Final - 2 Draft Thesis

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ADDIS ABABA UNIVESITY

SCHOOL OF GRADUATE STUDIES
COLLEGE OF EDUCATION AND BEHAVIOURAL STUDIES
EDUCATIONAL PLANNING AND MANAGEMENT
DEPARTMENT

THE PRACTICES AND PROBLEMS OF HUMAN RESOURCE
TRAINING AND DEVELOPMENT SCHEME IN SELAM
CHILDREN`S VILLAGE AT ADDIS ABABA

BY
YEMATAW KIBRET

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THE PRACTICES AND PROBLEMS OF HUMAN RESOURCE TRAINING
AND DEVELOPMENT SCHEME IN SELAM CHILDREN`S VILLAGE AT
ADDIS ABABA

A THESIS SUBMITTED TO THE DEPARTMENT OF EDUCATIONAL
PLANNING AND MANAGEMENT IN PARTIAL FULFIMENT OF THE
REQUIREMENT FOR MASTER OF ARTS IN EDUCATIONAL
LEADERSHIP AND MANAGEMENT

BY
YEMATAW KIBRET

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THE PRACTICES AND PROBLEMS OF HUMAN RESOURCE TRAINING AND
DEVELOPMENT SCHEME IN SELAM CHILDREN`S VILLAGE AT ADDIS ABABA

BY
YEMATAW KIBRET

APPROVED BY BOARD OF EXAMINERS:

Hussien Kedir (PhD) __________________ _____________
Chairperson, Department of Signature Date
Graduate Committee
Alemayehu Debebe (Ato) ___________________ _____________
Advisor Signature Date
Dame Abera (PhD) ___________________ ________________
External examiner Signature Date
Zenebe Baraki (PhD) ___________________ ______________
Internal examiner Signature Date

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ACKNOWLEDGEMENTS
My special thanks is extended to Ato Alemayehu Debebe, my thesis advisor, for his invaluable
comments and unreserved intellectual and moral assistance.
My sincere and heartfelt gratitude goes to my lovely family, especially to my wife W/ro
Etsebeles Assefa who took the lions share of responsibility in caring for our children, other
familial and social matters. I am also very appreciative of my children Minase Yemataw and
Bereket Yemataw for their patience throughout the course of my study. I extend my thanks to my
friends and management and employees of Selam Children`s Village at Addis Ababa who had a
part in one way or another in the study.
Lastly, my heartfelt appreciation goes to Ato Teshager Zelelew who was with me throughout my
courses and helped me in editing and computer layout of this thesis.

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TABLE OF CONTENTS
Page
ACKNOWLEDGEMENTS ......................................................................................................................... 1
TABLE OF CONTENTS ............................................................................................................................. 2
ACRONYMS ............................................................................................................................................... 5
ABSTRACT ................................................................................................................................................. 6
CHAPTER ONE: INTRODUCTION .......................................................................................................... 7
1.1. Background of the Study ................................................................................................................... 7
1.2. Statement of the Problem .................................................................................................................. 9
1.3. Objectives of the Study ................................................................................................................... 11
1.4. Significance of the Study ................................................................................................................. 11
1.5. Delimitation of the study ................................................................................................................. 12
1.6. Operational Definition of Terms ..................................................................................................... 12
1.7. Organization of the .......................................................................................................................... 13
CHAPTER TWO: REVIEW OF RELATED LITERATURE ................................................................... 14
2.1. Concept of Training and Development ........................................................................................... 14
2.1.1 Nature of Training and Development ........................................................................................ 14
2.1.2 Definitions of Training and Development ................................................................................. 15
2.1.3. Human Resource Training and Development Policy ............................................................... 16
2.2. Systematic Approaches to Training and Development ................................................................... 17
2.2.1. Training and Development Needs Analysis ............................................................................. 17
2.2.2. Establishing Training and Development Objectives ................................................................ 19
2.2.3. Training and Development design ............................................................................................ 20
2.2.4. Training and Development Delivery ........................................................................................ 21
2.2.5. Training and Development Evaluation ..................................................................................... 24
2.3. Benefits of Training and Development ........................................................................................... 26
2.4. Factors Affecting Training and Development ................................................................................. 27
2.5. Human Resource Training and Development in Selam Children`s Village .................................... 27
2.5.1. Historical Background of Selam Children`s Village ............................................................... 27
2.5.2. Organizational Structure of Selam Children`s Village (SCV) .................................................. 28
CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY ................................................... 30

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3.1 Research Design ............................................................................................................................... 30
3.2 Sources of Data and Collection Methods ......................................................................................... 30
3.3 Sampling Technique ......................................................................................................................... 30
3.4 Instruments of Data Collection ......................................................................................................... 31
3.5. Procedure of Data Collection .......................................................................................................... 31
3.6. Data Analysis ................................................................................................................................... 32
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION ........................ 33
4.1 Characteristics of the Respondents ................................................................................................... 34
4.2 Data Presentation and Analysis ........................................................................................................ 35
4.2.1 Human Resource Training and Development Policy ................................................................ 35
4.2.2 Training and Development Needs Assessment ......................................................................... 36
4.2.3 Human Resource Training and Development Objectives.......................................................... 38
4.2.4 HR Training and Development Methods ................................................................................... 39
4.2.5 HR Training and Development Evaluations .............................................................................. 40
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ................................ 42
5.1 Summary........................................................................................................................................... 42
5.2 Conclusions ...................................................................................................................................... 43
5.3. Recommendations ........................................................................................................................... 44
REFERENCES ........................................................................................................................................... 45
APPENDICES ............................................................................................................................................ 49
A. Questionnaires ....................................................................................................................................... 50
B. Interview questions ................................................................................................................................ 55
C. Organizational Structure of SCV ........................................................................................................... 56
D. Populations and Respondents ............................................................................................................... 57

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LIST OF TABLES
Tables Pages
Table 1 Background of Respondents ---------------------------------------------------------------------28
Table 2 Responses of Employees on HRTD Policy ----------------------------------------------------29
Table 3 Existence of Training and Development Need Analysis (TNA) ----------------------------30
Table 4 Practice of Performance Appraisal--------------------------------------------------------------31
Table 5 Availability of Clear Training and Development Objectives -------------------------------32
Table 6 Methods of Training and Development --------------------------------------------------------33
Table 7 Evaluation of Training and Development ------------------------------------------------------35

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ACRONYMS
CYC ----------- Children, Youth and Community
DGM ---------- Deputy General Manager
ET -------------- Education and Training
HRTD --------- Human Resource Training and Development
HR ------------- Human Resource
HRM ---------- Human Resource Management
HRD ------------Human Resource Development
IGA -------------Income Generating Activities
IS ----------------Institutional Support
MIS ---------------Management Information System
KSA ----------- Knowledge, Skill and Ability
OJT ----------- On-The-Job Training
SCV ----------- Selam Children`s Village
SHRM -------- Strategic Human Resource Management
SMART------- Specific, Measurable, Achievable, Relevant and time bound
TD ------------ Training and Development
TNA-----------Training Need Analysis

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ABSTRACT
This study was conducted with the objective of assessing the practices and problems of Human
Resource Training and Development scheme in Selam Children`s Village at Addis Ababa. The
study adopted the survey research method. The quantitative technique involved a questionnaire
survey on first line managers and other non manager employees; while the qualitative technique
involved an interview with middle and top level managers. The sampling technique employed to
collect primary information was purposive sampling technique. Accordingly, a total of 193 top
level managers, middle level managers, first line managers and employees were taken using
availability sampling technique as an actual source of information. The data gathered were
analyzed using descriptive survey. Instruments were pilot tested to make essential corrections
and maintain their validity and reliability. After improving questionnaire on the basis of the
feedback from the pilot test, it was administered to the respondents with the necessary
explanations how to complete it. Finally the responses obtained through the questionnaires were
coded, tabulated and analyzed. The findings of the study revealed that Selam Children`s Village
has no well defined and written training and development policy, and the training given to
employees is not based on training need analysis. Objectives and criteria are not set for
providing Human Resource Training and Development. Although there are practices of using
both on-the-job and 0ff-the-job training methods, the dominant method is on-the-job. Scientific
training and development evaluation methods are not practiced yet. These implies that training
and development policy is not practiced in Selam Children`s Village, the main reasons of not
having training and development policy are; lack of relevant expertise, lack of guidelines, lack of
concern with regards to its importance and lack of commitment of the top management. Training
need analysis stage is the building block of a training programme and it is a tool used to identify
the gap between the actual performance and the desired performance. On the contrary the
findings of the study showed that Selam Children`s Village does not provide training and
development based on need analysis. Training and development is given without objectives and
criteria set before hand. By implication, trainees and trainers do not have objectives. Both on-
the-job and off-the-job training method need to be practiced equally based on training and
development need analysis.

