replied that it increase the capacity of workers and the rest
9(10%) of the respondents were responded that find out the extent, the objective achieved.
Therefore, the majority of the respondents were responded that the purpose of training in the
organization were to increase effectiveness and effectiveness. This implies that the organization
was given more emphasis to increase effectiveness and efficiency and to increase the capacity of
worker.

4.16 Intention of Employees towards training.

Table 4.14 Intention of employees to wards training.

What is the Intention of Respondent

employees towards training?
Frequency Percentage
Employees are obstacles for 10 11.11%
the program
Employees encourage the 35 38.89%
program
Employee see as a temporary 25 27.77%
benefit
Employee see as an obligation 20 22.23%
Total 90 100%
Source: Questioner, April (2008E.C)

As shown in the above table 4.14 concerning the intention of employees towards training in the
manufacturing sector 45(38.89%) of the respondent were replied that encourage the program,
25(27.77%) of the respondent were responded that they have seen as the temporary benefit,
20(22.23%) of respondents were responded that they have seen as an obligation and the rest
10(11.11%) of the respondents were responded that an obstacle for the program. Therefore, the
majority of the respondents were responded that the intention of employees towards training was
encourage the program. This implies that the intention of employees toward training were to

37
encourage the program. But some of them have seen as temporary benefit and counted as an
obligation.

Interviews on Training and Development.

Training system with in the manufacturing sector.

The training system in the manufacturing sector is on-the job training system. the employees can
take training at the same time on the job working (he/she works at the same time in the job
area).the employees that can take training in this sector can be succeed on their work, he/she
increased their capacity, increase their product, increase their profit and also indirectly they
reduce the poverty and increase the country’s economy.

The existing challenges and obstacles faced by the manufacturing sector regarding to training.

There are various challenges and obstacles of training at manufacturing sector among these
challenges financial problems (lack of efficient finance, loan or credit from government or other
NGO),management related problems(lack of top management support for training, lack of
effective supervisor, good manager)were factors affecting training and development in the
manufacturing sector, the other factors were training place factors(absence of own premises,
current working place were not convenient, rent of house is too high)and technological related
factors were(lack of appropriate machinery and equipment, lack of skill to handle new
technology, lack of money to acquire new technology).Therefore, all of these challenges were
factors affecting training and development in the manufacturing sector.

Role of manager in training.

To give training within the organization, the manager’s role was identified as leadership,
supervising, teaching and supporting employees.

Regarding the manager training and development, the manager themselves should have much
knowledge about the issues in training and understand everything completely before they started
teaching someone else. The support from the organization to managers so that they could have
had chances to improve their qualification and knowledge competency which might enhance the
quality of employee training overall. The knowledge, skills and ability of managers contributed

38
to the training out comes and increased the training effectiveness. The managers should have to
motivate the employees for training to develop or increase the capacity of the employees or
effectiveness of the organization.

Measures have been taken to overcome the problem.

As a general the government and in particular the manufacturing sector must give attention on
training and development of employees in manufacturing sector. To increase the training
effectiveness, the top management support have been necessary and also the government must be
solved the financial problems by giving credit on time. The employees must use technology
based infrastructure in order to increase their productivity. The government must gave working
place for the employees to reduce these problems, like lack of training place, absence of own
premises and the rent of house is too high

39
 Chapter Five

5. Conclusion and Recommendations

5.1Conclusions
Generally based on the finding of the study the following conclusions were drawn.
 The study found that the manufacturing sector links training and development with their
business strategy medium.
 From the data analyzed that the manufacturing sector conducts need assessments of
training by observation and interview.
 The data analyzed reveals that employees have been taken training in the manufacturing
sector where as it did not reach all employees as equal. The training methods that were
used in the manufacturing sector were on the job training methods, because most of the
time workers were not absent from the job.
 The study found that the relevance of training content to achieving personal needs, goals
and self-development were very good in the manufacturing sector.
 The contribution of training on the work performance of employees is very good in the
manufacturing sector.
 From the data analyzed the researcher conclude that, factors affecting training and
development at the manufacturing sector were financial problems (lack of efficient
finance, loan or credit from government or NGO),management related problems(lack of
top management support for training, lack of effective supervisor and good
manager),training place factors(absence of own premises, current working place were not
convenient, rent of house were too high) and The technological factors were(lack of
appropriate machinery and equipment, lack of skill to handle new technology, lack of
money to acquire new technology).all of these were the factors affecting training and
development in the manufacturing sector.
 The study indicated that the purpose of training in the manufacturing sector was to
increase effectiveness and efficiency and also increase the capacity of workers.