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CHAPTER ONE: INTRODUCTION
1.1. Background of the Study
Human Resource Management, according to Mondy (2010), is the utilization of people to
achieve the pre-set organizational goals/objectives. As some authors agree human resource
management (RHM) comprises of five functions, these are: Staffing, Human Resource Training
and Development, Compensation, Safety & Health, and Employee & Labour Relations (Mathis
& Jackson, 2011; Mondy, 2010). From these major functions of Human Resource Management,
Training and Development is the main focus of this research paper. Human Resource Training
and Development is very crucial to keep employees up to date. Skills and knowledge can easily
be obsolete in the same way as machines and technology. In order not to be obsolete, training
and retraining are some measures to update the skills and knowledge of employees in these days
of fast-changing technology (Murthy, 2003). Murthy (2003) discussed further the importance of
training that periodic retraining will enable employees to update the skills and knowledge
necessary to do their jobs more effectively and efficiently. Therefore, skills and knowledge need
to be up to date and revised from time to time. This is not only to benefit employees but also to
the survival and development of the organization.
The main intention of training is to increase the expertise of trainees in a particular area
(Desimone, Werner, & Harris. (2002). Training is the act of increasing the knowledge and skills
of an employee for doing a particular job (Banti, Messele & Yirgalem, 2006). Nowadays
learning organizations are spending a good amount of money on training and development.
Employers have recognized that training and development is not just a cost, it is rather an
investment in human capital of the organization that benefits the entire organization (Mathis &
Jackson, 2000). As it is described by Murthy (2003), investment in human resource training and
development means that the management cares for the well-being of employees.
Training provides employees with specific, identifiable knowledge and skills for use on their
present jobs (Mathis & Jackson, 2000). According to them, training has two features, the first
training provides specific knowledge and skills that are used for current (present) jobs and the
second training is not future oriented but it is for immediate use. Decenzo and Robbins (2010)
describe the importance of training as: Every organization needs well-adjusted, trained, and
experienced people to perform its activities. Mathis & Jackson describe training, as jobs in

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today`s dynamics organizations have become more complex, the importance of employee`s
education has increased. To have well-adjusted, trained and experienced employee training and
development, for organizations, is not optional rather it is mandatory. This is because
organizations can`t survive without skilled, knowledgeable and motivated employees (Mathis &
Jackson, 2000).
Training and development: it is important to differentiate between employees training and
development, which are similar in learning methods, but different in time frame (Decenzo &
Robbins, 2010). Development is part of training programme which is less skill-oriented but
stresses on knowledge about business environment, management principles and techniques,
human relations, and the like which is useful for better management of a company (Worku,
2009). Moreover, development is concerned with giving individuals the necessary knowledge,
skills and experience to enable employees to undertake greater and more demanding roles and
responsibilities. Developmental activities have a longer-term focus on preparing for future work
responsibilities, while also increasing the capacities of employees to perform their current jobs
(Desimone, Werner & Harris, 2002). From this statement, it is possible to conclude that although
the focus of development is enabling individuals for future demands, it plays a great role in
improving the current job that the jobholders are doing. As it is described by Banti, Messret and
Yirgalem (2006) Development is the systematic process of education, training, and growing by
which a person learns and applies information, knowledge, skills, attitudes and perceptions.
On the other hand, Training is a systematic process of changing the behaviour, knowledge and
motivation of present employees to improve the match between employee characteristics and
employment requirements. As it is described by Buckley and Caple (cited in Andinet, 2008),
training is a planned and systematic effort to modify or develop knowledge, skills and attitude
through learning experience to achieve performance in an activity or ranges of activities.
Therefore, training is not only acquiring knowledge, skills and attitude but also it motivates
employees. Training typically involves providing employees the knowledge and skills needed to
do a particular task or job (Desimone, Werner & Harris, 2002). And therefore, training is skills
oriented that can be used in the present jobs.
When we talk about training and development, it is worth mentioning about education and
learning too. Education is concerned with imparting theoretical concepts and developing a sense
of reasoning and adjustment. It is learning general knowledge of a particular subject (Worku;

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2009). Andinet (2008) describes education as a process and a series of activities which aim
at enabling an individual to assimilate and develop knowledge, skills, values, and understanding
that are not simply related to a narrow field of activity but allow a broad range of problems to be
defined, analyzed and solved. Education is not for immediate use and for specific present and
future job; it is rather imparting overall understanding.
Garavan (cited in Wilson 2004) investigated the nature of training, education, and development
and came to a conclusion that they all are involved learning. Therefore, Wilson concluded that
it is logical to suggest that all the four (i.e. education, training, development and learning) are
seen as complementary components of the same process, i.e. the enhancement of human
potential or talent. Human resource development programs of an organization should respond
to job changes and integrate the long term plans and strategies of the organization in order to
ensure the efficient and effective use of resources i.e. the people.
Organizations are recognizing that success and training are not independent, but they are closely
lw3inked (Truelove, 2000). Good training is not a mere option for organization, but it is a means
of survival.
Learning is defined by Hrtel, Fujimoto, Strybosch and Fitzpatrick (2007) as a lifelong
change in attitudes, behaviours and cognition as a result of one`s interaction with the surrounding
environment. Learning is an ongoing development and continuously adding to employees skills
and knowledge to meet the challenges that the organization could be faced both from internal
and external environment (Mello, 2011). The main purpose of employee training and
development is to maximize learning of new skills, knowledge, attitudes and behaviours to come
up with the demands of a dynamic environment (Hrtel el at., 2007).
1.2. Statement of the Problem
Organizations can benefit from training and development when they create more flexible and
adaptable employees who can assume varied responsibilities and have a more general
understanding of what the organization does (Mello, 2011). Employee training enhances an
organizations performance by changing the knowledge, skills, behaviours and attitude.
As it is discussed in the background of the study, there is always a need for training and
development to achieve the goals of the organization. The goals/objectives of firms can be
accomplished only through the people who are working in it. Human resources are the means

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and ends for organizational goals` accomplishment. To these ends, training and development is
the main tool to mobilize the workforce towards the accomplishment of organizational
objectives. But in most organizations training and development do not get due attention. Had it
gotten due attention, training and development would have decreased employees turnover,
absenteeism, scraps, supervisions, customers complaints; and could flourish employees`
motivation, heighten morale, increased productivity, increased organizational stability (Mathis &
Jackson, 2000; Melaku,2000).
Therefore, even if organizations are providing training and development (TD), it is not based on
training and development needs assessment. Before the TD is delivered, its` objectives and
criteria should be set. As it is discussed by Mathis and Jackson (2000) before training begins it is
best to consider how training is to be evaluated. Organizations do not practice evaluation
immediately after training and development. Thus, investing significant amount of money for
training and development as well as providing training and development do not guarantee for
organizational goals achievement and employees motivation. Training and development should
be provided based on systematic training and development processes. Having these empirical
problems the research attempts to address training and development problems. As far as
concerned the researchers knowledge, research studies exclusively on employee training and
development in the service giving organizations, like Selam Children`s Village are insufficient,
and in Ethiopia it is a less emphasized area of research.
To achieve the intended objective as well as the research problem stated above the study has
attempted to give responses to the following basic research questions.
1. Are there well defined human resource training and development policies in Selam
Children`s Village?
2. How is human resource training and development needs analyses conducted?
3. Are there objectives and criteria set for providing human resource training and
development in Selam Children`s Village?
4. What are the common methods of human resource training and development being used
in Selam Children`s Village?
5. What are the mechanisms used to evaluate the human resource training and development
programmes in Selam Children`s Village?

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1.3. Objectives of the Study
General Objective
The general objective of the study was to assess the problems and practices of human resource
training and development scheme of Selam Children`s Village (SCV).
Specific Objectives
The Specific objectives of the study are:
1. To evaluate the policies, and practices of human resource training and development in
Selam Children`s Village.
2. To examine whether training needs analysis was exercised or not to determine training
needs
3. To identify the availability of well defined training and development objectives in Selam
Children`s Village.
4. To describe what kinds of training and development methods are in place in Selam
Children`s Village.
5. To identify mechanisms for human resource training and development evaluation.
1.4. Significance of the Study
The significance of the study in a service giving organization like Selam is timely, in order to go
in line with rapidly changing technology (environment). Thus, the study focuses on the
assessment of practices and problems of human resource training and development in Selam
Children`s Village at Addis Ababa. The student researcher believes that this study is useful and it
will have the following contributions:
1. The study may help the researchers as a resource document and as a stepping- stone for
further study on the area.
2. The finding of the study will draw some conclusions and identify human resource
training and development practices and problems; thus, it may give valuable information
to human resource management practitioners to take remedial actions.
3. The finding of the study may initiate other researchers for in-depth study.

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1.5. Delimitation of the study
This paper focuses on the practices and problems of human resource training and development
scheme in Selam Children`s Village at Addis Ababa, and limited on this organization. Human
resource training and development involves range of learning strategies and techniques intended
to help individuals, groups and organizations to realize their full potentials in working towards
corporate goals. The learning strategies include management development, learning organization,
self development, and all learning that enables individual and organizational growth. The study,
therefore, does not cover all these strategies. Rather, it is limited only to human resource training
and development.
1.6. Operational Definition of Terms
Development: is learning for growth of the individual but not related to a specific present or
future job (Wilson, 2004).
Education: is developing the knowledge, skills, moral values and understanding required in
all aspects of life rather than a specific knowledge and skill relating to only a
limited field of activity (Wilson, 2004).
Human capital: is the total value of human resources to the organization. (Mathis &
Jackson, 2000)
Human resources: is the most valued assets of organization`s who individually and
collectively contribute to the achievement of organization`s objectives
(Armstrong, 2006).
Human Resource Management: is a strategic and coherent approach to the management of an
organizations most valued assets the people working there who individually
and collectively contribute to the achievement of its objectives (Armstrong,
2006).
Training: Systematic and organized process to impart identifiable knowledge, skills and abilities
to do their present task or job (Mathis & Jackson, 2000).

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1.7. Organization of the study
The study is organized into five chapters. The first chapter deals with the background of the
study, statement of the problem, significance, objective and delimitation of the study and
definitions of terms. The second chapter is about review of related literature. The third one
focuses on the research design and methodology, these are: the method employed, data sources,
sample size and sampling techniques, instrument and procedure for data collection, and data
analysis. The fourth chapter discusses presentation, analysis and interpretation of data. The last
chapter includes summary, conclusion and recommendations.

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CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1. Concept of Training and Development
In this part different literatures on human resource training and development are reviewed to give
background information about the study. Nature, definitions of training, development, and
HRTD policy are discussed in detail.
2.1.1 Nature of Training and Development
Training and development is one of the human resource management functions which is the
foundations of learning, and an integral part of the overall strategic human resource management
(SHRM) process (Hrtel, Fujimoto, Strybosch & Fitzpatrick, 2007). These authors describe that
training and development process plays a significant role in bridging the performance gap of the
organization`s employees. This means that training and development fills the gaps of knowledge,
skills, abilities and positive motivation.
In most cases Training is related to operational and/or technical employees whereas development
is for managers and professionals (Banti, Messeret & Yirgalem, 2006). Training is about
developing people as individuals and helping them to become more confident in their lives and
their jobs (Pont, 1996). As to Mondy (2010) training and development is the heart of a
continuous effort designed to improve employee competency and organizational performance.
Bringing about permanent change upon employees is the nature of training and development.
The change is permanent, it is not temporary. This change reveals in behavioral and attitudinal
changes. Human resource development encompasses activities and processes which are intended
to have impact on organizational and individual learning. Training and retraining are some
measures to update the skills and knowledge of employees in these days of fast-changing
technology (Murthy, 2003). Mello (2011) considered training and development as an ongoing
investment like: If organization considers its employees to be assets, training and development
represents an ongoing investment in these assets and one of the most significant investments an
organization can make.
Mello (2011) further elaborated the concepts of training and development as it is increasingly
becoming a main strategic issue for organizations for many reasons because; rapid changes in
technology continue to cause increasingly rates of skills and knowledge obsolescence. To be

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remaining competitive, organizations should continue training their employees so that the best
and the latest technologies in the turbulent environment can be used and redesign of jobs having
broader responsibilities requires employees to assume more challenge, take initiative, and further
develop interpersonal skills ensure their performance and success.
2.1.2 Definitions of Training and Development
Training is the process whereby people acquire capabilities to perform jobs. It provides
employees with specific identifiable knowledge and skills for use in their present jobs (Mathis &
Jackson; 2008). Training is the process of teaching employees the basic skills they need to
perform their jobs. It is the main tool to acquaint employees with the basic skills and knowledge
that is important to perform their current jobs. It can be designed to meet different objectives and
can be classified in various ways (Mathis & Jackson). Having and maintaining the requisite
employees` competence to perform in their roles at work is the primary objective of training
(Boxall, Purcell & Wright, 2007). Its focus is on individuals current jobs enhancing those
specific skills and abilities to immediately perform their jobs.
Training typically refers to the teaching of lower level or technical employees how to perform
their present job (Lunenburg; 1991). The main focus of training is organizational functions as
opposed to development that focuses on employees. Training refers to the deliberate actions to
increase knowledge, skills and attitudes of employees (Hrtel, Fujimoto, Strybosch &
Fitzpatrick; 2007).
DeCenzo and Robbins (2010) define training aa learning experience that seeks a relatively
permanent change in employees that improves job performance. It involves changing skills,
knowledge, attitudes, or behaviour. This may mean changing what employees know, how they
work, or their attitudes toward their jobs, co-workers, managers, and the organization.
Mathis and Jackson (2008) classified training as:
a. Required and regular training: This complies with various mandated legal requirements
and is given to all employees. e.g. to acquaint employee to new machine and technology.
b. Job /Technical Training: Enable employees to perform their jobs well by gaining Product
knowledge, technical processes and produce, and customer relations.
c. Inter personal and problem solving training: addresses both operational and interpersonal
problems and seeks to improve organizational working relationships.

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d. Departmental and career training: provides long term focus to enhance individual and
organizational capabilities for the future like Bonus practice, Executive development,
Organizational change, and Leadership.
Development refers to those learning opportunities designed to help employees grow (Worku:
2099). Development involves learning that goes beyond today`s job and has long-term focus
(Mondy; 2010). Development is not skill oriented that can be used for current jobholder; it is
rather used for future and higher position or responsibilities.
Worku (2009) brings a distinction between these two terms as: Training is offered to operatives
whereas developmental programmers are meant for employees in higher positions.
Development is dealing with providing employees the necessary knowledge, skills and
experience to enable them to demanding role and responsibilities. Development generally
focuses on future jobs in the organization; hence it is not for immediate use. It enables leaders to
being proactive than reactive. Development is broader in scope and focusing on individuals
gaining new capabilities useful for both present and future jobs (Mathis & Jackson; 2000).
Worku concludes that development is future oriented and can be used for demanding role and
responsibilities, whereas Mathis & Jackson pointed out that development is useful both for
present and future needs. HR development is the process of providing ongoing opportunities for
employees to improve their knowledge and skills (Webb & Norton, 2009).
2.1.3. Human Resource Training and Development Policy
Organizations need to have well defined and clearly stated human resource training and
development policy so that its training and development functions can be effective and efficient.
As Kenny and Reid stated cited in Bogale (2007) policy can be thought as an expression of
intention that gives general guidelines for conduct of affairs. Training and development policy
establishes broad framework for its training that expresses the training and intervention
priorities. According to Armstrong (2006) training and development policy could express the
organizations commitment to the continuous development of the skills and abilities of
employees in order to maximize their contribution and to give them the opportunity to enhance
their skills, realize their potential, advance their careers and increase their employability both
within and outside the organization. Training and development policy shows the organization`s
commitment and ensure continuous development of employees` skills and abilities.

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Armstrong (cited in Bogale, 2007) states that training and development policy is expression of
the training philosophy of the organization. The policy provides guidelines on the amount of
training to be given, scope and aims of training schemes. Policy statement tells what the
organization is ready to do in terms of developing and upgrading employees (Bogale, 2007). As
it is discussed by authors mentioned all training development policy governs the priorities, the
standards, and the scope of training in the organization. Be it implicit or explicit organization
need to have training and development policy.
Every organization has policies with regard to training and development function: not all,
however, have got these in a written form (Truelove, 2000). Truelove further discusses on the
uses of training and development as follows: (1) enable organizations to define their objectives
and the commitment for training and development; (2) provide operational guidelines for
management; (3) provide information for all employees; (4) enhance public relation of the
organization; (5) indicate the organization approach for training function; (6) helps organizations
to communicate their intention regarding employees` career development; (7) give better
prospects for employees.
Organization that claimed to be committed to the concept of training and development should be
confident enough to publish their policies for all employees to read (Truelove, 2000).
2.2. Systematic Approaches to Training and Development
Mathis and Jackson (2010) describe the systematic approaches to training and development has
the following processes and these processes are discussed here under in details:
1. Training and Development Needs Analysis,
2. Establishing Training and Development Objectives,
3. Training and Development Design,
4. Training and Development Delivery and
5. Training and Development Evaluation
2.2.1. Training and Development Needs Analysis
The first step in training assessment is analysis of what kind of training is needed. Training
Needs Assessment is the process of gathering data to determine the right training needs of
employees to be provided. Training needs assessment stage is the building block of a training

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programme (Eshetu, 2004). Training interventions have the potential to contribute to improving
the effectiveness of employees performance and thereby help the organization meet its business
objectives.
Training is just one possible aspect and should be selected only when it is most appropriate
(Truelove, 2000). Training need analysis (TNA) is a tool used to identify the gap between the
actual performance and the desired performance in the organization (Hrtel et al., 2007).
Truelove further described analysis of organizational training needs as it is a process of taking
an overview of the performance of the organization. Its purpose is to identify where training can
make major contribution to improve organizational performance. According to Truelove,
analysis organizational training needs requires the collection of information from across the
organization about current performance problems and future needs and plans.
Training need analysis can be identified by different methods such as direct observation,
interview, information searches, focus groups and inventory methods (Hrtel et al., 2007).
Training and development needs assessment is analyzing what type of training is needed (Mathis
& Jackson, 2008; Mondy, 2010). Mathis and Jackson identify training needs by considering three
sources: these sources are organization-wide sources, task/job analyses sources and individual
employee sources.
Organizational Analysis:
Training and development needs can be diagnosed by analyzing organizational out comes and
looking at future needs (Mathis & Jackson, 2008; Mondy, 2010). Mondy further discusses this
as an overall organizational perspective, the firms strategic mission, goals and corporate
plans are studied along with the results of strategic human resource planning. Organizations
with high turnover, high absenteeism, low performance, or other deficiencies can be pinpointed
(Mathis & Jackson). Training should not take place for its own sake. It must be geared to the
objectives of the particular organization. At organization level, the training is considered within
the context of the organization`s culture, politics, structure, and strategy (Mello, 2011). Mello
further describes organizational level of needs analysis by trying to answer the following
questions: How does the training relate to organizational objectives? How does the training
impact day-to-day workplace dynamics? What are the costs and expected benefits of the
training?