40
5.2 Recommendations
Based on the above findings and conclusions, the researchers were forwarded the following
recommendations.

-Training and development should be delivered as equally and fairly for all employees in the
manufacturing sector.

-The manufacturing sector should align training with their business strategy to run their business
effectively.

-The government and micro and small business enterprise should fund the finance or to give the
loan or credits to solve the financial related problems.

-The governments and top managements should give support for training in the manufacturing
sector.

-The government and manufacturing sector should reduce the training place factors by
constructing building or containers for working places

-The government should buy machinery and equipment for this sector.

-Finally as a base for every human resource activity, training and development needs the
devotion of top management as well as the full support of every employee to implement the
system. Therefore, the management of manufacturing sectors should work in collaboration with
employees to get the desired result of training and development that will motivate its valuable
employees and ultimately meet the sectors goal.

41
 BIBLOGRAPHY
1. Armstrong, G.A. (2001) A Hand book of human Recourse practice, Kogan page, 8th
Ed,
2. Afshan, S., Sobia, I., Kamran, A. &Nasir, M. 2012. Impact of training on employee
performance: a study of telecommunication sector in Pakistan. Interdisciplinary
Journal of Contemporary Research in Business 4, 6
3. April, Cole. 2010. Employee turnover: implications for hotel managers. FIU Hospital
Review, pp. 3(8) 24-31..
4. Armstrong, G.A. (2006) Human Resource Management Practice 10 thed.Kogan page.
London and Philadelphia.
5. Aswathappa, k. (2000) Human Resource Management and personnel Management,
Newi Delhi; Tata McGraw-Hill publishing Campany Limited.
6. Aug 20, 2014 Mahfouz Judeh. Applied Science private university.
7. Cascio WF, Aguins H.2005.Applied psychology in Human Resource Management.
Upper Saddle River, NJ: Pearson prentice Hall.6thEd.
8. Dessler, G.(2008).Human Resource Management 11thed.Pearson International edition.
9. Evans, P., Pucik V. &Barsoux J-L 2002. The Global Challenge: Framework for
International Human Resource Management. Boston: McGraw-Hill.
10. Gordon, R., 1992. SME banking loyalty (and disloyalty): a qualitative study in Hong
Kong. International Journal of Bank Marketing, pp. 24.(1) 37-52..
11. Noe, R. A. (2006). Employee Training and Development 4thed. McGraw-Hill Irwin
Robbins, S. P. & Judge, T. A.
12. Heath field, S. M. (2012). Training: Your investment on people development and
retention.
13. Mullins, J. Laurie. (2007). Management and organizational Behavior 8th ed. Prentice
Hall.
14. p.SubbaRao, 2000,’Essentials of Human Resource Management and Industrial
Relations”.Himaliya Publication House, 3rd Reviced and Enlarged Edition.
15. Cole,G.A.(1997).Personel management 4thed.AshfordColourPress,Gasport-Great
Britian.

42
16. Baranzini D, Bacchi M, Cacciabue PC. 2001. A tool for evaluation and identification
of training needs.
17. Thomson, A. (2002). Managing People and training and Development 3rded.
ButterworthHeinemann.
18. Mumford, A. (1987). Using reality in management development: Education
andDevelopment 3rded. Short Rum Press Ltd.
19. Http; // ww. Art of the start.com/ Importance of Training/.
20. http;//www.insideindians abusiness.com/contributors.asp id=923
21. McGrawillPersonnel and 6th Edition, 1984).
22. Edinburg Gate Pearson Education Hall.

43
 APPENDEX
AMBO UNIVERSITY WOLISO CAMPUS

FACULTY OF BUSINESS AND ECONOMICS

DEPARTMENT OF MANAGEMENT

A questionnaire to be filled by selected employees of manufacturing sector of Woliso town.

Objectives of the study:

The purpose of the study is to assess factors affecting training and development of manufacturing
sector in woliso town and based on the finding possible solutions and recommendations will be
forwarded.

This study is purely an academic and in no ways affects the respondent’s personality or
organization. It will be kept confidential. So that, your genuine view, frank opinion and timely
responses are very valuable in determining the success of the study. Therefore, you are kindly
requested to extend your cooperation honestly by providing relevant information and filling out
of the following questionnaires that are prepared for this intention.