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Job/Task Analysis:
This is the second way of doing training and development needs analysis that can be identified
with comparing knowledge, skills and ability (KSA) of employees. The current job specifications
and job descriptions can be sources of analysis (Mathis & Jackson, 2008; Mondy 2010).
According to Mello (2011) task level analysis can be explained by asking the following
questions: What responsibilities are assigned to the job? What skills or knowledge are needed for
successful performance? Should the learning setting be the actual job setting? What are the
implications of mistakes? How can the job provide the employees with direct feedback? How
similar to or different from the training needs of other jobs are the needs of this job?
Individual/person Analysis:
The third and the final level of needs analysis is individual/person analysis. Training need
analyses eventually have to be dealt with at an individual level (Truelove, 2000). The useful
questions to be asked here, as it is described by Mondy (2010) are: - Who needs to be trained?
What kinds of KSA, do employees need?
Performance appraisals and interviews or surveys of supervisors and job incumbents are helpful
at this level. The most common approach for making this individual analysis is to use
performance appraisal data (Mathis & Jackson, 2008). Analysis of training needs from person`s
point of view, focusing on how the individuals perform their job; it measures the individual`s
present performance with relation to the desired performance (Hrtel et al, 2007). As to Hrtel et
al the source of data for person`s level of needs analysis includes: critical incidents, job diaries,
direct observations and attitude surveys. The individual level of assessment recognized people to
be trained. Mello (2011) considered some points to elaborate individual/person needs analysis as
follows: What knowledge, skills, and abilities do trainees already have? What are the trainees
learning styles? What special needs do the trainees have?
2.2.2. Establishing Training and Development Objectives
After training needs have been assessed, objectives for the training activities must be developed.
The main objective of training is to ensure that all employees have and maintain the requisite
expertise and competences to perform in their roles at work (Boxall, Purcell & Wright, 2009)
.Mello (2011) described further as: these objectives should follow directly from the assessed

20

needs and be described in specific, observable and measurable terms. Since training can have a
wide range of results and expectations, it has to have observable and measurable learning
objectives (Hrtel et al., 2007). Tangible, specifiable, clear, measurable and timely training
objectives are important so that trainees, trainers, managers and customers` expectations can be
met; otherwise learning cannot be successfully planned or evaluated. Training and development
objectives and priorities can be established by a gap analysis; Mathis and Jackson (2008)
describe what a gap analysis means: it is the distance between where an organization is with its
employee capabilities and where it needs to be. So training and development`s successes can be
measured in terms of the objectives set.
Training and development objectives consist of three elements: these are, as described by Mager
(cited in Hrtel et al., 2007), a performance; a condition; and a standard. Hrtel et al discuss
these elements of training objectives as performance uses measurable and observable action
words which are not open to interpretation. These action words are add, calculate, collect,
identify, illustrate, etc,. However; trainers should not use interpretative words like know,
understand, believe and grasp the significance. Conditions must be stated under which the
performance is to take place that can be specified to occur within a certain environmental
conditions. A standard specifies some expected criteria, like quality, quantity or timeline, of
performance. The same authors sum up these elements as a complete learning objective might
read: at the end of a training session, a trainee will be able to type 200 words (performance) in a
quiet learning environment (condition) without any error (standard). Mathis and Jackson (2000)
describe four dimensions by which objectives of training can be set: Quantity of work resulting
from training, Quality of work after training, Timeliness of work after training and Cost saving
as a result of training.
2.2.3. Training and Development design
Whether jobs are specific or broader in nature training must be designed to address the asserted
specific needs. Different approaches are possible because learning is a complex psychological
process. Mathis and Jackson (2008) describe the following three (3) primary considerations
when designing training:
- Determining learner readiness refers to: Ability to learn, Motivation to learn, and Self-
efficacy

21

- Understanding different learning styles refers to: Adult learning, Behaviour modeling,
Reinforcement and immediate confirmation
- Designing for transfer
2.2.4. Training and Development Delivery
Once training has been designed then the actual delivery of training can begin and a numbers of
approaches and methods can be used to deliver it. Whatever the approach used, a variety of
considerations must be balanced when selecting training delivery methods. The common
methods which are considered by different authors are on-the- job training and off-the-job
training. These methods are described as follows:
On-the-job training:
On-the-job training is learning by actually doing a job (Dessler, 2010). It places the employees in
actual work situations and makes them appear to be immediately productive. Mathis and Jackson
(2000) discussed on-the-job training (OJT) as a type of training which is common to every
organization whether it is planned or not people learn from their job experience, especially if
these experience change over time. OJT should be planned and the trainer must have know-how
of teaching. Trainer need to know psychology of the learners. Mathis and Jackson state three
types of training objectives, these are:
Knowledge: impart cognitive information and details to trainees.
Skills: develop behaviour changes in how jobs and various tasks requirements are
performed.
Attitude: create interest in and awareness of the importance of training
To achieve these objectives different methods are employed among which the most familiar
OJTs are Job Rotation, Job Instruction, Special Assignment, Coaching and Understudy.
Job rotation: job rotation is generally expected to be learnt more by observing and
doing than by receiving instruction. It involves a series of assignments to different
positions or depths for specified period of time. It is used for the first-level management
training (Desimone, Werner & Harris, 2002). Job rotation could be expensive in the
short run, but it is an investment of a long-term in employees that can provide
significant benefits to an organization. Job rotation entails the benefit of minimizing the

22

chance that specialized knowledge will be vested in only one individual in the
organization which can cause disruptions when such employee resign, retires, or
otherwise leaves the organization (Mello, 2011). Job rotation is the practice of moving
employees and managers to various positions to enhance organizational effectiveness
and employee development (Webb & Norton, 2009).
Job instruction training: It is a special and guided form of on the job training. As per
Mathis and Jackson (2006) many jobs consists of a logical sequence of steps and are
best taught steps-by-step. This steps-by-step process is known as job instruction
training. This method of training lists all necessary step in the job and its proper
sequences. In short, in JIT method trainer explains to the trainee the way how to do the
job.
Coaching: in coaching the trainee is being controlled by supervisor who works as a
coach in training the trainee. This is a method by which direct personal instruction and
guidance as well as critical evaluation is implemented by boss (Melaku, 2000). It
occurs typically between an employee (trainee) and that person`s supervisor and
focuses on examining employee performance and taking actions to maintain effective
performance and correct performance problems (Desimone, Werner & Harris, 2002).
Understudy: Under this method of training, employee works as an assistant/deputy to
manager or supervisor. Finally the employee can assume full responsibilities and of the
job. Here the trainee learns by experience and observation (Melaku, 2000).

Disadvantages of On-The-Job Training:
There are a number of disadvantages to on-the-job type of training because of the
following reasons: Trainer may not be experienced enough to train, they may not have
enough time to do the training, the training may not be systematically organized, in
most cases OJT is given by internal trainers and supervisors and therefore they may not
have the desired expertise to do the training, as trainees get to work on actual
machines, the regular work could be disrupted there may be a potential damage of too

23

expensive equipments & materials during providing OJT and work environment may be
a full of distractions that may interrupt training.
Off-the-Job Training:
Beside on-the-job training methods, there are many off-the-job training techniques to push the
frontier knowledge, skills and attitudes of employees. Off-the-job training is an effective training
system supplement of on-the-job training with various forms. As it is discussed by Anthony,
Kacmer, and Perrewe (2010) This method requires trainees to devote their entire time away from
their working stations. The training programme could be in the organization or outside the
organization (Mathis & Jackson, 2008). These can be course work at local colleges or other
training establishments like that of the Ethiopian Management Institute which have been
specially equipped and staffed with variety of programmes and specific schedules. There are
different types of off-the job training programmes. The most common ones are discussed briefly
as follow.
Lecture: In a lecture a trainer presents material to a group of trainees; it is a unidirectional flow
from trainer to trainees that ignores the difference in the trainees` experience, interests, expertise,
and personalities (Pyne, 2009). Dessler (2011) describes lecture as although being boring, it is a
quick and simple way to present knowledge to the large group of trainees.
Case study: It is a technique of studying a written document from which analyst wants to
describe an actual situation. This method helps to increase reasoning power of trainees (Melaku;
2000). Case study facilitates simulating discussions among participants, and it is an excellent
opportunity for individuals to defend their analytical and judgment abilities. It appears to be an
ideal method to promote decision-making abilities (Worku, 2009).
Role Play: This is a type of off-the-job training that allows trainees to practice interpersonal and
communication skills by applying the skills in lifelike situations (Pyne, 2009). The essence of
role playing is to create a realistic situation (Worku, 2009). Worku further discusses that in role
playing trainees assumed the parts of specific personalities in the situation. Role play helps to
promote interpersonal relations and attitude change.