Thank you in advance for your cooperation!!

Part I General instruction

1. No need of writing your name.

2. Mark your response in space provided by putting a (-) mark the choices you thought to be
the answer (s) according to the instruction given.
3. Write short and brief answers or additional opinions if any, on the space provided as
much as possible.
4. Please, follow the instructions provided for each part.

44
 Part II Personal information

Please write brief answer or put ( ) mark on the space provided for the following personal
information questions.

1. Age:- 15-25 □ 26-35 □ 36-45 □ Above □

2. Sex:- Male □ Female □
3. Marital status : Married □ Unmarried □ Divorce □
4. Religious: Orthodox □ protestant □ Muslim □ other □
5. Educational level:-high school □ certificate □ Diploma □ BA/BSC □
6. If other please specify_______________________________________________

Part III General Questions concerning training and development

Please put () mark the choice you thought to be answers or write the short brief answer on the
space provided for the following general questions(It is possible to mark more than one answers
in some questions)

1. How manufacturing links training and development with their business strategy?

A, Low □ B, medium □ C, good □ D, very good □

2. How manufacturing sector conducts need assessment of employees on training?

A, Observation □ B, Questionnaire □ C, Interview □ D, other □

3. By what methods do you have taken training?

A, on the job training □ B, off the job training □ C, both □

4. How the training content relevant to achieving your personal needs, goals and self-
development? A. Excellent □ B. very good □ C. Good □

5. How did the training contribute on your work performance?

A. Excellent □ B. Very good □ C. Good □ D. Better than before training □

45
6. Do you agree that training and development at MSE would contribute to achieving
effectiveness and efficiency of manufacturing sector?

A, Agree □ B, Disagree □ C, Not Sure □

7. By what interval do you get training? A, Annually □ B, semiannually □ C, quarterly □

D, situational □

8. What are purposes of training for your organization?

A, competent □ B, enhance profit □ C, reducing cost □ D All□

9. How would you rate the overall training and development program at your organization?

A, very high □ B, high □ C, low □ D, very low □

10. Which purpose has been given much more emphasis?

A, Increase effectiveness □ B, help participants □ C, find out the extent, the objective
achieved □ D, Increase capacity of workers □

11. What is the intention of employees towards training and development?

A, Employees are obstacle for the program □ B, Employees encourage the program □ C,
Employees see as temporary benefit □ D, Employees see as an obligation □

Thank you

46
INTERVIEW QUESTIONS

Interview questionnaire to be answered by selected representative of manufacturing sector of

Woliso town.

1. Could you please explain the training system with in the manufacturing sector?

2. What are the existing challenges and obstacles faced by manufacturing sector regarding to
training?

3. How do you think about the role of manager in training?

4 What measures have been taken to overcome the problems?

47
 YUNIVARSITY AMBOTTI KAMPAASI WOLISOO

DAMEE BARNOTAA BUSINASII FI IKONOMIKSII

DIPARTIMANTI MANAJIMANTII

Gaaffileen Kun Kan guutaman hojjatoota sectara manufakcharingi magalaa wolisotini.

Kaayyon qoranno kanaa

Kaayyon qoranno kanaa rakkolee akkataa leenji fi guddina sectara manufakcharingi magalaa
woliso kessaati fi xiyyefannaa irrati hunda’un furmaata kennu fi xinxalu irrati hundaa’a.

Qorannon Kun barumsa irratti kan hunda’e fi namoota gaffiin kun qopha’eef fi waldaalee kana
irrati kan kan midhaa tokkolee hin qabne dha.ofitti amantumman kan qopha’ee dha.
kanaafu,Ilaalchi,yaadaa fi yeroon isin nuf kennitan qorannoo kana keessatti iddoo guddaa
qaba.kanaan booda,deebiin isin nuf qoodan kan informeeshina ga’aa ta’ee fi gaafilee keenya
nuuf deebisanii dha.

Nu cinaa dhaabachuu keessaniif baayee galatomaa;

Kutaa1ffaa qajeelfama waliigalaa

1. maqaa keessan bareesuun hin barbaachisu.

2. Akkaata qajeelfama isini kennametiin deebii keessan sanduuqa keessati mallattoo( ) godhaa.

3. Deebii keessan haala gabaabaa ta’ee fi ifa ta’een deebisa,akkasumaas yaada dabalataa yoo
jiraate bakka duwwaa isinif kenname irrati guutuu ni dandeesan.