24

Vestibule: System of training and development that takes place away from the normal working
area on equipment that is exactly similar to equipment actually used on the job (Mondy; 2010).
In vestibule training an attempt is made to duplicate the actual equipments, materials and
conditions found in real work place (Nair, Banerjee & Agarwal 2005). Nair et al. express their
idea further as vestibule training suitable for a large number of employees` training demand at
the same time for the same work.
Simulation: Training and development system comprised of devices or programmes that
replicate actual jobs demands (Mondy, 2010). It is a type of off-the-job training that reveals real
working situations. A driver`s education use driving simulator that replicates a car`s dashboard,
gas, and brake pedals; simulator brings realism to training situations (Pyne, 2009). Virtual reality
is a type of simulated learning that puts the trainee in an artificial three-dimensional environment
that simulates events and situations that might be experienced on the job (Dessler; 2010)
Disadvantages of Off-the-Job Training:
As it is explained by Desimone, Werner and Harris (2002), the following are the disadvantages
of off-the-job training:
- Increase costs ( such as travel and the rental or purchase and maintenance of rooms and
equipment)
- Dissimilarities to the job setting;
- Making transfer of training more difficult
2.2.5. Training and Development Evaluation
After delivery or implementation of training, it needs to be evaluated and feedback should be
collected (Mello, 2011). Mathis and Jackson (2000) present evaluation as: the evaluation phase is
crucial; it focuses on measuring how well the training is accomplished, what its originators
expected. Evaluation of training and development process focuses on the assessments necessary
to judge the extent to which the stated goals for the programme are being met (Webb & Norton;
2009). It is used to determine the success of the training programme itself (Hrtel, Fujimoto,
Strybosch & Fitzpatrick, 2007). It is best considered how training is evaluated before it begins
(Mathis & Jackson, 2000). It compares the post-training result to the pre-training objectives of

25

managers, trainers, and trainees. Training is both time consuming and costly and therefore it
should be evaluated (Mondy, 2010)
Worku (2009) highlighted the evaluation programme as it is the last stage in training and
development processes. The main objective of evaluating the training programme is to determine
if the organization has accomplished a specific training objective that is correcting performance
efficiency.
Mathis and Jackson (2000) and Mondy (2010) clarified training evaluation as follows: most
valid training programme evaluation efforts to evaluate at least four levels, these levels form
hierarchy that means the lower levels are prerequisites for higher levels. These are: reactions,
learning, behaviour and results (Mello, 2011). Anthony (2010) identified these various forms of
evaluation that should be performed for each, and the results taken from all four levels provide a
clear picture of the effectiveness of the training programme. Boxall, Purcell and Wright (2007)
discussed the four levels of evaluation. Training can be evaluated at four levels. Reaction-level
evaluation provides information on what participants thought of a training programme and is of
limited value. Learning-level evaluation is concerned with the effectiveness of the acquisition of
knowledge, skills, and attitudes through training. Behavioral-level evaluation is concerned with
how well skills or behaviors have been transferred to the job, according to participants, superiors,
and subordinates. Results-level evaluation, measuring the impact of training on the
organizations return on investment, cost savings, quality changes, and improvements in work
output, is the most valuable but most challenging due to difficulties in attributing performance
improvements to training interventions.
Levels of Evaluation:
Kirkpatrick (cited in Mathis & Jackson, 2000) identified four levels at which training and
development can be evaluated. These levels are prerequisites one another. The levels of
evaluation are discussed as follows:
Reactions: The first level of evaluation is to know the reaction of the participants. The reaction
of training is all about what the trainees thought about the progeamme, the facilities, the training
involved and the content of the programme (Anthony, 2010). It is basically to understand the
reactions of the participants towards materials, instructors, facilities, pedagogy, content and
presentation (Pattayak, 2009).

26

Learning: Learning levels a measure of how well have learned facts, ideas, concepts, theories,
and attitudes (Mathis & Jackson, 2000). Learning is to determine to what extent the trainees
mastered the techniques, skills, and processes that were taught in the training programme
(Anthony, 2010). Anthony further describes how learning can be administered to determine the
level of competence achieved by the trainees, such as performance tests and pencil-and paper
tests. It can be exercised through simulation and role playing. Whatever method is used, testing
has to be done immediately after the training programme is concluded.
Behaviour: Behaviour examines whether the participants exhibit changes in their jobs. Data to
evaluate the trainees` behaviour are usually collected from individuals, such as supervisors and
coworkers who are very close enough to the trainees (Anthony, 2010). Even if behaviour
changes are observed the management desires may not be obtained and behavior is more difficult
than reaction and learning (Mathis & Jackson, 2000). Pattayak (2009) goes on discussing the
behaviour as it can be determined based on before and after the comparison of the training
observation from the participants, supervisors, subordinates and peers.
Results: It is the last level of the evaluation. Result measures the effects of training on the
achievement of the organizational objectives. If the training is effective, the improvement of
productivity, turnover, absenteeism, attitudes, quality, time, sales, and costs are relatively
concrete (Mathis & Jackson, 2000). Evaluation at this level should relate directly to the goals of
the organization outlined during the initial assessment stages of the training programme; but if
the programme fail to meet the desired goals, adjustment need to be made (Anthony, 2010). This
level attempts to gauge the overall effectiveness of the training event by assessing the impact on
the wider organization. This is the ultimate measure of the success of the training intervention.
2.3. Benefits of Training and Development
Training and development is equally important to employers and employees. Mello (2011)
describes the benefits of training and development as it involves some kind of change for
employees; such as: Changes in how they do their jobs, how they relate to others, the conditions
under which they perform, or changes in their job responsibilities.
Organizations have no alternatives whether to train its human resources or not. As it is elaborated
by Melaku (2000) training and development has the following benefits and objectives: Increased

27

productivity; heightened morale; reduced supervision; increased organization stability; decreased
employees turnover; decreased employees absenteeism; reduced accidents; decreased scraps and
heightened customer satisfaction.
2.4. Factors Affecting Training and Development
There are numerous factors that both impact and are impacted by Training and Development. As
it is describe by Mondy (2010), some of the factors which directly influence the delivery of
training and development are:
Top Management Support: For training and development programmes to be successful top
management support is required. Without it, training and development programme will not
succeed. The most effective way to achieve success for executive is to take an active part in the
provision of the needed resources.
Technological Advances: Change is occurring at an amazing speed; with knowledge doubling
every year perhaps no factors has influenced training development more than technology.
World complexity: The entire world provides opportunities and threats that must be confronted.
Organizations have to think of the entire workforce and how it will be staffed and trained in this
global environment (Mondy 2010).
Learning Style: Learners` programme is an area of learning only as far as they need to learn in
order to achieve their purposes. Research indicates that unless there is relevance, meaning, and
emotion attached to the material taught, the learner will not learn.
Other human resource functions for instance, if recruitment and selection efforts attract only
marginally qualified workers, a firm will need extensive training and development programmes.
Organizations with competitive pay systems or progressive health and safety progammmes will
find it easier to attract workers who are capable of hitting the ground running, and to retain
employees who require less training (Mondy, 2010).
2.5. Human Resource Training and Development in Selam Children`s Village
2.5.1. Historical Background of Selam Children`s Village
Selam Children`s Village (SCV) is a faith based local non- governmental organization
established for child care, education and appropriate technology. These broad activities require
well skilled, experienced, knowledgeable and motivated employees. Therefore, the organization

28

needs to provide systematic and up to date training and development to its employees. This in
turn assures quality services/products.
Selam Childrens Village (SCV) has designed a child care system in which orphaned and
abandoned children find home. SCV was established with 48 orphans in July 1986 by a lady
called W/ro Tsehay Rschli (a philanthropist) to support orphaned children who were affected by
the 1984 drought and famine that occurred in Ethiopia. Toward the end of 1986 nearly 70 boys
and girls were on the institutional care.
Selam Childrens Village is registered as Ethiopian Residents Charity (No. 1043) on 25
November 2009 to address the needs of vulnerable children (orphan boys and girls in
communities) and to promote their rights. Selam performs to satisfy the basic needs of the
children by promoting access to certain basic goods and services such as food, water, shelter,
sanitation, ensure the education, training, and overall well-being of the children of the village
and youth from the community equip children and young people with the necessary tools to
participate in the socio-economic development and become self-supporting independent and
responsible citizens.
Selam Children`s Village has the following programmes: Child care (in two Childrens Village).
Education (KG, Primary and Secondary Schools, Vocational Training), Appropriate Technology
(General Metal Fabrication and Assembly, Machining, Electricity, Automotive, Building Metal
Work, Woodwork, Agriculture, Health care, Construction & building, and Restaurant), Street
children training program, Assistance to needy and womens handicrafts.
There are national and international (Swiss and German) boards to overlook the overall work of
Selam. The main sources of fund of Selam Childrens Village are cash and kind donations and
sales. Cash and kind donations are both from foreign and local sources.
2.5.2. Organizational Structure of Selam Children`s Village (SCV)
As per the organizational structure of SCV, under the national Board of Directors, the Managing
director is responsible to coordinate all working units and develops the organizations short,
medium and long term strategic plans and follows up and monitors their proper and timely
implementation. The Managing director leads and directs four major divisions which are lead by
division directors; these are: Children, Youth, and Community Support Division; Education &
Training Division; Income Generating Activities Division; and Institutional Support Division.

29

And four services namely, Internal Control and inspection, Quality Assurance, Partnership and
Communication, and Corporate Planning and Project Development (surprisingly these services
are vacant currently).
Selam has four major divisions that facilitate the organizations major programmes. The
divisions have departments under them. An outline of the management composition and structure
is given below:
Children, Youth and Community Support Division:
Children and Youth Department Manager: This manager is responsible for two village directors.
Village-1 and Village-2
Health and Community Support Service responsible for Clinic and Community Support.
Education and Training Division: under this division, two departments are functioning; namely:
Selam David Roeschli Technical and Vocational College and general education.
Under the general education, the following schools are functioning
Kindergartens number I and II
Primary schools number I
Primary school number II
High school
Income Generating Activities (IGA) Division consists of four departments under it, namely:
Industry Department; Agriculture Department; Engineering, design and Maintenance Deprtment
and Sales and marketing Service
Institutional Support division is responsible for HR and Administration Department, Finance and
accounting Department, Logistics and Procurement Department, IT service and Legal Service
Trainings and development in Selam Children`s Village is in its infancy. Although there was
training and development unit under the HR and administration department and a senior HR
officer was assigned, now the officer is no more there.

30

CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY
This chapter deals with the research design, sources of data, sampling technique, instruments
for data collection and data analysis method.
3.1 Research Design
The purpose of this study is to assess the practices and problems of human resource training
and development scheme at Selam Childrens Village. The descriptive survey design was
selected for this particular study as it was found to be an appropriate technique for
collecting vast information and opinions from quite a large number of respondents. As it is
discussed by Krishnaswami and Ranganatham (cited in Getachew 2010) the method was selected
because it produces reliable and validated data that represent and help the researcher to describe
the situations. Descriptive survey research method is concerned with specific predictions, with
narration of facts and characteristic concerning individuals, groups or situations which was in
line with the purpose of the study undertaken.
3.2 Sources of Data and Collection Methods
The major sources of data were general manager, deputy general managers, department
managers, service heads, first line managers and a portion of non-management employees who
are working in Selam Children`s Village, and served at least one year and above Sources of data
were primary and secondary sources depending on the way they are collected. The primary
source of data collection was questionnaires and interview. The researcher used questionnaire
and interview to get direct information about the subjects under study.
The researcher also used secondary sources as to have some background information about the
issues. Related documents were revised. Documents like magazines, books, journals, and research
papers, published and unpublished materials were examined.
3.3 Sampling Technique
The researcher used purposive sampling technique for this study because of the relevance to
the study. Currently there are 628 employees in the organization and 180 employees were
selected using purposive sampling technique to have adequate and valuable results. From the
sample, in which questionnaires were distributed, 97 and 43 were male and female

31

respectively. Thirteen top and middle level managers for interview were selected through
available sampling technique; this is because they are a few in numbers.
3.4 Instruments of Data Collection
Primary data were used for this study. These data were gathered from the staff members in the
organization. In order to secure data for this study, two data collecting instruments were used.
These are: Questionnaire and Interview
Questionnaire:
The questionnaire was prepared by the researcher and was used as a major data collecting
instrument due to its convenience to collect adequate data from a large number of respondents.
There were 24 questionnaires, both open and close-ended. To make the data manageable close
ended questionnaires were prepared to collect data from management and non-management
staffs.
All questionnaires were pilot tested on 10 purposively selected officials. These officials were
later excluded from the main sample. The main concern was to detect problems which may cause
confusion to the respondents, which is to identify ambiguous or biased items in the questionnaire
for collecting the required data. After two weeks the respondents returned the questionnaires and
depending on their response analysis has been made.
Interview:
Interview was prepared by the researcher for deriving data from managerial employees.
For this purpose 12questions were prepared. The prepared interview schedule was verified and
checked for its authenticity for the use. It was used to get supplementary data which would help
the researcher to have a more relevant data for the study. This would help the researcher to
counter check the information obtained by questionnaire.
3.5. Procedure of Data Collection
The data gathering instruments, which were based on the reviewed related literature and the
intended data to be collected, were dispatched to respondents. The questionnaires were pilot
tested to make essential corrections and maintain their validity and reliability. After improving
questionnaire on the basis of the feedback from the pilot test, it was administered to the

32

respondents with the necessary explanations how to complete it. Finally the responses obtained
through the questionnaires and interviews were coded, tabulated and analyzed.
3.6. Data Analysis
The collected data through questionnaire and interview were analyzed and interpreted using both
quantitative and qualitative research techniques. To analyze quantitatively, the obtained data
were interpreted in terms of frequencies and percentage.
After the collection of data through questionnaire, the raw data were tabulated depending
on the kind of question to make it easily manageable and understandable. After it was tabulated,
the issues were analyzed and interpreted based on the kind of question by using frequency and
percentage. The data collected through questionnaire to identify the personal characteristics of
respondents, such as age, sex, educational level, and work experience were analyzed using
percentage. This method of analysis helped the researcher to easily identify the characteristics of
the respondents.
The data that were gathered through open- ended questionnaires and interview from top level and
middle level managers as well as from non-managerial employees were analyzed using
qualitative data analysis technique.

33

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND
INTERPRETATION
This chapter presents characteristics of the sample population and respondents, analysis and
interpretation of the data collected from the management and non-management employees.
Information gathered from secondary resource (Human Resource Documents) is indicated in the
appendix D.
One hundred eighty (180) questionnaires were distributed to the employees and one hundred
forty (78%) were collected back. Forty (22%) of them were not returned. As it is portrayed in
appendix D, thirteen managerial employees were interviewed with the objective of assessing the
practices and problems of HR training and development scheme in Selam Children`s Village.
Look at Appendix D for the table.

34

4.1 Characteristics of the Respondents
Table 1 Respondents Background
No Respondents Categories Frequency Percent
1 Sex
Male 97 70.23
Female 43 29.77
Total 140 100
2 Age
Below 21 3 2.29
21 30 43 32.82
31 40 62 41.99
41 50 20 14.29
51 -60 11 7.86
Above 6o 1 0.76
Total 140 100
3
Educational Background
Certificate & below 11 7.86
College/TVET Diploma 65 46.43
B.A/ B.Sc 57 40.71
M.A/M.Sc 7 5
PhD 0 0
Total 140 100
4
Work experience Below 2 years 21 15

3 8 years 45 32.14
9 14 years 43 30.71
15 20 years 21 15
21 & above 10 7.14
Total 140 100
Source: Own survey, 2013.
In table 1, 70.23% of the respondents were male and 29.77% o were female. The majority of the
respondents are diploma (46.43%) and B.A/B.Sc (40.71%) holders. Only 7.86% and 5% are
certificate & below, and MA/MSc holders respectively. There are no PhD holders at all among
the respondents. With regard to work experience, the largest groups of respondents (32.14%)
have a working experience of 3 to 8 years. The second portions (30.71%) of respondents have
served in SCV between 9 - 14 years. And the rest 15%, 15% and 7.14% have served in the
organization below 2 years, 1520 years and above 21 years respectively.

35

4.2 Data Presentation and Analysis
Under this section the basic research questions has addressed in detail. These are questions: are
there well defined human resource training and development policies in SCV, How are HR
training and development needs analyses conducted? Are there objectives and criteria set for
providing HR training and development in SCV? What are the common methods of human
resource training and development being used in SCV? And what are the mechanisms used to
evaluate the human resource training and development programmes in SCV?
4.2.1 Human Resource Training and Development Policy
Table 2 Responses of employees on HR Training and Development policy
Source: Own survey, 2013.
In table 2, majority of the respondents (42.86%) claimed that there is no training and
development policy and 50 (35.71%) employees are not sure whether there is training and
development policy or not. Only 30(21.43%) employees have responded that there is training
and development policy in Selam Children`s Village.
Most of the respondents agreed that the main reasons of not having training and development
policy are; lack of relevant expertise, lack of guidelines, lack of concern with regards to its
importance and lack of commitment of the top management. These are the reasons for not having
training and development policy in SCV.
No
Questions Responses Frequency Percent

Availability of
clearly stated written training
and development policy?

Yes 30 21.43
1
No 60 42.86

I have no idea 50 35.71

Total 140 100.00

Employees` Understanding on
training and Development
Policy
Excellent 3 2.14

Very good 12 8.57

Good 28 20.00
2
Average 33 23.57

Poor 64 45.72

Total 140 100.00

36

The majority (45.72%) of the respondents have reported that their understanding of human
resource training and development (HRTD) is poor. The rest of the respondents rated their
understanding as average (23.57%), good (20.00%), very good (8.57%), and excellent (2.14).
This means employees` knowledge about the training and development policy is poor. This can
be because either there is no policy or it is not communicated.
4.2.2 Training and Development Needs Assessment
Table 3 Existence of Training and development need analysis (TNA)
No

Existence of Training and
development need
analysis

Yes 35 25.00
1
No 51 36.43


Total 140 100.00

Training and
Development need
analysis method
Organizational analysis 25 17.86

Task/Job analysis 40 28.57
2 Person/Individual
analysis 22 15.71

None 53 37.86

Total 140 100.00

The contents of Training
and Development
programme given to
employees so far

Highly relevant 25 17.86

Moderately relevant 28 20.00

Relevant 34 24.29
3
Less relevant 24 17.14

Not relevant 29 20.71

Total 140 100.00
Source: own survey 2013.
The highest percentage (38.57%) of participants responded that they are not sure whether
SCV is doing TNA or not. Fifty one (36.43%) of respondents have indicated that the
organization does not carry out TNA. And the remaining 35(25%) respondents have replied
that SCV conducts TNA.