4. Dhifamaa wajiin qajeelfama kutaa hundaratti kenname hordofaa.

Kutaa 2ffaa Odeefannoo dhunfaa.

Dhifamaa wajiin deebii ifa ta’e bakka duwwaa keessatti mallattoo( ) nuf guutaa.

1, Umrii; A.15-25 □ 26-35 □ B. 36-45 □ C. sana ol □

2, saala;A dhi □ B. dha □

48
3. Haala bultii; kan fuudhe □ kan hin fuudhin □ kan hike □

4. Amantii; B orthodoxii □ protestantii □ musliima □ kan biraa □

5. Sadarkaa barumsaa; Sadarkaa2ffaa □ sartafikeetii □ diploomaa □ digrii □

Kutaa 3ffaa gaafii waliigalaa leenjii fii guddinaa irratti hundaa’e.

Dhifamaa wajiin deebii keessan haala gabaabaa ta’een iddoo isinif kennametti mallattoo( ) nuf
guutaa.(ykn yoo babachisaa ta’e gaafilee muraasaf deebii tokko ol kennun ni dandama).

1. Sectari manufacturingi leenji fi guddinaa caasefama bisineesii isaatiin wal qabsiisuu irratti
maal fakkaata?A, gad bu’a □ B, giddu galeesa □ C, bayeesa □ D,baayee baayeesa □

2. Seektari manufakcharingi barbachisummaa leenjii hojjatootaf akkamiin beekuu danda’a?

A, Odeefannon □ B,gaafii qopheesuun □ C,Afaaniin gaafachuun □ D, kan biraa □

3. Leenji kana mala akkamiitin fudhatan? A,Idduma hojiiti □ B,Iddoo biraati □ C,lamaanuu □

4. Leenjii lenjiuun kun hojii keessan irratti bua’aa akkam fiduu danda’a?

A,baayee bayeesa □ B,baayee gaarii □ C,gaari □ D,kan leenji dura ni caala □

5. Waldaa micro fi xixiqqaa keessatti leenjii fi guddini ciminaa fi bu’a qabeessummaa sektara
manufakcharingiif ni qaba jettee ni amantaa?

A, nin amanaa □ B,hin amanuu □ C,hin beekkamu

6. Garaagarumma yeroo hangamitin leenjii argatan?

A.waggan □ B.waggati yeroo lama □ C,ji’a afuriin □ D.Haaluma yerootin □

7. Rakko leenjiin akka hin kennamne godhu maali jette yaadda?

A,Rakko hanqina finansii □ B,rakkoo managimanti □ C,Rakkoo gama teknoloji □ D,akko iddo
lenji dhabuu □

8. Bu’aan seektari manufakcharingi leenji kenuu irraa argatu maali?

49
A,dorgomaa ta’a □ B,galii irraa argata □ C,baasii hirisuu □ D. kan biraa

9. Akka walii galaati sektara kessan kana keessati sagantaa leenjii fi guddinaa akkamiti ilaalta?

A,baayee olaanaa □ B,olaanaa □ C, gad-anaa □ D, baayee gad-aanaa □

10. Dhimma leenjii kana keessaa isa kam irrati xiyyefannon haalan itti kenname?

A,cimina dabaluu irrati □ B,hirmaataa gargaaru irrati □ C,dandeetii hojetaa haalan dabaluu irrati
□ D,kan biraa yoo jiraate □

11. Ilaalchi hojjatootaa gama leenjii fi guddinaarati qaban maal fakkaata?

A,Ilaalcha kufinsa leenji kanaa □ B,Ilaalcha leenjii kana jajjabeesu □ C,Ilaalcha bu’aa dhunfaa
isaani □

Gaaffilee Afaanii

Gaafiileen afaanii Kun kan deebifamu namoota sektara manufakchariingi magaalaa wolisoo
keessaa kan filatamaniin.

1. Dhifamaa wajjiin ademsa leenjiin seektara manufakcharingii keessaati gageefamu sirriti nu

ibsuu dandeesuu?

2. Rakkoleen akka leenjiin kun hin adeemsifamne godhan maali?

3. Leenjii kana keessati ga’een maanajara maal jeette yaada?

4. Akka waliigalaati rakkoolee kun akkamiti furamu qaba?

Galatoomaa!

50
51