37

As far as the theory is concerned, the dominant frame work for identifying organization's human
resource training and development needs has three categories, namely, organizational analysis,
task/Job analysis and person/individual analyses (Mathis & Jackson; 2000). As portrayed in
table, some (28.57 %) of the respondents revealed that task/job analysis is mostly used in
identifying training and development need analysis; but majority (37.86%) of respondents
replied that SCV used none of these TNA methods. The rest 17.86% and 15.71% respondents
reply organizational and person/individual analyses respectively.
As it is shown in table 3, the contents of the training and development that employees took so far
are highly relevant (17.86%) , moderately relevant (20%) and relevant (24.29%) in improving
the current job performance, in sum most (62.15%) of the respondents replied as the content of
training and development programmes are relevant. Only the rest of the respondents reported that
the content is less relevant (17.14%) and not relevant (20.71%).
Table 4 Practice of performance Appraisal
No

Does SCV have good practices
in performance appraisals?
Yes 66 47.14

No 50 35.71
1
I have no Idea 24 17.15

Total 140 100.00

Do you think that performance
appraisals are used in selecting
staffs for training?

Yes 46 32.86

No 70 50.00
2
I have no Idea 24 17.14

Total 140 100.00
Source: Own survey 2013
Table 4, Sixty six (47.14%) respondents have responded that Selam Children`s Village has a
very good practice of performance appraisal, the remaining 50 (35.71%) employees have replied
that there is no performance appraisal. And lastly 24 (17.15%) employees have responded that
they do not have any idea whether SCV is doing performance appraisal or not.
Table 4 Portrayed that 70 (50%) participants have replied that Selam Children`s Village does not
use performance appraisal in selecting staffs for training and development whereas 46(32.86%)
of them have responded that performance appraisal is used for selecting employees for training

38

and development. Twenty four 24 (17.14%) respondents have replied that they have no idea
about performance appraisal whether it is used to select staffs for training and development or
not.
4.2.3 Human Resource Training and Development Objectives
The majority (48.57%) of the respondents have answered that there are no clear training and
development objectives. The rest 26.43% of the respondents have replied that they are not sure
whether there are objectives or not. But 25% of them have responded that there are training and
development objectives.
Table 5 Availability of clear Training and Development Objectives
No Questions
Responses Frequency Percent

Does SCV formulate clear Training and
Development objectives?
Yes 35 25.00

No 68 48.57
1

Total 140 100.00

Does SCV have SMART Training and
development Objectives

Yes 10 28.57
2
No 18 51.43


Total 35 100.00
Source: Own survey 2013.
As it is shown in table 5, the majority (51.57%) of the respondents have replied that training and
development objectives are not SMART, but 10 (28.57%) employees have replied that the
objectives are SMART. The remaining employees have responded that, they have no idea about
the objectives.

39

4.2.4 HR Training and Development Methods
Table 6 Methods of Training and Development
N0
1
Which methods of training and
development do SCV practiced
more?
On-The-Job training 67 47.85

Off-The-Job training 27 19.29

Both training methods 32 22.86

None 14 10.00

Total 140 100.00

Which of the following on-the-job
training programme have practiced so
far?

Job instruction training 62 44.29

Job rotation 17 12.14

Special assignment 13 9.29

Coaching 12 8.57
2
Understudy 11 7.86

All of the above 25 17.86

Total 140 100.00

Which of the following off-the-job
method of training programme have
you taken for?
Responses Frequency Percent

Lectures 42 30.00

Conferences 33 23.57

Case studies 14 10.00
3
Role play 14 10.00

Vestibule 12 8.57

Group works 25 17.86

Total 140 100.00
Source: Own survey 2013.
Table 6 indicated that majority (47.85%) of the respondents replied that SCV is using on-the-job
training method, 22.86% replied that both methods of training have been used, and 19.29% have
responded that SCV is used off-the-job training method. The remaining 10% answered that SCV
used other method of training.

40

Table 6 depicts that the majority (44.29%) of the respondents have responded that job instruction
training is the dominant method of on-the-job training. The rest 12.14%, 9.29%, 8.57%, and
7.86% of employees have responded that job rotation, special assignment, coaching and
understudy respectively are used some or other. Only 25(17.86%) employees have replied that
all of the above methods are used.
In the above table 6, the majority (30%) has responded that lecture is the more used method of
off-the-job training. The rest 23.57%, 10%, 10%, 8.57% and 17.86% of the employees have
replied that conference, case study, role play, vestibule and group work are the commonly used
respectively.
4.2.5 HR Training and Development Evaluations
Table 7 (below) depicts that the majority (45.71%) of the participants have no idea about training
and development evaluation and 51 (36.43%) employees have reported that there is no HRTD
evaluation in SCV. Only 25(17.86%) employees have replied that there is evaluation.
As it is shown in table 7, 68% of the participants have replied that none of the evaluation criteria
has been used in Selam Children`s Village human resource training and development scheme.
Three (12%) employees have responded that all evaluation criteria are used. The rest 8%, 8%
and 4% have replied learning, behavior, and result respectively are used as criteria of evaluation
of training and development.

41

Table 7 Evaluation of Training and Development
No

1
Does SCV evaluate the
effectiveness of HR training and
development programmes?

Yes 25 17.86
No 51 36.43
Total 140 100

2

Which evaluation criteria are used
in evaluating the worth of a
specific programme?

Reaction 0 0.00
Learning 2 8.00
Behaviour 2 8.00
Result 1 4.00
All of the above 3 12.00
None of the above 17 68.00
Total 25 100.00

3
Which of the following steps of
training and development
evaluations have SCV used?

Before training 6 4.29
After training 25 17.86
During training 41 29.29
None of the above 68 48.57
Total 140 100.00
Source: Own survey, 2013
As can be observed from Table 7, the majority (48.57%) of the respondents believed that none of
the steps of training and development evaluation have been practiced in SCV. The rest of the
steps of evaluation before training (4.29%), after training (17.86%) and (29.29%) during training
are used rarely as respondents concluded.

42

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS
Based on the data presented and analyzed in chapter four of the study, the following summary,
conclusions and recommendations are drawn.
5.1 Summary
The purpose of the study was to analyze the practices and problems of human resource training
and development schemes at Selam Childrens Village at Addis Ababa. To realize the following
basic research questions were formulated.
1. Are there well defined human resource training and development policies in SCV?
2. How are HR training and development needs analyses conducted?
3. Are there objectives and criteria set for providing HR training and development in SCV?
4. What are the common methods of human resource training and development being used in
SCV?
5. What are the mechanisms used to evaluate the human resource training and development
programmes in SCV?
For this purpose a descriptive survey method of data analysis was employed. Respondents were
selected using purposive sampling techniques and findings were analyzed using frequency count
and percentage. A total of 180 respondents have drawn from first line managers and other non
managerial employees. The data were collected by means of questionnaire, interview and
examination of available and relevant documents.
The data collected through questionnaire to answer these basic research questions were
analyzed and interpreted in frequencies and percentages. Accordingly based on the analyzed and
interpreted data, the following findings were obtained.
Results indicated that the existence of training and development policy at Selam Childrens
Village is under estimated. This is because most of the respondents (78.57%) agreed that the
main reasons of having training and development policy are; lack of relevant expertise, lack of
guidelines, lack of concern with regards to its importance and lack of commitment of the top
management.

43

As far as the theory is concerned, the dominant framework for identifying organization's human
resource training and development needs has three categories, namely, organizational analysis,
task/Job analysis and person/individual analyses (Mathis & Jackson; 2000). Before carrying out
the actual training, training need analysis must be conducted. But training need analysis did not
conduct using methods need analyses.
Since training and development can have a wide range of results and expectations, it has to have
observable and measurable learning objectives. Training and development`s successes can be
measured in terms of the objectives and criteria set. Objectives of training and development
must be formulated well before the actual training and development launched. As it is claimed
by nearly half of the respondents; training and development were found out to be not specific,
measurable, achievable, relevant and time bound.
On- the- job training method is dominantly used. Whereas, in practice both on-the-job and off-
the-job training need to be used proportionally based on need analyses.
Practice of training and development evaluation is not yet implemented in Selam Children`s
Village. This implies
5.2 Conclusions
In light of the foregone major findings of the study, the following conclusions are drawn.
1. Selam Children`s Village has no written and well communicated training and development
policy.
2. Tthe findings of the study showed that Selam Children`s Village does not provide training and
development based on need analysis. And it doesnt use training need analysis methods fully and
as per the standards (systematically).
3. As it is shown in the finding of the study Selam Children`s Village does not have objectives
and criteria for human resource training and development. Moreover, there is no specific,
measurable, achievable, relevant and time bound training and development objectives and
criteria.
4. On-the-job training is the most popular method that has been frequently used in Selam
Children`s Village so far. Although off-the-job training is not being used equally with that of on-
the-job training, the findings of the study showed that it is practiced in the organization under

44

study. But on-the-job or off-the-job training methods are not conducted based on systematic
training need analysis.
5.Regarding to training and development evaluation Selam Children`s Village has no evaluation
mechanisms for its employees training and development up to now, even though training and
development evaluation helps to know how well the training is accomplished and judge the
extent to which the stated goals for the programmes are being met.
5.3. Recommendations
Based on the findings and conclusions made, the following recommendations are forwarded.
1. As no modern organization in the world affords to ignore the importance of training and
development for its survival and achieving of its goals, Selam Children`s Village management
need to formulate training and development policy and communicate it. Communicate to its
employees so that all staffs will be aware of it and have adequate knowledge to employees in the
organization.
2. Since training need analysis (TNA) is the building block of training and development, and a
tool to identify the gap between the actual performance and the desired performance in the
organization, it has to be institutionalized in SCV. Training and development should take place
based on proper TNA. Training needs analysis methods have to be practiced. These methods are:
Organizational, task/job and person/individual analyses. Since these methods of analyses are
equally important, management of SCV shall use them as effectively as possible.
3. SMART Training and development objectives and priorities should be explicitly stated, set
and communicated to each trainee, and should answer these questions: What should the trainees
be able to do after training? Under what conditions should the trainee be able to perform the
trained behavior? How well should the trainee perform the trained behavior?
4. Both on-the-job and off-the-job training and development are equally important to
organization. And hence Selam Children`s Village management shall practice these methods
equally, but based systematic training need analysis.
5. Training and development evaluation is the last and phase of systematic approach that
measure how well the training is accomplished. Therefore SCV need to evaluate its training
programmes at least at four levels. These levels are reaction, learning, behavior and result levels.

45

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49

APPENDICES

50

A. Questionnaires
ADDIS ABABA UNIVERSITY
DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT
QUESTIONNAIRE
Dear Respondents:
I would like to express my sincere appreciation for your time, honest and prompt responses.
Objective:
This questionnaire is designed to undertake a study on the practices and Problems of Human
Resource Training and Development scheme in Selam Children`s Village (SCV). The
information shall be used as a primary data in my case research which I am conducting as a
partial requirement of my study at Addis Ababa University for completing my MA under the
Educational Planning and Management Department.
Please fill out all of the questions to the best of your knowledge. The information you provide
will be kept confidential and will be used for this research undertaking only and under no
circumstances will be used for any other purposes.
General Instructions
There is no need of writing your name.
Where alternative answers are given, please mark your answer using a tick mark () in
the appropriate box.
Please be as brief as possible in answering the open-ended questions.

Thank you again!

51

A. General Information
Please fill in the blanks, and put this mark () to indicate your choice for these items that have
alternative responses.
1. Sex: A. Female B. Male
2. Age: Which of the following age categories do you belong to?
A. Below 21years B. From 21 30 C. From 31 40
D. From 41 50 E. From 51 60 F. Above 60
3. Educational background: A. Certificate and below B. College/ TVET diploma
C. B.A/ B.Sc D. M.A. /M.Sc. E. PhD
4. Work experience, in SCV and Other organization(s) (you can have two answers)
A. Below 2years B. From 3 8years C. From 9 14years
D. From 15 20years E. 21years and above
B. Issues with regard to HR Training and Development Policy
5. Does Selam Children`s Village have clearly stated written training and development policy?
A. Yes B. No C. I have no idea
6. If your answer for question N
o
5 is no, what is (are) the main reason(s) for that? (You can
have more than one answer)
N
o
Possible reasons Yes No
6.1. Lack of relevant expertise to write such policy
6.2. Lack of guidelines to formulate such policy
6.3. Budgetary constraints
6.4. Lack of concern with regards to its importance
6.5. Because of lack of commitment the top management
6. 6. Please mention if there are other reasons ..........................
...............
7. How would you rate your understanding of the Human Resource Training and Development
policy in Selam Children`s Village?
A. Excellent B. Very good C. Good D. Average E. Poor

52

C. Issues with Regard to Training and Development Needs Assessment
8. Is there a practice of conducting Training and Development needs analysis (assessment)
(TNA) before delivering training programmes, in the last three years?
9. Which of the following techniques is being mostly used for identifying the organization`s
Training and Development need analysis (TNA)?
A. Organizational analysis B. Task/job analysis C. Person/individual analysis
D. None of the above techniques are used as of TNA .
10. To what extent are the contents of training and development programmes that you have taken
relevant to your current job?
A. Highly relevant B. Moderately relevant C. Relevant
D. Less relevant E. Not relevant
11. Do you think that SCV has good practices in performance appraisals?
12. Do you think that performance appraisals are used in selecting staffs for training?
13. If your response for question no 12 is yes, what are the selecting criteria used in selecting
staffs for training and development? Please specify: ..
.
.
D. Issues related to HR Training and Development Objectives
14. Does Selam Children`s Village formulate clear Training and Development objectives?
15. If your answer to question number 14 is yes, were the training objectives specific,
measurable, achievable, relevant and timely (SMART)?

53

16. If your response for question number 14 is no, what could be the possible reason(s) for
that?....................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
...............................................................................................
E. Issues with Regard to HR Training and Development Methods in SCV
17. Which of the following methods of training and development does SCV have practiced
more?
A. On-the-job training B. Off-the-job training C. Both training methods
D. Other(s) (specify)
18. Which of the following on-the-job training programme have you taken so far?
A. Job instruction training B. Job rotation C. Special Assignment
D. Coaching E. Understudy F. All of the above
H. Mention others (if any) .
19. Which of the following off-the-job method of training programme have you taken for the last
three years?
A. Lectures B. Conferences C. Case studies
D. Role plays E. Vestibule F. Group works
H. Mention other(s) (if any):
F. Issues related to HR Training and Development Evaluations
20. Does SCV evaluate the effectiveness of HR training and development programmes?
21. If your response for question no 20 is yes, which evaluation criteria are used in evaluating
the worth of a specific programme?
A. Reaction B. Learning C. Behaviour D. Result
E. All of the above have been used F. None of the above has been used
22. Which of the following steps of training and development evaluations have SCV used?
A. Before training B. During training C. After training D. None of the above

54

23. In your opinion, what are the real problems that you observe regarding human resource
training and development practices of Selam?
.
24. Would you please suggest if there are things to be changed with regard to the current human
resource training and development problems and practices of Selam Children`s Village?
.

55

B. Interview questions
ADDIS ABABA UNIVERSITY
DEPARTMENT OF EDUATIONAL PLANNING AND MANAGEMENT
Interview Questions to be answered by
Managerial Staffs of SCV
1. Does SCV have Human Resource Training and Development policy? Why?
If yes, has it been communicated to concerned staffs?
2. How are training and development needs determined in Selam Children`s Village? What
are the methods of training need analyses (TNA) practiced in SCV?
3. How are employees selected for training and development? Does training needs
assessment precede selection for training programmes?
4. In your opinion, do you think that Selam Childrens Village provides equal opportunities
for all its employees in terms of designing a training and development scheme?
5. What are the methods adopted for training and development? Please specify all the
methods of training and development that are used in Selam Children`s Village.
6. Do you think that the methods used in the human resource training and development
programmes at SCV have achieved the desired results/ goals?
7. Does each training and development programme have specific objective and criteria that
it tries to achieve?
8. How does Selam Children`s Village evaluate its HR training and development
programmes?
9. In your opinion, what is the view of the top management towards training and
development? Do you think that the top management gives enough emphasis for
employees training and development?
10. Does the Village allot sufficient budget to carry out training and development
programme effectively and efficiently, so that employees motivation flourish and
increase market value?
11. How much SCV is spending on training and development in proportion to the payroll
cost of the organization per year?
12. How do you think human resources training and development at SCV can be improved?

56

C. Organizational Structure of SCV
Board of Directors

General Manager
DGM IS

Finance & Accounting
Department

Procurement &
Logistics
Department

Legal & Contract
Administration,
service

MIS
service

HR & Administration
Department

DGM CYC

Children & Youth
Department

Health &
Community servi
ce
DGM IGA

Agriculture
Department
Industrial
Department

Marketing
& Sales service

Engineering ,
design &
Maintenance
service

DGM ET

TVET
College

General
education
Department

Internal Control &
inspection

Quality Assurance

Partnership &
Communication

Corporate Planning &
Development

57

D. Populations and Respondents
General Information of the Population and Respondents
Divisions Department
Number of Employees(N) Sample Size (n)
Non-
Manager
Manager Total
Non-
Manager
Manager Total Remark
Institutional Support
HR & Administration: 28 2 30 3 1 4
Finance & Accounting 25 1 26 4 1 5
Logistic & Procurement 14 1 15 9 1 10
CYC Support Division
Village I 51 2 53 9 2 11
Village II 18 1 19 3 1 4
Community support 18 1 19 5 1 6
Training & Education Division
TVET College 114 2 116 41 1 42
General Education 145 1 146 60 1 61
IGA Division
Industrial 105 1 106 24 1 25
Design & Engineering Service 7 1 8 3 1 4
Maintenance Service 15 1 16 8 1 9
Sales & Customer Service 9 1 10 5 0 5
Agriculture 57 1 58 3 0 3
GM Office
Internal Audit 1 0 1 1 0 1
Project & Corporate Management 0 0 0 0 0 0
Communication & Partnership 2 0 2 2 0 2
Grand total 611 17 628 180 13 193

58

LETTER OF CERTIFICATION
This is to certify that Yemataw Kibret carried out his project on the topic entitled Assessment of
Practices and Problems of Human Resource Training and Development Scheme in Selam
Children`s Village under my supervision. This work is original in nature and is suitable for
submission for the award of Master`s Degree.

___________________

Alemayehu Debebe (Ato)
University Advisor

59

DECLARATION
I, the undersigned, declare that this thesis is my original works, which has not been presented for a
degree in any other university and that all source of materials used for the thesis have been duly
acknowledged.

Name: Yemataw Kibret
Signature: _________________
Date: ___________________

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